The semiotics of international law: Interpretation of the abm treaty

Loyola Law School, 1441 West Olympic Blvd, Los Angeles, CA 90015, U.S.A. My thanks to Jacqueline Grunfeld for valuable research assistance.     

WHAT DO YOU TEACH POLICY STUDIES EDUCATORS ABOUT COMPUTERS?

Computers are no longer an idea of the future. They are, rather, a common and even expected tool of the public administrator. The authors assert that students of the discipline must have a practical knowledge of computer applications. While it is not necessary that advanced computer engineering be studied, students should nevertheless be made familiar with the uses of the computer in administration. Beyond learning how to operate a computer, the article states that students, especially adult learners, first have to be made not to fear this instrument of the age of information so that they will be comfortable when learning its applications.     

A conceptual framework for police functions and services

Police functions and services are currently based on three implicit basic conceptual units: the person, the process, and the product. Each one of these was the fundamental assumption for one of the three historical models of police science: the Personal Qualities Model, the Community Relations Model, and the Scientific Management Model. Although none of these models has ever been implemented in a pure form, modern police science is implicitly based on their three basic conceptual units which are applied to different but specific areas of police functions and services. However, these conceptual units have never been explicitly reconciled with each other, thus at times resulting in contradictory proposals. A comprehensive theory of police functions and services requires a conceptual framework for explicitly relating the person, the process, and the product. A two-dimensional framework is proposed based on a psychological and a sociological level of analysis.