"德性"在民警执法中的效能

“德性”是民警执法过程中的心理基础,具有实现主体心灵秩序和社会人伦秩序的效能,不但能使民警在执法中趋向社会价值目标而调整自己的行为,而且对社会大众具有感召力。因此,在新形势下要努力探讨民警“德性”养成的有效途径。     

社区矫正本土化障碍因素的现实考量

社区矫正本土化是对外来先进行刑文化的一种移植过程,由于社会制度和法律文化背景的不同,这种移植必然困难重重,有成效评估和经验总结的不当、有法律文化结构内在冲突的阻滞、有本土化试验模式的不科学、有本土法律文化与外来社区矫正制度的抵牾、有认识上的误区与偏差、有自主创新的不足,等等。对这些阻碍社区矫正本土化的因素进行深入考量,有助于我们更加理性地探究社区矫正本土化的实现路径。     

大学生极端心理问题的社会环境因素分析及对策研究

本文界定了大学生极端心理问题的定义和表现，并从社会价值观的重新确立与多样化，社会发展竞争的压力和媒体的过度报告三个角度分析了大学生极端心理问题的社会环境因素，最后提出了相应的教育对策。     

Integrating DSM-IV Factors to Predict Violence in High-Risk Psychiatric Patients

Abstract:  This study incorporated Axis-II and Axis-IV factors in DSM-IV to test the relationship between predicted risk for violence assessed in the psychiatric emergency room and actual violence during hospitalization. Psychiatric nurses lack an objective instrument to use during the acute psychiatric assessment. The retrospective study comprised consecutive psychiatric admissions ( n  = 161) in one tertiary veterans' hospital. Statistical testing for the predictive power of risk factors, relationships between variables, and violent events included nonparametric tests, factor analysis, and logistic regression. Of the 32 patients who committed violence during hospitalization, 12 had committed violence in the psychiatric emergency room. Statistical significance was shown for violent incidents and dementia, court-ordered admission, mood disorder, and for three or more risk factors. The 13-item Risk of Violence Assessment (ROVA) scale suggests validity and sensitivity for rating DSM-IV factors and psychosocial stressors to predict risk for violence during hospitalization. Replication studies are recommended to strengthen validity of the ROVA scale.     

谈传统文化与高校党的思想建设

高校党的思想建设是高校党的建设的重要内容,对高校各项工作的开展具有重要的理论导向作用,是中国人民思想领域的巨大财富。具有深厚历史积淀的中国传统文化是一项宝贵的文化遗产,实现中国传统文化与高校党的思想建设的整合,会对高校党的建设及其他工作的发展发挥巨大的功效。文章主要对传统文化对高校党的思想建设的重要性及高校党的思想建设要继承和发扬优秀传统文化而警惕不良传统文化的影响等内容作了论述。     

我国收入分配中的不公平问题探析

当前我国收入差距和贫富差距扩大已成为非常突出的问题。如果这一问题得不到有效调节和控制，势必对政治、经济和社会生活产生不利影响。全面分析这些问题的原因和负面影响，探讨深化改革分配制度、实行公平分配的思路、原则和措施非常重要。     

INFLUENCE AND SELECTION PROCESSES IN WEAPON CARRYING DURING ADOLESCENCE: THE ROLES OF STATUS,AGGRESSION, AND VULNERABILITY*

The role of peers in weapon carrying (guns, knives, and other weapons) inside and outside the school was examined in this study. Data stem from a longitudinal study of a high-risk sample of male students (7th to 10th grade; N = 167) from predominantly Hispanic low-socio-economic-status schools in the United States. Longitudinal social-network models were used to test whether similarity in weapon carrying among friends results from peer influence or selection. From a goal-framing approach, we argue that weapon carrying might function as a status symbol in friendship networks and, consequently, be subject to peer influence. The findings indicate that weapon carrying is indeed a result of peer influence. The role of status effects was supported by findings that weapon carrying increased the number of friendship nominations received by peers and reduced the number of given nominations. In addition, peer-reported aggressiveness predicted weapon carrying 1 year later. These findings suggest that adolescent weapon carrying emerges from a complex interplay between the attraction of weapon carriers for affiliation, peer influence in friendship networks, and individual aggression.     

基于社会资本提升领导者权力性影响力的探讨

领导者权力性影响力是领导者有效管理组织的必要条件，因此，如何提升领导者的权力性影响力是一个值得我们研究的课题。近年来．随着竞争的不断加剧和环境不确定性的增加，社会资本在领导者有效管理组织中日益凸显其独特魅力.本文通过对领导者社会资本影响力的获取与权力性影响力之间关系的分析．认为领导者对社会资本的占有是提升其权力性影响力的重要途径．提出了领导者获得社会资本并借此提升其权力性影响力的建议．希望对领导者有效管理组织有所裨益.     

检察机关应如何加强职务犯罪信息情报发现能力

本文对于检察机关加强职务犯罪信息情报发现能力这一问题进行了探讨和分析。论述了职务犯罪信息情报发现能力的含义和意义,阐明了结合职务犯罪侦查工作实践,指出制约检察机关职务犯罪信息情报发现能力的实然因素,即发现渠道不畅和主动发现平台缺乏。最后提出提高检察机关发现能力的途径,即通畅举报渠道、拓展发现渠道、构建信息共享的发现平台。     

Building a Foundation Against Violence

Abstract

This study examined the effectiveness of the Too Good for Violence Prevention Program (TGFV), a multifaceted interactive intervention. Grounded in Bandura's Social Learning Theory, the TGFV curricula focus on developing personal and interpersonal skills to solve conflict non-violently and resist social influences that lead to violence. Participants were 999 third grade students and 46 teachers in ten elementary schools. The schools were matched on student characteristics and academic performance and assigned to treatment or control conditions. Teachers and students completed checklists assessing students' behaviors prior to, following, and 20 weeks after program delivery. Results show that treatment students, as compared to control students, were perceived by teachers as evidencing more frequent use of personal and social skills and of prosocial behaviors after program delivery. Student survey data show that treatment students, as compared to control students, evidenced more positive scores in the areas of emotional competency skills, social and resistance skills, and communication skills after program delivery. The benefits of the TGFV program continued to be observed at the 20-week follow-up.