The coastal zone as an administrative entity for governing U.S. marine minerals development

The coastal zone is being promoted as a spatial unit to coordinate and administer offshore minerals development with other coastal uses. Rather than aiding the administration of minerals development , the coastal zone is being used as the reason to block such development. This paper explores the coastal zone concept as an entity for administration. It concludes that just because minerals may be found in a coastal zone does not mean that physical entity is the most appropriate vehicle for administering mineral development. Arbitrariness at to what is included or excluded from a coastal zone as well as many minerals impacts being found outside of the coastal zone militate against such an entity being the sole criterion for decisionmaking. While the coastal zone may be appropriate for some mineral decisions, the choice to implement it must be arrayed against alternative criteria to ensure a high degree of effectiveness and efficiency in those decisions.     

A Comment on Kellogg's Analysis

An American specialist on the Soviet and Russian military-industrial complex examines the economic, social and political tensions within one of the most important, closed nuclear cities in Russia. Based on an intensive examination of the city's daily newspaper, not heretofore available in the West, the author explores the implications of the current situation for prospective nuclear accidents or proliferation. Journal of Economic Literature, Classification Numbers: P29, R58, O18.     

Having Second Thoughts

<正>In an early morning in July 1945,a strange mushroom cloud a rose in the basin of northern New Mexico,the United States,splitting the dark sky with brilliant light.That was not the first twilight of another day,but the twilight of the atomic age.Dramatically,the first explosion of a nuclear bomb was tested under the code name," The Gadget," by a team of scientists at Los Alamos under their     

High School Exit Exams and Dropout in an Era of Increased Accountability

A key form of student‐level accountability is the requirement for students to pass high school exit exams (HSEEs) in order to receive a diploma. In this paper, we examine the impact of HSEEs on dropout during a period when these exams became more common and rigorous. Further, we study whether offering alternate pathways to graduation for students who cannot pass HSEEs moderates any dropout effects. Using a district‐grade‐level panel assembled from the Common Core of Data, we exploit the fact that new exit exam policies first affect a particular graduating class, so we can isolate the impact of exposure to HSEEs for students in one grade in a district separate from other unaffected grades in the same district. We estimate dropout effects by grade for all students, and by race, sex, and urbanicity. We find that HSEEs increase dropout rates for students in the 12th grade, with especially large effects for African‐American students. Dropout effects are uniformly larger in states that do not provide alternate pathways to receive a diploma or alternative credentials for students that cannot pass exit exams. We estimate that 1.25 percent of 12th graders in these states do not graduate with their high school class, likely due to having a diploma withheld because of inability to pass the requisite HSEE. © 2013 by the Association for Public Policy Analysis and Management.     

Patterns of Middle School Adjustment and Ninth Grade Adaptation of Rural African American Youth: Grades and Substance Use

The transition to high school has been identified as a potentially difficult time in adolescents’ lives. Reductions in both academic and social functioning often accompany this transition. While these effects have been documented in urban youth, the move to high school has not been extensively studied in rural minority youth. Toward that end, the academic grades and substance use in ninth grade of 447 (184 male and 263 female) African-American adolescents from two rural counties in a state in the deep South were examined in relation to configurations of adaptation from sixth through eighth grade. Results indicate that individual with consistently positive patterns across middle school had higher grades and lower rates of substance use compared to individuals with persistent difficulties or those that transitioned to problem behavior. Many individuals who improved in their patterns of adaptation had relatively high grades, but also rather high rates of substance use in the ninth grade. David B. Estell is an assistant professor of educational psychology at Indiana University Bloomington. He received his PhD in Developmental Psychology from the University of North Carolina at Chapel Hill. His major research interests include peer relations and the development of aggression. Thomas W. Farmer is an associate professor of education at Pennsylvania State University and director of the National Research Center on Rural Education Support. He received his PhD in Special Education from University of North Carolina at Chapel Hill. His major research interests include peer relations and the development of aggression in students with and without special needs. Matthew J. Irvin is a research scientist at the Center for Developmental Science at the University of North Carolina at Chapel Hill. He received his PhD in Educational Psychology from the University of North Carolina at Chapel Hill. His major research interests include resilience and student engagement. Jana H. Thompson is a research associate at the Center for Developmental Science at the University of North Carolina at Chapel Hill. Her research interests include peer social relations and developmental transitions into early adolescence. Bryan C. Hutchins is a research assistant at the Center for Developmental Science at the University of North Carolina at Chapel Hill. He is also a graduate student in the Educational Psychology, Measurement, and Evaluation Program at UNC. His research interests include child and adolescent social development and school based emotional and behavioral interventions and prevention programs. Erin M. McDonough is currently a doctoral candidate in School Psychology at the University of North Carolina at Chapel Hill. She received her Bachelor of Arts degree in Psychology from Emory University. As a research assistant at the Center for Developmental Science, she has been able to explore her interests in student achievement as well as rural education. Another major research interest of hers is school-based mental health.     

The persuasive power of a Committee Chairman: Arthur Burns and the FOMC

This paper investigates persuasion as a means of influence for the Federal Reserve Chairman in meetings of the Federal Open Market Committee (FOMC). Using textual records of FOMC meetings, federal funds rate targets have been recorded for Committee members who served in the Arthur Burns era (1970–1978). Results show that Burns-member differences in stated funds rate targets were lower when Burns made recommendations early in the meeting, consistent with the hypothesis that the Chairman is persuasive. Additional results show that members’ tendencies to respond to Burns's recommendations were related to their personal and political loyalties.     

Quality Is Job One: Professional and Volunteer Voter Mobilization Calls

Campaigns rely upon both paid and volunteer phone calls to mobilize voters. Past field experiments show calls from volunteers to increase turnout and paid calls to be wholly ineffective. This article argues that the quality of phone calls rather than the presence or absence of a payroll explains this regularity. Three aspects of quality are considered: monitoring pace and interactivity, timing, and message. A fully randomized field experiment with over 100,000 subjects comparing professional and volunteer phone banks simultaneously was conducted during the 2002 congressional elections to test this hypothesis. The experiment discovers precisely the opposite relationship of prior research: effective professional phone banks and inefficient volunteer phone calls. The experiment also finds substantial temporal decay. The specific messages appear less important than tone or timing. The implications for the role of campaign consultants, replacing social capital, voter psychology, and the capacities of civic organizations are discussed.     

Slackers and Zealots: Civil Service, Policy Discretion, and Bureaucratic Expertise

We investigate how aspects of "civil service" systems of personnel management interact with bureaucratic discretion to create expert bureaucracies populated by policy-motivated agents. We construct a dynamic model in which bureaucrats may invest in (relationship-specific) policy expertise and may or may not be interested in policy choices per se. The legislature makes sequentially rational grants of discretion, which serve as incentives for expertise investment and continued service only for policy-motivated bureaucrats. Bureaucratic policy preferences and the legislature's agency problem vis-à-vis bureaucracies develop endogenously in the model. Bureaucratic expertise can be supported in equilibrium only at a cost of its politicization; "neutral competence" is inconsistent with strategic incentives of bureaucrats. We identify several conditions that support the development of an expert bureaucracy in equilibrium, including security of job tenure and control over policy issues for policy-motivated bureaucrats.