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This chapter explores how the principles of retribution and deterrence were framed and thus used to justify capital punishment in the early years of the Republic, and how the purposes for capital punishment have changed in the past two centuries. We ask several related questions: (1) Has our understanding of the morality and utility of retributive justice changed so dramatically that the historical argument tying justification for capital punishment to the past now ought to carry less weight? (2) Have our perspectives on the purposes for capital punishment changed in ways that now might call the entire experiment into question? and (3) What, in short, can we say about the historical similarities between arguments concerning retribution and deterrence at the Founding and those same arguments today?As is often true of common law principles, the reasons for the rule are less sure and less uniform than the rule itself. (Justice Marshall's majority opinion in Ford v. Wainwright, 477 U.S. 399 (1986))

Spawton (1991) discusses consumer expectations and risk‐reduction strategies in the purchase of wines. Spawton (1991) refers to a four‐segment model of the market. These segments include Connoisseurs, Aspirational Drinkers, Beverage Wine Consumers and New Wine Drinkers. These segments were developed from the results of an exploratory qualitative study conducted by McKinna (1987). This study aims to empirically test and confirm the segments that the wine industry has taken for granted. There are four hypotheses relating to the confirmation of Spawton's (1991) segments.

A distinction must be drawn between a dismissal on the one hand, and on the other a repudiation of a contract of employment as a result of a breach of a fundamental term of that contract. When such a repudiation has been accepted by the innocent party then a termination of employment takes place. Such termination does not constitute dismissal (see London v. James Laidlaw & Sons Ltd (1974) IRLR 136 and Gannon v. J. C. Firth (1976) IRLR 415 EAT).

There is a long history of school failure for Aboriginals¹ in the U.S. educational system. Culturally relevant/responsive pedagogy affords opportunities for Aboriginal students to achieve academic success through building upon their cultural heritages and Native ways of knowing. School systems adopting this pedagogy empower Indigenous students to connect with essential knowledge for academic success in today’s world. This enhanced pedagogy creates classrooms of involvement that promote Aboriginal students’ achievement. Preservice teachers employing this pedagogy will experience success with their Indigenous students and learn about Aboriginal communities, lifeways, and values. Mutual respect is engendered as long-perpetuated negative stereotypes of Native Americans are undone. Culturally relevant/responsive pedagogy can be tailored to specific populations by incorporating their own Aboriginal knowledge, languages, and practices into teaching praxis.

This article describes a study which is being undertaken by the authors of the adoption processes used by UK retailers in the case of new wine and spirit products. Following a literature review they outline the work of earlier researchers in deducing the factors which retailers, in general, consider in deciding whether or not to stock a new product. The principal factors are found to be consumer demand, compatibility with existing merchandise, financial criteria and manufacturer's support for the product The article also highlights the increasing concentration of buyer power in the UK grocery market.