Belief in a Just World as a Resource of Victimized Students

In a cross-sectional questionnaire study with N?=?2593 German students, aged between 12 and 17 years (M?=?14.1, SD?=?0.5), we investigated the relation between students’ personal belief in a just world (BJW) and their victimization in bullying situations. According to the just-world theory and research, we expected that the more strongly the students endorsed the personal BJW, the less likely they were to report being victimized by other students. We aimed to extend previous findings that failed to confirm this negative relation by considering students’ personal experience of teacher justice as a possible mediator in this relation, while statistically controlling for sex and school type. We further considered the nested data structure with regard to school classes in our analyses. The results of latent mediation analyses at the individual and group levels showed that the more the students endorsed personal BJW, the more they evaluated their teachers’ behavior toward them personally as being just, and the less likely they were to report that they were bullied. However, the students’ personal experience of teacher justice did not mediate the relation between personal BJW and victimization at the individual or group level when controlled for sex and school type. We discussed the adaptive functions of BJW and implications for future school research and practice.     

Precariousness or prosperity? The diverse faces of widowhood in rural Buenos Aires during the nineteenth century

In this article, I will explore the resources and capacities women could mobilize in the countryside of Buenos Aires at the beginning of the nineteenth century when they had to confront the domestic crisis triggered by their husbands’ death. It is of course essential to study the foreseeable options (taking over the helm of the family farm, seeking refuge with relatives, or quickly remarrying) they had and the role played by what are commonly considered as crucial resources (family composition, patrimony, and networks). This study nevertheless seeks to identify other factors (notably the legal framework, patterns of colonization, and widows’ own know-how and experiences as farmers and settlers) that bring to light the specificity of widowhood in rural Buenos Aires during this period. As a consequence, the juridical aspects of inheritance proceedings and the concrete practices they reveal will be analyzed before I examine the wide social spectrum (namely the inhabitants of San Antonio de Areco, La Matanza, Quilmes, and San Vicente, four areas of rural Buenos Aires) registered by the censuses of 1813 and 1815.     

An Exploratory Study of Human Rights Knowledge: a Sample of Kindergarten and Elementary School Pre-service Teachers in Spain

This study aims to explore the level of information and knowledge 150 Spanish kindergarten and elementary school teachers in pre-service training have about human rights. We compared two groups of students: students with no specific training and students with specific training (the students with specific training study with the new training teaching programme that includes a compulsory subject related to citizenship education). The contents are organized around three thematic areas. Human rights are included in the first area ‘Basic concepts to promote equality and participation in Elementary Education’; the other two areas are: ‘Learning to participate at Elementary School’ and ‘Building a civil school that promotes equality and participation at Elementary School’. It is a one semester subject with 3 h of teaching per week. The main hypothesis is that a specific training on human rights will lead to an important improvement not only in student’s level of knowledge but also in the way they categorize this specific content. We have administered a questionnaire designed for the study. In general, our results show that students of both groups have a basic and limited knowledge about human rights. The group with specific training shows a higher level of knowledge than the other group and a different way of organizing it. This would go in the direction of other studies of supporting and reinforcing the inclusion of specific training on human rights during the initial teacher training programmes at the university.     

Singapore justice

Singapore was brought to the world's attention in the spring of 1994, when it sentenced Michael Fay to six lashes with a cane. Many debated the issues presented by that case and there were many half‐truths released about Singapore and the eighteen year old male from Ohio. This research does not raise the issues of caning or corporal punishment. Rather, the research was done to explore ‘'Justice in Singapore'’ and how its system of justice really operates.

More specifically, this research will focus on this city‐state consisting of many divergent peoples, races, cultures, languages, and its thriving economy. The major part of the research focuses on crime related matters. The research compares U.S. and Singapore crime rates, and has found the overall U.S. rates to be 200% to 380% higher in the 1980s. Violent crime rates for ten years were also compared, and the U.S. rates range from 749% to 1,405% higher than Singapore. The paper also examines the ‘'drug problem'’ in Singapore and its response to it.

The last section of this paper explores why there is generally very strong support for police in Singapore (little corruption and few acts of police brutality). The court structure was also explored and an analysis has been done on how it functions. Lastly, the prison system is examined and its operations are presented. Justice in Singapore works very well, but it is also very different from other nations of the world.     

“We All Have to Eat”: Experiential Learning in Courses on Food and Hunger

Community-based learning offers students the opportunity to understand important concepts through their own experiences. Two courses on food and hunger in society, one a first-year seminar of 12 students and one an upper-level psychology course of 20 students, made site visits to local farms, markets, and a soup kitchen while reading about the issues and discussing them in class. At the end of the semester, each student wrote a short self-evaluation in which they were invited to discuss the aspects of the course that affected them most. Student responses suggest that the experiential component of the course was disproportionately powerful, impelling many of them to make changes in their lives as a result.     

The North–South Myth Revised: A Comparison of the Italian and German Migration Regimes

Since the beginning of the migration crisis in the 1990s, Italy and Germany have been considered to be the two showpieces of different migration control systems in Europe, where an ‘inefficient’ South is contrasted with an ‘effective’ North in terms of immigration control and humanitarian protection. Italy is often considered to have a lax immigration regime with weak border controls and few guarantees for asylum seekers and refugees, whereas Germany, in contrast, is shown as having an ideal asylum machinery with lower irregular immigration and no need for regularisation processes. This article challenges such a bipolar vision of the European immigration and shows that the ‘North–South axis’ dividing European control systems is not based on empirical evidence but on a myth which fails to take into account the logic of controls and the socio-economic contexts in which they are enforced.     

Moving Beyond North–South Theatre

The North–South divide is counterproductive to the generation of norms and policies geared toward ensuring human security in a globalising world. Moreover, developing countries productively abandon Southern solidarity when it is in their perceived interests to do so. This article provides an historical overview of the origins of the geographical labels attached to the two main groups of countries and examines how the various constructed roles on the international stage in the global theatre are played by actors from the two major troupes, North and South. It concludes with some encouraging examples of changed stances within the supposedly ironclad categories.     

The future UN development agenda: contrasting visions,contrasting operations

‘Sustainable development’ – as currently and politically correctly formulated – provides an inappropriate basis on which to frame a future-oriented UN agenda, and risks perpetuating patterns of assistance in which most UN organisations perform poorly and in the shadow of alternative and more able multilateral and bilateral sources. UN operations should take as their point of departure the comprehensive agenda outlined by the two world summits of 2000 and 2005. This agenda recognises the value-based UN as the only universal-membership organisation, which combines the concerns of satisfying human needs while ensuring security, human rights, justice and sound governance. The post-2015 agenda should not look only at development and environment but aspire to what a million global voices canvassed by the UN in ‘the world we want’ campaign are clamouring for.