Note on Teaching Intelligence

Over the last decade, intelligence has become one of the most widely taught subjects in higher education. In response to this, a sub-discipline has emerged within Intelligence Studies devoted to thinking about how the subject is actually taught. One of the most common arguments to come out of this literature is that there should be more practitioner involvement in the university teaching of intelligence. However, it is rarely specified what exactly intelligence professionals bring to the classroom, save the largely self-evident point that because they have ‘walked the walk’, they are uniquely qualified to teach the subject. Drawing on student questionnaires, as well as interviews with serving and retired intelligence officers, this article attempts to probe a little deeper and identify the specific benefits of incorporating practitioners into the university teaching of intelligence. It is argued that practitioners ‘put a face on the profession’ and help to remove some of the mystique and misperceptions that surround intelligence work. It is claimed that practitioners, especially with their ‘inside stories’, give added meaning to academic theories and make the subject more exciting. Finally, it is argued that practitioners enrich the broader ‘student experience’. In UK higher education, now under a new fees regime, students are looking for departments to go the extra mile not only in terms of their teaching, but also in areas like careers advice and support. In this context, intelligence professionals are enormously valuable.     

Estimating the Impact of Education on Political Participation: Evidence from Monozygotic Twins in the United States,Denmark and Sweden

In this study we provide new evidence on the much-discussed effect of education on political participation by utilizing the quasi-experiment of twinning. By looking at the relationship between education and participation within monozygotic (MZ) twin pairs we are able to circumvent traditional sources of confounding of the relationship rooted in genes and early life family environment because MZ twins share both. The results of within-twin pair analyses based on surveys from the United States, Denmark and Sweden show that while the relationship between education and political participation is highly confounded by genes and/or familial environment in all three countries, a positive impact remains of years of education in the US and of high school completion in Denmark. No effect is found in Sweden. Robustness checks suggest that the observed effect is not confounded by within-twin pair differences in prenatal environment nor differential treatment during childhood, and, if anything, that it most likely constitutes a lower bound estimate.     

The Affect and Effect of Images of War on Individual Opinion and Emotions

We explore the conditions under which individuals are attentive to positive and negative battlefield information when forming beliefs about a conflict’s success or failure. We use three experiments to explore the impact of visual and textual battlefield cues on individuals’ emotional states and attitudes toward the war in Afghanistan. We find that both visual and textual information convey information about failure that influences public attitudes and emotions toward war. In keeping with rational expectations theory, but contrary to widespread beliefs within the journalistic and policymaking communities, textual cues and images of battlefield failure have similar effects on emotions and attitudes. The consistency of multiple war cues, however, greatly affects peoples’ reactions. Simply put, in war the content of information matters, not its delivery style.     

The Tech Industry Meets Presidential Politics: Explaining the Democratic Party’s Technological Advantage in Electoral Campaigning, 2004–2012

Drawing on theories in organizational sociology that argue that transpositions of people,/ skills, and knowledge across domains give rise to innovations and organizational foundings that institutionalize them, we conducted a mixed-methods study of the employment biographies of staffers working in technology, digital, data, and analytics on American presidential campaigns, and the rates of organizational founding by these staffers, from the 2004 through the 2012 electoral cycles. Using Federal Election Commission and LinkedIn data, we trace the professional biographies of staffers (N = 629) working in technology, digital, data, or analytics on primary and general election presidential campaigns during this period. We found uneven professionalization in these areas, defined in terms of staffers moving from campaign to campaign or from political organizations to campaigns, with high rates of new entrants to the field. Democrats had considerably greater numbers of staffers in the areas of technology, digital, data, and analytics and from the technology industry, and much higher rates of organizational founding. We present qualitative data drawn from interviews with approximately 60 practitioners to explain how the institutional histories of the two parties and their extended networks since 2004 shaped the presidential campaigns during the 2012 cycle and their differential uptake of technology, digital, data, and analytics.     

Blended Sentencing Laws and the Punitive Turn in Juvenile Justice

In many states, young people today can receive a “blended” combination of both a juvenile sanction and an adult criminal sentence. We ask what accounts for the rise of blended sentencing in juvenile justice and whether this trend parallels crime control developments in the adult criminal justice system. We use event history analysis to model state adoption of blended sentencing laws from 1985 to 2008, examining the relative influence of social, political, administrative, and economic factors. We find that states with high unemployment, greater prosecutorial discretion, and disproportionate rates of African American incarceration are most likely to pass blended sentencing provisions. This suggests that the turn toward blended sentencing largely parallels the punitive turn in adult sentencing and corrections—and that theory and research on adult punishment productively extends to developments in juvenile justice.     

The Use of Mitochondrial DNA Single Nucleotide Polymorphisms to Assist in the Resolution of Three Challenging Forensic Cases

Abstract:  Mitochondrial DNA (mtDNA) single nucleotide polymorphisms (SNPs) in an 11-plex assay were typed in three missing person cases involving highly degraded human remains. Unlike the traditional forensic approach to analyzing mtDNA which focuses on sequencing portions of the noncoding Control Region, this assay targets discriminatory SNPs that reside principally in the coding region. In two of the cases, the SNP typing successfully excluded one of two reference families that could not be excluded on the basis of mtDNA hypervariable region sequencing alone, and resulted in the final resolution of both decades-old cases. In a third case, SNP typing confirmed the sorting and reassociation of multiple commingled skeletal elements. The application of a specific mtDNA SNP assay in these cases demonstrates its utility in distinguishing samples when the most common Caucasian hypervariable region type is encountered in forensic casework.     

The influence of footwear sole hardness on slip initiation in young adults

Slips occur when the friction demand of an individual exceeds the friction available from the shoe/floor interface. Shoe sole hardness is one of the factors thought to influence friction demand and available friction. The purpose of this study was to determine the influence of footwear sole hardness on the probability of slip initiation. Forty young adults were randomized into a hard or soft sole group. Slip events during the slippery floor trials were documented using a motion analysis system. The proportion of slip events in the hard sole group was greater than that in the soft sole group. The difference between utilized and available friction accurately predicted 90% of slip outcomes. Our data support the premise that individuals wearing shoes with harder soles are at greater risk for slipping. The results of this study suggest that shoe sole hardness should be considered when designing footwear aimed at decreasing slip risk.     

Development and validation of videotaped scenarios: a method for targeting specific participant groups

Researchers using scenarios often neglect to validate perceived content and salience of embedded stimuli specifically with intended participants, even when such meaning is integral to the study. For example, sex and aggression stimuli are heavily influenced by culture, so participants may not perceive what researchers intended in sexual aggression scenarios. Using four studies, the authors describe the method of scenario validation to produce two videos assessing alcohol-related sexual aggression. Both videos are identical except for the presence in one video of antiforce cues that are extremely salient to the young heterosexual men. Focus groups and questionnaires validate these men's perceptions that (a) the woman was sexually interested, (b) the sexual cues were salient, (c) the antiforce cues were salient (antiaggression video only), and (e) these antiforce cues inhibited acceptance of forced sex. Results show the value of carefully selecting and validating content when assessing socially volatile variables and provide a useful template for developing culturally valid scenarios.