Nontraditional Students, Accelerated Programs, Grade Expectations, and Instructor Evaluations

This article is intended as both a cautionary tale and an encouraging guide for instructors who are beginning to teach in accelerated programs designed to attract nontraditional students. This article is based, in part, on classroom action research conducted through surveys, observations, exams, and assessments, in an introductory business law course taught in two different universities. Initially, this article seeks to define and examine the particular issues of the nontraditional student using demographic and anecdotal data gathered on nontraditional students at the University of Cincinnati and traditional students at Southeast Missouri State University. Special attention is given to the role of gender and role strain in nontraditional students. Role strain has three dimensions: (1) role conflict from simultaneous, incompatible demands; (2) role overload (insufficient time to meet all demands); and (3) role contagion or preoccupation with one role while performing another. The article also examines the relationship between grade expectations/grade inflation and instructor evaluations.     

Police Psychology in Singapore: The Red Dot Experience

Despite developments in police psychology in North America and Europe, little is known about developments in other parts of the world. Yet, this knowledge will reinforce the development of the field of police psychology internationally and strengthen its scientific theories, practices and programs. This paper therefore traces the development of police psychology in Singapore for over two decades across four waves of development. This paper also describes the developments in three areas of police psychology (services to police officers, police operations and the police organization) and details the various police psychological services programs and services in Singapore. The paper concludes with a discussion on strategic concerns for police psychologists worldwide, arguing that there is a need to discuss the ‘what works, when and where?’ in police psychology, when it is applied across the world.     

Optimization of Human mtDNA Control Region Sequencing for Forensic Applications

Sequencing mitochondrial DNA hypervariable regions I and II (HVI and HVII) is useful in forensic missing person and unidentified remains cases. Improvements in ease and sensitivity of testing will yield results from more samples in a timely fashion. Routinely, amplification of HVI and HVII is followed by Sanger sequencing using the BigDye^® Terminator v3.1 Cycle Sequencing kit (Applied Biosystems) using 4 μL of ready reaction mix (RRM). Each sequencing reaction is then purified through column filtration before capillary electrophoresis. Using lower amounts of RRM (2 μL or 1 μL) and purification using BigDye^® XTerminator^? (Applied Biosystems) instead of columns showed no loss of sequence length and increased the quality and the sensitivity of testing, allowing HVI and HVII typing from mitochondrial genome equivalent to 125 fg of nuclear DNA, or 100 pg of HVI/HVII amplicons. Using this methodology, testing can be completed in 1 day, and the cost of testing is reduced.     

The relationship between investigative interviewing experience and open-ended question usage

We present three studies examining the role of prior job experience in interviewing and interviewers' ability to learn open-ended questions during a training program. We predicted a negative relationship such that more experienced interviewers would perform worse after training than less experienced interviewers, and that (irrespective of baseline performance) the more experienced interviewers would improve the least during training. These predictions were made for two reasons. First, specific questions are commonly used in the workplace (i.e. open-ended questioning constitutes new learning). Second, experience in the use of specific questions potentially interferes with newly learned open-ended questions. Overall, our predictions were supported across different participant samples (including police officers specialized in child abuse investigation and social workers from the child protection area), time delays, and modes of training. The results highlight the need for investment in ongoing investigative interviewing training commencing early during professionals' careers, prior to the establishment of long-term habits in the use of specific questions.     

The Role of Perceived Deservingness in the Toleration of Human Rights Violations

Based on evidence that people have a strong need to see that individuals get what they deserve, we reasoned that people will tolerate a human rights violation to the extent that they believe the target of the violation deserves severe treatment. Thus, we expected that variables that influence the perceived deservingness of a target (i.e., “contextual cues” to deservingness) should influence toleration of a violation of the target’s rights, mediated by perceptions of the target’s deservingness. We also expected that the effect of a contextual cue to targets’ deservingness on toleration should occur even for people who support the violated right in the abstract. Across two studies, using student versus community samples, we measured participants’ abstract support for the right to humane treatment. We then presented participants with scenarios about a target who was tortured (a violation of the right to humane treatment), and manipulated a contextual cue to the targets’ deservingness for severe treatment—the moral reprehensibility of the targets’ past behavior. Participants tolerated a target’s torture more if he had engaged in highly morally reprehensible (vs. less reprehensible) behavior and, thus, was perceived to deserve more severe treatment. Participants’ abstract support for the right to humane treatment did not moderate the effect of moral reprehensibility on toleration. Our findings highlight the importance of perceived deservingness in the toleration of human rights violations and have implications for reducing such toleration. Our research also extends literature on deservingness to an important global issue.     

Incentives and their dynamics in public sector performance management systems

We use the principal‐agent model as a focal theoretical frame for synthesizing what we know, both theoretically and empirically, about the design and dynamics of the implementation of performance management systems in the public sector. In this context, we review the growing body of evidence about how performance measurement and incentive systems function in practice and how individuals and organizations respond and adapt to them over time, drawing primarily on examples from performance measurement systems in public education and social welfare programs. We also describe a dynamic framework for performance measurement systems that takes into account strategic behavior of individuals over time, learning about production functions and individual responses, accountability pressures, and the use of information about the relationship of measured performance to value added. Implications are discussed and recommendations derived for improving public sector performance measurement systems. © 2010 by the Association for Public Policy Analysis and Management.