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| Illustrations | |
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| Preface | |
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| Acknowledgments | |
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| Theories and Models of Policy Change and Learning | |
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| Knowledge, Learning, and Policy Change | |
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| A Model of Event-Related Policy Change | |
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| Learning and Lessons in This Study | |
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| Methods | |
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| The Case Studies | |
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| Conclusions | |
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| September 11, Learning, and Policy Change | |
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| What Is Homeland Security? | |
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| Events and Reports: The Emergence of the Homeland Security Problem | |
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| The September 11 Attacks as Focusing Events | |
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| September 11, Policy Failure, Learning, and Change | |
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| Conclusions: Learning after September 11 | |
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| Learning from Aviation Security Disasters | |
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| Historical Trends in Aviation Security | |
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| Agenda Change and Security Incidents | |
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| Policy Change, Learning, and Implementation | |
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| Implementation Problems in Aviation Security | |
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| Conclusions | |
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| Learning from Earthquakes and Hurricanes | |
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| Why Natural Hazards Matter | |
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| Disaster Mitigation as a Primary Goal of Disaster Policy | |
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| Earthquakes and Hurricanes on National and Local Agendas | |
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| Legislation and Regulation | |
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| Learning from Disasters at the State and Local Level | |
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| Conclusions | |
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| Disaster, Learning, and the Possibility of Change | |
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| Learning and the Policy Process | |
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| Revisiting the Propositions | |
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| Focusing Events and the Presumption against Change | |
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| Causes, Objective Lessons, and Learning | |
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| Assessing the Elements of the Model | |
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| Factors That Promote and Inhibit Learning | |
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| Focusing Events and the Accumulation of Knowledge | |
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| Policy Implementation and Lessons | |
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| Hurricane Katrina and the Unlearning of Lessons | |
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| Notes | |
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| References | |
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| Index | |