中国经济改革与城镇劳动力市场分割——不同地区职工工资收入差距的分析

文章利用1995、2002年的中国城镇职工工资收入数据与Oaxaca Blinder分解方法的扩展形式,分析了这一时期中国城镇地区劳动力市场分割效应对不同地区之间职工收入差距变动的影响作用.分解分析结果证实了不同地区之间城镇职工收入决定中的分割效应不仅是存在的,而且仍有不断增强的趋势.这主要表现在沿海地区、直辖市与其他地区(包括中部、西部、东北地区)之间职工收入差距受到市场分割因素的影响出现了明显扩大的趋势.     

The influence of flexible management practices on the sharing of experiential knowledge in the workplace: a case study of food service helpers

Previous studies have shown that the job knowledge and prudent knowledge of experienced workers constitute a wealth that needs to be shared in workplaces to promote worker integration, job retention and occupational health and safety. It appears, however, that certain management practices undermine this knowledge sharing process. This case study of food service helpers in institutional food service departments is part of a research project aimed at comparing the impact of different work organization methods on knowledge sharing in the workplace on the basis of case studies carried out in several organizations. The results of this case study reveal that by destabilizing and weakening the work teams, flexible management practices create an environment that is not conducive to experiential knowledge sharing.     

The Call-Centre: a child welfare liaison program with immigrant serving agencies

Alberta, Canada, welcomed nearly 16,000 landed immigrants in 2003, of whom more than half came to the Calgary area. Approximately 200,000 immigrants of various ethnic and cultural groups now live in the region. Many of these new arrivals have no natural support networks while struggling with language, cultural, and economic barriers. Recognizing these difficulties, the Calgary and Area Child and Family Services Authority (CFSA) joined with several Immigrant Serving Agencies to develop guidelines and procedures to direct staff working with diverse cultures, including the Call-Centre pilot project, which provided CFSA staff with a one-stop telephone contact for information about an immigrant or refugee family, their culture, and available culturally-appropriate resources. The Call-Centre, which is currently being evaluated by researchers at the University of Calgary, will gradually expand to all CFSA sites in the region. This article describes the Call-Centre and the first phase of the evaluation.     

Clarifying the merits of argument in evaluation practice

In prior writings, we have explored alternative means of justifying claims in evaluation practice. After a brief review of these previous investigations, we provide an analysis employing Toulmin's (1958) jurisprudence metaphor in the assessment of evaluative arguments. Applications and implications for evaluation practice are discussed.     

The Crafting of Community: Recoupling Discourses of Management and Womanhood

The construction of organizations around images of masculinity makes the position of ‘women managers’ a problematic one which calls for ‘remedial work’ (Gherardi 1995). Women managers have sought to reconcile their dualistic positions by deploying various individual and collective coping strategies typically articulated within the boundaries of their organizations. In contrast, we research a group of senior women from a British city in the Midlands who attempt to renegotiate their conflicting identities as ‘female’ and ‘senior managers’ by creating a collective forum outside their organizations. Through the construction of a ‘learning set’, they created a space where members could explore their terms of participation, as women and as managers, in their respective work organizations and in the local community. This space was articulated implicitly and explicitly around values typically associated with ‘community’ (e.g. sharing, support, trust, loyalty), a controversial concept in feminist politics. The article documents the (fragile and contested) processes by which these women mobilize the imagery of community in order to create a safe space where ‘remedial work’ could be performed. The conclusion stresses the ambivalent effects of the learning set in both reproducing and transgressing gendered positions.     

Cognitive Maps in the Analysis of Personal Change During Work Role Transition1

The aim of the paper is to illustrate how personal construct psychology and repertory grids (Kelly, 1955) can be used to produce cognitive maps, and to analyse psychological adjustment during the transition from university to employment. Cognitive maps are based on the principal component analysis of repertory grid data and provide a visual representation of the way in which the subjects see themselves in relation to other people, and in relation to their constructs. The cognitive maps produced by two graduates shortly after entry in employment and 6 months later are analysed and compared in order to identify trends of personal change. The case studies show that the analysis of the cognitive maps provides some valuable insights into the way in which graduates change their construction of themselves and of their work environment during the period of transition. The trends of change highlighted by the cognitive maps are discussed in the light of personal construct psychology concepts such as individuality, invalidation, fragmentation, and the mutual relationships between one's construction of oneself and one's construction of others.     

La Science ail Québec francophone

The development of scientific disciplines constitutes a main sector of the history and sociology of science. In an effort to break with a sociological tradition which too readily associates institutionalization with autonomization, this paper, based upon a comparative study of biology (that part of the discipline closely related to the natural sciences) and psychology, examines how dominant cultural models, political structures, and social relations constantly influence the institutionalization of science. As a relatively narrow scientific field, little known at the level of international scientific activity, the Quebec francophone scientific field often entertains complex and varying relationships with more advanced centers of scientific production that become the object of strategies aimed at assuring it a greater legitimacy. In such a context, the tensions that exist between intellectual and scientific activities, and social demands, remain particularly determinant. These social demands remain insufficiently varied and sustained to assure an intense penetration of scientific activity within the social fabric. As is often seen in such situations, university and government circles are the only structural entities to welcome scientific activity. Le développement de disciplines scientifiques constitue un secteur maintenant central de l'histoire et de la sociologie de la science. Cherchant à rompre avec une tradition sociologique qui concilie trop facilement institutionnalisation et autonomisation, ce texte, à partir d'une étude comparée de la biologie (qui se rapproche des sciences naturelles) et de la psychologie, veut illustrer combien les modèles culturels dominants, les structures politiques et les rapports sociaux marquent constamment l'institutionnalisation de la science même si, devenue activité spécialiséd, celle-ci peut davantage retraduire les influences sociales subies. Champ scientifique de petite taille, sans grande visibilité au niveau de l'activité scientifi-que internationale, le champ scientifique québécois francophone entretient avec divers centres plus avancés de la production scientifique des rapports souvent complexes, variables et objets de stratégies visant la conquête d'une plus grande légitimité. Dans un tel contexte, demeurent particuliérement determinantes les tensions entre les activités intellectuelles et scientifiques et les demandes sociales, insuffisamment soutenues et va-riées pour assurer une intense pénétration de l'activité scientifique dans le tissu social. Comme c'est alors fréquemment le cas dans semblable conjoncture, les milieux universi-taires et gouvernementaux, pratiquement seuls, servent de structures d'accueil à l'activité scientifique.     

Constructing the Self in Early, Middle, and Late Adolescent Boys: Narrative Identity, Individuation, and Well-Being

The present study examined aspects of identity development in a sample of adolescent boys from two approaches: individuation and narrative. To extend the more recent research on narrative identity development, we also examined relations between narrative identity, well-being, and age. Narrative meaning making was predicted by themes of individuation in the narratives, specifically the interaction of autonomy and connectedness. Well-being was predicted by different aspects of meaning depending on the kind of meaning and the stage of adolescence. Finally, results showed an age-related increase in meaning-making processes, particularly meaning related to perceiving the self as changing. Results are discussed in terms of the processes of narrative identity development for adolescent boys.     

Quebec Sociology: A Discipline and its Object

Quebec sociology and Quebec society are categorically distinct from other sociologies and countries. Both are “communities,” both have French-speaking majorities, and both exist in Anglo-Saxon environments. As well, Quebec sociology has always been and continues to be obsessed by the national question. Interpretations proposed by sociologists—predominantly French-speaking—of and about the Quebec Question have never been independent of the struggles in which they have taken place. In fact, sociological readings of nationalism in Quebec appear to be a direct consequence of their social position and relationship with political power. Through the prism of sociology, the French-speaking collectivity in Canada has been, successively and simultaneously, characterized through categories of race, ethnic group, society, and nation. 2 This article presents five ways in which sociologists have represented Quebec society. First, the Pioneers: Léon Gérin and Marius Barbeau, or the Quebec “Difference” as a handicap. Second, the characterization of Quebec through race, territory, and soul. Third provides the external perspectives of Miner and Hughes. Fourth will examine the Laval (Quebec) School. Finally, this article will examine Quebec Society as either an ethnic or civic nation. Each theme has been set chronologically in specific periods of Quebec sociology: the Pioneers (Part 1 and 2, before 1940); the institutionalization of academic sociology (Part 3 and 4, 1940-1969); and the “nationalization” and professionalization of sociology (Part 5, 1970 to the present).