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Abstract
Professional sports have unwritten, but nevertheless well-appreciated and behavior-guiding rules that have come to be viewed as obligatory and subject to enforcement. This essay uses such unwritten rules from professional sports as novel lenses through which to view afresh, and more richly to appreciate, customary international law (CIL) rules' nature, origins, and evolution. Though much CIL scholarship has presumed that merely tradition and self-interest have empowered CIL's legal force, unwritten rules from professional sports demonstrate that emergent and even unacknowledged norms can and do necessitate widely accepted actions and penalties. This essay begins with a discussion of CIL's literature, distinct nature, and methodological challenges. It turns next to a review and analysis of four prominent, unwritten rules drawn from professional sports. Finally, based on that analysis, it identifies particular lessons of salience for students of CIL. This essay also specifies the broader implications for CIL of professional sports' unwritten-but-obligatory rules.

By all accounts Quincy Wright was a 'great man'. He has been called the 'founding father' of the academic field of International Relations, a 'teacherpar excellence,' and a 'painstaking and indefatigable scholar'. Wright's students and colleagues have extolled him as 'exceptionally learned', the 'father of "peace research"', and the 'prophet of a new world order'. Such praise is scarcely hyperbolic. Indeed, during his eighty years (1890–1970), Quincy Wright followed a 'continuous and omnivorous regime … in assimilating vast bodies of human knowledge'. Combining broad theoretical interests with a concern for policy and problem-oriented inquiry, he 'explored the boundaries, asked the questions, pointed the directions, and set the standards for the [International Relations] profession not only in the United States, but in the world at large'. In his ambitious quest to ascertain the causes of war and peace, Wright drew liberally from the insights of many disciplines, and in so doing produced a formidable corpus of scholarly writing virtually unrivalled in its scope and breadth.

AbstractFamily Peacemakers is a proposed design for an extended mediation program for youth offenders during probation. Derived from ecological developmental theory, family and school behavioral research, transformative mediation, and a cognitive perspective change model, the program objectives include both the offenders' success in meeting the conditions of their probation and lifestyle changes. A variety of mediation programs is employed, including family mediation, individual mediator training for mothers and offenders, and video feedback training. The acquisition of conflict resolution skills is measured by participants' performance in mediation programs. It is predicted that to the extent that youth offenders and family members adequately perform specific probation requirements in home and school and to the extent that they acquire competency in conflict resolution skills and share conflict resolution procedures, they will achieve success in probation, make advances in their core relationships, experience lifestyle change, and prevent recidivism.

Research into mental maps by the investigators and others is reviewed with the intention of formulating an empirically derived model of the cognitive transformation of information from urban geographic fields to map representation in a medium-term (daily-weekly) time frame. It appears that subject variables (length of residence, travel experience, personality, short-term memory), touring variables (characteristic travel mode), environmental variables (complexity of urban form), and map variables (familiarity with and attitude toward conventional maps, type of mental map called for by investigator)-all contribute to levels of map performance as measured by quantitative content and/or veridicality analysis. The model proposed lists a number of operations such as motile and temporal synchronization, rotation, scaling, generalization, projection, symbolization and verbalization, which transform sensori-motor input into maps through coding, recoding, schema formation, and retrieval mechanisms.