Evaluating HIV/AIDS education programmes in Ugandan secondary schools

Although not part of the national curriculum until 2004, HIV/AIDS education has been taught for some time in Ugandan secondary schools through a variety of extracurricular means, including the media, youth groups, drama, music, and Parent–Teacher Associations. This article identifies and evaluates the integration of HIV/AIDS information into the national curriculum in Ugandan secondary schools between 2002 and 2004, based on the viewpoints of administrators, teachers, and students from 76 schools. While most schools did not include HIV/AIDS as part of the formal national curriculum at this time, the information was disseminated through a range of alternative means. The authors identify the most effective of these, discuss the perceived reactions of various stakeholders regarding HIV/AIDS being taught in secondary schools, and make recommendations for curricular reform.     

Securing the German Domestic Front in the Second World War: Prosecution of Subversion before the People's Court

Article Five of the Special Wartime Penal Code served as the basis for the prosecution of the crime of Wehrkraftzersetzung (“subversion”) in the Third Reich. Using a sample of sixty‐six cases dealing with defeatist statements tried before the People's Court, this article argues that these subversion cases clearly demonstrate the politicisation of the judicial process under the Nazi regime. The application of an extraordinarily broad interpretation of the term “public”— virtually obliterating any notion of a private sphere — as well as a draconian use of the death penalty (two‐thirds of defendants were sentenced to death and executed) both provide evidence that the prosecution of subversion can be understood as one component of a broader effort by the Hitler regime to achieve total control over society in pursuit of total war.     

Genetic Testing and the Future of Disability Insurance: Thinking about Discrimination in the Genetic Age

This article considers the future of genetic testing and disiblity insurance, and explores the potential for discrimination when using genetic information.     

Police systems and systems thinking: An interpretive approach to understanding complexity

To start a dialog with police and criminal psychologists concerning systems theory and policing, the authors are presenting the following paper. This paper shares their thinking about systems theory as it might apply to policing. The paper draws upon specific examples from one of the twenty largest police departments in the United States. These examples include: race relations, domestic violence legislation, financing, and developing specialized units. The authors present some of the major concepts associated with systems thinking. They selected—context, valid information, relationships, shared meaning, attractors and agents. In addition, there are recommendations for future direction of dialog and research. Authors' Note: A. Steven Dietz, Ph.D., is an Instructor with Texas State University at San Marcos in the Department of Criminal Justice. Oscar Mink, Ed.D., was Professor of Adult and Human Resources Development Leadership at the University of Texas at Austin until his death in September of 2004. He was licensed as a psychologist in both Texas and New York. He authored or co-authored 14 books and over 200 articles, monographs, and psychological assessment instruments. He founded a correctional counseling institute program at West Virginia University as a visible part of the Division of Clinical Studies that he directed. He had 14 years direct work experience in various aspects of criminal justice at the Federal, State and community level. Dr. Mink consulted with the Austin Police Department on issues related to executive coaching and organizational development.