Policy Style and Governing without Consensus: Devolution and Education Policy in Northern Ireland

Devolved government was established in Northern Ireland in 1999 at the same time as Scotland and Wales with a varying range of powers, particularly over the major areas of social policy including education. Devolution in Northern Ireland was set up on the basis of statutory power‐sharing in the core executive with a number of mechanisms to promote involvement by all sections of the community through their political representatives. This marked a departure from the traditional majoritarian and hierarchical model of UK government. The operation of devolved government in Northern Ireland requires a consensus on major policy items requiring legislation. The main aim of the article is to assess whether or not there is a devolved policy style in Northern Ireland and to compare this policy style with the findings of similar analysis in Scotland and Wales. Consideration is then given to the impact of both the distinctive policy processes which reflect the consociational nature of the Good Friday Agreement and wider social, political and administrative factors. Decision‐making on education policy is a totally devolved function and thus serves as an important example of autonomous policy formulation and policy‐making. The three main topics of current policy debate in education are selected for analysis to determine the nature of the decision‐making process and the existence of a distinct devolved policy style.     

The Poverty Deconcentration Imperative and Public Housing Transformation

Public housing has been on the chopping block for almost two decades now in an effort to deconcentrate poverty. In 1992 the federal government created the Housing Opportunities for People Everywhere (HOPE) VI program. HOPE VI is driven by the assumption that deconcentrating neighborhood‐level poverty will yield better access to upward mobility opportunities for former public housing residents. To accomplish this, existing public housing is demolished and replaced with mixed‐income developments. Public housing residents are relocated, many with Housing Choice Voucher subsidies to private‐market rental housing. However, by its very definition mixed income means that only a small percentage of former residents get the opportunity to return. Do voucher relocated residents end up in lower poverty neighborhoods with greater upward mobility opportunities? We examine the spatial organization of relocation within the critical discourse on the deconcentration imperative. We highlight Atlanta because it recently became the first city in the nation to eliminate all of its public housing. Findings reveal that voucher relocatees end up in neighborhoods with modestly less poverty than the public housing neighborhoods they left. Questions remain about what poverty deconcentration means vis‐à‐vis policy goals. We provide recommendations for future research.     

Upsetting ‘Others’ in the Netherlands: Narratives of Muslim Turkish Migrant Businesswomen at the Crossroads of Ethnicity,Gender and Religion

In this paper we use insights from postcolonial feminism to explore the identity narratives of three Muslim businesswomen of Turkish descent in the Netherlands. We identify some of the ways in which contemporary political discourse in the Netherlands constructs Muslim ‘Others’ and discuss how this discursive positioning impacts on the multiple identities these women create for themselves in response. Postcolonial feminism challenges the discursive and material relations of both patriarchy and Eurocentric feminisms, which work together to obscure the rich diversity of women's lived experiences, their agency and identities. By exploring how Othering impacts on these women's multiple identities, we aim to enrich understandings of women's migrant entrepreneurship. These identity narratives, shared by women who each describe quite different ways of experiencing, interpreting and responding to marginalization, shed light on the West's relationship to the Other and reveal some of the underlying relations of power that shape identity.     

Multivariate generalized linear mixed models with random intercepts to analyze cardiovascular risk markers in type-1 diabetic patients

Statistical approaches tailored to analyzing longitudinal data that have multiple outcomes with different distributions are scarce. This paucity is due to the non-availability of multivariate distributions that jointly model outcomes with different distributions other than the multivariate normal. A plethora of research has been done on the specific combination of binary-Gaussian bivariate outcomes but a more general approach that allows other mixtures of distributions for multiple longitudinal outcomes has not been thoroughly demonstrated and examined. Here, we study a multivariate generalized linear mixed models approach that jointly models multiple longitudinal outcomes with different combinations of distributions and incorporates the correlations between the various outcomes through separate yet correlated random intercepts. Every outcome is linked to the set of covariates through a proper link function that allows the incorporation and joint modeling of different distributions. A novel application was demonstrated on a cohort study of Type-1 diabetic patients to jointly model a mix of longitudinal cardiovascular outcomes and to explore for the first time the effect of glycemic control treatment, plasma prekallikrein biomarker, gender and age on cardiovascular risk factors collectively.     

The World Bank's “Employing Workers” index: Findings and critiques – A review of recent evidence

This note provides an update on the ongoing debate over the World Bank's Doing Business project with a particular focus on its “Employing Workers” index, which is intended to measure difficulty of hiring, rigidity of working hours and difficulty of firing. The authors review the findings of studies that have used this index or been influenced by it and of those that inspired its construction. They go on to examine criticisms of this instrument, highlighting both conceptual and empirical problems. Their paper concludes with suggestions for alternative approaches and future research.     

Working across borders to promote positive mental health and well‐being

World health reports highlight the increasing prevalence of mental health problems and the need to recognize that mental well‐being is a fundamental aspect of any health policy. The scale and cost of mental health problems mean that appropriate policies and strategies must be developed and implemented. In Ireland this is a period of substantial review and reflection on mental health policy and practice, but to date little consideration has been given to the development of a cross‐border strategy. Cooperation and collaboration has been largely dependent on the leadership of a number of individuals supported by short‐term European Union funding. This paper is informed by a study which was concerned with examining the issues associated with promoting mental health across the Irish border. Insights were provided by 38 individuals who were involved in the delivery of cross‐border mental health services in the North West region. The article argues that there is substantial support for working across borders and developing sustainable cross‐border health strategies. In the absence of a statutory all‐Ireland coordinated policy overseeing the development of mental health promotion, the sustainability of projects emerged as a key issue. The results suggest that whilst much innovative and creative work has been undertaken by committed individuals, what is now required is a strategic response from both the British and Irish governments which will ensure the needs of service users in these deprived border regions can be effectively addressed. Also, at a policy level this strategic development would be seen as a reflection of the value placed on promoting mental health and well‐being.     

Secondary power source: High school students as participatory researchers

Conditions that foster and hinder participatory research are examined, using examples from one such research project aimed at dropout reduction undertaken with students in a “last chance” high school. Student researchers sometimes used racial, gender, and social class differences to gain power and display undemocratic behavior within the group. Dilemmas arose as small-scale actions were implemented that seemed to threaten the power and authority of teachers and administrators both within the alternative school and the traditional high schools that fed into it. The limits to extending democracy to students through research are identified, drawing upon recent theoretical work on feminist pedagogy and participatory research. The conclusion is that youths need to be taken seriously as knowers and potential agents of change and that adults who want to work with adolescent researchers need to model democratic teaching and leadership.