“废盟”与“废省”：国民政府时期知识界的内蒙古省制化之争

国民政府时期,知识界对内蒙古省制化问题高度关注,他们就内蒙古社会治理是“分省自治”还是“单一自治”、族群管理是采取“属地主义”还是“属人主义”、行政建制是废盟旗还是废省县等问题展开了不大不小的争论,其核心是以区域主义还是族际主义来治理内蒙古的问题。20世纪知识界的内蒙古省制化之争已基本淡出了人们的视野,然而,以公民平等还是族群平等来解决边疆问题,是一个至今仍有意义的政治问题。     

Simple Computation of Maximum Likelihood Estimates in Latent Class Model with Equality and Constant Constraints

A simple computational method for estimation of parameters via a type of EM algorithm is proposed in restricted latent class analysis, where equality and constant constraints are considered. These constraints create difficulty in estimation. In order to simply and stably estimate parameters in restricted latent class analysis, a simple computational method using only first-order differentials is proposed, where the step-halving method is adopted. A simulation study shows that in almost all cases the new method gives parameter sequences monotonously increasing the Q-function in the EM algorithm. Analysis of real data is provided.     

Women Underrepresentation in R&I: A Sector Program Assessment of the Contribution of Gender Equality Policies in Research and Innovation

Despite decades of efforts to achieve gender equality in research and innovation (R&I), all EU member states still face remarkable difficulties in driving forward the development of their innovation system while at the same time improving gender equality by using all the available research potential. In this paper we focus on the development of the share of women researchers in four national innovation systems, i.e. in Austria, Denmark, Hungary and Spain in the time period 2005-2015. The four selected cases represent countries with significant differences in their innovation capacity, gender regimes and progress of gender equality in R&I. A qualitative comparative analysis (QCA) is carried out to conduct a sector program evaluation based on statistical data and qualitative studies to understand the dynamic development of the proportion of women researchers. The study aims to provide insights into the aggregated gender equality interventions and policies implemented in the four countries studied and their contributions to the development of the proportion of women scientists at the structural level. The analysis reveals that the development of the share of women researchers during the studied period has been particularly influenced by contextual factors, namely the relative size of the business enterprise sector and the share of women among holders of tertiary education. While this is the case, it is found that gender equality interventions need to be more widespread and more effectively designed to be a strong contributing factor to an increasing representation of women in R&I.     

柏拉图《理想国》中的女子教育观探析

柏拉图在其名著<理想国>中阐述了许多对后世有价值的教育思想,尤为可贵的是他破天荒地提出了男女平等的教育思想,主张男女应受同等教育,男女应担任同样职务.这一观点对我们当今社会仍具有重要意义.     

Fairness, Equality and Legitimacy: A Qualitative Comparative Study of Germany and the UK

The pressures of globalization and shifts towards post‐industrialism are producing policies that increasingly emphasize the common themes of activation and of individual responsibility for outcomes. Such approaches suggest normative principles of equality of opportunity rather than of outcome, and of individual rather than collective responsibility for the outcomes achieved. Does this imply a shift towards a common normative framework for European welfare states, with implications for future policy developments? This article reports a recent qualitative study examining ideas about fairness and social provision in the very different regimes of Germany and the UK. The analysis shows that while respondents in both countries value equality of opportunity as a normative principle, those in Germany are much more likely to argue that an equal opportunity approach requires government to guarantee equal access to basic services. They are also more likely to express concerns about market freedoms which allow those who can afford it better access to health care and education. Real differences in welfare values remain, loosely following differences of regime type, despite the greater emphasis on activation and individual responsibility across European welfare states.     

Social Work and Social Justice: What Are We Fighting For?

Abstract

A cardinal value of social work practice is social justice. Social justice ranks as the second of five values that underpin the Code of Ethics of the Australian Association of Social Workers (AASW. However, although social work's commitment to promoting social justice is laudable and, indeed, may even be a distinguishing feature of the profession, precisely what kind of social justice does social work espouse? The answer to this question remains unclear. Views about the nature and scope of social justice stem from broader conceptions of justice that not only differ from, but may also conflict with, each other. Therefore, it is important not only for social work to be clear about the type of social justice that it currently advocates, but also to ensure that it is one that the profession seeks to defend and maximise. It is argued that the choice must be as egalitarian as possible. Indeed, it must be radically so. Otherwise, what is social work fighting for?     

高等教育平等权的实现机制探析

针对高等教育平等权实现问题,探析了高等教育平等权的含义,考察了高等教育平等权的实施现状,运用行政法的控权理论与分析框架,提出应建立行政程序和司法审查的机制,控制和监督高校制定招生计划的行为,实现公民高等教育的平等权。     

起点平等的超越与复归:当代西方平等理论的发展逻辑

近代以来,西方社会确立了权利平等的基本理论。这种形式上的起点平等导致了经济分配领域中的巨大不平等。罗尔斯在对其进行修正和超越的基础上,提出了民主平等理论,尽力实现结果平等。运气均等主义虽然克服了罗尔斯正义理论的缺陷,却又回归至起点平等的原点,容忍了更大不平等的合法存在。     

宪法视野下的新农村建设

社会主义新农村建设是新时期解决"三农"问题的重大举措。从宪法层面看,建设新农村的根本是解决农民问题,是如何维护和实现农民的合法权利和利益问题。力图从这一视角阐述如何真正确立农民的平等地位;切实完善农村的社会保障;努力实现村民民主自治;加强新农村文化建设,以期有助于我国社会主义新农村建设。     

Understanding and working in welfare organisations: Helping students survive the workplace

In preparing students to function as competent social workers, educational establishments have to be mindful both of the need to communicate the ideals and values of the profession and the requirement to produce practitioners who are capable of functioning productively within the organisational environment. It cannot be assumed that these two tasks are necessarily complementary. Feedback from former students suggests they feel less well prepared for the latter. This paper explores the way in which one Diploma in Social Work programme attempts to prepare its students for the realities of the organisational context of their work with service users. It focuses on a module which aims to teach students about some of the key tensions inherent in social welfare organisations by arranging for them to interview managers and practitioners in their chosen pathway setting. Their findings are analysed in relation to the theoretical teaching given at the start of the module. The positive feedback from the students suggests the overall learning experience for the student group is very positive.