The (non) equivalence theorem when there are matching grants as well as lump sum grants

In developing their influential equivalence theorem Bradford and Oates (1971) implicitly assume that there is a lump sum grant only. This paper explores whether the equivalence result continues to hold when the lump sum grant is part of a program of grants-in-aid which includes a matching grant. It is shown that the equivalence results as stated by Bradford and Oates does not hold in these more general circumstances; however, a much weaker equivalence result does hold. This finding is important because there has been a tendency in the empirical literature to assume that the equivalence result holds under quite general circumstances. It is also shown here that the combined use of lump sum and matching grants can produce a reverse flypaper effect.     

Consistency and change in American perceptions of China

The cold war dominated American perceptions of the People's Republic of China during the 1950s and 1960s, and opinions of China were correspondingly negative. Improved Sino-American relations, accompanied by domestic reforms in China, led to a gradual improvement in American attitudes toward China during the 1970s and 1980s. By the late 1980s, Americans held positive perceptions of China and its relations with the United States, but continued to view the People's Republic as communist and undemocratic. This sort of inconsistency is characteristic of periods of cognitive transition: some established perceptions are slower to change than others, and this results in structural imbalance. The Tiananmen Square massacre of June 1989 interrupted this transitional process and sent perceptions of China shooting back toward balanced, cold war stereotypes. The massacre set the Chinese government in a clear symbolic struggle against freedom and democracy. This rekindled latent cold war images of China and elicited disapproving rhetoric from American leaders. The result was a quick reversion to negative perceptions of China, structured by a lingering cold war schema. These processes are demonstrated through the presentation of a study that explores the cognitive structure of perceptions of China both before and after the massacre.     

A Prospective Study of Adolescents' Peer Support: Gender Differences and the Influence of Parental Relationships

This longitudinal study investigates parent and child predictors of adolescents' perceived social support from peers. Adolescents (285) and their parents filled out surveys when students were 11 and 15 years of age. Parent reports of their own social support and child reports of parental support to them, depression, and self-esteem were used as predictors of adolescents' peer social support. Path analyses revealed functional dissimilarity in the predictive model, for boys and girls. For boys and girls, the amount of spousal support parents' reported impacted the amount of parent to child support that children reported. For boys, this relationship impacted their perceptions of peer support indirectly through depression. However, for girls, parents' own supportive relationships directly impacted both their self-esteem and depression, above and beyond parent to child support, which then impacted girls' peer social support.     

Telephone crisis intervention skills: a simulated caller paradigm

Counseling skills were evaluated in a telephone counseling service for Vietnam veterans. Thirty simulated crisis calls were made to telephone counselors by experienced clinical psychologists. The counselors' responses were rated on dimensions that indexed general counseling skills, knowledge of veteran needs, and provision of appropriate advice. Whereas the majority of callers demonstrated adequate counseling skills, many lacked knowledge of veterans' posttraumatic stress, common veteran terminology, and the nature of veterans' experiences. The findings suggest that telephone counseling services that target specific populations should employ comprehensive training to ensure that counselors possess adequate and relevant knowledge about callers and their presenting problems. The simulated caller paradigm appears to be an effective paradigm for training and evaluation of telephone counselors.