Frontline managers' perceptions and justifications of behavioural conditionality

The debate on behavioural conditionality is characterised by abundant controversies. Frontline managers have a particularly important role in implementing these policies because their interpretation of the welfare policies regulates the frameworks of street-level bureaucrat's discretionary powers. A nationwide survey among frontline managers in the Norwegian Labour and Welfare Administration revealed that 86% of the managers expressed strong normative support towards welfare conditionality. With this as a backdrop, this paper develops a better understanding of managers' perceptions and justifications of the Norwegian type of behavioural conditionality. Analysis of focus group interview data showed that the managers adopted a broad definition of conditionality, meaning promotion of an overall (re)integration of the client into the society as opposed to the narrow definition focusing solely on labour market integration. Furthermore, the implementation of welfare conditionality primarily was perceived as mild and client sensitive. The managers mainly justified welfare conditionality in terms of care and paternalistic defences, arguing that requirement of work and activities are in the client's best interest, understood in terms of social democratic values.     

From Poverty Reduction to Mutual Interests? The Debate on Differentiation in EU Development Policy

Aid to middle‐income countries has become one of the most discussed issues among development researchers and in the current modernisation of the development policy of the European Union. This article argues that the question needs to be dealt with in the context of two interlinked challenges: (i) the need to reconceptualise dominant approaches to global poverty reduction beyond national income, and (ii) the growing range of global challenges and the strategically important role of middle‐income countries. For EU development policy, the implications are twofold: (i) a better‐co‐ordinated cross‐country division of labour, and (ii) a diversification of objectives towards a global rationale of development policy involving closer co‐ordination with other EU external policies.     

A note on the analysis of parity progression ratios

Contingency table modeling procedures are proposed to examine the effects of independent variables on parity progression ratios. The methodology is outlined and an incremental-factorial linear model is developed.     

Loneliness Literacy Scale: Development and Evaluation of an Early Indicator for Loneliness Prevention

To develop and evaluate the Loneliness Literacy Scale for the assessment of short-term outcomes of a loneliness prevention programme among Dutch elderly persons. Scale development was based on evidence from literature and experiences from local stakeholders and representatives of the target group. The scale was pre-tested among 303 elderly persons aged 65 years and over. Principal component analysis and internal consistency analysis were used to affirm the scale structure, reduce the number of items and assess the reliability of the constructs. Linear regression analysis was conducted to evaluate the association between the literacy constructs and loneliness. The four constructs “motivation”, “self-efficacy”, “perceived social support” and “subjective norm” derived from principal component analysis captured 56 % of the original variance. Cronbach’s coefficient α was above 0.7 for each construct. The constructs “self-efficacy” and “perceived social support” were positively and “subjective norm” was negatively associated with loneliness. To our knowledge this is the first study developing a short-term indicator for loneliness prevention. The indicator contributes to the need of evaluating public health interventions more close to the intervention activities.     

Use of generalized estimating equations in a trial in influenza to explore treatment effects over time

For trials with repeated measurements of outcome, analyses often focus on univariate outcomes, such as analysis of summary measures or of the last on‐treatment observation. Methods which model the whole data set provide a rich source of approaches to analysis. For continuous data, mixed‐effect modelling is increasingly used. For binary and categorical data, models based on use of generalized estimating equations account for intra‐subject correlation and allow exploration of the time course of response, as well as providing a useful way to account for missing data, when such data can be maintained as missing in the analysis. The utility of this approach is illustrated by an example from a trial in influenza. Copyright © 2004 John Wiley & Sons Ltd.     

THE EFFECT OF YOUTH ALCOHOL INITIATION ON HIGH SCHOOL COMPLETION

The social environment inherent in schools impacts both alcohol consumption onset and high school completion. The results reported here, based on data from the 1979–96 NLSY panels, show that the social coincidences between alcohol consumption and education are important determinants of both education completion and alcohol onset. Ignoring the social nature of these simultaneous decisions underestimates the impact of alcohol onset on education. After correcting for the presence of an endogenous positive relationship between schooling and alcohol consumption, we find that alcohol initiation before age 14 significantly reduces the probability of timeously completing high school by between 7% and 22%. (JEL I18 , I21 )     

Klassenführung und Gruppendynamik in der Grundschule – Eine empirische Untersuchung zur Popularität und Trivialität von Klassenführung

Teacher surveys indicate continued intense discipline problems in elementary school classes. What can you do about it? As the teacher behavior has a strong relationship with active cooperation and misbehavior of students, a skillful group or classroom management of the teacher for an undisturbed instruction is important. However evidence suggests that some in the research literature as particularly relevant documented behaviors hardly appear in teachers’ subjective theories of reducing discipline problems. It is therefore presumed that the level of awareness regarding these insights is low in elementary schools and that it is difficult for teachers to recognize their extraordinary relevance solely by teaching practice. The present study tests this hypothesis on a sample of 101 elementary school teachers. The potentially far-reaching implications of the results are discussed.