The dynamics of issue competence and vote for parties in and out of power: An analysis of valence in Britain, 1979–1997

This article develops the reward‐punishment issue model of voting using a newly collated aggregate measure of issue competence in Britain between 1971 and 1997, revealing systematic differences between governing and opposition parties in the way citizens' evaluations of party competence are related to vote intention. Using monthly Gallup ‘best party to handle the most important problem’ and vote intention data, time series Granger‐causation tests give support to a classic issue reward‐punishment model for incumbents. However, for opposition parties this reward‐punishment model does not hold: macro‐issue competence evaluations are Granger‐caused by changes in vote choice or governing party competence. An explanation is offered based upon the differentiating role of policy performance and informational asymmetries, and the implications are considered for comparative studies of voting, public opinion and for political party competition.     

Why Are Houses More Affordable in France?

It is not surprising that houses are more affordable in France than in Britain. Even the Barker Report proposes taxing builders, and the UK's record should be a source of shame. France has constructed roughly 150-200 per cent more housing than the United Kingdom for the last 40 years, incentivising construction by fiscal measures and by the institutional environment, including favouring social housing. Spain has substantial recent construction which on its own may not produce affordability, with little social housing. Construction aids can be of relatively low cost and produce affordable homes, but this can reduce the funds available to assist the very poor.     

Flashpoint: An Innovative Media Literacy Intervention For High‐Risk Adolescents

This paper describes the development and formative evaluation of a media literacy, media based intervention for high‐risk adolescents. The program described, Flashpoint, was developed to (1) moderate the influence of media presentations of violence, substance abuse and prejudice on adolescents; and t (2) teach participants cognitive skills which would enable them to resist impulses to engage in behavior involving violence, substance abuse or prejudice. The evaluation described studied the pilot testing of the program with three groups of adolescents (N=33) involved in the juvenile justice system: adolescents in a diversion program (first time, nonviolent offenders); adolescents on probation; and adolescents in residential custody of the Department of Youth Services. Qualitative findings are reviewed in detail.