Using self- and peer assessment at honours level: bridging the gap between law school and the workplace

Growing awareness and interest in pedagogical issues permit greater experimentation with the design and delivery of law teaching. While employability skills are now commonplace within the law curriculum, the development of graduate attributes can also be enhanced through assessment methods requiring students to apply clearly understood criteria to their own performance. Where students are allocated work-related tasks, moderated self- and peer assessment can also help replicate the sense of “real” situations and act as an even more powerful stimulus to learning. The article considers staff and student perceptions of group-based learning in which assessment is considered both a means to “deep learning” and an end in itself insofar as students are allocated the task of formally recommending grades for coursework. Recognising that student-led learning and student-driven assessment are still relatively unorthodox in law teaching, the article concludes that this form of assessment method can clearly assist learning and the enhancement of graduate attributes and moreover can be justified objectively by reference to standard assumptions of validity, reliability, convenience and integrity.     

Full employment

The recent civic revival has been largely carried out in the register of contemporary political philosophy, with its characteristic division between liberal and communitarian visions of a transcendental moral subject. This article argues that such an approach, with its affiliations to Rousseau's pathbreaking recuperation of the classical civic tradition, tends to bypass the question of what concrete attributes have been required of citizens, and how citizens have historically acquired the attributes to function as responsible civic-minded individuals. As a result its demaraction of ‘progressive’ and ‘conservative’ models of historical citizenship is unworldly and unhelpful. I conclude by sketching in a tentative outline of a history of modern citizen self-discipline in the early modern period, when citizen status expanded from the city environment to the populations of the territorial states. And I suggest, following Foucault, that these techniques still form the foundations of modern citize-formation.     

Marin: a Pascalian diversion

Discussion of industrial democracy in Britain has been notably untheoretical, especially with respect to economic theory. There is economic literature on the issue, but it is very much dominated by neoclassical theories of the firm. This essay attempts to assess the arguments of that neo-classicism. Part of this involves some discussion of the basis of the hegemony of that type of economics within theories of the firm, which requires some discussion of the history of the theory of the firm. The conclusion is that whilst neo-classicism is not to be dismissed, an adequate theorisation of the economics of industrial democracy cannot be based on neo-classical premises about the structure and conduct of firms.     

Minimal Y-chromosome haplotypes plus DYS287 in Jewish populations

POPULATION: A total of 71 Jewish individuals obtained from the collection of The National Laboratory for the Genetics of Israeli Populations at Tel-Aviv University: 14 Ashkenazi, 21 Sephardic (from Turkey), 23 North African (from Morocco, Libya and Tunicia) and 13 Oriental (from Iraq and Iran).     

Testing for Cointegrating Relationships with Near-Integrated Data

Testing theories about political change requires analysts tomake assumptions about the memory of their time series. Appliedanalyses are often based on inferences that time series areintegrated and cointegrated. Typically analyses rest on Dickey–Fullerpretests for unit roots and a test for cointegration based onthe Engle–Granger two-step method. We argue that thisapproach is not a good one and use Monte Carlo analysis to showthat these tests can lead analysts to conclude falsely thatthe data are cointegrated (or nearly cointegrated) when thedata are near-integrated and not cointegrating. Further, analystsare likely to conclude falsely that the relationship is notcointegrated when it is. We show how inferences are highly sensitiveto sample size and the signal-to-noise ratio in the data. Wesuggest three things. First, analysts should use the singleequation error correction test for cointegrating relationships;second, caution is in order in all cases where near-integrationis a reasonable alternative to unit roots; and third, analystsshould drop the language of cointegration in many cases andadopt single-equation error correction models when the theoryof error correction is relevant.