The multidimensionality of crime: A comparison of techniques for scaling delinquent careers

The construction of typologies of criminal behavior can benefit from the use of multidimensional analytic methods. Yet while some studies have applied such techniques to crime data (e.g., Shortet al, 1963; Nutch and Bloombaum, 1968; Chaiken and Chaiken, 1982), few have examined the assumptions of these methods as they apply to arrest histories. We argue that arrest histories represent a special form of data that are not ideally suited to standard multidimensional analyses. An examination of the different theoretical assumptions of factor analysis, multidimensional scaling, and variance centroid scaling (a form of correspondence analysis) reveals marked difierences in what is being uncovered by the analysis. In general, these claims are supported by an application of each technique to the arrest histories of 767 chronic juvenile delinquents.     

Population frequencies of carbonic anhydrase II (CA II), esterase D (EsD), and glyoxalase I (GLO) in the Metropolitan Birmingham, Alabama area

Both black and white populations from Birmingham, Alabama were analyzed for the frequencies of carbonic anhydrase II (CA II), glyoxalase I (GLO) and esterase D (EsD) isoenzymes. The results compared favorably with published frequencies of these genetic markers in other populations.     

Britain and Cambodia, September 1945-November 1946: A Reappraisal

Using archival evidence from Britain and France, and published primary and secondary literature, this article offers a reassessment of Britain's role in Cambodia during liberation duties following World War II. Britain's actions in the removal of the Son Ngoc Thanh nationalist government and the Cambodian-Siamese border dispute are analysed, revealing both a more complex and detailed British involvement in Cambodian affairs than has previously been stated.     

Sudden infant death with congenital cytomegalic inclusion disease

Cytomegalic inclusion disease was found in a 5-week-old infant who died unexpectedly. Myocarditis was observed; it was believed to be the cause of this unexpected death.     

When prior knowledge and law collide

Jurors are supposed to rely on the judge's instructions for verdict selection. However, recent research indicates that people have constructed naive representations of crimes that conflict with the judge's instructions and that influence decision making. The present research explored potential solutions to this conflict. Two experiments revealed that the problem cannot be circumvented by avoiding people's prior knowledge; subjects activated and used their prior knowledge of crimes even when the crime name was withheld. Experiment 3 demonstrated that a supplementary instruction to disregard prior knowledge was also ineffective. Experiment 4 revealed that a supplementary instruction designed to revise subjects' existing representations did improve decision accuracy. These experiments indicate that the conflict between people's prior knowledge and the law cannot easily be avoided or disregarded, but its impact can be reduced by revising people's existing concepts.     

Bringing Practitioner Experience into the Classroom: The United Nations Intensive Summer Study Program

Diplomatic practitioners and policy makers represent an important, although frequently neglected, resource for teaching about international relations. The insights and stories provided by practitioners regarding key processes and events are often able to inspire our students to engage complex material and to play a much more active role in their own learning. While it is possible to argue that any type of practitioner contact is beneficial in terms of going beyond the material covered in textbooks, there are definite challenges associated with how to most effectively integrate these experiences with overall student learning. What type of format is most conducive to providing students with an insider's view? What type of preparation is required before contact with practitioners? How can student learning be evaluated in terms of assignments and debriefing activities? And finally, are traditional student feedback mechanisms appropriate for a course that involves a substantial practitioner component? This article investigates each of these challenges in the course of discussing one mechanism for bringing practitioner experience into the classroom, the United Nations Intensive Summer Study Program.