Misinterpreting Danger? Stereotype Threat,Pre-attack Indicators,and Police-Citizen Interactions

This paper compares police trainings and materials on pre-attack indicators in police-citizen interactions with similar behavioral indicators of stereotype threat, which is not necessarily a sign of danger. Stereotype threat is a social identity threat in which individuals feel that they may be judged or treated negatively based on a social group stereotype (Steele 1997). This psychological threat can increase the target’s anxiety, physiological arousal, and decrease cognitive capacity. We hypothesize that symptoms of stereotype threat might be similar to pre-attack indicators being taught to police in the USA, which can lead police to potentially misinterpret a citizen’s actions. Using a deductive content analysis, three coders analyzed a sample of pre-attack indicator police trainings for three indicators of stereotype threat: anxiety, arousal, and reduced cognitive capacity. Results found significant overlap between danger indicators taught in trainings and stereotype threat indicators. All 15 identified trainings contained at least one of the three indicators of stereotype threat, and 13 contained at least two indicators. None of the trainings discussed stereotype threat. We argue that stereotype threat should be taught in addition to relevant indicators of danger in trainings, lest officers misinterpret citizens’ stereotype threat-related behaviors solely as manifestations of imminent danger.     

The Social Outcomes of Education and Feedbacks on Growth in Africa

Most of the effects of education included in the complete model presented here are shown to be consistent with those found in the mainstream of the research on each outcome using microeconomic data. This, however, is a first effort to estimate net education effects more comprehensively, beyond just growth and health effects on other key measures of development in Africa, and also a new view of indirect feedbacks on economic growth and of externalities. After developing the conceptual framework, the regression estimates are presented together with a discussion of the net direct and indirect effects of education on each outcome. These are shown to improve infant mortality, increase longevity, strengthen civic institutions and democratisation, increase political stability, and increase investment in physical capital, which in turn have positive delayed feedback effects on the economic growth process. The effects also lower fertility rates and population growth rates but the latter occurs only after long delays because of the short-term positive effects of education on health. There are significant net education effects reducing poverty, inequality and crime, the latter after netting out negative externalities from growth and white-collar crime. Education effects reducing poverty and substituting skills for extractive exports also contribute to environmental sustainability. Simulations solve the complete model endogenously and iteratively over time for all of the direct and indirect (largely externality) effects. They reveal that indirect feedback effects including those on non-market outcomes are larger than the direct effects. Some effects are immediate, but many of the lags are long. So policy options for a continent in crisis that consider these lags are considered.     

Simulating commercial policy in a small,open dual economy with urban unemployment: A general equilibrium approach

A two‐sector numerical general equilibrium model calibrated on Kenyan data is used to consider second‐best tariff policy in an economy with a distorted market for urban‐industrial labour and urban unemployment. The results illustrate the sensitivity of second‐best policy to the way the administered urban wage is determined (whether it is fixed primarily in terms of food or the manufactured good), and to the degree of inter‐sectoral mobility of capital. Efficiency gains from moving to a second‐best policy are shown to be small in comparison with the gains from eliminating the wage distortion in the first place.     

Two Ecological Models of Academic Achievement Among Diverse Students With and Without Disabilities in Transition

School experiences can have positive effects on student academic achievement, yet less is known about intermediary processes that contribute to these positive effects. We examined pathways between school experiences and academic achievement among 117 low-income urban students of color, many with disabilities, who transitioned to other schools following a school closure. Using structural equation modeling, we tested two ecological models that examined the relationships among self-reported school experiences, school support, academic self-efficacy, and school-reported academic achievement. The model in which the relationship between school experiences and academic achievement is mediated by both school support and academic self-efficacy, and that takes previous academic achievement into account, was an excellent fit with the data. The roles of contextual and individual factors as they relate to academic achievement, and the implications of these findings, are discussed.     

Student–Teacher Relationships Matter for School Inclusion: School Belonging,Disability, and School Transitions

For students with disabilities, the process of school inclusion often begins with a move from segregated settings into general education classrooms. School transitions can be stressful as students adjust to a new environment. This study examines the adjustment of 133 students with and without disabilities who moved from a school that served primarily students with disabilities into 23 public schools in a large urban school district in the Midwest. These students and 111 of their teachers and other school staff rated the degree that students felt they belonged in their new schools and the quality of their social interactions. Results show that students who experienced more positive and fewer negative social interactions with school staff had higher school belonging. Teachers accurately noted whether students felt they belonged in their new settings, but were not consistently able to identify student perceptions of negative social interactions with staff. Implications for inclusion and improving our educational system are explored.     

Experimental evaluation of rigor mortis IX. The influence of the breaking (mechanical solution) on the development of rigor mortis

In criminal proceedings involving illegally manufactured substances, evidence demonstrating the manufacture is required for successful prosecution. In many circumstances the presence of manufacturing equipment and 'recipes' are clear indicators. However establishing chemical links between starting materials and products would be beneficial additional evidence in such circumstances. Isotope analysis is becoming more commonly employed in disputes over authenticity and provenance of materials such as food stuffs or pharmaceuticals [S. Benson, C. Lennard, P. Maynard, C. Roux, Forensic applications of isotope ratio mass spectrometry--a review, Forensic Sci. Int., 157 (2006) 1-22]. We report here the results of an isotope study investigating a link between hexamine used as a starting material and the product explosive RDX, manufactured using the Woolwich process. Isotopic composition of hexamine and RDX was analysed by stable isotope ratio mass spectrometry. Five different hexamine samples were selected from a group of eleven for use in this study. One of the five hexamine samples was used twice, providing data on the reproducibility of the synthesis. Carbon and nitrogen isotope analysis of the hexamine starting material and RDX products reveals a reproducible relationship between reactant and product.     

Covert Operations and Official Collaboration: British Intelligence's Dual Approach to Ireland during World War II

Neutral Ireland posed a unique challenge to the wartime British intelligence community and the latter responded by adopting a dual approach. On the one hand, it carried out covert intelligence operations in Irish territory, involving the Service intelligence branches, the Ministry of Information, and, most importantly, the Secret Intelligence Service (SIS). On the other hand, unprecedented cooperation developed between military, police and intelligence agencies from Britain and Ireland, and in particular between MI5 and Irish military intelligence (G2). For most of the war British intelligence pursued this joint strategy of covert activity and official collaboration, and MI5 and SIS shared responsibility for Ireland. However, there was a gradual shift of emphasis towards cooperation and it was eventually concluded that the MI5-G2 link could serve all Britain's security needs. This article charts this evolution and places it within the context of Anglo-Irish wartime political relations.