罪犯改造质量评估模式研究

罪犯改造质量是指罪犯经过一定时间的改造达到的守法公民的程度。从矫正技术的角度认识罪犯改造质量评估,对改革监狱工作具有重要的意义。在现代社会条件下,监狱不仅是专政的机关,更重要的是刑罚执行机关。对罪犯的改造状况进行科学的评估,必须走出监狱机关“泛政治化”的窠臼,必须摆脱传统的评价罪犯改造质量的经验型、主观性和理想化的模式。从矫正技术的视角来研究罪犯改造质量评估,关键是把评估数量化,最大限度地减少人们主观的干扰。目前的问题是要改革监狱工作的体制、机制,提高监狱人民警察的职业化程度。     

Assessing Cognitive Bias in Forensic Decisions: A Review and Outlook

In recent years, a number of studies have demonstrated that forensic examiners can be biased by task-irrelevant contextual information. However, concerns relating to methodological flaws and ecological validity attenuate how much the current body of knowledge can be applied to real-life operational settings. The current review takes a narrative approach to synthesizing the literature across forensic science. Further, the review considers three main issues: (i) primary research on contextual bias within forensic science; (ii) methodological criticisms of this research; (iii) an alternative perspective that task-irrelevant contextual information does not always lead to error. One suggestion for future research is outlined, which is that studies on contextual bias in forensic decisions should be conducted in collaboration between forensic scientists and cognitive psychologists. Only then can rigorous and ecological valid experiments be created that will be able to assess how task-irrelevant contextual information influences forensic analysis and judgments in operationally valid settings.     

A Roadmap for CANS Validation

In nearly every jurisdiction, juvenile or family courts will be using the Child and Adolescent Needs and Strengths (CANS) tool to assess whether children can safely be treated in family-like settings to meet federal Family First Prevention Services Act (FFPSA) requirements. Yet, a number of peer-reviewed publications have raised serious concerns regarding the lack of CANS validation research. Rather than reject CANS, this article provides a roadmap for validating the tool with data that jurisdictions have already collected. Courts should require these three simple analyses before relying on the assessment.     

Auditing as a tool of government accountability? Exploring divergent causal mechanisms through three Honduran cases

Audits of government entities offer a potential tool to hold public officials to account and to improve the functioning of public administration; however, empirical studies of audit impacts show mixed results. This is largely due to the diversity of audit regimes with different goals and accountability mechanisms, which yield different causal chains. In this study, I compare three distinct audit regimes with distinct casual mechanisms in Honduras. I find that backward-looking audits, which aim to hold officials accountable for past behavior or performance, require effective horizontal accountability mechanisms to investigate and prosecute cases. Forward-looking audits, which aim to hold officials accountable for future behavior or performance, require independent accountability mechanisms, a systematic follow-up methodology, public dissemination, and pressure from the media and civil society. Complementary initiatives that build on audit recommended reforms are found to strengthen these weaknesses in the causal mechanism linking audits to outcomes.     

“It's Just an Image,Right?”: Practitioners’ Understanding of Child Sexual Abuse Images Online and Effects on Victims

Child sexual abuse images online (CSAIO) present new and daunting challenges for practitioners working in the field of child sexual abuse (CSA). Current understanding of the phenomenon is severely limited due to a lack of theoretical and empirical research in the area. This article reports findings from a study that examined practitioners’ experiences with, and views of, CSAIO. Participants differed in how they conceptualized what constituted online CSA images and held varying degrees of concern regarding the potential effects of CSAIO on the child. Some practitioners were uncertain about whether child victims of CSAIO experience particular effects different from or over and above those caused by conventional (non-Internet related) CSA. A key finding was that most practitioners did not have a clear understanding of CSAIO. This article includes recommendations for future research regarding the implications of technology in the field of CSA.     

The politics of global assessments: the case of the International Assessment of Agricultural Knowledge,Science and Technology for Development (IAASTD)

The IAASTD – the International Assessment of Agricultural Knowledge, Science and Technology for Development – which ran between 2003 and 2008, involving over 400 scientists worldwide, was an ambitious attempt to encourage local and global debate on the future of agricultural science and technology. Responding to critiques of top-down, northern-dominated expert assessments of the past, the IAASTD aimed to be more inclusive and participatory in both design and process. But to what extent did it meet these objectives? Did it genuinely allow alternative voices to be heard? Did it create a new mode of engagement in global arenas? And what were the power relations involved, creating what processes of inclusion and exclusion? These questions are probed in an examination of the IAASTD process over five years, involving a combination of interviews with key participants and review of available documents. The paper focuses in particular on two areas of controversy – the use of quantitative scenario modelling and the role of genetically-modified crops in developing country agriculture. These highlight some of the knowledge contests involved in the assessment and, in turn, illuminate four questions at the heart of contemporary democratic theory and practice: how do processes of knowledge framing occur; how do different practices and methodologies get deployed in cross-cultural, global processes; how is ‘representation’ constructed and legitimised; and how, as a result, do collective understandings of global issues emerge? The paper concludes that, in assessments of this sort, the politics of knowledge needs to be made more explicit, and negotiations around politics and values, framings and perspectives, need to be put centre-stage in assessment design.     

民诉法修改与证据制度的完善

民事诉讼证据制度是民事诉讼中一个十分重要的制度,修改民事诉讼法过程中,应注意证据收集制度、证人制度、鉴定制度与勘验制度的完善.在协同主义诉讼模式指导下,必须建立强有力的证据收集制度,法院应充分起到当事人的保障者与辅助者的角色.在证人制度上,应采取灵活的证人询问方式,强化证人出庭义务、增补证人拒证权、证人宣誓的规定.鉴定与勘验制度应借鉴德、日两国的相关理论,尽快弥补立法上的缺失.     

Adolescents’ Reports of Parental Engagement and Academic Achievement in Immigrant Families

The purpose of this study was to add to the understanding of the effects of perceived parental engagement on adolescents’ academic achievement in immigrant families. Self-report data were collected from 1,245 adolescents in immigrant families from four high schools in Los Angeles County. The sample characteristics follow: 13–16 years old (M = 14.5); 58.9% female, 41.1% male; 57.5% Latino; 40.6% 1st generation youth (i.e., foreign born), 59.4% 2nd generation youth. After controlling for parental educational attainment, parental engagement variables were indirectly related to grades through youths’ academic engagement. Multigroup SEM indicated some differences between genders, generational statuses, and ethnicities (Latinos versus others). Adolescents’ perceptions of monitoring by mothers and fathers were indirectly related to grades through academic engagement. Perceived educational advice by mothers was indirectly related to grades through academic engagement for non-Latinos, boys, and 2nd generation youth. Perceived mothers’ schoolwork help was positively related to adolescents’ academic engagement in all the models (except 2nd generation youth), yet fathers’ schoolwork help was significant only for girls and 2nd generation youth.

African–American Parents’ Racial and Ethnic Socialization and Adolescent Academic Grades: Teasing Out the Role of Gender

This study examined the relationship of racial and ethnic socialization and academic achievement in a sample of 218 African American adolescents (grades 9–12; 52% girls) attending a public high school in the northeastern United States. Researchers were particularly interested in whether adolescent gender moderated the relationship between racial and ethnic socialization and academic grades. Results indicated that aspects of ethnic socialization, African American cultural values and African American heritage were linked to adolescent grades. Additionally, adolescent gender was found to moderate the association between these socialization variables and grades. The findings also suggest that socialization provided by paternal caregivers around African American cultural values and African American heritage may have differential effects for academic grades than the socialization messages provided by maternal caregivers. Information generated from this study broadens the understanding of socialization factors that can facilitate positive academic outcomes in African American youth and has practical implications for parents and educators.