论改进党的执政方式

中国共产党是世界上最大的执政党,肩负着领导全中国人民建设有中国特色社会主义的神圣使命。要把坚持执政为民这个本质落到实处,把一个有12多亿人口的大国领导好、治理好,没有很高的领导水平和执政能力是不能胜任的。党的领导水平和执政能力既取决于党的理论路线方针政策,也与党的执政方式有着直接的联系。     

小学高年级儿童气质对父母教养方式的影响

采用MCYQ儿童气质问卷和EMBU父母教养方式评定问卷调查了80名小学四、五年级学生的气质及其父母的教养方式。结果表明：小学高年级儿童的气质只与父母教养方式的情感温暖、理解，惩罚严厉和拒绝否认三个维度显著相关。儿童气质对父母教养方式的影响存在共性和差异，节律性、适应性和坚持性与父母亲的教养方式都显著相关，而情绪、注意品质和反应阈只和母亲的教养行为显著相关。影响父母教养方式的积极气质因素为节律性强、适应迅速、坚持性强和注意不易分散，消极因素为活动量大、适应缓慢、趋避性为易接近、注意易分散等。难养型和偏难养型儿童，其母亲较少表现情感温暖、理解行为，较多给予惩罚严厉和拒绝否认行为。     

Administrative Styles in the OECD: Bureaucratic Policy-Making beyond Formal Rules

As we know from comparative public policy, bureaucracies contribute to a considerable degree to the contents and the ways of policy-making. One important driver of administrative policy-making are their specific “styles” or “cultures”. “Administrative styles” are understood here as the standard operating procedures and routines that characterize the behavior and activities of administrative bodies in initiating, drafting and implementing policy. In this article, we convey the concept of Administrative Styles to the level of International Organizations (IOs) and apply it to the Organization for Economic Development and Co-Operation (OECD). The article proceeds in three steps: First, the concept of administrative styles is introduced and refined. Drawing on expert interviews with OECD staff, we secondly show that consideration of OECD administrative styles significantly advances the literature’s understanding of the organization. Finally, we give an outlook on new research avenues and the relevance of our findings for the study of International Public Administrations (IPAs) more generally.     

Preferred learning style： Gender influence on preferred learning style among business students

Past studies indicate that there was a correlation between gender and students＇ preferred styles of learning. Thus, the purpose of this study is to determine the influence of gender on the learning style preferences of business students based on the VARK （Fleming, 2002b） learning style survey, consisting of the V（isual）, A（ural）, R（ead-Write） and K（inesthefic） learning styles. The sampling design used for this study was non-probability sampling and the sampling technique conducted was convenient sampling on 207 male students and 199 female students from the business school. The study found that gender only influences the V（isual） and A（ural） learning styles of business students. In addition to that, even though both male and female students exhibited a similar response towards both these learning styles, female students were found to demonstrate slightly higher preference for the V（isual） and A（ural） learning styles as compared to the male students. The findings draw attention to facets of learning that may exist in pre-university and tertiary classrooms with a combination of female and male students, which could have an impact on teaching and managing these students.     

Psychosocial Resources in First-Year University Students: The Role of Identity Processes and Social Relationships

The investigation involved the assessment of a model predicting that family and university relationship environments are linked with identity processes and identity states (statuses) that predict psychosocial resources among first-year university students. A sample of 351 university students, between the ages of 18 and 21 years, completed measures of psychosocial maturity based on Erikson's notions of ego virtues, a measure of identity processing styles (diffuse-avoidant, normative, and information styles), identity statuses (diffusion, foreclosure, moratorium, and achievement), measures of family climate (conflict, expression, cohesion), and assessments of university relationships with faculty, advisors, and students. Based on linear structural equations, the model, with some adjustments, had a good fit with the data and demonstrates the complex association between perceived family and school climate, identity formation, and the association with psychosocial resources. The investigation demonstrates how multivariate model testing can be completed to assess some of the complexity suggested by Erik Erikson regarding identity formation. Gerald R Adams is a Professor of Family Relations and Human Development at the University of Guelph in Ontario, Canada. His major interests focus on family relations, identity development, education, and prevention. Michael Berzonsky is Professor of Psychology at State University of New York at Cortland, New York. His major interests are identity styles, social cognition, and adolescent development. Leo Keating is a data analyst at the University of Guelph.     

试论农村社区中留守女性生活方式的转变

在城市化的大潮中 ,农村出现的“3 86199部队”现象对城市化的发展进程产生着影响。女性生活方式的转变对实现这一类社区走向城市化有着积极的作用。但农村社区女性的现实生活方式比较落后 ,难以带动整个社区生活方式的转变。对女性生活方式现状及其生活方式落后的原因进行分析 ,有助于依托女性组织 ,借助社区主要劳动力缺失的机会而使女性获得发展机遇 ,实现女性生活方式的现代化。     

文化多样性与人类生存环境问题

多样的人类文化与人类生存环境结成了多样的联系形式,并对自然环境产生了不同的影响作用.重新认识、判定不同民族文化的生存学价值,维护及有效利用民族文化的多样性,对缓解目前已出现的生态环境恶化问题有着积极的意义.     

Beyond the Thomas–Kilmann Model: Into Extreme Conflict

This article discusses an extension to the Thomas–Kilmann conflict mode instrument (Thomas and Kilmann 1977) designed specifically for conflict situations in which strong negative emotional relationships are at play. The Thomas–Kilmann (TK) model is widely used to help participants (disputants and mediators) identify how two basic conflict characteristics interact to influence how stakeholders shape their actions with regard to their interests. Essentially the TK Model is built on the premise that the two salient conflict variables are the relative importance of the relationships at hand and the substantive issues being discussed. These variables are illustrated with a simple matrix that shows how each party will interact with the other based on the relative importance it places on these variables. Graphically illustrating where the behaviors fall on the matrix can explicate parties' behaviors to add a new perspective that may change the dynamic of the conflict. But the TK Model does not address scenarios in which individuals have very negative or destructive relationships, and sabotage, blocking, and exclusion are behavioral norms. Hence, we developed the Baumoel–Trippe (BT) Extension to the TK Model to address the highly negative and often identity‐based conflicts that are often found in the world of family business. Accordingly, the BT Extension to the TK Model explores conflicts in which the relationships are not merely unimportant or uncooperative, but where they become negative to downright vengeful. There is so much at stake for family business stakeholders that the family relationships may become so adversarial that the very business and family harmony all parties value are at risk. With our extension of the TK Model, we seek to provide insight into how decisions might be made when stakeholders are in highly negative, conflictual relationships.