Integration of strategic and operational intelligence during the Peninsular war

Wellington is well known for his understanding of the importance of intelligence, but so far history has recorded that he presided over a one-man intelligence department, himself being the only analyst of what proved to be a massive quantity of raw information. New research highlighted in this article reveals that this has been an inaccurate interpretation. The British government also acted to establish a civilian network of correspondents and agents communicating with the British ambassadors to Spain and Portugal. Wellington's main priority was to integrate the ‘strategic intelligence’ collected by government agents with his own ‘operational intelligence’. Instead, analysis was conducted more by Wellington's subordinates in the field, applying their personal localized expertise to the information they received. In this way, an early and primitive form of the staff system later developed by the Prussians was created in the Peninsular War.     

Attributions in a Hypothetical Child Sexual Abuse Case: Roles of Abuse Type,Family Response and Respondent Gender

The present study examines the impact abuse type, family response, and respondent gender have on attributions of blame in a hypothetical child sexual abuse (CSA) case. Three hundred and ninety three respondents read a hypothetical CSA scenario describing the sexual assault of a 14 year old girl by a 25-year-old man and completed 14 attribution items. Overall, the assault was deemed more serious, the perpetrator more culpable, and the family less culpable when CSA involved (vaginal) penetration. Contrary to expectations, respondents were more negative towards a family who denied the abuse took place versus one which blamed or supported the victim. Finally, male respondents deemed the abuse to be less serious, were more negative towards the victim and their families, and more positive towards perpetrators than were female respondents. The role these factors play in CSA attributions, together with ideas for future research, are discussed.

Student disability claims in the UK and USA: does the jurisprudence converge?

Laws in the UK and the USA protect college students with disabilities from discrimination. The laws of both nations are complex and require institutions of higher education to accommodate qualified students. This article examines the requirements of both nations’ laws with respect to the kinds of inquiries that may be made of students with disabilities, how the institution must go about determining what accommodations are needed, whether the needed accommodations are reasonable and consistent with academic standards or requirements, and whether the institution is required to attempt to accommodate undisclosed disabilities. The article also discusses how the laws in each nation are enforced, addresses the remedies that are available to students in both nations, and focuses on the interpretation of these laws with respect to admission, academic accommodations, nonacademic accommodations (such as housing, student discipline, and co-curricular activities). It also discusses the institution's duty to students with psychiatric disorders who may engage in self-destructive behavior.     

France and the World Disarmament Conference of 1932-34

Traditional accounts of the disastrous World Disarmament Conference of 1932-34 have placed the blame for its failure on France. Recent historians have revised this picture by describing the internal and external constraints on French policymakers and by delineating the equally obstructive policies adopted by the Anglo-Saxon countries. This article outlines each of these approaches, but takes the defence of France one step further. By assessing the evolution of French policy at the World Disarmament Conference, the article demonstrates that France was prepared to make greater concessions for the sake of agreement than any other country.