Partners in clime: Public‐private partnerships and British Columbia's capacity to pursue climate policy objectives

Governments are increasingly using public‐private partnerships (P3s) to draw the private sector into more active participation in infrastructure development. Climate action initiatives have not typically yielded profitable results for the private sector, and might therefore constrain the placing of conditions by governments on P3 arrangements. This article investigates a major P3 infrastructure project in British Columbia – the Canada Line extension to Vancouver's urban rail transit network – and concludes that the P3 organization did not constrain the government's capacity to pursue policy objectives for climate action. This counterintuitive result occurred because public sector leadership enabled an effective engagement with environmental policy priorities.     

Would a Value‐Added System of Retention Improve the Distribution of Teacher Quality? A Simulation of Alternative Policies

In this paper, we consider several features of teacher‐retention policies based on value‐added measures of effectiveness under a variety of empirically grounded rules and parameters. We consider the effects of policy design by varying the standard above which satisfactory teachers are expected to perform. We simulate recently adopted policies that remove teachers based on consecutive unsatisfactory performance and compare these to policies that remove teachers based on poor performance on average over a multiyear period. We also consider the precision of the performance measure and the underlying variation in teacher quality on policy effects. Finally, the simulation makes a step forward by incorporating recent empirical findings of a relationship between teacher quality and natural attrition from the profession. Our results indicate that deselection policies based on value‐added measures have the potential to improve teacher quality, although understanding the role of policy design, self‐selected exits, and the underlying variation in teacher quality is essential for determining policy effects.     

From Nationalization to Marketization: Changing Governance in Taiwan's Higher-Education System

The shift from "government" to "governance" has been widely debated both in the West, where the debate originated, and in the Asia-Pacific, where it is a strong emergent theme. In the West, early work concentrated on problems of government failure in the realms of regulation, welfare and development. This developed into a focus on the increasingly complex challenges facing modern states. By the mid-1990s, bodies such as the Organization for Economic Cooperation and Development (OECD) were devoting considerable attention to issues affecting "governance in transition." At this time, the United Nations Development Program (UNDP) issued its first discussion paper on governance. This emphasized the importance of bringing together the realms of governance, namely civil society, the state, and the private sector. All these developments signify a fundamental administrative paradigm shift to the "sociopolitical governance" model. This paper discusses the theme "from nationalization to marketization" by examining the origins and driving forces for changing governance in Taiwan's higher-education system. More specifically, the paper examines the changes in the role of the state in terms of three major aspects: provision, financing, and regulation in higher education, reflecting on how a new governance model has evolved in Taiwan.     

Personality Pathways to Impulsive Behavior and Their Relations to Deviance: Results from Three Samples

The importance of the relation between impulsivity and deviance is well-acknowledged among criminologists. However, differences in the representations of impulsivity, some merely titular and others substantive, may cloud our understanding of these relations. The current study examines the argument, offered by Whiteside and Lynam Pers. Individuals Diff. (2000) 30: 669–689, that there may be four distinct personality pathways through which impulsive behavior may be manifested. Across three samples (two undergraduate, one community), we examine the validity of a four-factor structure of impulsivity, test whether these four pathways manifest divergent relations with various forms of deviant behavior such as crime and substance use, as well as laboratory manifestations of aggressive and impulsive behavior, and examine the invariance of these results across gender. The results support the existence of a four-factor model of impulsivity, the importance of two specific personality pathways in relation to self-reports of deviance (lack of premeditation and sensation seeking), as well as actual behavior, and suggest that these pathways are important for both men and women.     

Integrating Voting Theory and Roll Call Analysis: A Framework

Scholars of legislative studies typically use ideal point estimatesfrom scaling procedures to test theories of legislative politics.We contend that theory and methods may be better integratedby directly incorporating maintained and to be tested hypothesesin the statistical model used to estimate legislator preferences.In this view of theory and estimation, formal modeling (1) providesauxiliary assumptions that serve as constraints in the estimationprocess, and (2) generates testable predictions. The estimationand hypothesis testing procedure uses roll call data to evaluatethe validity of theoretically derived to be tested hypothesesin a world where maintained hypotheses are presumed true. Wearticulate the approach using the language of statistical inference(both frequentist and Bayesian). The approach is demonstratedin analyses of the well-studied Powell amendment to the federalaid-to-education bill in the 84th House and the Compromise of1790 in the 1st House.     

A View through the Bubble: Some Insights from Teaching Negotiation Online

The teaching of negotiation in an online context is not only possible, but surprisingly provides a number of opportunities that the traditional face-to-face classroom setting lacks. The author, drawing on his practical experience over the past few years, puts forth suggestions for preparing and teaching negotiation online. After explaining the preparation and structure of the course, the author offers six core insights to consider when teaching negotiation in this context.