An intensive global search is on for the "rule of law," the holy grail of good governance, which has led to a dramatic increase in judicial reform activities in developing countries. Very little attention, however, has been paid to the widening gap between theory and practice, or to the ongoing disconnect between stated project goals and actual funded activities. Beyond Common Knowledge examines the standard methods of legal and judicial reform. Taking stock of international experience in legal and judicial reform in Latin America, Europe, India, and China, this volume answers key questions in the judicial reform debate: What are the common assumptions about the role of the courts in improving economic growth and democratic politics? Do we expect too much from the formal legal system? Is investing in judicial reform projects a good strategy for getting at the problems of governance that beset many developing countries? If not, what are we missing?

Beyond Common Sense addresses the many important and controversial issues that arise from the use of psychological and social science in the courtroom. Each chapter identifies areas of scientific agreement and disagreement, and discusses how psychological science advances our understanding of human behavior beyond common sense. Features original chapters written by some of the leading experts in the field of psychology and law including Elizabeth Loftus, Saul Kassin, Faye Crosby, Alice Eagly, Gary Wells, Louise Fitzgerald, Craig Anderson, and Phoebe Ellsworth The 14 issues addressed include eyewitness identification, gender stereotypes, repressed memories, Affirmative Action and the death penalty Commentaries written by leading social science and law scholars discuss key legal and scientific themes that emerge from the science chapters and illustrate how psychological science is or can be used in the courts

First published in 2001. This volume is based on the author's visit to Japan in Summer 1986 on his findings about some of the questions he was asked whilst there. He was 25 and these questions centred around asking if he was married or had a girlfriend, when in his homeland of the Netherlands he openly identified as gay. This research is an investigation of how gay and lesbian people, women's and men's liberationaists, singles and other people, such as transsexuals, transvestites and hermaphrodites, whose ideas, feelings or lifestyles are at variance with Japanese constructions of marriage and inherently the construction of life, live in Japan.

How do we know what we know? In this stimulating and rigorous book, Mark McBride explores two sets of issues in contemporary epistemology: the problems that warrant transmission poses for the category of basic knowledge; and the status of conclusive reasons, sensitivity, and safety as conditions that are necessary for knowledge. To have basic knowledge is to know (have justification for) some proposition immediately, i.e., knowledge (justification) that doesn’t depend on justification for any other proposition. This book considers several puzzles that arise when you take seriously the possibility that we can have basic knowledge. McBride’s analysis draws together two vital strands in contemporary epistemology that are usually treated in isolation from each other. Additionally, its innovative arguments include a new application of the safety condition to the law. This book will be of interest to epistemologists―both professionals and students.

The congruencies between psychology and law are explored in this collection of learning objectives, exercises, and reference material that addresses the intersection of these two disciplines. In addition to practical topics such as crime and policing, the detection of deception and truthfulness, dangerousness and the risk of violence, and the employment of the psychologist as expert witness, it also discusses modern moral issues such as the role and treatment of child witnesses in legal proceedings, investigative psychology and psychological profiling, and the use of insanity and diminished capacity defenses.

Because fluency practice is not a worksheet. Fluency in mathematics is more than adeptly using basic facts or implementing algorithms. Real fluency involves reasoning and creativity, and it varies by the situation at hand. Figuring Out Fluency in Mathematics Teaching and Learning offers educators the inspiration to develop a deeper understanding of procedural fluency, along with a plethora of pragmatic tools for shifting classrooms toward a fluency approach. In a friendly and accessible style, this hands-on guide empowers educators to support students in acquiring the repertoire of reasoning strategies necessary to becoming versatile and nimble mathematical thinkers. It includes: "Seven Significant Strategies" to teach to students as they work toward procedural fluency. Activities, fluency routines, and games that encourage learning the efficiency, flexibility, and accuracy essential to real fluency. Reflection questions, connections to mathematical standards, and techniques for assessing all components of fluency. Suggestions for engaging families in understanding and supporting fluency. Fluency is more than a toolbox of strategies to choose from; it’s also a matter of equity and access for all learners. Give your students the knowledge and power to become confident mathematical thinkers.