‘Toys’ and ‘Whispers’ in ‘16‐land’: SOE and Ireland, 1940–1942

This article explores SOE plans to organise stay behind parties in neutral Ireland in cooperation with Irish army officers, in anticipation of a successful German invasion, as well as efforts to prepare for sabotage operations and to plant rumours through its agent Roddy Keith, and later through the British press attache John Betjeman. SOE's ambitions were opposed both by MI5 and SIS. MI5 wished to protect its own links with Irish intelligence, while SIS feared for the security of its covert Irish networks (which in fact were already penetrated). The consequent rows drew in C, Sir Frank Nelson, and other senior figures. They were resolved by Churchill, who felt that to provide the Irish with war material would only encourage them in their neutrality policy. His verdict was taken as an instruction to SOE to quit Ireland.     

Proportionality and Self-Defense

Proportionality is widely accepted as a necessary condition of justified self-defense. What gives rise to this particular condition and what role it plays in the justification of self-defense seldom receive focused critical attention. In this paper I address the standard of proportionality applicable to personal self-defense and the role that proportionality plays in justifying the use of harmful force in self-defense. I argue against an equivalent harm view of proportionality in self-defense, and in favor of a standard of proportionality in self-defense that requires comparable seriousness and takes into account the wrong, as opposed simply to the harm that the victim is fending off. I distinguish the standard of proportionality in self-defense from proportionality in circumstances of necessity, and I discuss whether proportionality is an internal or an external constraint on the right of self-defense.     

Movement Outcomes and Movement Decline: The Vietnam War and the Antiwar Movement

Conventional accounts underestimate the duration and impact of the movement against the Vietnam War. Data from the New York Times Index show more arrests in antiwar protests in 1972 than in the years usually considered the height of the movement; demonstrations continued until a week before the end of the war. The persistence of the movement strengthens claims it succeeded. While those who minimize movement influence assume it had to be popular to succeed, it had a direct impact on policy makers uncertain about future trends in public opinion and electoral behavior. The movement changed the discourse about, and the conduct of, the war, restraining escalation and accelerating troop withdrawals. Comparing Nixon's goals and those of the movement with the Paris Peace Accords shows the success of the movement. The movement also helped lower the voting age, reform the presidential nominating system, and change attitudes towards military action.     

The Relationship Between School Engagement and Delinquency in Late Childhood and Early Adolescence

Engagement in school is crucial for academic success and school completion. Surprisingly little research has focused on the relationship between student engagement and delinquency. This study examines whether engagement predicts subsequent school and general misconduct among 4,890 inner-city Chicago elementary school students (mean age: 11 years and 4 months; 43.3% boys; 66.5% black; 28.8% Latino). To improve upon prior research in this area, we distinguish three types of engagement (emotional, behavioral, and cognitive), examine whether the relationship between engagement and misconduct is bidirectional (misconduct also impairs engagement), and control for possible common causes of low engagement and misconduct, including peer and family relationships and relatively stable indicators of risk-proneness. Emotional and behavioral engagement predict decreases in school and general delinquency. However, cognitive engagement is associated with increases in these outcomes. School and general delinquency predict decreased engagement only in the cognitive domain. Suggestions for future research and implications for policy are discussed.     

High School Exit Exams and Dropout in an Era of Increased Accountability

A key form of student‐level accountability is the requirement for students to pass high school exit exams (HSEEs) in order to receive a diploma. In this paper, we examine the impact of HSEEs on dropout during a period when these exams became more common and rigorous. Further, we study whether offering alternate pathways to graduation for students who cannot pass HSEEs moderates any dropout effects. Using a district‐grade‐level panel assembled from the Common Core of Data, we exploit the fact that new exit exam policies first affect a particular graduating class, so we can isolate the impact of exposure to HSEEs for students in one grade in a district separate from other unaffected grades in the same district. We estimate dropout effects by grade for all students, and by race, sex, and urbanicity. We find that HSEEs increase dropout rates for students in the 12th grade, with especially large effects for African‐American students. Dropout effects are uniformly larger in states that do not provide alternate pathways to receive a diploma or alternative credentials for students that cannot pass exit exams. We estimate that 1.25 percent of 12th graders in these states do not graduate with their high school class, likely due to having a diploma withheld because of inability to pass the requisite HSEE. © 2013 by the Association for Public Policy Analysis and Management.