互联网使用与农村正规信贷约束缓解效应——以陕西915户农户调查数据为例

互联网信息技术的发展对农村金融体系产生了深刻影响,为解决农村信贷难题迎来新机遇。基于陕西915份农户调查数据,综合运用Probit、Heckman两阶段和中介效应模型,深入分析互联网使用对农村家庭正规信贷约束的影响及存在问题,并探讨其作用机制。研究结果表明：互联网使用能够有效降低正规信贷约束的发生概率,并且对农村“长尾群体”正规信贷约束的缓解作用更强,但“精英俘获”现象仍然明显。进一步研究发现,信息约束、金融知识水平和家庭非农收入均在互联网使用缓解家庭正规信贷约束中存在部分中介作用。因此,应当拓展互联网信息技术的应用广度和深度,着重提高农村地区特别是农村弱势群体的互联网普及和普惠金融教育。     

高校全面从严治党“四责协同”运行机制研究

全面从严治党“四责协同”机制是指党委主体责任、纪委监督责任、党委书记第一责任、班子成员“一岗双责”的合力体系。高校全面从严治党“四责协同”机制以全面从严治党“四责协同”机制的“责任共同体”本意为切入点,深入分析高校全面从严治党“四责协同”的现状,构建高校全面从严治党“四责协同”的有效运行机制,从而持续并推动高校事业健康快速发展。     

Co‐located Nonprofit Centers

Nonprofit centers are organized to house individual nonprofits “under one roof” to enhance their efficiency and effectiveness and to offer shared services to diminish administrative load. This post‐occupancy tenant satisfaction survey of three such US centers represents the first empirical analysis of such organizations. We find that nonprofit tenants (N = 118) initially co‐located due to the leasing price and the new physical environment (free parking and safety). Nearly all nonprofit tenants wished to remain at their nonprofit centers, largely for the same reasons that brought them there. The article then discusses strategies to achieve the high response rates attained in this study. It concludes with some implications for nonprofit centers, communities, and nonprofit staff—now and in the future, including lower occupancy costs and enhanced quality of nonprofits’ workspace.     

我国碳排放权交易处罚规则与履约风险规制路径

统一全国碳排放权交易市场以后，我国制定了《碳排放权交易管理暂行条例（征求意见稿）》，处罚规则和法律责任的规定是预防和规制控排企业因主观意愿拒不履行约定碳减排目标的风险。现行的罚则设计在处罚限度的规定中过于笼统，在权衡法定惩罚标准、违约成本以及履约风险预防水平三者的关系中尚存完善空间。同时，在全国碳市场运行的初期，有效的激励机制可以与适当的处罚规则形成协同效应，但在现有的制度中并未体现。在履约风险的规制路径中，对于因控排企业责任进行的处罚应当明确执法主体自由裁量权的行使尺度，从理论上对倍率式罚款数额作为违法利益追缴的限度予以证成，在实施细则的设计中引入阶梯式处罚标准和逾期不缴的加罚规则，对碳排放权交易过程中重点排放企业的履约风险进行有效规制，加快推进我国《碳排放权交易管理条例》的出台。     

Reducing the cultural divide among U.S. and Mexican students through application of the contact hypothesis

Mexico and the U.S. are closely associated by commerce, culture and family ties. Despite the geographical proximity and the long-standing socio-political history between the two countries, there is limited understanding of cultural differences and similarities. A unique study abroad programme for U.S. and Mexican students was developed based on the contact hypothesis for reducing prejudice and creating stronger intergroup relationships. Students were recruited from a Mexican and a U.S. university for this project. Based on key principles inherent in intercultural education, students were provided with lectures, group projects and opportunities for shared living. They were merged for cultural experiences both in the U.S. and Mexico, including a three-week service learning project in two impoverished Mexican communities. Participants gained practical language skills and a more comprehensive understanding of Mexican migration. The programme also helped reduce cultural stereotypes and demonstrated the benefits of working toward collective goals. Shared experiences for students from diverse cultures hold promise for creating meaningful social integration and fostering international partnerships opportunities for higher education institutions.     

Defending Motherhood: Morality,Responsibility, and Double Binds in Feeding Children

The ideology of intensive mothering sets a high bar and is framed against the specter of the “bad” mother. Poor mothers and mothers of color are especially at risk of being labeled bad mothers. Drawing on 138 in‐depth interviews and ethnographic observations, this study analyzes the discursive and interpersonal strategies poor mothers use to make sense of and defend their feeding and children's body sizes. Food beliefs and practices reflect and reinforce social inequalities and thus represent an exemplary case in which to examine intensive mothering, its ties to growing inequality, and how individuals are called to account for it. Findings demonstrate intersecting inequalities, meanings, and contradictions in mothers' accounts of meeting intensive mothering expectations around feeding, health, and weight. In light of moral framings around feeding and weight, mothers' experiences of surveillance, and the double binds they encounter in feeding children, mothers practice what the authors term defensive mothering.     

KNOWLEDGE GAPS AMONG SCHOOL STAFF AND THE ROLE OF HIGH QUALITY ECOLOGICAL ASSESSMENTS IN SCHOOLS

OBJECTIVE: The purpose of the current study was to examine the practice validity of a new ecological assessment instrument for 3(rd) through 5(th) graders in terms of whether it provided school staff with new knowledge about students. METHOD: Pre-assessment knowledge of school staff was compared to data obtained from 21 children and their parents on 29 measures. Data were collected using the Elementary School Success Profile (ESSP). School staff pre-assessment knowledge was compared to obtained data across seven domains of children's lives (neighborhood, school, family, peers, parent educational involvement, well-being, and home behavior), data sources (child and parent), and grade level of students. RESULTS: Pre-assessment knowledge was not highly correlated with obtained data; pre-assessment expectations matched obtained data only about 41% of the time; and knowledge varied by domain, source, and grade level. CONCLUSIONS: Ecological assessments can address gaps in school staff's knowledge of targetable factors that influence the success of students.     

Low effect sizes of evidence-based programs in school settings

School practitioners working from an evidence-based practice framework are expected to implement interventions that are effective with students. In the current study, the authors explore the feasibility of that expectation in light of the availability of critical effect size information necessary for making informed intervention decisions. Effect sizes for 51 school-based programs endorsed as effective by authoritative sources were reviewed. Effect size analyses reveal that the programs were not, on average, highly effective. Difficulties finding effect size information and programs with high effect sizes are discussed. Recent advances in evidence-based programs and suggestions for increasing the feasibility of evidence-based programs in schools are offered.