DNA typing of samples for polymarker, DQA1, and nine STR loci from a human body exhumed after 27 years

A body was exhumed from the ground after 27 years. Samples of femur bone, tooth, and a fingernail were collected and successfully subjected to DNA extraction, quantitation, amplification, and subsequently typed for DQA1, polymarker, and nine STR loci. All three types of samples were typed for D3S1358, vWA, FGA, D8S1179, D21S11, D18S51, D5S818, D13S17, D7S820, and amelogenin using ABI Prism 377 DNA sequencer.     

Bringing the battlefield into the classroom: using video games to teach and assess international humanitarian law

The graphic and widespread atrocities committed during conflicts around the world and broadcast across 24/7 news and social media have made war never feel so close and the powerlessness of law seem so real. This raises difficulties in engaging students in real-life decision-making quandaries where military necessity meets legalism, as well as fundamental ethical questions about the use of realistic, yet explicit, imagery in the classroom. The School of Law at Queen’s University Belfast has developed a series of innovative computer scenarios based on the Arma 3 open world tactical war simulator. A variety of formative scenarios (addressing issues such as cluster munitions and landmines) were developed to familiarise the students with the factual scenario and the computer technology. Subsequently, students engaged in a summative assessment to test their legal understanding in the face of increasingly challenging conflict situations, in particular grey zones where legal argument can justify seemingly morally wrongful acts during war. This paper examines both the learning objectives of this project, and the project development cycle – from the initial proposal to its implementation in class, as well as positing the benefits and drawbacks in integrating technology and games into the legal teaching environment, reflecting on the emerging and traditional pedagogy in this area.     

Nothing to Lose: An Insurance Company's Duty of Good Faith and Fair Dealing,Punitive Damages,and The Legacies of Campbell

This article explores the potential evisceration of the deterrence function of punitive damages, one of the only economic incentives that deters insurance companies from opportunistically breaching their insurance policies. Readers will gain an understanding of why large punitive damages awards are essential in the insurance coverage field and how such awards may implicate due process standards. The article explains the constitutional limitations set forth by the U.S. Supreme Court in imposing punitive damages, and provides a roadmap of how lower courts and practitioners are presently applying these rules.     

State of the Arts and Innovation: Before and After the Review of the National Innovation System

This article examines the relationship between the arts and national innovation policy in Australia, pivoting around the  Venturous Australia  report released in September 2008 as part of the Review of the National Innovation System (RNIS). This came at a time of optimism that the arts sector would be included in Australia's federal innovation policy. However, despite the report's broad vision for innovation and specific commentary on the arts, the more ambitious hopes of arts sector advocates remained unfulfilled. This article examines the entwining discourses of creativity and innovation which emerged globally and in Australia prior to the RNIS, before analysing  Venturous Australia  in terms of the arts and the ongoing science-and-technology bias to innovation policy. It ends by considering why sector-led policy research and lobbying has to date proved unsuccessful and then suggests what public policy development is now needed.     

Intimate Partner Violence and Parenting: Examining the Roles of Parenting Stress,Timing, and Maternal Abuse History

Maternal intimate partner violence (IPV) exposure has been linked to negative parenting outcomes. Studies suggest that parenting stress is an intermediary between IPV exposure and parenting, though past work has relied on small, clinically- referred samples. Moreover, it is unclear if parenting is differentially affected by a mother’s recent versus past history of IPV exposure, or whether a mother’s childhood abuse history moderates the associations of IPV with parenting stress and parenting behaviors. The current study examines whether recent IPV, versus past IPV, has stronger associations with parenting stress and parenting behaviors and tests whether maternal abuse history moderates these associations. Using structural equation modeling, we tested relations between IPV (frequency and recency), parenting stress, and parenting behaviors cross-sectionally and longitudinally in a large community sample of IPV-exposed low-income Hispanic and African American mothers of children aged 0–14 years (N?=?1159). We found that mothers who reported IPV exposure in the past year reported higher negative and lower positive parenting behaviors than mothers who reported less recent exposure. Further, we found that the frequency and timing of IPV exposure affected parenting indirectly through increased parenting stress. However, a childhood history of abuse did not appear to sensitize women to these effects. These findings suggest that psychological interventions aimed at reducing the subjective experience of parenting stress, as well as increased access to resources that reduce objective childcare burden, are important for promoting resilience among families exposed to violence.

     

PUBLIC ADMINISTRATION EDUCATION AND TRAINING IN THE THIRD WORLD: PROBLEMS AND OPPORTUNITIES

Nations of the Third World are not developing as quickly as their potential suggests they should. This article posits that one of the major reasons for this lack of development is a scarcity of trained public managers. Teaching citizens of developing countries public administration presents a special challenge. The authors point out that the emphasis in training these individuals should be placed on practical learning. In addition, curriculum should not be based solely on the American model, but should recognize the cultural and economic dissimilarities that exist. The authors close the article by suggesting some possible training approaches for developing nations.