我校申报创建国家示范性高等职业院校项目的重要意义以及预期效应

上海公安高等专科学校申报创建国家示范性高等职业院校不仅是提高学校自身办学水平、促进上海公安教育事业长远发展的需要,同时也是深化全国公安院校职业教育改革、提升公安民警队伍整体素质和战斗力的积极举措,更是公安工作和公安院校服务和谐社会与“平安建设”的有效途径,具有重大的战略意义和现实作用。     

ASEAN and the securitization of transnational crime in Southeast Asia

This article studies the securitization of transnational crime by the Association of Southeast Asian Nations (ASEAN) since 1996–97. It first introduces transnational crime as a criminal matter before positioning it within the international security debate through an elaboration of the Copenhagen School and its securitization theory. It then examines whether transnational crime has been articulated in security terms in the ASEAN rhetoric. The article demonstrates that the member states have made statements in which they make claims about security in the context of crime. Yet, there is little evidence that this has encouraged regional policy-makers to adopt common security responses. ASEAN has failed to implement joint actions due to domestic circumstances but also because of its own consensus model and resistance to institutional reforms. Finally, the article suggests that the problem of transnational crime could be dealt with more effectively if it was approached primarily as a criminal matter rather than as a security issue.     

Principal Perceptions of School Safety

Abstract

In a climate of continued national concern over school safety, school personnel are faced with a flood of statistics and advice about the prevalence of youth violence, and recommended responses. In the spring of 2000, a school safety survey (Sprague, Colvin, & Irvin, 1995) was sent to all public school principals in Oregon to assess their perceptions of risk and protective factors affecting school safety. We also asked questions about school safety concerns and intervention programs. We compared the results of the present survey with those found from administering the same survey in 1995. Results indicate that protective factors were rated higher than risk factors in 1995 and 2000. Bullying and harassment, poverty, and transiency were top rated risk factors in 2000 and these were different from results found in 1995. Principals rated response to conflict, suicide prevention, and staff training as top protective factors in 2000 and these also differed from the 1995 ratings. Regarding priorities for change, principals rated improvement of the academic program as their highest priority, followed by school safety and discipline improvement. Results are discussed in terms of their implications for local and state-level policy planning in education and government. We also address limitations of the current study and directions for future research.     

Safe Schools,Positive Behavior Supports,and Mental Health Supports

Abstract

This article profiles selected Safe Schools/Healthy Students (SS/HS) interventions in three Oregon communities that have completed Safe Schools/Healthy Students projects, representing a substantial investment in building school and community collaborations, expanding positive behavior supports in schools, and establishing school-based mental health services. The University of Oregon Institute on Violence and Destructive Behavior served as the local evaluator for these projects. Although the scope of each project encompassed the six intervention elements required by the federal funding agencies, we focus on lessons learned from select components of the projects: Positive Behavior Supports in Schools, Mental Health Service integration, and Sustainability. This article describes the methods and outcomes of each component, from project startup to summative analysis of the outcomes. We conclude with our observations and recommendations for research and evaluation methodology and implementing future SS/HS projects.     

Socialization or prisonization? Utilizing Sykes’ “pains of imprisonment” to examine deprivations in America’s public schools

Highly publicized incidents of serious school violence have resulted in the enactment of numerous rules and regulations, many of which are overly restrictive in nature. These restrictive policies are based on an unsubstantiated belief that school violence has become a national epidemic. Further, while offered under the guise of safety and security, these policies have resulted in the limitations of students’ rights. The purpose of this paper is to explore those limitations. Utilizing Sykes’ typology, “pains of imprisonment”, we discuss the deprivations that exist within the school institution. Recommendations for seeking a balance between the rights of students and the needs of school administrators to maintain a safe school environment are also offered.

对校园安全问题的思考

近期我国校园惨案频繁发生,对社会稳定造成了严重的不良影响。校园惨案的发生折射出当今社会转型期的一系列社会问题、道德问题和心理问题。为此,应通过对校园惨案的原因分析,发动全社会的力量,预防和治理相结合,标本兼治,构建一个安全的校园保障网络,杜绝校园惨案的发生。     

上海早期党校初探

本文主要依据档案文献,对中国共产党有关党内教育和干部培训方针的演进和上海早期党校的设立情况进行初步的梳理和考证,认为上海旱期党校是中国共产党最早的党校之一,上海早期党校所呈现的办学特点,已经体现了党校办学的一些基本规律.     

Do Barriers to Crime Prevention Moderate the Effects of Situational Crime Prevention Policies on Violent Crime in High Schools?

This study investigates how barriers to school-based crime prevention programming moderate the effects of situational crime prevention (SCP) policies on levels of violent crime in U.S. public high schools. Using data from the 2008 School Survey on Crime and Safety, we estimate a series of negative binomial regression models with interactions to investigate whether the effects of SCP policies on violent crime vary by the presence of school-based barriers to crime prevention, such as poor teacher training, inadequate funds, and lack of parental support. Our results indicate that the effect of certain SCP policies operate differently depending on the presence or absence of specific limiting factors. Policy implications of this research suggest that schools can aid in preventing violent crime by addressing obstacles to the effective implementation of school crime prevention efforts.     

School Safety Strategies and Their Effects on the Occurrence of School-Based Violence in U.S. High Schools: An Exploratory Study

Recent incidents of school-based violence have resulted in the widespread implementation of school safety strategies across the United States. While research on these strategies has grown over the past decade, there is little understanding about their collective influence on indicators of school violence. Using data from the 2007–2008 School Survey on Crime and Safety, the present study explored responses of 936 school officials (N = 936) employed in high schools across the United States. Taking a confirmatory factor analytic approach, strategies were grouped into numerous factors based on their typology. Factor scores were then extracted and used as predictor variables in a negative binomial regression analysis to determine the extent to which types of safety strategies were associated with recorded incidents of school-based violence.