The Life and Death of UDAG: An Assessment Based on Eight Projects in Five New Jersey Cities

The federal Urban Development Action Grant program, begun in1977, provided $5 billion over eleven years revitalizing severelydistressed urban places through the encouragement of privatesector investment. Designed to assist commercial, industrial,and housing projects that "but for" the federal grant wouldnot be built, the program was characterized by a streamlinedgrant-making process administered by finance and developmentexperts. Eight UDA G projects in five New Jersey cities, firststudied in the proposal stage in 1979 and revisited in 1987,show that the UDAGs succeeded in attracting development to thesehard-pressed cities. Although the projects succeeded, the programwas unable to arrest the more general distressed conditionsof the cities. During the Reagan years, the administration soughtto end the program. Congress supported it, but reduced the fundingeach year. In an effort to gain support for the program, eligibilityrequirements were broadened to include more localities. Theseefforts failed, and in 1988 Congress did not fund the program.Despite its demise, UDAG is recognized as having stimulatedurban revitalization and having created a new model for privatesector and public sector collaboration in economic development.     

Rhetoric and Action in Regulating the Public Schools in Norway and Sweden

In the past few decades, Norway and Sweden, like the rest of the Western world, have attempted to restructure and deregulate education. In both countries, the established governing models were threatened due to lack of legitimacy and efficiency. This article discusses the extent to which the different explanations of stability and institutional change address what happened when Management by Objectives and Results (MbOR) was introduced in Norway and Sweden. However, both the content and the course of change were different in the two countries. More specifically, one can talk about processes combining lock‐in mechanism and layering in the Norwegian course of development. In Sweden, the process of change was characterized by sudden and radical decisions. A decision made in 1991 could be explained as a state of punctuated equilibrium, as strong forces produced a situation where nothing else was to be done except make a radical change, turning the centralized system into a decentralized one. The period has parallels to the concept of ‘critical juncture’, representing a moment of openness to and possibility for different and new actors to influence a new constitution. In Norway, the transformation of policy tools for education purposes has thus far dominated the process and direction of change. In Sweden, through processes of conversion, the policy tool has gained a more dominating influence over education policy. Accordingly, there was a stronger emphasis on MbOR in its original version in Sweden than in Norway, which has transformed and defined the concept in line with educational purposes. This article outlines two cases of institutional change that combine elements of lock in with new developments. In neither Norway nor Sweden was the development pushed further in the same trajectory, rather it was transformed and, in the case of Sweden, radically changed within a larger nationally specific framework of sequence of events, values, norms and traditions of policy making.     

School Smoking Policy Characteristics and Individual Perceptions of the School Tobacco Context: Are They Linked to Students’ Smoking Status?

The purpose of this study was to explore individual- and school-level policy characteristics on student smoking behavior using an ecological perspective. Participants were 24,213 (51% female) Grade 10–11 students from 81 schools in five Canadian provinces. Data were collected using student self-report surveys, written policies collected from schools, interviews with school administrators, and school property observations to assess multiple dimensions of the school tobacco policy. The multi-level modeling results revealed that the school a student attended was associated with his/her smoking behavior. Individual-level variables that were associated with student smoking included lower school connectedness, a greater number of family and friends who smoked, higher perceptions of student smoking prevalence, lower perceptions of student smoking frequency, and stronger perceptions of the school tobacco context. School-level variables associated with student smoking included weaker policy intention indicating prohibition and assistance to overcome tobacco addiction, weaker policy implementation involving strategies for enforcement, and a higher number of students smoking on school property. These findings suggest that the school environment is important to tobacco control strategies, and that various policy dimensions have unique relationships to student smoking. School tobacco policies should be part of a comprehensive approach to adolescent tobacco use.