Shifting Agendas, Changing Regulatory Structures And The 'New' Politics Of Environmental Pollution: British Coastal Water Policy, 1955–1995

Policies in areas or subsystems which are dominated by well-established policy communities tend to stability. However, policies that have firm political support and a solid ideological underpinning are occasionally subject to marked and whole-sale shifts which then stabilize around a new equilibrium position. This article examines one such discontinuity in policy: British coastal water policy between the 1950s and the 1990s. Once the concern of engineers and local authority interests, the question of how to deal with the sewage generated by coastal communities is now deeply contested between a wide variety of different actors including environmental groups and European authorities. What was once a relatively well-managed, professionalized policy community has become unstable as new ideas and domestic regulatory structures have forced the government to justify principles and practices that were implicit or simply rhetorical. This empirical example of what Weale has termed the 'new' politics of pollution, is tested against models of social learning developed by Paul Sabatier and Peter Hall, both of which lay great stress on the importance of changing ideas and beliefs as the main 'motor' of policy change.     

Henry Shue on Basic Rights: A Defense

In light of the many recent criticisms of Henry Shue's philosophy, this article provides a defense of Shue's philosophical argument for basic rights. The author demonstrates that the latest criticisms made by Thomas Pogge, Michael Payne, and Andrew Cohen misconstrue Shue's position, and therefore fail to overturn the soundness of Shue's argument. Against those who contend that basic rights demand too much, both logically and morally, the author argues that basic rights serve as the minimal threshold for human dignity and the foundation for all other rights. Consequentially, the overall moral landscape is skewed if basic rights are absent.     

Foreword: Follow-on Biologics: Implementation Challenges and Opportunities

This Book of the Seton Hall Law Review presents the contributions to Follow-On Biologics: Implementation Challenges and Opportunities, a one-day roundtable event hosted by Seton Hall University School of Law in the fall of 2010. The roundtable fostered an international dialogue regarding the future of follow-on biologics in the United States resulting from the Patient Protection and Affordable Care Act of March 2010. THE BIOLOGIC PRICE COMPETITION AND INNOVATION ACT OF 2010. The March 23, 2010, enactment of the Patient Protection and Affordable Care Act (PPACA) and the companion Health Care and Education Affordability Reconciliation Act of 2010 ushered in landmark reform of the American health care system. Along with sweeping overhauls of the health care system generally, PPACA also provides a new regulatory challenge for the Food and Drug Administration (FDA). A subtitle within PPACA, the Biologics Price Competition and Innovation Act (BPCIA), bestows upon FDA broad authority to implement an abbreviated approval route to market for biological products (also known as biologics) that are "biosimilar" to an existing marketed product. The brief introduction will provide a basic comparison of biologics and conventional pharmaceutical drugs that will prove central to the FDA's development of this follow-on biologic pathway as well as specifically examine the content and scope of the BPCIA provisions and identify future challenges for the FDA. It will conclude by highlighting details of presentations during the roundtable held at the Seton Hall University School of Law and introduce the two resulting articles contained with this Book of the Seton Hall Law Review.     

Engagement in after-school program activities: quality of experience from the perspective of participants

Middle school students’ experiences at after-school programs were compared as they participated in different types of activities and with different social partners. The students (N = 165) attended eight programs in three Midwestern states. A total of 1,596 experiences were randomly sampled using the Experience Sampling Method (ESM) during 1 week in the fall of 2001 and 1 week in the spring of 2002. Student engagement was conceptualized as the simultaneous experience of concentration, interest, and enjoyment. Students reported high levels of engagement while participating in sports activities and arts enrichment activities at the after-school programs, and low levels of engagement while completing homework at programs. They reported being more engaged in activities involving both adults and peers than activities with peers only. Concentrated effort, intrinsic motivation, and positive and negative mood states were also compared by program activities and social partners. Findings about participants’ subjective experiences and engagement in specific program activities have implications for understanding after-school programs as a context for youth development.