Buffalo commons: A range of possibilities

Ernest Callenbach: Bring Back the Buffalo! Covelo: Island Press, 1996.

Richard Manning: Grassland. New York: Viking, 1995.

Anne Matthews: Where the Buffalo Roam. New York: Grove Weidenfeld, 1991.     

Buffalo tales: interest group policy stories in Greater Yellowstone

Wicked policy problems—those that resist resolution and continuously cycle through different administrative jurisdictions—are time-consuming for the practitioner and expensive. In these wicked policy environs, interest group narratives contribute to this intractability through the continued construction of a policy loser’s tale. Central to our study is the analysis of group maturation with that of policy narrative elements. We explore whether there is a relationship between lobby tactics, financial resources, and professionalization of authorship of narratives and policy narrative elements. We content analyze the policy stories of the Buffalo Field Campaign (BFC) over a 10-year period (1999–2008), using the Yellowstone National Park bison and brucellosis controversy as case material and track how this new interest group’s fundamental policy story has changed over the course of its lifespan. As demonstrated through their choice of lobby tactics, the group does evolve from an unconventional to a conventional interest group, with two out of three of their constructed policy beliefs remaining unchanged and their political tactics consistently focusing on spinning the loser’s tale aimed at expanding the policy arena. Suggestions on the importance of this work to scientists, administrators, and academics are included.     

The Homeopathic Image,or, Trauma,Intimacy and Poetry

Abstract

The concept of trauma has recently expanded its reach to include what otherwise might be understood as intimate experience. This overextension represents a threat to our ability to conceptualize intimate experiences, hence to use concepts to engage in intimate communication. An analysis of Wallace Stevens' poem "The Auroras of Autumn", demonstrates how poetry provides a supplemental vehicle for the communication of intimate experiences. Poetry is therefore characterized as an essential element in ethical life.     

Evaluating the Effects of Universal Place‐Based Scholarships on Student Outcomes: The Buffalo “Say Yes to Education” Program

A growing number of cities and states have been providing large tuition subsidies for residents through initiatives often called “place‐based” or “Promise” scholarship programs. We examine the effects of a prominent last‐dollar, place‐based scholarship program, Say Yes to Education in Buffalo, NY, on college matriculation and persistence. Employing a difference‐in‐differences strategy comparing changes across cohorts of students eligible and ineligible for large college scholarships, we find that scholarship eligibility is associated with an increase of 20 percent in the likelihood of matriculating into college within one year of graduation, and an increase in the likelihood of persistence into a second year of college of nearly 16 percent. Increases in matriculation are largely at four‐year institutions, where most of the additional funding from Say Yes is concentrated, exclusively at in‐state institutions, both public and private, and are largest at colleges with more selective admission rates. Finally, we see the largest increases in matriculation and persistence among students who attend high schools in the middle third of the poverty distribution. These results suggest that the additional aid provided by Say Yes plays an important role in increasing college matriculation and encouraging students to attend more selective schools.     

Sovereign state at bay

Among his books are Conservative Millenarians; The Search for Historical Meaning;and a monograph on Carl Schmitt.     

Throwing money at schools

The conventional wisdom about public schools is that they face serious problems in terms of performance and that improving schools requires additional money. However, the available evidence suggests that there is no relationship between expenditures and the achievement of students and that such traditional remedies as reducing class sizes or hiring better trained teachers are unlikely to improve matters. Furthermore, there is little reason to believe that schools will move toward more efficient operations, either on their own or through consumer pressures. More attention should be given to developing direct performance incentives.