Amended Final-offer Arbitration Outperforms Final-offer Arbitration

Amended final-offer arbitration (AFOA) has been developed asan attractive alternative mechanism to final-offer arbitration(FOA). Under AFOA, more reasonable offers win, but the outcomeis determined by the loser's offer and the arbitrator's value.In AFOA, disputants making extreme offers are penalized, therebyencouraging compromise. This article compares the theoreticaland behavioral properties of AFOA and FOA. Controlled laboratoryexperiments indicate that AFOA significantly outperforms FOA,generating substantially greater prearbitration settlement.Consistent with theoretical predictions, offers converge underAFOA; however, FOA offers neither converge nor are consistentwith theoretical predictions. This work suggests practitionersshould consider adopting AFOA over FOA.     

The Effects of Women Officeholders on Environmental Policy

Studies show that women and girls consistently demonstrate higher levels of concern for the environment than men and boys. Separately, research also indicates that women officeholders pay particular attention to the issues prioritized by their female constituents. Interestingly, despite the consistency of the gender gap in attitudes to environmental issues the literature has paid scant attention to the role of women officeholders in the adoption of environmental policy. The goal of this paper was to start to address that lacuna. Using pooled cross‐sectional time series analyses of environmental standards in 18 Western parliamentary democracies (1990–2012), our initial findings indicate women officeholders are associated with the adoption of higher environmental standards.     

Fair Teachers,Fair Police? Assessing the Pathways between Perceptions of Teacher and Police Authority in Childhood and Adolescence

Journal of Youth and Adolescence - Existing research has shown that the quality of the relationship between teacher and child is associated with more positive perceptions of school authorities....     

School Leaders’ Experiences on Dealing with Students Exposed to Domestic Violence

School leaders’ experiences and perceptions of students’ domestic violence experiences and trauma-informed school interventions have been overlooked. This semi-structured qualitative study aimed to investigate three areas regarding school leaders’ perceptions regarding domestic violence-exposed students: 1) the experiences of school leaders in dealing with these students; 2) the barriers and strengths associated with managing these students; and 3) school leaders’ recommendations for overcoming any barriers related to this issue in schools. Interviews conducted with 15 school leaders were analysed using thematic analysis. School leaders were found to be instrumental in influencing school culture and support systems surrounding students’ exposure to domestic violence. However, school leaders provided mixed reports regarding the adequacy of resources for domestic violence-exposed students. Recommendations suggested by school leaders included more domestic violence specific training for school staff and training delivery methods that were more sensitive for staff who have personal experiences with domestic violence. School leaders expressed great concerns for teachers, particularly less experienced teachers, regarding their knowledge and skills to assist students who disclose family violence.