Closing Off Opportunities for Crime: An Evaluation of Alley-Gating

A new situational crime prevention measure recently introduced into Great Britain involves the fitting of gates to alleyways running along the back of terraced properties to restrict access to local residents and reduce opportunities for offenders. A number of quantitative techniques were used to assess the success of the intervention in reducing burglary in the City of Liverpool. The results demonstrate that, relative to a suitable comparison area, burglary was reduced by approximately 37%, there was a diffusion of benefit to properties in the surrounding areas, and the scheme was cost beneficial with a saving of £1.86 for every pound spent. The analyses provide persuasive evidence that these reductions were attributable to the intervention. We argue that the methodological techniques demonstrated here can be applied more widely to crime prevention evaluations.     

The Great Disconnect: Global Governance and Localised Conflict in the Cases of India and the EU

Academic scholarship displays a curious disconnect between two trends, connecting peace and governance issues. At the same time when conflicts tended to shift inwards (from inter-state to civil wars), global governance approaches seemed to decentre the management of peace and conflict outwards (from the nation state to international forums). This paper investigates this disjuncture by examining the European Union and India's governance strategies in different conflict contexts. It studies whether their strategies operate close to the global governance model and/or whether they are able to connect with and effectively support local peace initiatives in conflict-ridden areas.     

Using the role-play at the lectern: developing “work-ready” and confident professionals

As Waters notes, the role-play is not traditionally used as a teaching technique in law schools. Educators utilise role-play in many disciplines, including health, business, psychology, economics and literature; yet apart from clinical settings or for teaching practical legal skills, the role-play seems to be underutilised in legal education. An empirical study of 67 law students from the University of Western Australia (UWA) Law School set out to investigate the utility of the role-play as a device for instilling confidence in students and assisting them to prepare for professional practice. Although the classroom and class size were large and teaching took place in a lecture theatre, the role-play worked effectively. Students reported greater knowledge, understanding, confidence and skill with conducting themselves in a professional practice context. The study shows the need to embrace the role-play as an experiential learning technique that can work as effectively in an intensive, large-class setting as it does in smaller or clinical classrooms. The study revealed that the role-play technique worked very well and that the role-play is a versatile and very much “alive” pedagogical technique of value to any law school.