Paradigm shift: motivations for qualified legal professionals to undertake academic study

This paper considers the factors that motivate qualified legal professionals to undertake a further legal academic programme of study. The paper analyses the findings of a recent study concerning a post-graduate research degree collaboration between Northumbria University (NU) and the Law Society of Ireland (LSI) whereby NU’s longstanding LLM Advanced Legal Practice (LLM ALP) has been offered in Ireland through the LSI (LLM ALP (Ire)). The initial offering of the LLM ALP (Ire) has attracted a significant amount of interest from the profession, prompting the authors to consider (i) the factors that motivate ‘time-poor’ professionals to pursue the academic study of law at the post-professional level and (ii) the potential that such a course of study might have to inform and enrich the students’ practice of law. The LLM ALP (Ire) has attracted a significant amount of more established practitioners, whereas those who generally enrol on the LLM ALP in England are at the early stages of their careers, either enrolled on the Legal Practice Course (LPC) or having only recently qualified. Hence this research is focused on a particular student profile of post-professionals with established careers in legal practice.     

Towards an Explanatory Taxonomy of Adolescent Delinquents: Identifying Several Social-Psychological Profiles

Taxonomic structure is examined in two large samples of delinquent youth in a domain of socio-psychological and personality factors. This paper offers a partial empirical test of the overlapping theoretical taxonomies of Moffitt (Pshycol Rev 100:674–701, 1993), Lykken (The antisocial personalities, 1995) and Mealey (1995). The first sample consisted of juvenile offenders (n = 1,572) from three state systems. Multiple cluster analysis methods were applied (Wards method, standard K-means, bootstrapped K-means and a semi-supervised pattern recognition technique). Core or exemplar cases were identified by means of a voting procedure. Seven clusters recurrently emerged across replications. While clear analogues of Moffitt’s two main categories were found, several additional stable subtypes emerged that were clearly reminiscent of Lykken’s sociopathic, neurotic-internalizing and “normal” types. However, boundaries between types were fuzzy and unstable, and many unclassified cases existed. Internal validation was assessed by cross-method verification. External validation assessed type differentiation on several delinquent behaviors. Finally, generalizability was assessed by repeating the clustering on a large replication sample (n = 1,453) from another state. Six of the seven initial types re-emerged.     

Practitioner-led research: experiences with Learning Platforms

This article describes Learning Platforms, a structured effort by the Dutch-based agency SNV to encourage its expert advisers to engage in reading and analysing academic research related to the context in which they work, and to undertake research of their own. Although the practitioners' ability to apply their research to their daily practice, and the organisation's ability to absorb the findings of the research as part of its ways of working, have been partial or limited, the approach has the potential to bring academic and practice-based endeavour together in ways that are mutually beneficial.     

A comparison of normal and disturbed adolescent Offer Self-Image Questionnaire responses in an Irish cultural setting

In an effort to gauge the overall usefulness of the Offer Self-Image Questionnaire (OSIQ) as a practical discriminator between clinically disturbed and normal Irish teenagers, the 11 scale scores and the mean of these scores for 845 normal and 115 disturbed adolescents were computed and compared. The results show that the test does, in fact, distinguish disturbed adolescents from normals and, in particular, psychotic from both normal and other disturbed adolescents. We conclude that the test may have considerable potential on an individual clinical basis, provided suitable cultural norms are established.Lecturer in Behavioral Science, Faculty of Nursing Post-Graduate Course, Royal College of Surgeons of Ireland. B. A., 1966, and H. Dip. Ed., 1967, University College, Galway; Dip. Psych., University College, Dublin, 1973. Recipient in 1977 of Council of Europe Medical Fellowship — field of study Residential Treatment of Disturbed Adolescents.     

Space Matters: Designing Better Electoral Systems for Emerging Democracies

Although the holding of founding and subsequent elections is essential for any transition from authoritarian to democratic rule, the comparative literature on electoral system design is limited on the experience of "Third Wave" democratizers. This is especially true with respect to the interactive effects between the choice of electoral system and the spatial, i.e., geographic, distribution of the vote—a critical factor that shapes electoral outcomes in all societies, but particularly in emerging democracies because many are plural and agrarian societies. Political elites in these countries have also rarely considered the impact of alternative electoral systems when selecting a system for their country. This article addresses these gaps in the literature and practice by presenting a computational model known as a spatial decision support system or SDSS that both explores these interactive effects and facilitates electoral design. The utility of the model is then demonstrated with data from Kenya and South Africa—two emerging democracies where issues posed by the spatial distribution of the vote have given rise to demands for redesigning or modifying the electoral system.