Longitudinal analysis of the environmental attitudes of university students

This article addresses the important questions that higher education institutions ask concerning their impact on their students’ sustainability-related attributes ‘How do our students’ worldviews change as they experience higher education with us?’ The process of monitoring such a dynamic entity is fraught with statistical complexity but may not be impossible for an institution willing to ask whether or not its educational efforts in ‘education for sustainability’, ‘education for sustainable development’ or ‘environmental education’, and campus sustainability developments, are paralleled by changes in the attitudes of its students. We describe here a longitudinal survey process based on the revised New Ecological Paradigm scale, with two cohorts of students, in three programmes of study, operating over four years, with multiple survey inputs by each student. We implemented the longitudinal analysis using a linear mixed-effects model and describe here the development and testing of this model. We conclude that higher education institutions can benchmark the sustainability attributes of their students and monitor changes, if they are minded to. We invite higher education practitioners worldwide to join us in further developing suitable research instruments, processes and statistical models, and in further analysing the assumptions that link higher education to sustainability and to global citizenship.     

超越道德调节

传统技术道德问题的思考主要表现在对技术所具有的道德调节作用上的分析,即技术如何调节人类的道德行为。这一传统方式主要基于人本主义的设定,即人与技术之间存在着严格边界,人具有道德自主性,技术是无自主性的。但是会聚技术、大脑植入、智能环境等新技术带来的根本问题逐步取消人与技术之间的严格边界,技术与身体彼此融合介入,并且以新的形式影响着人类道德决策。理解这些问题,必须采取超人类主义的态度,必须超越传统的技术道德调节形式。新技术给人类带来了两种新型关系:赛博格关系与复合关系。只有在超人类主义的基础上,才能够有效分析新技术与人之间所呈现出来的新型关系——赛博格关系、复合关系——及其道德意蕴。     

压力与学习的互惠:对积极塑造者假说的纵贯实证检验

引入积极塑造者假说阐释工作压力与员工学习间的互惠关系,构建二者的良性循环,并据此提出两项中介假设;以研究院所、管理咨询机构的知识型员工为样本,采用两期107份纵贯样本进行回归分析;结果显示,员工学习中介工作压力与工作资源之间的正向关系,工作资源中介员工学习与工作压力之间的负向关系,压力与学习构成良性循环;研究表明,面对压力,积极塑造者将展开适应学习,习得知识后,积极塑造者将改变工作、获取资源以缓解压力,工作压力与员工学习良性互惠、员工福祉和技能螺旋上升。     

环境政策对畜禽养殖污染排放的影响及机制

准确评估环境政策对畜禽养殖污染排放的影响,探寻政策影响机理是科学制定畜禽养殖环境政策的重要依据。为此,本文基于2006—2018年省级面板数据,运用双重差分和中介效应模型分析了环境政策对中国畜禽养殖污染排放的影响及机制。结果表明：①自2014年以来实施的一系列环境政策有助于减少畜禽养殖污染排放;②一系列环境政策对畜禽养殖污染排放的削弱作用存在主体异质性和地区异质性,环境政策在初始污染水平较高的省份、畜牧大省以及东部省份的影响效应较为明显,在初始污染水平较低的省份、非畜牧大省以及中西部省份的影响效应不明显;③环境政策实施使得养殖总体规模下降、规模化程度提升以及养殖结构调整,进而减少畜禽养殖污染排放,而环境政策虽然能够促进农业技术进步,但难以进一步起到减少养殖污染排放的作用。据此提出要提高中国畜禽养殖环境政策的政策效率,需要进一步以差异化政策促进区域畜禽养殖污染的协调防治,挖掘规模化养殖、技术进步在污染防治中的作用,此外要高度重视生猪养殖污染防治问题。本文不仅为畜禽养殖环境政策优化调整提供定量化参考,还为推进适度规模化养殖提供一定的理论和实证依据。     

经济政策不确定性对中国碳排放的对称与非对称影响

在全球经济快速转型背景下,经济政策不确定性（EPU）的影响已渗入到生产生活的各个领域,正确认识经济政策不确定性带来的环境风险对“双碳目标”实现至关重要。本文基于非对称传导效应视角,采用2003—2017年中国30个省份面板数据,实证检验EPU在长短期对碳排放的对称与非对称影响,并基于经济发展水平展开异质性分析,构建中介效应模型分析EPU上升、下降对碳排放影响的作用机制。研究表明：①EPU对碳排放短期存在非对称影响,长期存在对称影响。在短期,EPU上升显著影响碳排放,而EPU下降对碳排放影响不明显。在长期,两者呈负相关的线性关系,EPU下降促进碳排放。②EPU对碳排放的影响因经济发展水平不同而具有明显区域异质性。在短期,EPU变化对东部地区作用不显著,对中、西部地区作用显著,并表现出非对称影响;在长期,东部地区仅有EPU下降会增加碳排放,中、西部地区EPU与碳排放呈现负相关的线性关系。③碳排放在不同区域受到EPU冲击后的调整速度不同,东部地区的自我调节能力高于中、西部地区,能更迅速地调整并稳定碳排放水平。④EPU对碳排放的影响主要通过经济效应表现,EPU上升通过抑制经济增长活力导致碳排放降低,EPU下降通过加快经济增长速度导致碳排放增加。未来,政府应审慎调整经济政策,健全和完善市场信息披露体系并充分发挥地区比较优势助推新兴产业发展。     

基层法院民事审判权的解构

民事审判权是法院对民事案件进行审理,并作出裁判的权力,担负着解决平等主体之间纠纷的功能,主要包括审理权和裁判权两个方面。在基层法院的民事案件审判工作中,可以发现,民事审判权发挥出不同的作用,尤其是调解、简易程序等方面,有其优势但也暴露出种种缺陷。因此,分析基层法院的民事审判权并提出相关建议显得很有必要。     

A Second-Order Longitudinal Model for Binary Outcomes: Item Response Theory Versus Structural Equation Modeling

Measuring academic growth, or change in aptitude, relies on longitudinal data collected across multiple measurements. The National Educational Longitudinal Study (NELS:88) is among the earliest, large-scale, educational surveys tracking students’ performance on cognitive batteries over 3 years. Notable features of the NELS:88 data set, and of almost all repeated measures educational assessments, are (a) the outcome variables are binary or at least categorical in nature; and (b) a set of different items is given at each measurement occasion with a few anchor items to fix the measurement scale. This study focuses on the challenges related to specifying and fitting a second-order longitudinal model for binary outcomes, within both the item response theory and structural equation modeling frameworks. The distinctions between and commonalities shared between these two frameworks are discussed. A real data analysis using the NELS:88 data set is presented for illustration purposes.     

Parental experiences of dealing with disputes in Additional Support Needs in Scotland: why are parents not engaging with mediation?

Partnerships with parents, particularly in the field of education, have featured prominently in policy rhetoric for many years, but routes of redress have not had much attention until relatively recently. The development of Alternative Dispute Resolution in the UK reflects the situation in several jurisdictions (e.g. Norway, Germany, the Netherlands) where citizens can choose not to go to court to resolve administrative disputes. Under the Education (Additional Support for Learning [ASL]) (Scotland) Act 2004 local authorities must establish and publicise procedures for identifying and meeting the needs of children requiring additional support for learning. The Act and Code of Practice advocate early intervention to prevent disagreements about the provision for additional support from escalating into more serious disputes, with local authorities required to provide information about, and access to, independent mediation for parents. In Scotland the ASL Act 2004 has resulted in four routes available for redress in the area of Additional Support Needs which include both mediation and litigation type processes: ? Informal mediation

? Formal mediation

? Adjudication

? Tribunal

This article uses case study information from parents in three local authorities in Scotland to explore why independent mediation is being under-used by schools and parents, and what factors influence this. Questions are raised regarding the large numbers of parents who are unaware of mediation, the attitudes towards and use of independent mediation by local authorities and the suitability of independent mediation, particularly when the dispute is over resources.     

不同学术传统和观点的沟通何以可能——对哈贝马斯现代性理论的方法论分析

从方法论的角度讲,哈贝马欺折现代性理论－也可以说哈贝马斯的整个批判理论－的最大特征就是对不同学术传统和观战和沟通和综合。这种沟通和综合并不是把不同的东西简单地混合起来。通过对哈贝马斯现代性理论在方法论上的一些物征的分析,总结出他用来实现这种汉通和综合的三个角度：普遍主义和特殊主义的互补,范畴的区分和中介的结合,理论兴趣与实践兴趣的统一。这不仅对于理解哈贝马斯的理论本身,而且对于一般意义的哲学方法论