Think Tank Research Quality

Name: Think Tank Research Quality | Lessons for Policy Makers, the Media, and the Public
Brand: Information Age Publishing
Availability: OnlineOnly

Lessons for Policy Makers, the Media, and the Public

Kevin G. Welner Patricia H. Hinchey(Editor)

Information Age Publishing

1st Edition

Published on 1. May 2010

347 pages

E-Book

PDF with Adobe-DRM

System requirements

E-Book

ePUB with Adobe-DRM

System requirements

978-1-61735-022-1 (ISBN)

from €49.49

Available for download

Watchlist: see prices

Description

All prices

More details

Other editions

Content

Intro
Think Tank Research Quality
Lessons for Policymakers, the Media, and the Public
CONTENTS
1. A Win-Win Solution: The Empirical Evidence on How Vouchers Affect Public Schools
2. The Effect of Special Education Vouchers on Public School Achievement
3. Are Private High Schools Better Academically Than Public High Schools?
4. Markets Versus Monopolies in Education
5. A School Privatization Primer for Michigan School Officials, Media and Residents
6. Two Philadelphia Reports
7. Freedom and Saving Money: The Fiscal Impact of the DC Voucher Program
8. School Choice by the Numbers
9. Series of Reports on The Fiscal Impact of Tax-Credit Scholarships
10. Schools in Eight States: Effects on Achievement, Attainment, Integration, and Competition
11. Trends in Charter School Authorizing
12. Public Charter Schools: A Great Value for Ohio's Public Education System
13. Weighted Student Formula Yearbook 2009
14. How Much Are Public School Teachers Paid?
15. End It, Don't Mend It: What to Do With No Child Left Behind
16. Answering the Question That Matters Most: Has Student Achievement Increased Since No Child Left Behind?
17. The State of State Standards 2006
18. Report Card on American Education
19. Sound an Investment: An Analysis of Federal Prekindergarten Proposals
20. Evaluation of Teachers Trained Through Different Routes to Certification
21. Giving Students the Chaff: How to Find and Keep the Teachers We Need
Think Tank Research Quality
Lessons for Policymakers, the Media, and the Public
edited by
Kevin G. Welner
University of Colorado at Boulder
Patricia H. Hinchey
Penn State
Alex Molnar
Arizona State University
and
Don Weitzman
Independent Researcher
Information Age Publishing, Inc.
Charlotte, North Carolina www.infoagepub.com
ACKNOWLEDGMENTS
Introduction
Bringing Think Tank Research Into the Scholarly Debate
Alex Molnar and Kevin G. Welner
Why the Think Tank Review Project Was Launched
Selecting Publications to Review
The Review Process
The Ascendance of Market-Oriented Think Tanks
The Strategic Value of Ideas
A Book Overview
Notes and References
Part 1
School Choice and the Benefits of Competition
A Win-Win Solution
The Empirical Evidence on How Vouchers Affect Public Schools
Christopher Lubienski
Review of Greg Forster's "A Win-Win Solution: The Empirical Evidence on How Vouchers Affect Public Schools," published by the Friedman Foundation for Educational Choice. This is a modified version of a review originally published on April 27, 2009
Introduction
Findings and Conclusions of the Report
Rationales Supporting the Findings and Conclusions
The Report's Use of Research Literature
Review of the Report's Methods
Review of the Validity of the Findings and Conclusions
The Report's Usefulness for Guidance of Policy and Practice
Notes and References
chapter 1
The Effect of Special Education Vouchers on Public School Achievement
John T. Yun
Review of Jay P. Greene & Marcus Winters's "The Effect of Special Education Vouchers on Public School Achievement: Evidence from Florida's McKay Scholarship Program," published by the Manhattan Institute for Policy Research. This is a modifie...
Introduction
Findings and Conclusions of the Report
The Report's Use of Research Literature
Review of the Report's Methods
Achievement Analysis
Selection Bias
Attrition/Choice Bias
Assignment Bias
Supply Bias
Review of the Validity of the Findings and Conclusions
Usefulness of the Report for Guidance of Policy and Practice
Notes and References
chapter 2
Part 2
Private School Supremacy and Voucher Achievement Gains
Table 3.1. National Average Public and Private High School 10th to 12th Grade Math Achievement Gain Scores and the Private-Public School Gaps in NELS and ELS
Are Private High Schools Better Academically Than Public High Schools?
Jaekyung Lee
Review of "Are Private High Schools Better Academically Than Public High Schools?" by Harold Wenglinsky, published by the Center on Education Policy, and of "Monopoly Versus Markets: The Empirical Evidence on Private Schools and School Choice,...
Introduction
Findings and Conclusions of the Reports
Rationales Supporting the Findings and Conclusions of the Reports
The Reports' Use of Research Literature
Review of the Reports' Methodologies
Review of the Validity of the Findings And Conclusions
Usefulness of the Reports for Guidance of Policy and Practice
Notes and References
chapter 3
Markets Versus Monopolies in Education
Clive Belfield
Review of Andrew Coulson's "Markets vs. Monopolies in Education: A Global Review of the Evidence," published by the Cato Institute. This is a modified version of a review originally published September 30, 2008.
Introduction
Findings and Conclusions of the Report
The Report's Rationale for its Findings and Conclusions
The Report's Use of Research Literature
Review of the Report's Methods
Review of the Validity of the Findings and Conclusions
Usefulness of the Report for Guidance of Policy and Practice
Notes and References
chapter 4
Part 3
Contracting Out and Private Management
A School Privatization Primer for Michigan School Officials, Media and Residents
Clive Belfield
Review of Michael D. LaFaive's "A School Privatization Primer for Michigan School Officials, Media and Residents," published by the Mackinac Center for Public Policy. This is a modified version of a review originally published on February 19, 2008
Introduction
Findings and Conclusions of the Report
Rationales Supporting Findings and Conclusions of the Report
The Report's Use of Research Literature
Review of the Validity of the Findings and Conclusions
Usefulness of the Report for Guidance of Policy and Practice
Notes and References
chapter 5
Table 6.1. Illustration of Peterson's Critique of RAND-RFA Diverse Provider Analyses
Two Philadelphia Reports
Derek C. Briggs
Review of "State Takeover, School Restructuring, Private Management, and Student Achievement in Philadelphia" by Brian Gill, Ron Zimmer, Jolley Christman and Suzanne Blanc, and published by RAND Corporation and Research For Action, and review of...
Introduction
1. Forty-five schools were to receive private management from one of seven for-profit, nonprofit, and university providers ("private management")
2. Twenty-one schools were to be managed by the SDP ("district management")
3. Sixteen schools were to continue to manage themselves (known as the "sweet-sixteen" schools)
and
4. Four schools were to be transformed into charter schools.
Findings and Conclusions of the Two Reports
The RAND-RFA Report
The PEPG Report
The Reports' Use of Research Literature
Review of the Reports' Methods
1. Insufficient context is provided to help the reader evaluate the use of their fixed effects model.
2. Combining the results from different tests, some of which are high- stakes (PSSA) and some of which as low-stakes (Terra-Nova and Stanford 9), may lead to underestimating the effects of privately managed schools because students at these schools m...
3. The RAND-RFA analysis does not constitute a quasi-experimental analysis because "Instead of comparing gains during the pre-treatment with gains post-treatment, the researchers simply compared levels of achievement.. As a result, their study is...
1. The baseline year for PEPG's comparisons of Grade 5 to Grade 8 growth in each of the two cohorts (2002, 2003) does not precede the restructuring interventions. This means that any initial effects of the reform are not captured by the PEPG analys...
2. The PEPG report only includes the privately managed and district- managed categories schools that include both Grade 5 and Grade 8. This is illustrated in Table 6.2. The two shaded (K-8 and 5-8) columns indicate the subset of schools that would be...
3. Based only on the school-level summaries of student achievement data available to Peterson, we have no way of knowing how many of the students represented in a given school's Grade 5 test scores are subsequently represented in the Grade 8 test s...
4. As noted above, Peterson's sample of schools is restricted because SDP schools vary in terms of the grade span they include. His approach for comparing test-score change over time only works for schools that have students in both Grade 5 and Gra...
Review of the Validity of the Findings and Conclusions
Usefulness of the Reports for Guidance of Policy and Practice
Notes and References
chapter 6
Figure 6.1. P = PSSA Tests, S = Stanford 9 Tests, T = Terra Nova Tests.
Table 6.2. Illustration of Subset of Private and District Providers Included in the PEPG Analysis Using 2006-07 Data
Part 4
Vouchers Save Money
Freedom and Saving Money
The Fiscal Impact of the DC Voucher Program
Christopher Lubienski
Review of "Spreading Freedom and Saving Money: The Fiscal Impact of the D.C. Voucher Program," by Leon Michos and Susan Aud and published by the Cato Institute and the Friedman Foundation for Educational Choice. This is a modified version of a re...
Introduction
Findings and Conclusions of the Report
1. The DC voucher program successfully responds to substantial demand on the part of parents to choose private schools for their children.
2. Principals do, in fact, exercise substantial control over variable costs, so that they may adjust school-level budgets to respond to the gain or loss of students.
3. The program currently saves the District money on education, with most of those savings coming from the additional grant from Congress.
4. Additional savings would accrue even if the program were fully funded through local sources, due to competitive incentives and efficiencies.
Rationales Supporting the Findings and Conclusions
The Report's Methods and Use of Research Literature
Missing Efficiency
Missing Costs
Missing Research
Review of the Validity of the Findings and Conclusions
The Report's Usefulness for Guidance of Policy and Practice
Notes and References
chapter 7
Table 8.1. Voucher and Tax Credit Programs Summarized by Aud (2007)
Table 8.3. Announced Tuition at Private Providers of Secondary Education in Vermont 2007-08
Table 8.2. Changes in Total Budgets and Per Pupil Budgets in Cleveland and Milwaukee
School Choice by the Numbers
Bruce Baker
Review of Susan Aud's "School Choice by the Numbers: The Fiscal Effect of School Choice Programs 1990 - 2006," published by the Friedman Foundation for Educational Choice. This is a modified version of a review originally published on May 24,...
Introduction
Findings and Conclusions of the Report
The Report's Rationale for its Findings and Conclusions
The Report's Use of Research Literature
Review of the Report's Methods
Review of the Validity of the Findings and Conclusions
1. Cost Savings Versus Government Expenditure Reduction
2. Is There a Net Change in Aggregate Public Expenditures on Elementary and Secondary Schooling?
3. In Context, How Much Money Are We Really Talking About?
Usefulness of the Report for Guidance of Policy and Practice
Notes and References
chapter 8
Table 8.4. Current (2005) Private School Enrollments by Poverty Group in Voucher Contexts
Table 8.5. Voucher Savings Relative to Direct Current Expenditures on K-12 Schools in 2004-05
Series of Reports on The Fiscal Impact of Tax- Credit Scholarships
Luis Huerta
Review of the series of reports from the Friedman Foundation for Educational Choice, "The Fiscal Impact of Tax-Credit Scholarships." This is a modified version of a review originally published on June 22, 2009.
Introduction
Findings and Conclusions of the Reports
The Reports' Rationale for Their Findings and Conclusions
Enrollment, Revenues and Expenditures
Private School Choice Demand
Contributions, Voucher Supply and Voucher Demand
The Reports' Use of Research Literature
Review of the Reports' Methods and Validity of the Findings
Measuring Equity of Resources and Calculating Expenditures
Supply of Private School Seats and Demand for Private Schooling
Estimating Fiscal Impact and Beneficiaries
Usefulness of the Report for Guidance of Policy and Practice
Notes and References
chapter 9
Part 5
Charter Schools
Notes and References
Schools in Eight States
Effects on Achievement, Attainment, Integration, and Competition
Derek C. Briggs
Review of "Charter Schools in Eight States: Effects on Achievement, Attainment, Integration and Competition," by Ron Zimmer, Brian Gill, Kevin Booker, Stephane Lavertu, Tim Sass and John Witte and published by the RAND Corporation. This is a modi...
Introduction
1. What are the characteristics of students transferring to charter schools?
2. What effect do charter schools have on test-score gains for students who transfer between traditional public schools and charter schools?
3. What is the effect of attending a charter high school on the probability of graduating and of entering college?
4. What effect does the introduction of charter schools have on the test scores of students in nearby public schools?
Findings and Conclusions of the Report
1. On average, students who transfer into charter schools have test scores similar to, or lower than, those of their peers in the public schools they previously attended. The authors conclude from this that charter schools are not "skimming" high...
2. In five jurisdictions, test score gains associated with charter schools in reading and math were about the same as those associated with traditional public schools. Only in Texas and Chicago were significant effects found for charter schools, and ...
3. Students who attend charter high schools in Florida and Chicago are significantly more likely to graduate and are more likely to attend a 2- or 4-year college than their peers in traditional public high schools. These results do not appear to be a...
4. There is no evidence to support the hypothesis that the presence of charter schools affects the performance of nearby public schools, in either a positive direction (e.g., through competition) or a negative direction (e.g., by diverting financial ...
The Report's Rationale for its Findings and Conclusions
The Report's Use of the Research Literature
Review of the Report's Methods
The Characteristics of Students Who Transfer to Charter Schools
The Effects of Charter Schools on Academic Achievement and Educational Attainment
The Effect of Charter Competition on Nearby Public Schools
Review of the Validity of the Findings and Conclusions
The Characteristics of Students who Transfer to Charter Schools
The Effect of Charter Schools on Academic Achievement
The Effect of Charter Schools on Educational Attainment
The Effect of Charter Competition on Nearby Public Schools
Usefulness of the Report for Policy and Practice
Notes and References
chapter 10
Table 11.1. Authorizer's Use of Data Models
Trends in Charter School Authorizing
Ernest R. House
Review of Rebecca Gau's "Trends in Charter School Authorizing," published by the Thomas B. Fordham Institute. This is a modified version of a review originally published on May 10, 2006.
Introduction
Findings and Conclusions of the Report
Rationales Supporting the Findings and Conclusions
Review of the Report's Methods
Review of the Validity of the Findings and Conclusions, and Usefulness of the Report for Policy and Practice
Notes and References
chapter 11
Public Charter Schools
A Great Value for Ohio's Public Education System
Gary Miron
Review of "Public Charter Schools: A Great Value for Ohio's Public Education System," by Matthew Carr and Beth Lear and published by The Buckeye Institute for Public Policy Solutions. This is a modified version of a review originally published ...
Introduction
Findings and Conclusions of the Report
The Report's Rationale for its Findings and Conclusions
The Report's Use of Research Literature
Review of the Report's Methods
Review of the Validity of the Findings and Conclusions
Charter School Finance in Ohio: A More Complete Description
Cost Advantages and Disadvantages
Serving Less-Costly-to-Educate Students and Providing Fewer Programs
Considering All Sources of Revenue
Increased Charter School Enrollment Benefits Districts Financially-Really?
1. The overall costs go down for school districts
2. The amount of locally raised taxes stays the same because it is based on a millage tax
and
3. As a result of this, the district receives fewer state dollars since the locally raised dollars cover a higher proportion of district costs.
Usefulness of the Report for Guidance of Policy and Practice
Notes and References
chapter 12
Part 6
School Funding
Figure 13.1. Framework of the Weighted Student Formula Yearbook 2009.
Table 13.1. Empowerment Benchmarks in Weighted Student Formula Yearbook 2009
Weighted Student Formula Yearbook 2009
Bruce Baker
Review of Lisa Snell's "Weighted Student Formula Yearbook 2009," published by the Reason Foundation. This is a modified version of a review originally published on May 13, 2009.
Introduction
Findings and Conclusions of the Report
The Report's Rationale for its Findings and Conclusions
The Report's Use of Research Literature
1. The Report Neglects Large Bodies of Relevant Literature
2. The Report Neglects Disagreeable Findings in the Literature it Does Cite
Review of the Report's Methods
Review of the Validity of the Findings and Conclusions
Usefulness of the Report for Guidance of Policy and Practice
Notes and References
chapter 13
Appendix: Reforms Investigated and Evidence of Success
1. In other words, cases where the report credits WSF for successful outcomes that occurred before WSF was implemented.
2. Does the outcome evidence include claims of improved outcome that occurred concurrent with implementation-before implementation was completed and could have had any measurable effects (Instantaneous)? Maintenance effect refers to those cases whe...
3. Many cases address performance outcomes only with respect to the district's own past performance but do not explain, for example, whether the district's own performance gains are better or worse than those of other districts.
4. This column addresses whether any attempts were made to compare effects of the reforms on otherwise similar (randomly selected or with statistical controls) students, in any of the analyses, internal to the report or externally cited evidence.
How Much Are Public School Teachers Paid?
Sean P. Corcoran and Lawrence Mishel
Review of "How Much Are Public School Teachers Paid?" by Jay P. Greene and Marcus A. Winters and published by the Manhattan Institute. This is a modified version of a review originally published on February 19, 2007.
Introduction
The Report's Findings and Conclusions
Report's Rationales for its Findings and Conclusions
Review of the Report's Use of Research Literature
Review of the Report's Methods
Review of the Validity of the Findings and Conclusions
Report's Usefulness for Guidance of Policy and Practice
Notes and References
chapter 14
Part 7
No Child Left Behind and Standards-Based Accountability
End It, Don't Mend It
What to Do With No Child Left Behind
Bruce Fuller
Review of "End It, Don't Mend It: What to Do with No Child Left Behind," by Neal McCluskey and Andrew J. Coulson, published by the Cato Institute. This is a modified version of a review originally published on October 8, 2007.
Introduction
Findings, Conclusions, and Rationales of the Report
The Report's Use of Research Literature
Review of the Report's Methods and of the Validity of its Findings and Conclusions
Logical and Methodological Gaps
Usefulness of the Report for Guidance of Policy and Practice
Notes and References
chapter 15
Answering the Question That Matters Most
Has Student Achievement Increased Since No Child Left Behind?
John T. Yun
Review of "Answering the Question That Matters Most: Has Student Achievement Increased Since No Child Left Behind?" published by the Center on Education Policy. This is a modified version of a review originally published on June 26, 2007.
Introduction
Findings and Conclusions of the Report
1. In most states with three or more years of comparable test data, student achievement in reading and math has gone up since 2002, the year NCLB was enacted.
2. There is more evidence of the narrowing of achievement gaps between groups of students since 2002 than of gaps widening. Sill the magnitude of the gaps is often substantial.
3. In 9 of the 13 states with sufficient data to determine pre- and post-NCLB trends, average yearly gains in test scores were greater after NCLB took effect than before.
4. It is very difficult if not impossible, to determine the extent to which these trends and test results have occurred because of NCLB. Since 2002, states, school districts and schools have simultaneously implemented many different but interconnecte...
5. Although NCLB emphasizes public reporting of state test data, the data necessary to reach definitive conclusions about achievement were sometimes hard to find or unavailable, or had holes or discrepancies. More attention should be given to issues ...
The Report's Use of Research Literature
Review of the Report's Methodologies
Trend Analysis
Gap Analysis
Pre- and Post-NCLB Analysis
Robustness
Review of the Validity of the Findings And Conclusions
Usefulness of the Report for Guidance of Policy and Practice
Notes and References
chapter 16
Part 8
Report Cards: Bad Grades Make Headlines
The State of State Standards 2006
Kenneth R. Howe
Review of "The State of State Standards 2006," by Chester E. Finn, Jr., Liam Julian, and Michael J. Petrilli, and published by the Fordham Institute. This is a modified version of a review originally published on September 11, 2006.
Introduction
Findings and Conclusions of the Report
1. Between 2000 (pre-NCLB) and 2006 there has been no overall progress in raising the quality of state content standards. While some have gotten better, this is offset by others getting worse. The average grade in 2000, C-, remained the average grade...
2. Students in states with better content standards do better on performance standards.
3. Effective leadership on the part of office holders, representatives of business, and academic experts, against often significant resistance, is required for states to develop good content standards.
Rationales Supporting the Findings and Conclusions
The Report's Use of Research Literature
Review of the Report's Methods
Review of the Validity of the Findings and Conclusions
Analysis 1, English/language Arts
Analysis 2, Science
Analysis 3, Mathematics
The Report's Usefulness for Guidance of Policy and Practice
Notes and References
chapter 17
Report Card on American Education
Gene V Glass
Review of Andrew T. LeFevre's "Report Card on American Education," published by the American Legislative Exchange Council. This is a modified version of a review originally published on January 8, 2007.
Introduction
Findings and Conclusions of the Report
Rationales Supporting the Findings and Conclusions
The Report's Use of Research Literature
Relationship between Spending and Student Performance
Class Size
Teacher Quality and Salary
Review of the Report's Methods
Measurement Methods
Analysis Methods
Review of the Validity of the Findings and Conclusions
Relationship Between Spending and Student Performance
Teacher Quality and Salary
State-Level NAEP Data
Parental Choice
The Report's Usefulness for Guidance of Policy and Practice
Notes and References
chapter 18
Part 9
Preschool
Notes and References
Sound an Investment
An Analysis of Federal Prekindergarten Proposals
W. Steven Barnett
Review of "How Sound an Investment? An Analysis of Federal Prekindergarten Proposals," by Robert Holland and Don Soifer, and published by the Lexington Institute. This is a modified version of a review originally published on March 24, 2008.
Introduction
Findings and Conclusions of the Report
Rationales Supporting Findings and Conclusions of the Report
The Report's Use of Research Literature
Review of the Validity of the Findings and Conclusions
Usefulness of the Report for Guidance of Policy and Practice
Notes and References
chapter 19
Part 10
Teacher Quality
Table 20.1. Distribution of Teachers by Grade
Table 20.2. Average Teacher Experience
Evaluation of Teachers Trained Through Different Routes to Certification
Sean P. Corcoran and Jennifer L. Jennings
Review of "An Evaluation of Teachers Trained Through Different Routes to Certification: Final Report," by Jill Constantine, Daniel Player, Tim Silva, Kristin Hallgren, Mary Grider, John Deke, and published by Mathematica Policy Research. This is ...
Introduction
1. The study's design makes it difficult to discern what, exactly, constitutes the "treatment" in this experiment, thus limiting its internal validity.
2. The report's findings cannot be generalized beyond a highly specific population of high-needs, high-turnover classrooms of early grade students, thus limiting its capacity to address questions about the relative success of traditional and altern...
3. The limited attention to findings of negative outcomes associated with alternatively certified teachers distorts the study's policy implications.
The Report's Findings and Conclusions
Report's Rationales for its Findings and Conclusions
Review of the Report's Use of the Research Literature
Review of the Report's Methods
Internal Validity: What Is the Nature of the Treatment?
Internal Validity: Cooperation and Interference
Internal Validity: The Effects of Teacher-Student Race Matching
External Validity: To What Populations Do These Results Apply?
Selection of Schools and Districts
Selection of Grades
Selection of Teachers
Selective Emphasis of Results
1. The authors reported that there was no difference between the math performance of AC and TC teachers, and that there was no variation in the effects of AC versus TC teachers across grade levels. Yet the authors excluded scores from half of the mat...
2. A central concern with AC programs is how the timing of teacher- education coursework affects student outcomes. The Mathematica study found that the students of alternatively certified teachers currently taking coursework-43% of all alternativel...
3. The report's findings are also sensitive to the inclusion or exclusion of students and teachers who exited during the study. The authors find that after excluding students and teachers who left during the year from the analysis, the students of ...
4. There are potentially important geographic variations in the effects of alternative certification that were not attended to in the press release or executive summary. The authors found that overall the students of AC teachers in California perform...
5. The authors underplay the finding that on all instructional dimensions observed in the classroom, high-coursework AC teachers were rated substantially worse than high-coursework TC teachers. The reason they de-emphasize this is that many of these ...
6. Finally, the authors underplay that AC teachers received lower principal ratings-some of them a great deal lower-on every dimension. Again, because the sample size is small, even large differences-for example, the .42 standard deviation TC a...
Review of the Validity of the Findings and Conclusions
Report's Usefulness for Guidance of Policy and Practice
Notes and References
chapter 20
Giving Students the Chaff
How to Find and Keep the Teachers We Need
Raymond Pecheone and Ash Vasudeva
Review of Marie Gryphon's "Giving Students the Chaff: How to Find and Keep the Teachers We Need," published by the Cato Institute. This is a modified version of a review originally published on October 25, 2006.
Introduction
Findings and Conclusions of the Report
Rationales Supporting the Findings and Conclusions of the Report
The Report's Use of Research Literature
Review of the Validity of the Findings and Conclusions
Hiring Policies and Working Conditions
Compensation Policies and Private/Charter School Comparisons
Usefulness of the Report for Guidance of Policy and Practice
Notes and References
chapter 21
conclusion
Junk Social Science: Its Patrons and Its Audience
Kevin G. Welner and Alex Molnar
Scientists and economists have been offered $10,000 each by a lobby group funded by one of the world's largest oil companies to undermine a major climate change report due to be published today.
Letters sent by the American Enterprise Institute (AEI), an ExxonMobil-funded thinktank with close links to the Bush administration, offered the payments for articles that emphasise the shortcomings of a report from the UN's Intergovernmental Panel...
Travel expenses and additional payments were also offered. * * *
The AEI has received more than $1.6m from ExxonMobil and more than 20 of its staff have worked as consultants to the Bush administration. Lee Raymond, a former head of ExxonMobil, is the vice-chairman of AEI's board of trustees.1
Notes and References
About the Authors

System requirements

File format: PDF
Copy-Protection: Adobe-DRM (Digital Rights Management)

System requirements:

Computer (Windows; MacOS X; Linux): Install the free reader Adobe Digital Editions prior to download (see eBook Help).
Tablet/smartphone (Android; iOS): Install the free app Adobe Digital Editions or the app PocketBook before downloading (see eBook Help).
E-reader: Bookeen, Kobo, Pocketbook, Sony, Tolino and many more (only limited: Kindle).

The file format PDF always displays a book page identically on any hardware. This makes PDF suitable for complex layouts such as those used in textbooks and reference books (images, tables, columns, footnotes). Unfortunately, on the small screens of e-readers or smartphones, PDFs are rather annoying, requiring too much scrolling.
This eBook uses Adobe-DRM, a „hard” copy protection. If the necessary requirements are not met, unfortunately you will not be able to open the eBook. You will therefore need to prepare your reading hardware before downloading.

Please note: We strongly recommend that you authorise using your personal Adobe ID after installation of any reading software.

For more information, see our eBook Help page.

File format: ePUB
Copy protection: Adobe-DRM (Digital Rights Management)

System requirements:

Computer (Windows; MacOS X; Linux): Install the free reader Adobe Digital Editions prior to download (see eBook Help).
Tablet/smartphone (Android; iOS): Install the free app Adobe Digital Editions or the app PocketBook before downloading (see eBook Help).
E-reader: Bookeen, Kobo, Pocketbook, Sony, Tolino and many more (not Kindle).

The file format ePub works well for novels and non-fiction books – i.e., „flowing” text without complex layout. On an e-reader or smartphone, line and page breaks automatically adjust to fit the small displays.
This eBook uses Adobe-DRM, a „hard” copy protection. If the necessary requirements are not met, unfortunately you will not be able to open the eBook. You will therefore need to prepare your reading hardware before downloading.

Please note: We strongly recommend that you authorise using your personal Adobe ID after installation of any reading software.

For more information, see our ebook Help page.

Save as PDF Copy link into clipboard

Schweitzer Fachinformationen

Think Tank Research Quality

Description

All prices

More details

Other editions

Additional editions

Content

System requirements