Coalitions in Multiparty System: Empirical Reflection of the Indonesian Regional Elections \ud

A lot of changing in recent Indonesian political dynamics with eventual fact shows how political recruitment for legislative and executive chairs in national as well as regional levels in direct voting systems have brought the patterns of coalitions among political parties into interesting focus of observation. We evaluate the Regional Elections data held since June 2005 to September 2008 as election matrix. The matrix is then transformed into the ultrametric space yielding the hierarchical trees based on proximity on inter-party coalition. We represent the distance of coalitions among political parties based on the activity in regional elections and contrasting the findings with some nation-wide facts of the respective properties. The observations draws how Indonesian voters are failed to be segregated into any extreme political and ideological streams but the combinations among the existing and widely-recognized ones

A Multi-Method Approach to Identifying Norms and Normative Expectations within a Corporate Hierarchy: Evidence from the Financial Services Industry

This paper presents the results of a field study at a large financial services firm that combines multiple methods, including two economic experiments, to measure ethical norms and their behavioral correlates. Standard survey questions eliciting ethical evaluations of actions in on-the-job ethical dilemmas are transformed into a series of incentivized coordination games in the first experiment. We use the results of this experiment to identify the actual ethical norms for financial adviser behavior held by key personnel – financial advisers and their corporate leaders – in three settings: a clash of incentives between serving the client and earning commissions, a dilemma about fiduciary responsibility to a client, and a dilemma about whistle-blowing on a peer. We also measure the beliefs of financial advisers about the ethical expectations of their corporate leaders and the beliefs of corporate leaders about financial adviser norms. In addition, we ask financial advisers about their personal normative opinions, matching a common methodology in the literature. We find, first, systematic agreements in the normative evaluations across the corporate hierarchy that are consistent with ex ante expectations, but second, we also find some measurable differences between the normative expectations of corporate leaders about on-the-job behavior and the actual norms shared among financial advisers. When there is a normative mismatch across the hierarchy we are able to distinguish miscommunication from ethical disagreement between leaders and employees. Our subjects also report their job satisfaction and take part in a second incentivized experiment in which it is costly to report private information honestly. A last finding is that a mismatch between advisers’ personal ethical opinions and corporate norms – especially those of peers – strongly correlates with job dissatisfaction, and less strongly but significantly with the willingness to be dishonest.field experiment, financial services, corporate leader, financial adviser, ethics, norms, coordination game

Governance, Coordination and Evaluation: the case for an epistemological focus and a return to C.E. Lindblom

While much political science research focuses on conceptualizing and analyzing various forms of governance, there remains a need to develop frameworks and criteria for governance evaluation (Torfing et al 2012). The post-positivist turn, influential in recent governance theory, emphasizes the complexity, uncertainty and the contested normative dimensions of policy analysis. Yet a central evaluative question still arises concerning the capacity of governance networks to facilitate ‘coordination’. The classic contributions of Charles Lindblom, although pre-dating the contemporary governance literature, can enable further elaboration of and engagement with this question. Lindblom’s conceptualisation of coordination challenges in the face of complexity shares with post-positivism a recognition of the inevitably contested nature of policy goals. Yet Lindblom suggests a closer focus on the complex, dynamically evolving, broadly ‘economic’ choices and trade-offs involved in defining and delivery policy for enabling these goals to be achieved and the significant epistemological challenges that they raise for policy-makers. This focus can complement and enrich both post-positivist scholarship and the process and incentives-orientated approaches which predominate in contemporary political science research on coordination in governance. This is briefly illustrated through a short case study evaluating governance for steering markets towards delivering low and zero carbon homes in England

An Analyses of the Institution of the Catholic Church from the Perspective of New Institutional Economics and as a \u27Carrier of History\u27 (David, 1994) in the Handling and Reporting of Child Sexual Abuse, Given its Role as a Social Institution within Wider Irish Society

This paper analyses the institution of the Catholic Church from the perspective of new institutional economics and as a “carrier of history” (David, 1994). This paper surveys the relevant body of literature and applies it directly to the problem of the lack of reporting of and the improper handling of child sexual abuse by the Catholic Church, given its role as a social institution within wider Irish society

What Students Expect and What They See: Ideology, Identity and the Double Auction Classroom Experiment

Many economists find that classroom experiments using the Double Auction (DA) trading institution are an effective pedagogical tool in introductory economics classes. Results of such experiments reliably illustrate the concepts and descriptive relevance of the theory of competitive equilibrium (or CE). However, we have noticed that the degree to which students are "surprised" by the CE theory's ability to predict DA outcomes seems to vary from class to class, and especially across classes at markedly different universities. We speculate that this is due to differences in students' ideological leanings and that these, in turn, are related to various socioeconomic or "identity" variables, such as class and race, that may vary systematically across universities. This paper reports some initial experimental results that explore this hypothesis. We find that only a few socioeconomic variables significantly predict students' ideology, and that at least one measure of ideology is a robust predictor of students' prior expectations and posterior evaluations of the predictive performance of CE theory. Several other variables, including sex, union status and work experience, also help predict students' expectations or evaluations; but none of these is as strong or robust as ideology itself.

A Comparison of Complex Thinking Required by the Elementary New Jersey Student Learning Standards and Past New Jersey Curriculum Standards

Academic learning standards define the necessary skills and knowledge that students need to master in order to become college and career ready. The best 21st century learning standards are those that provide the opportunity to develop complex thinking skills including creativity, strategic thinking, and critical thinking. The learning standards that provide an insight into complex thinking are identified as critical thinking, creativity in practice, and strategic thinking. This dissertation’s intent was to examine the language of complex thinking of the newly adopted New Jersey Student Learning Standards (NJSLS) in Grades 4 & 5 Mathematics as compared to the language of complex thinking of the New Jersey Core Curriculum Content Standards (NJCCCS) in Grades 4-5 Mathematics using the Webb’s Depth-of-Knowledge Module. This study aimed to reveal the extent that complex thinking skills are incorporated throughout these two specific sets of learning standards. This study utilized a mixed methods, including qualitative content analysis using Webb’s depth-of-knowledge to code the learning standards in both the former New Jersey Core Curriculum Content Standards and New Jersey Student Learning Standards and descriptive statistics. Deductive category application was used to connect Webb’s depth-of-knowledge framework to the existing NJSLS and NJCCCS. Each depth-of-knowledge level represents a specific level of cognitive complexity. The higher the DOK level of a standard, the higher level of cognitive complexity is contained within that specific standard. The higher the cognitive complexity of a standard, the more complex thinking is embedded into that standard. Each standard was rated on a 1–4 DOK level based on Webb’s depth-of-knowledge methodology. To assist with reliability in coding each set of learning standards, a “double-rater read behind consensus model” was implemented as in other similar studies. The major findings in regards to the Mathematics Grades 4 & 5 NJCCCS and the Mathematics Grades 4–5 NJCCCS were compared using the DOK framework were: The mathematics Grades 4-5 NJCCCS were rated at an overall higher percentage of DOK Levels 3 and 4 than were the mathematics Grades 4-5 NJSLS. The mathematics Grades 4-5 NJSLS contained a higher percentage of lower rated standards, DOK Levels 1 and 2, as compared to the mathematics Grades 4 & 5 NJCCCS. This study suggests that more opportunities for developing complex thinking, which is essential to 21st century learning, is contained within New Jersey’s older, replaced set of learning standards found in the Mathematics Grades 4 & 5 NJCCCS when compared to the NJSLS adopted in 2017 Mathematics Grade 4 & 5