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This paper aims to track the development of climate policy in the province of Alberta, Canada, particularly the province’s unique greenhouse gas emission offset mechanism. The analysis shows how the policy has influenced, and been influenced by, policy processes at the national and international levels.

The paper begins with an analytical framework that recognizes different types of influence between international, national and provincial climate policy processes. That framework is used to structure a review of four historical periods of climate policy change: prior to 1992, 1992 to 2002, 2002 to 2012 and between 2012 and mid-2015.

The analysis illustrates the interplay between the Alberta approach to climate policy and the international and national policy contexts. A period of intense policy conflict between Canada’s federal and provincial governments led to a situation in which the Alberta Government sought to lead rather than follow national policy. Subsequent periods have seen the Canadian national government oscillate between following the lead of Alberta or the USA.

Rather than national and international policies simply setting the context for Alberta’s policy, the paper identifies multiple flows of influence between the three levels of governance. The results illustrate the need to consider forward and backward flows of influence between the different levels of government that set climate change policies. Elements of several models of policy change are supported.

The Alberta climate mitigation policy has many elements that can be effective in reducing carbon emissions in a way that is both flexible and predictable. These elements are of interest to other jurisdictions. Other elements of the current policy, however, limit its effectiveness in reducing emissions. More concerted policy action is needed to mitigate carbon emissions in Alberta for Canada to meet its agreed targets.

No other paper has tracked the historical evolution of climate policy at the provincial/state level in a way that clarifies the forward and backward linkages with national and international policy.

A system which depends on a sequence of slow extensions and developments instead of on the sudden application of a thought‐out and comprehensive code is liable to present surprising lacunæ. Such a system we see in our laws and enactments relating to public health, and one of the most obvious of the lacunæ is in regard to the protection of certain of our food supplies from bacterial pollution. In some directions the safeguards are very efficient, in others they are inadequate or non‐existent. Dr. C. E. Goddard has recently drawn attention to the dangers of bacterial contamination from the sale of bread delivered without wrappers, of fruit—grapes, dates, and others—without any protection, while the numerous articles in grocers' shops which attract flies and which are not protected from them form other risks, the same being said of the fingering of meat in butchers shops. As Medical Officer of Health for the Wembley area, which includes the British Empire Exhibition, 1924, Dr. Goddard will be brought in contact with food problems of great importance. While many such sources of food pollution might be cited, it is perhaps easy to exaggerate their significance in respect of public health. They form serious defects in our methods of food distribution, but of considerably greater importance is the absence of adequate control over the preparation and of subsequent care in respect of what may be called “prepared meat foods” and the lack of supervision over those who handle foods destined for consumption by the public.

Aims to responds to Goddard and Jaeger (Policing: An International Journal of Police Strategies & Management (PIJPSM), Vol. 28 No. 4) who offered a thorough critique of an article previously published in PIJPSM.

Welcoming the insights Goddard and Jaeger provide, attempts to address their expressed concerns and elaborate on the rationale behind the various definitions and methods. Additionally, seeks to expand the general discourse about policing in a comparative context.

Goddard and Jaeger raise concerns about several conceptual and methodological approaches used in the study. While the present authors do not agree with all of Goddard and Jaeger's critique, they do agree on one of the most important points: employing multiple methodologies whenever possible is essential to the advancement of any science.

Provides a response to a thorough critique of an article previously published in PIJPSM.

Research suggests effective immersive simulations that rely on augmented reality enhance teachers’ self-efficacy and skills (Badiee & Kauffman, 2015). However, there is a gap in the literature as studies have largely ignored their uses in educational leadership programs (Bradley & Kendall, 2015). This study investigated the relationship between application of critical skills within an immersive simulation environment and 26 school or district leaders’ perceptions of self-efficacy in leading a professional learning community (PLC). Two overarching themes materialized from participants: improved general confidence in leading a PLC, and a sense of refined or expanded skills in the context of new approaches to leading PLC. Further studies are needed on the use of immersive simulation as a pedagogical tool and to examine impact for educational leadership practitioners.

Research suggests effective immersive simulations that rely on augmented reality enhance teachers’ self-efficacy and skills (Badiee & Kauffman, 2015). However, there is a gap in the literature as studies have largely ignored their uses in educational leadership programs (Bradley & Kendall, 2015). This study investigated the relationship between application of critical skills within an immersive simulation environment and 26 school or district leaders’ perceptions of self-efficacy in leading a professional learning community (PLC). Two overarching themes materialized from participants: improved general confidence in leading a PLC, and a sense of refined or expanded skills in the context of new approaches to leading PLC. Further studies are needed on the use of immersive simulation as a pedagogical tool and to examine impact for educational leadership practitioners.

This paper analyzes Drew Goddard and Joss Whedon's recent film, Cabin in the Woods (2012), using Thomas J. Catlaw's Fabricating the People (2007), to illustrate the precarious position of youth at the beginning of the twenty-first century. The author argues that just as the film requires young people to sacrifice themselves for the good of humanity, recent political events ask young people to sacrifice their well-being for the sake of neo-liberalism. Throughout the film, youth refuse the sacrificial logic of the Director, choosing instead a “logic of subtraction.” While the film seemingly ends with the nihilistic end of the world, when viewed through the lens of Fabricating the People it may also offer a hopeful suggestion for how young people can resist and change oppressive systems of governance.

Dealing with the subject of the artificial bleaching of flour, The Lancet observes that the public criterion of quality in respect of foods and beverages shows some interesting anomalies. Appreciation is often based, for example, on appearance, on how things look, and it is in this direction that conclusions often and obviously become illogical. In some instances the article demanded must be spotlessly white, while in others, if naturally white, it must be artificially coloured. The white loaf is a popular fancy, but white milk is suspected, and yet natural flour may be of a rich golden colour, while rich milk may have only a shade of brownish colour which is supposed to connote cream. The result is that in the one case flour is often deprived of its colour by a process of chemical bleaching, and that in the other an artificial colouring is added. Natural colour is objected to on the one hand, and on the other an artificial addition is demanded. It may be urged that both expedients are justifiable inasmuch as they meet a popular fancy, and that this counts in the enjoyment and even digestibility of the foods. If artificial means are employed to adjust the appearance of food to a popular standard, the proceeding can clearly only be allowed when it has been proved beyond all doubt that the products are not dietetically impaired or that they do not masquerade as something which they are not.

The total number of samples analysed in 1911 was 103,221, an increase of 2,472 samples over the number for the previous year. The principal increases were the following: Milk, 2,954; flour, 405; bread, 291; and spirits, 255. The principal decreases occurred in lard, 973; cheese, 285; and margarine, 208.

The purpose of this paper is to trace a 40‐year research journey to identify organizational properties that foster the achievement of all students, regardless of socio‐economic status (SES).

The author describes a search for school properties that have an impact on the cognitive and social‐emotional development of faculty and students, with special emphasis on academic achievement.

Three characteristics of schools were identified that make a positive difference for student achievement controlling for the SES: collective efficacy, collective trust in parents and students, and academic emphasis of the school. Further these three measures are elements of a latent construct, academic emphasis of school, which is a powerful predictor of student achievement regardless of SES.

The paper identifies school variables that are often as important, or more important, than SES in explaining academic achievement, and a new model is created to explain how academic optimism influences student achievement.

The evidence is strong that the instability of teacher rosters in urban school settings has negative consequences for student learning, but our concern is with the opposite phenomenon: What is the value added to the organization when a school's teaching roster is stable over time? Our theory of teacher corps stability hinges on the claim that the stability of a teacher corps over time is a sine qua non that, under certain conditions, permits formation of the social capital needed to catalyze school effectiveness.

We test this claim using longitudinal data from 72 schools in a large, urban southwestern US school district. We first identified a subset of 47 schools with either chronic teacher turnover (high, stable turnover) or a stable teacher roster (low, stable turnover) via school-level HLM growth modeling techniques. These classifications were then used as a covariate in a series of HLM growth models investigating its relationship to growth in structural, relational and cognitive social capital over time.

Our findings sustain a claim of the importance of teacher corps stability. In our sample of urban schools, we found robust increases in the relational and cognitive dimensions of social capital over time in those schools with stable rosters. Furthermore, schools with chronic turnover were declining significantly in relational social capital, but no appreciable growth in structural social capital was found in either stable roster or chronic teacher turnover schools.

Given the nature of teacher corps stability and its relationship to key organizational outcomes, school leaders play a central role in realizing teacher corps stability within their school. A certain amount of this effort must necessarily be focused on retaining a stable corps of quality, happy, committed teachers. However, building social capital concerns the active engagement of all actors; thus, school leaders need to think beyond retention to how the teachers that remain can play larger leadership roles in this process.

Few studies have examined the positive benefits that can emerge in schools where the majority of teachers remain year after year. Collectively, the study findings suggest that teacher corps stability can provide fertile conditions for the development of social capital that has the potential to enhance school effectiveness and that its staff can leverage for school improvement.