From Journeymen Envoys to Skilled Diplomats: Change in Canada's Education-Related International Activities, 1815-1968

For much of the nineteenth century, Canadian education-related international activities resided outside the realm of traditional diplomacy. This situation was exacerbated by Canada's colonial link with Great Britain. Obstacles that prevented educationalists from playing a more substantive role in diplomacy were local, imperial, and ecclesiastical in origin. Educational activities were also a tool in the service of governments in the era between the zenith of British Imperialism in the 1890s and the founding of the United Nations in 1945. In the post-1945 era there was greater collaboration between the federal Ministry of External Affairs and provincial ministries of education. Education also emerged in the late twentieth century as part of the new diplomacy. A flowering of new international governmental organizations dedicated to furthering creative diplomacy brought new energy to this field.     

Industry/University interaction for simulation-based process improvement

This paper describes an effort by industry and university partners to centralize manufacturing decision making through the development of generic simulation tools. This ongoing, cooperative process improvement initiative between the Industrial and Systems Engineering faculty at the University of Alabama in Huntsville (UAH) and Chrysler’s Huntsville Electronics Division (HED) permits the involved faculty to broaden their experience and technical expertise in electronics fabrication, while the industry partner benefits from the transfer of technical knowledge and advanced analysis methodologies from the university. The focus of the project is the definition of generic electronic manufacturing models that can be easily defined and implemented through common user-oriented interfaces, allowing users who are not familiar with simulation and simulation languages to address the needs of their particular functional areas.     

From abusive household to dating violence

Social scientists have theorized about the cycle of domestic violence in family abuse. Little research has addressed dating violence as a consequence to the experience of domestic violence by children. This article deals with the self-reported experience of dating violence by high school students from abusive and nonabusive households. A survey was conducted of 1,353 students in a rural area of North Dakota. Results indicated that students from abusive households showed significantly higher incidence of dating violence than those from homes where no abuse was evident. However, less than one in five of the students from abusive home reported dating violence, providing little support for the cycle of violence hypothesis. Students from abusive homes viewed violence as negatively as students from nonabusive homes. Thus, while there are significant differences between the two groups, there are also important similarities. Although there is apparently a greater risk of dating violence among students who have experienced violence at home, these data do not support the idea of an inescapable pattern of violence among adolescents who have experienced violence themselves.     

Can information change public opinion? Another test of the Marshall hypotheses

U.S. Supreme Court Justice Thurgood Marshall offered his opinion regarding the utility of public opinion polls as a tool for assessing the “evolving standards of decency” regarding capital punishment. His arguments became known as the Marshall hypotheses and spawned a considerable body of empirical testing. The three Marshall hypotheses are: (1) support for capital punishment is inversely associated with knowledge about it, (2) exposure to information about capital punishment produces sentiments in opposition to capital punishment, but (3) exposure to information about capital punishment will have no impact on those who support it for retributive reasons. The results of previous tests of these hypotheses were somewhat mixed but supportive. None of these studies, however, examined the effects of change in knowledge levels with changes, if any, in death penalty attitudes and beliefs as needed for a more complete test of the Marshall hypotheses. The present study addressed this shortcoming. The results provided mixed support for these three hypotheses. That is, death penalty supporters were somewhat less informed than death penalty opponents; exposure to death penalty information and knowledge gains tended to be associated with attitudinal change in a directions suggested by these hypotheses; but, retributivists' attitudes toward and beliefs about capital punishment were not any more resistant to change than were the attitudes and beliefs of non-retributivists.     

Crime,time, youth and punishment

This paper examines current developments in the social control of youth crime and delinquency in England and Wales. It argues that the usual critical explanations of these developments, in the form of the dispersal of discipline or the social authoritarianism thesis are inadequate. Instead, it is suggested that the punishment has taken on a more effective and efficient format in the management of this problem group than either of the above would have made possible.