Chinese Dream： Flarmony for the World

THE Chinese Dream takes into consideration the ancient wisdom that it is more important to attain the domestic political capability needed to fulfill China＇s aspirations towards a harmo- nious and stable society and to exert a positive influence on the world than it is to strive for economic or military might. The Chinese Dream is based on the concept of seeking individual and collective happiness.     

Immigrants into Citizens

This paper examines the citizenship test which is part of the UK naturalisation process. The test is based on the government publication Life in the United Kingdom: A Journey to Citizenship. A detailed analysis of its two editions (2004 and 2007) reveals that the conception of the citizen, and the picture of British government and society underlying each are very different. There is, additionally, a mismatch between the rationale offered for the Life in the United Kingdom test and what the latter can in fact test: the attitudes and civic virtues mentioned in the rationale are untestable on-line. A society which aspires to be a democracy, it is argued, needs to scrutinise carefully the fairness and democratic appropriateness of its procedures for admitting new citizens.     

Advancing Competency Development: A White Paper for Pennsylvania

One of the fundamental purposes of Pennsylvania's juvenile justice system is to develop “competencies” in delinquent youth. But what does that mean? Why is it important? How is it done? The White Paper. originally published in 2005, attempted to answer those questions, articulating basic principles and identifying research‐supported practices for competency development, the least understood of the three balanced and restorative justice goals. Practitioners and policy makers in other states who are interested in helping juvenile offenders acquire the knowledge and skills they need to become productive, connected, and law‐abiding community members will find it directly relevant.     

Trauma Interventions and Systems Change in Rural Areas: The Role of the Juvenile Court Judge in Collaboration with Mental Health Professionals

This article will focus on the evolution of the collaborative work of the Louisiana Rural Trauma Services Center (LRTSC), a Center within the National Child Traumatic Stress Network, and the 23rd Judicial District, a jurisdiction in south Louisiana serving three rural parishes. We will describe how the collaboration and joint efforts, and the changes that have been made in terms of availability of evaluation and treatment resources, seem to be influencing both the educational and judicial systems in St. James Parish and potential sustainability of some of the identified resources. The article will examine how the court and the LRTSC work together with emphasis on the evaluation, reporting and recommendation processes, outcomes and benefits to date, and challenges for the future.     

SCHOOL DISORDER: THE INFLUENCE OF INDIVIDUAL,INSTITUTIONAL, AND COMMUNITY FACTORS*

Drawing upon control theory, school climate theory, and social disorganization theory, this study examined the relative influence of individual, institutional, and community factors on misconduct in Philadelphia middle schools. Using U.S. census data, school district data, police department data, and school climate survey data obtained from the administration of the Effective School Battery to 7, 583 students in 11 middle schools, we examined the following predictors of student misconduct: community poverty and residential stability; community crime; school size; student perceptions of school climate (school attachment); and individual student characteristics (e.g., age, race, sex, school involvement and effort, belief in rules, positive peer associations). “Community” was conceptualized in two ways: “local” (the census tract around the school), and “imported” (aggregated measures from the census tracts where students actually lived). We used hierarchical linear modeling techniques (HLM) to examine between- and within-school factors. Individual-level factors accounted for 16% of the explained variance; school and community-level factors (both local and imported) added only small increments (an additional 4.1–4.5%). We conclude that simplistic assumptions that “bad” communities typically produce “bad” children or “bad” schools are unwarranted.