困境与超越：扶贫工作的政治学分析

扶贫开发是国家治理的重要内容，有着丰富的政治意涵，展示着执政党执政、政府治理的基本过程和价值归属。中国的扶贫工作带有着明显的运动式、项目制、压力型的色彩，在取得巨大成效的同时，也有着走向无序化、无效化的风险。以现代国家建设和政党建设的基本理念，构筑多中心的贫困治理格局，建立现代化的扶贫开发的制度体系，走向法治化、制度化、民主化、规范化是扶贫开发的治本之策。     

The understudied half of undergraduates: Risky sexual behaviors among community college students

Abstract

Objective: This study examines the prevalence and risk factors associated with risky sexual behaviors in community college students. Participants: A diverse sample of 18–19-year-old community college students (N?=?264). Methods: Baseline data from an online prevention program administered in 2015. Results: Community college students in this sample disproportionately experienced sexual assault and were unlikely to test for STIs. Higher intentions to engage in risky sexual behaviors were associated with gender and sexual experience, but also with having lower intentions to communicate with a sexual partner about pregnancy and STIs, and having higher gender norm endorsement. Conclusions: Older adolescents attending community colleges may be at high risk for poor sexual health outcomes, and appropriate theory-based education should be tailored to meet the needs of these underserved students.     

属性集容量确定的夹挤式测度模式及其推算模型

迄今，为解决多属性偏好关联决策属性集容量判断指数复杂性难题所提出的λ模糊测度模式与k-可加模糊测度模式，以及建构在它们之上的属性集容量确定的推算模型，尚存在着适用性差的技术不足。为此，以平衡容量判断的可操作性和容量推算的准确性为视角，提出了一种新容量测度模式，即关于容量判断与推算的夹挤式测度模式，并在此基础上通过引入决策者较易判断给出的容量序信息构建了相应的容量推算模型。基于数值模拟的对比分析表明：新模式不仅在应用可行性上高于k-可加模糊测度模式，而且从容量推算的准确性上看也明显优于λ模糊测度模式和k-可加模糊测度模式，因而对实际决策具有更强的适用性。     

基于OBE教育理念的土木工程专业英语教学改革实践

为提高土木工程专业学生的英语应用能力和《土木工程专业英语》课程的教学效果，本次教改实践以OBE（成果导向教育）教育理念为教改指导思想，以土木工程专业英语教学为教改对象，设计了土木工程专业英语教学的教学内容、教学组织和教学评价等教学环节，在河北工程大学土木工程专业学生中进行了教改实践。教改实践结果表明，基于OBE的土木工程专业英语教学模式在提升土木工程专业学生英语应用能力方面具有很好的效果。本次教改实践的成果值得本校其他工科专业和其他兄弟院校借鉴。     

怀疑主义与认知价值

当代知识论越来越重视认知价值的研究，但从认知价值角度去重新思考传统怀疑主义问题的研究却很少。历史上的怀疑主义者既认为我们无法拥有任何知识，又主张我们应该悬置判断。因此，他们不仅预设了一个高的知识标准，而且预设了一个价值标准：任何达不到知识标准的认知状态都是没有认知价值的。但这个价值标准是错误的，所以我们即使无法达到怀疑主义者所设定的知识标准，也不必悬置判断。假设怀疑主义者认为我们无法拥有任何知识，同时认可“有些达不到知识标准的认知状态也有认知价值”，那么怀疑主义就没有很大的威胁性，因为即使我们无法获取知识，也可以获得具有认知价值的东西，取得认知进步。此外，摩尔主义、语境主义、溯因主义这几种对怀疑主义的主要回应是否成功，最终都依赖于对认知价值的讨论。     

我们需要什么样的研究性教学？——关于“一流教学”建设的思考

研究性教学在很多高校的教学实践当中陷入了叫好不叫座的尴尬当中，其原因在于将研究和研究性教学相混同。研究以发现新知为宗旨，而研究性教学则应以传播已有知识为己任。让研究作为教学的手段，不是为了以研代教，而是为了寓教于研，避免知识灌输的局面，提升知识传播的效果。要做到这一点，研究性教学应以已有知识为内容，坚持知识的确定性，以便合理设计研究问题，让学生明确自己在知识上的收获，从而为未来从事真正的研究打好基础。     

Harnessing civil society's knowledge for development policy: Potential and challenges for the Republic of Yemen

This exploratory case study investigated Yemeni civil society actors’ actual and potential contribution to policy‐making, implementation, monitoring and evaluation, in the sectors prioritized in Yemen's national development strategy. Semi‐structured interviews were conducted in Sana'a between January and July 2015 with policy‐makers, researchers from academic institutions and civil society organizations. More specifically, this article discusses the role that YPRIs play in the public policy landscape of Yemen; the challenges they face in their interaction with policy‐makers; the opportunities they represent for policy actors in Yemen; and the factors enabling and limiting their influence, communication, inclusiveness and capacity. The authors conclude by contextualizing their findings within the ongoing conflict and drawing lessons for post‐war policy‐making in Yemen.     

中介机构参与下联盟企业知识转移的三方利益博弈分析

知识转移是企业保存知识、提升创新能力的重要途径，中介机构在转移过程中发挥了重要作用。本文以联盟企业间知识转移为研究对象，考虑了企业的不同心理压力，首先建立了联盟企业双方的讨价还价博弈模型；其次构建了考虑中介机构参与知识转移的博弈模型，分析和讨论三方收益变化的影响因素及策略选择。结果表明，在直接知识转移博弈中，转移主体的收益大小与自身的心理压力呈负相关，而与对方的心理压力呈正相关，同等心理压力下知识转出方占优；中介机构参与博弈情形下，中介机构作为协作角色的博弈收益仅受博弈双方心理压力影响，且与知识接收方协作可获得更大收益，而主导角色博弈情形下收益受到三方主体心理压力的综合影响，并在主导知识接收博弈时获得收益更大；中介机构的角色选择与知识转出方心理压力变化相关性不明显，主要受到知识接收方及自身心理压力影响。     

Impact of support networks for breastfeeding: A multicentre study

Background

The rates of breastfeeding worldwide are slowly improving since 1996. Europe is still trailing behind the global breastfeeding incidence and prevalence rates. Thus, breastfeeding promotion, protection, prolongation and support have become an important challenge as breastfeeding sharply decreases in the first six months of life.

Contextualizing case reviews: A methodology for developing systemic safeguarding practices

This paper introduces a systemic methodology for reviewing professional responses to abuse between young people. The approach, “contextual case reviewing,” draws upon constructivist structuralism to assess the extent to which safeguarding practices engage with the social and public contexts of abuse. The paper conceptually compares the methodologies of contextual case review and other serious case review methods before drawing upon findings from 2 studies, which used the contextual case review methodology to explore the extrafamilial nature of peer‐on‐peer abuse and the ability of child protection practices to engage with this dynamic. Thematic findings from these studies regarding the practical interpretation of “significant harm” and “capacity to safeguard,” as well as their use within child protection assessments, are used to challenge conclusions of other case reviews, which imply that child protection procedures are sufficient for safeguarding young people. Contextual case reviews suggest that safeguarding practices, and the legislation that underpins them, are culturally, procedurally, and organisationally wedded to the context of the home, whereas insufficiently engaged with extrafamilial contexts of significant harm. The application of these issues require interrogation if social work systems are to provide sufficient mechanisms for safeguarding young people and families at risk of significant harm.