刑事政策价值目标的追问

刑事政策决策者面对自由、秩序、正义、效益等价值 ,必然有所选择 ,古典主义的刑事政策、实证学派的刑事政策和新社会防卫的刑事政策 ,由于所处时代不同 ,制定刑事政策理念和基础不同 ,因而 ,呈现出不同的刑事政策价值目标的追求路径。     

SCHOOLS AS COMMUNITIES: THE RELATIONSHIPS AMONG COMMUNAL SCHOOL ORGANIZATION,STUDENT BONDING,AND SCHOOL DISORDER*

Research has indicated that school factors such as communal school organization and student bonding are predictive of school disorder, with greater communal organization and greater student bonding leading to less delinquency and victimization. Data from a nationally representative sample of 254 public, nonalternative, secondary schools were used to examine structural equation models representing hypothesized relationships among communal school organization, student bonding, and school disorder. The hypothesis that communally organized schools would have less disorder held true for teacher victimization and student delinquency, but not for student victimization. In addition, the hypothesis that the relationship between communal school organization and school disorder would be mediated by student bonding was supported for student delinquency, but not for teacher victimization.     

中等师范学校大专生人际关系状况的调查

师范学校大专生人际关系现状与正常水平有非常明显的不同(χ2=16.13,P<0.005)。人际关系四个维度存在非常显著的差异(F=12.68**),待人接物维度与其它三个维度都有明显差异,其中与交谈维度和交际与交友有非常显著差异,与异性朋友交往维度有显著差异;异性朋友交往维度与交谈维度没有显著差异,与交际与交友维度却有非常显著差异;交谈方面维度与交际与交友维度有显著差异。     

从韦勒克、艾金伯勒到伯恩海默至中国学派--比较文学的跨文明研究轨迹

韦勒克、艾金伯勒、伯恩海默以及中国学派等在比较文学学科理论上的相关观点勾勒出了一条比较文学跨文明研究的轨迹,而这条跨文明研究轨迹又是沿着两条思路展开的一是寻求不断地超越狭隘的西方中心主义束缚;二是从异质性和互补性来丰富比较文学的可比性内容.     

砂拉越华族族群母语教育与文化传承的维护:以古晋中华第一中学之兴办为个案研究

砂拉越位于婆罗洲,原为文莱属地,1841年白人拉惹政权建立后,大批华人在其招垦下移入砂拉越。在华文教育萌芽的初期,白人拉惹对其取自由放任的态度,直至20世纪20年代,因华人社会中的政治运动及海外华侨民族主义在各个华文学校的发展,才颁布学校注册法令,开始干涉砂拉越地区的华文教育。二战后,白人拉惹将砂拉越让渡给英国,新成立的殖民地政府急于统合境内各族群对砂拉越的认同,遂推动以英语为教学媒介语的国家教育制度,迫使砂拉越华文中等学校在改制成以英语授课的学校或独立中学之间做出选择。为保存族群母语教育,为华族子弟接受母语教育提供机会,在古晋地区创立的中华第一中学,决定成为一间华文独立中学。这间华文独立中学至今仍有千名以上学生,其校园中充满华族文化气息。本文对古晋中华第一中学的创立、发展、经营作一个案研究,期盼对吾人进一步了解战后砂拉越华族社会族群语言的维护及文化的传承有所助益。     

对毕达哥拉斯学派宗教性的探讨

毕达哥拉斯学派曾为古希腊的显学,赫一时。该学派曾对包括柏拉图在内的诸多哲学家和整个西方哲学界产生影响。故其学说内容一直被历代哲学家和历史学家所探讨研究。立足于毕达哥拉斯学派的哲学思想,对其有宗教倾向的思想的内在逻辑进行了探讨。通过这些探讨,我们可以更好更深入地理解毕达哥拉斯学派的思想,并对学界有关"毕达哥拉斯学派是否为宗教"的争论提出了笔者自己的答案。     

Relational Aggression at School: Associations with School Safety and Social Climate

The present study examines how exposure to relational aggression at school is associated with adolescents’ perceptions of, and participation in, a hostile school environment. Participants were 1,335 African American and European American adolescents in grades 7 through 12 (52% female, 49% African American). Results indicate that exposure to relational aggression is associated with several components of adolescents’ perceptions of the school climate. Adolescents exposed to high levels of relational aggression perceived their school to be less safe, and were less pleased with the general social atmosphere at school. Moreover, for males, but not females, exposure to relational aggression was associated with carrying a weapon to school. Implications and suggestions for future research are discussed in terms of working toward safer school environments for adolescents.

关于法家学说与秦代法制关系探讨

法家学说和秦代法制关系密切.法家学说是秦代法制建设的指导思想,秦代法制是法家学说的切实贯彻.探讨两者具体的契合关系,有助于深层次理解秦代法律文化及中国古代正统法律文化的形成及丰富内涵.     

浅谈体育游戏在中学体育与健康课教学中的运用

体育游戏对于促进学生智力的发展,促进学生身体的生长发育,培养运动兴趣具有重要意义,对于提高中学体育与健康课的教学质量,顺利完成教学任务,具有积极的作用,体育游戏是进行中学体育与健康课教学的手段之一,是体育与健康课教育的重要方法。根据游戏的特点和价值,结合中学教材内容,正确科学选择游戏并合理组织实施,既能充分调动学生的情趣,又能很好地辅助教学任务的完成。     

Examining Temporal Associations Between School Connectedness and Early Adolescent Adjustment

This study examined (a) the associations between school connectedness and early adolescent adjustment problems over a 1 year period and (b) the equivalence of these associations across gender. Five hundred middle school students (53.4% female), initially in the 6th and 7th grades, participated in the two-wave study. Results from two-group cross-lagged panel analyses were consistent across boys’ and girls’ data. After controlling for baseline levels of adjustment problems, school connectedness predicted lower levels of early adolescent conduct problems 1 year later. Regarding the opposite direction of associations, and even after baseline levels of school connectedness were taken into account, conduct problems predicted lower levels of subsequent school connectedness. There were no cross-lagged associations between depressive symptoms and school connectedness, although elevated levels of baseline depressive symptoms predicted higher levels of subsequent conduct problems. Findings elaborate previous research by demonstrating that early adolescents actively shape the middle school environment.