我国养老保险转移接续的路径发展研究

养老保险的流动性不畅是我国深化城市化进程的重要阻碍,解决转续难的问题需要摸清养老保险转移接续发展的制度脉络和现行的壁垒症结。养老保险转续制度的发展可以分为三个阶段：1996年前的制度缺失阶段、1996—2008年的制度初创阶段和2009年至今的制度深化改革阶段。通过分析不同统筹区和不同制度的转续通道,对我国养老保险转移接续的政策制度现状进行系统的梳理,为新型城镇化背景下解决制度顺畅转续这一关键问题提供基础性参考。     

Barriers to inclusion: insights of special and general educators from the US and St. Lucia

Globally, inclusion has been touted as best practice for working with students with disabilities. Despite the universal acceptance of inclusion, educators have identified several challenges in using inclusive practices. The purpose of this study was to explore the perceptions of general and special educators from the United States and St. Lucia on barriers to inclusion. Using qualitative research methodology, 32 teachers were interviewed. Data were analyzed inductively and special and general educators’ perception of barriers emerged under six themes: inadequate resources and time, environmental and professional barriers, lack of administrative support, negative attitudes of stakeholders, differing interpretation on inclusion, and unsuitable curriculum and assessment. Analysis was also guided by Lewin’s (1947) theory of planned change. Results indicated that teachers across regions identified similar obstacles to inclusion with time and limited resources being the predominant problem. The main difference was that environmental and professional barriers were identified by more teachers from the US, while lack of administrative support was predominantly identified by teachers from St. Lucia. In analyzing the responses from both general and special educators, the researcher found that there were no major differences based on participants’ role. Recommendations and implications for practice are discussed.     

Exploring barriers and solutions to academic writing: Perspectives from students,higher education and further education tutors

Staff and student perceptions of what constitutes good academic writing in both further and higher education often differ. This is reflected in written assignments which frequently fall below the expected standard. In seeking to develop the writing skills of students and propose potential solutions to writing difficulties, a study was conducted in a university and a nearby further education college in the north west of England to explore barriers and solutions to AW difficulties. This paper reports the findings generated using unmoderated focus groups with second-year university health studies students (n=70) and moderated focus groups with further education college teachers (n=3) and health studies lecturers in a university (n=6).

Findings indicated that staff and students’ perceptions of what constitutes AW differed. The barriers to academic writing that were identified included lack of time and confidence; lack of extended writing at FE level; lack of reading and understanding of academic texts or journals; referencing; and academic jargon.     

Understanding the Lived Experiences of University Students with Autism Spectrum Disorder (ASD): A Phenomenological Study

This study sought to describe factors impacting the success of students with ASD in university programmes. Semi-structured interviews were conducted to gather both the students’ personal perspectives of their university experience and the perspectives of a significant person in their life. An interpretative phenomenological approach was utilised to ascertain common factors that contributed or posed a barrier to students experiencing success in their studies. Findings revealed that students with ASD felt their internal influences of determination, perseverance and passion in their areas of academic interests, greatly impacted on their ability to achieve successful outcomes in university, but these factors were always mitigated by the degree to which they experienced anxiety, depression and isolation. Participants also highlighted the importance of mediating factors in helping them to manage their social–emotional needs so they could pursue their interests and achieve success in university programmes.     

国外技术性贸易壁垒对江西外贸出口的影响及对策研究

技术性贸易壁垒作为一种客观上的贸易保护措施,已经成为我国出口贸易发展的主要障碍。本文在对技术性贸易壁垒的关税替代效应进行理论分析的基础上,研究了技术性贸易壁垒对江西出口贸易的有利和不利效应,并结合江西的实际情况进行了经验分析,并在此基础上,就如何突破技术性壁垒和促使其正面效应形成提出了若干政策建议。     

Practice what you preach: Adoption of internal campus innovations at Dutch research-intensive universities

Campus decision makers are increasingly expected to adopt ‘campus innovations’ (affecting real estate and different facilities), not only from the market and demand-led (external campus innovations), but also developed by the university's own scientists (internal campus innovations). The adoption of the latter can be driven and hindered by many unique factors that campus decision makers have not dealt with before. To provide insight into them, qualitative data were collected from 13 out of 14 Dutch research-intensive universities. The results indicate that internal campus innovations are driven by co-creation stimulation, collaborative partnership, transparency and accountability, and local development contribution. Their adoption, however, may be obstructed by barriers embedded in the interaction between campus decision makers and scientists, organizational university context, funds unavailability and innovations' supply-pushed characteristics. An increased understanding of these barriers and the practices to overcome them is crucial for universities' campus decision makers to actively engage in the adoption of internal campus innovations.