公共体育服务对法治政府建设的必然诉求

在我国公共体育服务日益重视和积极推进中,不断加快的法治政府建设与其形成了紧密的呼应,有必要对通过加强法治政府的建设来促进和保障公共体育服务的发展进行探讨。论文阐述了政府在公共体育服务中的主导地位和重要责任;论证了法治政府作为公共体育服务制度安排的重大意义;进一步从服务体育需求和保障体育权利、划定政府权限和规约行政行为、协调矛盾和保证社会公平等方面,分析了法治政府建设对公共体育服务的积极作为;并从提高法治意识和能力、融入《体育法》修改内容、完善相关配套立法、建立重大事项依法决策机制、加强执法制度和队伍建设、实施执法监督和责任追究、扩大法律服务和权利救济、开展法治宣传与理论研究等方面,提出了加强着眼于公共体育服务的法治政府建设的有关对策。     

机构知识库:基于开放存取的学术交流机制

通过对机构知识库的学术交流机制进行分析,建立基于OA的网络结构交流模式。将机构知识库与传统学术交流模式以及其他网络交流方式进行对比分析,探讨机构知识库在有效促进学术交流方面表现出来的非常强大的学术交流功能,促进学界能够建立一个更好的服务于知识增长的学术交流模式。     

基于实物期权的机构投资者分时行为决策研究

从机构投资者决策时间和有限理性角度,基于实物期权和行为金融理论对其投资项目的多阶段行为决策问题进行了研究。指出了机构投资者分时决策的实物期权属性和行为金融解释,并提出了一种具有实物期权属性、基于Γ-分布、以多心理账户BPT为核心的分时行为决策模型,为分析机构投资者面临的重大多阶段证券投资决策问题提供了一种工具。     

The Development and Validation of an Instrument to Assess Institutional-Level Environment in Universities

This study reports the development and validation of an instrument to assess institutional or university-level environment in universities. Using a sample of 489 academics from 52 departments in 28 Australian universities, an instrument called the University-Level Environment Questionnaire (ULEQ) was field-tested and validated. The final form of the ULEQ consists of 42 items assigned to seven scales: Academic Freedom, Concern for Undergraduate Learning, Concern for Research and Scholarship, Empowerment, Affiliation, Mission Consensus, and Work Pressure. Validation data showed that the ULEQ has sound structural characteristics, thus suggesting that it should prove to be an important research tool for individual academics, departments, and universities interested in improving their learning environments. This revised version was published online in July 2006 with corrections to the Cover Date.     

美国州政府介入科技活动的新趋势

本文从４个方面讨论了９０年代以来美国州政府积极参与科技活动的新趋势;普遍设立州的科技主管机构;机构设置上的多样性和协调作用的指导性;资金筹措和投入方式的多样化;对于重塑美国国家创新系统具有重要意义。     

政府部门预算支出管理制度改革的路径选择——基于新制度经济学的解析

转轨时期的我国政府部门预算支出管理制度,兼有与计划经济相适应的投入控制型预算管理制度和与市场经济相适应的政府绩效预算管理制度的双重特征;政府部门预算支出管理制度改革的路径选择,反映了当前公共财政制度体系改革的核心价值取向。借鉴新制度经济学理论,部门预算支出绩效管理是政府预算管理拟合市场制度的改革,将极大地降低预算管理的交易成本;有控制的部门预算支出绩效管理改革是我国政府预算管理制度变迁的客观需要,具有诱使性和强制性两种制度变迁的综合特征,也体现了渐进式制度变迁的特点。     

Academics’ perceptions of intercultural competence and professional development after international mobility

This study examines academics’ perceptions of their intercultural competence after an international exchange period and the influence of academic international mobility on their professional development. The data was collected via an online survey (N = 59) and in-depth interviews (N = 15) from academic university staff in the field of engineering who had recently participated in an international mobility period. The findings produced a positive picture of academics’ international work periods. The data from the self-evaluation indicated that international mobility augments professional proficiency in many ways, including the development of core subject-related competence (e.g., methodological skills) and problem-solving skills, professional self-awareness, as well as the capacity to apply external funding, produce shared publications, and create an international network. Furthermore, in relation to the model of Cultural Intelligence and its four dimensions, Metacognitive, Cognitive, Motivational, and Behavioral, the findings indicated that all the knowledge and skills developed during the exchange period were closely related with the generic working life skills suggested in the competence literature.     

Length of stay,acculturation and transnational medical travel among Polish migrants in the Netherlands

An important aspect of the transnational lives of Polish migrants in the Netherlands is their frequent use of healthcare services in Poland. Transnational care use may be detrimental for the continuity and the quality of the care migrants receive. The current study aims to shed light on the antecedents of migrants' doctor visits in Poland. Drawing on a representative population-based sample of Polish migrants in the Netherlands (n = 1,082), logistic regression is used to assess whether length of stay in the Netherlands is negatively associated with the likelihood of doctor visits in Poland. The KHB decomposition method is used to determine the extent to which this potential association is mediated by three specific acculturation factors: ethnic identification, trust in the Dutch healthcare system and Dutch language proficiency. The models show that migrants who stayed in the Netherlands longer were less likely to visit doctors in Poland. Mediation analyses indicated that this effect was largely attributable to their greater Dutch language proficiency compared to their counterparts who arrived in the Netherlands more recently. Strong ethnic self-identification as Polish and lower trust in the Dutch healthcare system were also associated with a higher likelihood of visiting doctors in Poland. However, no significant mediation of the effect of length of stay via ethnic self-identification or Dutch language proficiency was found. The findings suggest that voluntary language programs may foster inclusion of Polish migrants in the Dutch healthcare system and reduce the need migrants perceive to seek care in their country of origin.     

An exploration of school mobility: Risks and protective factors in late elementary

This study explored negative emotional, behavioral, and academic performance outcomes for highly mobile students and potential protective factors. Participants were fourth and fifth-grade students (N = 647, 51% male) from three schools with low socioeconomic status, highly mobile student populations within a large, suburban school district in the midwestern United States. Data were collected through student self-report surveys, teacher-report surveys, and school records. Multilevel moderation analysis tested whether school connectedness (SC) or social and emotional competence (SEC) acted as protective factors for highly mobile students, moderating the effect of school mobility on emotional problems and academic performance. Student mobility was associated with more emotional problems and lower academic performance. In contrast to past research, there was not an association between mobility and behavior problems. Although they did not act as protective factors, SC and SEC were independently associated with fewer emotional problems and stronger reading performance for all students, controlling for mobility. Results build on existing evidence that student mobility has negative effects on emotional and academic outcomes and lend support for interventions focused on enhancing SC and SEC of all students, including those at increased risk due to high mobility.     

Hesitant hopes: How a comprehensive approach to learning impacts on the transition hopes of marginalised young people in an alternative learning programme in regional Australia

Concerns have been raised internationally about whether alternative learning programmes are producing low-skilled labourers for rapidly disappearing twenty-first-century jobs. Researchers claim that learners in alternative programmes are more at risk due to the focus on low-level vocational and basic skill attainment, with a lack of formal academic pathways available to them. This article questions whether and in what ways an alternative learning programme supports young people to achieve successful transitions to sustainable social mobility for informed citizenship through a holistic approach to learning; or if class stratification is being re/enforced through systems’ accountability discourses. Hesitant hopes in alternative learning are explored through an ethnographic study of one alternative learning programme across five sites in regional Australia. Contextually, not-for-profit community agencies provide physical infrastructures as well as youth workers and volunteers, while a publicly funded School of Distance Education provides teacher oversight of the curriculum. Findings suggest that the theme of ‘hesitant hope’ is constructed through the analysis of the discourses of supporting wellbeing, life skill development and academic learning. These discourses facilitate further analysis of the concept of social mobility, suggesting a conceptual starting point for an engaging critique of the differing perspectives on how support could be providing these marginalised young people with a sense of hope for a socially mobile future.