Translation Approaches in Constitutional Hermeneutics

International Journal for the Semiotics of Law - Revue internationale de Sémiotique juridique - In this article, we suggest an alternate approach to interpreting the US Constitution, using...     

The Resistance as Role Model: Disillusionment and Protest Among American Adolescents After 2016

Political Behavior - We examine whether the unprecedented 2016 presidential election led to political disillusionment among young people, whether that disillusionment led to a withdrawal from...     

Task Environment Matters for Intra-ministerial Change: The Interaction of International Environment,Organizational and Opportunity Factors

Why, how, and when does intra-ministerial change take place? Previous answers to these questions suggest that political factors, such as cabinet reshuffling, are the most decisive drivers of inter-ministerial change. By contrast, this article begins with a distinction between the mechanism responsible for intra-ministerial and inter-ministerial change of ministries, the latter discusses which of these has been given more attention in previous research. Data covering the intra-ministerial change of 11 ministries in Germany between 1949 and 2006 can demonstrate that environmental as well as organizational factors are decisive in order to explain the timing and type of intra-ministerial change. The main finding is that a clearly definable threshold of tasks, organizational units, and a horizontal dispersion of jurisdictions – all of which react to the international environment – can explain intra-ministerial change in German ministries.     

Prominent Role Models: High‐Profile Female Politicians and the Emergence of Women as Candidates for Public Office

Can prominent female politicians inspire other women to enter politics? A woman occupying a high‐profile office directly impacts women's substantive representation through her policy actions. Here, we consider whether these female leaders also facilitate a mobilization effect by motivating other women to run for office. We posit that prominent women in politics serve as role models for other women interested in political careers, causing an increase in female candidates. We test this theory with data from the American states, which exhibit considerable variation in the sex of state legislative candidates and the high‐profile offices of governor and U.S. senator. Using a weighting method and data spanning 1978–2012, we demonstrate that high‐profile women exert substantively large positive effects on female candidates. We conclude that women in major offices are crucial for women's representation. Beyond their direct policy impact, they amplify women's political voice by motivating more women to enter politics.     

Where you lead we will follow: a longitudinal study of strategic political communication in election campaigning

The ways in which election campaigns are planned, organized, and conducted have changed considerably during recent decades, and political parties constantly employ new ideas and practices in order to communicate as strategically and effectively as possible. The concept of strategic political communication refers to an organization's purposeful management of information and communication to achieve certain political goals. In this article, we focus on the role of the individual political party in developing election campaigning. The empirical material covers the 2002, 2006, and 2010 Swedish national election campaigns and illustrates how political parties lead and follow each other in the development of strategic political communication. By exploring party agency, this article contributes to the understanding of how ideas and practices of strategic political communication emerge and develop over time in election campaigning.     

Reaping What They Sow? Victim-Offender Overlap Perceptions and Victim Blaming Attitudes

Examining the tendency to attribute blame to crime victims reveals a striking dichotomy. Some types, such as children, elicit intense emotional reactions from the public. Alternatively, others, such as the typical victims of street crimes, garner substantially less concern. According to the “just world” hypothesis, these latter groups may be perceived by the public as criminally involved, and so “blameworthy” for their victimization. We test this hypothesis—specifically, we evaluate whether perceptions of the extent of victims’ involvement in crime are associated with dispositional attributions for victimization. Data from a recent national survey (N = 760) are analyzed. To extend generalizability, we replicate results with a college sample (N = 733). Findings indicate that victim-offender overlap perceptions vary consistently by crime type. There is also consistent evidence that perceiving a larger victim-offender overlap is associated with the view that the causes of criminal victimization are, in part, dispositional—and thus that crime victims hold personal responsibility.     

Efficacy of an Intervention to Reduce the Use of Media Violence and Aggression: An Experimental Evaluation with Adolescents in Germany

Several longitudinal studies and meta-analytic reviews have demonstrated that exposure to violent media is linked to aggression over time. However, evidence on effective interventions to reduce the use of violent media and promote critical viewing skills is limited. The current study examined the efficacy of an intervention designed to reduce the use of media violence and aggression in adolescence, covering a total period of about 12 months. A sample of 683 7th and 8th graders in Germany (50.1% girls) were assigned to two conditions: a 5-week intervention and a no-intervention control group. Measures of exposure to media violence and aggressive behavior were obtained about 3 months prior to the intervention (T1) and about 7 months post-intervention (T2). The intervention group showed a significantly larger decrease in the use of violent media from T1 to T2 than the control group. Participants in the intervention group also scored significantly lower on self-reported aggressive behavior (physical aggression and relational aggression) at T2 than those in the control group, but the effect was limited to those with high levels of initial aggression. This effect was mediated by an intervention-induced decrease in the normative acceptance of aggression. No gender differences in program efficacy were found. The results show that a 5-week school-based intervention can produce changes in the use of media violence, aggressive norms, and behaviors sustained over several months.     

Individual and Contextual Predictors of Cyberbullying: The Influence of Children’s Provictim Attitudes and Teachers’ Ability to Intervene

Electronic social communication has provided a new context for children to bully and harass their peers and it is clear that cyberbullying is a growing public health concern in the US and abroad. The present study examined individual and contextual predictors of cyberbullying in a sample of 16, 634 students in grades 3–5 and 7–8. Data were obtained from a large cluster-randomized trial of the KiVa antibullying program that occurred in Finland between 2007 and 2009. Students completed measures at pre-intervention assessing provictim attitudes (defined as children’s beliefs that bullying is unacceptable, victims are acceptable, and defending victims is valued), perceptions of teachers’ ability to intervene in bullying, and cyberbullying behavior. Students with higher scores on provictim attitudes reported lower frequencies of cyberbullying. This relationship was true for individual provictim attitudes as well as the collective attitudes of students within classrooms. Teachers’ ability to intervene assessed at the classroom level was a unique, positive predictor of cyberbullying. Classrooms in which students collectively considered their teacher as capable of intervening to stop bullying had higher mean levels of cyberbullying frequency. Our findings suggest that cyberbullying and other indirect or covert forms of bullying may be more prevalent in classrooms where students collectively perceive their teacher’s ability to intervene in bullying as high. We found no evidence that individual or contextual effects were conditional on age or gender. Implications for research and practice are discussed.