Toward a More General Theory of Regulation

In previous literature, George Stigler asserts a law of diminishing returns to group size in politics: Beyond some point it becomes counterproductive to dilute the per capita transfer. Since the total transfer is endogenous, there is a corollary that dirninishing returns apply to the transfer as well, due both to the opposition provoked by the transfer and to the demand this opposition exerts on resources to quiet it. Stigler does not himself formalize this model, and my first task will be to do just this. My simplified formal version of his model produces a result to which Stigler gave only passing recognition, namely that the costs of using the political process limit not only the size of the dominant group but also their gains. This is at one level, a detail, which is the way Stigler treated it, but a detail with some important implications -- for entry into regulation, and for the price-output structure that emerges from regulation. The main task of the paper is to derive these implications from a generalization of Stigler's model.

Public Opinion about Regulation

The paper describes how ordinary citizens view economic regulation and summarizes answers to questions about regulation and regulators since the 1970s from the General Social Survey. The pattern is clear: ordinary citizens are skeptical and wary. They want less regulation and do not trust regulators to do what is right. The mistrust has become stronger over time. However, the public supports environmental and electricity rate regulation. These sentiments are shared across age, sex, race, education, and income groups and the left/right ideological spectrum. The public tends to oppose less traditional regulation, such as wage and price controls, government ownership of some industries, and regulation of steel prices. But there is less consensus across demographic groups: blacks, the less educated, and low-income groups are less hostile, or marginally friendly, to less conventional modes of regulation. The paper concludes by contrasting public opinion with the path of regulation since the 1970s

Toward Ethical and Inclusive Descriptive Practices

This case study describes the context which galvanized our Collection Management unit at UCLA Library Special Collections to collectively craft a descriptive practices statement within a study group focused on an anti-oppressive approach to discovery and access. This paper discusses the planning and design of the study group, our direct engagement at meetings, collaborative iteration, and liberatory pedagogical strategies that enabled the statement’s publication, and its impact within our department, library, and beyond. This work speaks to radical descriptive change and provides a potential path for the development of ethical and inclusive descriptive practices at other institutions

Regulating Access to Developmental Drugs for Terminally Ill Patients: Abigail Alliance v FDA

This amicus brief was filed in support of the Abigail Alliance for Better Access to Developmental Drugs in their lawsuit to force the Food and Drug Administration to provide patient access to drugs for cancer and other life-threatening illnesses after those drugs have passed through phase 1 clinical testing and have received FDA approval to enter additional clinical trials as a basis for eventual FDA approval for marketing. We make three arguments: (1) FDA staff face strong incentives to be too cautious in approving new drugs. As demonstrated by experience in cancer drug testing, patients often face a situation in which high-quality data from phase 1 clinical trials strongly indicate that a drug's benefits probably exceed its risks. (2) Permitting terminally-ill patients to access potentially life-saving post-phase-1 drugs still in testing will not unduly discourage patient participation in additional trials or inhibit post-phase- randomized clinical trials needed to obtain FDA approval. This is evident from the widespread and growing phenomenon of post-approval randomized clinical trials of approved drugs. (3) For similar reasons, it is clear that permitting terminally-ill patients to access potentially life-saving post-phase-1 drugs in testing will not discourage manufacturers from conducting additional randomized clinical trials.Health and Safety, Other Topics

Social Emotional Learning Strategies for Students in Self-Contained Classrooms: A Systematic Review and Quick Reference Guide for Evidence-Informed Curricula Selection

This research project was conducted in collaboration with Heather Austin, OTR/L and the Puyallup School District. Through discussion with Heather, we determined that there is a need to study the efficacy of social-emotional learning (SEL) curricula for children with severe disabilities who often do not receive the same comprehensive SEL instruction as their peers in general education classrooms. A mixed-methods systematic review of the literature was conducted on strategies and interventions for SEL for students ages 3-12 years old in classrooms that serve students with severe disabilities. We analyzed 19 articles published in peer-reviewed journals by reviewing each for statistically significant results pertaining to SEL outcomes for the population of interest. Results indicated the majority of curricula included in this research had mixed to positive outcomes. Interventions with statistically significant findings included play-based treatments, art therapy, mindfulness, and theory of mind training, as well as branded curricula and strategies such as ICME, PATHS, Integra Social Competence Program, and Second Step. Critically Appraised Topic findings were translated into the development of a quick reference guide which was organized by SEL outcome and structured according to the Collaborative for Academic, Social, and Emotional Learning core competencies. Each outcome contained suggestions on dosage, intervention approaches, and resources for application. An in-service and survey were completed to evaluate usability of this product by practitioners and educators working in school-based settings. Fifty percent of respondents worked with students in self-contained classrooms. Overall the survey data revealed a positive trend of ratings and qualitative feedback from respondents and a good match of SEL outcomes addressed in the quick reference guide to needs identified by practitioners. A primary implication of our research is that the field of occupational therapy needs to capitalize on its potential to provide support to students with disabilities around their social participation and emotional regulation. Occupational therapy can support teachers in implementing SEL curricula and interventions to promote positive outcomes and reduce maladaptive behaviors