美国湿地保护制度变迁研究

本文提出了分析湿地保护制度变迁的理论框架,使不同国家的湿地保护制度研究能在统一语境下比较。首先基于科学计量学和系统研究方法筛选出公众、科学、政府和法律为影响湿地保护制度变迁的四个关键要素,并依赖博弈论工具建立了分析美国湿地保护制度的理论架构。基于这一架构,本文对包括关键利益相关者、政策执行路径、政策工具和管理挑战等内容的美国湿地政策史进行了讨论。对美国湿地保护制度的演化进行了四阶断之划分:“西进运动”与全民开垦（1900年之前）、“水鸟保护”与公众参与（1900-1970年）、核心法律与科学研究（1971-1980年）和完善制度与新的挑战（1980年至今）。分析得出如下结论:在湿地保护制度中,公众是源头、科学是前提、有效的政府管治和将湿地保护的规则和与政策制度化是关键。通过借鉴美国湿地保护制度变迁研究,本文构建了湿地保护制度变迁的“竹节模式”经验性模型,揭示了各动因之间的作用机理。虽然美国湿地保护制度也面临着公众教育、科学定义和政府管辖权等挑战,但中国的湿地管理者与政策制定者仍可从美国湿地政策执行的历史背景中吸取经验。同时本文的理论分析结构也可为自然资源及管理策略的研究提供参考。     

Evolution of game-play in the Australian Football League from 2001 to 2015

This study investigated the evolution of game-play manifested via team performance indicator characteristics in the Australian Football League (AFL) from the 2001 to 2015 seasons. The mean values for 18 performance indicators were collated for every AFL team over 15-seasons. A multivariate analysis was used to uncover temporal trends in the dataset. Compared to the 2004 season, the 2005 to 2010 seasons were characterised by large growth in the counts of handballs (d = 0.83; 90% CI = 0.22–1.43), disposals (d = 1.24; 90% CI = 0.59–1.87), uncontested possessions (d = 1.37; 90% CI = 0.71–2.01), clangers (d = 2.14; 90% CI = 1.39–2.86) and marks (d = 1.43; 90% CI = 0.76–2.07). Contrastingly, the effective disposal percentage declined rapidly during the same period. The number of inside 50 m counts remained stable throughout the 15-season period. The ordination plot of league-wide performance indicator characteristics illustrated a distinct cluster from the 2001 to 2004 seasons, an abrupt shift from the 2005 to 2009 seasons, and an emergent (re)stabilisation from the 2010 to 2015 seasons. The results demonstrate the synchronous league-wide evolution of game-play in the AFL from the 2001 to 2015 seasons. Amongst other constituents, this evolution likely reflects the introduction of modernised coaching strategies, rule changes and changing perceptions of rule interpretations.     

Breaking down buy-in: Can lessons from social psychology increase teacher use of proactive behavior management?

Disruptive student behavior poses significant challenges for teachers and is associated with negative student outcomes. Research shows that teacher use of empirically-based proactive behavior management (PBM) can improve student outcomes; however, research also indicates that teacher use of PBM is low. One prominent factor in teacher use of PBM is “buy-in,” or personal interest, agreement, and investment in the implementation of a practice. When teachers buy in to an intervention, they may be more likely to implement and maintain the intervention with fidelity. Yet, there is little empirically-based understanding of buy-in or strategies known to increase the buy-in of school staff. The purpose of this paper is to describe research from social psychology that may be useful in developing a theoretical framework for buy-in, as well as approaches to increasing teacher buy-in and use of PBM. Implications for incorporating strategies from social psychology into teacher professional development to increase buy-in and use of PBM are discussed.     

Data feedback and group problem-solving: An approach to organizational development in schools

Two approaches to psychological consultation were combined for school staff development and improved organizational functioning: data feedback with group discussion. Data were collected on numbers, types, and outcome of referrals to the staffing team of two schools. Specific problems uncovered were discussed by the special services staff. As a result, the staffing team radically revised its procedures to utilize time of teachers and special services personnel more efficiently, to improve staffing team morale, and to provide better services to students. viewing the problems as organizational or systematic, rather than personal or interpersonal in nature, contributed to the success of the project.