A matter of balance: the European Union as a mediator in Yemen

The mediation efforts of the European Union (EU) Delegation in Yemen started with the uprising in 2011 which led to the conclusion of the National Dialogue Conference in 2014. This article examines the EU's understanding of mediation vis-à-vis its practice. The case of Yemen lends itself to trace EU mediation capabilities from the implementation of the “Concept on Strengthening Mediation and Dialogue Capacities” to a more systematic approach because the Mediation Support Team (MST) of the European External Action Service took office in 2011. Building on an analytical framework of mediation as a tool of EU foreign policy, this article demonstrates how EU mediation presents itself along a political and a technical dimension. The collaboration of the MST and the EU Delegation personnel in Yemen fostered an increase in mediation awareness. However, it could not develop its full potential as the UN Special Advisor sidelined the EU and other members of the Group of Ten Ambassadors through his proactive approach. Despite those difficulties of standing up to established actors in the field, this study argues that EU mediation is about balancing its political and technical dimension. For now, the political seems to outweigh the craft of mediation in the case of Yemen.     

Maturité organisationnelle des organisations publiques et management des connaissances

Mass retirements from the public service and non‐renewal of roughly half the workforce create challenges both for the intergenerational transfer of knowledge and knowledge management more generally. This article reviews the literature on organizational learning, learning organizations and intelligent organizations, concluding that these concepts are not well linked together. It reports on findings from interviews with 50 executives from the Quebec public service, which create a portrait of knowledge management and transfer practices and how they could be improved. The article then develops a model of organizational maturity in five phases, based on these findings, linking the concepts of organizational learning, learning organizations and intelligent organizations.     

Reflections on Critical Thinking: Lessons from a Quasi-Experimental Study

In a pre/post quasi-experimental study assessing the impact of a specific curriculum on critical thinking, the authors employed a critical thinking curriculum in two sections of a U.S. foreign policy class. The authors found that the interactive and scaffolded critical thinking curriculum yielded statistically significant critical thinking increases for students scoring below average on the pretest. Within a discussion of the overall need for strengthening critical thinking in higher education, the authors demonstrate that the study’s findings support the developmental process of acquiring critical thinking, and illustrate that early jumps in critical thinking can be achieved within one semester. Additionally, the results point to the need for more long-term approaches to assess larger increases for those scoring above average.     

Post‐Democracy,Press, Politics and Power

Transnational media corporations now wield enormous power and influence. Never has this been displayed so starkly and so shockingly as in the revelations that emerged during the Leveson Inquiry into the culture and ethics of the press in the UK. This paper considers the implications of the relationship between media elites and political elites for democratic culture and media reform. The paper argues that the culture of press–politician mutual interest in which media executives and party leaders collude will continue as long as the solutions proffered focus on the ethical constraints of professional journalists rather than wider structural issues relating to plurality of ownership and control and funding of news in the public interest.     

Expert testimony in child sexual abuse cases

We presented participants with syndromal, witness credibility, or anatomically detailed doll evidence to determine (a) whether these different types of expert evidence exert differential influence on participants' judgments and (b) whether the influence of this evidence could be better explained by the relative scientific status or the probabilistic qualities of the research presented. Additionally, we investigated whether a strong or weak cross-examination of the expert would be more successful in discrediting the information provided in the expert's testimony. Findings suggest that participants are less influenced by expert testimony based on probability data (i.e., syndromal evidence) than by expert testimony based on case history data (i.e., credibility of anatomically detailed doll evidence). Participant responses did not differ as a function of the strength of the cross-examination of the expert. As expected, women were more likely to respond in a pro-prosecution direction than were men. Implications for the use of expert evidence in child sexual abuse cases are discussed.