Upon leaving school, young people are expected to play an active part as citizens in a democratic society. Are schools providing them with the tools to do this? Citizenship is taught in schools, but to what extent is it practised? Many safety issues concerning student behaviour and student conflict confront school authorities. In what ways are students learning to take responsibility for the safety of their school environments? Generally, schools in New Zealand and in comparative jurisdictions continue to operate on a traditional authoritarian hierarchical basis. Within these structures students could rightly feel that schooling is something which is ‘done to them’ rather than their being engaged as active participants. School authorities have a moral and legal responsibility to maintain a learning environment which is physically and emotionally safe and free from hostility. Traditionally reactive measures such as searching, drug testing and exclusion are used by schools with the aim of fulfilment of that duty. Research indicates that these measures have met with limited success in terms of school safety, and that in any event they may expose school authorities to challenge from students on the basis that their rights have been violated. 相似文献
Common knowledge suggests that elections are won or lost based on demographics, finances, and other structural elements. Whether
candidates win or lose, however, is a matter of action. Symbolic identification, metaphor, and an unfolding narrative—and
how they are managed and interpreted in the flow of events—determine who will emerge victorious from the democratic struggle
for power. The McCain campaign’s effort to cast Obama as a celebrity, with the hollow trivialities and self-aggrandizement
of Paris Hilton and Britney Spears, proves to be one of the most dangerous episodes for the Obama campaign. In response, the
Democrats must adjust the staging of Obama’s Thursday night acceptance speech in Denver as a performance of purpose and gravitas,
rather than glitz and adoration. 相似文献
This paper explores the connections between education for youth civic engagement and theories and strategies from public health (specifically, epidemiology). We illustrate this with four applications of epidemiologic theory to youth civic engagement: social determinants and fundamental causes, vulnerable populations and cumulative disadvantage, positive spillover, and herd immunity and critical mass. Formalizing concepts of current civics, in schools and the public, as a civic epidemic, we present a case for individual‐ and group‐level interventions based around targeted, school‐based, effective civic education initiatives. Grounded in epidemiological theory, such approaches call attention to the simultaneous need to improve broad civics education and ensure that particular populations receive necessary attentions. 相似文献
Over the past decade, directional drilling and hydraulic fracturing enabled an unconventional oil and gas extraction (UOGE) boom in many regions of the United States, including parts of Pennsylvania. This revolution has created serious concerns about the capability of existing institutions to govern important societal outcomes associated with UOGE. We present a conceptual framework for assessing key societal outcomes influenced by UOGE governance. In applying this framework to Pennsylvania, we discern certain institutional strengths that have allowed the Commonwealth to reap appreciable short‐term economic growth from rich resource endowments. We also find, however, that several institutional weaknesses have allowed costs externalized to the environment, public health, and community integrity to offset some proportion of those economic benefits. Likewise, we find that governance of UOGE in Pennsylvania has contributed to a bifurcated sociopolitical landscape wherein adversarial coalitions dispute the legitimacy of the industry and its governance. 相似文献
Perpetrator and victim gender influence how blame is assigned in intimate partner violence (IPV) scenarios. Although men’s differential capacity to inflict and sustain harm is posited as the reason male perpetrators and victims receive more blame for IPV, it is possible that other aspects of the construct of gender, such as gender role beliefs, underscore these effects. Using a sample of 323 college students and a factorial vignette design that varied body sizes and genders of victims and perpetrators, we examined the extent to which perceptions of physical injury accounted for the effects of perpetrator and victim gender on blame attributions, and whether adherence to traditional gender roles moderated any influences of gender unassociated with perceived injury. For female perpetrators, participants estimated lower levels of perceived injury and greater victim blame, with the former effect predominantly accounting for the latter. Male victims were viewed as less injured and more blameworthy, but the latter finding was not predominantly driven by injury perceptions. Perceived physical injury also did not account for why females perpetrating against males were blamed least. Controlling for differences in perceived injury, those holding more traditional gender views blamed victims of female violence more than victims of male-perpetrated violence. Notably, variations in body physical size were not associated with injury perceptions or blame attributions. These findings overall suggest that gender does influence blame attributions by way of perceived physical injury, but other aspects of the construct of gender are also relevant to these evaluations.
