电子政府能促进责任性吗?——14个国家的网站公开性与政府责任比较分析

在信息技术引发的全球压力下,公共行政领域基于网络技术的采用创造了一个新的"政府-公民"界面.然而,电子政府是否将明确地导致一个更透明、更具互动性、更开放,因而是更有责任的政府一直是一个核心问题.针对14个国家,应用全球压力对官僚政治变化影响的框架,基于网站公开性和责任问题展开经验研究.研究表明,即使全球范围国家的整体责任等级有所提升,但在基于网络的技术典型地保持和加强现存实践的条件下,不同国家官僚机构问的责任差异依然存在.电子政府是否能促进责任性,首先依赖于人们参照什么类型的官僚机构.就当前全球化对公共官僚机构的影响而引发的关于全球趋同(global convergence)与国家异化(nationaldivergence)问题的争论而言,电子政府的广泛实践只是提供一个实践趋同而非结果趋同的案例.     

Why can't Europe save itself? A note on a structural failure

Europe's Economic and Monetary Union (EMU) has been struck by one financial crisis after another. Yes despite many bold new initiatives, instability and uncertainty persist. Why can't Europe save itself? The answer, this chapter argues, lies in a structural failure. EMU lacks a credible mechanism to cope with the threat of imbalances within the group – a framework to manage the European region's internal payments problems. The challenge was foreseen from the beginning. How could a regional monetary union manage the risk of fiscal imbalances among its members? Europe might have turned to the USA for inspiration. For analytical purposes, the USA too can be considered as a regional monetary union comparable to EMU, facing the same fundamental challenge. America's solution was to create a permanent ‘transfer union’, featuring more or less automatic flows of funds through the federal budget at the centre. But European policy-makers chose otherwise, for reasons that go to the very heart of their ongoing integration project. EMU is a league of sovereign states, each determined to retain for itself as many rights and privileges as possible. In such a structure, a permanent transfer union never had a chance; and since no adequate substitute has yet been found, Europe is forced to pay a high price in terms of instability and lost growth.     

Emotional Reactivity and Exposure to Household Stress in Childhood Predict Psychological Problems in Adolescence

In recent years, research has examined the role of heightened emotional reactivity and poor regulation on maladjustment during childhood and adolescence. Although much of this research has shown a direct link between high emotional reactivity and maladjustment, there is less research on the ways in which reactivity interacts with contextual factors. Using data from the National Institute of Child Health & Human Development Study of Early Child Care and Youth Development (SECCYD), the current study asks how emotional reactivity in childhood, household chaos, and household income impact changes in emotional and behavioral problems between childhood and adolescence. Participants in the SECCYD were followed from birth until adolescence. Of these, 958 youth (52 % male; 80 % Caucasian, 13 % African American, 2 % Asian, and 5 % Other) who completed measures at age 15 were included in the current study. Results indicate that emotional reactivity and low household income during childhood directly predict higher levels of emotional and behavioral problems in adolescence. In contrast, the impact of household chaos on adolescent mental health depends on the child’s emotional reactivity. Specifically, the adverse impact of household chaos on emotional problems was observed among adolescents who were highly emotionally reactive as children, but not among their less reactive counterparts. Taken together, the relationship between an individual’s childhood context and temperament are important aspects in the prediction of outcomes in adolescents.     

Visible School Security Measures and Student Academic Performance,Attendance, and Postsecondary Aspirations

Many U.S. schools use visible security measures (security cameras, metal detectors, security personnel) in an effort to keep schools safe and promote adolescents’ academic success. This study examined how different patterns of visible security utilization were associated with U.S. middle and high school students’ academic performance, attendance, and postsecondary educational aspirations. The data for this study came from two large national surveys—the School Crime Supplement to the National Crime Victimization Survey (N = 38,707 students; 51 % male, 77 % White, M_Age = 14.72) and the School Survey on Crime and Safety (N = 10,340 schools; average student composition of 50 % male, 57 % White). The results provided no evidence that visible security measures had consistent beneficial effects on adolescents’ academic outcomes; some security utilization patterns had modest detrimental effects on adolescents’ academic outcomes, particularly the heavy surveillance patterns observed in a small subset of high schools serving predominantly low socioeconomic students. The findings of this study provide no evidence that visible security measures have any sizeable effects on academic performance, attendance, or postsecondary aspirations among U.S. middle and high school students.     

Improving the Health and Education of Elementary Schoolchildren in Rural China: Iron Supplementation Versus Nutritional Training for Parents

Abstract

We report on the results of a randomised controlled trial conducted among over 2,000 children in 60 elementary schools in rural Shaanxi Province, North-west China. We find that providing children with daily iron supplements for six months improved children’s haemoglobin levels and standardised maths scores. In comparison, educating parents about nutrition and anaemia in a special parents meeting produced a modest impact on children’s haemoglobin levels. We also find heterogeneous intervention effects by children’s gender, anaemia status and boarding status. Overall, iron supplementation is more effective. However, given its low cost and simple implementation, parental education should still be considered.     

Correction to: Examining the effects of teen dating violence prevention programs: a systematic review and meta-analysis

Journal of Experimental Criminology - A Correction to this paper has been published: https://doi.org/10.1007/s11292-020-09456-5     

Center of Gravity: Domestic Institutions and the Victory of Liberal Strategy in Cold War Europe

Cold War strategy in Western Europe almost exclusively followed the US policy of containment. Conventional explanations for this continuity, however, fail to account for both the strategic rationale and the scale of domestic support behind attempts to disengage from the Cold War. This article seeks to explain why containment won out over disengagement in European strategy. By highlighting the underlying liberal tenets of containment, it argues this victory owed more to the advantages afforded the political center by the political institutions of Western Europe than to the logic of containment strategy itself. The occupation of the center-ground by advocates of containment afforded them distinct institutional advantages, including an increased likelihood of representation in government, greater bargaining strength relative to other parties, and limited sources of viable opposition. The dependence of containment strategy on centrist strength is demonstrated through a discussion of the politics of strategy in the French Fourth Republic.     

Racial and ethnic differences in the consequences of school suspension for arrest

A growing body of literature has demonstrated that when schools suspend students, the suspension acts not as a deterrent but as an amplifier of future punishment. Labeling theory has emerged as the predominant explanation for this phenomenon, suggesting that the symbolic label conferred along with a suspension shapes how other people perceive and respond to labeled students. Few studies, however, have attended to racial/ethnic differences in this process even though critical race theory suggests the consequences of suspension likely differ across racial/ethnic groups due to prevailing racial/ethnic stereotypes. This study uses six waves of data from the National Longitudinal Study of Youth 1997 (N = 8,634) to examine how the relationship between suspension and subsequent arrest differs for White, Black, and Hispanic students. Using a series of within-person analyses that control for time-stable personal characteristics, this study finds that suspension amplifies Black and Hispanic students’ risk of arrest relative to that of White students. White students’ risk of arrest was not amplified by suspension and, in some models, was diminished. This study's findings underscore the importance of understanding the labeling process as different by race/ethnicity and indicate that suspension is particularly harmful for Black and Hispanic relative to White students.