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he process of agenda setting is fundamental to politics, yet there is surprisingly little research about this process in parliamentary systems. The reason for this lacuna is that agenda setting tends to occur behind closed doors. The Dutch Tweede Kamer is an exception to this rule: decisions about the parliamentary agenda are made in public. This study examines agenda setting in the Dutch parliament from an issue-competition perspective. It looks at a sample of more than 400 agenda-setting meetings of the Dutch parliament between 1998 and 2017. It finds that opposition parties which stand far from the government make proposals on issues that they 'own'; these proposals are supported by other opposition parties, parties that stand close to them and focus on the same issue. Coalition parties and parties that stand far away sabotage these proposals.

Targets are an important part of our work life, whether we are setting them or meeting them. Target setting forms part of the budgeting process and the performance management of business units and individuals. Unfortunately the behavioral impacts of target setting on performance are not well understood, and this can lead to serious consequences such as game playing. Target setting is an under-researched area.

Volunteerism in Geriatric Settings is an instructional tool for activity directors and others interested in successful volunteer program management. It examines three dimensions of volunteerism: the distinctive dynamics of the volunteer program within the geriatric setting; the behaviors and attitudes managers and volunteers bring to the program; and the responsibility managers have for the nature and scope of programs offered.The innovative programs and approaches that are described in Volunteerism in Geriatric Settings lend themselves to replication. Readers will benefit from the wealth of i

L'apprendimento della psicosocioanalisi avviene attraversando setting formativi diversi, oltre a quelli caratteristici dentro e fuori dall'aula: il setting orientativo e quello dato dalla persona di riferimento, quello relazionale-affettivo, il setting della cultura organizzativa in cui cresce il pensiero psicosocioanalitico. Al concetto di setting č associata l'idea dell'esistenza di un confine flessibile, ma non ambiguo, all'interno del quale vengono utilizzate regole del gioco che rendono possibile l'apprendimento, perché consentono di creare uno spazio d'azione tutelato per chi apprende. I setting esperienziali della psicosocioanalisi favoriscono la scoperta e lo sviluppo delle qualitŕ intellettuali e personali possedute dagli individui, lasciando libero il soggetto rispetto a possibilitŕ di scoperta, alla costruzione di un proprio progetto lavorativo e personale.

Ofsted's new inspection system introduces a raft of changes to how education settings will be assessed. Jo Stephenson outlines six key measures and what they mean for schools, colleges and childcare providers

Three approaches to regulatory reform are discussed on the assumption that environmental & health standards are, & will remain, basic instruments of regulatory policy. First, statutory regulations should be replaced as much as possible by nonstatutory codes & standards. Standards should be revised as scientific knowledge improves, empirical evidence accumulates, & public perceptions change. However, frequent revisions are unlikely & costly when standards are embedded in legal codes. Second, a distinction should be drawn between environmental & health goals, on the one hand, & currently feasible levels of protection, on the other. When regulators are required to balance economic, technical, & health or environmental considerations, the result is generally ambiguous, representing neither a policy goal, nor a scientific judgment, nor even a measure of the level of protection that can reasonably be achieved in specific local situations. Third, great attention should be paid to the procedural aspects of standard-setting. Given the cognitive complexity facing regulators, the substantive rationality of regulatory decisions cannot be judged independently of their procedural rationality. Taken together, these proposals imply a regulatory model that relies less on law & more on self-regulation, voluntary compliance, & professional discretion in technical interpretations. AA.

Current assessment tools and intervention strategies are based mainly on experience of camp-like situations; what is needed are innovative responses to address problems specific to open settings. Adapted from the source document.

ABSTRACTThe focus of this article is on managing networks. A network knowledge base is developed from the authors' studies of city government involvement in economic development, management within rural enterprises and the evaluation of a rural strategic planning project. Other public management network analyses are also incorporated. Management in network settings is not based on central authority and cannot be guided by a single organizational goal as is the case in the classical management approach. Management involves managing flexible structures toward collective efficiency. The ability to manage is related to the internal condition of the manager's primary organization. It involves technical, legal, political and cost dimensions. It requires different capacities, skills and knowledge from that of single organization management. The next steps in the research would include the development of the skills needed, an analysis of the role of organizational power and the operational variables of networks, the issue of network cohesion, and the question of loss of control or difficulty in assessing network accountability.

First Cover -- Foreword -- Table of contents -- Settings -- Toward Healthy Families -- Table of Contents -- Healthy Families and Health Determinants: Key Conclusions from the research Literature -- Definitional Conundrums and Old Reruns -- The Triple Helix Framework of Healthy Families -- Genetic Inheritance/Predisposition and Family -- Life Chances: Surviving and Thriving -- Social Resources and Healthy Families -- Social Support: The BIG Effect -- Access to Health through Family -- Chains, Effects, and Amplification -- Policies, Programs, Projects, and Natural Experiments: Lessons on What Works and What Does not -- Summary of Success Stories -- Families as Actors as Well as Subjects: Lessons from History -- Families and Children "at Promise" -- Family Matters and the Family Matters Program -- Brighter Futures and Running in Place -- Miracle at Duke and Water -- Beyond Health Promotion: Is Family and Community ActionEnough? -- Policy Implications-Principles to Guide Government Action -- Policy Implications -- Principles to Guide Government Action for Healthy Families -- Strategic Targets That Require Policy Action -- Bibliography -- Schools, Mental Health and Life Quality -- Table of Contents -- Introduction -- Objectives -- School Efects on Student Outcomes -- Definitions-Cognitive and Noncognitive Domains of Child Functioning -- Relationship between Cognitive and Noncognitive Outcomes -- The Importance of Prevention -- Research Design Isues -- Study Design -- Choice of Student Outcomes and School Variables -- Sample of Schools Studied -- School Effects Defined as Progress over Time -- School Effects Studies -- Overview -- Effective Schools Model -- Review of Exemplary Studies -- Key Conclusions -- Stories and Lessons Learned -- Criteria for Selection of Stories -- Story Descriptors -- Five Stories -- Lessons Learned -- Policy Implications.