Making Good Citizens: Policy Approaches to Increasing Civic Participation

In this dissertation, I explore the impact of several public policies on civic participation. Using a unique combination of school administrative and public–use voter files and methods for causal inference, I evaluate the impact of three new, as of yet unexplored, policies: one informational, one institutional, and one skill–based. Chapter 2 examines the causal effect of No Child Left Behind’s performance-based accountability school failure signals on turnout in school board elections and on individuals’ use of exit. I find that failure signals mobilize citizens both at the ballot box and by encouraging them to vote with their feet. However, these increases in voice and exit come primarily from citizens who already active—thus exacerbating inequalities in both forms of participation. Chapter 3 examines the causal effect of preregistration—an electoral reform that allows young citizens to enroll in the electoral system before turning 18, while also providing them with various in-school supports. Using data from the Current Population Survey and Florida Voter Files and multiple methods for causal inference, I (with my coauthor listed below) show that preregistration mobilizes and does so for a diverse set of citizens. Finally, Chapter 4 examines the impact of psychosocial or so called non-cognitive skills on voter turnout. Using information from the Fast Track intervention, I show that early– childhood investments in psychosocial skills have large, long-run spillovers on civic participation. These gains are widely distributed, being especially large for those least likely to participate. These chapters provide clear insights that reach across disciplinary boundaries and speak to current policy debates. In placing specific attention not only on whether these programs mobilize, but also on who they mobilize, I provide scholars and practitioners with new ways of thinking about how to address stubbornly low and unequal rates of citizen engagement.

Performance improvements of mooring systems for wave energy converters

In the development of wave energy converters, the mooring system is a key component for a safe station-keeping and an important factor in the cost of the wave energy production. Generally, when designing a mooring system for a wave energy converter, two important conditions must be considered: (i) that the mooring system must be strong enough to limit the drifting motions, even in extreme waves, tidal and wind conditions and (ii) it must be compliant enough so that the impact on wave energy production can be minimised. It is frequently found that these two conditions are contradictory. The existing solutions mainly include the use of heavy chains, which create a catenary shaped mooring configuration, allowing limited flexibility within the mooring system, and hence very large forces may still be present on mooring lines and thus on anchors. This solution is normally quite expensive if the costs of the materials and installation are included. This paper presents a new solution to the mooring system for wave energy converters within the FP7 project, ‘GeoWAVE’, which is a project aiming to develop a new generation of the moorings system for minimising the loads on mooring lines and anchors, the impact on the device motions for power conversion, and the footprint if it is applicable, and meanwhile the new types of anchors are also addressed within the project. However this paper will focus on the new mooring system by presenting the wave tank test results of the Pelamis wave energy converter model and the new developed mooring system. It can be seen that the new generation of mooring system can significantly reduce the loads on mooring lines and anchors, and reduce the device excursions as a result of the new mooring system when compare to the conventional catenary mooring.

A Meaner, More Callous Digital World for Youth? The Relationship Between Violent Digital Games, Motivation, Bullying and Civic Behavior amongst Children

The relationship between violent digital games and youth behavior remains contested in the scholarly literature. To date considerable scholarship has focused on university students with fewer studies of adolescents or children. The current study examines correlational relationships between violent game exposure and bullying behaviors, antisocial attitudes, civic attitudes and civic behaviors in a sample of 304 children from the United Kingdom (Mean age = 12.81). The paper also considered motivational influences on use of violent digital games. Results indicated that violent game exposure did not correlate meaningfully with either antisocial or civic behaviors or attitudes. These results are discussed in a motivational and developmental context.

Civic Humanism and the Classical Tradition in the Early Republic of Chile

The first decades of the 19th century constituted a period of profound change for Chile, the principal results of which were to be seen in the consolidation of the process of independence from Spanish dominion in 1818. The consequences were not limited to a revolution of military and political nature; they also included a renovation of the cultural panorama -at least among the educated patriots who made an effort to distance themselves ideologically from the Monarchy-, with the implicit challenge of establishing a new order for Chile, based on legitimate and universally recognizable foundations. The inspirational framework for these efforts is usually associated with other revolutionary examples -France and the United States- that preceded the emancipation processes in Spanish America, as well as with the discourses of illustrated liberalism. As we will attempt to demonstrate in this study, a new reading of the texts written by the Creoles that lead the Chilean independence process may, nonetheless, also reveal the relevance of the classical tradition as a model for the configuration and legitimization of the first Republican projects that especially admired the ideals of Republicanism.

What Counts as Young People's Civic Engagement in Times of Accountability? : On the Importance of Maintaining Openness about Young People's Civic Engagement in Education

One aspect of the ICCS study's measurement of young people's citizen competence is 'civic engagement'. In this article it is argued that even though the study's assessment captures important aspects of young people's civic engagement, too strong educational reliance on it may contribute to meagreness in the educaitonal assignment to see to an engaged citizenry. By providing deeper insight into the ICCS study's assessment rationale, and by presenting qualitatively derived examples of young people's civic engagement, it is suggested that in order to see to fruitful ways of approaching the educational task of providing for young people's civic engagement, we need to maintain openness to different depictions of civic engagement. Among them those that matter as such for the young people themselves in and through the social and material practices they take part in.

An Empirical Analysis of Continuing Improvements Following the Implementation of a Performance-Based Compensation Plan

Performance improvements subsequent to the implementation of a pay-for-performance plan can result because more productive employees self-select into the firm (selection effect) and/or because employees allocate effort to become more effective (effort effect). We analyze individual performance data for 3,776 sales employees of a retail firm to evaluate these alternative sources of continuing performance improvement. The incentive plan helps the firm attract and retain more productive sales employees, and motivates these employees to further improve their productivity. In contrast, the less productive sales employees’ performance declines before they leave the firm.

Analysis of Policies for Safety Improvements on Low-Volume Rural Roadways,1994

In order to determine the adequacy with which safety problems on low-volume rural roadways were addressed by the four states of Federal Region VII (Iowa, Kansas, Missouri, and Nebraska), a review was made of the states' safety policies. After reviewing literature dealing with the identification of hazardous locations, evaluation methodologies, and system-wide safety improvements, a survey of the states' safety policies was conducted. An official from each state was questioned about the various aspects and procedures dealing with safety improvements. After analyzing and comparing the remarkably diverse policies, recommendations were made in the form of a model safety program. This program included special modifications that would help remediate hazards on low-volume rural roadways. Especially encouraged is a system-wide approach to improvement which would cover all parts of the highway system, not just urban and high-volume roadways.

US Highway 65 / IA-330 Improvements Polk and Jasper Counties, Iowa : Limited Phase I, Environmental Site Assessment, 1998

The Iowa Department of Transportation (IDOT) is currently considering improvements for US Highway 65 (US-65) and Iowa State Highway 330 (IA-330) in Polk and Jasper Counties, Iowa. As part of its project planning effort, IDOT is preparing an Environmental Assessment (EA) report which will include a section entitled "Hazardous Waste" to identify known sites in or near the proposed corridors that are, or could be, contaminated with hazardous or petroleum substances.

U.S. Highway 20 Corridor Development Study - Report C: Final Screening of Alternative Candidate Improvements, 1992

This report briefly compares the alternative improvement options using analyses conducted to date, and is intended to identify the alternatives which should be carried forward into the study's economic evaluation phase.

Cultural citizenship and its implications for citizenship education: Chinese university students’ civic experience in relation to mass media and the university citizenship curriculum

A growing body of research has argued that university citizenship curricula are inefficient in promoting civic participation, while there is a tendency towards a broader citizenship understanding and new forms of civic engagements and citizenship learning in everyday life. The notion of cultural citizenship in this thesis concentrates on media practices’ relation to civic expression and civic engagement. This research thus argues that not enough attention has been paid to the effects of citizenship education policy on students and students’ active citizenship learning in China. This thesis examines the civic experience of university students in China in the parallel contexts of widespread adoption of mass media and of university citizenship education courses, which have been explicitly mandatory for promoting civic morality education in Chinese universities since 2007. This research project raises significant questions about the meditating influences of these two contexts on students’ perceptions of civic knowledge and civic participation, with particular interest to examine whether and how the notion of cultural citizenship could be applied in the Chinese context and whether it could provide certain implications for citizenship education in China. University students in one university in Beijing contributed to this research by providing both quantitative and qualitative data collected from mixed-methods research. 212 participants contributed to the questionnaire data collection and 12 students took part in interviews. Guided by the theoretical framework of cultural citizenship, a central focus of this study is to explore whether new forms of civic engagement and civic learning and a new direction of citizenship understanding can be identified among university students’ mass media use. The study examines the patterns of students’ mass media use and its relationship to civic participation, and also explores the ways in which mass media shape students and how they interact and perform through the media use. In addition, this study discusses questions about how national context, citizenship tradition and civic education curricula relate to students’ civic perceptions, civic participation and civic motivation in their enactment of cultural citizenship. It thus tries to provide insights and identify problems associated with citizenship courses in Chinese universities. The research finds that Chinese university students can also identify civic issues and engage in civic participation through the influence of mass media, thus indicating the application of cultural citizenship in the wider higher education arena in China. In particular, the findings demonstrate that students’ citizenship knowledge has been influenced by their entertainment experiences with TV programs, social networks and movies. However, the study argues that the full enactment of cultural citizenship in China is conditional with regards to characteristics related to two prerequisites: the quality of participation and the influence of the public sphere in the Chinese context. Most students in the study are found to be inactive civic participants in their everyday lives, especially in political participation. Students express their willingness to take part in civic activities, but they feel constrained by both the current citizenship education curriculum in universities and the strict national policy framework. They mainly choose to accept ideological and political education for the sake of personal development rather than to actively resist it, however, they employ creative ways online to express civic opinions and conduct civic discussion. This can be conceptualised as the cultural dimension of citizenship observed from students who are not passively prescribed by traditional citizenship but who have opportunities to build their own civic understanding in everyday life. These findings lead to the conclusion that the notion of cultural citizenship not only provides a new mode of civic learning for Chinese students but also offers a new direction for configuring citizenship in China. This study enriches the existing global literature on cultural citizenship by providing contemporary evidence from China which is a developing democratic country, as well as offering useful information for Chinese university practitioners, policy makers and citizenship researchers on possible directions for citizenship understanding and citizenship education. In particular, it indicates that it is important for efforts to be made to generate a culture of authentic civic participation for students in the university as well as to promote the development of the public sphere in the community and the country generally.

Training civic bridge builders: Outcomes of community leadership development programs

As rural communities experience rapid economic, demographic, and political change, program interventions that focus on the development of community leadership capacity could be valuable. Community leadership development programs have been deployed in rural U.S. communities for the past 30 years by university extension units, chambers of commerce, and other nonprofit foundations. Prior research on program outcomes has largely focused on trainees’ self-reported change in individual leadership knowledge, skills, and attitudes. However, postindustrial leadership theories suggest that leadership in the community relies not on individuals but on social relationships that develop across groups akin to social bridging. The purpose of this study is to extend and strengthen prior evaluative research on community leadership development programs by examining program effects on opportunities to develop bridging social capital using more rigorous methods. Data from a quasi-experimental study of rural community leaders (n = 768) in six states are used to isolate unique program effects on individual changes in both cognitive and behavioral community leadership outcomes. Regression modeling shows that participation in community leadership development programs is associated with increased leadership development in knowledge, skills, attitudes, and behaviors that are a catalyst for social bridging. The community capitals framework is used to show that program participants are significantly more likely to broaden their span of involvement across community capital asset areas over time compared to non-participants. Data on specific program structure elements show that skills training may be important for cognitive outcomes while community development learning and group projects are important for changes in organizational behavior. Suggestions for community leadership program practitioners are presented.