Look to Sweden: The Making of a New Renewable Energy Support Scheme in Norway

Two renewable energy support schemes have spread across Europe: green certificate schemes (GCSs) and feed‐in tariffs (FITs). After a decade‐long policy‐making process, Norwegian decision makers decided in 2011 to adopt a GCS compatible with the already existing one in Sweden and thereby establish a joint Norwegian‐Swedish GCS. The article explores this process of policy transfer, and asks to what extent competition and policy learning contributed to Norway's choice of a GCS. It finds that competition was a barrier to a joint Norwegian‐Swedish GCS rather than (as predicted by some scholars) a driver of policy transfer. In terms of policy learning, it finds that Norwegian bureaucrats systematically were searching for information about renewable energy policy instruments in a process characterised by rational learning. However, this information was not taken into account by elected policy makers, whose learning was unsystematic and almost exclusively influenced by Sweden – making it a process of bounded learning. Finally, domestic factors that facilitated and constrained the policy transfer process are identified in the article. A reluctant bureaucracy defending the status quo policies constrained the policy transfer process. GCS as a market‐based instrument independent of yearly allocations over the annual national budgets facilitated the process by securing strong support in a broad coalition of stakeholder groups and thereby cross‐partisan support. The latter finding may contribute to the literature by underscoring the importance of domestic political factors.     

Jeremy Bentham and Equity: The Court of Chancery,Lord Eldon,and the Dispatch Court Plan

In 1929 Sir William Holdsworth argued that Jeremy Bentham wrote ‘the best criticism’ of Lord Mansfield’s attempts to ‘fuse’ law and equity that has ever been made. As the present article will show, Bentham was in fact in favour of a form of ‘fusion’ that consisted of the abolition of the procedural distinction between law and equity, the incorporation of the subject-matters ordinarily handled by equity courts into his Civil Code, and the inclusion of formal mechanisms to provide relief and to amend the law in his ideal constitution. In the immediate term, Bentham devised a series of ‘equity dispatch courts’ that would employ a summary method of procedure in order to clear the large backlog of Lord Eldon’s court of chancery. While he claimed that this project would be experimental and temporary, he often portrayed it as an avenue through which to instigate radical reform, and to eliminate entirely the need for separate systems of law and equity. However, it will be concluded that, with the exception of Henry Bickersteth, Bentham’s writings on equity gained little influence in the decades preceding the Supreme Court of Judicature Acts (1873–75), and achieved only a small circulation.     

Human Dignity as a Sui Generis Principle

This paper argues that human dignity is a sui generis status principle whose function lies in unifying our normative orders. More fully, human dignity denotes a basic status to be preserved in any institution or process; it is a principle demanding determination in different contexts; and it has its most characteristic application where the legal, moral, and political place competing obligations on individuals. The implication of this account is that we should not seek to reduce human dignity to either a legal norm or a legal principle.     

Rationale and Strategies for Central Involvement of Educators in Effective School-Based Mental Health Programs

Unfortunately, for many mental health professionals classroom teachers and other educators are, at best, viewed primarily or solely as useful sources of information about a child, and their broader, invaluable roles as members of the mental health team are diminished or dismissed. This article examines the conceptual rationale and empirical support for central involvement of educators (especially classroom teachers) in effective mental health services, and in effective expanded school-based mental health programs. The importance of partnerships with educators for school-wide mental health promotion efforts, as well as for the success of primary and secondary prevention initiatives, are highlighted. Effective strategies and recommendations for enhancement of educator-mental health professional collaboration are included.     

State and local tax reform for the 1990s: Implications from Arizona

The state of Arizona recently established a temporary, blue-ribbon committee to evaluate the state's fiscal system and to recommend changes that would improve the system. The impetus for the committee was a series of budgetary difficulties in the 1980s that lawmakers hoped might be avoided in the future by implementing major structural changes suggested by a long-run analysis of the state's economy and taxes and expenditures. The findings and recommendations of the committee are relevant for states across the country. It is likely that many states will be faced with tough budgetary challenges in the decade of the 1990s because the states' revenue systems have not adapted to the changes in the level and nature of state spending responsibilities.