Referendum Design: An Exercise in Applied Social Choice Theory

The formal status of the referendum institution in democratic system varies from consultative and optional to mandatory and binding. Despit the formal status, it can be argued that in all systems the legislators can hardly ignore the referendum results. The article presents two arguments: (1) The results of social choice theory suggest that the number of alternatives in referenda should to be restricted to two in order to a void severe problems of interpretation and agenda manipulation. (2) The consultative referendum system may lead to quite dramatic norm conflicts for both legislators and voters. Taken together, these two arguments imply that referenda are appropriate only in cases where there is natural way to dichotomize the issue at hand. Moreover, whenever a referendum is called, its result should be binding.     

The Distribution of A Priori Voting Power in the EC Council of Ministers and the European Parliament

One of the most important decision making bodies in the EC is the Council of Ministers. In that voting body the member states have different voting weights roughly in proportion to the size of their populations. This article focuses on the voting power of current and prospective member states (Finland, Norway and Sweden) utililizing the Shapley-Shubik and Banzhaf indices of voting power. As the decision rules play a crucial role in the computation of these indices, the a priori voting power distribution is considered under various decision rules ranging from simple majority to near unanimity. We also discuss the a priori voting power distribution of various political groupings in the current European Parliament and in the hypothetical parliament which would have Finland, Norway and Sweden as new members. Although thus far the real power base in the EC is the Commission, the analysis of voting power distributions in the Council of Ministers and in the parliament sheds some light upon the relative influence that various actors might have in EC decision-making processes.     

Age differences in adolescent future-oriented goals,concerns, and related temporal extension in different sociocultural contexts

The aim of this study was to investigate the extent to which differences in agegraded sociocultural contexts influence adolescent future-oriented goals, concerns, and related temporal extension. Ninety-five 13–14-year-old Australian boys and 104 girls, 87 16–17-year-old Australian boys and 81 girls, 67 13–14-year-old Finnish boys and 86 girls, and 56 16–17-year-old Finnish boys and 107 girls were investigated. Half of the subjects in each group came from an urban environment and half from rural regions. The subjects filled in the Hopes and Fears Questionnaire measuring the content and temporal extension of goals and concerns. Overall, the results showed that adolescent goals, concerns, and related temporal extension reflected the major developmental tasks of their own age and early adulthood. However, interesting cross-cultural, gender, and urban rural differences were also found, reflecting variation in societal options and cultural values. For example, Australians were more interested in leisure and more concerned about their own health and global issues. Later school transitions meant that in older age groups the Finnish adolescents expected goals related to their future education and occupation to be actualized later than Australian youths did. Because of a lack of career options, interest in a future occupation decreased with age among adolescents living in rural regions.Received Ph.D. from University of Helsinki. Research interests are adolescent development and cognitive and attributional strategies as pathways to problem behavior. To whom correspondence should be addressed.Received Ph.D. from La Trobe University. Research interests are higher education policy, research management, women and careers, and adolescence.Received M.A. from University of Helsinki. Research interests are identity development and problem solving.     

The Role of Peer Groups in Adolescents’ Educational Expectations and Adjustment

The present study investigated to what extent the members of adolescents’ peer groups share similar educational expectations, and to what extent overall and school-related adjustment are associated with these expectations. Three hundred and ninety-four ninth-graders facing the transition to secondary education filled in questionnaires measuring their short-term and long-term educational expectations, and their academic achievement, learning difficulties, negative attitudes towards school, problem behavior, and self-esteem. Multilevel modeling showed that peer group members shared similar educational expectations. Among girls, adjustment typical of the peer group was associated with the group members’ educational expectations. By contrast, among boys, only problem behavior typical of the peer group was associated with the group members’ educational expectations.