Putting the Cart before the Horse: Accountability or Performance?

Conventional wisdom argues that a good set of performance measures builds accountability and that improved accountability generates better productivity in the organisation. By way of an analysis of a case study in one inland Chinese county, this article shows that the assumed relationship between performance and accountability is more rhetoric than real. In practice, the implementation of performance measurement in local China leads to an accountability paradox, in which enhanced accountability tends to hinder the improvement of government productivity. The implementation of the Chinese target-based responsibility system risks boosting the short term accountability of public employees while undermining the long term productivity of government agencies. With the deepening of China's market-oriented reform, this choice appears to put the cart before the horse.     

Healthy Country, Healthy People: Policy Implications of Links between Indigenous Human Health and Environmental Condition in Tropical Australia

Investment in programs that help Indigenous people undertake work maintaining the environmental health of their country has benefits for the environment as well as the physical, mental and cultural health of the Indigenous people involved. For health these findings have direct implications for some national health policies, service provision to homelands, health promotion and Indigenous health research. There are also direct implications for environmental investment in northern Australia and the design and regulation of markets in resource entitlements. Indirectly the findings should be important for economic, employment and education policies as well as those promoting social harmony. Given the range of benefits there is a strong argument for cross-agency investment in working on country by Indigenous people.     

Public Intellectuals as Media Critics

In the 1940s, leading public intellectuals established a commission to reform the American press. Many of them initially favored heavy regulation of newspapers and other media. Though the men failed to change the press, their report lives on in schools of journalism.

Seek Help from Teachers or Fight Back? Student Perceptions of Teachers’ Actions during Conflicts and Responses to Peer Victimization

Previous research has shown that teachers’ actions when addressing conflict on school grounds can shape adolescent perceptions regarding how well the school manages victimization. Our objective in this study was to determine how these perceptions influenced the likelihood that adolescent students would react to victimization scenarios by either seeking help from school authority or physically fighting back. Vignettes describing two events of victimization were administered to 148 ethnic minority adolescents (Latino, African American, and Asian backgrounds; 49% female) attending an urban high school with high rates of conflict. Positive perceptions of teachers’ actions during conflicts—assessed via a questionnaire tapping how teachers manage student conflicts both generally and in a specific instance of strife—predicted a greater willingness to seek help from school authority, which in turn negatively predicted self-reported aggressive responses to the victimization scenarios. Path analysis established the viability of this indirect effect model, even when we controlled for sex, beliefs about the acceptability of aggression, and previous levels of reactive aggression. Adolescents’ perceptions of teachers’ actions during conflicts are discussed in relation to social information processing models, improving student–teacher relations, and decreasing aggression at schools.     

School Climate for Transgender Youth: A Mixed Method Investigation of Student Experiences and School Responses

Transgender youth experience negative school environments and may not benefit directly from interventions defined to support Lesbian, Gay and Bisexual (LGB) youth. This study utilized a multi-method approach to consider the issues that transgender students encounter in school environments. Using data from two studies, survey data (total n = 2260, 68 transgender youth) from study 1 and focus groups (n = 35) from study 2, we examine transgender youth’s experience of school harassment, school strategies implemented to reduce harassment, the protective role of supportive school personnel, and individual responses to harassment, including dropping out and changing schools. In both studies, we found that school harassment due to transgender identity was pervasive, and this harassment was negatively associated with feelings of safety. When schools took action to reduce harassment, students reported greater connections to school personnel. Those connections were associated with greater feelings of safety. The indirect effects of school strategies to reduce harassment on feelings of safety through connection to adults were also significant. Focus group data illuminate specific processes schools can engage in to benefit youth, and how the youth experience those interventions.     

Salt,high blood pressure,and performance‐based regulation

Performance‐based regulation is a new approach to public health promotion. The aim of this article is to explain how this idea might be applied to the public health goal of reducing salt consumption as a way of reducing high blood pressure and thereby saving lives. Performance‐based regulation is compared with competing regulatory strategies.     

Antecedents of Chinese Parents’ Autonomy Support and Psychological Control: The Interplay Between Parents’ Self-Development Socialization Goals and Adolescents’ School Performance

Despite ample evidence for the benefits of parental autonomy support and the harms of parental psychological control to Chinese adolescents’ well-being, little is known about what foreshadows these parenting behaviors among Chinese parents. The current research addressed this gap in the literature. It tested the hypothesis that parents’ endorsement of self-development socialization goals (i.e., regarding a positive sense of self in terms of holding optimistic attitudes toward oneself, feeling autonomous in one’s actions, and establishing one’s independence from others, as important for adolescents to develop) and adolescents’ school performance may interact to predict parental autonomy support and psychological control in urban China. Three hundred and forty-one Chinese seventh graders (mean age?=?13.30?years, 58?% female) and their parents (186 mothers and 155 fathers) participated. Parents reported on their own and their spouses’ endorsement of self-development socialization goals; adolescents reported on parental autonomy support and psychological control; and adolescents’ grades were obtained from school records. Significant interactions were found between parents’ socialization goals and adolescents’ grades in predicting parenting behaviors. When adolescents were doing well at school, the stronger parents’ endorsement of self-development socialization goals, the greater their autonomy support and the lesser their psychological control; when adolescents were doing poorly at school, regardless of parents’ socialization goals, their autonomy support was relatively low and their psychological control was relatively high. These findings highlight a tension between parental concerns over adolescents’ self-development and academic success, which needs to be resolved to promote autonomy support and prevent psychological control among urban Chinese parents.