The Eisenhower Administration and Public Diplomacy in India: An Ambivalent Engagement, 1953–1960

The United States–India relationship was fraught with misapprehension and ideological disagreement during the 1950s. Public diplomacy provides a valuable context for examining these dynamics. This analysis assesses the planning, deployment, and reception of American public diplomacy to India under President Dwight Eisenhower, a period encompassing Washington’s 1954 alliance with Pakistan and economic aid to India in 1957–1958. Public diplomacy reflects the Administration’s difficulty in clarifying its interests in India. The rhetorical and moralising approach of India’s leadership, and their prominence in the global non-aligned movement, contributed greatly to this ambivalence. Public diplomacy planning highlights Washington’s difficulties in confronting India’s identity in world politics; it struggled to craft messages on racial attitudes, consumerism, and Communism, whilst Soviet public diplomacy gave strong competition throughout the period. At the same time, several aspects of American public diplomacy resonated with Indian audiences, indicating that there was the possibility of a closer American relationship with India had Washington taken a different high policy approach to the region.     

The Climate Change Regime: An Enviro-Economic Problem and International Administrative Law in the Making

The climate change problem, or global warming, has gained a prominent place on the international political agenda, since the mid-1980s, when it first attracted political attention. The problem was initially perceived mainly as an environmental problem that could be resolved by technological solutions, its current perception, this essay argues, is best characterized as that of an enviro-economic problem. A perception that is exemplified by the ongoing negotiations for the development of economic mechanisms to tackle the problem. The climate change arena is a complex one, involving dichotomies between developed and developing countries, between fossil fuel producing and importing countries and between small island developing states and other states. This essay outlines the interests that play a role in the climate change negotiations and discusses the international climate change regime as contained in the United Nations Framework Convention on Climate Change and its Kyoto Protocol. It concludes that the climate change negotiations are complicated by the fact that the negotiators, in addition to developing new substantive rules for a complex problem, are involved in developing new systemic rules for the international legal system. These new systemic rules have more in common with rules of national systems of public or administrative law than with traditional rules of international law, which have many similarities with national systems of contract law.     

ASSISTING CHILDREN THROUGH TRANSITION:Helping Parents Protect Their Children From the Toxic Effects of Ongoing Conflict in the Aftermath of Divorce

The negative effects of prolonged interparental conflict on children are well documented. This article describes a preventive intervention designed to help separating parents to (a) reduce the stress of a breakup on their children and (b) learn skills for protecting them from the toxic effects of ongoing conflict. Assisting Children through Transition-(A.C.T.) For the Children is based on a risk and resilience model emphasizing skills training and effective parenting practices. Post-program results from 609 participants indicate that the majority of male and female participants reported an increased awareness of the deleterious effects of interparental conflict on children and learned skills for protecting children from ongoing conflict. Most participants reported firm intentions to continue to use skills for reducing conflict with a former spouse and to support their children's healthy relationship with both parents. Study limitations, directions for future research, and implications for legal and mental health practitioners are discussed.     

Do Housing Vouchers Improve Academic Performance? Evidence from New York City

The Housing Choice Voucher program is currently the largest federally funded housing assistance program. Although the program aims to provide housing assistance, it also could affect children's educational outcomes by stabilizing their families, enabling them to move to better homes, neighborhoods, and schools, and increasing their disposable incomes. Using data from New York City, the nation's largest school district, we examine whether—and to what extent—housing vouchers improve educational outcomes for students whose families receive them. We match over 88,000 school-age voucher recipients to longitudinal public school records and estimate the impact of vouchers on academic performance through a comparison of students’ performance on standardized tests after voucher receipt to their pre-voucher performance. We exploit the conditionally random timing of voucher receipt to estimate a causal model. Results indicate that students in voucher households perform 0.05 standard deviations better in both English Language Arts and Mathematics in the years after they receive a voucher. We see significant racial differences in impacts, with small or no gains for black students but significant gains for Hispanic, Asian, and white students. Impacts appear to be driven largely by reduced rent burdens, increased disposable income, or a greater sense of residential security.     

What's in a Name?

<正>In 2009,Texas State Representative Betty Brown shocked the world after she suggested that voters with Chinese names should change them to make them"easier for Americans to deal with."Her words were immediately criticized as thinly veiled racism and soon after,she apologized for the offence caused.Six years have passed since then,and while Brown has presumably moved on to bigger and better things outside the world of     

Restoring the professor and the students: a circle process and contemplative practices in a restorative justice seminar

Limited research is published on teaching restorative justice in the criminal justice or justice studies curriculum in higher education. This article contributes to the discourse on restorative justice pedagogy by discussing a restorative justice seminar that is taught in a circle process with contemplative practices. Students learn the process of circles, one of the major processes in restorative justice practice, by modeling the practice with participation and leadership. Contemplative practices enhance the learning of restorative justice with meditation and reflection.