Writing las dissertations,part one: the rationale for an experimential research project

This article describes the impetus for a research project conducted during 2002–2003 into our law students' experiences of undertaking a dissertation module. It also discusses the rationale for the particular methodology and approach we have used to conduct this research, and presents the results. A driving force behind this research project was not only the desire to obtain knowledge for its own sake but also the need to identify and enhance positive aspects of students' experience of this module. We decided to adopt a student led and experiential method of carrying out our research that focuses directly upon the students' lived-experience of engaging in dissertation writing. The rationale for this decision was our acknowledgement that, within the last decade, students are increasingly defining themselves as consumers of educational services and have a legitimate and indeed pivotal role in quality assurance strategies. We also recognised that adopting an experiential method of inquiry, informed by a phenomenological approach, should, in principle, help to empower students by acknowledging their autonomy and encouraging them to engage in critical reflection. Finally, applying this methodology would provide us with precisely the subjectively rich type of research data derived from the students' lived-experience that we sought. This revised version was published online in July 2006 with corrections to the Cover Date.     

North Korea: The Case for Strategic Entanglement

North Korea is a state shrouded in secrecy, yet it receives an enormous amount of media attention. Its reclusive nature makes analysis difficult and speculative. What is certain is that a dangerous stalemate regarding nuclear weapons has persisted for far too long and is an obstacle to any real change in the political system. History, culture, and ideology all rule the state's actions; it is therefore a mistake to assume North Korean negotiators can act with autonomy. A new and dynamic means to deal with this dilemma should be developed, for the past has demonstrated that threats and demands will not coerce Pyongyang into submitting, in fact, that approach will only exacerbate the problem. An effective means to move beyond the stalemate is needed.     

Asking the Right Questions: Utilizing a Judicial Checklist to Track the Educational Success of Youth in Foster Care

Asking about the educational objectives for children in foster care has not been a priority in most juvenile and family courts. Research has shown that compared to the general school population, children in foster care have lower grade point averages, change schools more frequently, earn fewer credits toward graduation, and are more likely to be placed in special education programs. In response, Casey Family Programs, in collaboration with the National Council of Juvenile and Family Court Judges' Permanency Planning for Children Department, developed a Judicial Checklist with key educational questions to be asked from the bench. The Checklist has become a useful tool for juvenile and family court judges when assessing the effectiveness of current educational placements of the children who come before their courts, tracking their performance, and in making a positive future impact on their educational outcomes.