In search of criminological tradition: the development of criminology in Taiwan

There has been a growing interest in the historical development of criminology(ies) throughout the world. This paper examines the development of criminology in Taiwan (Republic of China) using both questionnaire and interview data. Textbooks, institutional development, and research activity are taken as proxy measures of a criminological tradition. Beginning with criminology in Republican China (1929–1949), the article explores the key features of change in criminology against the background of Taiwan's own particular adoption of social, political and economic ‘modernisation’. Foreign influence and the contemporary meaning of ‘indigenous’ are considered. The article ends with a research agenda for a grounded historical sociology of criminology on Taiwan; key identified research questions relate to sponsorship, research priorities and the production of criminological knowledge; the reception of research by policy communities and practitioners; the relationship between criminological knowledge and politics; and the processes of selective appropriation.     

National Competition Policy

Economic reform in Australia certainly did not start with the Hilmer Report — it has been underway for the last 15 or so years. It began with financial deregulation and floating of the Australian dollar in the 1980s and the reduction of tariff protection, and includes more recent initiatives such as moving from the centralized wage fixing system to more flexible enterprise bargaining arrangements, restructuring of government business enterprises, developments in public administration and most recently the focus on competition policy.     

A technical appraisal of the IIASA energy scenarios

Several shortcomings in a major study of the world's energy system are described. The study, entitled Energy in a Finite World, resulted in widely publicized conclusions and urgent policy recommendations that were derived from detailed projections of the global energy future. A set of computer models was used to produce these projections, which are analyzed here in two ways. First, treating the models as a black box, it is shown that several principal results are effectively prescribed informally in input data that pass through the models unchanged. Second, despite claims of robustness, detailed sensitivity analysis shows that the energy supply projections are highly sensitive to perturbations in various input data. Early work that revealed this problem is not cited, and standard sensitivity tests are not provided in the study. Thus, despite the appearance of analytical rigor, the study's conclusions are evidently based on opinions rather than objective robust analysis.Bill Keepin is Research Fellow at the Beijer Institute, Royal Swedish Academy of Sciences, Box 50005, S-104 05 Stockholm, Sweden. This work was carried out at IIASA, where he was Research Scholar from October 1981 to June 1984.     

Women's studies and men's careers: How the ‘social problem’ of women in education maintained the academic status of men in the 1970s

This paper investigates the changing status of research of women and education during the 1970s. All articles published in the American Educational Research Journal, the Journal of Educational Psychology, Child Development, Sociology of Education, and the Journal of Educational Measurement from 1973 through 1978 are included in this study. A total of 2239 research articles are identified and examined for article content and authorship. Of these articles, 13.5 per cent deal with women and education, 15.9 per cent are authored by women solely and 28.0 per cent are co-authored by women and men. There is a significant increase in the number of articles on women and education, and it appears that proportionately more of these articles are written by women; however, there is no proportional change in women's authorship of (1) total articles written by women, (2) articles on women and education, or (3) articles on topics other than women and education. It is concluded that women and education became a legitimate topic for scholarly inquiry during the 1970s, but that this increased legitimacy did not benefit women specifically.