美国爆发“怀孕合同”事件

美国马萨诸塞州一个城市爆发一起令人震惊的少女怀孕合同事件,至少17名中学女生怀上了宝宝,她们大都年龄不超过16岁。     

关于中职学校女生自我保护问题成因及其对策的几点思考

本文通过了解中等职业学校女生自我保护问题现状,并从社会、家庭、学校和学生自身等多角度分析自我保护问题产生的原因,进而提出加强中职学校女生自护能力的对策.     

女性自我的萌动与幻灭——以冯沅君、庐隐作品为例略论"五四"女作家小说创作中的传记性写作

"五四"女作家小说创作中的传记性写作呈现了女性生存的"个案",以爱情为载体,展现了女性自我的萌动与幻灭,表达了作者们对于个体女性自我的认知,呈现出一种敞亮自己、认识自己的勇气和承担.不过,对于女性自我命运的不幸,她们缺乏进行纵深剖析的自审意识和思辨能力.     

从"三元智力"到"成功智力"——斯腾伯格对传统智力理论的两次超越

斯腾伯格长期致力于智力问题的研究，先后提出了三元智力理论、成功智力理论，在当代智力研究领域产生了非常重要的影响。三元智力拓展了智力本质的内涵，较好地解决了测验的有效性和公平性问题，是一种横向维度或广度上对IQ的超越。成功智力是一种以“成功”为导向和衡量标准的智力理论，强调了智力训练和开发的可能性，提高了智力对人们未来成功的预测性，更好地描绘了智力的真实结构，实现了对IQ理论的全方位超越。     

精神抚慰金高出四倍为哪般

夕阳下的悲剧 这是一个悲剧!一个不该发生的悲剧! 2007年10月11日下午4时30分,夕阳已经斜照到学校大门口.小雨、小丽、小花、小彤等8名女生刚走出安源镇中学大门不足10米远,一辆大货车装载着满满的未有任何遮护状态的高温煤渣走在她们的身后.     

法官肖志勇,用判决对校园欺凌说“不”

在法官肖志勇的法槌之下,敲出一个标志性的判决. 肖志勇是北京市西城区人民法院未成年人案件审判庭审判员、副庭长.2017年11月2日这天,她作为主审法官对一起未成年人所涉寻衅滋事案做出了判决.与往常所宣判案件的案情不同,这一次,肖志勇将法律之剑指向校园欺凌. 这起案件的案情可用司空见惯形容. 案件发生在北京市西城区一所职业学院的校园里.2017年2月28日下午,一名姓朱的女生因为“心情不爽,想打人”,便纠集了另外4名女生开始行动.她们5人在校园内随意选了两名女生后,便开始辱骂、殴打并羞辱.对其中一名女生,她们在一天之内殴打了三次之多;对另一名女生的欺凌行为包括“脱光衣服”对这些殴打和羞辱受害者的恶行,朱某等人用手机拍摄了视频并在自己的微信群里传播.     

潮涌嘉陵新世纪四川第一刑事系列大案侦破纪实

三案惊果城 5月4日是青年的节日.然而,这一天却成了南充某中专学校3名青年女生的伤心日. 这3名女生家境均不富裕,为了省钱,合租了一室一厅民房,共睡一张木板床.她们刚从外地实习回来,累得不行,睡得特别沉.凌晨4时许,4名蒙面持刀歹徒破窗进入室内,将魔爪伸向了她们,先后将两名女生轮奸,将另一名女生左后背刺伤,抢走1500元现金.     

"禽兽老师"被揭发网络道德遭质疑

8月22日,福州便民网一个《福州某中学女生举报禽兽教师(原创)》的帖子引起了无数网民的跟帖,这名被举报的老师遭到网友一致的谩骂和谴责。随后有网友公布了被举报教师的具体姓名和电话,在警方还未介入、事实真相还不清楚时,大量跟帖指名道姓谩骂当事老师,甚至连该老师所在学校的校长也不断接到陌生电话。假如这名女生确实被老师猥亵,她完全有权通过网络来维权;事实的真相如果不是那样,跟帖中指名道姓的谩骂、人身攻击,给当事人造成的伤害,又该由谁负责呢?在越来越多的网络“道德审判”已介入现实生活的今天,公民的权利与尊严如何保护,这是个…     

“保姆时代”的职业困惑

她们游离在都市边缘。她们生活在家庭之外。她们孤独、自卑，她们渴望尊重和理解，她们也在期待收获美好的未来。     

公共部门激励扭曲问题研究

激励扭曲问题是公共部门激励契约设计的一大挑战,论文对公共部门激励扭曲问题研究进行评述。公共部门的任务多维性、多重委托代理关系、产出难以观测以及自我激励型代理人等特征在不完全激励契约下,都可能导致代理人行为结果偏离委托人的期望目标。激励扭曲测评是一个亟待解决的问题,其中源于绩效考核的激励扭曲在公共管理实践中最常见,这一类扭曲的测评在理论方法和经验证据上均取得一定研究进展。未来需要针对不同类型公共部门激励扭曲的测评方法和实证样本做进一步探讨。     

中小学生自我概念发展的影响因素研究

本研究对高小及初中学生自我概念发展的影响因素进行了考察。结果表明 :高小和初中学生自我概念的直接影响因素均为同伴接纳、学生成就、父子关系和师生关系 ,但它们对两阶段自我概念的影响模式有差异 :对高小学生自我概念的影响具有决定性作用的是同伴接纳 ;对初中学生自我概念影响较大的是学业成就和同伴接纳 ;父子和师生关系对自我概念的影响从高小至初中稍有降低。家庭环境变量对中小学生总体自我概念没有直接效应     

The assessment of capable guardianship measures against bullying victimization in the school environment

Abstract

Policymakers, school officials and the law enforcement community have expanded legal tools and other strategies to address bullying in recent years. This has resulted in a larger and more challenging role for law enforcement officers working in school settings. The present study seeks to understand the ways in which local law enforcement officers interpret this new role and their efforts to prevent and respond to bullying. We draw upon Routine Activities Theory as a lens to view officer perceptions of promoting guardianship and reducing target suitability of young people most at-risk for bullying victimization. Data collected from qualitative interviews of law enforcement officers working with local schools, suggest that officers see a role for law enforcement in promoting guardianship around this health and safety concern, but recognize the limitations of using arrest authority. They emphasize promoting trust and building relationship in efforts to support potential and current bullying victims.     

SCHOOLS AS COMMUNITIES: THE RELATIONSHIPS AMONG COMMUNAL SCHOOL ORGANIZATION,STUDENT BONDING,AND SCHOOL DISORDER*

Research has indicated that school factors such as communal school organization and student bonding are predictive of school disorder, with greater communal organization and greater student bonding leading to less delinquency and victimization. Data from a nationally representative sample of 254 public, nonalternative, secondary schools were used to examine structural equation models representing hypothesized relationships among communal school organization, student bonding, and school disorder. The hypothesis that communally organized schools would have less disorder held true for teacher victimization and student delinquency, but not for student victimization. In addition, the hypothesis that the relationship between communal school organization and school disorder would be mediated by student bonding was supported for student delinquency, but not for teacher victimization.     

School climate and delinquency – on the significance of the perceived social and learning climate in school for refraining from offending

School is regarded as a central arena for crime prevention. This study analyses the effects of student perceptions of school contextual aspects on self-reported offending, using logistic regression with control for clustering effects. The data comprise a census of pupils in year nine in comprehensive school (15 year olds) and in year two of upper secondary school (17 year olds) in the City of Stockholm in 2006, 2008 and 2010 (n = 25,850 of which 47% are boys and 53% are girls). Besides showing that several aspects of students’ perceptions of the school setting have direct protective effects on offending, the study shows that perceiving schoolwork as meaningful appears to moderate the effect of adverse home conditions on delinquency for boys. The only aspect of school investigated in this study that was not significantly related to offending was the perception of classroom order, indicating that emotional support from teachers is more important for crime preventive implications than maintaining order in the classroom. Controlling for clustering effects shows differences in offending between classes and schools that are not produced by differences between the students.     

国际私法中的比较法学派:从实然走向应然

比较法学派是国际私法中继普遍主义与特殊主义学派之后的第三大学派。比较法学派的科学立场和研究方法使它既避免了普遍主义学派的那种脱离现实中的各个国家的法律制度而在抽象的真空中进行理论推测的不足,也避免了特殊主义学派的那种仅仅站在本国立场上,对先前国内司法判例和个别法官观点进行纯粹实证主义分析的缺陷。因此,比较法学派客观地认识到了国际私法的实然性与应然性之间的矛盾,并以化解这一矛盾为契机,促使国际私法从实然走向应然,使之成为沟通普遍主义与特殊主义的一座桥梁。     

School Shootings and Security Lock-downs: Myths,Positive School Climates,and Safer Campuses

School shooting tragedies and the juvenile justice system’s movement toward a retributive and punitive framework gravely impacted how primary and secondary school students, disproportionately urban districts, used security measures to lock down campuses and build “fortress-like” schools. This iteration of control on school campuses emerged in tandem with the most recent generation’s zero tolerance approach to student violence and problems; a policy widely regarded as ineffective in urban, suburban, and rural districts. As school shootings continue to impact state legislative action and public reactions to school management, this paper takes a critical approach to school security policies and reviews the evidence on the risk for school violence and how to move away from student control approaches that do not improve school safety. Instead, the incorporation of prosocial education and school engagement efforts finds that school and student safety is improved. These, and related approaches to student body management, decreases campus violence and may also minimize the risk of some school shootings - as rare as these tragic incidents are across the nation’s schools. The interplay of schools, students, and the juvenile and family courts is ongoing. Knowing how school districts can best approach their campus environments, safety, and learning is important for school social workers and court personnel because of how often these systems work, or do not work, together.     

GIRLS,BOYS, AND SCHOOLS: GENDER DIFFERENCES IN THE RELATIONSHIPS BETWEEN SCHOOL‐RELATED FACTORS AND STUDENT DEVIANCE*

Research has identified several student and school characteristics that might be altered to reduce student deviance. Most of this research, however, fails to address whether gender moderates these relationships; that is, most studies do not distinguish between the effect of school‐related factors on boys' and girls' delinquency and drug use. In the current study, data from a nationally representative sample of 13,450 students in 253 public, nonalternative, secondary schools are used to examine hierarchical linear models of the relationships between student bonding, communal school organization, and male and female delinquency and drug use. Gender differences in the overall model of relationships are found as are differences in the relationships between student bonding elements and delinquency. Gender differences are not found in the relationships between student bonding elements and drug use, nor in the relationships between communal school organization elements and delinquency and drug use. Implications for theory and prevention are discussed.     

Youth Behavior,School Structure,and Student Risk of Victimization

Although a growing body of research on student safety focuses on school disorder, school climate, and the intersection of community/situational factors, comparatively less research has focused specifically on the individual‐ and school‐level factors that put students at risk of victimization in the immediate school environ. The present study is an attempt to broaden our understanding of the contribution of schools and school behavior to the victimization experiences of students. We compare traditional routine activity constructs to understand whether and how they differentially influence the risk of community and school victimization. Additionally, we investigate what school‐related variables (behavioral and structural) explain variation in young people’s risk for school victimization.     

Gender Differences in Delinquency and Situational Action Theory: A Partial Test

This paper investigates to what extent a recent perspective in criminology, Situational Action Theory, is valid for both males and females and to what extent elements from the theory explain gender differences in delinquency. Data are used from the first (N?=?843) and second (N?=?616) wave of the Study of Peers, Activities, and Neighborhoods, which included detailed data about core elements of Situational Action Theory (morality, self-control, unsupervised peer activity and peer deviancy), proposed indirect causes (bonds with parents and school, parental monitoring) and self-reported delinquency. Cross-sectional and lagged Tobit regression analyses show that the core relations with delinquency are not significantly different between boys and girls and that the elements of Situational Action Theory are able to explain gender differences in delinquency for a substantial part. However, there is still a remaining independent effect of gender on current and lagged delinquency.     

Police Officers in Schools: Effects on School Crime and the Processing of Offending Behaviors

The use of police in schools has increased dramatically in the past 12 years, largely due to increases in US Department of Justice funding. This study used data from the School Survey on Crime and Safety to assess the extent to which the addition of police in schools is associated with changes in levels of school crime and schools responses to crime. We found that as schools increase their use of police, they record more crimes involving weapon and drugs and report a higher percentage of their non-serious violent crimes to law enforcement. The possibility that placement of police officers in schools increases referrals to law enforcement for crimes of a less serious nature and increases recording of weapon and drug offenses requires that more rigorous research be carried out to assess more carefully the school climate and school safety outcomes related to this popular and costly practice.