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This paper reviews the new Handbook of Social Psychology, with a special eye towards its utility for political scientists. The review focuses on theory, methodology, substantive areas of social psychological research, and political applications of social psychological findings. Special attention is paid to Handbook articles of particular merit and application to political science. These include articles on cognitive theory, experimentation, observational analyses and sociometry, as well as articles which add to our knowledge of such politically important problems as reasoning, compliance, and decision making. Throughout, important findings relevant to the operations of politics are spotlighted. These include, inter alia, cognitive biases towards the perception of unequal influence, the "risky shift," constraints on selective perception, and characteristics of leadership behavior. Omissions, theoretical flaws, and errors due to the "datedness" of findings are also discussed.

AbstractProducing a means of conceptualising and analysing international society as an assemblage, this article reflects on Adam Watson's Evolution of International Society and demonstrates how an assemblage theory approach allows us to undertake Watson's general aims to engage in broad, comparative analyses of international societies historically and produce a history of contemporary international society, but without the problematic biases and omissions that plague the empirical dimensions of his work. Understanding international society as an assemblage affords an ability to see that the endurance of so much of Western European international society in contemporary, global international society is owing to its particular form of assemblage. As a highly adaptive form of assemblage, what changes there might be in the international domain tend to occur within the assemblage, as the assemblage's form renders both a substantive change of the assemblage and the establishment of any rival assemblage unlikely.

Abstract
Vaccination provides indirect benefits to the unvaccinated. Despite its important policy implications, there is little analytical or empirical work to quantify this externality, nor is it incorporated in a number of cost-benefit studies of vaccine programs. We use a standard epidemiological model to analyze how the magnitude of this externality varies with the number of vaccinations, vaccine efficacy, and disease infectiousness. We also provide empirical estimates using parameters for influenza and mumps epidemics. The pattern of the externality is complex and striking, unlike that suggested in standard treatments. The size of the externality is not necessarily monotonic in the number vaccinated, vaccine efficacy, nor disease infectiousness. Moreover, its magnitude can be remarkably large. In particular, the marginal externality of a vaccination can be greater than one case of illness prevented among the nonvaccinated, so its omission from policy analyses implies serious biases.

The best-selling book The Bell Curve has been presented to the American public as a balanced, scholarly review on the influence of IQ on the lives of individuals, in which some incidental comments on the relationship between IQ and race are included. However, a closer examination of the text, footnotes, and references contained in the book reveal a pattern of selectivity, bias, deceptive phrasing, and blatant distortion that leads me to conclude that The Bell Curve can be best described as a fraud. It is a popular book disguised as a scholarly one, a one-sided presentation disguised as a balanced review, and a book about race disguised as a book about IQ. Among its conspicuous omissions is any reference to a large body of cross-cultural research that has demonstrated the culture-bound nature of cognitive achievement.

Here I propose procedural replication as a method for diagnosing errors and omissions and identifying research artifacts in published studies. The goal of procedural replication is not to make substantive contributions so much as improve research practice, or how scientists go about doing science. This is accomplished by generating checklists of lessons learned that scholars can use to assess the reliability of new or existing studies, guide editorial reviews, and make scientific knowledge production more reliable. I demonstrate the method by implementing a procedural replication of Michael Ross's controversial finding that democracy has no effect on child mortality. I find this null finding is an artifact of the way five-year averages were computed and the static nature of the preferred model. I demonstrate, using causal diagrams, how concerns about listwise deletion and selection bias affecting previous studies may have been overstated. I also provide a checklist with lessons learned.

Previous research on the way in which the Arab-Israeli conflict and the image of the Arab have been presented in Jewish history and civics textbooks established that there have been three phases, each typified by its own distinctive textbooks. The shift from the first to the third generation of textbooks saw a gradual improvement in the way the Other has been described, with the elimination of many biases, distortions and omissions. This article explores whether new history textbooks, published from 2000 to 2010, have entrenched or reversed this trend. With the escalation of the Israeli-Palestinian conflict since the early 2000s, one might have expected that the past linear process of improvement would be reversed. However, textbooks written over the last decade do not substantially differ from those written in the 1990s, during the heyday of the peace process. The overall picture is, therefore, that the current textbooks do not constitute a fourth generation.

Is the norm against torture suffering a crisis of legitimacy within the United States, and if so, does this constitute a crisis in the norm itself? Can constructivist international relations theory explain how the norm came to be significantly weakened by its most important proponent? Constructivist literature on norms has hitherto suffered from a `nice norm bias' that does not adequately take into account the reversibility of so-called `internalized' norms like the one prohibiting torture. Through an examination of the rhetoric, policies and practices surrounding US interrogation after 9/11, this article addresses omissions in constructivist literature by providing a theoretical model to explain `norm regress', or the death of norms. It claims that the torture norm is suffering a crisis of legitimacy within the United States and any future incidences of torture by liberal states may well bring about a crisis of legitimacy in the international norm itself.

AbstractThis article argues that the three volumes of the Macdonald Commission research output devoted to international political economy (vols. 28 to 30) demonstrate a bias toward what might be labeled "neo-realist" analysis. As a result, they nearly all are steeped in a degree of pessimism regarding Canada's place in the evolving international political economy—a pessimism that extends not only to future prospects for the. multilateral trading system, but for the bilateral Canada-US one as well. While this sense of limited options might indeed be justified, this article argues that a serious omission from the set of studies was the relative lack of attention accorded to the security arrangements underpinning the postwar trade and monetary order. That being said, the author finds that the volumes will likely have a lasting significance for scholars, even though their relevance for public policy may not be so great or lasting.

THIS ARTICLE ARGUES THAT THE THREE VOLUMES OF THE MACDONALD COMMISSION RESEARCH OUTPUT DEVOTED TO INTERNATIONAL POLITICAL ECONOMY (VOLS. 28 TO 30) DEMONSTRATE A BIAS TOWARD WHAT MIGHT BE LABELED "NEO-REALIST" ANALYSIS. AS A RESULT, THEY NEARLY ALL ARE STEEPED IN A DEGREE OF PESSIMISM REGARDING CANADA'S PLACE IN THE EVOLVING INTERNATIONAL POLITICAL ECONOMY- A PESSIMISM THAT EXTENDS NOT ONLY TO FUTURE PROSPECTS FOR THE MULTILATERAL TRADING SYSTEM, BUT FOR THE BILATERAL CANADA-US ONE AS WELL. WHILE THIS SENSE OF LIMITED OPTIONS MIGHT INDEED BE JUSTIFIED, THIS ARTICLE ARGUES THAT A SERIOUS OMISSION FROM THE SET OF STUDIES WAS THE RELATIVE LACK OF ATTENTION ACCORDED TO THE SECURITY ARRANGEMENTS UNDERPINNING THE POSTWAR TRADE AND MONETARY ORDER. THAT BEING SAID, THE AUTHOR FINDS THAT THE VOLUMES WILL LIKELY HAVE A LASTING SIGNIFICANCE FOR SCHOLARS, EVEN THOUGH THEIR RELEVANCE FOR PUBLIC POLICY MAY NOT BE SO GREAT OR LASTING.

"The book will review and discuss (with Access and Excel examples) the methods and techniques that investigators can use to uncover anomalies in corporate and public sector data. These anomalies would include errors, biases, duplicates, number rounding, and omissions. The focus will be the detection of fraud, intentional errors, and unintentional errors using data analytics. Despite the quantitative and computing bias, the book will still be interesting to read with interesting vignettes and illustrations. Most chapters will be understandable by accountants and auditors that usually are lacking in the rigors of mathematics and statistics. The data interrogation methods are based on (a) known statistical techniques, and (b) the author's own published research in the field. New to this edition are: Updates to Windows and Microsoft Office R, which is now a viable data analytics product. New fraud cases There are many published books on data mining, which is defined as the analysis of (large) data sets to find unsuspected relationships, and to summarize the data in novel ways that are both understandable and useful to the data owner. The results of such analyses could be sales predictions or discovering previously unknown patterns and rules. Data mining involves using the data for some specific purpose (often tied to marketing) but typically has no fraud detection motive. Yet, data mining can be a valuable tool to detect errors and anomalies that can lead to the discovery of fraud"--

This article arose as a critical response to the second edition of Classic and Contemporary Readings in the Philosophy of Education (2012) edited by Steven M. Cahn (Oxford: Oxford University Press). Lissa Paul, a professor in the Faculty of Education, Brock University in the Niagara region of Ontario, Canada, assigned Cahn's anthology as the core text in a postgraduate course she taught in the winter of 2021: 'The right to education: Historical frameworks'. As the course was designed to interrogate the philosophical grounds of (primarily North American) pedagogical practices, the masculine, Eurocentric biases of Cahn's anthology mirror those underlying our educational institutions. In response to those biases, the five students in the class addressed Cahn's errors of both omission and commission by developing something like a prospectus or book proposal for what Lissa dubbed the Anti-Cahn Anthology of Classic and Contemporary Readings in the Philosophy of Education. In this article each student contributes a rationale for the inclusion of someone 'missing' from Cahn's book and suggestions for selections from key texts. Adriana Brook writes on the medieval African-Islamic scholar Ibn Khaldun, Jessi Skye on the eighteenth-century Indigenous philosopher Handsome Lake, Rebekah Carlsson on the famous advocate of early childhood education, Maria Montessori, Jessica Dieleman on the late African American scholar bell hooks and Breanne Wilde on Jules Gill-Peterson and histories of the transgender child.

The hero in America has been white, protestant, & M. History which perpetuates the belief in heroes & heroic action has limitations, such as the neglect of the contributions of women. Most women who have had historical influence did so by influencing men. It is contended that the majority of professional historians are consciously sexist or racist. A renewed interest in intellectual & social history, new interdisciplinary approaches to history, & the use of new methodological techniques have resulted in a reevaluation of the role of women in the American experience. There is considerable documentation on the connection between intellectual bias toward women & the discrimination against women practiced in the "academic marketplace." What is needed is better information about the nature & origin of racial & sexual bias, & how they are influenced by background education, & class. The creation of the Presidential Commission on the Status of Women in 1961 sparked the reemergence of feminism which profoundly shook the history profession. Women protested the omission of vital F characters from standard versions of American history. The problem of presenting a history of woman's role in American life is complicated by lack of data, as well as by the fact that certain areas of F accomplishment are well-documented, but by M's with possible sexist attitudes. The aim now is to "supplement" the lop-sided history which is still being forced on the young. R. Lent.

This book focuses on discourses of the politics of history education and history textbooks. It offers a new insight into understanding of the nexus between ideology, the state, and nation-building, as depicted in history education and school textbooks. It especially focuses on the interpretation of social and political change, significant events, looking for possible biases and omissions, leadership and the contribution of key individuals, and continuities. The book discusses various aspects of historical narratives, and some selected key events in defining identity and nation-building. It considers the role of historiography in dominant historical narratives. It analyses history education, in both local and global settings, and its significance in promoting values education and intercultural and global understanding. It is argued that historical narratives add pedagogies, grounded in constructivist, metacognitive and transformational paradigms, have the power to engage the learner in significant and meaningful learning experiences, informed by multiple discourses of our historical narratives and those of other nations.

Few studies that disentangle the relationship between race, crime, and punishment have turned to administrative documents as a central site of power. Speaking to this omission, I use a case study of mandatory financial sanctions in the Criminal Division of the Cook County Circuit Court in the State of Illinois. The analysis draws upon a sample of 89 sanctions imposed upon conviction, at the state and county levels, to identify three bureaucratic aspects that sustain racial inequality. One, these sanctions are represented in ways that abstract the conviction process from its highly racialized context. Two, these sanctions enable legal actors to enact a multilevel mode of decision making, combining compulsory and discretionary judgment, that entrenches racial bias within the broader legal organization of punishment. And three, these sanctions redistribute the operational costs of justice through earmarks onto those who are processed through the system (i.e., disproportionately people of color). Altogether, these bureaucratic aspects paradoxically intensify racial stratification in ways that are seemingly nonracial.

I have written elsewhere: "Where there exists a critical mass of scholars working on similar sets of questions—critiquing and building on one another's work—knowledge accumulation is more likely to occur."1 It is with this statement in mind that I proceed with my response to Michael Nelson's thoughtful critique on my previous article (see Allen Hicken, "Party Fabrication: Constitutional Reform and the Rise of Thai Rack Thai," Journal of East Asian Studies 6, no. 3 [2006]: 381–407). Rather than a point-by-point rebuttal, I will focus on three of the most interesting and challenging of Nelson's theoretical critiques. The first substantive issue concerns the charge of omitted variable bias—specifically, in reference to the omission of local political groups from a macro-institutional account. The second and third criticisms are more methodological. First, can we or should we ascribe motives to political actors? Second, how can we use counterfactuals to solve problems of observational equivalence?