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Deborah van Seters 《Intelligence & National Security》2013,28(2):71-84
Using the Gerda Munsinger affair of 1966, this article explores Canadian attitudes in the 1960s concerning the nature of security threats to Canada, the proper role of government in protecting Canadian security, and espionage and spies generally. Initial findings suggest that the RCMP was out of step with much of the Canadian public in determining what constituted a legitimate security threat and that, regardless of how Munsinger herself was variously assessed as a security risk by the actors in the public inquiry or by outside observers, there clearly existed a widely shared perception of the ‘typical profile’ of the female spy which was likely heavily influenced by contemporary popular culture. 相似文献
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Deborah James 《The Journal of peasant studies》2013,40(3):142-161
This article examines land restitution in the new South Africa, and the intersecting roles of land‐claiming communities, forcibly resettled from their land during the apartheid years, and the NGOs and — since 1994 — Government Commissioners who have helped them to reclaim the land. Ideas and practices concerning land, community and development that emerge from the interaction between these different players are mutually constitutive but sometimes also mutually incomprehensible. A populist rhetoric, evident both ir: discussions with former land owners, and in much of NGO publications such as Land Update, depicts land as something communally owned which must be communally defended. This sense of uniformly experienced injustice and shared resistance against outside intervention obscures the fact that claims on land derive from a series of sharply differentiated historical experiences and articulate widely divergent interests, such as those — in the case of the farm Doornkop for example — between former owners and their former tenants. The restitution of land to these former owners, while of great importance to them as a source of identity and as a redress of past injustices, is not necessarily the key to solving ‘poverty, injustice and misery’ as claimed for the process of land reform in South Africa as a whole. 相似文献
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The current study examined the criminal justice experiences of foster care youth living with relatives, foster families, and
living in congregate care; dependents receiving in-home care; and non-dependent youth. Specific attention was directed at
uncovering whether form of maltreatment, placement type, and/or placement instability were related to delinquency. A prospective
analysis of official record data followed children in Los Angeles County from the time of a first admission to the Department
of Children and Family Services (DCFS) to potential involvement in the criminal justice system (N = 1,235). The study also
utilized a matched control design in which DCFS cases were compared to non-dependent controls (N = 1,235). The most consistent
predictors of delinquency were placement instability and age at placement. Youth who were older at placement and youth with
at least one placement change were more likely to be arrested for violent and non-violent crimes as well as be charged by
the district attorney than younger youth with no placement changes. 相似文献
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The article describes characteristics of pregnant women presenting to the Emergency Department (ED) who are experiencing current violence and presented a screening tool to identify pregnant women experiencing violence. Women completed an in-person interview regarding violence, sociodemo-graphic factors, health status, and drug use. Fifteen percent of women reported at least one episode of violence during the pregnancy. Young age (OR = 3.37, 95% CI: 1.79-6.36), current alcohol use (OR = 1.53, 95% CI: 1.06-2.19), current marijuana use (OR = 1.96, 95% CI: 1.32-2.92), less than a high school education (OR = 1.46, 95% CI: 1.01-2.12), and a prior diagnosis of trichomonas (OR = 1.81, 95% CI: 1.20-2.72) were significantly related to experiencing current violence. Screening patients using these five characteristics identified 8 out of 10 women reporting violence (sensitivity = 75.6%). These results identify a set of predictors that may be helpful in identifying pregnant women who are experiencing current domestic violence. 相似文献
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Engagement in after-school program activities: quality of experience from the perspective of participants 总被引:2,自引:2,他引:0
Middle school students’ experiences at after-school programs were compared as they participated in different types of activities
and with different social partners. The students (N = 165) attended eight programs in three Midwestern states. A total of 1,596 experiences were randomly sampled using the Experience
Sampling Method (ESM) during 1 week in the fall of 2001 and 1 week in the spring of 2002. Student engagement was conceptualized
as the simultaneous experience of concentration, interest, and enjoyment. Students reported high levels of engagement while
participating in sports activities and arts enrichment activities at the after-school programs, and low levels of engagement
while completing homework at programs. They reported being more engaged in activities involving both adults and peers than
activities with peers only. Concentrated effort, intrinsic motivation, and positive and negative mood states were also compared
by program activities and social partners. Findings about participants’ subjective experiences and engagement in specific
program activities have implications for understanding after-school programs as a context for youth development.
David J. Shernoff is an assistant professor of educational psychology at Northern Illinois University broadly interested the relationship between human development and education. He completed his doctoral studies at the University of Chicago and the Sloan Center for Working Families, where he applied Mihaly Csikszentmihalyi’s theory of flow and Experience Sampling Method (ESM) to the study of engaging educational contexts. From 2000 to 2003, he served as a post-doctoral fellow at the University of Wisconsin, Madison. His recent publications include “Student engagement in high school classrooms from the perspective of flow theory” in School Psychology Quarterly, 18, 158–76 (with M. Csikszentmihalyi, B. Schneider, and E. S. Shernoff 2003). Deborah Lowe Vandell is the Chair of the Department of Education at the University of California, Irvine where she holds a joint appointment in the Department of Psychology and Social Behavior. Prior to these appointments, Professor Vandell was the Sears Bascom Professor of Education at the University of Wisconsin, Madison where she held appointments in Educational Psychology, Human Development and Family Studies, and Psychology. Professor Vandell is principle investigator of several multi-site studies examining child care, family, and after-school experiences. The author of more than 130 articles, Dr. Vandell’s research has focused on the effects of developmental contexts (early child care, schools, after-school programs, families, neighborhoods) on children’s social, behavioral, and academic functioning. 相似文献
Deborah Lowe VandellEmail: |
David J. Shernoff is an assistant professor of educational psychology at Northern Illinois University broadly interested the relationship between human development and education. He completed his doctoral studies at the University of Chicago and the Sloan Center for Working Families, where he applied Mihaly Csikszentmihalyi’s theory of flow and Experience Sampling Method (ESM) to the study of engaging educational contexts. From 2000 to 2003, he served as a post-doctoral fellow at the University of Wisconsin, Madison. His recent publications include “Student engagement in high school classrooms from the perspective of flow theory” in School Psychology Quarterly, 18, 158–76 (with M. Csikszentmihalyi, B. Schneider, and E. S. Shernoff 2003). Deborah Lowe Vandell is the Chair of the Department of Education at the University of California, Irvine where she holds a joint appointment in the Department of Psychology and Social Behavior. Prior to these appointments, Professor Vandell was the Sears Bascom Professor of Education at the University of Wisconsin, Madison where she held appointments in Educational Psychology, Human Development and Family Studies, and Psychology. Professor Vandell is principle investigator of several multi-site studies examining child care, family, and after-school experiences. The author of more than 130 articles, Dr. Vandell’s research has focused on the effects of developmental contexts (early child care, schools, after-school programs, families, neighborhoods) on children’s social, behavioral, and academic functioning. 相似文献