治理哲学视角下的参与治理——公共图书馆治理模式研究论文之一

当今社会三大治理理论——参与治理、自主治理和合作治理①中,参与治理以其鲜明的民主行政理想,"成了政治学和行政学最倾心倡导和推荐的治理途径"[1]。公共图书馆参与治理是在国际"新公共管理运动"持续发展、中国经济社会转型的大背景下提出来的,反映了图书馆人希望通过参与式民主,实现事业发展方式转变的愿望。然而,从治理哲学的角度看,治理结构不合理、治理环境不佳、公民社会发育不成熟等一系列问题,使参与治理难以独立担当中国公共图书馆治理模式转变的历史重任。有关参与治理中的民主行政理想,需要在政府、市场、公民社会三元格局逐渐成熟的基础上,结合自主治理、合作治理来实现。     

后工业社会中的合作治理——公共图书馆治理模式研究之三

合作是在人际交往和行为互动中生成的一种社会秩序。后工业社会经济结构、权利结构、主体结构的变化,使合作的基础、领域、方式也随之发生改变,单纯依赖政府或市场,已经无法应对日益复杂的公共事物治理问题。在公共图书馆治理的问题上,当各种试图在体制内探求参与治理的努力最终止步于体制之时,就需要以超越体制的视野,从治理结构以及合作治理实践发展中,把握公共图书馆治理演变的历史逻辑。     

A systematic literature review of K-12 environmental Citizen Science (CS) initiatives: Unveiling the CS pedagogical and participatory aspects contributing to students’ environmental citizenship

Environmental Citizen Science (CS) initiatives have been largely embraced in K-12 education, as they are often hypothesized to improve students' knowledge, skills, attitudes, and behaviours to act as “environmental citizens” according to the notion of Environmental Citizenship (EC). However, the potential of environmental CS initiatives to promote Education for Environmental Citizenship (EEC) has not been systematically explored. At the same time, environmental CS initiatives for educational purposes are highly heterogenous and learning is enacted in diverse ways, according to the participatory and the pedagogical components underpinning each initiative. To address the complexity of the field, this review study adopts the PRISMA methodology to synthesize thirty-four empirical studies (n = 34) retrieved from a systematic review of the literature covering the last two decades (2000–2020). The reviewed environmental CS initiatives were subjected to a content analysis to identify their impact on students' EC (e.g., EC competences, actions, outcomes), as well as to unveil the CS initiatives' constitutional components in terms of (a) Participation (e.g., types of students' contributions, level of data collection, frequency of students' participation, modes of student engagement, forms of students’ involvement), and (b) Pedagogy (e.g., learning goals, educational contexts, learning mechanisms, EEC pedagogy). Our analysis shed light to the three territories (Participation, Pedagogy, Environmental Citizenship) underpinning the reviewed CS initiatives as well as to their interrelations. We reflect on these findings, and we provide directions for future research to guide the development of more successful environmental CS initiatives in K-12 education, serving as a vehicle for EC.     

Fair and Explainable Depression Detection in Social Media

Detection at an early stage is vital for the diagnosis of the majority of critical illnesses and is the same for identifying people suffering from depression. Nowadays, a number of researches have been done successfully to identify depressed persons based on their social media postings. However, an unexpected bias has been observed in these studies, which can be due to various factors like unequal data distribution. In this paper, the imbalance found in terms of participation in the various age groups and demographics is normalized using the one-shot decision approach. Further, we present an ensemble model combining SVM and KNN with the intrinsic explainability in conjunction with noisy label correction approaches, offering an innovative solution to the problem of distinguishing between depression symptoms and suicidal ideas. We achieved a final classification accuracy of 98.05%, with the proposed ensemble model ensuring that the data classification is not biased in any manner.