Frontline worker compliance with transparency reforms: Barriers posed by family and financial responsibilities

Significant development funding flows to informational interventions intended to improve public services. Such “transparency fixes” often depend on the cooperation of frontline workers who produce or disseminate information for citizens. This article examines frontline worker compliance with a transparency intervention in Bangalore's water sector. Why did compliance vary across neighborhoods, and why did workers exhibit modest rates of compliance overall? Drawing on ethnographic observation and an original data set, this article finds that variation in workers' family responsibilities and financial circumstances largely explains variation in compliance with the intervention. Furthermore, workers often prioritize long‐standing responsibilities over new tasks seen as add‐ons, leading to modest rates of compliance overall. Perceptions of “core” jobs can be sticky—especially when reaffirmed through interactions with citizens. This article represents one of the first multimethod companions to a field experiment, and illustrates how the analysis of qualitative and observational data can contribute to impact evaluation.     

A picture in black and white: modernism,postmodernism and the scene of ‘race’

‘Writing, in its noblest function’, says He´le`ne Cixous, ‘is the attempt to unerase, to unearth, to find the primitive picture again, ours, the one that frightens us.’ Cixous' hopes for the possibilities of writing are the starting point for a very new and startling piece of Australian writing, Kathleen Mary Fallon's ‘how violence made a real mother-of-a-mother of me’, writing that possibly gets closer to the ‘heart of the matter’ of contemporary Australian black-and-white relations than any other white-signed literary text. What might Fallon's writing attempt to ‘unerase’, to ‘unearth’? What is the primitive picture, according to Fallon, that so frightens us? Here, I want to explore the questions Fallon's writing asks, and to explore more generally what ‘writing’ and ‘reading’ might mean in the contemporary Australian context, and I do this in terms that might seem at first to be surprisingly anachronistic. I read this very contemporary, some would say postmodern, example of Australian writing in terms of a paradigm that is described by the field of critical studies of literary modernism. This is a paradigm that emphasises what feminist critic Marianne DeKoven calls the ‘irreducible ambiguity’ of some texts, their ‘radical undecidability’, their ‘impossible dialectic’. I am seeking to recuperate this paradigm and the critical impulses that it generates for a project whose objectives are far from those of literary modernism with their alleged origins in a white European and, for some, a masculinist aesthetic of the late teens and 1920s. I am interested in revisiting modernism, not only as a kind of writing practice but as a critical practice, and therefore as a reading practice, one that has possibilities for reading ‘black’ and ‘white’ in Australia now: for reading what might be called the ‘impossible dialectic’ of relations between whites and Indigenes. How might we read Australian writing now, in particular its efforts to ‘unerase’, to ‘unearth’, that picture that, I argue, frightens ‘us’, as white Australians: the picture in black and white, the original scene, the scene of invasion and dispossession, the scene in which the words ‘terra nullius’ were first uttered, the scene that continues to structure our perceptions of the Indigenous ‘other’ and of our white selves into the present?     

Incomplete Citizens: Changing Images of Post-Separation Children

The image of the child as the victim of separation or divorce is well-established in legal, socio-legal and popular discourse. However, the authors argue, alongside this traditional image of the child, there is a different image of the child emerging, that of the autonomous, responsible child. This is apparent in academic discourse, policy documents and legal pronouncements. This child is included in the project of 'remoralising' the family by building the 'good' post-separation family. The 'good' child of separation or divorce is responsible for safeguarding his or her own welfare and is expected to make those choices that are assumed to best protect his or her best interests. In order to ensure that the child makes the 'right' decisions, he or she, like the adults concerned, is the target of education, information and therapeutic intervention. There is a blending of paradigms in which the ideal child is both an autonomous social actor and a vulnerable object of concern.     

Assessing the Effect of Batterer Program Completion on Reassault: An Instrumental Variables Analysis

The main objective of this paper is to investigate the utility of using the instrumental variables (IV) method to estimate batterer program efficacy, i.e., the program effect among batterers who complete batterer programs. This method takes account of possible confounding due to unmeasured traits of compliers and non-compliers. A structural model is used to estimate the impact of program completion on reassault using instrumental variables (IV) regression. Data on 640 batterers enrolled at three batterer programs are used. Results obtained from IV regression are compared with those obtained from a more traditional regression analysis. The results indicate that usual regression methods yield estimates of program effect that may be biased due to confounding by unmeasured batterer characteristics. Unfortunately, IV estimates may be unreliable due to failure of some of the assumptions on which they are based. If equations are adequately identified by the non-linear functional form used to estimate them, then IV results indicate that among a very select group of batterers, program completion significantly reduces the probability of reassault. The implications of confounding due to program non-compliance, program non-enrollment and attrition for future evaluations of batterer programs are discussed.     

Are counter-terrorism strategies effective? The results of the Campbell systematic review on counter-terrorism evaluation research

The events of September 11th have led to massive increases in personal, commercial, and governmental expenditures on anti-terrorism strategies, as well as a proliferation of programs designed to fight terrorism. These increases in spending and program development have focused attention on the most significant and central policy question related to these interventions: Are these programs effective? To explore this question, this study reports the results of a Campbell Collaboration systematic review on evaluation research of counter-terrorism strategies. Not only did we discover an almost complete absence of evaluation research on counter-terrorism interventions, but from those evaluations that we could find, it appears that some interventions either did not achieve the outcomes sought or sometimes increased the likelihood of terrorism occurring. The findings dramatically emphasize the need for government leaders, policy makers, researchers, and funding agencies to support both outcome evaluations of these programs as well as efforts to develop an infrastructure to foster counter-terrorism evaluation research.     

Educated doubt: women,religion and the challenge of higher education,c. 1870-1920[1]

Abstract

The advent of higher education for women, with its emphasis on reason, on scientific thought and on critical approaches to knowledge, constituted a potential threat to religious belief. The stories of male ‘doubters’ are legion but what happened to thoughtful women, confronted with challenges to their belief systems? This article shows that educated doubt was not only a male affliction. Women responded to the challenge in a variety of ways. Some rejected belief, turning their religious impulses to aesthetic or social ends. Others brought scientific reasoning to bear on religious phenomena, hoping to ‘prove’ the existence of spirituality. Some saw in science and reason a further manifestation of the spiritual impulse; in education further possibilities of the life of the spirit. A common thread unites the responses, the search for a voice, an authority which women sought in the new secular institutions of higher learning.