Conclusion

2020 ◽  
pp. 141-162
Author(s):  
Danielle L. Lupton

This concluding chapter summarizes the findings of the experiments and case studies in the previous chapters, discussing their implications for the study of reputation for resolve and the debate between reputation supporters and skeptics. The evidence from across the experiments and case studies shows that leaders can indeed acquire individual reputations for resolve. While these reputations are rooted in a leader's statements and behavior, they can be influenced by certain contextual factors—primarily a preexisting state reputation for resolve and the state's strategic interest in an issue under dispute. Yet, these two contextual factors influence leader reputations by interacting with a leader's own statements and behavior. Moreover, these leader-specific reputational assessments can affect the negotiating and crisis bargaining strategies individual leaders pursue. Leaders, therefore, are not wrong to care about their personal reputations for resolve or to believe that their reputations for resolve influence international politics. The chapter then explains how policymakers can best communicate their resolve to make themselves and their states less vulnerable to international threats.

Author(s):  
Danielle L. Lupton

This chapter examines how perceptions of a leader's resolve form and change across multiple hypothetical interactions. By using a survey experiment, it reveals that statements create expectations of future action, which then interact with a leader's subsequent behavior to influence participants' perceptions of that leader's resolve. The results further show that early perceptions of a leader's resolve are significantly correlated with participants' later assessments of that leader's resolve, indicating that early interactions and the perceptions that stem from those interactions are highly influential to leader-specific reputational assessments within the experiment. In other words, first impressions matter, as they influence later assessments. Moreover, only certain contextual factors—namely, a preexisting state reputation and state strategic interest in the issue under dispute—create expectations of leader resolve within the experiment. These expectations then interact with a leader's statements and behavior to influence participants' assessments of resolve.


Author(s):  
Danielle L. Lupton

How do reputations form in international politics? What influence do these reputations have on the conduct of international affairs? This book takes a new approach to answering these enduring and hotly debated questions by shifting the focus away from the reputations of countries and instead examining the reputations of individual leaders. It argues that new leaders establish personal reputations for resolve that are separate from the reputations of their predecessors and from the reputations of their states. The book finds that leaders acquire personal reputations for resolve based on their foreign policy statements and behavior. It shows that statements create expectations of how leaders will react to foreign policy crises in the future and that leaders who fail to meet expectations of resolute action face harsh reputational consequences. The book challenges the view that reputations do not matter in international politics. In sharp contrast, it shows that the reputations for resolve of individual leaders influence the strategies statesmen pursue during diplomatic interactions and crises, and delineates specific steps policymakers can take to avoid developing reputations for irresolute action. The book demonstrates that reputations for resolve do exist and can influence the conduct of international security. Thus, it reframes our understanding of the influence of leaders and their rhetoric on crisis bargaining and the role reputations play in international politics.


2018 ◽  
Vol 25 (3) ◽  
pp. 314-340 ◽  
Author(s):  
Rachelle K. Gould ◽  
Nicole M. Ardoin ◽  
Jennifer M. Thomsen ◽  
Noelle Wyman Roth

2016 ◽  
Vol 20 (04) ◽  
pp. 1640005
Author(s):  
CHRISTINA ÖBERG

This paper describes and discusses how innovation impacts creativity in the advertising sector. It points to the double meaning of creativity — as innovativeness and as artistic skills — and indicates a tension between the two. Empirical illustrations consist of two case studies from the advertising sector. These point to how innovations (in terms of adaptation of new technology) negatively impact artistic creativity. Contextual factors creating a need for new technology did have an impact, and meant that companies became increasingly competitive and roles became unclear. On the company level, innovation caused knowledge gaps, increased formalization, and expanded the division of work. Contribution is made to research on the management of creativity by suggesting how innovation impacts artistic creativity. Furthermore, the discussion on company level creativity contributes to research on the advertising sector, since the literature has foremost discussed creative processes of individual campaigns.


Author(s):  
Brian J. Corbitt ◽  
Konrad J. Peszynski ◽  
Saranond Inthanond ◽  
Byron Hill

This paper explores an alternative way of framing information systems research on the role and impact of national culture. It argues that the widely accepted structural framework of Hofstede reduces interpretation to a simplistic categorical description which in many cases ignores differentiation within cultures. The alternative model suggests, that national culture can be better understood by seeking out the dominant codes that frame the discourse pervasive in a culture and understanding how that discourse affects the obvious social codes of ritual, custom and behavior and the textual codes which express the nature of that culture. This framework is applied to two different case studies — one in New Zealand and one in Thailand — to demonstrate its applicability.


2008 ◽  
Vol 17 (4) ◽  
pp. 150-155 ◽  
Author(s):  
Sheela Stuart ◽  
Christopher Ritthaler

Abstract This article presents two case studies of children with complex communication needs, including a diagnosis of autism. Although different in age and overall diagnoses, both children primarily used behaviors, gestures, and limited overall vocalizations for communication. In each case, some pictures and signing had been intermittently incorporated into their school programs with very little success. The school-based augmentative and alternative communication (AAC) teams had used the candidacy model and decided that, until the children made gains in cognition and behavior, they could not use any type of speech generating device. In each instance, the child's parent disagreed and requested a second AAC evaluation. The second opinion evaluating center incorporated Language Acquisition Though Motor Planning (LAMP) to utilize a speech generating device for participation in some motivating activities. Results were sufficiently positive to support trial use of this approach and private outpatient sessions were provided. The article includes a brief overview of the resulting journey: the give-and-take process between second opinion center, parents, and school to arrive at a form of successful communication for each child.


2021 ◽  
Author(s):  
Shari L Wade ◽  
Kelly Jones ◽  
claudia corti ◽  
Anna Adlam ◽  
Jennifer Limond ◽  
...  

Purpose/Objective: To describe the process of adapting the evidence-based Teen Online Problem Solving (TOPS) program, a telehealth problem-solving treatment addressing executive function and behavior regulation challenges in adolescents with traumatic brain injury, in Italy, New Zealand, and the United Kingdom. Research Method/Design: We describe the process of adapting and translating the TOPS program in three case studies with unique methods and samples. In Italy, 14 parents of adolescents with TBI participated in focus groups and two adolescents with TBI and their parents and two physicians provided input on the resulting translation. In New Zealand, an independent Māori cultural advisor reviewed the content, and six adolescent-parent dyads and two health professionals completed the 10 modules independently over a five-week period to inform adaptation. In the United Kingdom, a team of neuropsychologists and a parent of an adolescent with ABI reviewed and adapted the content through successive iterations. Results: In Italy, suggested changes included greater emphasis on nonverbal communication and clearer examples of inappropriate problem-solving responses. In New Zealand, parents and adolescents rated the program as acceptable and helpful. Suggestions included incorporating familiar Māori settings, integrating religion, and developing videos with New Zealand adolescents. In the United Kingdom, iterative refinements focused on adapting TOPS for other acquired brain injuries and reflecting cross-national differences (e.g., drinking age). Conclusions/Implications: These three case studies suggest that programs such as TOPS developed in one cultural context can be broadly acceptable in other contexts, with adaptations focusing on tailoring to reflect the unique cultural and linguistic setting.


Author(s):  
D. Scott Bennett

The Scientific Study of International Processes (SSIP) is an approach aimed at teaching of international politics scientifically. Teaching scientifically means teaching students how to use evidence to support or disprove some particular logical argument or hypothesis that reaches some level of generalization about relationships between concepts. Closely related to simply asking what evidence there is, is teaching students to address the breadth, depth, and quality of that evidence. The scientific approach may also draw attention to the logic of arguments and policies. Are policies, positions, and the arguments behind them logical? Or is some policy or position based on assumptions that are not logically related, or only true if certain auxiliary assumptions hold true? Teaching methods for SSIP include comparative case studies, experiments and surveys, data sets, and game theory and simulation. Instructors also face several challenges when seeking to teach scientifically, and in particular when they try to make time to teach methodology as part of an international politics course. Some problems are relatively easily overcome just by focusing on effective teaching. Other are unique to SSIP and cannot be dealt with quite so easily. Among these are the need to appeal to a broad audience, and dealing with students' negative reactions to the term “science” and the constraint of finite time in a course.


Author(s):  
Ana Guinote ◽  
Serena Chen

Philosophers, scientists, policymakers, and the public have questioned about who ascends to power and how power affects the person. This chapter reviews and discusses social–cognitive literature from the last decade or so that examines how dispositions and contextual factors affect the emergence of power and how having power affects the links between dispositions and behavior. Following a process-based perspective that contemplates the cognitive strategies of people in power, a model is proposed of power as a magnifier of the active self—that is, the subset of self-knowledge that is active on a moment-to-moment basis. The active self channels attention and action in line with priorities and plays a key role in action facilitation and goal-directed behavior. The active self is responsive to chronic dispositions, emotions, and current states of the person and to inputs from the environment in a flexible manner. Extant research is integrated based on this model.


1975 ◽  
Vol 5 (4) ◽  
pp. 29-38
Author(s):  
Timothy M. Shaw

Our understanding of the international political economy of Africa is underdeveloped; we have inadequate data and theories about the development of underdevelopment on the continent. Even the orthodox study of international politics and foreign policy in Africa is largely a recent phenomenon, stimulated by the rise of new states in the last twenty years. This essay, then, can be no more than a review of the field and a lament over its deficiencies. In particular, we are concerned about: i) the relative inattention afforded the impact of international politics on the rate and direction of social change in African states; ii) the need for a new conceptual framework to advance our understanding of the linkage politics between African elites and external interests; and iii) the related growth and international inequalities on the continent. This essay proceeds therefore from a critical review of analyses of the international political economy of Africa to a tentative presentation of a new typology of states and regimes, regions and behavior, in Africa which reflects the importance of those variables on which students of political economy focus.


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