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731.
This article examines an empirical anomaly. In most developing regions, poor democratic nations enroll more primary school
students than their authoritarian counterparts. Regime type, however, cannot account for the wide variance in enrollment in
Africa. This study demonstrates that colonial heritage is a good predictor of primary school enrollment for low-income countries
in Africa. Additional analysis shows that colonization's impact on education has not diminished since independence. Rather,
the initial differences in enrollment between the former French and British colonies have grown over time. The results hold
important implications for the study of political institutions and their impact on economic development. Even after they no
longer exist, political institutions can have substantial lingering effects on important developmental outcomes.
David S. Brown is an assistant professor of political science at Rice University. His work has appeared recently inThe American Political Science Review, Political Research Quarterly, and inComparative Political Studies. His work focuses on the political economy of development and is based on cross-regional work with specialization in Latin
America. Specific areas of interest are human capital, democracy, and the international determinants of domestic politics. 相似文献
732.
Steven R. Brown 《Policy Sciences》2002,35(3):285-304
Fernandes and Simon propose to examine decision making in complex and ambiguous situations by inviting various professionals (architects, doctors, engineers, and lawyers) to contemplate a paradoxical case, but the thoughts which this exercise generates are then summarized in terms of categories proposed a priori (structural information). A functional approach, by way of contrast, endeavors to examine a phenomenon as closely as possible in terms of its intrinsic character. An alternative is presented using Q methodology and factor analysis as a way to reveal functional responses to the same decision making scenario employed by Fernandes and Simon. 相似文献
733.
This article examines recent efforts to establish Community Partnership Grant Programmes (CPG) in six South African communities. CPG programmes provide the financial and organizational infrastructure to support citizen‐initiated neighbourhood projects. We review our efforts to disseminate the CPG programme model in three different environments in South Africa—a large metropolitan area, three smaller municipalities and two tribal villages—and analyse why preliminary implementation results were positive in some communities but not others. Our findings form the basis of a model of CPG programme implementation based on the mode of implementation and the breadth of stakeholder involvement. We use this model to make recommendations to increase the likelihood of implementation success for similar programmes. The article concludes with observations about the applicability of the CPG programme idea as a way to develop civic infrastructure, and on the political lessons learned from our implementation experience in South Africa. Copyright © 2002 John Wiley & Sons, Ltd. 相似文献
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Qualitative analysis is arguably the cornerstone of analysis since what cannot be recognised cannot be quantified. This is especially true in the case of the forensic sciences where, for example, the mere presence of a prohibited, or controlled, substance in an unauthorized setting is indicative of a potential offence. This paper presents a set of principles of good practice in qualitative analysis. The principles are placed in the context of forensic science and extend earlier published guidance. 相似文献
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Constructivism and problem-based learning are two concepts that have recently been embraced by the educational community as teachers and professors are trained to meet the needs and demands of their students and the community at large. We discuss the assumptions and premises of constructivism and problem-based learning, and the findings of a study implementing these concepts with international relations as the content in a high-tech problem-based simulation called ICONS. The findings are discussed in terms of the constructivist problem-based learning model and the application to various content fields in education. 相似文献