The working of electoral corruption: the Ekiti model of vote buying

Crime, Law and Social Change - In Nigeria, politicians and parties have developed a sophisticated vote-buying scheme, which we label, according to the state, where it happens, the Ekiti model of...     

Global uncertainty,economic governance institutions and foreign direct investment inflow in Africa

Economic Change and Restructuring - Based on the fact that Africa has not fared well in attracting foreign direct investments in the last decade compared to other regions of the world, especially...     

Psychological factors influencing religious congregation members’ reporting of alleged sexual abuse

ABSTRACT

The sexual abuse of children within religious institutions has become a topic of increasing public concern in recent decades. However, to date there has been little in the way of psychological analyses of the processes by which congregation members judge the credibility of alleged abuses, or whether they would intend to report such allegations to the police. In this study, we examined the roles of ingroup identity, moral foundations, and social dominance orientation on reporting intentions and allegation credibility assessments among Church of England congregation members (n?=?454) and non-religious controls (n?=?457). While there were few predictors of reporting intentions, we found that churchgoers were consistently more sceptical of allegations of abuse, with these trends being differentially moderated by ingroup identification, the endorsement of various moral impulses, and anti-egalitarianism. We discuss our data in light of ongoing attempts to improve reporting procedures within the Church.     

The British Mandate and the crisis of Palestinian landlessness, 1929–1936

This article examines landlessness among Palestinians as a facet of colonial policy in Mandate Palestine before the 1936 revolt. The growth of what was sometimes called a ‘landless class’ came into official view after the violence of 1929. Subsequent investigations indicated that landlessness was a significant problem and that it threatened to destabilize the Mandate. The effort to ameliorate the crisis of landlessness, however, clashed with the dominant colonial conception of settler developmentalism, the notion that Jews, not Arabs, were the agents of modern economic development in Palestine. The first part of this examination revisits the contest over the 1930 White Paper, focusing on its relationship to the advent of mass landlessness. The rapid defeat of the new policy via the MacDonald letter left the landlessness problem to fester while simultaneously obscuring it. As the situation in the Arab countryside continued to deteriorate, the onset of the fifth aliya temporarily reinforced erroneous assumptions about the potential to rectify the problem through the yishuv's development. By the time mass landlessness was ‘rediscovered’ and new land controls designed to protect Arab smallholders were on their way to promulgation in 1935–1936, the Palestinian countryside was just months away from determined revolt.     

Eating bread with tears: Martynas Jankus and the deportation of East Prussian civilians to Russia during World War I

During World War I, Martynas Jankus became the most well-known deportee in the Lithuanian-speaking world. This article uses a variety of sources, including his wartime letters, diary, and postwar memoirs, to explore which factors were the most important in enabling him to survive deportation, how representative he is of the larger population of deportees from East Prussia and their experiences, and how his life as a deportee was affected by laws and agreements at the international and domestic levels.     

University mission and academic freedom: Are they irreconcilable?

Educational freedom, rightly understood, depends upon the freedom to shape - and (for individuals) to choose to study in or teach in - distinctive educational institutions. This implies an obligation upon faculty who have chosen to commit themselves to such an institution to teach in a way that engages positively with its educational project. Policies which provide scope and encouragement for schools and universities to represent distinctive and coherent viewpoints are an essential condition of educational freedom in a pluralistic society. These issues are discussed with reference to the ‘values project‘ of Free University in Amsterdam and to debates, in the Netherlands and the United States, over the distinctive character of schools. This revised version was published online in August 2006 with corrections to the Cover Date.