DOMESTIC RELATIONS Legitimation Cases: Establish the Duty of the Father to Support His Child

The Act amends section 19-7-22 relating to legitimation of children. The Act authorizes the court to establish the father\u27s duty to provide child support concurrent with the court\u27s order declaring his child to be legitimate

DOMESTIC RELATIONS Child and Spousal Support: Comply with Federal Guidelines to Enforce Child Support Awards

The Act amends the Code section relating to the enforcement of child and spousal support payments to comply with the federal Child Support Enforcement Amendments of 1984 and the Family Support Act of 1988. The Act provides guidelines for courts to use in determining the amount of child support awards. Further, the Act grants the court authority to enforce obligations of spousal and child support by ordering immediate wage deductions. It also provides for periodic review and adjustment of child support orders

Economic War and Democratic Peace

Research has shown that democracies rarely, if ever, engage each other in war and are less likely to have militarized disputes than when interacting with authoritarian regimes. Economic sanctions are an alternative to militarized conflict viewed by the masses as more acceptable. The conflict-inhibiting effects of democratic norms and institutions are thus weakened with respect to the use of sanctions. This paper examines whether a country\u27s decision to initiate sanctions is influenced by its regime type as well as that of the potential target. The results for the period 1950 to 1990 indicate that the more democratic a country is, the more likely it is to initiate sanctions. Democracies, however, are less likely to target other democratic regimes relative to nondemocratic regimes. With respect to sanctions use, pairs of democracies are not peaceful

Simultaneity between Trade and Conflict: Endogenous Instruments of Mass Destruction

The classical liberal belief is trade, which economically benefits countries, creates ties binding the interests of countries and reduces conflict. While the vast majority of the empirical literature supports this view, recent research questions these findings by also considering the reciprocal relationship between trade and conflict. If conflict also influences trade, then trade is an endogenous right hand side regressor and previous estimates which ignore this are inconsistent. This article determines when one uses appropriate instruments for the endogenous regressors that trade reduces conflict and conflict reduces trade. Failure to use such instruments results in inconsistent estimates and can lead to the spurious conclusion that trade increases conflict. The lesson is the use of inappropriate instruments can be worse than not using them at all

Mission Accomplished: A Reply to Reuveny and Keshk

Reuveny and Keshk (“Reconsidering trade and conflict simultaneity: The risk of emphasizing technique over substance,” this issue, 2013) argue that the econometric techniques used by Goenner (Conflict Management and Peace Science 28(5): 459–477, 2011) to test and control for endogeneity when estimating the relationship between trade and conflict lack substance. Both sets of authors propose the use of instrumental variable methods, which are known by econometricians to be the natural remedy for estimation with potentially endogenous regressors. Where Goenner (2011) and Reuveny and Keshk (2013) agree is that theory should guide variable selection and the model’s specification. Yet they differ in that, while econometric tests cannot replace theory, one should not trust the appropriateness of the model’s specification based on theory alone – one should also verify. Otherwise, as Goenner (2011) notes, attempts to control for endogeneity may fail

Climbing the Weiquan Ladder: A Radicalizing process for rights-protection lawyers

It is commonly acknowledged that weiquan lawyers operate in a narrow space, and lawyers with a radical stance work within a harsh environment. Weiquan lawyers advance and retreat in response to the changing macro-political-legal environment, but there is no sign that they are giving up their legal struggles. A steadily growing number of weiquan lawyers are tending to become more radical in their approach as their experience advances. This article studies the process in which weiquan lawyers start and sustain weiquan lawyering in a harsh environment and the factors that contribute to the radicalizing process. Its principal purpose is to identify and explain a radicalization process in which a lawyer climbs up the ladder of weiquan lawyering, from a moderate lawyer providing legal aid in individual cases to a critical or radical lawyer. © 2011 The China Quarterly.published_or_final_versio

Prolonging assembly through dissociation:A self assembly paradigm in microtubules

We study a one-dimensional model of microtubule assembly/disassembly in which GTP bound to tubulins within the microtubule undergoes stochastic hydrolysis. In contrast to models that only consider a cap of GTP-bound tubulin, stochastic hydrolysis allows GTP-bound tubulin remnants to exist within the microtubule. We find that these buried GTP remnants enable an alternative mechanism of recovery from shrinkage, and enhances fluctuations of filament lengths. Under conditions for which this alternative mechanism dominates, an increasing depolymerization rate leads to a decrease in dissociation rate and thus a net increase in assembly.Comment: accepted for publication in Physical Review

'Trying to keep up': Intersections of identity, space, time and rhythm in women student carer auto/biographical accounts

Geographies of Care and Caring is a burgeoning area of geographical thought, although auto/biographical caring accounts have been less explored. Drawing upon in-depth interviews with women students (from different generations) who are in education with a range of caring responsibilities (‘student carers’), this chapter explores how auto/biographies are laden with spatial and temporal rhythms. Drawing upon theorisations of time and rhythm (Lefebvre, 2013, Elden, 2004), and feminist work exploring the gendered emotional and temporal dynamics of care (Hochschild, 1989; Maher 2009; Rogers and Weller, 2013) we explore how participants negotiate complex, shifting and multiply-intersecting rhythms across space and time to undertake care and construct identities as student and carer. In doing so, we consider the benefits of incorporating spatial and temporal rhythms within auto/biographical accounts

Exploring the First Year of Teaching Through Focus Group Discussions, Ethno-Mimesis, A/r/tography, and Performance Ethnography

The United States is focusing on the important and worthy goal of no child being left behind and in order to accomplish this goal, we must ensure that no teacher, including the first-year teacher, is left behind. This study explores the experiences of three first-year teachers on a monthly basis and uncovers the successes, challenges, supports, and needs that they encounter. Five research questions guided this study: 1. What are the experiences of a group of first-year teachers and in what ways were these experiences challenging, supportive, or detrimental? 2. What are the benefits for the first-year teachers in meeting monthly with other first-year teachers in a non-evaluative seminar setting to reflect upon and describe their experiences? 3. What is the value in using a descriptive feedback process (Rodger\u27s 2006) in focus group discussions with first-year teachers and what effect does the process have on the reflective practices of the first-year teachers? 4. What effect does the process of creating visual have on the first year teacher\u27s ability to reflect upon and express their experiences in meaningful ways? 5. What are the implications of this study for teacher education programs, schools, districts, and induction and mentoring programs? Focus group discussions, ethno-mimesis, a/r/tography, and performance ethnography are used to explore the first-year teachers experiences. Findings from the study demonstrated that the first-year teachers endured a significant transition from student teaching to teaching and encountered unexpected situations over which they had minimal control. They faced challenges with student behaviors and stressful events such as classroom parties. They encountered varying levels of support from teammates, colleagues, principals, and parents. This study\u27s monthly seminar meetings in a non-evaluative setting were beneficial to the first-year teachers and provided them with the opportunity to focus on the development of reflective practice. This study also demonstrated that a descriptive feedback process (Rodger\u27s 2006) was detrimental rather than beneficial in conducting focus groups, but proved useful during data analysis. This stud `s use of art as a process of discovery led the first-year teachers to take more risks and teach more creatively than they would have otherwise