Environmental Policy As Learning: A New View of an Old Landscape

Environmental policy in the United States has always been characterized by high levels of political conflict. At the same time, however, policy makers have shown a capacity to learn from their own and others' experience. This article examines U.S. environmental policy since 1970 as a learning process and, more specifically, as an effort to develop three kinds of capacities for policy learning. The first decade and a half may be seen in terms of technical learning, characterized by a high degree of technical and legal proficiency, but also narrow problem definitions, institutional fragmentation, and adversarial relations among actors. In the 1980s, growing recognition of deficiencies in technical learning led to a search for new goals, strategies, and policy instruments, in what may be termed conceptual learning . By the early 1990s, policy makers also recognized a need for a new set of capacities at social learning, reflecting trends in European environmental policy, international interest in the concept of sustainability, and dissatisfaction with the U.S. experience. Social learning stresses communication and interaction among actors. Most industrial nations, including the United States, are working to develop and integrate capacities for all three kinds of learning. Efforts to integrate capacities for conceptual and social learning in the United States have had mixed success, however, because the institutional and legal framework for environmental policy still is founded on technical learning.     

Explaining Young People’s Involvement in Online Piracy: An Empirical Assessment Using the Offending Crime and Justice Survey in England and Wales

Abstract

The Internet has been widely acknowledged as facilitating many forms of youth offending. Existing research has identified important drivers of young people’s involvement in online crime, yet this has overwhelmingly relied on school or college samples. As such, it tells us little about those young people that have left the formal education system—a group who are more likely perpetrators of juvenile crime more generally. Focusing on young people’s involvement in online piracy offenses, our analysis draws on data from a nationally representative survey of England and Wales to better understand the dynamics of involvement in online crime across the population. We assess the potential overlaps between online and offline offending, the role of differential association and deviancy neutralization techniques in shaping offending behavior, as well as the protective effect of strong family support networks in reducing involvement in piracy. We find that illegal downloaders tend to be young, male, and have a higher number of delinquent friends. We also find that many of these offenders do not confine their offending to online spaces, with involvement in offline property offenses also high among this group.     

The Legal Thought of an Early Andalusian Jurist: ʿĪsā b. Dīnār

By looking at the legal thought of an early Andalusian jurist, this paper argues for the early use of the Muwatta as a source of law and for Malik as the eponym of a rapidly emerging Maliki school.     

Universities,NGOs, and civil society sustainability: preliminary lessons from Ecuador

The context for NGOs in the Global South – delegitimising discourse, restrictive policies, and decreasing international funding – leads to major concerns about the sustainability of organised civil society. As a result, NGOs are exploring new means to contribute to social development. This article explores developing university–NGO collaborations through the case of Ecuador. It contributes to development research on two fronts. First, it examines the role of the university in the South and their collaborations with NGOs. Second, it situates university–NGO collaborations within concerns about civil society sustainability. The article presents lessons learnt by Ecuadorian NGOs.