Ethics and education for the public service in a liberal state

Graduate programs in public policy offer a variety of ethics courses focusing on framework theories, topical applications, and duties of office. Brown gives four reasons for making these types of courses an integral part of education for public service: they provide a common civic vocabulary; they give an essential perspective on analytical techniques; they challenge students' own presuppositions about public policy; and they help distinguish between empirical and conceptual issues. He argues that the growing emphasis in the policy programs on public management further enhances the importance of education in ethics, and that the current dearth of such courses in some programs seriously impedes their graduates.     

CHILDREN'S RIGHTS IN EUROPEAN LEGAL PROCEEDINGS: WHY ARE FAMILY PRACTICES SO DIFFERENT FROM LEGAL THEORIES?

Debates about child custody following parental separation often have been framed in terms of a battle between the competing rights of different family members. In the United States, advocates of mothers’ rights square off against proponents of fathers’ rights, with each side claiming to truly represent children's rights. Of course, not all advocates lay claim to children's rights in contact and custody disputes merely as a tactical maneuver. Some experts believe that children are entitled to (and benefit from) their own, independent legal advocate in custody cases. In theory, at least, the position that children lay claim to a third set of independent rights is strongly held in Europe, more strongly than in many U.S. states, because of the adoption of United Nations Convention on the Rights of the Child in Europe, but not in the United States. In this article, we examine children's rights in custody disputes from a European perspective, particularly children's legal right to contact with their parents, as well as the children's right to be heard in custody and contact disputes. We find that, despite differences in legal theory, tradition, and family demographics, European countries ultimately face a familiar reality: Custody and contact disputes are, in reality, more about renegotiating family relationships than they are a matter of a mother's, father's, or child's rights.     

Student Success and Failure in a Graduate Criminology/Criminal Justice Program

Despite the burdens that students and institutions assume when underwriting educational careers, very little is known about completion rates, risk factors, and successful strategies of criminology/criminal justice (CCJ) graduate programs. Consequently, the present study tracks 287 master’s and 70 doctoral students who entered the Florida State University CCJ program during the 1991–2000 academic years. Almost two-thirds of this cohort earned an advanced degree. Younger students with higher GRE scores were more likely to complete the master’s program. Successful doctoral degree recipients tended to have lower GRE scores, be non-White, and earn their master’s degrees in-house. In terms of time-to-degree, it took over two years to earn an M.A. and slightly more than six years to negotiate the Ph.D. Implications are explored for the program, the university, and the discipline.