排序方式： 共有26条查询结果，搜索用时 203 毫秒
21.
In this paper we consider the negotiating positions adopted by the US and Japan for the liberalisation of trade in educational services under the General Agreement on Trade in Services (GATS). We argue that the US adopts a position of hegemon and freerider in the development of a liberalisation regime in education. The aggressive character of the US position is profoundly influenced by: (1) a strong federal government level faith in service liberalisation; (2) high levels of domestic privatisation in the fields of higher education, training, testing and evaluation; (3) active lobbying by educational services providers. Nonetheless, the US is cautious about allowing foreign competition into domestic education markets. This stems in part from active resistance of the public education sector; and in part because of the delicate jurisdictional questions it would raise given the constitutional right of states to control educational policy. Ironically, US reticence also seems to be related to the relatively high levels of private educational expenditures in the US. In contrast, the Japanese government's approach is motivated primarily by bet‐hedging and legitimation concerns. Japan is not a net‐exporter of educational services and cannot be said to have comparative advantage in this field. However, three things seem to be influencing what might be seen as Japan's surprising decision to join the group of only four (World Trade Organization)WTO member nations who have submitted negotiating proposals for trade in educational services. First, the Japanese are strongly interested in the expansion of trade in other service areas, and may be willing to negotiate in education in order to further negotiations in these other areas. Secondly, Japan's decade‐long economic crisis has contributed to an important policy shift in the government's plans for higher education. Questions about the relevance and competitiveness of Japanese higher education have recently led the Japanese government to commit itself to this sector's ‘internationalisation’. To this end the government is also considering legislation that allows for the accreditation of 282 K. Mundy & M. Iga foreign higher education within Japan. Nonetheless, the Japanese government's negotiating proposal on trade in educational services is much more tentative than that presented by the European Union (EU) and New Zealand, for example. Japan places unique emphasis on the importance of regulatory control mechanisms for foreign service providers. As in the US, at least some part of the Japanese reticence seems to be driven by relatively high levels of private educational expenditure in the country. This paper is organised as follows. In Sections I‐V we briefly trace the history of the WTO, the GATS, and the inclusion of educational services in the GATS. Here we emphasise the strong role played by the US in the inclusion of services in international trade negotiations, and its part in the collapse of ‘embedded liberalism’ as a foundation for a multilateral trade regime. We also look briefly at the contentious aspects of the current round of negotiations in the education sector and describe their current state of play. In Sections VI and VII, we look more closely at the political economy of the negotiating positions adopted by the US and by Japan. We situate the negotiating approaches of these two countries within a comparative analysis of their relative share of current trade in educational services. In our concluding section, we begin to answer two questions. First, what theoretical framework best explains the content and direction of the American and Japanese negotiating frameworks? Second, what can the negotiating positions of these two important WTO members tell us about the overall direction and likely outcomes of the Doho round of negotiations on educational services? 相似文献
22.
23.
Jason P. Lake Peter D. Mundy Paul Comfort Timothy J. Suchomel 《Sports biomechanics / International Society of Biomechanics in Sports》2020,19(2):227-234
AbstractThe aim of this study was to assess agreement between peak and mean force methods of quantifying force asymmetry during the countermovement jump (CMJ). Forty-five men performed four CMJ with each foot on one of two force plates recording at 1,000 Hz. Peak and mean were obtained from both sides during the braking and propulsion phases. The dominant side was obtained for the braking and propulsion phase as the side with the largest peak or mean force and agreement was assessed using percentage agreement and the kappa coefficient. Braking phase peak and mean force methods demonstrated a percentage agreement of 84% and a kappa value of 0.67 (95% confidence limits: 0.45–0.90), indicating substantial agreement. Propulsion phase peak and mean force methods demonstrated a percentage agreement of 87% and a kappa value of 0.72 (95% confidence limits: 0.51–0.93), indicating substantial agreement. While agreement was substantial, side-to-side differences were not reflected equally when peak and mean force methods of assessing CMJ asymmetry were used. These methods should not be used interchangeably, but rather a combined approach should be used where practitioners consider both peak and mean force to obtain the fullest picture of athlete asymmetry. 相似文献
24.
Peter D. Mundy Neal A. Smith Mike A. Lauder Jason P. Lake 《Journal of sports sciences》2017,35(18):1781-1787
The aim of this study was to examine the effects of barbell load on countermovement vertical jump (CMJ) power and net impulse within a theoretically valid framework, cognisant of the underpinning force, temporal, and spatial components. A total of 24 resistance-trained rugby union athletes (average ± SD: age: 23.1 ± 3.4 years; height: 1.83 ± 0.05 m; body mass (BM): 91.3 ± 10.5 kg) performed maximal CMJ under 5 experimental conditions in a randomised, counterbalanced order: unloaded, and with additional loads of 25%, 50%, 75%, and 100% of BM. Peak power and average power were maximised during the unloaded condition, both decreasing significantly (P < 0.05) as load increased. Net impulse was maximised with 75% of BM, which was significantly greater (P < 0.05) than the unloaded and 100% of BM conditions. Net mean force and mean velocity were maximised during the unloaded condition and decreased significantly (P < 0.05) as load increased, whereas phase duration increased significantly (P < 0.05) as load increased. As such, the interaction between barbell load and the underpinning force, time, and displacement components should be considered by strength and conditioning coaches when prescribing barbell loads. 相似文献
25.
This study compares the ability of nonretarded autistic children (9-16 years of age) with the ability of normally developing children (9-14 years of age) to discriminate between various emotional states, to take the perspective of another regarding emotional states, and to respond affectively. The children's understanding of conservation was also assessed. While the children with autism did surprisingly well on the empathy-related measures, they performed less well than the normal children on these measures and on conservation. There was a closer association between cognitive abilities and affective understanding in the group of autistic children than in the control group. 相似文献
26.
This study examined the development of joint attention in 95 infants assessed between 9 and 18 months of age. Infants displayed significant test-retest reliability on measures of following gaze and gestures (responding to joint attention, RJA) and in their use of eye contact to establish social attention coordination (initiating joint attention, IJA). Infants displayed a linear, increasing pattern of age-related growth on most joint attention measures. However, IJA was characterized by a significant cubic developmental pattern. Infants with different rates of cognitive development exhibited different frequencies of joint attention acts at each age, but did not exhibit different age-related patterns of development. Finally, 12-month RJA and 18-month IJA predicted 24-month language after controlling for general aspects of cognitive development. 相似文献