In a key finding in the democratic peace literature, Mansfield and Snyder argue that states with weak institutions undergoing incomplete transitions to democracy are more likely to initiate an external war than other types of states. We show that the empirical data do not support this claim. We find a dearth of observations where incomplete democratizers with weak institutions participated in war. Additionally, we find that the statistical relationship between incomplete democratization and war is entirely dependent on the dismemberment of the Ottoman Empire prior to World War I. We also find that the case selection in Mansfield and Snyder rarely involved incomplete democratizers with weak institutions. We therefore conclude that the finding that incomplete democratizers with weak institutions are more likely to initiate or participate in war is not supported by the empirical data.

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Technology in today’s world impacts every facet of our lives, including the job market, the skills students need for future career success, and the skills teachers need to help their students acquire. This research paper aims to understand what technology skills pre-service teachers who graduated from 1:1 technology high schools possess. This paper will address the implications of technology skill deficiencies on future teaching practices. Finally the authors will discuss teacher perceptions and misconceptions of teaching with 1:1 technology and the career ready technology skills their students need. The findings show that students’ benefits of attending 1:1 technology high schools don’t meet their potential. The findings also indicate the types of teaching practices and technology uses that the teachers preferred, and a lack of understanding of the career ready technology skills that students need. The literature on 1:1 technology has historically focused on the benefits and challenges of 1:1 technology integration in isolated grade level or subject matter studies.This research addresses this gap in the literature by focusing on students graduating from 1:1 high schools to identify their career readiness skills.