The Menzies Government and the Grand Alliance during 1939

This article is a study of the Australian government's exchanges with the Chamberlain government over the ultimately unsuccessful attempt to negotiate a Grand Alliance between the United Kingdom, France and the Soviet Union during 1939. Robert Menzies and Stanley Bruce carefully weighed the arguments for and against before deciding to support the proposal for an Alliance. Yet there was considerable ambivalence about their support as evidenced by Bruce's panicky response to the Molotov‐Ribbentrop Pact. In its own very small and distant way the Menzies government contributed to the inertia that marked the British Empire's failure to secure a Grand Alliance in 1939.     

After decolonization: Australia and the emergence of the non-aligned movement in Asia, 1954-55

This article is a study of the response of the Australian government under Robert Menzies to the emergence of the Afro-Asian movement in the mid-1950s, especially the element of the non-aligned nations, which culminated in the Bandung meeting of April 1955. Non-alignment and anti-colonialism posed direct threats to the Menzies government's plans for the defence of Southeast Asia and its foreign policy for the region. The study of the Australian response to the Bandung meeting reveals the different legacies which European imperialism left behind in Australia compared with its neighbours in south and east Asia.     

The importance of teaching dispute resolution in a twenty-first-century law school

Civil justice reviews over the past 20 years have encouraged the use of alternative dispute resolution (ADR) and particularly mediation. Mediation is arguably now becoming more mainstream in terms of dispute resolution process choice. In some instances law changes have been introduced requiring parties in dispute to consider using mediation; similarly, lawyers have an ethical responsibility to provide advice to their clients about the range of dispute resolution processes available. What is lacking however is a corresponding appreciation of the changing attitudes to the teaching of dispute resolution in the majority of UK law schools, where the promotion of adversarialism within the curriculum appears to remain the focus as the primary and only method of dispute resolution. The article argues that this is unreflective of current attitudes and thinking towards dispute resolution in most common law countries, where litigation is no longer necessarily the primary dispute resolution process of choice. Whilst there was token appreciation of the importance of mediation advocacy and its inclusion recommended within the Bar Practice Training Course (BPTC), the recent Legal Education and Training Review was silent on any suggestions about the inclusion of dispute resolution based curriculum content at any stage of legal education in England and Wales. The article will explore the historical development of lawyers’ attitudes to dispute resolution within the civil justice arena and academics’ teaching of curriculum associated with it in UK law schools. The article will pose questions on why recent legal history suggests that law schools should now perhaps take a more socio-legal approach to their curriculum content and embrace the teaching of dispute resolution as a defined subject area for the twenty-first-century law school.     

Settlor control--what kind of a problem is it?

Trustee duties are defined when the trust is created, and thetrustee controls management and distribution with the powersgiven to the trustee by the trust instrument. If the settloror a third party has the power to consent to or direct trusteedecisions, is there a trust at all? Trust law is equivocal.It is a question of degree. Family law courts to the contrarywant to know what is really going on, and have refused to acknowledgesuch a trust. In New Zealand, Harrison v Harrison is the latestinstance of this.     

Can APB 2000 Be Used to Discern Sincerity of Effort in Unimpaired Subjects from Maximal Performance in Subjects with Shoulder Pain?

The automated pegboard (APB 2000), which has been found to objectively quantify motor performance, was used to differentiate maximal motor performance among subjects with shoulder pain, healthy unimpaired subjects performing normally and also while feigning shoulder pain. Six participants with shoulder pain and 15 healthy unimpaired individuals participated. Individuals with shoulder pain were tested on the APB 2000 using their affected upper extremity. Unimpaired participants were instructed to perform normally on the test with randomly selected upper extremity and to feign shoulder pain with the other upper extremity. The two tests for the unimpaired participants were conducted 1 week apart. There were significant differences in mean performance time for normal, patient, and feigned performance, with 80, 111, and 149 sec for the three groups respectively (p < 0.0005). There was also considerable overlap in the three distributions of performance times. These preliminary findings suggest that the APB 2000 is able to distinguish performance time between these three groups. Whether it can be used to distinguish between maximal performance and submaximal performance in individuals suspected of submaximal performance requires further study.     

An instructional aid for courses in corrections: The correctional institutions environment scale

This paper describes the use of Moos’ (1974) Correctional Institutions Environment Scale (CIES) as a supplemental instructional technique in criminal justice courses on corrections. Utilization of the CIES (Form I) provides students with feedback on their values and goal orientations toward correctional programs, and provides a means to organize class discussions on correctional environments. Sample CIES profiles of students are presented, and various instructional uses are delineated.