高校哲学社会科学研究评价的本质要求及其制度建设

建设具有中国特色、中国风格、中国气派的哲学社会科学,一直是我国哲学社会科学繁荣发展的根本目的.提升高校哲学社会科学繁荣发展水平,离不开科学有效的哲学社会科学研究评价.坚持党的领导、"二为"方向和"双百"方针是哲学社会科学繁荣发展的根本保障,坚持"质量为本"和"创新至上"是哲学社会科学繁荣发展的必然要求,坚持科学权威和公开透明是哲学社会科学研究评价的现实需要.结合当前高校哲学社会科学研究评价中"量化评价下数量与质量的关系论辩","学术评价与科研管理评价的边界异化"和"学术权力和行政权力的制度规制"三大问题聚讼,文章建议通过强化学术成果质量保障机制、优化学术共同体工作机制、构建学术争鸣长效机制和完善学术成果转化应用机制等制度建设,推动构建科学权威、公开透明的哲学社会科学研究评价体系,以期进一步改善新时代高校哲学社会科学研究评价工作.     

科技金融结合试点政策对地区经济增长影响研究——基于科技创新与产业结构合理化的视角

科技金融是"第一生产力"与"第一助推力"的有机结合,承担着带动地区经济高质量发展的重要使命.基于当前我国科技金融结合不断推进的背景,文章以2007—2016年我国共285个地级市的面板数据为例,运用双重差分法(DID)对科技部、中国人民银行等五部门推行的科技金融结合试点政策对试点地区经济增长的带动效应及机制进行检验.结果表明:第一,科技金融结合试点政策能够有效带动试点地区经济增长,这一结论具有稳健性;第二,科技金融结合试点政策对试点地区经济增长的带动作用存在显著的地域性差异,东部最强、中部次之、西部最弱;第三,进一步的机制检验表明科技金融结合试点政策能够通过提升地区科技创新水平和推动产业结构合理化的双重路径带动地区经济增长.为了进一步推动科技与金融相结合,提升地区经济发展水平,各地政府应高度重视科技金融结合试点政策对地区经济发展的正外部性,积极申报试点城市建设.同时,应结合各地市情社情制定差异化试点政策,大力提升科技创新与产业结构合理化水平,充分发挥其对地区经济增长的中介作用.     

宋蒙战争与易代之际宋诗的诗史书写

宋蒙战争是一场关乎南宋最终命运走向的战争,宋末诗家心系时局,以诗为史,反映战事进展。局部战争时期,李曾伯、魏了翁等人在诗中表达对川蜀局势的关切。蒙古分三路正式进攻南宋后,王同祖在金陵幕中以诗专记战时应对之策与襄樊、江淮战事,补充了正史之外的细节。钓鱼城大捷后,刘克庄等人除以诗相庆外,还对战局的走向充满忧思。至襄樊战败,诗家对贾似道误国一事进行了激烈谴责,并痛心宋廷无人堪用、无计可施的可悲现实。至全面决战、临安陷落前后,宋人面对家国遽变,其诗作又有多重心态的呈现。     

参加医疗保险对农村居民健康的影响——基于CHARLS 2015数据的实证分析

基于CHARLS 2015数据,采用倾向得分匹配法实证分析参加医疗保险对农村居民健康的影响。研究发现:参加医疗保险对农村居民的日常活动能力和自评健康影响不显著,参加医疗保险对农村居民认知能力具有显著的正向影响。据此提出,应进一步提升社会医疗保险保障水平、扩大社会医疗保险保障范围、促进商业医疗保险有序发展、推进"三医"高效协同联动等,以充分发挥医疗保险的健康保障功能,从而进一步提升参加医疗保险对农村居民健康的正向影响。     

Factors associated with a positive childbirth experience in Brazilian women: A cross-sectional study

BackgroundHaving a positive childbirth experience is an increasingly valued outcome. Few studies evaluated the women’s satisfaction with childbirth through face-to-face interviews out of the health service environment. The objective of this study was to identify factors associated with a higher level of satisfaction with the childbirth experience among Brazilian women.MethodsThis cross-sectional study involved 287 women giving birth in two hospitals in southern Brazil. Women who gave birth to healthy newborns at term were randomly selected. Face-to-face interviews were conducted 31–37 days after delivery, at the mothers’ homes, using a structured questionnaire. Satisfaction with the childbirth experience was measured using a Likert-type scale ranging from very satisfied to very dissatisfied. Prevalence ratios (PR) were estimated using Poisson regression with robust variance.ResultsFollowing hierarchical multivariate analysis, the following factors remained associated with a higher level of satisfaction with the childbirth experience: being satisfied with antenatal care (PR = 1.30; 95% confidence interval [95%CI] = 1.06−1.59), understanding the information provided by health professionals during labor and delivery (PR = 1.40; 95%CI = 1.01−1.95), not having reported disrespect and abuse (PR = 1.53; 95%CI = 1.01−2.31), and having had the baby put to the breast within the first hour of life (PR = 1.63; 95%CI = 1.26−2.11). No association was observed with type of delivery or hospital status (public or private).ConclusionsA higher level of satisfaction with the childbirth experience is related to satisfactory antenatal care, a non-abusive, respectful, and informative environment during childbirth, and to the opportunity to breastfeed the baby within the first hour of life. In clinical practice, greater attention to these basic principles of care during pregnancy and delivery could provide more positive experiences during birth.     

Finding common ground: how superdiversity is unsettling social work education

For social work education in the Netherlands, the rapid transition towards superdiversity means that its capacity to adapt to this new reality and to adjust to diverse students’ backgrounds is fiercely challenged. The key aim of this article is to discuss how social work educators are dealing with the unsettling challenges of increasing diversity, based on the research outcomes of an explorative study amongst Turkish–Dutch and Moroccan–Dutch female professionals. Two different groups of educators were asked to comment on the outcomes of this study. One of the dilemmas for educators is to determine what can be considered supportive and inclusive and as reducing inequality in education. The authors used two key theoretical concepts, ‘superdiversity’ and ‘the capability approach’. These theoretical perspectives were used to deconstruct the rather massive concepts of diversity and social justice, by emphasising contextual approaches. Both perspectives stress the urgent need to involve students as ‘active agents of change’, by building a social work community to stimulate and facilitate an on-going dialogue. To successfully fulfil a pivotal role in the upward mobility or emancipation of ethnic minority students, social work education needs to be adjusted to accommodate diverse student groups.     

Policy Learning and Transformational Change: University Policies on Sexual Harassment

ABSTRACT

This essay comes out of my experience as an attendee at the #MeTooPoliSci short course in the American Political Science Association meeting in 2018. I use the framework of policy feedback theory to explain the difficulty in reforming sexual harassment policies at universities and prescribe some actions we as scholars can take to improve the situations at our places of employment.     

Women’s reports of satisfaction and respect with continuity of care experiences by students: Findings from a routine,online survey

BackgroundPre-registration midwifery students in Australia undertake a minimum of ten continuity of care experiences with childbearing women. However, women are rarely asked to formally evaluate this care by students.AimTo evaluate data from a routine, web-based survey of women about having a midwifery student provide a continuity of care experience.MethodsAll women (n = 886) recruited by a midwifery student for a continuity of care experience during a 12 month period received an email inviting them to complete an online survey. The survey included personal details, experiences of care, and two scales on Respect and Satisfaction.ResultsA response rate of 57% (n = 501) was achieved. On average students attended six antenatal visits (mean = 5.83) and had six postnatal contacts with women. Most students attended labour and birth (92.6% n = 464). Most women rated overall satisfaction with care by their student as ‘better than they had hoped’. Positive correlations were found between number of antenatal visits and postnatal contact with students on both levels of satisfaction and respect felt by women. Women felt more satisfied when their midwifery student attended labour and birth.ConclusionsThe online survey was feasible and provided valid and reliable feedback from women about their student during a continuity of care experience. Women valued having an ongoing relationship with a student during pregnancy, labour and birth, and postpartum. Pre-registration midwifery education programs should continue to privilege relationship-based care and national standards should support the effective integration of continuity of care experiences.     

分利秩序、治理取向与场域耦合：一项来自“过渡型社区”的经验研究

城镇化推进下的“过渡型社区”成为城乡分治的模糊地带，利益和资源的不断输入，使得其治理主体和治理场域发生重构。基层治理视角下的村民自治被“分利性”进行价值侵占。就如何厘清“过渡型社区”利益博弈秩序中，出现“弱治理强分利”与“强治理弱分利”两种分化样态的内在机理与演化过程。基于绍兴安置社区、武汉城中村两地治理实践经验表明，在“国家 市场 社会”三重结构化关系中，社会治理单元在“城乡转变”过程中呈现出分利制度异化、农民利益外显、基层治理弱化等具体表征。其中治理主体、治理对象在“国家 市场 社会”场域耦合中形塑出的治理取向，揭示出国家基层治理现代化转型的多元面向。     

Navigating norms and structures: young mothers’ pathways to economic independence

Understanding the complex relationships between childcare, education and work is crucial to acknowledging how young mothers express agency in their pathways to economic independence. Instead of considering them as a policy target group at risk for multiple reasons, this research reverses the perspective by focusing on young mothers’ agency in school and paid employment. The study is set in the Netherlands, where economic independence has become a focal point of social policy and practice, especially for young people. It explores how young mothers navigate norms and structures of education and employment, drawing on 18 months of participant observation and 41 semi-structured interviews with young mothers. Notions of ‘everyday’ and ‘bounded’ agency are used in analysing structural limitations (e.g. irregular working hours in ‘women’s jobs’, a lack of maternity leave at school) and norms (e.g. completing higher education and finding a good job versus being primary caretakers, enjoying children and being role models). School and workplace structures reinforce contradictory discourses of motherhood and economic independence. Young mothers exhibit agency in considering their options around job security, work experience, wages, student loans and spending time with children. In doing so, they navigate structural and normative collisions of economic independence and mothering.