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In 2002, the Washington legislature passed the Personnel System Reform Act (PSRA), which gives state employees the right to collectively bargain over wages and other economic terms of their employment. Section 302(3) of the PSRA further provides that once the Governor and collective bargaining units reach a proposed collective bargaining agreement, the legislature may not amend the agreement. Instead, the legislature may only express disapproval with any portion of the agreement by rejecting funding of the agreement as a whole. This Comment argues that section 302(3) of the PSRA, now codified at RCW 41.80.010(3), violates the separation of powers doctrine under the Washington State Constitution. The separation of powers doctrine forbids one branch of government from invading the province of another, especially if doing so alters the constitutional system of checks and balances. Under article VIII, section 4 of the Washington State Constitution, the legislature holds near-exclusive power to determine how public funds will be spent. By contrast, the Governor's check on this process is limited to the line item veto. The PSRA turns this process on its head: the Governor determines the level of funding and the legislature holds the veto, thus giving the Governor primacy over spending in this area. By doing so, section 302(3) usurps one of the legislature's core functions, upsets the system of checks and balances, and violates the separation of powers doctrine.

AbstractEngineering education underpins local capacity. As such, it forms a key component of sustainable engineering for development. While education is needed at all levels, this paper focuses on the tertiary level where it is assumed that graduating students aspire to become professional engineers. In much of Africa, however, university engineering education is criticised for being little changed since the early independence period. It uses outdated pedagogy, lacks professional relevance and fails to attract a diverse range of students. Through contrasting case studies, the paper examines, therefore: (i) the potential to move curriculum towards a problem‐based learning pedagogy where students focus on real‐world problems and associated engineering solutions; and (ii) the contribution of diverse case studies to this pedagogy and the content of courses. We argue that these twin shifts will broaden the curriculum beyond its habitual industry and physical infrastructure focus, is attractive to a wider range of students and links to human development as expressed through the United Nations sustainable development goals. It is also a major component in the pursuit by African institutions for international recognition of the quality of their engineering programmes. © 2019 John Wiley & Sons, Ltd.

Corporate Job LossesEffect on the Mexican Economy; The Ethicality of NAFTA; The Digital Divide; Immigration; ¿Hacía Donde Nos Vamos? (Where Are We Heading?); The Brave New World of NAFTA?; 3. Understanding NAFTA's Cultures and Cultural Values; The Interconnected and Interdependent Nature of Free Trade; Culture; Ethnocentrism and Stereotyping; International Customs Survey; Understanding Other Management Cultures; Dimensions of National Culture; Areas of Cultural Variance Between Mexico and U.S./Canada Managerial Behaviors; Expanded Discussion of NAFTA Management Traits

The social development model seeks to explain human behavior through specification of predictive and mediating developmental relationships. It incorporates the effects of empirical predictors ("risk factors" and "protective factors") for antisocial behavior and seeks to synthesize the most strongly supported propositions of control theory, social learning theory, and differential association theory. This article examines the fit of the social development model using constructs measured at ages 10, 13, 14, and 16 to predict violent behavior at age 18. The sample of 808 is from the longitudinal panel of the Seattle Social Development Project, which in 1985 surveyed fifth‐grade students from schools serving high crime neighborhoods in Seattle, Washington. Structural equation modeling techniques were used to examine the fit of the model to the data. The model fit the data (CFI ≥.90, RMSEA ≤.05). We conclude that the social development model adequately predicts violence at age 18 and mediates much of the effect of prior violence. Implications for theory and for prevention are discussed.

The social development model is a general theory of human behavior that seeks to explain antisocial behaviors through specification of predictive developmental relationships. It incorporates the effects of empirical predictors ("risk factors" and "protective factors") for antisocial behavior and attempts to synthesize the most strongly supported propositions of control theory, social learning theory, and differential association theory. This article examines the power of social development model constructs measured at ages 9 to 10 and 13 to 14 to predict drug use at ages 17 to 18. The sample of 590 is from the longitudinal panel of the Seattle Social Development Project, which in 1985 sampled fifth grade students from high crime neighborhoods in Seattle, Washington. Structural equation modeling techniques were used to examine the fit of the model to the data. Although all but one path coefficient were significant and in the expected direction, the model did not fit the data as well as expected (CF1=.87). We next specified second-order factors for each path to capture the substantial common variance in the constructs' opportunities, involvement, and rewards. This model fit the data well (CFI=.90). We conclude that the social development model provides an acceptable fit to predict drug use at ages 17 to 18. Implications for the temporal nature of key constructs and for prevention are discussed.

To understand mental self-government of the developing reading and writing brain, correlations of clustering coefficients on fMRI reading or writing tasks with BASC 2 Adaptivity ratings (time 1 only) or working memory components (time 1 before and time 2 after instruction previously shown to improve achievement and change magnitude of fMRI connectivity) were investigated in 39 students in grades 4 to 9 who varied along a continuum of reading and writing skills. A Philips 3T scanner measured connectivity during six leveled fMRI reading tasks (subword—letters and sounds, word—word-specific spellings or affixed words, syntax comprehension—with and without homonym foils or with and without affix foils, and text comprehension) and three fMRI writing tasks—writing next letter in alphabet, adding missing letter in word spelling, and planning for composing. The Brain Connectivity Toolbox generated clustering coefficients based on the cingulo-opercular (CO) network; after controlling for multiple comparisons and movement, significant fMRI connectivity clustering coefficients for CO were identified in 8 brain regions bilaterally (cingulate gyrus, superior frontal gyrus, middle frontal gyrus, inferior frontal gyrus, superior temporal gyrus, insula, cingulum—cingulate gyrus, and cingulum—hippocampus). BASC2 Parent Ratings for Adaptivity were correlated with CO clustering coefficients on three reading tasks (letter-sound, word affix judgments and sentence comprehension) and one writing task (writing next letter in alphabet). Before instruction, each behavioral working memory measure (phonology, orthography, morphology, and syntax coding, phonological and orthographic loops for integrating internal language and output codes, and supervisory focused and switching attention) correlated significantly with at least one CO clustering coefficient. After instruction, the patterning of correlations changed with new correlations emerging. Results show that the reading and writing brain's mental government, supported by both CO ...