National and local vulnerability to climate-related disasters in Latin America: the role of social asset-based adaptation

The Latin American region is particularly prone to climate-related natural hazards. However, this article argues that natural hazards are only partly to blame for the region's vulnerability to natural disasters with quantitative evidence suggesting instead that income per capita and inequality are main determinants of natural disaster mortality in Latin America. Locally, the region's poor are particularly susceptible to climate-related natural hazards. As a result of their limited access to capital, adaptation based on social assets constitutes an effective coping strategy. Evidence from Bolivia and Belize illustrates the importance of social assets in protecting the most vulnerable against natural disasters.     

Institutional Foundations of Legislative Speech

Participation in legislative debates is among the most visible activities of members of parliament (MPs), yet debates remain an understudied form of legislative behavior. This study introduces a comparative theory of legislative speech with two major implications. First, party rules for debates are endogenous to strategic considerations and will favor either party leadership control or backbencher MP exposure. Second, in some systems, backbenchers will receive less time on the floor as their ideological distance to the party leadership increases. This leads to speeches that do not reflect true party cohesion. Where party reputation matters less for reelection, leaders allow dissidents to express their views on the floor. We demonstrate the implications of our model for different political systems and present evidence using speech data from Germany and the United Kingdom.     

Functioning and Effectiveness of Electronic Control Devices Such as the TASER® M‐ and X‐Series: A Review of the Current Literature

Abstract: Conducted electrical weapons (CEWs) such as the TASER^® M‐ and X‐series deliver short high‐voltage, low‐current energy pulses to temporarily paralyze a person by causing electrical interruption of the body’s normal energy pulses. Despite many scientific publications, which classify the health risks of an appropriate use of the TASER device as minor, there still is a continuous uncertainty about possible side effects with human application. Based on a literature search of the National Library of Medicine’s MEDLINE database’s PubMed system of current publications, the following article describes the mechanisms by which the device operates and discusses possible pathophysiological consequences. The majority of current human literature has not found evidence of clinical relevant pathophysiological effects during and after an exposure of professionally applied CEWs. However, to be able to exclude possible health risks, a medical checkup of people who have been exposed to CEWs is essential.     

Safeguarding Vulnerable Groups Act 2006: the implications for employers in educational settings

Vetting those who work with children and vulnerable adults is an emotive topic and one which can prove a challenging area for employers. The legitimate interest that parents, carers and employers have in screening those charged with the care of others can be in direct conflict with the most fundamental principles of economic freedom and employees’ human rights. The desire to balance these conflicting objectives is at the heart of the Safeguarding Vulnerable Groups Act 2006, which introduces what is being heralded as the most inclusive and comprehensive vetting and barring system to date. The changes dramatically widen the scope of workers who are subject to vetting and barring processes, covering employees, volunteers and contractors in the education, care and health industries, and affecting some 11.3 million people in the UK. This new scheme is of particular relevance and importance to schools and other educational institutions, who will be directly affected by the changes. This article will examine the practical employment implications of the new regime and the new obligations that the Vetting and Barring Scheme creates for both employers and employees.     

Hair analysis: self-reported use of "speed" and "ecstasy" compared with laboratory findings

Drug use histories were collected from 100 subjects recruited from the "dance scene" in and around Glasgow, Scotland. In addition, each subject donated a hair sample which was analyzed by gas chromatography/mass spectrometry (GC/MS) for amphetamine (AP), methamphetamine (MA), 3,4-methylenedioxyamphetamine (MDA), 3,4-methylenedioxymethamphetamine (MD MA) and 3,4-methylenedioxyethylamphetamine (MDEA). The hair samples were analyzed in two 6 cm segments or in full, ranging from 1.5 to 12 cm depending on the length of the hair. Approximately 10 mg of hair was ground to a fine powder before treatment with beta-glucuronidase/aryl sulfatase. A solid-phase extraction procedure was carried out followed by derivatization with pentafluoropropionic anhydride (PFPA). All extracts were analyzed by gas chromatography/mass spectrometry (GC/MS). Of the 139 segments analyzed, 77 (52.5%) were positive for at least one of the five amphetamines. The drug concentrations found in the hair were compared with the self-reported drug histories. A concordance of greater than 50% was found between the self-report data and levels detected in hair. However, no correlation was found between the reported number of "ecstasy" tablets consumed and the drug levels detected in hair. An increase in the average drug levels measured was observed from low to high use (number of "ecstasy" tablets/month). A large number of false negatives and a low number of false positives were observed.     

The Limitations of 'Policy Transfer' and 'Lesson Drawing' for Public Policy Research

The concepts of 'lesson drawing' and 'policy transfer' have become increasingly influential ways of understanding public policy, especially in the UK. However, the main proponents of the concepts, Rose for 'lesson drawing' and Dolowitz and Marsh for 'policy transfer', have difficulty in providing convincing answers to three questions that are important for them and those engaged in similar studies. First, can they be defined as distinctive forms of policy- making separate from other, more conventional, forms? 'Lesson drawing' is very similar to conventional accounts of 'rational' policy-making and 'policy transfer' is very difficult to define distinctly from many other forms of policy-making. Second, why does 'lesson drawing' and 'policy transfer' occur rather than some other form of policy-making? The proponents of 'policy transfer' put a set of diverse and conflicting theories under a common framework, obscuring differences between them. Third, what are the effects of 'lesson drawing' and 'policy transfer' on policy-making and how do they compare to other processes? Whilst the effect of more 'lesson drawing' seems to be more 'rational' policy-making, the effect of 'policy transfer' on policy 'success' and 'failure' is less clear. Dolowitz and Marsh redescribe aspects of 'failure' as different forms of 'transfer' rather than giving independent reasons for outcomes based on features of transfer processes. Overall, particularly in the case of 'policy transfer', researchers may be better off selecting from a range of alternative approaches than limiting themselves to these conceptual frameworks.     

Explaining the content of impact assessment in the United Kingdom: Learning across time,sectors, and departments

While several studies have documented how evidence‐based policy instruments affect public policy, less research has focused on what causes changes over time in the analyses mandated by the instruments, especially in Britain. Thus, we take the analytical content of a pivotal regulatory reform instrument (impact assessment) as a dependent variable, draw on learning as a conceptual framework, and explain the dynamics of learning processes across departments, policy sectors, and time. Empirically, our study draws on a sample of 517 impact assessments produced in Britain (2005–2011). Experience and capacity in different departments matter in learning processes. Guidelines also matter, but moderately so. Departments specialize in their core policy sectors when performing regulatory analysis, but some have greater analytical capacity overall. Peripheral departments invest more in impact assessment than core executive departments. The presence of a regulatory oversight body enhances the learning process. Elections have different effects, depending on the context in which they are contested. These findings contribute to the literature on regulation, policy learning, and policy instruments.