Precap: \u3cem\u3eBetterman v. Montana\u3c/em\u3e

Does the Sixth Amendment’s Speedy Trial Clause apply to the sentencing phase of a criminal prosecution

Vulgar Love: The Sicilian School and the New Aesthetic

Much consideration has been given in the last century to the Scuola Siciliana, or the Sicilian School, the first coterie of poets in an already developed but still emergent Italian vernacular, and this in spite of an almost complete lack of autograph copies of poetic works in the original language. A great deal of this scholarship or research has a taxonomic and theoretical approach to the works, their composition, and the atmosphere that fostered them, and oftentimes attempts to position the Sicilian School within the historiography of Italian literature (particularly as progenitors to the Tuscan poets and thus Dante, Petrarch, and Boccaccio), and even European literature as a whole (as a part of the threaded continuum that includes the French Troubadour tradition, German history, and early modern Italian poetry.) Moreover, this scholarship frequently ignores the most pertinent facet of the Sicilian School’s contribution to early modernity: silent reading, or perusing language for contemplative purposes and genre development (notably the sonnet.

How can practitioners support the special educational needs and disabilities of young people and young adults on community-based sentences?

Research exploring the association between youth offending and education has largely focused on youth under the age of 18. Little previous research has examined the experiences of frontline staff working with children and young people (CYP) in the broad age range of 10 – 25 years old, that offend. What research there has been has tended to focus on the effects of imprisonment on CYP’s education with limited research on the educational needs of those subject to community-based sentences. This study aimed to elicit the views of the Youth Offending Service (YOS), National Probation Service (NPS) and Further Education (FE) college practitioners on appropriate interventions to support the special educational needs and disabilities (SEND) of young people and young adults (YPA) subject to community-based sentences. Semi-structured interviews were conducted with nine participants from a single YOS; six participants from the NPS and three participants from FE college. Participants were recruited based on criteria primarily relating to the level of experience within role. Thematic Analysis was used to examine the data. The findings identified differences in support needs across the three services. YOS participants identified a need for specific and consistent interventions for the SEND of the CYP they supervised. NPS participants commented on the need for improved access to specialist support despite a work environment they perceived as not conducive to supporting SEND. FE college participants were content with their current SEND support arrangements but there was mention of the difficulties with parental input. Participants across the services highlighted the importance of relationships in supporting the SEND of YPAs. Educational Psychologists are well positioned to assist other practitioners in supporting the SEND of YPAs who offend (Ryrie, 2006). This would include involvement at the individual level with the YPA, at an organisational level through consultation with practitioners and contributions through research

ECONOMIC GROWTH AND EVOLUTION: PARENTAL PREFERENCE FOR QUALITY AND QUANTITY OF OFFSPRING

This paper presents a quantitative analysis of the model developed in Galor and Moav, Natural Selection and the Origin of Economic Growth (2002), in which agents vary genetically in their preference for quality and quantity of children. We simulate a parametric form of the model, enabling examination of the transition from Malthusian stagnation to modern rates of economic growth. The simulations allow an assessment of the strength of the biological foundations of the model and demonstrate the susceptibility of the modern high-growth state to invasion by cheaters. Extending the model from two to three genotypes suggests the possibility of a return to Malthusian conditions rather than a permanent state of modern growth.

Correlations Between the Wide Range Intelligence Test (WRIT) and the Wechsler Abbreviated Scale of Intelligence (WASI): Global and Subtest Comparisons

To assess the convergent validity of the Wide Range Intelligence Test (WRIT) and the Wechsler Abbreviated Scale of Intelligence (WASI), two new brief IQ measures, 66 participants from five rural Illinois public schools were administered both measures in counterbalanced order. All correlations between the WRIT and the WASI were significant. Correlations between the WRIT and the WASI were moderate to high, ranging from .50 (r2 = .25) to .85 (r2 = .72). The WRIT and the WASI appear to be measuring very similar constructs, indicating strong evidence of convergent validity

“I Will Throw All on the Altar”: Christianity, Hinduism, and “Human Rights” in Jane Eyre

Through an analysis of Charlotte Brontë’s novel Jane Eyre and her essay “Sacrifice of an Indian Widow”, this essay argues that Brontë positions Christianity as the necessary precursor for the development of secular human rights, and that in so doing she categorically excludes Hinduism from access to similar developmental possibilities. By ventriloquizing an Indian widow in Jane’s speaking voice, Brontë elides the difference of identity between them and posits Jane’s Christian emancipation as a putatively “universal” model for the emancipation of women. This sleight of hand strips the ventriloquized Indian widow of the religious and cultural particularity of her circumstances and precludes the possibility of enfranchisement within her own religious tradition. By tracing Brontë’s exclusion of Hinduism, this argument attempts to render visible the early influence of Christianity on the development of “human rights” discourse. In positing it, I hope to interrogate the Western tendency to treat “human rights” as a “universal” and therefore politically neutral discourse, ignoring the ways in which it has been conditioned by its emergence in a Western and Christian cultural context

Hume, Skepticism, and Induction

This paper concerns the following interpretative problem: Hume\u27s most explicit arguments in both the Treatise and the Enquiry strongly suggest that he is a skeptic about inductive reasoning. This, indeed, has been the traditional interpretation. And yet, Hume engages in and explicitly endorses inductive reasoning throughout his works. I examine two prominent attempts to reconcile these features of Hume\u27s position. One group of commentators, the descriptivists, argues that Hume is not concerned with whether we ought to accept inductive beliefs; he is only concerned with the psychological causes of such beliefs. Because Hume is not concerned with the normative epistemic question, there is no tension in his text. Another group, the externalists, takes Hume to be engaged in an epistemological project; they even acknowledge the skeptical potential of Hume\u27s arguments, but they reject the idea that Hume is a skeptic about induction because they find in Hume an externalist strategy of justification which offers an escape from the skeptical conclusion. I criticize these readings on both textual and conceptual grounds. Against the descriptivist, I argue that Hume is indeed engaged in normative epistemology. Against externalist, I argue that Hume offers no broad solution to skepticism about induction. I defend the following interpretation: Hume endorses skepticism about induction in philosophical reflection. Against the background of modern epistemic contextualism, I argue that Hume appeals to multiple standards for belief justification depending on the context of the investigation. Hume repeatedly announces the success of the skeptic in destroying even our strongest beliefs, but only in cases of philosophical reflection: when we examine the fundamental justification of our beliefs. But he also insists that the power of the skeptic is destroyed when the inquiry shifts to practical matters: when the context of inquiry is that of common life. These multiple justificatory standards explain the apparent conflict between Hume\u27s skepticism and endorsement of induction. I conclude that this contextualist reading of Hume\u27s work offers both the strongest philosophical position for Hume, as well as an interpretation which sacrifices relatively little of the traditional impact of Hume\u27s skeptical arguments