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This paper gives an overview of space–time variability in agriculture and the environment. Analysis is based upon geostatistics in the framework of linear regression theory. Common procedures for spatial data are extended towards the space–time domain. Several practical studies are presented. The first study describes the use of REML to estimate semi‐variogram models within the presence of trends. The second study describes the use of probability maps in an environmental statistical study. The third study describes the use of geostatistics in modelling the development of a disease in cabbage. Studies are evaluated using quadratic scoring rules.

This essay is an analysis of the implications of misperception—the inaccurate assessment by one actor of the other actor's preferences—in international relations. The author finds that misperception cannot affect the choice of an actor with a dominant strategy, although it can affect that actor's expectations as long as both actors are self-interested and seek to maximize their own payoffs. Misperception creates conflict only in a narrowly circumscribed range of situations, and even then the misperceived actor has no incentive to mask its true preferences. An actor who deceives does so in order to facilitate coordination through the other's misperception of its preferences, and thus to avoid conflict—not to create it. Three possible outcomes can occur when both actors misperceive, and in only one of the three does misperception cause conflict that would otherwise be avoidable. In a formal analysis of the limited set of situations that characterize international crises, misperception is found neither to create conflict nor to lead to the escalation of crisis into war.

Relieve : sombreado ; Coloreadas a mano las posiciones de cada ejército

Cover -- Contents -- Acknowledgments -- Introduction -- FROM THE CULTURE OF POVERTY TO THE CULTURE OF POLICY -- WHY COMPENSATORY EDUCATION POLICY? -- THAT WHICH FOLLOWS -- 1: Policy as Cultural Construct -- THE POLICY DOZENS -- THE RATIONALE FOR CULTURAL ANALYSIS OF POLICY -- THE CULTURE OF POLICY FRAMEWORK -- CULTURAL CONSEQUENCES ON POLICY IMPLEMENTATION -- EQUITY POLICIES AND CENTRAL CONFLICTS WITHIN THE CULTURE OF POLICY -- 2: Title I of the Elementary and Secondary Education Act (ESEA) in the War on the Culture of Poverty -- THE HISTORICAL MOMENT -- CATEGORIES OF THOUGHT IN SCHOLARLY DISCOURSE -- LEGISLATING WAYS OF SEEING -- DISSEMINATING WAYS OF SEEING -- 3: Congressional Framing of Children in ESEA Title I Debates, 1965--1994 -- THE 1960S: SAVING THE POOR THROUGH EDUCATION -- THE 1970S: REFINING POLICIES AND PROGRAMS -- 1980S: CUTTING AND CONSOLIDATING -- THE 1990S: GOING SCHOOLWIDE -- IN SEARCH OF A DISCOURSE OF TALENTS -- CONCLUSION -- 4: The School -- THE LANGUAGE AND RITUALS OF POLICY CULTURE -- POLICY CHANGES AND THE RITUALS OF PRACTICE -- CONCLUSION -- 5: "Line Up for Integration!" -- BILINGUAL EDUCATION AND DESEGREGATION POLICIES IN THE STUDIED SCHOOLS -- REMEDY RITUALS: ORGANIZING THE SCHOOL DAY FOR "INTEGRATION -- THE MEANING OF "INTEGRATION" IN THE LANGUAGE OF PRACTITIONERS -- RACE-BASED MESSAGES IN THE CULTURE OF POLICY -- CONCLUSION -- 6: Possibility and Potential in the Culture of Education Policy -- THE CULTURE OF POLICY AND THE NO CHILD LEFT BEHIND ACT -- RESISTING THE CULTURE OF POLICY -- Appendix: Methodology -- CONTENT ANALYSIS OF CONGRESSIONAL DISCOURSE -- MULTISITE QUALITATIVE POLICY ANALYSIS OF SCHOOL-BASED PRACTICES -- Notes -- Chapter 1 -- Chapter 2 -- Chapter 3 -- Chapter 4 -- Chapter 5 -- Chapter 6 -- Appendix -- References -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P