排序方式： 共有20条查询结果，搜索用时 31 毫秒
1.
2.
Migration influx in Western countries resulting in increasingly diverse societies results in more complex situations for bureaucrats in their client interactions in welfare organizations. The role of discretion for services to clients has received much attention in the public administration research and therefore this study explores the relation among perceived workload, anti-immigration attitudes, perceived discretion, and perceived difficulty in working with migrants. The paper examines the function of perceived discretion as moderator or mediator variable in this constellation. The relations are examined by using structural equation modelling based on a survey among Swedish welfare bureaucrats (N = 1,319). The results show that heavier perceived workload increased the likelihood of experiencing work with migrants as difficult and that greater perceived discretion decreased the likelihood of experiencing work with migrants as difficult. The results suggest that perceived discretion functions as a mediator for the relation between perceived workload and difficulty in work with migrants: potentially functioning as a ‘buffer’ for organizational pressure. We also found that bureaucrats who hold negative attitudes towards migrants were more likely to express their work with migrants as more difficult. This paper contributes to the public administration literature by increasing our knowledge on how discretion has significance in relation to when bureaucrat's behaviour is determined by specific organizational and personal factors. 相似文献
3.
Advances in artificial intelligence (AI) have attracted great attention from researchers and practitioners and have opened up a broad range of beneficial opportunities for AI usage in the public sector. Against this background, there is an emerging need for a holistic understanding of the range and impact of AI-based applications and associated challenges. However, previous research considers AI applications and challenges only in isolation and fragmentarily. Given the lack of a comprehensive overview of AI-based applications and challenges for the public sector, our conceptual approach analyzes and compiles relevant insights from scientific literature to provide an integrative overview of AI applications and related challenges. Our results suggest 10 AI application areas, describing their value creation and functioning as well as specific public use cases. In addition, we identify four major dimensions of AI challenges. We finally discuss our findings, deriving implications for theory and practice and providing suggestions for future research. 相似文献
4.
Diane Hughes Carolin Hagelskamp Niobe Way Monica D. Foust 《Journal of youth and adolescence》2009,38(5):605-626
The current study examined relationships between adolescents’ and mothers’ reports of ethnic-racial socialization and adolescents’
ethnic-racial identity. The sample included 170 sixth graders (49% boys, 51% girls) and their mothers, all of whom identified
as Black, Puerto Rican, Dominican, or Chinese. Two dimensions of ethnic-racial socialization (cultural socialization and preparation
for bias) were evaluated alongside three dimensions of ethnic-racial identity (exploration, affirmation and belonging, and
behavioral engagement). Mothers’ reports of their cultural socialization predicted adolescents’ reports, but only adolescents’
reports predicted adolescents’ ethnic-racial identity processes. Mothers’ reports of preparation for bias predicted boys’
but not girls’ reports of preparation for bias. Again, only adolescents’ reports of preparation for bias predicted their ethnic-racial
identity. Thus, several gender differences in relationships emerged, with mothers’ and adolescents’ perceptions of cultural
socialization, in particular, playing a more important role in girls’ than in boys’ identity processes. We discuss the implications
of these findings for future research.
Diane Hughes is Professor of Applied Psychology in the Steinhardt School of Culture, Education, and Human Development at New York University. There, she is co-director of the doctoral training program in Psychology and Social Intervention and of the Center for Research on Culture, Development, and Education. She received her B.A. from Williams College and her Ph.D. from the University of Michigan in Community and Developmental Psychology. Her research focuses on ecological influences on parenting and socialization processes among ethnic minority families. She has authored numerous articles and special journal issues devoted to identifying cultural knowledge and the use of culturally anchored methods, and has studied issues of special relevance to ethnic minority populations including racial discrimination and ethnic-racial socialization. She is currently co-chair of the cross-university study group on race, culture and ethnicity. Her research has been funded by the National Science Foundation, The National Institutes of Mental Health, the William T. Grant Foundation, the John D. and Catherine T. MacArthur Foundation, and the Carnegie Corporation. Carolin Hagelskamp is a doctoral student in Community Psychology at New York University’s Graduate School of Arts and Sciences. She received a B.Sc from the University of Kent at Canterbury (UK), and a M.Sc from the London School of Economics and Political Sciences. She has been a senior Research Assistant at the Center for Research on Culture, Development, and Education since 2003. Her research interests are the relationships between maternal work-family experiences, adolescent development and ethnic-racial socialization across ethnically diverse urban families. Niobe Way is Professor of Applied Psychology in the Department of Applied Psychology at New York University. She is also the Director of the Developmental Psychology program and the co-director of the Center for Research on Culture, Development, and Education at NYU. She received her doctorate from the School of Education at Harvard University in Human Development and Psychology and was an NIMH postdoctoral fellow in the psychology department at Yale University. Way’s research focuses on the intersections of culture, context, and human development, with a particular focus on the social and emotional development of adolescents from low-income families. She is primarily interested in how schools and families as well as larger political and economic contexts influence the developmental trajectories of children and adolescents. Her work also focuses on adolescents’ experiences of social identities, including both their gender and ethnic identities. Way is a nationally recognized leader in the use of mixed methods; she has combined quantitative and qualitative methods to examine developmental processes during adolescence for over two decades. Way is the author of numerous books and journal articles. Her sole authored books include: “Everyday Courage: The Lives and Stories of Urban Teenagers” (NYU Press, 1998); and “Friendship among Adolescent Boys” (to be published by Harvard University Press). Her co-edited or co-authored books include: “Urban Girls: Resisting Stereotypes, Creating Identities” (NYU press, 1996); “Adolescent Boys: Exploring Diverse Cultures of Boyhood” (NYU Press, 2004), and “Growing up Fast: Transitions to Adulthood among Inner City Adolescent Mothers” (Erlbaum Press, 2001)”. The latter co-authored book (with Bonnie Leadbeater) received the Best Book Award from the Society of Research on Adolescence (2002). Her current projects focus on the influence of families and schools on the trajectories of social and emotional development among middle school students in New York City and in Nanjing, China. Her research has been funded by the National Institute of Mental Health, The National Science Foundation, The William T. Grant Foundation, The Spencer Foundation, and by numerous other smaller foundations. Monica D. Foust received her M.A. degree in Psychology from the Steinhardt School of Culture, Education and Human Development and is currently a doctoral student in Developmental Psychology at University of Michigan. Her research interests are in ethnic-racial identity development and in sexual identity development. 相似文献
| Diane HughesEmail: |
Diane Hughes is Professor of Applied Psychology in the Steinhardt School of Culture, Education, and Human Development at New York University. There, she is co-director of the doctoral training program in Psychology and Social Intervention and of the Center for Research on Culture, Development, and Education. She received her B.A. from Williams College and her Ph.D. from the University of Michigan in Community and Developmental Psychology. Her research focuses on ecological influences on parenting and socialization processes among ethnic minority families. She has authored numerous articles and special journal issues devoted to identifying cultural knowledge and the use of culturally anchored methods, and has studied issues of special relevance to ethnic minority populations including racial discrimination and ethnic-racial socialization. She is currently co-chair of the cross-university study group on race, culture and ethnicity. Her research has been funded by the National Science Foundation, The National Institutes of Mental Health, the William T. Grant Foundation, the John D. and Catherine T. MacArthur Foundation, and the Carnegie Corporation. Carolin Hagelskamp is a doctoral student in Community Psychology at New York University’s Graduate School of Arts and Sciences. She received a B.Sc from the University of Kent at Canterbury (UK), and a M.Sc from the London School of Economics and Political Sciences. She has been a senior Research Assistant at the Center for Research on Culture, Development, and Education since 2003. Her research interests are the relationships between maternal work-family experiences, adolescent development and ethnic-racial socialization across ethnically diverse urban families. Niobe Way is Professor of Applied Psychology in the Department of Applied Psychology at New York University. She is also the Director of the Developmental Psychology program and the co-director of the Center for Research on Culture, Development, and Education at NYU. She received her doctorate from the School of Education at Harvard University in Human Development and Psychology and was an NIMH postdoctoral fellow in the psychology department at Yale University. Way’s research focuses on the intersections of culture, context, and human development, with a particular focus on the social and emotional development of adolescents from low-income families. She is primarily interested in how schools and families as well as larger political and economic contexts influence the developmental trajectories of children and adolescents. Her work also focuses on adolescents’ experiences of social identities, including both their gender and ethnic identities. Way is a nationally recognized leader in the use of mixed methods; she has combined quantitative and qualitative methods to examine developmental processes during adolescence for over two decades. Way is the author of numerous books and journal articles. Her sole authored books include: “Everyday Courage: The Lives and Stories of Urban Teenagers” (NYU Press, 1998); and “Friendship among Adolescent Boys” (to be published by Harvard University Press). Her co-edited or co-authored books include: “Urban Girls: Resisting Stereotypes, Creating Identities” (NYU press, 1996); “Adolescent Boys: Exploring Diverse Cultures of Boyhood” (NYU Press, 2004), and “Growing up Fast: Transitions to Adulthood among Inner City Adolescent Mothers” (Erlbaum Press, 2001)”. The latter co-authored book (with Bonnie Leadbeater) received the Best Book Award from the Society of Research on Adolescence (2002). Her current projects focus on the influence of families and schools on the trajectories of social and emotional development among middle school students in New York City and in Nanjing, China. Her research has been funded by the National Institute of Mental Health, The National Science Foundation, The William T. Grant Foundation, The Spencer Foundation, and by numerous other smaller foundations. Monica D. Foust received her M.A. degree in Psychology from the Steinhardt School of Culture, Education and Human Development and is currently a doctoral student in Developmental Psychology at University of Michigan. Her research interests are in ethnic-racial identity development and in sexual identity development. 相似文献
5.
6.
Carolin Fernandez Castelao Birgit Kröner-Herwig 《Journal of youth and adolescence》2013,42(8):1169-1182
The development of depressive symptoms in childhood and adolescence can follow different pathways. This study examined heterogeneity in the development of self-reported depressive symptoms and the predictive influence of mothers’ depressive symptoms, the number of life events, and loss events via growth mixture modeling over a four-year period in a large community sample of German children and adolescents (N = 3,902; mean age 11.39 years; 49.6 % female). This procedure was conducted for the total sample as well as for separate samples of girls and boys. Four different classes of trajectories for the total and the girls’ model were identified, but only three classes for the boys. Girls showed higher intercepts and stronger increases in symptoms over time, whereas boys displayed stronger decreases. In the total model, mothers’ depressive symptoms and the number of life events significantly increased the level of depressive symptoms. In the gender models, only mothers’ depressive symptoms showed significant influence on the level of symptoms in girls and boys, whereas for life events this was only true for boys. In every model, the significant predictors discriminated at least between some classes. Loss events showed no significant influence in any model. In sum, there are meaningful differences in the development of depressive symptoms in girls and boys. These results have several implications for prevention and future research. 相似文献
7.
8.
9.
Klein C Kennedy MA Gorzalka BB 《International journal of offender therapy and comparative criminology》2009,53(3):305-315
In an effort to characterize the attitudes and characteristics of men who solicit sex, this study investigated rape myth acceptance as assessed by a modification of Burt's Rape Myth Acceptance Scale. The participants were all men who took part in the Prostitution Offender Program of British Columbia after being arrested for attempting to solicit sex from an undercover police officer. Relationships between endorsement of rape myths, other attitudes, sexual behavior, and demographic variables were examined. Results reveal that age, education, use of pornography, ideal frequency of intercourse, and believing that purchasing sex is a problem are all negatively correlated with rape myth acceptance. Positive correlations were found between rape myth acceptance and sexual conservatism, sexual violence/coercion, and social desirability. Results are discussed in terms of the association between rape myth acceptance and the violence frequently perpetrated against those working in the sex trade. 相似文献
10.
Dr.-Ing. Elke Bruns Dr. jur. Carolin Kieß Dr.-Ing. Wolfgang Peters 《Natur und Recht》2009,31(3):149-159
Zusammenfassung Durch das Umweltschadensgesetz wurde eine ?ffentlich-rechtliche Verpflichtung zur Kompensation
für gesch?digte natürliche Ressourcen und Funktionen implementiert, die unabh?ngig von
der Vorhabenzulassung oder dem Vorliegen eines Eingriffs ist und damit deutlich über die Verpflichtungen
aus der naturschutzrechtlichen Eingriffsregelung hinausgeht. Bisher herrscht eine gewisse Unsicherheit
im Umgang mit dem neuen Instrument. Vollzugshinweise in den L?ndern fehlen weitgehend. Auch sind
F?lle, in denen das Umweltschadensgesetz zur Anwendung gelangte, bisher nicht systematisch erfasst,
Rechtsprechung liegt noch nicht vor. Der Beitrag gibt daher Hinweise zur rechtlichen wie naturschutzfachlichen
Operationalisierung der zentralen Regelungen zur Erfassung, Bewertung und Sanierung von Biodiversit?tssch?den
und bietet Unterstützung für die Umsetzung und den Vollzug des Instrumentariums in den L?ndern. 相似文献