East Africa--Its Difficulties and Possibilities

Mr. Hunter was, until recently, the East African manager ofMessrs. Dalgety and Co., Ltd., the well-known farmers' agents.He was also a Member of many East African war-time committees.This article is a reprint of the latter part of a lecture hegave, under the chairmanship of Lord Cranworth, at a combinedmeeting of the Royal African Society and the Royal Empire Societyon the 29th March. In the first part, he had briefly describedthe East African war effort. He then went on to give his viewson the racial situation in Kenya, starting with the problemsof white settlement.     

Toward a Refinement of Purpose in Comparative Criminological Research: Research Site Selection in Focus

This paper draws on a distinction between two purposes of comparative research: (1) testing the universality of a proposition (theory testing) and (2) specification of a proposition (theory construction). These two distinct activities have been inadvertently mixed in comparative criminology thereby causing a great deal of confusion. The present paper argues that attention by comparative researchers to this distinction between theory testing and theory construction will contribute to the resolution of one major methodological problem: that of research site selection. We suggest that in light of the distinction drawn, the testing of the universality of a proposition is most appropriately done in research comparing Western and non-Western nations (“dissimilar design”). But comparative research aimed at the specification of a proposition is best conducted by comparing Western nations (“similar design”).     

INDIVIDUALS AND THE DYNAMICS OF POLICY LEARNING: THE CASE OF THE THIRD BATTLE OF NEWBURY

In recent years, the phenomenon whereby key individuals introduce effective ideas into policy processes has been identified as a vital agent in the redefinition of policy issues. In turn, this raises the basic question of how these individuals themselves undergo processes of learning and change. The article examines three models of policy learning in order to analyse what they may tell us about the dynamics of individual learning: the advocacy coalition framework; the process of learning by means of ‘development’; and issue redefinition through processes of punctuated equilibria. The models are examined in the context of the learning dynamics of three key individuals within the salient anti‐bypass group the ‘Third Battle of Newbury’. The article’s conclusion identifies three apparent paradoxes in individual learning dynamics and attempts to answer these with particular reference to the concepts of frame reflection and regulation by means of norm setting.     

RISK PERCEPTIONS AMONG SERIOUS OFFENDERS: THE ROLE OF CRIME AND PUNISHMENT*

Previous research on the perceived certainty of punishment indicates that individuals with experience in committing crimes perceive arrest as less certain than do those without such experience. Studies assessing the influence of experiencing formal sanctions on perceptions of risk have produced mixed results. Most studies however, have not considered the experience of sanctions in conjunction with the frequency of criminal behavior. With a sample of 1,046 incarcerated felons, we examined relationships among perceived risk of arrest, arrest history, and frequency of committing crimes. Our findings suggest that it is important to measure the ratio of arrests to crimes and that perceptions of risk are formed in a manner consistent with a rational choice perspective, even in a sample of serious offenders.