The study of international relations has always been multidisciplinary. Over the course of the last century, political scientists have borrowed concepts, methods, and logic from a wide range of fields—from history, psychology, economics, law, sociology, anthropology, and others—in their effort to understand why states act as they do. Few of those disciplines contributed more to the course of 20th-century international relations scholarship than geography. As the layout of the chessboard shapes the game, so do the features of the Earth provide the most basic influence upon states. That geography affects international relations is uncontroversial; what is not yet clear, however, is exactly how, under what conditions, and to what extent. After all, a board can teach only a limited amount about the nature of a game. Many theories of state behavior involve several ceteris-paribus assumptions about the setting for international interaction, even if the substantial variation in geographical endowments assures that all things will never be equal. Some states are blessed (or cursed) with a rich supply of natural resources, good ports, arable land, and temperate climate; others struggle with too little (or too much) rainfall, temperature extremes, mountain ranges or deserts, powerful neighbors, or lack of access to the sea. While the number of studies examining the effects of the constants of geography on state behavior may pale in comparison to those that focus on the variables of human interaction, international relations has not been silent about geography. What insights have come from the many investigations into the relationship between the game of international politics and the board it is played on, the surface of the Earth?
Christopher J. Fettweis
Fatalism is a set of beliefs that encompasses such dimensions as predestination, pessimism, and attribution of one’s health (life events) to luck. Locus of control refers to the extent to which individuals believe they are in control of events that affect them. Individuals with an external locus of control perceive their life is controlled by environmental factors they can’t change, or by chance or fate. Fatalism and external locus of control are both negatively associated with health behaviors and health outcomes; and contribute to health disparities due to the link between culture and socio-economic factors.
Empirical research on civil war onset has been largely dominated by two approaches: a correlational or “correlates of civil war” approach which seeks to identify country-level characteristics associated with a higher likelihood of civil war outbreak, and a bargaining approach which starts from the assumption that warfare is costly and which views civil conflict as a by-product of bargaining failures. Correlational and bargaining studies of internal conflict onset have reached an analytical plateau because they fail to specify the precise mechanisms that yield civil warfare instead of a different type of violent or nonviolent outcome. An alternative, contentious framework is advanced for studying civil war onset. This framework situates the conflict event within a larger cycle of contention and specifies the mechanisms through which civil conflict is most likely to occur. According to this contentious perspective, civil wars are commonly produced by the combination of one structural condition—a state crisis of authority and/or legitimacy—and the interdependent effect of two mechanisms—radicalization and militarization. Through theory development and vignettes from a handful of civil war cases, the article makes the case that the contentious approach holds promise for elucidating how exactly civil conflicts break out. Despite holding initial explanatory power, the contentious theory of civil war onset advanced herein awaits more systematic empirical testing.
As technology advances and offers enjoyable sedentary alternatives to sport, active recreation, and transportation, there is a growing need to understand and harness the drivers of physical activity and exercise among children and adolescents. Determining how youth perceive their physical capabilities and their opportunities and what motivates them to be physically active can provide essential information for teachers, coaches, youth leaders, and program planners who are interested in promoting physical activity. Several well-established and also more recently developed behavioral theories offer numerous avenues to gaining a better understanding of the perceptions and motivation of youth with respect to physical activity and exercise behavior, including the social ecological model, social cognitive theory, self-determination theory, habit theory, dual-process theory, and nudge theory, among others. Children and adolescents have individual characteristics that influence their perceptions, motivations, and behavior. They also exist within a multilayered ecological context that helps to shape those perceptions, motivations, and behavior. For youth to be sufficiently physically active and thereby help to reach their full potential, the environment must be conducive to consistent routines of physical activity. Such an environment can be designed to provide easily accessible and enjoyable opportunities for youth to fulfill their basic psychological needs for autonomy, relatedness, and competence to be physically active. There is potential for technology to contribute positively toward the design of conducive environments, and toward fostering motivation and enjoyment of exercise and physical activity among children and adolescents.
Adrian P. Simpson and Melanie Weirich
Speech carries a wealth of information about the speaker aside from any verbal message ranging from emotional state (sad, happy, bored, etc.) to illness (e.g., cold). Central features are a speaker’s gender and their sexual orientation. In part this is an inevitable product of differences in speakers’ anatomical dimensions, for example on average males have lower pitched voices than females due to longer, thicker vocal cords that vibrate more slowly. Arguably much more information has been learned by a speaker as they construct their gender or identify with a particular sexual orientation. Differences in speech already begin in young children, before any marked gender-related anatomical differences develop, emphasizing the importance of behavioral patterns. Gender, gender identity, and sexual orientation are encoded in speech in a range of different phonetic parameters relating to both phonation (activity of the vocal folds) and articulation (dimensions and configuration of the supraglottal cavities), as well as the use of pitch patterns and differences in voice quality (the way in which the vocal folds vibrate). Differences in the size and configuration of the supraglottal cavities give rise to differences in the size of the acoustic vowel space as well as subtle differences in the production of individual sounds, such as the sibilant [s]. Furthermore, significant and systematic gender-specific differences have been found in the average duration of utterances and individual sounds, which in turn have been found to have a complex relationship to the perception of tempo.