Reshaping of Japanese Politics and the Question of Democracy

Japan's need for economic and political reform has been recognized but the means to achieve this has not. In this article, J.A.A. Stockwin, professor of Modern Japanese Studies at the Nissan Institute of Japanese Studies, University of Oxford, considers this question by examining the meaning of democracy then applying the theory to the specific case of Japan. He explains that although not identical to a democracy in a Western sense, Japan's system of government is genuinely democratic. Stockwin argues that Japan is now at a crossroads in her history, but before pressing for reform an understanding of the complexity of the Japanese system is necessary. He concludes that a radical restructuring of Japan's political party system towards a bipolar set of party arrangements is necessary but questions whether Prime Minister Junichirô Koizumi is up to the task.     

Psychosocial Correlates of Intimacy Achievement Among Adolescent Fathers-to-Be

We investigated the relation between urban psychosocial stressors and intimacy achievement in a sample of 59 African American, Hispanic American, and White adolescent fathers-to-be. Participants received an intimacy score based on Orlofsky's Intimacy Status Rating Scale. Those with higher cumulative psychosocial stressors had lower levels of intimacy. One psychosocial risk factor, low interpersonal empathy, was significantly associated with intimacy levels. African Americans had lower levels of intimacy than Hispanic or White participants.     

The Same Old Song?—Stability and Change in Relationship Schemas from Adolescence to Young Adulthood

Relationship schemas are core elements of personality that guide interpersonal functioning. The aim of this study is to examine stability and change in relationship schemas across two developmental epochs—adolescence and young adulthood—in the stories that people tell about their interactions with others. Using the Core Conflictual Relationship Theme Method, relationship themes were coded from semistructured interviews conducted in adolescence and again at age 25. The sample consisted of 40 participants in a longitudinal study of adolescent and young adult psychological development. There was considerable stability in the frequency with which particular themes were expressed in the narratives of adolescents and young adults. Significant changes from adolescence to young adulthood included a decrease in the perception of others as rejecting and of the self as opposing others. Young adults saw themselves and others more positively, and used a broader repertoire of themes in their relationship narratives than they had as adolescents. The basic continuity and particular changes in relationship schemas found in this study are consistent with knowledge about the adolescent-to-young-adult transition derived from other empirical and clinical findings. Relationship schemas may be rich units of study for learning about the development of interpersonal functioning.     

Willingness to Self-Disclose among Late Adolescent Female Survivors of Childhood Sexual Abuse

The primary aim of this study was to compare the willingness of sexually abused (n = 22) and non–sexually abused (n = 36) late adolescent women to self-disclose both general and sexual information to strangers and intimate partners. Results, based on a sample of college women, indicate that those who were sexually abused in childhood are less likely than nonabused counterparts to be highly disclosing of sexual and general information to intimate partners. Avoiding extensive disclosure of personal information to intimate partners may serve to keep survivors of abuse at a relatively safe distance from their own dysphoric feelings and suggests that mistrust of others is an ongoing issue for this population.     

Committee characteristics and re-election margins: An empirical investigation of the US House

Models of legislative organization frequently begin with the premise that the committee system serves the re-election interests of incumbent legislators. Attempts to substantiate this notion empirically have been unsuccessful. Nevertheless, the notion lives on, nourished by a stylized characterization of the committee system. In the standard model committees have jurisdictional monopolies over specialized policy areas and legislators gravitate toward those committees that deal most closely with the policy concerns of their constituents. Contrary to this simplifying characterization, the degree of monopoly control and policy specialization varies across standing committees in the us congress. Some committees have wide jurisdictions and attract members with diverse policy preferences. Jurisdictional overlap and resulting turf battles are common aspects of congressional sessions. We suggest here that these realities warrant a re-opening of the empirical investigation into the link between electoral success and committee characteristics. Our findings indicate that assignment to a committee with a relatively high degree of monopoly control increases a member's vote share, and that assignment to a narrowly focused (specialized) committee does not.     

Budget Control in Virginia Public School Districts

This article examines the selection and use of a budget approval technique. Specifically, two research questions are addressed: (1) Does the use of a particular budget approval method by a governmental body impact the execution of the budget? (2) What characteristics of a local government are associated with its decision to use a particular budget approval method? Both research questions are addressed by analyzing data from public school systems in the Commonwealth of Virginia, specifically, whether using categorical budget approval differs in the accuracy of budgeting versus using a lump-sum approval method. Characteristics of Virginia school districts are also analyzed according to whether any of them are likely to be associated with school districts using a particular approval method. The remainder of this article is organized as follows: the next section describes the role of budgeting control in schools; subsequent sections review Virginia school district budgeting practices, develop the empirical model used to test the hypotheses, describe the sample, analyze the results of empirical tests and discuss implications of the findings.