以"三个代表"重要思想为指导繁荣云南哲学社会科学事业

在建立社会主义市场经济、建设有中国特色社会主义的过程中 ,必须以“三个代表”的重要思想为指导 ,充分重视哲学社会科学研究的重大意义。云南省哲学社会科学研究在全省的经济社会发展中发挥了重要作用。进入 2 1世纪 ,新时期对云南省哲学社会科学研究提出了更高的要求 ,坚持“与时俱进” ,推进理论创新 ,才能使哲学社会科学研究更好地为党和政府决策服务 ,为建设云南民族文化大省服务     

Budget Control in Virginia Public School Districts

This article examines the selection and use of a budget approval technique. Specifically, two research questions are addressed: (1) Does the use of a particular budget approval method by a governmental body impact the execution of the budget? (2) What characteristics of a local government are associated with its decision to use a particular budget approval method? Both research questions are addressed by analyzing data from public school systems in the Commonwealth of Virginia, specifically, whether using categorical budget approval differs in the accuracy of budgeting versus using a lump-sum approval method. Characteristics of Virginia school districts are also analyzed according to whether any of them are likely to be associated with school districts using a particular approval method. The remainder of this article is organized as follows: the next section describes the role of budgeting control in schools; subsequent sections review Virginia school district budgeting practices, develop the empirical model used to test the hypotheses, describe the sample, analyze the results of empirical tests and discuss implications of the findings.     

Back to the Future? Senior Federal Executives in the United States

Based on findings from the 1970s, research literature on senior government executives emphasized a growing integration of politics and administration. This integration was reflected in what we called the "Image IV" bureaucrat wherein political role traits combined with those of traditional bureaucratic ones. Although this was by no means a dominant trend, we were led to speculate that traditional divisions between political and bureaucratic roles were eroding. Data gathered from the 1980s and 1990s, however, lead us to infer that divisions between political and bureaucratic roles have reasserted themselves and that integration between them is being diminished rather than strengthened. We conclude that this may be because in an era of governmental austerity the demand for executive policy entrepreneurs has slackened while the political needs have shifted to those of managerial control over an inertial or even contracting state.     

Disordered Eating Precursors in Pre- and Early Adolescent Girls and Boys

First- and second-year findings from a study of the development of disordered eating in pre- and early adolescents are presented. Fifth- and sixth-grade girls (n = 80) and boys (n = 85) were assessed on depression, body image, self-esteem, and eating behaviors and attitudes in Year 1 and again one year later. Weight, height, and pubertal development were also evaluated in Year 1 and Year 2. Gender differences existed on all measures in Year 2 and indicated consistently poorer scores for girls compared to boys. For girls, Year 1 Body Mass Index and pubertal development predicted Year 2 disordered eating. For boys, poor body image in Year 1 predicted Year 2 disordered eating. The importance of identifying early risk factors for eating disorders is discussed.     

A Longitudinal Study of Self-Esteem: Implications for Adolescent Development

This study used a cluster analytic approach to identify self-esteem trajectories among adolescents over a four-year period from sixth to tenth grades (N = 1,160). Four self-esteem trajectories were identified that replicated previous research: (1) consistently high, (2) moderate and rising, (3) steadily decreasing, and (4) consistently low. Female adolescents were more likely to be in the steadily decreasing self-esteem group while male adolescents were more likely to be in the moderate and rising group. African American and white youth were equally distributed across groups. Using repeated measures analysis, we found that youth with consistently high and moderate and rising self-esteem reported developmentally healthier outcomes in Grade 10 than youth in the other two clusters. Outcomes included susceptibility to peer pressure, school grades, and alcohol use. Implications of these results for studying self-esteem and developmental change more generally are discussed.