作为中亚转型国家参考模式的发展型政权

苏联解体20年后,几乎所有的前共产主义国家都程度不同地完成了从计划经济向市场经济的转型.然而,仍然有些转型国家在这一进程中落在后面,其中就有前苏联的5个中亚加盟共和国.对于这些既不同于俄罗斯和东欧,更不同于西方发达国家的国家来说,实现转型没有明显的参照模式.本文的目的就是分析在东亚地区取得成功的"发展型政权"是否也能够为中亚经济体的发展提供一个参考模式.     

Policy learning and the public inquiry

Can public inquiries learn lessons in ways which can reduce the likelihood of future failure? Political science research has consistently stated that the answer to this question should be an emphatic no and defined the public inquiry as an ineffectual lesson-learning mechanism. This article, however, contends that this conventional wisdom needs to be revisited. Drawing upon policy learning research for its theory, and 100 interviews across four international cases for its evidence, this article returns to the question above and finds that inquiries regularly produce ‘instrumental’ and ‘cognitive organisational’ forms of learning, which propel substantive reform agendas. By contrasting these outcomes against the types of learning that inquiries struggle to produce, the article delivers a nuanced evaluation that indicates that we need to reconsider what we think we know about these important institutions.

     

Wiping the Slate Clean: Reforming Scots Law's Approach to Evidence of the Accused's Bad Character

This paper discusses the Scottish Law Commission (SLC)'s Report on Similar Fact Evidence and the Moorov Doctrine, which proposes revolutionary changes to the way in which Scots law deals with evidence of the accused's bad character, including his previous convictions. The article sets these proposals in context by explaining the existing Scots law, and comparing it to the English provisions on bad character evidence contained in the Criminal Justice Act 2003. This comparison reveals similarities between the responses of the two jurisdictions. It is remarkable that the SLC did not consider English law to be a viable model for reform, choosing instead to propose legislation which would simply deem certain pieces of bad character evidence relevant in criminal trials. The second part of the paper explains why these proposals should not be implemented.     

Common problems and coping strategies reported in childhood and early adolescence

This research investigated problems commonly experienced by children and young adolescents, and the strategies they use to cope with these events. Six hundred seventy-six children, ages 9–13 years, were asked to identify a problem they recently experienced and to describe the strategies they used to cope with it. In addition, they were also asked to complete a scale describing how they coped with a common problem (being grounded by parents). In general, we found that children reported four common Stressors: parents, siblings, school, and friends. These Stressors were the same across age and sex; however, the coping strategies employed differed by age and type of problem. Both age and sex effects were found in reported use of coping strategies to deal with being grounded by parents. The results of this study suggest that more research must be performed to offset the lack of data in the area of children's normative coping. The implications of the findings for clinical assessment and treatment of children are discussed.He has a Ph.D. in clinical psychology from Virginia Commonwealth University. Current research interests include coping strategies used by healthy and chronically ill children, and attempted suicide in adolescence.She has a Ph.D. in clinical psychology from West Virginia University. Her current research interests include coping in chronically ill children and feeding difficulties in children with cystic fibrosis.She received her Ph.D. in clinical psychology from Louisiana State University. Her current research interests include pediatric psychology and childhood anxiety disorders.His current research interests include behavioral consultation in industrial settings.