Confrontation Will Backfire

Washington’s Cold War mindset and obsession with militarism both lead to a dead end.The international situation is changing and a new constellation of forces emerges.Yet the U.S.clings to obsolete geopolitical theories and strategies.Sticking to past strategies and obsolete alliances limits Washington’s flexibility and options amid historic global changes.Can the U.S.have a sustainable future with prosperity if it does not adjust correctly within an international system transitioning to multipolarity,polycentrism and pluralism?     

A Cultural Nod to‘Sparing the Rod'

<正>Everyone is probably familiar with stock cultural figures of the Tiger Mom,or the obnoxiously loud,pushy sports-obsessed dad.If you are a Westerner and have participated in Little League Baseball as player,fan,or coach,you will know the scene only too well:a parent publicly berating his or her youngster for a lackluster performance.Sympathetic onlookers know better than to intervene,preferring     

THE CRITICAL CLIMATE AGENDA

The world set a goal in the Paris Agreement: to keep global warming within 1.5 degrees Celsius of preindustrial levels. The Intergovernmental Panel on Climate Change has explained why this is a valid goal. If global warming were to go higher than 1.5 degrees Celsius, this would jeopardize life on the planet with a potential multi-meter sea-level rise, the collapse of critical ecosystems, and the release of methane from thawing permafrost, possibly triggering runaway warming. Yet the world's current trajectory implies a catastrophic 2.7-degree- Celsius increase in global temperature.     

网络安全的公民合作:自救、义务警员和网络犯罪

鉴于各国维护网络安全的资源和能力有限,集体或个人在不同程度上组织和协调进行了一系列的合作。本文确定了公民合作维护网络安全不同形式和对付意外后果风险的注意事项,为建设性地促进公民/网民合作生产网络安全提出了保障措施和原则。虽然安全合作生产有助于社会控制,但只有那些在法律范围内的活动才值得推崇,公民/网民的私人行为对合法性边界的试探应受到严格限制。     

网络平台间的注意力竞争

许多在线业务都在寻找注意力,同时也在供给注意力。这些网络注意力的竞争者向消费者提供产品和功能,从而获取注意力;然后又通过其他产品和服务,向商家、开发商以及其他重视注意力的对象出售部分注意力。这种既寻求注意力也提供注意力的多边贸易是流动的,其竞争跨越了由产品和服务特点决定的界限。同时,它也是动态的。竞争会引入新产品和新服务,而其中频繁涉及突破性创新。网络注意力的竞争为网络平台彼此提供了竞争约束。在特定情况下,产品的差异会缓和这些约束的重要性。但是这种相关的差异主要涉及的是获得并提供注意力,而并不一定是用于获取并提供注意力的产品和     

The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms

Student engagement is an important contributor to school success, yet high school students routinely describe themselves as disengaged. Identifying factors that alter (increase) engagement is a key aspect of improving support for student achievement. This study investigated students’ perceptions of autonomy, teacher connection, and academic competence as predictors of changes in student engagement within the classroom from the start to the end of a course. Participants were 578 (58% female) diverse (67.8% White, 25.2% African American, 5.1% Hispanic, 1.2% Asian American) high school students from 34 classrooms who provided questionnaire data both at the start and the end of a single course. Novel results from a cross-lagged model demonstrated that students who perceived their classrooms as allowing and encouraging their own autonomy in the first few weeks increased their engagement throughout the course, rather than the typical decline in engagement that was demonstrated by students in other classrooms. This finding is unique in that it extended to both students’ perceptions of engagement and observations of student engagement, suggesting a fairly robust pattern. The pertinence of this finding to adolescent developmental needs and its relationship to educational practice is discussed.     

Associations Between Suicidal High School Students’ Help-Seeking and Their Attitudes and Perceptions of Social Environment

Suicide is a leading cause of death among adolescents, many of whom fail to disclose suicide concerns to adults who might help. This study examined patterns and predictors of help-seeking behavior among adolescents who seriously considered suicide in the past year. 2,737 students (50.9?% female, 46.9?% male; racial distribution 79.5?% Caucasian, 11.9?% Hispanic/Latino, and 3.6?% Black/African-American) from 12 high schools in rural/underserviced communities were surveyed to assess serious suicide ideation (SI) in the past year, disclosure of SI to adults and peers, attempts to get help, attitudes about help-seeking, perceptions of school engagement, and coping support. Help-seeking was defined as both disclosing SI to an adult and perceiving oneself as seeking help. The relationship between adolescents' help-seeking disclosure and (1) help-seeking attitudes and (2) perceptions of social resources was examined among suicidal help-seeking youth, suicidal non-help-seeking youth, and non-suicidal youth. Of the 381 (14?%) students reporting SI, only 23?% told an adult, 29?% sought adult help, and 15?% did both. Suicidal help-seekers were similar to non-suicidal peers on all measures of help-seeking attitudes and social environment perceptions. Positive attitudes about help-seeking from adults at school, perceptions that adults would respond to suicide concerns, willingness to overcome peer secrecy requests, and greater coping support and engagement with the school were associated with students' increased disclosure of SI and help-seeking. This study supports prevention strategies that change student norms, attitudes and social environments to promote help-seeking among adolescents with SI. Promising intervention targets include increasing students' perceptions of the availability and capability of adults to help them, and strengthening students' understanding of how existing resources can help them cope.     

Associations Between Fifth Graders’ Gender Atypical Problem Behavior and Peer Relationships: A Short-Term Longitudinal Study

An accruing body of evidence supports associations between self-perceived gender typicality and peer relationship difficulties; however, researchers have yet to evaluate peers' perceptions of problem behaviors to gain insight into the social correlates of gender typicality. A short-term longitudinal study was conducted to evaluate associations between gender atypical problem behavior and subsequent peer relational difficulties for 2,076 fifth graders (M age= 10.27; 53% female). Peer nomination methodology was used to assess participants' classroom peer relationships, problem behaviors, and social-emotional characteristics. Findings showed that youth characterized by gender atypical, compared to gender typical, problem behavior (withdrawn boys/aggressive girls vs. withdrawn girls/aggressive boys, respectively) evidenced higher levels of subsequent peer difficulties; moreover, participation in a mutual friendship was associated with decreased risk for peer relationship maladjustment, particularly among youth characterized by gender atypical problem behavior. Results further revealed that, compared to friendless youth, friended youth earned higher prosocial and peer liking scores and, for withdrawn youth, lower emotional sensitivity scores. The present research contributes to our understanding of the potential short-term consequences of youth's gender atypical problem behavior. Findings underscore the need for supplemental conceptualizations of gender typicality as well as multifaceted interventions designed to promote the acceptance of gender nonnormativity, support the development of adaptive peer relationships, and reduce the occurrence of problem behaviors.