The illusory end of stop and frisk in Chicago?

Critics of stop and frisk have heralded its recent demise in several large U.S. cities.

Community policing does not build citizen trust in police or reduce crime in the Global South.

Is it possible to reduce crime without exacerbating adversarial relationships between police and citizens? Community policing is a celebrated reform with that aim, which is now adopted on six continents. However, the evidence base is limited, studying reform components in isolation in a limited set of countries, and remaining largely silent on citizen-police trust. We designed six field experiments with Global South police agencies to study locally designed models of community policing using coordinated measures of crime and the attitudes and behaviors of citizens and police.

Medical "publishing societies" in eighteenth-century Britain.

This article reviews the relationship between medical journals and publishing societies in eighteenth-century Great Britain. The importance of the perception that these journals were being issued under the auspices of societies is revealed by the number of times this kind of sponsorship was invoked by new medical journals. This kind of endorsement was projected even when a society so designated exercised only a nominal responsibility for the journal and, even when, in some instances, no organization can be said to have existed.

A postmodern critique of Conte's, Andrews's, Gresham's, and Elliott's assumptions.

In this article I suggest that the assumptions that Conte, Andrews, Gresham, and Elliott make regarding the characteristics that should be attributable to learning disabilities are limited by the "either/or" empirical view. I contend that (a) there is no such phenomenon as a pure primary disorder; all behavioral and learning problems are manifested by a discrete cluster of behaviors, so that one differentiates exceptionalities by looking at the quality of behaviors and possible antecedents rather than comparing them quantitatively; (b) that learning disabilities are earmarked by the inefficient manner in which tasks are approached in one's specific area(s) of deficient intellect rather than by universal characteristics; (c) that all aspects of learning are metaphorical and, therefore, have implicit dimensions; and learning disabilities are, in large part, a deficit in learning implicit information; (d) that in-school and out-of-school learning are of a piece and must be synthesized, just as theory, research, and practice must be synthesized; and (e) that the definition should not dictate our notion of what learning disabilities are, but rather should reflect our observations of persons with learning disabilities.