The Role of the School Environment in Relational Aggression and Victimization

Research conducted over the last decade has documented both the high rates of and serious consequences associated with both victimization and perpetration of relational aggression. This study examines risk for involvement in relational aggression and victimization among middle school youth, evaluating both individual beliefs about violence, as well as aspects of the school environment, including interpersonal school climate and school responsiveness to violence. A sample of 5,625 primarily urban minority middle school youth (49.2 % female) participating in a violence prevention project completed measures of relational aggression and victimization as well as indicators of individual beliefs about aggression, school norms for aggression, student–teacher and student–student interpersonal climate, and school responsiveness to violence. Unlike results previously found for physical aggression, no school-level indicator of climate was related to relational aggression or victimization. However, individual beliefs about aggression and individual perceptions of the school environment were related strongly to both the perpetration of and victimization by relational aggression. These results suggest not only that individual beliefs and perceptions of the school environment are important in understanding perpetration and victimization of relational aggression, but also that risk for involvement in relational aggression is distinct from that of physical aggression. Implications for school interventions are discussed, as well as suggestions for future research.     

Longitudinal Associations of Electronic Aggression and Victimization with Social Standing During Adolescence

Prior empirical work has documented that the dynamics of social standing can play a critical role in the perpetration and receipt of aggression during adolescence. Recently, investigators have emphasized the emergence of new, electronic modalities for aggressive acts. Our longitudinal project therefore considered electronic forms of aggression and victimization as correlates of social standing. We recruited 415 ninth grade students (53 % female) from a high school in Southern California. In the spring of two consecutive school years, participants completed peer nominations assessing their social standing, aggression, and victimization. More popular youths were concurrently more electronically aggressive and victimized than their peers. Popularity also was associated with increases in electronic aggression over time. In turn, electronic aggression was related to increases in popularity for girls and decreases for boys. We additionally found concurrent, positive associations between social acceptance and electronic forms of aggression and victimization, although these effects held only at the first time point. Among adolescent males, social acceptance also was related to increases in electronic victimization over time. Overall, our results suggest that adolescents may rely on electronic aggression to establish and maintain a privileged position in their peer hierarchy. Our results additionally highlight that popular and accepted youths, who likely possess a large, digitally-connected social network, may be at increased risk for electronic victimization.     

Earth Day and Its Precursors: Continuity and Change in the Evolution of Midtwentieth‐Century U.S. Environmental Policy

Earth Day 1970's legacy overshadows two earlier events resulting in popular misconceptions about U.S. environmental politics: that environmental policy began with Earth Day and that Congress and the president were not concerned with the environment until public opinion and interest groups pressured them. These misconceptions increase public opinion ambivalence and frustrate environmental leaders. This paper describes Earth Day 1970, the congressionally established Outdoor Recreation Resources Review Commission established in 1958, and President Kennedy's Natural Resources Tour of September 1963, arguing the latter two prepared for the convergence of multiple streams of policy change that resulted in the first Earth Day.     

Ethnic Issues in the Famine of 1932–1933 in Ukraine

The article discusses recent historiography on the Ukrainian famine of 1933, arguing that whereas there is today a consensus in Ukraine that it constituted an act of genocide by Stalin's government against Ukrainians, no such agreement exists in the West. Further, Western works, while they may offer valuable insights and their conclusions notwithstanding, have tended to neglect the national issue altogether. The article demonstrates that national questions remained uppermost in the discussions of party officials about the failure of the 1932 harvest in Ukraine and argues that a more definitive study of the famine would be enhanced by discussion of the disparate views and further use of archival evidence.     

可持续的资本主义是否可能?

目前,资本主义国家的可持续发展模型存在一系列问题。如果我们错误地寄希望于资本主义,其结果虽然不会是世界的终结,但肯定会出现大规模的、反复出现的环境危机及巨大的全球性灾难。这就需要对资本主义进行结构性替代,需要实行包括企业民主制、商品和服务的市场化、投资的社会管理三种基本制度在内的“经济民主制”。这种民主制经济既是工作领域的民主化,也是金融领域的民主化。它更利于可持续性发展,也会比资本主义更为平等、稳定和民主,是对资本主义的超越。     

Israel's Counter-Terrorism Policy: How Effective?

The percentage of Israelis killed by terrorism is higher than in any other democracy. The article analyzes the threats Israel has faced, the impact terrorism has had on Israel, and the counter-terrorism policies Israel has adopted. Terrorism has had a decisive effect on Israeli elections and national security decisions, but not the economy. Israeli counter-terrorism has often been conducted without a coherent overall policy, has failed to reflect and conflicted with broader objectives, and has greatly undermined Israel's international standing. Conversely, it has enabled Israel to live in relative security and thrive, and provided its leaders with the latitude to pursue various policies, including peace, should they wish to do so.