“Sport for Development” in developing countries: The case of the Vilas Olímpicas do Rio de Janeiro

The benefits of sport for general social outcomes has permeated sport policy in Brazil since the beginning of the twentieth century, but recently the jargon of “development through sport” is more overtly informing public policy and government action in this field. Despite increased uptake of the positive discourse of “sport as a development tool”, the reality for government-funded and -run “sport for development” programs is one far removed from enjoying the attention and financial investment needed to reach their stated development goals. This paper focuses on one such program: the Vilas Olímpicas do Rio de Janeiro. When analysing the specific matters associated with the management of this program three themes were identified that encapsulate the main issues that emerged during the analysis: partnerships, conflicting aims, and community involvement. These themes are analysed in light of the literature that discusses the application of “sport for development” programs worldwide and we conclude with some questions on the applicability of well-defined frameworks and approaches to such programs when these programs themselves tend to operate in very ill-defined and unstable environments.     

构建社会主义和谐社会中的社会公正问题探析

对于当代中国来说,社会主义和谐社会就是公平、合理和有序的社会,就是全体人民各尽其能、各得其所又和谐相处的社会。社会公正是构建社会主义和谐社会的核心和价值取向。改革开放以来,由于种种复杂原因,我国社会公正方面的矛盾和问题日益彰显,这已对社会的安全运行与和谐发展造成了十分严重的负面影响。构建社会主义和谐社会,必须努力弥补社会公正的缺失,真正实现社会公正。     

德育的张力——浅论社会性道德背景与道德教育

在构建和谐社会的方略下，如何进行高校道德教育成为一个重要课题。在讨论了社会性道德背景的产生以及道德教育与社会性道德背景之间的冲突，并考察了西方伦理学者对此问题的解答的基础上，笔者认为保持道德教育中社会主义道德规范与特定的社会性道德背景之间适度的张力是一种较为明智的态度。     

Results of an assessment to identify potential barriers to sustainable agriculture on American Indian reservations in the Western United States

Purpose: This paper reports the results of survey research conducted with tribal producers between 2011 and 2012 on 19 of the largest American Indian reservations in Idaho, Nevada, North Dakota, Oregon, South Dakota, and Washington. The purpose of the research was to identify potential barriers to sustainable agriculture on reservation lands. This article reports the results of this research in an effort to promote Extension professionals' understanding of these barriers, which may help to improve outreach programs on American Indian reservations. Understanding the obstacles to sustaining agriculture that American Indian tribes face may inform international agricultural outreach efforts to increase food security targeting indigenous and tribal peoples worldwide.

Design/Methodology/Approach: American Indian agricultural producers comprised the study group. Study objectives included: (1) identify agricultural and natural resource issues of greatest concern to a self-selected sample of tribal agricultural producers on reservation lands; (2) evaluate access to Extension and other US Department of Agriculture outreach and assistance programs; and (3) evaluate the quality of these programs in terms of their relativity to tribal needs.

Findings: Study results indicate that tribal agricultural producers surveyed ranked 29 of 39 agricultural and natural resource issues as a concern. Similarly, they rated access to and quality of outreach programs as fair. Further, tribal producers operating on reservation trust land rated issues more severely than did tribal producers operating on fee simple lands.

Practical Implications: Results of this research will help Extension and other outreach professionals to understand the barriers indigenous and tribal peoples face in sustaining agricultural operations, particularly tribal groups living on federally reserved trust lands, such as American Indians. An increased understanding can inform agricultural policy-makers and outreach professionals in improving programs designed to increase agricultural sustainability, improve food security, enhance economic well-being and improve quality of life of indigenous and tribal peoples worldwide.

Originality/Value: This research provides important information to agricultural policy-makers and Extension professionals striving to sustain agricultural productivity and enhance food security with indigenous and tribal peoples.     

当代西方社会学信任研究的新趋势

20世纪70年代以来,当代西方社会学在继承古典与现代社会学信任研究的积极成果的基础上,将信任作为自己的一个专门研究课题,并在短短的20多年的时间里取得了丰硕的研究成果。这些研究成果呈现出当代西方社会学信任研究的三大新趋势,即信任研究的理论自觉性日益增强、范围日益集中以及主题日益具体而系统。这三大新趋势预示了信任社会学作为社会学的一门新的分支学科在当代西方即将形成。研究与分析当代西方社会学信任研究的新趋势,不仅将推进社会学信任理论的研究与建构,而且也将为构建作为我国社会主义市场经济强大内在支撑的社会信任提供直接的借鉴与启示。     

略论"诚信泉州"的建设

建设诚信泉州,形成诚信的社会环境和制度规范,以适应市场经济发展和国际竞争的需要,是极为重要的。文章调研泉州地区诚信缺失的表现、分析其危害及原因,略论建设诚信泉州的意义以及途径。     

Education and social cohesion: developing a framework for education sector reform in Sri Lanka1

There is increasing interest in understanding and describing the links between education and ‘social cohesion’. However, the theoretical and empirical base for understanding these links is limited. There is also a shortage of practical tools for education policy‐makers and planners, to help them assess the impact of policies and investments, and to plan for future reform. This paper describes the initial development of an analytical and planning framework for addressing education and social cohesion within the context of a sector‐wide approach to education reform in Sri Lanka. A brief literature review suggests three inter‐connected domains in which links between education and social cohesion might be usefully analysed, together with three working hypotheses: (i) political economy/governance: education affects social cohesion through transparency and participation in education policy formulation, planning and management; (ii) equity/equality of opportunity: education affects social cohesion through the distribution of education resources, opportunities and outcomes; (iii) teaching/learning: education affects social cohesion through the development of certain competencies in students. Drawing on this analytical framework, research conducted in Sri Lanka is used to identify a set of interventions to promote social cohesion, with corresponding baseline, process and outcome indicators as benchmarks for measuring the progress and impact of intended policy measures. This process is described within the context of a ‘sector‐wide approach’ to education reform, intended to bring together the activities of the government and external partners within a single comprehensive medium‐term planning and budgetary framework.     

With the eyes of others: an ethnography of an academic office

The author raises questions about ethnographic methodology through exploring the implications of using observations produced by his colleagues about his office as data for his research. This process blurred the boundaries between researcher, method and the object and subject of research. It meets some criteria for ethnography and not others, and does not evidence clear definitional boundaries for any sub-genre such as autoethnography or collaborative authoethnography. Besides raising definitional challenges and the blurring of roles in research, the study also illustrates how the methodology revealed tensions over collegial trust, boundaries and privacy. The author's colleagues exposed aspects of the author's identity that were opaque and even invisible to the author. The author accordingly raises questions about the locus of ethical concern. Thus, issues of roles, definition, trust, boundaries, privacy and method were entwined.     

Children’s emotional and behavioral responses to peer provocation and early school adjustment

ABSTRACT

Even very young children think about their own and others’ behavior, including emotions. Such cognitions and emotions about the self and others convey information that is crucial to social interactions and relationships. The current study based on an integrated model of emotion processes and cognition in social information processing (SIP) aimed to explore students’ emotional and behavioral responses in SIP choices, and their association with teacher-reported early school adjustment. Two-hundred and thirty pre-school and first-grade primary school students were interviewed using the Challenging Situations Task (CST). CST assessed students’ emotional and behavioral responses to 12 unambiguous hypothetical peer provocation situations. Children’s preschool and first-grade primary teachers rated children’s early school adjustment with the Social Competence and Behavior Evaluation (SCBE-30) measure. The results revealed that children chose mainly sad and angry emotions and socially competent and passive behaviors. We found a relationship both between sad emotions and socially competent behavior choices, and between angry emotion and aggressive behavior choices. Sad emotions and aggressive behavior choices were the main predictors of school adjustment. Children’s responses to peer provocation situations varied depending on how the children interpreted the situations. The results address the importance of children’s SIP and school adjustment.     

论“变现”

文章认为，变现部分国有资产是我国建立社会保障体系和国有经济调整与改组的必然要求。一方面，由于社会保障基金的巨大的缺口，作为一种历史欠债，只能通过变现部分国有资产来偿还。另一方面，由于我国国有经济的战略性调整与改组都需要有部分国有资本通过流动变现与重组来实现。由于国有资本在变现、流动过程中发生的只是形态的转换，因此，不存在私有化问题。同时，只要变现方式得当，各项预定目的是可以实现的。