One Good Plaintiff Is Not Enough

This Article concerns an aspect of Article III standing that has played a role in many of the highest-profile controversies of recent years, including litigation over the Affordable Care Act, immigration policy, and climate change. Although the federal courts constantly emphasize the importance of ensuring that only proper plaintiffs invoke the federal judicial power, the Supreme Court and other federal courts have developed a significant exception to the usual requirement of standing. This exception holds that a court entertaining a multiple-plaintiff case may dispense with inquiring into the standing of each plaintiff as long as the court finds that one plaintiff has standing to pursue the claims before the court. This practice of partially bypassing the requirement of standing is not limited to cases in which the plaintiffs are about to lose on other grounds anyway. Put differently, courts are willing to proceed as if all plaintiffs have standing as long as one plaintiff has it, and they will then decide the merits for or against all plaintiffs despite doubts about the standing of some of those plaintiffs. We could call this the “one-plaintiff rule.” This Article examines the one-plaintiff rule from normative and positive perspectives. On the normative side, the goal is to establish that the one-plaintiff rule is erroneous in light of principle, precedent, and policy. All plaintiffs need standing, even if each presents similar legal claims and regardless of the form of relief they seek. To motivate the normative inquiry, the Article also explains that the one-plaintiff rule is harmful as a practical matter because it assigns the benefits and detriments of judgments to persons to whom they do not belong. The Article’s other principal goal is to explain the puzzle of how the mistaken one-plaintiff rule could have attained such widespread acceptance. The explanatory account assigns the blame for the one-plaintiff rule to the incentives of courts and litigants as well as to the development of certain problematic understandings of the nature of judicial power

When Doing Good is Not Good Enough: Justice and Advocacy

Doing good often requires more than compassionate acts of kindness: justice is required and Christians should not shy away from the call of justice on behalf of others

One good harvest is not enough

French version available in IDRC Digital Library: Quelques récoltes exceptionnelles ne sauraient suffir

A Good Idea is Not Enough: Understanding the Challenges of Entrepreneurship Communication

This paper addresses a less-investigated issue of innovations: entrepreneurship communication. Business and marketing studies demonstrate that new product development processes do not succeed on good technical invention alone. To succeed, the invention must be appropriately communicated to a market and iterated through dialogue with potential stakeholders. We explore this issue by examining communication-related challenges, abilities and barriers from the perspectives of innovators trying to enter an unfamiliar, foreign market. Specifically, we summarize results of a set of studies conducted in the Gyeonggi Innovation Program (GIP), an entrepreneurship program formed by a partnership between the University of Texas at Austin and Gyeonggi-Do Province in South Korea. Through the GIP, Korean entrepreneurs attempt to expand domestically successful product ideas to the American market. The study results demonstrate that these innovators must deal with a broad range of challenges, particularly (1) developing deeper understanding of market needs, values, and cultural expectations, and (2) producing pitches with the structure, claims and evidence, and engagement strategies expected by American stakeholders. These studies confirm that a deeper understanding of successful new product development (NPD) projects requires not only a culturally authentic NPD process model, but also communication-oriented research. The GIP approach offers insights into good programmatic concept and effective methods for training engineers to become entrepreneurs. Yet we also identify potential improvements for such programs. Finally, we draw implications for studying entrepreneurship communication.IC2 Institut

Managing for Citizen Satisfaction: Is Good Not Enough?

Citizen satisfaction is a popular means of performance management. It underscores a common conception that citizens are customers who are concerned about the quality of public goods and services. We offer a theory that suggests the quantity of public goods and services is also important. We develop our theory based on democratic models of the public where citizens are concerned about equity and accessibility to public goods and services. Using data from two municipal surveys and Structural Equation Modeling (SEM), we test three hypotheses and find that both quality and quantity of public service provision are significant antecedents to citizen satisfaction. In our conclusion, we explain how these results call for a more complex conceptualization of the performance associated with managing for citizen satisfaction, and we recommend public managers develop and employ skills that recognize the complex consumptive and democratic attributes of citizens in a public economy

Estimating multivariate ARIMA models: when is close not good enough?

The purpose of this study is to examine the forecasting abilities of the same multivariate autoregressive model estimated using two methods. The first method is the "exact method" used by the SCA System from Scientific Computing Associates. The second method is an approximation method as implemented in the MTS system by Automatic Forecasting Systems, Inc. ; The two methods were used to estimate a five-series multivariate autoregressive model for the Quenouille series on hog numbers, hog prices, corn prices, corn supply, and farm wage rates. The 82 observations were arbitrarily divided into two periods: the first 60 observations were used to estimate the models; then forecasts for one through eight years ahead were calculated for each possible point in the remaining 22 observations. The root mean square error (RMSE) using the SCA-estimated parameters was smaller than the RMSE using the MTS-estimated parameters for 38 of the 40 possible values (five variables by eight forecast horizons) and tied for one point. The average increase in the RMSE when using the MTS parameters was approximately 9 percent. Using the SCA parameters for forecasting provided smaller mean absolute error (MAE) for 35 of the 40 values, with the average increase from using the MTS parameters being approximately 5.6 percent. Using the SCA parameters provided smaller mean errors (ME) for 39 of the 40 values, with the average increase from using the MTS parameters being approximately .023. Thus, the SCA estimation method is shown to provide better forecasts than the MTS method for this one example.Forecasting ; Time-series analysis

'When good evidence is not enough: the role of context in bowel cancer screening policy in New Zealand'.

Bowel cancer is a serious health problem in developed countries. Australia, the United Kingdom (UK) and New Zealand (NZ) reviewed the same randomised controlled trial evidence on the benefits and harms of population-based bowel cancer screening. Yet only NZ, with the highest age standardised rate of bowel cancer mortality, decided against introducing a bowel cancer screening programme. This case study of policy making explores the unique resource, ethical, institutional and political environments in which the evidence was considered. It highlights the centrality of context in assessing the relative worth of evidence in policy making and raises questions about the suitability of knowledge utilisation strategies.NHMRC Program Grant (402764

The London Anti-Corruption Summit: one good day is not enough

Issues of financial secrecy took centre-stage at the anti-corruption summit in London on 12 May. Sam Power reviews the progress made, arguing that the summit was a small step in the right direction, but by no means the dawn of a new era. With the limelight on the anti-corruption talks already fading away, the summit’s success will ultimately depend on the process for translating reforms into action

Supporting Successful Live Online Classes: Good Instructional Design is Not Enough

Online Learning Consortium International Conference 2014 Session -- Even the best-designed online course faces a make-it-or-break-it moment when the live online classes begin. Successful execution requires support and coaching. This session will describe how Columbia University’s School of Continuing Education (CU SCE) promotes the successful execution of live online classes, which are a key component of CU SCE’s online course offerings. Session participants will come away with best practices and practical tips for implementing similar strategies at their own universities, with a range of staffing levels and budgets. Once a semester begins and live online classes launch, online faculty face many barriers to a successful semester. Technical issues can easily derail an online class. Individual students may need support with connection issues and equipment setup, while faculty need to focus on teaching the whole class. Interactive activities such as polls, videos with debrief discussions, and breakout groups require preparation. Chat conversations require constant monitoring. Student attendance and participation require tracking when they impact grades. New online faculty need to develop online instructional skills over time, and can feel confused by the many tools and overwhelmed by the many differences from face-to-face classroom instruction. At CU SCE, live online classes are a key component of the online courses we offer. They are weekly classes hosted in Adobe Connect for 90-120 minutes for the duration of the semester and led by a course instructor with a teaching assistant facilitator. Every class is supported by a dedicated webinar specialist. Prior to the start of the semester, every new online course goes through a rigorous 16-week instructional design process with a team that includes the course faculty and an instructional designer, course developer, media producer, educational technologist, and webinar specialist. This team creates a highly interactive, social, and rigorous online learning experience for our students. As part of this design process, each live online class is carefully planned, with storyboards for each class session that include details of what students will see, hear, and do. The classes include compelling content, dynamic visuals, moments of interaction every five minutes, initiation of reflective dialogue in the chat, and creative use of tools. By the time the semester arrives, all of the asynchronous activities and assignments have been set up in the course site on Canvas, and all of the live online classes have been scripted. In order to set online faculty up for success, CU SCE dedicates a webinar specialist to each course. The webinar specialists come from a pool of full time employees and freelancers. Their role is to meet with the instructor every week, attend every live online class of the course, provide real-time technical support to the students and instructor, prepare the Adobe Connect classroom with all lecture materials and activity assets, and write a report after every live online class, detailing student attendance and participation and also offering written coaching for the instructor, in the form of describing what went well and what could be improved next time. The written coaching in the weekly reports and the verbal coaching in the weekly meetings focus on the instructor’s strengths, in order to help the instructor identify and build upon these strengths and develop confidence with online instruction. The webinar specialist also proposes solutions to fix any issues that may have come up in the previous class, and suggests new instructional strategies the instructor may be ready to try. CU SCE has found that this support and coaching model has facilitated technically smooth live online classes that are continually improving. Instructors say that they could not have done it without their webinar specialist partners – with this support, they are able to focus on instruction and engage their students. Students say that they appreciate the responsive technical support and ability to focus on their learning rather than extraneous technical issues, and they rate their online courses and instructors well. This interactive session will engage participants through the use of polling questions, Q&A, and a brief activity and discussion to help participants plan how to modify strategies from this session in order to fit their university’s unique circumstances. Whether participants are looking for solutions to make live online classes more engaging for students, techniques to support online faculty, or ways to improve the execution of well-designed live online classes, this session will offer applicable ideas. ***Columbia University’s School of Continuing Education offers a variety of online courses to attract a broad demographic of working professionals, move beyond geographical limitations, and reduce costs. The online courses enable the school to offer fully online and low residency degrees and professional certificates that integrate knowledge across disciplinary boundaries, combine theory with practice, leverage the expertise of our students and faculty, and connect global constituencies. Online courses are a pivotal part of CU SCE’s mission to transform knowledge and understanding in service of the greater good: a just, sustainable and compassionate global society. Keywords, separated by semicolons: Faculty development; faculty coaching; faculty support; online faculty; online classes; web conferences; blended learning; online courses; Adobe Connect; technical support; instructional support; student engagement; continuous improvemen