Age of greatest risk for victimization by forced sexual intercourse: Vulnerability of high school women

Data were collected from three studies over an eight–year period, which produced a sample of 868 female college students at a southern university. The three data sets were combined to permit an assessment of the extent to which reported victimization occurred among students before coming to the university rather than during their college experience, and to examine the nature of force in intimate relationships among maturing adolescents. About half of the subjects reported that their last victimization occurred while in high school, thus they were younger and less mature at the time of their victimizations. The researchers note that these two factors raise concern as adolescent girls may not be prepared to adequately define or protect themselves from inappropriate use of force in dating relationships, as the literature reports that both the development of sexuality and a redefinition of the use of force in childhood play are occurring at this point in their development, increasing the potential for victimization.     

Magistrates: The Future According to Auld

This paper arises out of work I undertook before I was appointed to my present post. I wish to comment narrowly on Auld's proposals for the future role of magistrates (in which category, for present purposes, I include district judges, formerly stipendiary magistrates), and will do so in the light of my own published research, commissioned jointly by the Home Office and Lord Chancellor's Department to inform Auld's deliberations. In the process I will comment on the manner in which Auld drew on, or failed to draw on, data generated in the course of that research.     

Toward a Global Theory of Mind: The Potential Benefits of Presenting a Range of IR Theories through Active Learning

Active learning is particularly well-suited to teaching across the range of perspectives inherent in the practice and study of international politics for two key reasons: (1) because of its capacity to highlight how subjective, intersubjective, and contested understandings play an important role in determining outcomes in the ivory tower as well as in the real world and (2) because of the compatibility between underlying theories of knowledge that inform active learning and the newer generation of IR theories including subaltern realism, social constructivism, constitutive theory, and postmodernism. This article explores the potential benefits of presenting these and other norm-oriented theories through active learning. It also discusses ways to overcome barriers to the integration of active learning techniques.     

Multi-technique comparison of source and primary transfer soil samples: an experimental investigation by D Croft and K Pye. A comment.

The Croft and Pye paper has a story to tell about the differentiation capabilities of four analytical techniques. It is not however, the whole story. This may be due in part to the lack of reproducibility in the generation of results, and also in the effort to match soil samples and thus infer that the results provide stronger conclusions than is possible to make with this sort of analysis. More research must be done to establish in what instances these techniques and others provide reliable, reproducible, representative and accurate results, and in what capacity such results can be presented. As they stand, the results from this paper should be treated with great caution and not extrapolated to any other forensic case work until greater reliability of these and other techniques has been established.