中国特色社区老年照顾的定位及其发展策略

20世纪80年代以来,中国老龄化问题日益严峻,社区老年照顾发展起来。中国社区与西方社区不同,有自身的特点,因此在发展中存在着两个问题:一是定位问题,二是推进策略问题。在定位问题上,宜将社区老年照顾定位为家庭养老的辅助;在发展策略上,宜先行发展收费型老年服务业,然后有选择地实现低偿或无偿照顾。这两个问题的解决对于社区老年照顾事业的均衡发展具有重要意义。     

教育、宗族与地域社会——清中叶江西万载书院再考

地处江西省西北边陲的万载县,在清中叶的嘉庆道光年间出现了兴建书院的热潮,地方宗族也参与其中。宗族参与的方式是以创建族学书院为主以及购置学田、奖以花红盘费、创建试馆等助学措施。宗族创建书院的资料在县志和族谱中均有记载,但各有侧重。县志中收录的族学,强调的是作为书院教的一面,同时也是地方宗族实力兴替的一种体现。族谱中收录的族学,突显的是其养的一面,甚至因此纠缠于义学与义田的兼行分理纠纷之中。宗族组织的积极参与地方教育,与同时期活跃的族群、士绅等群体,使得地域社会的凸显成为清中叶的时代特征之一,有助于帮助理解19世纪以后大历史的发展演变。     

异邦借镜与返本开新 ——重评《寄语中国艺术人》

在《寄语中国艺术人》一文中,林同济立足中西文化的交汇点,以叔本华、尼采等西方现代学说为镜鉴反观中国文艺,提出“恐怖、狂欢、虔恪”的美学主张,既严厉批评了中国传统文化阴柔、禁欲等诸多积弊,又对儒道学说中“天人合一”的文化观念予以高度肯定,在保持民族固有血脉的基础上试图以中西互融、取今复古的方式建构更具现代性和民族性的文化体系和美学观念,具有独特的历史价值和学术意义。     

Strategic Outsourcing Decisions for Manufacturers that Produce Partially Substitutable Products in a Quantity‐Setting Duopoly Situation*

This article examines production and outsourcing decisions for two manufacturers that produce partially substitutable products and play a strategic game with quantity competition. When both manufacturers outsource key components to the same upstream supplier, their products become more substitutable due to the increased commonality of the products. In addition, outsourcing may create better consumer perception about the product if the manufacturers choose reputable suppliers with better brand or quality. We explicitly model the substitutability change and the brand/quality effect and provide conditions under which the manufacturers should outsource the components to a supplier. We present the subgame perfect Nash equilibriums for the situation in which there is only one supplier and the case in which two suppliers compete with each other in the upstream supply chain. Numerical examples are presented to illustrate the findings.     

Experiential and Informational Knowledge,Architectural Marketing Capabilities,and the Adaptive Performance of Export Ventures: A Cross‐National Study

Knowledge‐based view (KBV) theory posits that the acquisition and use of relevant knowledge is key to understanding organizational performance. However, there is relatively little empirical evidence to support or refute several important propositions underlying KBV theory explanations of organizational performance. In particular, the extant literature has focused on individual technical and scientific components of the knowledge bases of firms in dynamic industries, and largely ignored both different levels of informational and experiential knowledge relevant to the market environment, and the increasingly important context of exporting. Our study addresses these knowledge gaps by developing a framework for export venture knowledge management and empirically examining relationships between different types of individual‐level and organizational‐level knowledge relevant to the market environment, architectural marketing capabilities, and the adaptive performance of export ventures. Using primary data collected in the United Kingdom and China, our study indicates that export ventures' organizational‐level experiential and informational knowledge, and individual‐level experiential knowledge relevant to the market environment, is positively associated with export ventures' architectural marketing capabilities, which are in turn associated with the adaptive performance of export ventures.     

Participation in cross-national learning assessments and impact on capacity development: Programmes,practice, structures and teacher competency. Case study of Kenya,Tanzania and South Africa

This research is one of the few attempts to employ the conceptual framework of "technology transfer" to analyze the extent that participation in cross-national learning assessments has had on capacity development, particularly in the development of official public structures, by equipping educationists and influencing teachers’ competency in Kenya, Tanzania and South Africa. The researchers conducted semi-structured interviews with key informants drawn from the Ministries of Basic Education, national examinations councils, civil society organizations and curriculum development institutions in the three countries. The in-depth interviews were complemented by relevant literature on this topic. The study established improved technical capacities in the public education sector in South Africa and Kenya to design and conduct independent large-scale learning assessments. This important research demonstrates a certain level of commitment by African countries to establish official structures necessary to design/implement and sustain a culture of monitoring learning outcomes through public funded large-scale learning assessments. The research potentially contributes to the body of knowledge as far as ‘summative’ evaluation and analysis of the theory of change underpinning the participation in cross-national learning assessments espoused under the Education for All (EFA) Framework of Action     

‘Angry,when things don’t go my own way’: what it means to be gay with learning disabilities

This article presents six poems constructed by George, a gay man with learning disabilities, who took part in an arts-based project for men with learning disabilities. The poetry reflects upon George’s feelings relating to his sexual desires, his longing for a loving relationship and his frustration and anger at not having control over his life. Like other people who are gay with learning disabilities, George regularly encountered stigma because of his disability and Lesbian, Gay, Bisexual, Transgender and Queer status, limiting the development of meaningful relationships, and increasing the resentment and anger George felt about life. Thus, barriers remain for people with learning disabilities who are gay. With this in mind, the aim of presenting the poems in this article is to develop further understandings of what it means to be a gay person with learning disabilities using poetry in an arts-based project.     

Higher education students with disabilities speaking out: perceived barriers and opportunities of the Universal Design for Learning framework

The Universal Design for Learning (UDL) framework offers a promising strategy to address the needs of higher education students with disabilities; UDL aims to support access, participation and progress for ‘all’ learners, resulting in more accessible learning environments. The objective of this qualitative study is to explore whether UDL addresses the learning needs of students with disabilities effectively. Findings suggested that students’ perceptions align well with UDL’s principles, especially with the principle of multiple means of engagement. Additionally, we found that meeting the learning needs of some students may create barriers for others. To overcome these weaknesses, UDL needs to address the individual learning needs of students, not only through setting and curricular changes, but also in a direct way. Therefore, this study argues for responsive teaching whilst implementing UDL in a flexible way. Helping students to articulate their learning needs by asking them the right questions will be crucial.     

Strategy restoration

Discussions of strategic change generally assume that managers strive to break free from the constraints of their organization's past so that they can forge ahead into the future. However, some organizations instead opt to reinterpret and reenact abandoned strategies drawn from their own history. Such actions are largely unaccounted for in the literature on strategic change. Accordingly, we propose here a conceptualization of a distinct type of strategic change that we call “strategy restoration.” We first outline how strategy restoration fills a gap in current understandings of strategic change. We then elaborate conditions that motivate and enable organizations to pursue strategy restoration rather than other types of strategic change. Two components of the framework—organizational traditionality and memory—characterize the organization itself, and two—nostalgia and perceptions of the organization's authenticity—characterize the market in which the organization operates. The proposed conceptualization of strategy restoration and discussion of its underlying mechanisms carry implications for researchers and managers.