Web 2.0: a new chapter in development in practice?

This brief paper describes a range of facilities and new developments in Web-based and Internet services. While many of the applications are being used for publishing, dialogue, research, and feedback in development, the question still remains: how profoundly is the development of communications, and in particular the Internet, changing the international development community and the way in which it works?     

Christianity and punitive mentalities: A qualitative study

According to David Garland (1990) scholars should be concerned about the cultural foundations of punishment in modern western society, such as religion. To this end, Garland conceptualizes punitive mentalities and sensibilities that provide the cultural support for structural systems ofpunishment. Punitive mentalities are ways of thinking about punishment, whereas punitive sensibilities are ways of feeling about punishment. Garlandsuggests that religious traditions are an important source of punitive mentalities and sensibilities. This research is an empirical analysis ofpunitive mentalities and their cultural roots, using qualitative research.Research questions focus on the following: Are there distinctively punitivementalities? How do punitive mentalities influence the desire for officialpunishment? Data from a previous study (Cook, 1998a) are analyzed here to explore terrains of punitive mentalities within the contexts of Christianity.Findings identify four distinct categories: anti-punitive, non-punitive,retributive and vengeful mentalities where Christian (non)belief systemsare important cornerstones. Respondents in each group have specific desires regarding the state's use of punishments, especially the ``death penalty''.     

The European-ness of Estonia's Ethnic Integration Policy: Nation,culture, and security in an applicant state

This article argues that the process of European Union accession prioritises the linguistic and cultural hegemony of the ethnic Estonian majority as a necessary condition of securing post-Soviet Estonia in an enlarged European Union. This occurs through a conceptualisation of security used by 'e´lites of statecraft' that binds together 'nation', 'culture', and 'state' as cornerstones of a stable interstate system. Evidence is gathered from extensive interviews with Estonian and western European officials as well as analyses of international agreements on minority rights and Estonia's main ethnic integration document, State Programme: Integration in Estonian Society 2000-2007. Estonia's ethnic integration policy should not be understood as a peculiar, eastern European case of cultural protectionism. Rather, it is a logical expression of broader European patterns of political organisation. The research was funded by a 1999-2000 Fulbright-IIE fellowship to Estonia and 2000-01 David L. Boren Fellowship. I would like to thank the staff of the Integration Foundation and the United Nations Development Program: Estonia for their invaluable assistance during my ethnographic fieldwork. Numerous diplomats, administrators, officials, and minority leaders also provided indispensable help. I would also like to thank Merje Kuus and two anonymous reviewers for their insightful comments.     

Schools and the prevention of petty crime: Search for a missing link

Earlier research on the relation between school features and petty crime suggests that schools can intentionally influence the crime rate of the pupils. These findings were the starting point for a Dutch study at secondary schools of the same type in Dutch towns. The study focused on effects on the delinquency of third-year low-stream pupils (aged 15–17). For the study a control theory was formulated, a conditional control theory, which, in contrast to Hirschi's social control theory, recognizes possible delinquent influences of the pupils' network. In the study a strong statistical relation between integration of pupils in school and petty crime was found. However, I found almost no influence of the studied school features on integration and petty crime. These results led to the question whether the real important feature of schools had been neglected in the study. This seems not to be the case. A multilevel analysis shows that it is unlikely that there is major impact of schools on the integration of pupils, on delinquency, or on the relationship between integration and delinquency. This can be the result of special aspects of the Dutch school system and of the neglect of theory in earlier research.     

Defining risk

Risk is the focal topic in the management of many activities and technologies. For that management to be successful, an explicit and accepted definition of the term risk is essential. Creation of that definition is a political act, expressing the definers' values regarding the relative importance of different possible adverse consequences for a particular decision. Those values, and with them the definition of risk, can change with changes in the decisionmaker, the technologies considered, or the decision problem. After a review of the sources of controversy in defining risk, a general framework is developed, showing how these value issues can be systematically addressed. As an example, the approach is applied to characterizing the risks of six competing energy technologies, the relative riskeness of which depends upon the particular definition used.     

Reviews

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