bluuebunny/crossref_metadata_2025 huggingface dataset:
Accounting for Air Pollution Emissions in Measures of State Manufacturing Productivity Growth
Authors: Färe Rolf , Grosskopf Shawna , Pasurka, Jr. Carl A
Published: March 2003

A Malmquist‐Luenberger productivity index is employed to account for both marketed output and the output of pollution abatement activities of U.S. state manufacturing sectors for –1986. The index allows us to decompose the change in productivity into measures of change in efficiency and technical change. By accounting for the change in emissions, average annual productivity growth is 3.6 percent, whereas it is 1.7 percent when emissions are ignored. We also find adjusted productivity growth improved after 1977, and “Frost Belt” states with rapidly growing manufacturing sectors have significantly higher rates of productivity growth than “Sun Belt” states with slow growing manufacturing sectors.
Equity in Regional Service Provision
Authors: Murray Alan T. , Davis Rex
Published: March 2003

Most transportation agencies stipulate that an important planning goal is to provide equitable and just public transport services. However, who is to be served and the type of service that should be provided has been ambiguous. This paper develops a methodology for examining equity in the provision of public transportation services. An approach for identifying areas in need of public transport is developed based upon the use of socio‐demographic and economic information. Public transport need is then related to levels of access to service. This approach makes it possible to establish the degree to which public transport services may be considered equitable in relation to need and suitable access. A detailed analysis of the southeast Queensland region of Australia illustrates how this approach may be used to inform public transport decision making.
Spatial Pricing Policies Reconsidered: Monopoly Performance and Location
Authors: Tan Lin‐Ti
Published: March 2003

This paper reexamines the welfare implications of three pricing regimes (mill, uniform, and discriminatory) for a monopoly. Assuming linear demand and constant marginal costs, I show that with the introduction of endogenous location choice, uniform delivered pricing may provide the highest social welfare when demands in different markets are sufficiently heterogeneous; whereas discriminatory pricing always dominates uniform pricing when demands in different markets are similar.
Probing A Traffic Congestion Controversy: A Comment
Authors: Verhoef Erik T.
Published: March 2003

Ohta (2001) claims to have resolved a die‐hard controversy on traffic congestion modeling by defining an inverse aggregate demand function that has traffic density as its argument—in Ohta’s terminology the ‘primitive term.’Using this demand function, Ohta shows that ‘hypercongestion’ may very well be an optimal stationary state. This contribution argues that at least if what road users demand is completed trips, and if time spent on the road while traveling implies a cost, then Ohta’s approach is fundamentally flawed. Also the conclusion that hypercongestion can be optimal is no longer valid.
(Dis)respecting versus (Dis)liking: Status and Interdependence Predict Ambivalent Stereotypes of Competence and Warmth
Authors: Fiske Susan T. , Xu Juan , Cuddy Amy C. , Glick Peter
Published: March 2003

As Allport (1954) implied, the content of stereotypes may be systematic, and specifically, ambivalent. We hypothesize two clusters of outgroups, one perceived as incompetent but warm (resulting in paternalistic prejudice) and one perceived as competent but not warm (resulting in envious prejudice). Perceived group status predicts perceived competence, and perceived competition predicts perceived (lack of) warmth. Two preliminary surveys support these hypotheses for 17 outgroups. In‐depth analyses of prejudice toward particular outgroups support ambivalent prejudice: Paternalistic prejudice toward traditional women, as well as envious prejudice toward career women, results in ambivalent sexism (Glick & Fiske, 1996). Envious prejudice toward Asians results in perceived competence but perceived lack of social skills. Ambivalent content reflects systematic principles.
The Role of Empathy in Improving Intergroup Relations
Authors: Stephan Walter G. , Finlay Krystina
Published: March 2003

This article analyzes the role that empathy can play in improving intergroup relations. Three types of empathy are defined: cognitive empathy and twotypes of emotional empathy, reactive and parallel. Research indicating that empathy causes prosocial behavior is reviewed, along with studies indicating that training can be used to increase levels of empathic skills. Intergroup relations programs that employ empathy are also reviewed. Studies of the effects of empathizing with outgroup members on prejudice are discussed, andseveral processes by which empathy may mediate changes in prejudice are presented (e.g., reducing perceived dissimilarity and anxiety concerning the outgroup) and cognitive dissonance. The ways in which empathy can be introduced into intergroup relations programs are discussed, along with a series of recommendations for its implementation.
Machines and Mindlessness: Social Responses to Computers
Authors: Nass Clifford , Moon Youngme
Published: March 2003

Following Langer (1992), this article reviews a series of experimental studies that demonstrate that individuals mindlessly apply social rules and expectations to computers. The first set of studies illustrates how individuals overuse human social categories, applying gender stereotypes to computers and ethnically identifying with computer agents. The second set demonstrates thatpeople exhibit overlearned social behaviors such as politeness and reciprocity toward computers. In the third set of studies, premature cognitive commitments are demonstrated: A specialist television set is perceived as providing better content than a generalist television set. A final series of studies demonstrates the depth of social responses with respect to computer ‘personality.’ Alternative explanations for these findings, such asanthropomorphism and intentional social responses, cannot explain the results. We conclude with an agenda for future research.
New Trends in Measuring Environmental Attitudes: Measuring Endorsement of the New Ecological Paradigm: A Revised NEP Scale
Authors: Dunlap Riley E. , Van Liere Kent D. , Mertig Angela G. , Jones Robert Emmet
Published: March 2003

Dunlap and Van Liere's New Environmental Paradigm (NEP) Scale, published in 1978, has become a widely used measure of proenvironmental orientation. This article develops a revised NEP Scale designed to improve upon the original one in several respects: (1) It taps a wider range of facets of an ecological worldview, (2) It offers a balanced set of pro‐ and anti‐NEP items, and (3) It avoids outmoded terminology. The new scale, termed the New Ecological Paradigm Scale, consists of 15 items. Results of a 1990 Washington State survey suggest that the items can be treated as an internally consistent summated ratingscale and also indicate a modest growth in pro‐NEP responses among Washington residents over the 14 years since the original study.
Environmentalism and Public Policy: Environmental Justice: Grassroots Activism and Its Impact on Public Policy Decision Making
Authors: Bullard Robert D. , Johnson Glenn S.
Published: March 2003

A growing body of evidence reveals that people of color and low‐income persons have borne greater environmental and health risks than the society at large in their neighborhoods, workplace, and playgrounds. Over the last decade or so, grassroots activists have attempted to change the way government implements environmental, health, and civil rights laws. Grassroots groups have organized, educated, and empowered themselves to improve the way government regulations and environmental policies are administered. A new movement emerged in opposition to environmental racism and environmenttal injustice. Over the last decades or so, grassroots activists have had some success in changing the way the federal government treats communities of color and their inhabitants. Grassroots groups have also organized, educated, and empowered themselves to improve the way health and environmental policies are administered. Environmentalism is now equated with social justice and civil rights.
Immigrants and Immigration: Advancing the Psychological Perspective
Authors: Dovidio John F. , Esses Victoria M.
Published: March 2003

This article, which provides an introduction to the issue, discusses the role of psychology in understanding the processes associated with immigrants and immigration, and in meeting the challenge of managing immigration successfullyά—in ways that facilitate the achievement and well‐being of immigrants, that benefit the country collectively, and that produce the cooperation and support of members of the receiving society. It considers how the study of immigrants and immigration offers potential benefits to the discipline of psychology and describes how a psychological perspective on this topic can complement in important ways other disciplinary perspectives. The article concludes with an overview of the organization and content of the issue.
Immigrants' Perceptions of Housing Discrimination in Toronto: The Housing New Canadians Project
Authors: Dion Kenneth L.
Published: March 2003

The Housing New Canadians project investigated recent immigrants' perceptions of discrimination in finding rental housing since arriving in Toronto, Canada. Respondents from three immigrant communities —Jamaicans, Poles, and Somalis ά—indicated how much housing discrimination they had personally experienced and how much discrimination they perceived to have been directed toward their group. They also rated how much each of several factors, including race, income level, source of income, immigrant status, language, ethnic or national background, religion, and family size, contributed to each type of perceived discrimination. Jamaican and Somali immigrants perceived greater personal and group discrimination and also showed a greater discrepancy between personal and group discrimination than did Polish immigrants. Implications are discussed.
Coming of Age in Applied Linguistics
Authors: Bialystok Ellen
Published: March 2003

I argue that further progress in applied linguistics and second language acquisition (SLA) will be achieved through collaboration with researchers in other fields. I give 3 examples of research problems that would profit from collaboration with applied linguists: the definition of language proficiency, the neural basis of language functioning, and the relation between cognitive and language abilities, especially in education. These issues are being investigated by specialists in other fields who lack the necessary expertise in bilingualism, SLA, and representation of multiple languages. I identify specific areas of expertise that applied linguists could bring to these research programmes.
Extraversion: The Unloved Variable in Applied Linguistic Research
Authors: Dewaele Jean‐Marc , Furnham Adrian
Published: March 2003

The relatively small number of linguistic studies in which extraversion is focussed on as an independent variable suggests that applied linguists believe it unrelated to speech production or language learning. We argue that this suspicion is based on a misunderstanding originating in the 1970s. Reappraisal of the literature suggests that extraversion may not be a predictor of success in second language learning but does affect both L1 and L2 speech production. An analysis of the psychological literature on extraversion allowed us to formulate a number of hypotheses about the causes of linguistic variation in the speech of introverts and extraverts.
The Effects of Task Repetition on Linguistic Output
Authors: Gass Susan , Mackey Alison , Alvarez‐Torres María José , Fernández‐García Marisol
Published: March 2003

This article explores form/meaning relationships, focussing on the use learners make of their internal L2 linguistic resources as a function of focus on meaning. Native speakers ofEnglish watched video segments 4 times while recording their own on‐line rendition in Spanish. One group watched the same video 3 times and the other group watched different videos each time. At Time 4 both experimental groups saw a new video. A control group saw videos only at Time 1 and Time 4. Analyses were conducted on the basis of overall proficiency, morphosyntax, and lexical sophistication. The results provide limited support for the prediction of improvement over time for the group that saw the same video, but no support for a “carryover” effect when the content changed.
Age Differences in Negotiation and Feedback in Classroom and Pairwork
Authors: Oliver Rhonda
Published: March 2003

This study examines whether differences exist in the provision and use of negative feedback, according to the age of the learners and the context of the interaction. The data were collected from 20 classrooms (10 adult and 10 child ESL classes) and 32 NS‐NNS dyads (16 adult and 16 child). Transcriptions of these formed the basis of analysis and were coded to reflect three parts of the conversational exchange and the interactional patterns to which these could be assigned. The results showed that learners both received negative feedback in response to their non‐targetlike utterances and used this feedback. Further, the findings indicated that the age of the learners and context of the exchanges did indeed affect the pattern of inter‐ action.
Task Engagement: A Turning Point in Foreign Language Development
Authors: Platt Elizabeth , Brooks Frank B.
Published: March 2003

In this article we use a sociocultural framework to suggest task engagement as a viable construct in L2 learning research. Clarifying and specifying this construct has important implications for the analysis of conversational data, needed in light of claims for the causal relationship posited for certain kinds of conversational adjustments on L2 acquisition outcomes. Here we examine L2 learner data to identify task engagement as it emerges, unfolds in dialogic activity, and becomes associated with the transformation of task, self, and group. The data to be analyzed come from two pairs of L2 learners involved in jigsaw tasks, one pair using Swahili, the other Spanish; all are native speakers of English. Our concern with task engagement is motivated by methodological and theoretical issues entailed in the study of L2 learning in the interactionist perspective. We argue that a sociocultural approach offers an alternative to that perspective, from the standpoint of method and theory, resting as it does on quite a different set of underlying assumptions, to be described below. The research questions are the following. (1) How might task engagement be defined within a sociocultural framework? (2) What is the effect of task engagement on data analysis and interpretation? (3) What transformative effects, if any, can be found during task engagement? In the first section we juxtapose the two frameworks for thinking about task performance, demonstrating that certain phenomena not even considered data according to one perspective can be interpreted as crucial in selecting, analyzing, and interpreting data in the other. We go on to present and interpret the task data using the proposed analytic framework, then draw conclusions based on the findings.
Chapter Four: The Aspect Hypothesis
Authors: Bardovi‐Harlig Kathleen
Published: March 2003

The Aspect Hypothesis, p.192

In Primary Language Acquisition, p.193

In Second Language Acquisition, p.195

Grammatical and Lexical Aspect, p.205

Investigations of the Aspect Hypothesis in Second Language Acquisition, p.227

The Spread of Perfective Past, p.228

The Spread of Imperfective Past, p.234

The Spread of Progressive, p.237

Overgeneralization of Progressive in States, p.238

Sample Study: The Distribution of Verbal Morphology in Learner Narratives, p.239

Assessing the Influence of Lexical Aspect, p.251

Challenges to the Aspect Hypothesis, p.265

Chapter Summary, p.272
The Social Environment of Second Language Listening: Does Status Play a Role in Comprehension?
Authors: Carrier Karen
Published: March 2003

Research in second language (L2) listening has focused on the factors involved in the process of listening and how variation in these factors affects comprehension. However, most of the research in listening has focused on the psycholinguistic dimension of listening. As a consequence, there has been very little research on the sociolinguistic dimension of listening, particularly status relationships. This article examines what is meant by the term “status” within the social relationship and gives a short synopsis of the research done so far on L2 listening factors. It is argued that because it has been shown that (a) the social relationship has an effect on language behavior, (b) the social relationship has an effect on conversational interaction, and (c) conversational interaction has an effect on listening comprehension, the social relationships in an interaction may have an effect on listening comprehension. Implications for theory building and the language classroom are suggested.
Assessing Grammatical and Textual Features in L2 Writing Samples: The Case of French as a Foreign Language
Authors: Chiang Steve Y.
Published: March 2003

This article investigates the relative importance of various grammatical and discourse features in the evaluation of second language (L2) writing samples produced by college students enrolled in beginning and intermediate French courses. Three native‐speaking instructors of French rated 172 essays using a scale that was constructed by the researcher and based on theory and research from discourse analysis. The scale contained 4 areas of evaluation‐‐morphology, syntax, cohesion, and coherence–encompassing a total of 35 language/textual features, in addition to a holistic judgment of overall quality. Among the findings are that (a) raters relied heavily on discourse features, especially those for cohesion, in judging the overall quality of an essay; and (b) the rating scale exhibits content validity and reliability, although refinement is still needed to achieve a desired construct validity. Future research should focus on discovering other elements involved in the rating practice through analytical delineations and validation procedures and on adapting the proposed rating instrument for large‐scale assessment contexts.
Learning Language under Tension: New Directions from a Qualitative Study
Authors: Spielmann Guy , Radnofsky Mary L.
Published: March 2003

This article examines the role of tension in the process of instructed second/foreign language acquisition, on the basis of findings from a comprehensive ethnography of the 7‐week intensive beginners' class in the summer French School of Middlebury College. This project both completes and challenges the current research paradigm on “language anxiety,” as it shifts the focus on the negative (anxiety) to a study of tension, defined as an unstable phenomenon that may be generated by any situation or event and may be perceived differently by each individual experiencing it. Our findings confirm that, regardless of its cause and manifestations, tension may engender euphoric or dysphoric effects (perceived as beneficial or detrimental), but also non‐euphoric or non‐dysphoric effects whose salience had previously not been established. These valuations appear linked not to the allegedly objective quality of instruction, materials, and learning environment, but to personal expectations and a priori beliefs about language learning. In addition, we found it necessary to separate operationally the effects of tension in the cognitive and the affective domains, and assess these effects qualitatively, rather than quantitatively, because students reacted most productively not to the degree of difficulty and expectation in the course, or to the reduction of affective dysphoria (or “anxiety”) by a nonthreatening teaching style, but to the quality of materials and activities. Their overall perception of the learning experience was ultimately bound to the opportunity to reinvent themselves successfully in the target language. Achievement of linguistic or communicative proficiency mattered less than the satisfactory development of an emerging L2 self, which had to be fostered by a curriculum and instructional method providing the best possible balance of both cognitive and affective euphoric tension. In retrospect, dysphoria under its various guises was not found to play a particularly strong role, because it was dismissed and forgotten in a remarkable “amnesty effect” triggered by the students' realization of their eventual achievements in the program.
Analysing Student Teachers’ Codeswitching in Foreign Language Classrooms: Theories and Decision Making
Authors: Macaro Ernesto
Published: March 2003

This article draws on a case study of 6 student teachers in secondary schools and their codeswitching between the first language (L1) and the second language (L2) over the course of 14 foreign language (FL) lessons, where French was the L2 and English was the L1 of the learners. It describes how the student teachers had been exposed to theoretical positions and empirical studies on this issue during their 36‐week training programme. It analyses the quantity of L1 used by these student teachers as well as the reflections and beliefs of 2 of the student teachers on the codeswitching process. The findings reveal comparatively low levels of L1 use by the student teachers and little effect of the quantity of student teacher L1 use on the quantity of L1 or L2 use by the learners. They also reveal very little explicit reference by the student teachers to the research and professional literature they had read, yet their decision making did not necessarily stem from their personal beliefs. Some aspects of codeswitching appear to be a source of conflict for the student teachers while others do not. Implications for teaching are drawn.
Anxiety in the College Japanese Language Classroom
Authors: Kitano Kazu
Published: March 2003

The purpose of this study was to investigate 2 potential sources of the anxiety of college learners of Japanese in oral practice: (a) an individual student’s fear of negative evaluation, and (b) his or her self‐perceived speaking ability. A survey was administered to 212 students in Japanese courses at 2 major universities. Using correlations and regression, the study found that: (a) An individual student’s anxiety was higher as his or her fear of negative evaluation was stronger, and the strength of this tendency depended on the instructional level and the experience of going to Japan; (b) an individual student’s anxiety was higher as he or she perceived his or her ability as lower than that of peers and native speakers; (c) the anxiety level of a male student became higher as he perceived himself less competent; and (d) the fear of negative evaluation and the self‐perceived speaking ability did not interact to influence the anxiety level of an individual student.
Systematic Geometric Image Measurement Errors of Circular Object Targets: Mathematical Formulation and Correction
Authors: Ahn S. J. , Warnecke H. J. , Kotowski R.
Published: March 2003

The use of circular object targets is very common in spatial photogrammetric object reconstruction. An object circle is projected on to the image plane as an ellipse if the object plane and the image plane are not parallel to each other. The image co‐ordinates of the centre of the ellipse are usually determined automatically by means of digital image processing. These co‐ordinates are then used as observations for a subsequent reconstruction of the three dimensional object point. The image co‐ordinates of the centre of the ellipse and the true co‐ordinates of the projected centre of the circular object target are not identical; thus eccentricity is caused, resulting in systematic geometric image measurement errors. This paper describes the functional context of this eccentricity for a typical target/camera set‐up. The possible solutions for a correction of this systematic eccentricity error are derived. Guidelines for the correct combination of object target sizes and exposure distances, guaranteeing reliable image point measurements and accurate object point determination, are proposed.
Multiband Versus Multispectral Supervised Classification of Architectural Images
Authors: Lerma José L.
Published: March 2003

For the conservation of historic monuments, there may be considerable value in automating the methods of detection and analysis of surface condition and deterioration. This paper describes tests using a range of multiband and multispectral images for the assessment of architectural façade cover by means of supervised image classifications. From the spectral training sets, both pairwise distances (the Euclidean distance and the Jeffries‐Matusita (J‐M) distance) are calculated and are used to predict the a posteriori accuracy of image classification. Furthermore, the effects of increasing the number of spectral bands (blue, green, red and near‐infrared) in the supervised maximum‐likelihood classification procedures are also analysed, as are the benefits of applying principal components. The resultant multiband datasets increased both the J‐M distance and the classification accuracy of the architectural façade, and thus enabled better identification and recognition of the different kinds of façade‐cover features.
Environmental Protection Versus Economic Development: A False Trade‐Off?
Authors: Feiock Ronald C. , Stream Christopher
Published: March 2003

Is a trade‐off between the social benefits of regulation and the economic benefits of development inevitable? We argue that environmental regulation may deter economic growth in some contexts, however, in other contexts the benefits of regulation may be obtained with little or no economic loss. We develop an explanation of the economic impacts of state environmental policy based on a model of public influence on private resource allocation decisions. In this model, we assume utility‐maximizing firms will make investment choices based upon the projected profits on their investments and their willingness to accept the risk associated with the investments. We assert that state policies and administrative institutions influence perceptions of risk by increasing or decreasing uncertainty over future environmental policy and influence return on investments at particular locations by affecting firm‐level production costs. Our results confirm that certain administrative arrangements for environmental regulation may enhance, rather than impede, economic development.
Individual Conceptions of Public Service Motivation
Authors: Brewer Gene A. , Selden Sally Coleman , Facer II Rex L.
Published: March 2003

Many scholars and practitioners of public administration converge on the belief that some individuals are predisposed to perform public service. James L. Perry (1996) recently clarified the public service motivation (PSM) construct and proposed a measurement scale. The present study builds on and extends this important stream of research by examining how individuals view the motives associated with public service. Specifically, we use an intensive research technique called Q‐methodology to examine the motives of 69 individuals. We identify four distinct conceptions of PSM: individuals holding these conceptions are referred to as samaritans, communitarians, patriots, and humanitarians. The practical and theoretical implications of these findings are discussed.
The Varieties of Faith‐Related Agencies
Authors: Smith Steven Rathgeb , Sosin Michael R.
Published: March 2003

Although some recent literature suggests religious social service agencies can help governments reach important social program goals, the true social organization and services of the agencies remain in dispute. This article interviews officials in the wide class of “faith‐related” agencies in two cities to consider two aspects of this issue: the ties or “coupling” of agencies to faith, and the impact of coupling on agency structure and service programming. The results suggest that many sampled agencies are loosely tied to faith in terms of resources, more tightly coupled in terms of authority, and moderately coupled with respect to culture; that certain aspects of service‐delivery technology are heavily secularized in many agencies; that faith is more influential in such matters as the agencies’ choices of services; and that the larger, potentially more secularized agencies that might be least likely to be characterized as faith based balance differing sets of resources and thereby can more fully deliver services that arguably express faith in action. Given this finding and that most agencies profess a focus on protecting the dignity and rights of clients rather than on individual responsibility or other themes that are stressed by some recent policy proposals, governments need to be extremely selective in funding agencies to promote those proposals’ themes.
American Federalism and the Search for Models of Management
Authors: Agranoff Robert , McGuire Michael
Published: March 2003

Changes in the United States federal system mean that managers must operate by taking into account multiple interacting governments and nongovernmental organizations; dealing with numerous programs emanating from Washington and state capitols; and engaging in multiple intergovernmental transactions with an expanding number of intergovernmental instruments. Four models of management within this changing system are identified. The top‐down model emphasizes executive‐branch control and is embedded in enforcement and exchange related to the laws, regulations, funding rules, program standards, and guidelines associated with federal/state grant, procurement, and regulation programs. The donor‐recipient model emphasizes mutual dependence or shared program administration, where two‐party bargaining or reciprocal interactions among government officials is the norm. The jurisdiction‐based model is defined by the initiated actions of local officials and managers who seek out program adjustments and other actors and resources to serve the strategic aims of their governments. The network model highlights the actions of multiple interdependent government and nongovernmental organizations pursuing joint action and intergovernmental adjustment. Although the first two models are long‐standing and the latter two are emergent, all appear to be alive and well on the intergovernmental scene, posing complex challenges for public managers.
Public‐Value Failure: When Efficient Markets May Not Do
Authors: Bozeman Barry
Published: March 2003

The familiar market‐failure model remains quite useful for issues of price efficiency and traditional utilitarianism, but it has many shortcomings as a standard for public‐value aspects of public policy and management. In a public‐value‐failure model, I present criteria for diagnosing values problems that are not easily addressed by market‐failure models. Public‐value failure occurs when: (1) mechanisms for values articulation and aggregation have broken down; (2) “imperfect monopolies” occur; (3) benefit hoarding occurs; (4) there is a scarcity of providers of public value; (5) a short time horizon threatens public value; (6) a focus on substitutability of assets threatens conservation of public resources; and (7) market transactions threaten fundamental human subsistence. After providing examples for diagnosis of public‐values failure, including an extended example concerning the market for human organs, I introduce a “public‐failure grid” to facilitate values choices in policy and public management.
Election Day Registration's Effect on U.S. Voter Turnout
Authors: Brians Craig Leonard , Grofman Bernard
Published: March 2003

Objective. Early voter registration deadlines make voting more difficult for many American citizens. In an attempt to facilitate voting, several U.S. states now permit registration on election day, at the height of the campaign. This article examines the turnout effects of adopting election day registration (EDR) and other smaller reductions in closing dates. Methods. Primarily using the Current Population Study (1972‐1996), we estimate the turnout advantage of EDR for citizens having low, middle, and high socioeconomic status. Results. The elimination of closing dates, through EDR, is predicted to produce about a 7‐percentage‐point turnout boost in the average state. Those having a high school education and middle incomes are expected to see the largest turnout gains, with the less educated and poorer citizens doing almost as well. No evidence is found to link the implementation of EDR to subsequent changes in the electorate's partisan balance. Conclusions. Even the most dramatic easing of voter registration costs has a modest effect on the total number of voters and little impact on the long‐standing skew toward greater representation of those having higher status in the voting electorate of the United States.
White Ethnic Diversity and Community Attachment in Small Iowa Towns
Authors: Rice Tom W. , Steele Brent
Published: March 2003

Objectives. This study examines the relationship between white ethnic diversity and community attachment in 99 small Iowa towns. Methods. Our data come from the U.S. Census Bureau and the Rural Development Initiative (RDI) at Iowa State University. The RDI data, which consist of interviews with approximately 110 people in each of the 99 towns, are used to develop a community attachment score for each town. These scores serve as the dependent variable in ordinary least squares regression models to assess the extent to which ethnic diversity is related to attachment. Results. The findings show that towns with high levels of white ethnic diversity tend to have low levels of community attachment. Moreover, residents of diverse towns tend to view their communities with more suspicion and tend to be less involved in community activities than citizens in more homogeneous towns. Conclusions. Looked at narrowly, these results indicate that white ethnic diversity may be detrimental to community building in small Iowa towns. More broadly, the findings provide support for the idea that white ethnic diversity is alive and well in America.
Comment on Ingle
Authors: Smith Allen
Published: March 2003

H. Larry Ingle's article, “The American Friends Service Committee, 1947–49: The Cold War's Effect,” appeared in the January issue of Peace & Change.
A Realist's Moral Opposition to War: Han J. Morgenthau and Vietnam
Authors: Rafshoon Ellen Glaser
Published: March 2003

This article examines Hans J. Morgenthau's critique of U.S. policies in Vietnam. Morgenthau, renowned for his advocacy of realism in foreign affairs, was one of the few political commentators to raise questions about nation‐building efforts in South Vietnam in the 1950s. After full‐scale military intervention in the 1960s, he became the foremost academic critic of the war. Morgenthau demonstrated a dramatic evolution in his views. In the 1950s, he expressed reservations about Indochina policies based on pragmatic concerns. Over time, however, his analysis of Vietnam policies focused on their ethical shortcomings. His examination of the ethics of the Vietnam war led him to revise his notion of how national interests should be determined in making foreign policy, from a calculation based on purely strategic factors to one that also takes moral factors into account.
Appraising the Prize: Three Books in Review
Authors: Abrams Irwin
Published: March 2003

Helena Cobban, The Moral Architecture of World Peace: Nobel Laureates Discuss Our Global Future

Jeffrey Hopkins, (ed.), The Art of Peace: Nobel Peace Laureates Discuss Human Rights, Conflict, and Reconciliation

Burton Feldman, The Nobel Prize: A History of Genius, Controversy, and Prestige
Merle Curti and the Development of Peace History
Authors: Wittner Lawrence S.
Published: March 2003

Although the late Merle Curti is best known for his contributions to the fields of American intellectual and social history, he was also the leading figure in the development of peace history. Committed to the attainment of world peace, he was the first prominent American historian to orient his scholarship toward this goal and to encourage others to undertake peace research. He and his associates played a key role in the founding of the Conference on Peace Research in History, an organization which he subsequently led and to which he continued to lend his support. In this fashion, Curti became the most important intellectual to mobilize historians for a world without war.
Instructional Policy and Classroom Performance: The Mathematics Reform in California
Authors: Cohen David K. , Hill Heather C.
Published: March 2003

Educational reformers increasingly seek to manipulate policies regarding assessment, curriculum, and professional development in order to improve instruction. They assume that manipulating these elements of instructional policy will change teachers’ practice, which will then improve student performance. We formalize these ideas into a rudimentary model of the relations among instructional policy, teaching, and learning. We propose that successful instructional policies are themselves instructional in nature: because teachers figure as a key connection between policy and practice, their opportunities to learn about and from policy are a crucial influence both on their practice and, at least indirectly, on student achievement. Using data from a 1994 survey of California elementary school teachers and 1994 student California Learning Assessment System (CLAS) scores, we examine the influence of assessment, curriculum, and professional development on teacher practice and student achievement. Our results bear out the usefulness of the model: under circumstances that we identify, policy can affect practice, and both can affect student performance.
The Enduring Effects of Small Classes
Authors: Finn Jeremy D. , Gerber Susan B. , Achilles Charles M. , Boyd-Zaharias Jayne
Published: March 2003

The purpose of this investigation was to extend our knowledge of the effects of small classes in the primary grades on pupils’ academic achievement. Three questions were addressed that have not been answered in previous research: (1) How large are the effects of small classes relative to the number of years students participate in those classes? (2) How much does any participation in small classes in K–3 affect performance in later grades when all classes are full-size? (3) How much does the duration of participation in small classes in K–3 affect the magnitude of the benefits in later grades (4, 6, and 8)? Rationales for expecting the continuing impacts of small classes were derived in the context of other educational interventions (for example, Head Start, Perry Preschool Project). The questions were answered using data from Tennessee's Project STAR, a statewide controlled experiment in which pupils were assigned at random to small classes, full-size classes, or classes with a full-time teaching assistant. Hierarchical linear models (HLMs) were employed because of the multilevel nature of the data; the magnitude of the small-class effect was expressed on several scales including “months of schooling.” The results for question (1) indicate that both the year in which a student first enters a small class and the number of years (s)he participates in a small class are important mediators of the benefits gained. The results for questions (2) and (3) indicate that starting early and continuing in small classes for at least three years are necessary to assure long-term carryover effects. Few immediate effects of participation in a class with a full-time teacher aide, and no long-term benefits, were found. The results are discussed in terms of implications for class-size reduction initiatives and further research questions.
Educating Students to Teach in a Constructivist Way—Can it All be Done?
Authors: Mintrop Heinrich
Published: March 2003

Our challenge as teacher educators and researchers was to design a teacher education program module that centered on an ambitious constructivist teaching model. How could such a program be designed that stirred vision, motivation, and inquiry on classroom, self, and the aims of education, that furnished considerable disciplinary and design knowledge and management skills, and that hatched professional community? The project experimented with three different versions over three years. In the first year, the program generated a great deal of inspired pioneering; but technical skill and keen observation was submerged at times in ideological commitment, and understanding of the model was truncated. In the second year, the program placed great emphasis on the mastery of the model aiming at clinical tryouts. Unfortunately, this format sapped the novices’ inspiration by over-burdening them with abstract theory and fixed pedagogical forms, thus disconnecting the model from the philosophical and moral reasons of teaching it. In the third year, the program concentrated on practical inquiry and careful bottom-up reflection to develop classroom community. Novices maintained their vision and motivation for the constructivist model, left the project with “reflective prompts,” but missed fundamental design competencies. Thus, none of the program iterations stands out as a shining example of success, but together they demonstrate the indispensability of all the components.
Frameworks of State: Assessment Policy in Historical Perspective
Authors: Mazzeo Christopher
Published: March 2003

This paper uses archival and secondary sources to examine the early history of state student assessment in the United States. While it is generally accepted that school evaluation and accountability are the raison d'être of assessment policy making in the United States, between 1865 and 1965 an accountability model for state testing failed to take hold, despite numerous attempts. In accounting for these policy developments, this paper stresses the role that institutionalized clusters of normative and causal ideas play in educational policy making. These idea structures—called policy frameworks—define the core principle or principles that animate state action, the legitimate aims served by intervention, and the manner in which these ends are to be achieved. Three frameworks—examination, guidance, and accountability—play a prominent role in the history of assessment policy making in the United States.
From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching
Authors: Feiman-Nemser Sharon
Published: March 2003

This paper was written to stimulate discussions and debate about what a professional learning continuum from initial preparation through the early years of teaching could be like. Drawing on a broad base of literature, the author proposes a framework for thinking about a curriculum for teacher learning over time. The paper also considers the fit (or misfit) between conventional approaches to teacher preparation, induction and professional development and the challenges of learning to teach in reform-minded ways and offers examples of promising programs and practices at each of these stages. The paper is organized around three questions: (a) What are the central tasks of teacher preparation, new teacher induction, and early professional development? (b) How well do conventional arrangements address these central tasks? (c) What are some promising programs and practices at each stage in the learning to teach continuum that promote standards-based teaching and enable teachers to become active participants in school reform?
Reforming Faculty Work: Culture, Structure, and the Dilemma of Organizational Change
Authors: Wong Michael Paul A. , Tierney William G.
Published: March 2003

The authors present findings from an ethnographic study of faculty work at the Charter School of Education at the California State University at Los Angeles (CSULA). Much like the K–12 version of this innovation, this unique higher education organization is a school within a larger public state university that has created a charter relationship with the system chancellor and the university president that releases the school from most system and state requirements in return for increased performance. At the time of the writing of this article, Charter School of Education at CSULA is the only higher education charter school in the nation. This study addresses the dynamics of organizational change in higher education institutions and whether chartering a higher education organization leads to increased faculty responsiveness and involvement in reform efforts. The authors present three themes that define the culture of the Charter School of Education and discuss theoretical and practical implications for this reform. They suggest that the changes that matter are as much cultural in nature as they are structural, which in turn implies where change agents ought to focus their energies as they try to develop a more engaged, responsive faculty.
On the Representation of Strong and Weak Attitudes About Policy in Memory
Authors: Bassili John N. , Roy Jean‐Paul
Published: March 2003

A priming paradigm was used to explore the representation of attitudes about government policies in memory. Participants performed pairs of tasks in quick succession. The focal tasks involved evaluating a policy or thinking of one of its consequences. The results showed that thinking of a consequence of a policy speeded up its subsequent evaluation, regardless of whether the participant held a strong or weak attitude about the policy. Evaluating the policy speeded up thinking of one of its consequences for strong attitudes but not for weak ones. In general, it took participants longer to think of a consequence of a policy than to evaluate it. The implications of these results for existing views of the representation of attitudes in memory are discussed.
Power, Sex, and Violence: A Psychological Reconstruction of the 20th Century and an Intellectual Agenda for Political Psychology
Authors: Winter David G.
Published: March 2003

Power, sex, and violence are three themes that characterize a good deal of 20th‐century experience. Connections among these themes can be demonstrated through archival and field studies and by laboratory experiments, in the core disciplines of political psychology as well as in literature and art. Understanding and explaining this power‐sex‐violence fusion is an urgent theoretical and practical imperative. Two tasks are especially critical: understanding the nature of power‐striving and how it might be tempered, and understanding how and why people construct “differences” among themselves. With its broad interdisciplinary tradition, its variety of traditional and innovative methods, and its links to the real world of human affairs, political psychology is well placed to assume this intellectual agenda.
Assessing Psychological Characteristics at a Distance: Symposium Lessons and Future Research Directions
Authors: Walker Stephen G.
Published: March 2003

The symposium papers show that differences in sources and context clearly matter in the ‘at‐a‐distance’ assessment of a leader's psychological characteristics. The stability of both cognitive and personality attributes decreases as observations focus on shorter time frames, more spec fic policy domains, and private rather than public arenas. Despite these qualifications on the use of texts to profile individual leaders, the indices of social cognition and personality do discriminate individual differences between leaders. Because the results reveal significant differences in assessing individual leaders over time with multiple sources and at different levels of analysis, it becomes more worthwhile to investigate research questions that would be moot in the absence of important source, context, or aggregation effects. With the use of automated content analysis and greater access to data from electronic sources, it is now easier to carry out quantitative content analyses of psychological characteristics and to confirm or qualify the insights generated in this symposium.