Sustained Dialogue in Managing Intractable Conflict

In the warn-torn new nation of Tajikistan, the author has been part of a five-stage dialogue for peace since 1993. The focus of the dialogue has been on transforming relationships and changing relationship dynamics so that this intractable conflict can be addressed positively. The author briefly describes this multilevel peace process both historically and substantively. He also discusses the continual process of evaluation of the Inter-Tajik dialogue effort as well as focuses on a series of questions that apply to intractable conflicts in general.     

The outcome-prediction strategy in cases denied certiorari by the U.S. Supreme Court

We investigate whether the substantial use of the outcome-prediction strategy by Supreme Court justices occurs in the petitions denied certiorari by the Court. We show with a computer simulation that [Caldeira, G.A., Wright, J.R., & Zorn, C.J.W. (1999). Journal of Law, Economics and Organization, 15, 549–572], who modeled the missing final votes for denied petitions in order to include them in their study of the use of the outcome-prediction strategy, may have obtained spurious results. Application of the logic of conditional probabilities to the denied petitions suggests that all but those denied by the narrowest of margins are probably considered unacceptable by the justices on non-outcome-oriented grounds, and, therefore, are not subject to use of this strategy. We evaluate the pursuit of the outcome-prediction strategy in petitions that narrowly fail to be granted cert by focusing upon the petitions that are narrowly granted cert and find limited use of the strategy. We conclude that the outcome-prediction strategy probably is little used by the justices in confronting the petitions denied cert and that investigations of the use of this strategy are best confined to those petitions granted cert.     

THE EXTENT OF SOCIAL REGULATION: HAZARDOUS WASTE CLEANUP AND THE REAGAN IDEOLOGY

Social regulation resolves the conflict over who will bear the costs of production-related harm to public health, safety, and the environment. The extent of social regulation reflects the political power of affected interests, the economic consequences of control, and the prevailing regulatory ideol- ogy. In this paper, I analyze the impact of the Reagan deregulatory ideology on implementation of the Superfund program to cleanup hazardous waste sites. Itesolution of the conflict over enabling legislation is examined to gauge the relative political power of Superfund Act supporters. Resolution of the ronflict over implementation is examined to determine the extent to which these same political forces limited the success of the Reagan ideology in promoting regulatory inaction.     

The Decline of the Legislative Veto: Federal/State Comparisons and Interactions

Legislative veto systems originated in the 1930s. Their numberincreased steadily until the early 1980s and then declined significantly.The decline of the legislative veto is attributable primarilyto decisions by a number of state supreme courts between 1980and 1984, and by the U.S. Supreme Court in 1983. Almost allcourt decisions have held the legislative veto to be an unconstitutionalviolation of the separation of powers. In addition, most proposalsto authorize the legislative veto by state constitutional amendmenthave been rejected by voters. There has also been a decreasein legislators' enthusiasm for the legislative veto, even instates where it has not been declared unconstitutional. Legislatorshave found other ways to control administrative agencies. Inexamining the decline of the legislative veto, one finds thatthe federal government exercised little influence over the states,the states exercised still less influence over the federal government,but the states did significantly influence one another.     

Parents' and teachers' beliefs about adolescents: Effects of sex and experience

Three studies examine beliefs that parents and teachers have about adolescents. A distinction is made between category-based beliefs (concerning adolescents as a group) and target-based beliefs (concerning individual adoles cents). In Study 1, 90 late elementary and junior high school teachers indicated degree of agreement with a set of category-based statements about adolescents. Parents of early adolescents in Study 2 (N=1272) responded to category- and target-based statements. Study 3 compares the responses of teachers in Study 1 and parents in Study 2. Both teachers and parents endorsed beliefs that adolescence is difficult, and that adults can have an impact. Compared to fathers, mothers believed more in difficulty and in the negative effects of biological change on behavior. Parents of daughters believed adolescence is more difficult than parents of sons. Among teachers, amount of experience with adolescents was positively associated with the belief that adolescence is a difficult period of life. For parents, the effect of amount of experience was mixed. Experience had a greater impact on the category-based beliefs of teachers than parents. Possible influences on the origins and modification of beliefs are discussed.Received Ph.D. in psychology from The University of Michigan. Research interests: adolescent development, effects of pubertal development on social development, hormones and behavior in early adolescence, and family processesCurrently on leave from The University of Michigan. Received Ph.D. in psychology from the University of California at Los Angeles. Research interests: development of self-concept, subjective task value, interests, and activity preferences, especially during early and middle adolescence. Dr. Eccles is also investigating the impact of school and family experiences on these constructs.Received Ph.D. in psychology from The University of Michigan. Research interests: the impact 6f family stress on adolescent development and family decision-making practices.Received Ph.D. in educatiqn from The University of Michigan. Research interests: adolescent development, middle years education, teacher beliefs, and classroom processes.Received M. A. in education from the University of Michigan. Research interests: adolescent development, classroom environments, and supporting beginning teachers.Received Ph.D. in social work and psychology from The University of Michigan. Research interests: family processes and development.Portions of this paper were presented at the 1987 biennial meetings of the Society for Research in Child Development. This research was made possible by grants from the National Institute of Mental Health (MH31724-04, -05) to Jacquelynne S. Eccles, and the National Institute of Child Health and Human Development (HD17296-01, -02, -03,S1) to Jacquelynne S. Eccles.     

Development of an objective measure to assess ego identity in adolescence: Validation and replication

Three studies that evaluate the reliability and validity of the Extended Version of the Objective Measure of Ego Identity Status (Adams and Grotevant, 1983) are reported. In Studies 1 and 2, college students in Texas and Utah, respectively, completed the identity measure, the Extended Range Vocabulary Test, and the Crowne-Marlowe Social Desirability Scale and released achievement results from their college records. The identity measure was found to have acceptable reliability (both internal consistency and test-retest) and validity (content, factorial, discriminant, and concurrent). In Study 3, scale scores from the objective identity measure correlated in the predicted pattern with ratings of identity exploration and commitment made from the Ego Identity Interview. Although the objective measure is not intended to replace the interview, it would appear to be useful in a number of situations where administration of the interview is impractical.We gratefully acknowledge the assistance of Dan Tousley in the data collection and data analysis phases of this research. Data collection and analyses for Study 3 were provided by grants from the Hogg Foundation for Mental Health, the National Institute of Child Health and Human Development, the University of Texas Research Institute, and the University of Texas Institute of Human Development and Family Studies to Harold D. Grotevant and Catherine Cooper, Co-Principal Investigators.Study 2 was supported by the W144 regional research grant on The Development of Social Competency in Children with funding from the United States Department of Agriculture and the Utah State University Agricultural Experiment Station, directed by Gerald Adams.Received Ph.D. in child psychology from the University of Minnesota. Research interests concern the contribution of family relationships to personality and identity development in adolescence.Received Ph.D. from The Pennsylvania State University. Research interests include adolescent social and personality development.