‘Sharpening the wooden sword’ in Imperial Germany: marital status and education in the work of Helene Lange

This article addresses the views of Helene Lange (1848-1930) in the campaign to reform German female education during the imperial period (1871-1918). A former educator, Lange was a key leader in national discussions of both female education and women's rights. Education, middle-class interests, and marital status formed the pillars of Lange's reformist vision. Lange contended that nineteenth-century education was misguided in its emphasis upon marriage as the primary goal of middle-class female lives. She cited a perceived surplus of unmarried women (Frauenüberschuss) as a key reason to change the nature of female education. Lange saw this surfeit as particularly problematic among the middle and elite classes. In doing so, she acknowledged derogatory depictions of unwed women but inverted such stereotypes in order to promote her cause of improved female education. As a solution for the perceived female surplus, Lange advocated educational and professional experiences that would embrace the maternal character of women. Helene Lange believed that women were not to be educated to compete with men, but to stand beside them in creating a better world – patriarch and matriarch renewed.     

Expert Testimony on Psychological Injury: Procedural and Evidentiary Issues

This article introduces psychologists to aspects of the legal process most pertinent to their role as expert witnesses in civil litigation. It summarizes the role of psychological evidence in the adjudication of common law tort claims, the structure of the court system, and the stages of the litigation process. It also explains the various roles a psychological expert may play during litigation and the implications of those roles for expert confidentiality and disclosure. The article then provides an overview of legal policy governing the admissibility of psychological expertise, especially as admissibility is affected by the “Daubert” standard applied in most North American courts.     

Women Offenders and the Gendered Effects of Public Policy1

At 17%, women represent a significant proportion of all offenders under criminal justice supervision in the US. Drawing on the findings from their report, “Gender-Responsive Strategies: Research, Practice, and Guiding Principles for Women Offenders,” the authors maintain that public policy has ignored the context of women's lives and that women offenders have disproportionately suffered from the impact of ill-informed public policy. This discussion of the implications of gender within the criminal justice system is based on a simple assumption: responding to the differences between women and men in criminal behavior and to their antecedents is critical to gender-responsive policy. Building on the pathway theoretical perspective, we find that in addition to the gendered impact of the war on drugs, policy changes in welfare reform, housing, and other social policy arenas combine to create a disparate impact on drug abusing women and women of color. Key policy areas affecting the lives of women offenders and their children include welfare benefits, drug treatment, housing, education, employment, and reunification with children. We conclude that addressing the realities of women's lives through gender-responsive policy and programs is fundamental to improved outcomes at all criminal justice phases. A blueprint for gender-responsive policy development is described through six guiding principles and their policy implications.     

Justice as Fittingness

Law and Philosophy -     

Governance in the UK Public Sector: the Involvement of the Governing Board

Governing boards are a prominent feature of many public sector organizations today. These boards have been modelled on the private sector board of directors. Like company boards, one of their main functions is to provide strategic leadership and policy direction for the organization. The role of managers and chief executives is to implement this. This paper examines the extent of involvement of one public sector board, the school governing body, in strategic activity. Using empirical evidence from a number of semi-structured interviews conducted in schools, its findings indicate that governing bodies are not involved at a high level in strategy within schools. Rather, headteachers are more likely to be undertaking this activity. Reflections are made about the relevance of the 'board of directors' model for both governing bodies and the public sector more generally.