Coparenting and Relationship Quality Effects on Father Engagement: Variations by Residence,Romance

We focused on coparenting support, partner relationship quality, and father engagement in families with young children that did not change structurally over 4 years of participation in the Fragile Families and Child Wellbeing study (N = 1,756). There was a significantly stronger and more robust positive association between fathers' perceived coparenting support at age 1 and father engagement at age 3 among nonresidential nonromantic parents compared with residential (married or cohabiting) and nonresidential romantic parents. There was a significantly stronger and positive association between relationship quality at age 1 and father engagement at age 3 among nonresidential nonromantic parents compared with residential parents. The findings emphasize the importance of considering both family structure and romantic involvement contexts of fathering when tracking father engagement over time.     

Learning-project structures in different work types: an empirical analysis

This study demonstrates that work-related learning projects can be organized using different structural arrangements. Sixteen learning projects conducted by ninety-six participants in three different work types were analysed and compared both qualitatively and quantitatively. No evidence was found for the claim that learning-project structures necessarily depend on the type of work in which they are carried out. However, two distinct combinations of learning project structure and work type did not emerge. It is concluded that actors have organizational choice in organizing learning projects, but their options are less likely to be realized if the learning-project type is very different from the worktype.     

Risk Communication in The Netherlands: The Monitored Introduction of the EC "Post-Seveso" Directive

Implementation of article 8.1 of the EC-"Seveso" Directive (82/501/EC) is now under way in many countries in Europe. In The Netherlands, the implementation of the Directive started with a carefully monitored introduction of active information provision at two sites (Dordrecht and Elst). This introduction was supported by a multidisciplinary research group. This group helped to develop the risk communication program and also played a role in the evaluation of the program. This paper describes these processes and their evaluation. We will focus on the design of the risk communication programs and the effects of the programs on knowledge and attitudes of the local target groups. This effort and its results clearly started an institutional learning process involving governmental bodies at several organizational levels (local, regional, and national), and industrial organizations (individual firms and organizations of industries). Monitoring the design, the implementation, and the effects of active information provision proves an effective means to gain experience with the implementation of the Seveso Directive and could help to facilitate further implementation.