Are Quasi‐markets in Education what the British Public Wants?

In the context of inconclusive evidence on the extrinsic successes of quasi‐markets, policy defences of school choice and competition in education have often discussed the intrinsic, empowering value of choice for consumers, arguing that school choice for parents is ‘what people want’. Discourses often imply that choice is desired for its own sake rather than merely as a means by which families can escape what are deemed to be poor quality schools. Support for an idealistic, abstract notion of ‘choice’ is also taken to imply support for quasi‐markets overall and is not considered alongside possible competing values that people may hold at the same time as they value choice. Additionally, views of parents are often examined without considering possible differences in views between parents and non‐parents. Contributing to debates about how far a public desire exists for quasi‐markets in education, this article draws on data from newly designed questions fielded as part of the 2010 British Social Attitudes survey. The article finds that while choice ‘in the abstract’ is supported widely by both parents and non‐parents (albeit slightly more so by parents), a valuing of choice among the British public appears to be more instrumental than intrinsic – potentially problematic given evidence on the extrinsic benefits of quasi‐markets is mixed. Support for choice is tempered among parents and non‐parents by clear opposition to vouchers, school diversity, government spending on transport costs to facilitate choice and by strong support for the idea of sending children to the ‘nearest state school’.     

Critical edges/nodes for the minimum spanning tree problem: complexity and approximation

In this paper, we study the complexity and the approximation of the k most vital edges (nodes) and min edge (node) blocker versions for the minimum spanning tree problem (MST). We show that the k most vital edges MST problem is NP-hard even for complete graphs with weights 0 or 1 and 3-approximable for graphs with weights 0 or 1. We also prove that the k most vital nodes MST problem is not approximable within a factor n ^1?? , for any ?>0, unless NP=ZPP, even for complete graphs of order n with weights 0 or 1. Furthermore, we show that the min edge blocker MST problem is NP-hard even for complete graphs with weights 0 or 1 and that the min node blocker MST problem is NP-hard to approximate within a factor 1.36 even for graphs with weights 0 or 1.     

The Mapping of Contingencies in Mental Models Found in Organizations

From a cognitive perspective, mental models held by individuals are thought to guide interactions with objects or systems, including interpersonal interactions. Frameworks that categorize types of interactions in organizations suggest that they are guided by cultures and mental models that range from the egoistic to the cosmos-centric. From a behavioral perspective, what the cognitive approach calls mental models are sets of verbal rules. Therefore, we suggest that behavior analysis could be used to reconceptualize the mental model literature, generating new research questions and more rigorous experimentation. Cognitive constructs such as more expansive mental models may simply be a function of an individual’s or group’s increased attention to interlocking contingencies. Applying behavioral interventions such as acceptance and commitment therapy could be a way to examine the utility of a behavior analytic approach.     

The Effectiveness of Group Treatment for Female Adult Incest Survivors

Very few clinicians receive training in the treatment of sexual abuse, yet during their careers many will encounter victims of sexual abuse. This article discusses the incidence of child sexual abuse, defines incest, and discusses treatment options. A review of group treatment is explored, with results being documented providing support for the effectiveness of the group treatment process.     

Scientific Mobility, Career Progression, and Excellence in the European Research Area1

This paper explores the various aspects of mobility requirements and the relationship between competitiveness, excellence, and mobility in scientific research in the European Union (EU). The “expectation of mobility” in science plays an important role in shaping the European Research Area. Research argues that better economic opportunities and advanced migration policy in destination countries promote highly skilled migration. Empirical evidence shows that academics and researchers consider important determinants in the migration decision and destination to be the research environment and conditions, i.e. research support, infrastructures, demand for research and development (R&D) staff, and academics (Millard, 2005). While it can be argued that the European Research Area is designed to encourage the interchange of scientists, skills balance is essential to competitiveness in the European region. Despite the actions and measures taken in the context of the EC Mobility Strategy, unbalanced flows are still a weakness of the European Research Area. There is a need in Europe to coordinate science and migration policies at European and Member State level to enhance the attractiveness of European receiving countries and facilitate return of scientists to their sending nations. This paper, which focuses mainly on Austria, Greece, Italy, Portugal, and the United Kingdom, shows the uneven nature of scientific personnel flows within the European Research Area. The article argues that in Europe mobile scientists are often driven by necessity more than choice, and the longer they are away the more complicated it is to return. If the academic system proved impenetrable to return other opportunities in the private sectors might be explored by the researcher.     

Active participation or just more information?

Given increasing calls for children and young people to participate via the Internet in civic and political activities), this article examines how far, and with what success, such participation is occurring among UK teenagers. Findings from a national survey conducted by the UK Children Go Online project show that young people are using the Internet for a wide range of activities that could be considered 'participation', including communicating, peer-to-peer connection, seeking information, interactivity, webpage/content creation and visiting civic/political websites. The findings are closely examined using path analysis techniques to identify the direct and indirect relations among different factors that may explain how and why some young people participate more than others. The results suggest that interactive and creative uses of the Internet are encouraged by the very experience of using the Internet (gaining in interest, skills, confidence, etc.) but that visiting civic websites depends primarily on demographic factors (with older, middle-class girls being most likely to visit these sites). Finally, cluster analysis is used to identify three groups of young people - interactors, the civic-minded and the disengaged - each of which is distinctive in its social context and approach to the Internet.     

Towards a Model for Independent Fiscal Policy Oversight in a Small Island State

Public Organization Review - This paper provides an ex ante assessment for the design of an independent council to improve fiscal oversight and responsibility in Jamaica. Given mixed reviews on the...     

Simulation from a Target Distribution Based on Discretization and Weighting

We present a simulation method which is based on discretization of the state space of the target distribution (or some of its components) followed by proper weighting of the simulated output. The method can be used in order to simplify certain Monte Carlo and Markov chain Monte Carlo algorithms. Its main advantage is that the autocorrelations of the weighted output almost vanish and therefore standard methods for iid samples can be used for estimating the Monte Carlo standard errors. We illustrate the method via toy examples as well as the well-known dugongs and Challenger datasets.     

Under Fives: Thirty Years of No Progress?

SUMMARY. The value of preschool education was already well recognised 30 years ago but the UK, unlike other European countries, has never developed a coherent system of public provision for young children. Reliance on private, voluntary and self-help facilities to fill the gaps has produced diversity but variable quality and little real choice. Over the same period attitudes and family structures have changed and there have been great advances in our understanding of how children's development can be supported and enhanced. The Children Act 1989 provides a legal framework for translating this knowledge into action. Yet at a time when a remarkable degree of professional consensus has been achieved on what is needed, we seem as far as ever from an adequate level of good quality provision. The article suggests that the reason is to be found in the marginalisation of our youngest children as the concern only of their parents and not of society as a whole.