Social Welfare and Ethnic Warfare: Exploring the Impact of Education on Ethnic Violence

This article questions the popular assumption that education promotes peaceful ethnic relations and explores ways education potentially contributes to ethnic violence. It begins by describing mechanisms through which education can shape ethnic violence. Next, it provides a comparative–historical analysis of Assam, Cyprus, and Sri Lanka. The analysis offers evidence that education can promote ethnic violence by strengthening ethnic divisions and inter-communal disfavor, increasing frustration and aggression, intensifying competition, and providing mobilizational resources.     

With the Benefit of Foresight and a Little Help from Hindsight

This article is about New Zealand's recent experience in public sector reform. New Zealand became seized with economic rationalism about the same time as Australia did but at the national level we went faster and farther than Australia towards the creation of a commercial culture in the public sector. Here I discuss what might be learned from what has happened in New Zealand.     

Fortuyn versus Wilders: An Agency-Based Approach to Radical Right Party Building

This article presents an agency-based approach to the success of radical right-wing populist parties. It posits that radical right parties will only experience sustained electoral success when they are built prior to their electoral breakthrough and when they institutionalise rapidly. The process of institutionalisation will progress more quickly when radical right parties have a leader with strong internal leadership qualities and when sufficient attention is paid to the recruitment, training and socialisation of candidates. The argument is illustrated through a comparison between two Dutch radical right parties: the Lijst Pim Fortuyn (LPF) and the Partij Voor de Vrijheid (PVV). The two cases offer a compelling example of learning effects in politics: Geert Wilders (PVV) observed the collapse of the LPF and has avoided making the same mistakes.     

Sudden infant death syndrome (SIDS)--standardised investigations and classification: recommendations

Sudden infant death syndrome (SIDS) still accounts for considerable numbers of unexpected infant deaths in many countries. While numerous theories have been advanced to explain these events, it is increasingly clear that this group of infant deaths results from the complex interaction of a variety of heritable and idiosyncratic endogenous factors interacting with exogenous factors. This has been elegantly summarised in the "three hit" or "triple risk" model. Contradictions and lack of consistencies in the literature have arisen from diverse autopsy approaches, variable applications of diagnostic criteria and inconsistent use of definitions. An approach to sudden infant death is outlined with discussion of appropriate tissue sampling, ancillary investigations and the use of controls in research projects. Standardisation of infant death investigations with the application of uniform definitions and protocols will ensure optimal investigation of individual cases and enable international comparisons of trends.     

Public affairs as reality construction: an established paradigm with new implications

• This article was initially a reaction to the special issues of the Journal of Public Affairs on the relative lack of theoretical foundations for the research and practice of public affairs (Vol. 1 no. 4, Vol. 2 no. 1, 2002).
• The social‐scientific approach that is known under the name constructionism has interesting implications for the study and the practice of this field. The authors explore some of its central concepts and implications such as framing, priming, typification, claims making, symbolic power, background, sense making and narrative construction. They test some of these concepts for their applicability and usefulness for research, theory building and practice in the field of public affairs.

Copyright © 2006 John Wiley & Sons, Ltd.     

Europeanizing the National Education Space? Adjusting to the Open Method of Coordination (OMC) in the UK

This article examines the reception of the education Open Method of Coordination (OMC) in the UK as an aspect of Europeanization of national administrations. It addresses relationships between political and administrative actors in the process of responding to the education OMC. We argue that despite progress with institutionalization of the education OMC at the EU level, there is limited institutionalization of the education OMC at the national level. Against the backdrop of UK skepticism about engaging with the EU integration project, the interesting finding is the administrative strategies employed for deflecting EU influence on the national education space.     

From Boundary Drawing to Transitions: the Creation of Normativity under the EU Directive on Integrated Pollution Prevention and Control

This article aims to make a contribution to debates about how to conceptualise normativity. It argues that normativity can not be just understood through defining it and in particular through identifying conceptual boundaries around the normative and the non-normative. Instead the article suggests that it is important to explore how transitions between the non-normative and the normative occur in practice. This argument is developed through a critical examination of literature on legal pluralism and an analysis of qualitative empirical data on the drafting of technical guidance documents under the European Union Directive on Integrated Pollution Prevention and Control (96/61/EC).