The Twilight of Land-Use Controls: A Paradigm Shift?

The subject chosen for this discussion is both timely and thought-provoking: the status and future of land-use regulations in the United States. In the hope of making the issues subsumed under this title as exciting to the general public as they are to the practitioners, Professor Michael Allan Wolf has taken the monumental Euclid decision of the United States Supreme Court in 1926 as the pivot of our deliberations. He has posed the question most dramatically with overtones of a swelling Wagnerian overture: Is It The Twilight of Environmental and Land-Use Regulation

Euclid at Threescore Years and Ten: The Twilight of Environmental and Land-Use Regulation?

Life, Liberty, and Whose Property lecture given by Loren A. Smith, Chief Judge, United States Court of Federal Claims. Is this the Twilight of Land Use Controls? lecture given by Charles M. Haar, Professor of Law at Harvard University Law. Capture and Counteraction: Self-Help and Environmental Zealots lecture given by James E. Krier, Earl Warren Delano Professor of Law, University of Michigan. Ecology and Aesthetics: Our Future and the Making of Things lecture given by William A. McDonough, Dean and Elson Professor, University of Virginia School of Architecture

The Joint Influence of Intra- and Inter-Team Learning Processes on Team Performance: A Constructive or Destructive Combination?

In order for teams to build a shared conception of their task, team learning is crucial. Benefits of intra-team learning have been demonstrated in numerous studies. However, teams do not operate in a vacuum, and interact with their environment to execute their tasks. Our knowledge of the added value of inter-team learning (team learning with external parties) is limited. Do both types of team learning compete over limited resources, or do they form a synergistic combination? We aim to shed light on the interplay between intra- and inter-team learning in relation to team performance, by including adaptive and transformative sub-processes of intra-team learning. A quantitative field study was conducted among 108 university teacher teams. The joint influence of intra- and inter-team learning as well as structural (task interdependence) and cultural (team efficacy) team characteristics on self-perceived and externally rated team performance were explored in a path model. The results showed that adaptive intra-team learning positively influenced self-perceived team performance, while transformative intra-team learning positively influenced externally rated team performance. Moreover, intra-team and inter-team learning were found to be both a constructive and a destructive combination. Adaptive intra-team learning combined with inter-team learning led to increased team performance, while transformative intra-team learning combined with inter-team learning hurt team performance. The findings demonstrate the importance of distinguishing between both the scope (intra- vs. inter-team) and the level (adaptive vs. transformative) of team learning in understanding team performance