日俄国家主义的形态特征及相互关系辨析

日本与俄罗斯,无论在地区还是在全球政治中,都是扮演重要角色的国家。在历史与现实中,两国的国家主义传统既有相似性,又有差异性。两国的国家主义对近代以来各自的历史都产生了重要影响,并且对地区和全球政治格局的构造与变迁发挥过不可忽视的作用。两国的国家主义在历史上既有冲突又有合作,在现实中既有竞争又有协调。作为邻国,日俄两国国家主义的取向和属性,无疑会对中国对日、对俄战略产生基础性影响,它会制约中日关系和中俄关系战略定位的层级。     

苏联剧变是信仰危机还是体制危机——兼与杨金华商榷

苏联剧变是20世纪影响世界的大事,其根本原因在于苏共的社会主义实践出了问题。经过70多年的探索,苏共并没有找到适合苏联特点的社会主义建设之路,因此,戈尔巴乔夫的改革发展成改向,在抛弃斯大林模式的同时,也放弃了社会主义道路。这一教训值得共产党人深刻总结,但把苏联剧变的主要原因归为信仰虚无主义危机,是本末倒置。苏联剧变不是信仰虚无主义的问题,是放弃对苏联模式的社会主义的信仰,转而信仰其他选择的问题。发生这一切的根本原因不在于公开性、民主化,而在于原有的信仰空洞无物,未给民众带来实惠。     

试论中国共产党在陕甘边革命根据地局部执政的经验及影响

中国共产党在陕甘边革命根据地局部执政的经验是非常丰富的,其影响也是深远的。这些宝贵经验对于加强中国共产党的执政党建设,提高党的执政能力和水平,具有重要的借鉴和启发意义。     

延安时期我党廉政制度有效执行的经验及启示

制度的生命力在于执行。延安时期我党廉政制度的有效执行主要得益于法规制定中因势而易、系统配套,落实过程中领导带头、惩处严格,执行过程中改善环境、推行民主,执行机制上注重监督、大胆改革。这些历史经验启示我们,在廉政制度执行中法规是依据,过程是关键,环境是保障,机制是根本,只有从这四个方面着手才能切实提高执行力。     

Parenting Behaviors,Association with Deviant Peers,and Delinquency in African American Adolescents: A Mediated-Moderation Model

The aim of the present study was to examine a model positing that association with deviant peers mediates the relation between adolescent perceived parenting behaviors (maternal monitoring and involvement), the interaction of these parenting behaviors, and delinquency in a sample of 135 urban African American adolescents (13–19 years of age). Regression analyses revealed a monitoring by involvement interaction among African American females, suggesting that maternal monitoring may effectively reduce delinquency among African American female adolescents, and that this reduction may be enhanced by increased maternal involvement. Among African American males, only the relation between association with deviant peers and delinquency was supported, suggesting that maternal parenting behaviors may, in isolation, be insufficient in the prevention of delinquent behaviors in African American male adolescents. The results suggest that the pathways from parenting to association with deviant peers and delinquency may differ in males and females, and the salience of certain parenting behaviors may differ across gender. This article is based on research that was submitted by the first author in partial fulfillment of the requirements of the master’s degree in psychology at the University at Albany, State University of New York. Support for this research was provided by a Faculty Research Award to the second author. Doctoral student in the Clinical Psychology Program at the University at Albany, State University of New York. Her major research interests include risk and resiliency processes in minority youth and measurement equivalence of risk and resiliency constructs. Assistant professor in the Department of Psychology at the University at Albany, State University of New York. She received her Ph.D. in Clinical Psychology from the University of North Texas. Her major research interests are ecocultural models of risk and resiliency in minority youth and measurement equivalence of risk and resiliency constructs. Post-doctoral fellow with the Prevention Research Center at Arizona State University. He received his Ph.D. in Clinical Psychology from the University at Albany, State University of New York. His major research interests are ecocultural models of risk and resiliency in children, preventive intervention development for diverse children, and quantitative methodology and applications in developmental and cross-cultural psychology.     

Patterns of Middle School Adjustment and Ninth Grade Adaptation of Rural African American Youth: Grades and Substance Use

The transition to high school has been identified as a potentially difficult time in adolescents’ lives. Reductions in both academic and social functioning often accompany this transition. While these effects have been documented in urban youth, the move to high school has not been extensively studied in rural minority youth. Toward that end, the academic grades and substance use in ninth grade of 447 (184 male and 263 female) African-American adolescents from two rural counties in a state in the deep South were examined in relation to configurations of adaptation from sixth through eighth grade. Results indicate that individual with consistently positive patterns across middle school had higher grades and lower rates of substance use compared to individuals with persistent difficulties or those that transitioned to problem behavior. Many individuals who improved in their patterns of adaptation had relatively high grades, but also rather high rates of substance use in the ninth grade. David B. Estell is an assistant professor of educational psychology at Indiana University Bloomington. He received his PhD in Developmental Psychology from the University of North Carolina at Chapel Hill. His major research interests include peer relations and the development of aggression. Thomas W. Farmer is an associate professor of education at Pennsylvania State University and director of the National Research Center on Rural Education Support. He received his PhD in Special Education from University of North Carolina at Chapel Hill. His major research interests include peer relations and the development of aggression in students with and without special needs. Matthew J. Irvin is a research scientist at the Center for Developmental Science at the University of North Carolina at Chapel Hill. He received his PhD in Educational Psychology from the University of North Carolina at Chapel Hill. His major research interests include resilience and student engagement. Jana H. Thompson is a research associate at the Center for Developmental Science at the University of North Carolina at Chapel Hill. Her research interests include peer social relations and developmental transitions into early adolescence. Bryan C. Hutchins is a research assistant at the Center for Developmental Science at the University of North Carolina at Chapel Hill. He is also a graduate student in the Educational Psychology, Measurement, and Evaluation Program at UNC. His research interests include child and adolescent social development and school based emotional and behavioral interventions and prevention programs. Erin M. McDonough is currently a doctoral candidate in School Psychology at the University of North Carolina at Chapel Hill. She received her Bachelor of Arts degree in Psychology from Emory University. As a research assistant at the Center for Developmental Science, she has been able to explore her interests in student achievement as well as rural education. Another major research interest of hers is school-based mental health.     

陕甘宁边区生产力发展成就的生成机理

中国共产党在陕甘宁边区成功地发展了生产力，保证了边区军民的丰衣足食和工业品基本自给，取得了举世公认的成就。陕甘宁边区生产力发展成就的取得，是中国共产党以革命的激进方式扫除了束缚生产力发展的一切障碍，解放和发展了这一时期生产力的胜利；是中国共产党以新民主主义理论为指导，使边区生产力发展适应了中国革命实际的胜利；是边区生产采取有效的组织形式的结果。     

The Influence of Future Certainty and Contextual Factors on Delinquent Behavior and School Adjustment Among African American Adolescents

This study examined the ability of future certainty—an individual's perception of future stability, operationalized as the likelihood of certain life outcomes–to explain variance in delinquency and school adjustment, while controlling for economic, neighborhood, and family factors, among a cross-sectional sample of 1422 male and 1562 female African American adolescents drawn from the National Longitudinal Study of Adolescent Health (Add Health). Three kinds of future certainty were examined: future life certainty (e.g., life expectancy), marriage certainty, and college certainty. In hierarchical multiple regression analyses, future certainty and family functioning were stronger predictors than economic and neighborhood variables: neighborhood disorganization and family socioeconomic status. Future life certainty and expectations of attending college were stronger predictors of delinquency among males than females. Marriage certainty was the weakest predictor of the three certainty variables.     

做好职工思想政治工作是工会的政治责任

职工思想政治工作是党的思想政治工作的重要组成部分,协助党政做好职工思想政治工作是工会的政治责任。     

关于工会成为职工"教育之家"的思考

20世纪80年代的建设职工之家活动风靡一时,工会成为职工“教育之家”是对职工之家的深化和升华,启动职工素质工程,全面提高职工素质,是世界及中国社会发展的需要,也是工会履行职能的一项要务,工会有其自身的优势条件和经验,能够把工会办成职工的“教育之家”。