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This study explores the sociometric status group differences in psychosocial adjustment and academic performance in various domains using multiple sources of information (teacher-, peer-, self-ratings, achievement data) and 2 age groups (elementary and secondary school students) in a different educational and cultural context. Gender differences in the profiles of the sociometric groups were also examined. The sample consisted of 1,041 elementary school (mean age = 11.4 years) and 862 secondary school (mean age = 14.3 years) students in public schools in Greece. Findings extended previous descriptions of rejected, neglected, and controversial groups based on the perceptions of all raters. Gender and age differences were found in the profiles of rejected and controversial groups, which were markedly distinguished from the other groups based on all data sets. Neglected children at both age levels were differentiated to a weaker degree.
Observers of international politics have been conscious of the growing international involvement of non-central governments (NCGs), particularly in federal systems. These have been supplemented by the internationalisation of subnational actors in quasi-federal and even unitary states. One of the difficulties is that analysis has often been locked into the dominant paradigm debate in International Relations concerning who and who are not significant actors. Having briefly explored the nature of this changing environment, marked by a growing emphasis on access rather than control as a policy objective and the emergence of what is termed a 'catalytic diplomacy', the discussion focuses on the need for linkage between the levels of government in the pursuit of international as well as domestic policy goals. The nature of linkage mechanisms are discussed.