1989-2029年大转型——可以更好或将会更好吗?

本文对中东欧国家自1989年以来发生的后社会主义制度转型进行了理论和现实的阐释,考察了其历史特性,批驳了该地区已经在制度上成为完全成熟的市场经济体的论点,而认为中东欧国家在转型方面还有很长的路要走.文章强调,后社会主义市场转型进程不会呈直线型发展.在现实社会主义经济体的市场改革与后社会主义市场转型之间存在着巨大差异.只有在更加精确地确定目标,同时不是将制度转型当作是自我实现的目标的前提下,不同国家在不同程度上才会取得更好的转型绩效,否则会朝相反方向发展.     

俄罗斯与西方的关系——过去、现在及未来

1、概述--俄罗斯与西方关系的现状 继俄格冲突以来,俄罗斯与西方的关系比20世纪80年代中期以来(戈尔巴乔夫时期之前)的任何一个时期都要糟糕.     

俄罗斯、中国及中亚的权力制衡:融合还是竞争?

近年来,中亚地缘政治结构出现重大变化,传统地缘关系被打破,新的地缘政治格局尚未完全形成.中国、俄罗斯由于自身实力的变化,以及各自在中亚目标存在异同,双方在中亚形成既融合又竞争的态势,而作为中俄在中亚共同的平台――上海合作组织,同样也面临着复杂的发展前景.随着时间的推移,不可确定因素的增加,中亚可能成为更复杂的"舞台".     

Adolescent Daughters’ Romantic Competence: The Role of Divorce,Quality of Parenting,and Maternal Romantic History

This study examined the links between parental divorce, quality of maternal parenting, spousal relationships and middle adolescent romantic competence in 80 mother-adolescent daughter pairs (40 divorced). Mothers were asked to describe their attitudes and behaviors with regard to their daughters’ romantic behavior. In addition, mothers were interviewed about their own romantic experiences when they were at the age of their daughters. Adolescent girls (mean age = 16.98 years; range 16–18) were administered a comprehensive interview about romantic competence. Findings indicated that adolescent girls from divorced families showed lower levels of romantic competence, which were expressed in their behavior, attitudes toward relationships and skill in handling those relationships. Divorce was found to have had an adverse effect on girls’ romantic competence, whereas continued adaptive parenting and spousal relationships alleviated the effect of divorce. Mothers’ coherent representation of their own adolescent romantic experiences also alleviated the effect of divorce on daughters’ romantic behavior. Results show the important role of family relationships in fostering romantic competence among adolescent girls.     

学习宣传实践工会发展道路推动工会工作创新发展

当前,新疆维吾尔自治区正处在大建设大开放大发展时期。各级工会要认真贯彻落实自治区和全国总工会的会议精神,切实增强建设大美新疆和坚定不移地走中国特色社会主义工会发展道路的坚定信念,团结动员和组织广大职工为进一步加快新疆的经济社会发展建功立业。     

Microcontextual Characteristics of Peer Victimization Experiences and Adolescents’ Daily Well-Being

Microcontextual factors (i.e., contextual characteristics of the specific victimization incident) may help to explain the association between adolescents’ daily peer victimization experiences and well-being. In the present study, daily report methodology was used to assess sixth (N = 150; 53% girls) and ninth grade (N = 150; 50% girls) students’ current well-being and peer victimization earlier in the day on 5 random school days within a 2-week period. Associations between peer victimization microcontextual factors (number of aggressors, presence of witnesses, and receipt of help) and fluctuations in adolescents’ daily well-being (humiliation, worry, and physical symptoms) were examined in an ethnically diverse sample of White, Latino, Asian, African American, and multiethnic students. Humiliation increased on days in which students reported public victimization, multiple aggressors, and no help. Worry increased on days students experienced private victimization and when boys (but not girls) experienced private victimization, victimization by a single aggressor, and received peer help. Physical symptoms were higher on days that victimization occurred, regardless of context, but only for sixth graders and not ninth graders. These findings suggest that the victimization microcontext can offer insight about the types of peer victimization exposure that might produce the greatest daily risk for adolescents.     

The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms

Student engagement is an important contributor to school success, yet high school students routinely describe themselves as disengaged. Identifying factors that alter (increase) engagement is a key aspect of improving support for student achievement. This study investigated students’ perceptions of autonomy, teacher connection, and academic competence as predictors of changes in student engagement within the classroom from the start to the end of a course. Participants were 578 (58% female) diverse (67.8% White, 25.2% African American, 5.1% Hispanic, 1.2% Asian American) high school students from 34 classrooms who provided questionnaire data both at the start and the end of a single course. Novel results from a cross-lagged model demonstrated that students who perceived their classrooms as allowing and encouraging their own autonomy in the first few weeks increased their engagement throughout the course, rather than the typical decline in engagement that was demonstrated by students in other classrooms. This finding is unique in that it extended to both students’ perceptions of engagement and observations of student engagement, suggesting a fairly robust pattern. The pertinence of this finding to adolescent developmental needs and its relationship to educational practice is discussed.     

A Prospective Study of Mexican American Adolescents’ Academic Success: Considering Family and Individual Factors

Mexican American youth are at greater risk of school failure than their peers. To identify factors that may contribute to academic success in this population, this study examined the prospective relationships from 5th grade to 7th grade of family (i.e., human capital [a parent with at least a high school education], residential stability, academically and occupationally positive family role models, and family structure) and individual characteristics (i.e., externalizing symptoms, bilingualism, gender, and immigrant status) to the academic performance of 749 Mexican American early adolescents (average age = 10.4 years and 48.7% were girls in 5th grade) from economically and culturally diverse families as these youth made the transition to junior high school. Results indicated that while controlling for prior academic performance, human capital and positive family role models assessed when adolescents were in 5th grade positively related to academic performance in 7th grade. Further, being a girl also was related to greater 7th grade academic success, whereas externalizing symptoms were negatively related to 7th grade academic performance. No other variables in the model were significantly and prospectively related to 7th grade academic performance. Implications for future research and interventions are discussed.     

Acculturation, Enculturation, and Symptoms of Depression in Hispanic Youth: The Roles of Gender, Hispanic Cultural Values, and Family Functioning

The risk for depression increases as Hispanic youth acculturate to U.S. society. This association is stronger for Hispanic girls than boys. To better understand the influence of culture and family on depressive symptoms, we tested a process-oriented model of acculturation, cultural values, and family functioning. The data came from Project RED, which included 1,922 Hispanic students (53?% girls; 86?% were 14?years old; and 84?% were U.S. born) from Southern California. We used data from 9th to 11th grade to test the influence of acculturation-related experiences on depressive symptoms over time. Multi-group structural equation analysis suggested that both family conflict and cohesion were linked with depressive symptoms. Hispanic cultural values were associated with family cohesion and conflict but the strength and direction of these relationships varied across cultural values and gender. For girls and boys, familismo and respeto were associated with higher family cohesion and lower family conflict. Moreover, gender roles were linked with higher family cohesion in girls but not in boys. These results indicate that improving family functioning will be beneficial for boys' and girls' psychological well-being. This may be achieved by promoting familismo and respeto for boys and girls and by promoting traditional gender roles for girls.     

俄罗斯精英共识与地区经济发展——鞑靼斯坦共和国的经验

国际经验表明,地区发展可以成为大国经济增长的助推器。在俄罗斯经济发展模式需要转型的背景下,俄罗斯高等经济大学的研究团队对鞑靼斯坦共和国的发展管理模式进行了分析。从21世纪第一个十年中期起,鞑靼斯坦共和国的发展管理模式,在俄罗斯就被视为实践典范。当前在鞑靼斯坦共和国已经形成了独特的投资环境,与俄罗斯其他地区相比,其突出特点在于,地方政府的政策可预见度高,且能够为地区重点项目的投资者提供切实保障,地区商业支出与投资风险低。鞑靼斯坦共和国主要精英群体在利益方面相互协调,在地区发展重点与实现路径上具备共识,这在过去是而且也将持续是鞑靼斯坦共和国发展的重要优势。鞑靼斯坦共和国能否建立起在亚洲国家成功运作的追赶型发展模式,这将取决于当地精英能否找到应对近期地区新挑战的共识性对策,同时也取决于俄罗斯联邦层面的地区政策架构。封闭性的固定资产所有制结构,以及劳动报酬水平落后,是鞑靼斯坦共和国面临的主要发展障碍。