The Development of an Unequal Social Safety Net: A Case Study of the Employer-based Health Insurance (Non) System

The U.S. social safety net exacerbates labor market inequalities rather than ameliorating them. This paper traces this theme within an important historical case study: the emergence of the employer-based health insurance system. Employers became the dominant and tax-preferred provider of health insurance in the United States without any federal legislative action. Understanding how this happened may inform current reform efforts. This case study highlights two important factors. The first is path dependency, discussed by Skocpol (1992) and Pierson (2000). They argue that the ambiguous divisions of power and a pluralistic governance framework favor incremental processes of social policy formation in the United States. The second factor is the divisions within the American workforce (Esping-Andersen, 1990). Divisions by race and sex have often led to disadvantaged workers being left out or underserved by U.S. social welfare policy

The Search for Good Lawyering: A Concept and Model of Lawyering Competencies

Every task performed by a lawyer can be analyzed and evaluated as a manifestation of that lawyer\u27s underlying abilities. A system for analyzing these tasks, when conducted in a valid and consistent manner, could eventually result in the creation of standards for all legal education, ranging from teaching methods and curriculum design to questions of student retention and lawyer certification. The Competency-Based Task Force of the Antioch School of Law has been working on such a system for six years and believes that a workable model has been developed. The purpose of this article is to describe and explain that model, and to give some examples of its uses

Research with children and young people: not on them

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Relationships between pupils’ self-perceptions, views of primary school and their development in Year 5

The Effective Pre-school and Primary Education Project 3-11 (EPPE 3-11) is a largescale longitudinal study of the impact of pre-school and primary school on children’s developmental outcomes, both cognitive and social/behavioural. The study has been following children from the start of pre-school (at age 3 years plus) through to the end of primary school. Previous reports have focused on the educational and social/behavioural outcomes of the EPPE 3-11 sample at the end of Year 5 (age 10) and progress from the end of Year 1 (age 6) to the end of Year 5 (age 10) in primary school (Sammons et al., 2007a; 2007b). The research also explored the predictive power of a wide variety of child, parent, and family characteristics on attainment and development, including the Early years home learning environment (HLE) during the years of preschool and aspects of the later HLE during Key stage 1 of primary school (Sammons et al., 2002; 2003; Sylva et al., 2004). This research builds on earlier reports (Sammons et al., 2007a; 2007b) by investigating relationships between children’s outcomes in Year 5 and aspects of pupils’ selfperceptions and their views of primary school, measured in Year 5 (age 10) and in Year 2 (age 7) of primary school, controlling for background characteristics. These measures have been derived from a self-report instrument completed by EPPE 3-11 children. The analyses explored associations between children’s progress and development over time and their self-perceptions and views of primary school

Pupils' self-perceptions and views of primary school in year 5

The Effective Pre-School and Primary Education 3-11 (EPPE 3-11) project investigates the impact of preschool, primary school and family on a range of outcomes for a national sample of approximately 2,800 children in England between the ages of 3 and 11 years. This Research Brief presents findings on pupils’ Self-perceptions (‘Enjoyment of school’, ‘Anxiety and Isolation’, ‘Academic self-image’ and ‘Behavioural self-image’) and their views of different features of primary school (‘Teachers’ support for pupils’ learning’, ‘Headteacher qualities’ and ‘Positive social environment’) in Year 5. The analyses involved two steps: first, differences in pupils’ Self-perceptions and Views of primary school measured at Year 5 were explored, in relation to child, family and Home Learning Environment (HLE) characteristics. Second, the relationships between pupils’ Self-perceptions and their Views of primary school and educational outcomes and progress, both cognitive (Reading and Mathematics) and social/behavioural (‘Self-regulation’, ‘Hyperactivity’, ‘Pro-social’ and ‘Anti-social’ behaviour) were investigated. The analyses also explored pupils’ Self-perceptions measured at a younger age (Year 2) and how they relate to children’s later cognitive and social/behavioural outcomes in Year 5 and progress from Year 1 to Year 5

Polyhydroxybutyrate accumulation by a Serratia sp

A strain of Serratia sp. showed intracellular electron-transparent inclusion bodies when incubated in the presence of citrate and glycerol 2-phosphate without nitrogen source following pregrowth under carbon-limitation in continuous culture. About 1.3 mmol citrate were consumed per 450 mg\ud biomass, giving a calculated yield of maximally 55% of stored material per g of biomass dry wt. The inclusion bodies were stained with Sudan Black and Nile Red (NR), suggesting a lipid material, which was confirmed as polyhydroxybutyrate (PHB) by analysis of molecular fragments by GC and by FTIR spectroscopy of isolated bio-PHB in comparison with reference material. Multi-parameter flow cytometry in conjunction with NR fluorescence, and electron microscopy, showed that not all cells contained heavy PHB bodies, suggesting the potential for increasing\ud the overall yield. The economic attractiveness is\ud enhanced by the co-production of nanoscale hydroxyapatite\ud (HA), a possible high-value precursor for bone replacement materials

A comparison of A-level performance in economics and business studies: how much more difficult is economics?

This paper uses ALIS data to compare academic performance in two subjects often viewed as relatively close substitutes for one another at A-level. The important role of GCSE achievement is confirmed for both subjects. There is evidence of strong gender effects and variation in outcomes across Examination Boards. A counterfactual exercise suggests that if the sample of Business Studies candidates had studied Economics nearly 40% of those who obtained a grade C or better in the former subject would not have done so in the latter. The opposite exercise uggests that 12% more Economics candidates would have achieved a grade C or better if they had taken Business Studies. In order to render a Business Studies A-level grade comparable to an Economics one in terms of relative difficulty, we estimate that a downward adjustment of 1.5 UCAS points should be applied to the former subject. This adjustment is lower than that suggested by correction factors based on conventional subject pair analysis for these two subjects

A.A.L.S. Clinical Legal Education Panel: Evaluation and Assessment of Student Performance in a Clinical Setting

This article is adapted from a panel discussion held under the auspices of the Section on Clinical Legal Education of the Association of American Law Schools, presented at the annual meeting in Phoenix, Arizona on January 5, 1980. The participants were H. Russell Cort, Jack L. Sammons, Robert S. Catz, Ralph S. Tyler and Terence J. Anderson