基于供需视角的南京市养老设施空间匹配研究

平衡养老设施供需是构建适老型社会的重要工作。本文基于六普和七普分街道数据,系统分析了南京市养老设施的供给与需求空间特征,计算了养老设施的可达性,对其可达性与老年人口比例进行空间匹配分析,研究其供需状态。研究发现：①南京市人口老龄化程度在2010—2020年间迅速加深,老龄化程度由中心城区至郊区呈现“高—低—高”的圈层结构模式,且集聚态势在十年间有所增强。②养老设施在主城区分布较集中,其可达性由中心城区向外快速递减,不均衡分布状态较突出。③南京市中心城区和主城区的养老设施供需关系匹配度较好,郊区的养老设施供需关系匹配不协调。基于养老设施供需关系的分析与测量,可为南京市养老设施实现空间布局优化提供依据。     

When Words Fail: William Pitt, Benjamin Franklin and the Imperial Crisis of 1766

Passage of an American stamp tax in 1765 produced a sharp political backlash before the year was out. That new tax was part of a larger programme of imperial reform championed by the Grenville ministry. Now out of power, Grenville and his supporters resisted the growing desire in both houses of parliament to end the imperial crisis by repealing the new tax. During debates that began in early 1766 there were those few, most notably William Pitt, who wanted to discuss constitutional ultimates as part of the move toward repeal. Pitt contended that parliament did not have the authority to tax the colonies directly. Grenville disagreed and warned that if parliament accepted any limit to its supremacy the colonists would eventually claim legislative autonomy. When debating the distinction – if indeed any such distinction existed – between taxation and legislation, and between internal and external taxes, Pitt, Grenville and their parliamentary contemporaries raised questions about authority and power that they could not answer. There were no words to describe perfectly the imperial relationship, a relationship that, as Benjamin Franklin hinted in his testimony to the Commons, was always subject to change anyway. Avoiding constitutional questions had not seemed to work; trying to answer them did not work any better, at least in the contentious atmosphere of that moment.     

Indigenous Legal Principles: A Reparation Path for Canada’s Cultural Genocide

ABSTRACT

This article argues that Canada’s justice system and the lawyers that operate within it are ill prepared to comprehend or reconcile the relationship between colonial legal systems and indigenous systems of law. They do not get training in indigenous law, so vital to crafting appropriate reparations for the wrongs justified by colonial practices and prejudices, and that could open doors to reconciliation and healing. The example used in this article to illustrate how the two systems of law could successfully interact is the historic Indian Residential School Settlement – the largest settlement in Canadian history, almost entirely based on Indigenous law and legal theory, and harmonized in part with principles of the common law of tort. The Indian Residential School Settlement proves that in post-colonial societies western frameworks lack the tools necessary to remediate injuries motivated by systemic discrimination, which, in this case, was cultural genocide. Different perspectives and legal theories are necessary to craft appropriate reparations and the processes used to achieve them. Unless indigenous laws, traditions, and practices are central to the design and implementation of reparations, state responses to the cultural genocide perpetrated against indigenous peoples in Canada will not open pathways to either healing or reconciliation.     

Children and young people as co-researchers – researching subjective well-being in residential area with visual and verbal methods

In this article, we focus on child perspective methodology when co-researching well-being with children and young people. The paper explores how to produce and analyse data produced with children and young people, and how to further develop the method of co-researching with them? We combined visual and verbal methods by using photo elicitation interviews (N?=?16) and drawing group discussions (N?=?49) to study the subjective well-being of 2–16-year-olds in their residential areas. We found out that by combining two methods it is possible to achieve a wider view of children’s subjective well-being. However, we must be aware that well-being is a complex entity and that there are barriers to use child perspective methods. Co-researching requires situationality, reciprocity and the researcher’s willingness to hear the perspectives of children.