英语教育的劳动市场回报及英语教育政策调整 —— 基于 2016年问卷调查数据

中国的英语教育近年来受到越来越多的重视。无论是国家还是个人都投入了大量资源用于英语教育,如此巨额的投入所带来的劳动市场回报值得关注。英语教育的劳动市场回报可以分为人力资本投入回报和信号作用回报。研究发现,英语在实际工作中使用越多,工资收入越高,是为英语教育作为人力资本投入回报的证据。但在工作中很少用到英语的人,通过英语四六级考试对其工资也有显著影响,反映了英语教育具有信号作用的功能。调查显示,英语教育的信号作用是英语教育劳动市场回报的主要方面。因此,中国的英语教育有过度教育从而导致资源配置低效率之嫌,建议及时调整国家的英语教育政策。     

我国公务员激励机制人性假设之反思

中国历史上的封建官僚体制历来强调修身方能治国。新中国建立后,道德激励机制对政府官员的廉洁奉公行为曾产生过较大的影响,但随着计划经济向市场经济体制的转变,缺乏物质基础的道德激励渐显空乏无力。本文试图从传承已久的制度人性假设入手,对我国以道德人性假设为基石的公务员制度进行反思。     

The elusiveness of regional order: Leifer,the English school and Southeast Asia

Abstract

‘Regional order’ was Michael Leifer's yardstick of choice to assess the international relations of the Association of Southeast Asian Nations (ASEAN). Leifer's recurrent theme was how elusive, and at times how illusory, regional order was for Southeast Asia. The elusiveness of regional order is attributed to ASEAN's lack of a set of genuinely shared assumptions about their interrelationships with each other and external states. This article challenges Leifer's portrait of a Southeast Asia devoid of regional order. I argue that Leifer's notion of order is theoretically underdeveloped and methodologically imprecise, allowing the analyst to see disorder in every minor perturbation in the region. I propose replacing ‘regional order’ with ‘peace and stability’, the preferred terms of the discourse by ASEAN's policy elites. By the latter criteria, ASEAN and the Asia-Pacific, contrary to the skeptics, have made impressive progress in the last forty years.     

Six rather unexplored assumptions about al-Qaeda

For all of the prodigious output on the subject of al-Qaeda from scholars and policy-makers alike recently, a number of consequential assumptions about the group remain startlingly unexplored. This paper examines six such assumptions, revealing each one's foundational role in assertions and debates about al-Qaeda (and, in most cases, about terrorism more broadly) despite the relatively unexplored status of each. These six assumptions relate to: (1) the link between the causes or roots of al-Qaeda's violence and deep-rooted anti-Americanism; (2) the relationship between fighting ‘Al-Qaeda in Iraq’ and fighting al-Qaeda globally; (3) the effect of eliminating individual terrorists; (4) the strategic versus social sources of terrorists' motivation; (5) the demonstrative effects of increased homeland security; and (6) the role of the internet in actual terrorist activity.     

经济全球化及其理论合理性质疑

随着人类科学技术的发展,世界各地人们之间的距离在不断缩短。人类社会的许多问题都成为全球性的问题,经济生活也不例外。本文深入地对现存的全球性经济进行分析,对其理论成因进行探讨。指出现存的经济全球化理论形式并不是基于现实社会的形式,因此不会长久。     

The Behavioral Effects of Environmental Regimes: Collective-Action vs. Social-Practice Models

International Environmental Agreements: Politics, Law and Economics - Most observers agree that institutions play significant roles both in causing and in confronting large scale environmental...     

Modeling the Deviant Y in Criminology: An Examination of the Assumptions of Censored Normal Regression and Potential Alternatives

Many dependent variables of criminological interest have censored distributions. Investigations that use such variables increasingly have turned to the Tobit model, a censored regression technique that is specified based on a latent dependent variable. When used under suitable circumstances, this model provides appropriate estimates. This paper discusses key assumptions of the Tobit model. It then highlights the risk of violating these assumptions and reviews alternative flexible parametric and semiparametric modeling techniques, currently used sparingly in criminology, which researchers may find helpful when assumptions regarding the error terms are untenable. By using an empirical example focused on sentencing outcomes and comparing estimates across analytic methods, this study illustrates the potential utility of simultaneously estimating the Tobit model along with some alternatives.

European educational policy on shifting sand?

European integration makes educational policy even more important, especially as an instrument to forge the future of Europe. This growing consciousness is a motivation to critically analyse and compare the educational policies of the countries of the European Union. This investigation is only realistic on condition that the research objectives are clearly set out. Therefore, the following questions guide the article: 1. Concerning the ‘facts’: – Can the history of European educational policies provide us with a taxonomy to distinguish ‘types’ of educational policy? – What are the main changes concerning both structures and role conceptions in the field of educational policy? – Is educational policy autonomous or is this policy influenced by other leading sub-systems? – What is the impact of supra-national organisations on educational policies? – Are educational policies in the EU visibly influenced by (new?) underlying ‘ideologies’? – What are the main current policy issues in the EU-countries? 2. Concerning the ‘trends’: Is it possible to deduce certain ‘trends’ from the comparative analysis of the mentioned ‘facts’? 3. Concerning the ‘critical analysis’: – Does the literature on educational policy analysis provide us with ‘critical interpretation schemes’? – What will the outcome be if the discovered ‘facts’ and ‘trends’ are confronted with such-like schemes? The article concludes with some critical recommendations concerning the future of educational policy in the EU.