Sexual offender’s experiences of polygraph testing: a thematic study in three probation trusts*

Post-conviction polygraph testing of sexual offenders is controversial and the use of the polygraph as a means of supporting supervision of sexual offenders has only recently been explored. This study quantitatively examined qualitatively offender managers’ and sexual offenders’ views on the mandatory use of the polygraph in a community-based supervision. Fifteen polygraphed offenders and their 10 offender managers (polygraph group), and 10 non-polygraphed offenders and their ten offender managers (comparison group) were asked about their experiences and perceptions of a mandatory polygraph use. Using thematic analysis, the results provided four main themes: (1) truth detection, (2) perceptions of behaviour change, (3) perceptions of polygraph as part of supervision, and (4) national implementation of polygraph testing. Results suggest several benefits to mandatory polygraph testing as a support for supervision, including offenders making more high-risk disclosures, motivating offender honesty, and aiding offenders’ compliance with licence conditions.     

Budgetary Reform in Haiti from 1996-98: A Case Study of Issues and Obstacles in Implementing Change

With the restoration of democracy and new lending agreements with the international community, the Haitian government embarked upon an ambitious program of budgetary reforms in 1996. For the next two years, Haiti's Ministry of Economy and Finance pursued administrative and legislative changes intended to address significant problems with the country's budget preparation and execution. This article examines the types of problems the Ministry faced and how it chose to address them. The author concludes that though the Ministry made important progress, the ultimate success of the reforms was impeded by weakness in the administrative capacity of the government and a persistent lack of clear political consensus and direction in the country.     

Inspire Magazine: A Critical Analysis of its Significance and Potential Impact Through the Lens of the Information,Motivation, and Behavioral Skills Model

This article presents an analysis of Al Qaeda in the Arabian Peninsula's English language publication Inspire that was conceptualized and conducted on the basis of the Information-Motivation-Behavioral Skills (IMB) framework. The IMB model has been widely tested, validated, and applied across a range of behavior change interventions, and provides both a conceptual and analytic framework to examine the range and quality of content featured across the 11 issues of Inspire that were published and distributed online starting in July of 2010. Inspire has been implicated in multiple instances of terrorism cases in the U.S. and its impact and potential can be analyzed on the extent to which it effectively targets core attitudes, perceptions of social normative support for violence, and its regular featuring of behavioral skills such as bomb making, weapons training, and emphasizing a creative and do-it-yourself ethos.     

Making the Financial Sector Work for the Poor

This case study exploits matched firm–employee Tunisian data in order to underline the role played by within-firm human capital in worker remuneration. The estimated returns to human capital in wage equations remain unchanged when the dummies representing firm heterogeneity are replaced in the list of regressors with three firm variables: a textile industry dummy, within-firm mean education, and firm age. We find that part of what is usually considered as return to education may be due to within-firm externalities.     

Protecting Homebuyers in Low‐Income Communities: Evaluating the Success of Texas Legislative Reforms in the Informal Homeownership Market

Among low‐income homebuyers, a contract for deed (CFD) has been a widely used but risky and informal mechanism for purchasing a home or lot. This article examines a series of major consumer protections adopted by the Texas Legislature from 1995 to 2005 and whether this legislation shaped the behavior of sellers who historically relied on CFDs in Texas colonias. Tracking changes in the use of CFDs between 1990 and 2010, we show that developers responded to the legislative reforms by shifting away from CFDs and into other forms of seller financing. At the same time, developers have adopted a series of workarounds to the legislation (presumably legal), leaving low‐income buyers vulnerable to rapid repossession by the developer. In contrast, the impact of the legislation on low‐income residents selling their homes has been minimal. These consumer‐to‐consumer transactions remain highly informal, with ongoing reliance on the now illegal, unrecorded CFD.     

Comparative law as a remedial subject*

Abstract

Situated learning, focusing on the pragmatic and social aspects of learning, has as its basis the notion that learning is essentially dependent on the immediate situation of action. It is a strength of the theory that it supports learner‐centred instructional design (ID), and supports a constructivist approach to ID. Nevertheless, even a learner‐centred theory such as situated learning requires more if its product is to be successful in facilitating learning. Student learning requires management at every level: within individual learning activities, within a module syllabus and within a curriculum. The contextual issues which go to make up such management, and the relations between situated learning theory and learning management, are the focus of this paper. We shall argue that it is essential for the success of embedded IT that instructional designers pay attention to learning management issues, that they signal the presence of these issues in their courseware documentation, and that lecturers and tutors who use the courseware should take these issues into account when implementing and embedding computer‐based learning in the curriculum.

As an example of this argument we take our computer‐based learning program the Virtual Court Action. This program was designed to be used in the learning and teaching of procedural law in a Scottish university law curriculum. Using document assembly techniques and email, this program emulates part of a civil court action in a Scottish court, with identical personnel, legal documents and procedure. The place of situated learning theory in its design is described, and the learning management issues germane to its implementation are analysed. Finally, we show how the attention paid to learning management issues contributed to the success of the program.

‘Acting on the world to learn about concepts is not a straightforward issue.‘¹

‘Old‐fashioned pocket knives … have a device for removing stones from horses’ hooves. People with this device may know its use and be able to talk wisely about horses, hooves and stones. But they may never betray ‐ or even recognise ‐ that they would not begin to know how to use this implement on a horse.‘²