农业保险的保障水平与财政补贴政策优化：一个文献综述 *

近年来，我国农业保险快速发展，在保费收入、保障范围和参保农户数量等指标上都取得了举世瞩目的成绩。与此同时，保障水平不高、农业保险“不解渴、不顶用”也一直是各方反映的焦点之一。本文结合了福利经济学和保险经济学中的相关理论，遵循“提高农业保险保障水平必须优化其财政补贴政策”的逻辑主线，对实施财政补贴政策是提升农业保险保障水平的前提条件、有效途径、有力举措和重要渠道进行了梳理和评析。最后，针对现有研究的不足，结合当前的时代背景，对该领域日后的研究重点进行了预测，并进一步探讨了其优化路径。     

依赖中的资源争夺:中小学生减负的困境及出路

中小学生减负问题是新中国成立以来，我国教育发展过程中力图解决但却难以根治的历史性问题。依赖中的资源争夺所引发的校际与校内关系的复杂存在，影响了减负工作的深入推进，成为中小学生减负路上的主要拦路虎。突破减负困境，可通过推动基础教育从传统静态、集中走向现代动态、均衡发展，确保义务教育阶段公办教育的公共服务能力，重新思考民办与公办教育的关系及功能定位，形成多元主体参与和共建共享的现代教育治理体系，构建低竞争、低控制、真评价的教育生态环境等举措合力助推。希望以此为我国中小学生减负工作的有效开展提供行动借鉴和理论参考。     

Overcoming the ‘tyranny of the urgent’: integrating gender into disease outbreak preparedness and response

ABSTRACT

This article contributes to discussions on the gender dimensions of disease outbreaks, and preparedness policies and responses, by providing a multi-level analysis of gender-related gaps, particularly illustrating how the failure to challenge gender assumptions and incorporate gender as a priority at the global level has national and local impacts. The implications of neglecting gender dynamics, as well as the potential of equity-based approaches to disease outbreak responses, is illustrated through a case study of the Social Enterprise Network for Development (SEND) Sierra Leone, a non-government organisation (NGO) based in Kailahun, during the Ebola outbreak.     

卓越教师培养的有效探索——我国台湾地区“卓越师资培育奖学金计划”述评及启示

当前国际教师教育改革转为以卓越为取向的发展趋势。我国台湾地区的"少子化"问题引发了该区域师资供需失调的矛盾，同时多元化的师资培育模式又导致教师素质不断下降。在此背景下，2006年我国台湾地区推行"卓越师资培育奖学金计划"。该计划旨在提升师资培育过程质量、加强绩效管理、建立完善的奖励与竞争机制，通过实现优胜劣汰来保障实施该计划的各院校取得成效。经过试行与正式实施，该计划的成效整体良好。"卓越师资培育奖学金计划"对新时代卓越教师培养具有一定的借鉴意义，如以奖励与竞争的方式优化卓越师资结构、建立卓越教师培养计划退场机制、改革高校教师教育培养模式，等等。     

Education,cognitive ability,and cause-specific mortality: A structural approach

Education is negatively associated with most major causes of death. Prior work ignores the premise that cause-specific hazards are interdependent and that both education and mortality depend on cognitive ability. We analyse Swedish men aged 18–63, focusing on months lost due to specific causes—which solves the interdependence problem—and use a structural model that accounts for confounding due to cognitive ability. In a standard Cox model controlling for Intelligence Quotient, improving education is associated with large decreases in mortality for major causes of death. In the structural model, improving education is associated with a small decrease in months lost for most causes and education levels. Among the least educated, however, improving education strongly reduces the months lost, mainly those lost from external causes, such as accidents and suicide. Results suggest that conventional analysis of education and mortality may be biased, even if accounting for observed cognition.     

Lessons from Nigeria for improved thinking and working politically in the extractives sector

Despite the wealth that comes from being the biggest oil producer in Africa, Nigeria has some of the worst development indicators in the world. From 2011 to mid‐2016, the DFID‐funded Facility for Oil Sector Transparency and Reform (FOSTER) programme's unique design aimed to reduce incentives for the capture of oil revenue by elites and international oil companies, restoring the potential of those revenues to accelerate economic and social development. This article asks what lessons FOSTER's successes and failures offer for improved “thinking and working politically” (TWP). It examines the outcomes from five “clusters” of interventions: three viewed by the FOSTER team as successes and two as failures. The article identifies factors for successful TWP‐based programming, including the need for local ownership rooted in staff with a combination of technical expertise, a deep knowledge of the local political context and excellent networking abilities. The research used a qualitative and inductive approach. Field research was undertaken with 44 semi‐structured qualitative interviews during one month of fieldwork in Abuja and Lagos. The research also included reviews of FOSTER's internal documentation and evaluation frameworks, as well as analysis of newspaper articles and grey literature on the oil sector in Nigeria. The project offers important lessons for politically informed programming about how interventions were implemented (process), what was actually done (content) and how the project responded to changes in context that created or blocked opportunities for reform (responsiveness). The article identifies factors for successful TWP‐based programming, including the need for local ownership rooted in staff with a combination of technical expertise, a deep knowledge of the local political context and excellent networking abilities. The findings have important implications for programme design. They demonstrate the value of built‐in flexibility that allows staff to choose and switch the partners they work with and the channels they work through. They also show that a key aspect of TWP‐based programming is implicit acceptance that some failure may be unavoidable, since this permits staff to balance risk against opportunities. Finally, a better understanding of FOSTER's failures reveals the challenges of a TWP‐based approach and the trade‐offs it demands.     

Factors that influence elementary school teachers’ attitudes towards inclusion of visually impaired children in Turkey

There is a scarcity of research on inclusion of visually impaired children in Turkey. Specifically, a gap exists concerning the attitudes of elementary school teachers towards the inclusion of visually impaired children in mainstream schools. This article uses data from two questionnaires, leveraging the responses of 253 teachers from rural and urban areas. The results demonstrate that elementary school teachers commonly hold positive attitudes towards the inclusion of visually impaired children and that teachers’ initial and in-service training about inclusion positively influenced their attitudes. Our findings are in contrast with earlier research which argues that teachers do not hold positive attitudes to inclusion, and highlights that a key barrier to inclusion stems from elementary school teachers feeling unprepared to teach visually impaired children. We conclude that greater post-qualification training is required to enable teachers to operationalise different approaches that facilitate the inclusion of visually impaired children.     

Let the right one in: A Bourdieusian analysis of gender inequality in universities’ senior management

This article examines the lack of gender diversity in senior management positions in professional staff in universities. These results are analysed via a Bourdieusian analysis of economic, social, cultural and symbolic capital. Through a purposeful sample of senior professional staff working in universities in three countries: Australia, Canada and the UK, six career‐enhancing strategies needed for career success were determined. The article critiques the resource‐based view of career capital and argues that capitals accumulation for career success can be understood by considering the concepts of symbolic violence and habitus as a way of understanding intra‐cohort differences. It proposes that by considering both the subjective and objective cultural constructs via habitus, and by acknowledging the importance of symbolic capital and symbolic violence towards women, this may be one way of increasing female representation in senior management.     

新时代高校国防教育隐性课程开发探究

新时代高校国防教育，在利用好军事理论教学这一显性课程基础上，还需要开发隐性课程。从国防教育隐性课程内涵谈起，阐述了开发国防教育隐性课程的必要性和可行性，进而对高校国防教育隐性课程开发的策略提出了几点看法，认为应该从开发以校园环境建设为基础的隐性课程、开发以制度建设为载体的隐性课程、开发以培育大学精神为核心的隐性课程三方面进行。     

The practice of deliberative policy analysis in the context of political and cultural challenges: lessons from Thailand

ABSTRACT

This article draws upon insight from a study of those involved in introducing deliberative policy analysis in Thailand at the city scale and presents lessons for both policy practitioners and scholars. The design of each deliberative forum differed, depending on lessons learned from previous forums and the consensus that emerged as a result of deliberation amongst forum facilitators. The underlying principle of this kind of deliberative design is to make deliberative processes authentic, by avoiding coercion, inclusive, by engaging stakeholders who bring forth different ideas, and impactful. To make these forums more exciting, deliberative practices are often linked to other attractive discourses, such as those surrounding smart cities, creative spaces and inclusive development. The case of Thailand sheds light on emerging challenges involved in the practice of deliberative policy analysis in the context of both national political regimes that are not democracies and those in the East.