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David M. Zionts 《安全研究》2013,22(4):631-657
States respond to failure in different ways. In light of the phenomenon of revisionist states, it is particularly important to understand why some revisionist states revert to status quo pursuits in the face of policy failure, while others pursue revisionism even in the face of external developments that we might expect would push them toward moderation. Domestic structure, domestic politics, and elite ideology each contribute to an explanation of how revisionist states respond to policy failure, but none of these variables alone tells the full story. As is illustrated through case studies of Iranian, Israeli, and Iraqi foreign policy in the 1980s, domestic structure plays the launching role in the analysis of how a revisionist state will behave. Regime type structures the incentives facing leaders and determines whether domestic politics or elite ideology is determinative in predicting a revisionist state's reactions to failure. 相似文献
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David W. Fischer Professor 《国际公共行政管理杂志》2013,36(5):707-729
The coastal zone is being promoted as a spatial unit to coordinate and administer offshore minerals development with other coastal uses. Rather than aiding the administration of minerals development , the coastal zone is being used as the reason to block such development. This paper explores the coastal zone concept as an entity for administration. It concludes that just because minerals may be found in a coastal zone does not mean that physical entity is the most appropriate vehicle for administering mineral development. Arbitrariness at to what is included or excluded from a coastal zone as well as many minerals impacts being found outside of the coastal zone militate against such an entity being the sole criterion for decisionmaking. While the coastal zone may be appropriate for some mineral decisions, the choice to implement it must be arrayed against alternative criteria to ensure a high degree of effectiveness and efficiency in those decisions. 相似文献
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David M. Cameron 《Canadian public administration. Administration publique du Canada》2005,48(2):280-287
“I am urging the provincial government to adopt as a key mission for the province the goal for Ontario to be a leader in learning, and to fund higher education accordingly” Ontario: A Leader in Learning ‐ Report & Recommendations. By BOB RAE, Advisor to the Premier and the Minister of Training, Colleges and Universities. Toronto: Queen's Printer. 2005. Pp. iii, 124. 相似文献
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David B. Estell Thomas W. Farmer Matthew J. Irvin Jana H. Thompson Bryan C. Hutchins Erin M. McDonough 《Journal of youth and adolescence》2007,36(4):477-487
The transition to high school has been identified as a potentially difficult time in adolescents’ lives. Reductions in both
academic and social functioning often accompany this transition. While these effects have been documented in urban youth,
the move to high school has not been extensively studied in rural minority youth. Toward that end, the academic grades and
substance use in ninth grade of 447 (184 male and 263 female) African-American adolescents from two rural counties in a state
in the deep South were examined in relation to configurations of adaptation from sixth through eighth grade. Results indicate
that individual with consistently positive patterns across middle school had higher grades and lower rates of substance use
compared to individuals with persistent difficulties or those that transitioned to problem behavior. Many individuals who
improved in their patterns of adaptation had relatively high grades, but also rather high rates of substance use in the ninth
grade.
David B. Estell is an assistant professor of educational psychology at Indiana University Bloomington. He received his PhD
in Developmental Psychology from the University of North Carolina at Chapel Hill. His major research interests include peer
relations and the development of aggression.
Thomas W. Farmer is an associate professor of education at Pennsylvania State University and director of the National Research
Center on Rural Education Support. He received his PhD in Special Education from University of North Carolina at Chapel Hill.
His major research interests include peer relations and the development of aggression in students with and without special
needs.
Matthew J. Irvin is a research scientist at the Center for Developmental Science at the University of North Carolina at Chapel
Hill. He received his PhD in Educational Psychology from the University of North Carolina at Chapel Hill. His major research
interests include resilience and student engagement.
Jana H. Thompson is a research associate at the Center for Developmental Science at the University of North Carolina at Chapel
Hill. Her research interests include peer social relations and developmental transitions into early adolescence.
Bryan C. Hutchins is a research assistant at the Center for Developmental Science at the University of North Carolina at Chapel
Hill. He is also a graduate student in the Educational Psychology, Measurement, and Evaluation Program at UNC. His research
interests include child and adolescent social development and school based emotional and behavioral interventions and prevention
programs.
Erin M. McDonough is currently a doctoral candidate in School Psychology at the University of North Carolina at Chapel Hill.
She received her Bachelor of Arts degree in Psychology from Emory University. As a research assistant at the Center for Developmental
Science, she has been able to explore her interests in student achievement as well as rural education. Another major research
interest of hers is school-based mental health. 相似文献
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