从白小保校运动看马来西亚华人的政治参与形态

马来西亚华人有着积极的政治参与的传统,近些年来更是利用各种途径来最大限度地表达与维护其利益.2001年来持续四年的白小保校运动主要通过政治选举、政治结社、政治表达、政治接触等方式来维护子女接受母语教育、文化传承的权利.这一典型事例体现了马来西亚华人政治参与的基本模式.     

东盟:区域化“国际社会”的理论与实践——英国学派的视角

冷战结束后,区域化"国际社会"的全球发展趋势明显,用传统的国际关系理论很难诠释和驾驭,英国学派的"国际社会"理论在更广阔的时空观中来观察和分析国际关系的区域化进程,提供了一个独特的视角,东盟则提供了一个典型的个案。     

Gender Differences in the Educational Expectations of Urban,Low-Income African American Youth: The Role of Parents and the School

This study examined how youths’ gender is related to the educational expectations of urban, low-income African American youth, their parents, and their teachers. As predicted, African American boys (ages 9–16) reported lower expectations for future educational attainment than did their female counterparts. Parents and teachers also reported lower expectations for African American boys (ages 6–16) than for girls. These findings held even when controlling for academic achievement. Contrary to predictions, the magnitude of the difference in expectations for males vs. females did not increase as a function of youths’ age. In keeping with our hypotheses, parental expectations fully mediated the relation between youths’ gender and youths’ expectations. Finally, certain school-based factors (i.e., positive teacher expectations and positive youth perceptions of the school environment) appeared to protect youths’ expectations from the deleterious impact of low parental expectations.

广州市学校卫生行政处罚现况分析

目的:分析广州市学校卫生行政处罚现况,探讨新时期学校卫生监督执法的发展形势和工作重点.方法:纳入全市卫生监督机构自2018年1月1日至12月31日查办且已结案的学校卫生行政处罚案件135宗,分析案件的案由、主体、处罚内容分布等.结果:2018年广州市学校卫生行政处罚案件案由主要分布于教学和生活环境卫生专业(56.3％)...     

EDITORIAL

Abstract

Jane Addams (1860-1935), founder of Hull House in Chicago, was a social worker, sociologist, criminologist, feminist, and pacifist. She dedicated her life to caring for the underprivileged and oppressed and to fighting for the rights of workers, women, and children. This paper examines her life and seeks to demonstrate her many contributions to sociology, criminology, and society. Among her pioneer works in criminology that have not been recognized are the ecological maps of Chicago that preceded Park's and Burgess' concentric zone theory, social justice issues such as child labor, compulsory education, and juvenile offenders. She also was a peace activist during World War I and many of her ideas and concepts are found in the peacemaking writings of current criminologists.     

Political Theory,Critical Theory,and the Place of the Frankfurt School

Abstract

This paper explores the paradox of the Frankfurt School's Critical Theory where the notion of "critical theory" became identified with aesthetics and asks whether the disappearance of the political dimension of critical theory was necessary. This disappearance of the political also presents some uncomfortable affinities between it and postmodernism. But in the more sober world after 1989, post-communism poses more relevant questions than post-modernism for an assessment of the history of the Frankfurt School. The political project of the old Frankfurt School has to be revivified - or at least given a decent burial.     

加快县级党校发展之我见

2011年全国县级党校工作座谈会结束后,县级党校的发展迎来了新的历史机遇,如何做到与时俱进,把握时代脉搏,具有前瞻性和开放性,加快发展成了当前面临的首要任务。文章结合实际,对县级党校的发展提出了建议与对策。     

Race and Public Deliberation

Although deliberation has a central place in democratic theory, scholars know little about how it actually works. Most deliberative theorists emphasize the many good consequences of deliberation. By contrast, Mansbridge suggests that deliberation in certain circumstances may exacerbate conflict. Scholarship on racial politics suggests that each hypothesis is complicated by implicitly racial language. Using a quasi-experiment, we contrast the rhetoric in two town meetings about school desegregation: a segregated meeting with homogeneous interests, in which segregated Whites unanimously argued against desegregation, and an integrated meeting with heterogeneous interests, in which segregated Whites argued against integrated Whites, Hispanics, and African Americans. We find that (a) deliberation at the segregated meeting maintained consensus among segregated Whites; (b) these citizens used coded rhetoric that appeared universal, well-reasoned, and focused on the common good, but in fact advanced their group interest; (c) deliberation at the integrated meeting maintained the conflict between segregated Whites and others; and (d) there, rhetoric that seemed universal to segregated Whites was decoded by the integrated audience as racist and group interested. We highlight the problem posed by the contested meaning of language and suggest ways to make deliberation more effective.     

Monitoring School Violence

Abstract

National monitoring of school violence is essential for needs assessments, policymaking, and evaluation at the national level. As informative and important as national monitoring is, the data generated at the national level is often not useful at the district or school site levels. There is therefore a need for a feasible method of monitoring school violence on the district and school level; furthermore, we need to find ways to effectively apply national-level information to schools and school districts. over time should be the foundation for the design, implementation, and evaluation of interventions in this area. In this article, we propose an expanded concept of monitoring that links comparable data on school violence at the grade, school site, district, and national levels. The paper presents our conceptual framework and methodology and illustrates its implementation in a district in Israel. We present examples of reports generated to monitor school violence for the district as a whole and for each of the school sites. Finally, we conclude that this is a feasible and useful model that social services could adopt to monitor practice in many other areas.     

School Violence Prevention

Abstract

Objective: This study was designed to describe the level of violence in three high schools and to test the effects of universal and targeted strategies to reduce this violence.

Design:A repeated measures design with two baseline scores and two intervention scores was used during a two year period. Two rural high schools served as control schools with a single intervention high school.

Participants: All freshmen at the three high schools completed a self-report measure of school violence; 420 completed the study at the end of their sophomore year.

Method: Multiple universal and targeted interventions to prevent school violence were used for slightly more than one year. Scores on student Victimization and Perpetration, gathered one year apart, were compared using a pre-test post-test model.

Findings: Student reports of perpetration at the intervention school were significantly lower than the combined scores at the control school. Students, teachers, and administrators reported improved awareness, knowledge, and skills to implement violence prevention programs.

Conclusions: A comprehensive program that includes university and high school partnerships has the capability to reduce school violence during a short period. Despite limitations to the study, continued use of research partnerships to decrease school violence is war-ranted.