Living Conditions,Social Exclusion and Recidivism Among Prison Inmates

Swedish drug policy has according to official declarations been successful. The picture has recently been challenged through rising drug use and rising drug related mortality. This development has taken place in spite of the restrictive Swedish policy with further penalization of drug consumption, increasing number of police officers working with drug crime and rising number of persons sentenced to prison for drug offences. The question to be explored here is then what strategies the Swedish Government has chosen in the light of the development and how these strategies should be explained. The analysis is based on central Government documents as well as statements from Government ministers, public authorities and voluntary organizations. The picture that emerges is a denial of the failure of the old Swedish model but at the same time an alarmist stand with demands for increases of resources for information, treatment and control. The strategies chosen can be derived from two central themes in Swedish drug debate: ‘a drug‐free society’ and ‘total rehabilitation’. The two in turn seem to be aspects of an underlying vision—the vision of the good and integrative welfare society.     

The School-to-Work Transition in Developing Countries

Youth bulges in developing countries may carry both a potential for growth via demographic dividends, and ticking political time bombs, depending on the success of authorities in providing youth with adequate opportunities as they transit into the labour markets of the twenty-first century. In this article I examine the theoretical and empirical research on school-to-work transitions (SWT) in developing countries. After a discussion of the attempts at operationalising the concept of school-to-work transitions from a statistical point of view, I review the theoretical settings suitable for analysing the SWT. Despite an extensive search and matching literature, few models seem adapted to developing countries’ labour markets, and even fewer are empirically tested. I then examine the determinants of transition lengths at the individual and macro level. Findings indicate that education is not always associated with shorter durations to first employment, and that the reasons may be higher expectations, reservation wages, or queuing. Women generally experience longer transitions in the labour market, and evidence from labour market interventions is mixed. Many factors likely to influence the school-to-work transition have not been studied from the point of view of school-to-work transitions, however, and potential directions for future research are presented.     

Campaigns Matter: How Voters Become Knowledgeable and Efficacious During Election Campaigns

Election campaigns are more than simple competitions for votes; they also represent an opportunity for voters to become politically knowledgeable and engaged. Using a large-scale Web panel (N ≈ 5,000), we track the development of political knowledge, internal efficacy, and external efficacy among voters during the 2011 Danish parliamentary election campaign. Over the course of the campaign, the electorate’s political knowledge increases, and these gains are found across genders, generations, and educational groups, narrowing the knowledge gap within the electorate. Furthermore, internal and external efficacy increase over the course of the campaign, with gains found across different demographic groups, particularly narrowing the gaps in internal efficacy. The news media play a crucial role, as increased knowledge and efficacy are partly driven by media use, although tabloids actually decrease external efficacy. The findings suggest that positive campaign effects are universal across various media and party systems.     

Development of the Social Issues Advocacy Scale-2 (SIAS-2)

The 21-item Social Issues Advocacy Scale (SIAS; Nilsson, Marszalek et al. in Educ Psychol Meas 71(1):258–275, 2011) was developed as a concise measure of social justice advocacy for people in the helping and health professions. Recent scholarship has indicated a need for a broader measure. The present study seeks to continue development of the SIAS into an expanded version, the SIAS-2. A sample of 284 helping and health professionals and college students in related fields was administered 117 items, which was reduced to 78 items for the final instrument through item analysis and exploratory factor analysis. Eight factors emerged explaining 61.5% of the item variance. Corresponding subscales ranged in reliability from .88 to .94. Additional validity evidence is discussed.     

International regimes and environmental policy integration: introducing the special issue

Pressure is mounting for states to become better at integrating its environmental policies into sector policy, a challenge often referred to as environmental policy integration (EPI). Policy research on EPI has grown to become a distinct and substantial field of study at the national and EU levels, where political commitment and interest in the topic have been large. In the study of international regimes, EPI analytical concepts have so far not been applied although the EPI quest is at least as important and critical at this level. This special issue addresses this gap, by combining these two sets of literature and examining various aspects of EPI in international regimes, its manifestations and its challenges. This introductory paper introduces key conceptual discussions underlying the development of this special issue, distils and discusses some of the key findings and messages from the four ensuing research articles and presents directions for future research. It finds that many EPI challenges and institutional barriers are strongly accentuated at international levels of governance, but also that similarities with the national level suggest that closer interactions between the two fields of study are warranted. At both levels, the EPI “game” is full of inherent tensions and goal conflicts, institutional constraints abound, and cognitive interactions and learning processes appear as key mechanisms to advance EPI. Suggestions for how to enhance EPI in international regimes are still tentative, and analysis beyond international relations and regime theory is needed to capture potential institutional innovations for advancing EPI.     

Regulated and unregulated insider trading around earnings announcements

This paper analyses insider trading behaviour around annual and interim earnings announcements during changing legislative environments in Sweden from 1980 to 2003. Using a unique data set, we are able to explore the nature of insider trading patterns from unregulated to strongly regulated insider trading markets. We find limited evidence of opportunistic insider trading. Insiders seem to be reluctant to sell stocks before positive earnings announcements. They also tend to time their trades in conjunction with an immediate post-announcement period, i.e. “safety trading”, which becomes more evident within stronger legislation environments. Some support for contrarian trading behaviour is also found.

The breakdown of the sex/gender distinction in anthropological discourse

This contribution to the ongoing process of questioning the sex/gender distinction in feminist research sets out from two different points of departure. First, from an anthropological perspective, examples are given to help us “rethink” sex as a universal “given”. Second, it is examined how the distinction, when used in feminist analyses, has confused rather than clarified our understanding of sex/gender. Finally, the implications of the breakdown of the sex/gender distinction for feminist research are discussed in brief.     

Broad Anthology on Situated Health Studies

Feminist science and technology studies — a challenge to science and to feminism?

Lynda Birke, Feminism, Animals and Science: The Naming of the Shrew. 167pp. Buckingham, Philadelphia: Open University Press, 1994.

Val Plumwood, Feminism and the Mastery of Nature. 239 pp. London/New York: Routledge, 1993.

Londa Schiebinger, Nature's Body: Gender in the Making of Modern Science. 289 pp. Boston: Beacon Press 1993.

Nelly Oudshoorn, Beyond the Natural Body: An Archeology of Sex Hormones. 195 pp. London/New York: Routledge 1994.

New understanding of women battering in marriage

Margareta Hydén, Woman Battering as Marital Act: The Construction of a Violent Marriage. 172 pp. Oslo: Scandinavian University Press, 1994.

Learning and life

Maaret Wager, Constructions of Femininity in Academic Women: Continuity Between Private and Professional Identity. 287 pp. Helsinki: Suomalainen Teidekatemia, 1994.

Gunilla Bjerén and Inga Elgquist‐Saltzmann, eds, Gender and Education in a Life Perspective: Lessons from Scandinavia. 170 pp. Aldershot, UK: Avebury, 1994.     

The Role of Assessments and Institutions for Policy Learning: A Study on Swedish Climate and Nuclear Policy Formation

This study examines two challenges related to the integration of environmental concerns into public policymaking: how to shape institutions that facilitate policy learning in national policymaking processes, and how to create effective supporting assessment processes. A simple construct of policy learning is applied empirically; distinguishing what is learned in terms of conceptual and technical learning, and unpacking the process of learning into three elements: knowledge acquisition, interpretation, and institutionalization. Two empirical policy cases, climate and nuclear policy formation in Sweden, are analyzed over two decades, detecting patterns of learning and investigating what institutions have facilitated or obstructed them. The analysis is based on a study of actual policy outputs, an examination of reasoning and argumentation in policy documents, and evidence from testimonial interviews. Results indicate that climate policy has undergone fundamental learning processes whereas nuclear policy has been more intractable. Most learning has occurred in some agency and committee processes, while ministries and political levels have suffered from weak capacities and incentives to learn. Key drivers of learning included trust building among key agents coupled to international driving forces. Ultimately, institutional rules, capacities, and incentives are more important factors for enhancing learning than what types of assessments feed in.