Moral Duties and the Institutions of the European Union

The European Union's features make it not only distinctive but to some extent qualitatively different from familiar "state'' or " "international association'' models of political organisation. For these reasons, an understanding of its moral role cannot draw with facility on the theories developed for them. The European Union is, nonetheless, a structure of political authority, and as such cannot escape normative imperatives. The problem is how best to conceptualise them. The paper indicates some of the difficulties in assigning duties to EU institutions. Drawing on ideas in the moral philosophy of Alan Gewirth, it sketches a theoretical framework within which moral questions pertaining to the European Union (and perhaps other non-standard political entities) may be addressed.     

Monitoring the uninsured: a state policy perspective

Because states have primary responsibility for the implementation of public health insurance programs, states need timely, good quality data to evaluate programs, monitor trends in the number and characteristics of the uninsured, and better understand the dynamics of health insurance coverage. This article provides a synthesis of the data sources available to states for monitoring rates of health insurance coverage. Information was collected through a comprehensive review of state and national health surveys and in-depth interviews with state analysts in all fifty states. Our findings suggest that national surveys do not meet states' needs for data, and in response, states have initiated their own household surveys. We provide information on thirty-six household surveys that are used to estimate state levels of health insurance coverage. We recommend that national and state efforts be better coordinated to facilitate efficient use of resources to achieve good state-level date.     

Safety, Health Care, and Bonding Within an Ecobehavioral Approach to Treating and Preventing Child Abuse and Neglect

This paper describes Project SafeCare, an ecobehavioral research and treatment project with families reported or at risk for child abuse or neglect. Preliminary demographic data are reviewed along with indirect assessment data. Four case studies are described to exemplify the effects of training provided to families. The implications for the current assessment data, treatment, and outcome are discussed.     

Public management: What do we know? what should we know? and how will we know it?

The field of public management draws on a rich and varied trove of intellectual resources. Applying scholarship and imagination, its students can recognize, interpret, and predict the reality of managing governmental organizations with considerable acuity. If the field is to advance, however, researchers must do more than reverently assemble and digest practice wisdom. More emphasis must be placed on disciplined, theory-based inquiry.     

Teaching and assessing leadership courses at the John F. Kennedy school of government

The development of leadership courses aimed at usefulness in practice requires new theory and pedagogy, as well as a hard look at assessing course effectiveness: How useful do students find the course materials for analyzing their past professional experience? How relevant and effective do students find the courses for understanding and intervening into politics and organizations after rejoining professional life? A summary is provided of the setting, theory, and methods for these courses, as well as the results of a survey of students after they had resumed their careers. The authors conclude with a brief discussion of the risks involved in teaching leadership.     

Aggression,deviance, and personality adaptation as antecedents and consequences of alienation and involvement in high school

Alienation from, or involvement in, the social and educational systems of the high school are investigated in an effort to determine the extent that school experiences may influence aggressive and deviant behavior in school and personality styles or orientations. Drawing upon longitudinal data collected from 250 boys followed from grades 8 through 12, potential antecedent-consequence relationships between dimensions of alienation and involvement and these two basic types of student outcomes are examined by cross-lagged panel analyses. Differences between cross-lagged panel correlations provide evidence that student reactions and attachments to school manifest relationships with aggression, deviance, and personality, serving as both antecedents and consequences of these student adaptations. The major findings provide evidence that (1) boys who more frequently break school rules and engage in aggressive or deviant behavior may often come to have more negative attitudes toward school staff and less involvement in school; and (2) student involvement and participation in school life can influence certain aspects of adolescent personality. Possible evidence of reciprocal causation is presented and discussed, as are additional theoretical and methodological implications of the data.