Estimating the prevalence of adolescent gambling disorders: A quantitative synthesis and guide toward standard gambling nomenclature

This article reviews the extant published and unpublished studies that estimate the prevalence of adolescent gambling problems in North America. The nine nonduplicative studies identified by our literature search included data collected from more than 7700 adolescents from five different regions of the United States and Canada. In addition to comparing the conceptual and methodological differences that exist among these studies, this article employed a meta-analytic strategy to synthesize prevalence estimates from the existing studies. This analysis revealed that within a 95 percent confidence interval, between 9.9% and 14.2% of adolescents are at risk of developing or returning to serious gambling problems. Similarly, between 4.4% and 7.4% of adolescents exhibit seriously adverse compulsive or pathological patterns of gambling activity. Finally, the discussion proposes a generic multi-level classification scheme to reconcile the divergent classification methods and data reporting strategies. This new multi-level approach to reporting gambling prevalence will facilitate interstudy comparisons among existing estimates of gambling prevalence and help to provide a general data reporting system for future research.     

Tax-funded unionism: The unemployment connection

Labor unions are widely regarded as private organizations which finance their activities exclusively through revenues collected from members and others who are covered by collective bargaining agreements. In reality, however, U.S. unions receive millions of dollars each year through grants and contracts from federal, state, and local governments for a variety of purposes, including aid to the unemployed; these funds are used (sometimes illegally) to finance union operations, including political activities. This article briefly explores the phenomenon of tax-funded unionism.     

The Quality of Stakeholder-Based Decisions

The increased use of stakeholder processes in environmental decision making has raised concerns about the quality of decisions these processes produce. Some claim that stakeholders make inadequate use of scientific information and analysis and are all too ready to sacrifice technical quality for political expediency. This article looks to the case study record to examine the quality of the decisions from stakeholder-based processes. The data for the analysis come from a "case survey," in which researchers coded information from 239 published case studies of stakeholder involvement in environmental decision making. These cases reflect a diversity of planning, management, and implementation activities carried out by environmental and natural resource agencies at many levels of government. Overall, the case-study record suggests that there should be little concern that stakeholder processes are resulting in low-quality decisions. The majority of cases contain evidence of stakeholders improving decisions over the status quo; adding new information, ideas, and analysis; and having adequate access to technical and scientific resources. Indeed, data suggest that it is the more intensive stakeholder processes--precisely those that have aroused recent concern--that are more likely to result in higher-quality decisions.     

The Microfoundations of Dynamic Capabilities for Incremental and Radical Innovation in Knowledge-Intensive Businesses

We theorize and test the impact of two microfoundations of dynamic capabilities on incremental and radical innovation in knowledge-intensive businesses (KIBs). We argue that numerical flexibility and training, as human resources (HR) microfoundations that enable the configuration and deployment of resources, have different implications for incremental and radical innovation. Furthermore, we contend that those KIBs that make significant use of numerical flexibility will invest less in training, thus impacting innovation outcomes. We test our arguments using an original, longitudinal dyadic dataset assembled from 1750 structured interviews conducted with HR directors and senior managers in 875 KIBs located in Finland, France, Sweden and the UK. We find that numerical flexibility is negatively related to both incremental and radical innovation, whereas training is positively related to both. Our test of the moderating impact of training on both types of innovation resulting from the use of numerical flexibility was not statistically significant. Overall, we suggest that not all efforts by KIBs to mobilize resources and capabilities and align them with a complex external environment in the pursuit of innovation are necessarily beneficial. We highlight some research, policy, and practice implications that arise from our findings.     

What will future historians say about the Clinton health reform act

In a series of articles that began in the March-April 1992 issue of Physician Executive, the author has provided historical background on the debate that currently rages on the nature and course of national health reform. In addition to tracing past efforts to expand access to health care for Americans, Dr. Goldfield has provided unique insights into the American political process and into the American psyche. In this final article in the series, Dr. Goldfield provides his personal assessment of what the chances for real reform of the health care delivery system are and his views on what that reform will ultimately look like. He calls himself a skeptic, not a cynic, saying that the likelihood of meaningful change is small, given the numerous proponents of the status quo.     

Toward a teacher solidarity lens: former teachers of color (re)envisioning educational research

Based on a two-year self-study by a group of early-career scholars of color, we explore and purposefully name our role, within the contemporary context of neoliberal reform, as educational researchers of color who are former K-12 teachers. We capture the insights that emerged from our self-study through a close reading of dominant neoliberal educational reform discourses, particularly through an examination of the writings of Michelle Rhee and Wendy Kopp. Along three dimensions of: (1) experience as teachers; (2) solidarity with teachers; and (3) analyses of racism in schooling, we characterize prominent discourses through which educators, researchers, and the public describe teachers and teaching. We name these discursive frames to make explicit the assumptions that are embedded in each and the intentional or inadvertent consequences of each. Finally, we propose a teacher solidarity lens through which we strive to approach our research and work with teachers.