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211.
This article examines state responses to the changing global economy, by exploring the growth of state international economic activities, variations in these activities, factors promoting and limiting state involvement in international affairs, and implications of these trends for the implementation of state economic development policies. Global economic competition, a changing domestic political and economic landscape, the modernization of state government, and increasingly open international markets have inspired states to increase their international activities. Consequently, dramatic growth in state international activities has occurred in the fields of trade promotion and economic development. Yet, state and local involvement in international affairs has not been universally accepted nor consistently funded. 相似文献
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Michelle Birkett Dorothy L. Espelage Brian Koenig 《Journal of youth and adolescence》2009,38(7):989-1000
Lesbian, gay, and bisexual students (LGB) and those questioning their sexual orientation are often at great risk for negative
outcomes like depression, suicidality, drug use, and school difficulties (Elliot and Kilpatrick, How to Stop Bullying, A KIDSCAPE
Guide to Training, 1994; Mufoz-Plaza et al., High Sch J 85:52–63, 2002; Treadway and Yoakam, J School Health 62(7):352–357, 1992). This study examined how school contextual factors such as homophobic victimization and school climate influence negative
outcomes in LGB and questioning middle school students. Participants were 7,376 7th and 8th grade students from a large Midwestern
county (50.7% Female, 72.7% White, 7.7% Biracial, 6.9% Black, 5.2% Asian, 3.7% Hispanic, and 2.2% reported “other”). LGB and
sexually questioning youth were more likely to report high levels of bullying, homophobic victimization, and various negative
outcomes than heterosexual youth. Students who were questioning their sexual orientation reported the most bullying, the most
homophobic victimization, the most drug use, the most feelings of depression and suicidality, and more truancy than either
heterosexual or LGB students. A positive school climate and a lack of homophobic victimization moderated the differences among
sexual orientation status and outcomes. Results indicate that schools have the ability to lessen negative outcomes for LGB
and sexually questioning students through creating positive climates and reducing homophobic teasing. 相似文献
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Michelle Kilpatrick Demaray Christine Kerres Malecki Sandra Yu Rueger Sarah E. Brown Kelly Hodgson Summers 《Journal of youth and adolescence》2009,38(1):13-28
The goal of this study was to investigate the relationship between the perceived frequency and perceived importance of social
support with youth’s self-concept. Data from a large representative sample of 921 children and adolescents in grades 3 through
12 were analyzed. Results indicated that the relationships between the frequency of social support from parents, teachers,
classmates, and close friends with self-concept were significant. However, only the perceived importance of social support
from teachers was significantly related to self-concept. Finally, an interaction was found between the frequency of social
support and the importance of social support from classmates and close friends on self-concept. These results suggest that
self-evaluations of the importance of teacher support may be especially influential for youths’ self-concept, and that the
ability to discount the value of support from classmates and friends, when it is lacking, may be protective to the self-concept
of children and adolescents.
相似文献
Michelle Kilpatrick DemarayEmail: |