基于劳动范畴的马克思主义整体性诠释

马克思主义的整体性是其内在逻辑结构的外部延伸,诠释马克思主义整体性必须内在于马克思主义的构建过程和逻辑结构。劳动范畴是马克思、恩格斯关于劳动问题的总体看法和根本观点,含蕴着马克思主义的逻辑整体。劳动范畴的科学化是马克思主义理论体系生成过程的缩影,成为马克思、恩格斯剖析人类社会演进问题的主线。劳动范畴的理论图景是马克思主义逻辑结构的映像,是连接马克思主义各个理论模块的枢纽。因而,劳动范畴是马克思主义的逻辑内核,为呈现马克思主义整体性的内在结构提供了新视角。     

Chinese American Adolescents’ Perceptions of the Language Brokering Experience as a Sense of Burden and Sense of Efficacy

Children of immigrants who do translations and who interpret for others using their heritage language and English are known as language brokers. Although prior research suggests that children of immigrants’ perceptions of the language brokering experience vary greatly—from feeling a sense of efficacy to feeling a sense of burden—what remains unanswered in the literature is identification of the antecedents and processes that help to explain the varying psychological experience of language brokers. Using data from a two-wave prospective longitudinal study of 256 Chinese American adolescents, the present study tested potential mechanisms that may be responsible for adolescents’ perceptions of the language brokering experience as a sense or burden or sense of efficacy. The results demonstrate that adolescents’ Chinese orientation sets in motion a family process that is linked to variations in the perceptions of adolescents’ language brokering experience. Adolescents who are more Chinese oriented have a stronger sense of familial obligation, and these adolescents are more likely to perceive that they matter to their parents. Adolescents’ perceived sense of mattering to parents, in turn, is associated positively with a sense efficacy, and negatively with a sense of burden as language brokers. Those adolescents who are less Chinese oriented have a weaker sense of familial obligation, and these adolescents are more likely to feel a sense of alienation from their parents. Adolescents’ sense of perceived alienation from parents, in turn, is associated with a sense of burden as language brokers. Implications for developing interventions for children who act as language brokers for their parents are discussed.

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.

Autonomy,Belongingness, and Engagement in School as Contributors to Adolescent Psychological Well-Being

Self-determination theory emphasizes the importance of school-based autonomy and belongingness to academic achievement and psychological adjustment, and the theory posits a model in which engagement in school mediates the influence of autonomy and belongingness on these outcomes. To date, this model has only been evaluated on academic outcomes. Utilizing short-term longitudinal data (5-month timeframe) from a set of secondary schools in the rural Midwest (N = 283, M age = 15.3, 51.9% male, 86.2% White), we extend the model to include a measure of positive adjustment (i.e., hope). We also find a direct link between peer-related belongingness (i.e., peer support) and positive adjustment that is not mediated by engagement in school. A reciprocal relationship between academic autonomy, teacher-related belongingness (i.e., teacher support) and engagement in learning is supported, but this reciprocal relationship does not extend to peer-related belongingness. The implications of these findings for secondary schools are discussed.

21世纪初日本对外目标及外交战略探析

21世纪初期,日本在坚持“普通国家化”既定战略目标的基础上,从国家战略原则、战略重点及国家利益出发,围绕日美同盟、联合国外交、亚洲外交、应对全球气候变化等战略重点,力求以“全方位外交”实现日本国家对外目标及外交战略意图。     

Deliberative democracy and the politics of traditional leadership in South Africa: A case of despotic domination or democratic deliberation?

A heated debate developed in South Africa as to the meaning of ‘deliberative democracy’. This debate is fanned by the claims of ‘traditional leaders’ that their ways of village-level deliberation and consensus-oriented decision-making are not only a superior process for the African continent as it evolves from pre-colonial tradition, but that it represents a form of democracy that is more authentic than the Western version. Proponents suggest that traditional ways of deliberation are making a come-back because imported Western models of democracy that focus on the state and state institutions miss the fact that in African societies state institutions are often seen as illegitimate or simply absent from people's daily lives. In other words, traditional leadership structures are more appropriate to African contexts than their Western rivals. Critics suggest that traditional leaders, far from being authentic democrats, are power-hungry patriarchs and authoritarians attempting to both re-invent their political, social and economic power (frequently acquired under colonial and apartheid rule) and re-assert their control over local-level resources at the expense of the larger community. In this view, the concept of deliberative democracy is being misused as a legitimating device for a politics of patriarchy and hierarchy, which is the opposite of the meaning of the term in the European and US sense. This article attempts to contextualise this debate and show how the efforts by traditional leaders to capture an intermediary position between rural populations and the state is fraught with conflicts and contradictions when it comes to forming a democratic state and society in post-apartheid South Africa.     

十一届三中全会以来党的理论创新的轨迹、特点及动因分析

十一届三中全会以来,党的理论创新轨迹分为三个阶段。既继承前人又突破陈规、突出强调解放和发展生产力、维护最广大人民的根本利益、注重全面、协调、可持续发展是理论创新的四个显著特点。经济全球化、市场化及现代化则是中国共产党进行理论创新的三个重要推动力量。     

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.     

警察临战:和谐目标下的危机管理

加强公共危机管理是构建和谐社会的重要内容。警察临战是公共危机管理的重要组成部分,它为公共危机管理决策提供服务,为公共危机管理提供资源保障,它是公共危机管理的重要手段。危机管理是警察临战学的理论基础。     

社区警察人际交往的PAC理论及其训练模式

据警务专家统计分析,一名社区警察在工作中大部分的时间和精力是在同社区公众接触,为公众提供各类服务,而只有较少的时间才是面对真正的犯罪嫌疑人。如果社区警察不注重交往技能和心理调控训练,势必会影响警民关系,给社区警务工作带来不便。PAC理论为我们提供交往技能训练提供了理论依据,可以为我们对警察人际交往训练提供理论指导。