African states,bureaucratic culture and computer fixes

Our central argument in this article is that the introduction of computers in African states fails to produce the intended results. This is precisely because the trajectory of development of bureaucratic institutions in Africa has resulted in internal and external contexts that differ fundamentally from those of the Western states within which computing and information technology has been developed. This article explores the context in which computers were developed in Western industrialized societies to understand the circumstances that the technologies were designed to respond to and the bureaucratic culture that helped produce desired results. We then proceed to analyse the truncated nature of institution building in the colonial state, and how it structured the peculiar setting of the post‐colonial African state and dynamics surrounding the integration of the new information and communication technologies. We argue that the colonial state bequeathed to its post‐colonial successor three crucial characteristics that are of central importance to understanding why the introduction of computers does not produce anticipated improvements in public administration. These are the very limited technical capabilities of the bureaucracy; authoritarian decision‐making processes under the control of generalist administrators; and the predominance of patron–client relationships. Copyright © 2001 John Wiley & Sons. Ltd.     

The Deceptive Simplicity of Teaching Negotiation: Reflections on Thirty Years of the Negotiation Workshop

What is required for effective teaching depends on the goal of the effort, and our criteria for success should be much more demanding than positive ratings from participants. If the goal is to improve participants' effectiveness as negotiators, we need a proven theory and associated skills. In the absence of robust confirming empirical data, which is still mostly lacking, we can take some confidence from qualitative evaluations. But whether or not we have a proven theory, the pedagogical task is complex and challenging, calling for a variety of sophisticated techniques deployed by a skilled instructor committed to joint learning. This article tells the story of some of the instructors' pedagogical learnings in thirty years of teaching the pioneering Negotiation Workshop at Harvard Law School, many of which now have empirical support. It also suggests some areas and tools for more experimentation in future advanced courses.     

Development of a Nomenclature System for a Canine STR Multiplex Reagent Kit*†

Abstract: Despite the popularity of dogs in US households, canine DNA evidence remains largely untapped in forensic investigations partially because of the absence of well‐defined forensic short tandem repeats (STRs), lack of standardized and validated PCR protocols, STR reagent kits, and poorly developed nomenclature. A nomenclature system was established based on internationally recognized recommendations for human forensic STRs for a recently developed canine STR reagent kit. Representative alleles were sequenced from each of the 18 STRs and the sex‐typing marker included in the kit. This study also reflects on the impact of point mutations, insertions, and deletions within and outside the STR core repeat structures. An understanding of the STRs’ sequence and repeat structures will enable development of a robust and reliable allele nomenclature and improve the accuracy and precision of allele fragment sizing in canine forensic profiling. The expected allele sizes have been calculated, and their repeat stuctures defined based on sequence information.