Adging Up” to “Beef on Sight

Abstract

This qualitative study examined perceptions of the causes and nature of conflicts and violence among African-American girls in an urban high school. In-depth, iterative interviewing was used to explore the perceptions of these girls, male students, teachers, and other school personnel. Ethnographic observation was also used. Conflicts and violence among girls were produced by an insult or accusation made by one girl against another which by group norms required a commensurately aggressive response. Peers actively pressured girls to fight and those that did not were scapegoated by others. However, a mediation service was used by girls to end conflicts successfully.     

Methodological and Measurement Issues in School Violence Research

SUMMARY

School violence became a topic of broad national concern in the United States in reaction to a series of tragic school shootings during the 1990s. Efforts to understand and prevent school shootings have stimulated the rapid development of a broader interest in school safety with an emerging multidisciplinary research agenda. The maturation and fulfillment of this research agenda require that researchers critically examine their research methods and measurement strategies. This article introduces a volume that examines fundamental methodological and measurement issues in the rapidly expanding body of research on school safety and violence. The authors hope to stimulate greater attention to methodological pitfalls and critical measurement issues that hinder research progress in several related areas, including the uncertain reliability and validity of self-report surveys used to measure high-risk behavior and bullying, the limitations of discipline referral databases as a source of information on school climate, and the overly narrow focus on relatively infrequent critical incidents of violence, often at the expense of a more comprehensive and multifactorial examination of the school environment.     

K-12 Teachers' Perceptions of School Policy and Fear of School Violence

Abstract

Since the 1990s, schools have focused their attention on policies designed to improve school safety. Most researches on school violence policies have concentrated on the needs of students and administrators. This study investigated the impact of school violence policies on K-l 2 teachers' fear. Using self-report data from 447 K-12 teachers from a large southeastern school district and multilevel path analysis, this study showed that K-12 teachers' perceptions of school policies impacted their fear of school violence. Further, ecological factors had a direct relationship with teacher fear. Policy implications from these findings are discussed.     

论老年诈骗犯罪被害人的被害性

老年诈骗犯罪被害案件随着老龄化的发展而大有愈演愈烈之势。犯罪的发生并不是犯罪人单方面意志作用的结果,而是犯罪人与被害人双方互动的产物。这种互动从老年诈骗犯罪被害人的角度看,则表现为其生理上、心理上和经济上的被害性。仔细分析老年诈骗犯罪被害人的被害性,不仅有助于全面准确地把握老年诈骗犯罪被害的原因,而且有助于提出有针对性地预防和处理老年诈骗犯罪被害的对策。     

继往开来谋新篇——十八大的继承与创新述评

文章充分肯定了十六大以来10年间我们党和国家事业发展所取得的辉煌成就．客观地分析了当下中国存在的自然生态“失衡”和社会政治生态“失衡”两个突出问题,积极评价了党的十八大的理论创新,特别是科学发展观的科学性,高度赞扬了以习近平为总书记的新一届中央领导集体上任一个多月来为实现十八大提出的宏伟目标而展开的一系列卓有成效的实践。     

试论中国特色社会主义生态文明建设理论体系

生态文明建设是关系人民福祉、关乎民族未来的重要课题。我国在资源环境问题的凸显期,以"十八大"报告的形式重点阐释中国特色社会主义生态文明建设的课题,有其必要性和重要性。本文结合十八大报告和中共中央建设生态的方针政策,系统论述中国特色社会主义生态文明建设的理论体系,包括生态文明建设的必要性和重要性,中国特色社会主义生态文明体系中的基本概念,基本脉络,基本条件和路径等。本文梳理的中国特色社会主义理论体系,一方面阐释现实生活中存在的基本问题,另一方面为中国特色社会主义未来建设事业提供理论指导。     

言语识别技术发展的制约因素和破解途径

言语识别技术从产生至今已经得到了长足的发展。但是从当前言语识别技术本身及从事言语识别技术的人员来看,言语识别技术的发展和运用未能跟上信息化社会和司法实践的迫切需求。应更为深入而成熟地拓展和运用言语识别技术,以期解决影响和制约言语识别技术发展的相关因素。     

分析“暴恐”新特点 探究防控新对策

近年来,随着国际恐怖犯罪的变化,新疆暴力恐怖活动也出现了一些新特点,如团伙的默契性、实施的独立性、手段的技能性、做法的国际性和攻击的突发性都十分明显。针对这些特点,我们在反恐中却暴露出对"暴恐"能力认识不足、基层反恐能力薄弱、装备不到位、打击能力差等问题。对此,我们必须提高认知,增强"头脑"应对,加强基层反恐力量,强化基层反恐能力,加大装备投入,并通过建立行之有效的反恐情报队伍,始终如一的形成反恐高压态势,把握反恐斗争的主动权。     

我国案例指导制度之完善

在司法审判工作中引入带有判例法色彩的中国式的判例制度———案例指导制度,是我国司法改革中的一项创举。建立和完善案例指导制度,首先应对指导性案例的效力加以明确;其次,明确审核发布案例的主体及程序;再次,要严格指导性案例的选择标准。     

论中国特色社会主义现代化理论

作为指导中国实现现代化的行动指南,中国特色社会主义现代化理论对“什么是中国特色社会主义现代化,如何实现中国特色社会主义现代化”这个基本问题作出了科学回答。作为从客观实际抽象出来又在客观实际中得到证明的中国特色社会主义现代化理论,从纵向看具有一脉相承与时俱进的特征,从横向看,具有科学性、实践性、探索性、开放性、人民性的的特点。实现中国现代化必须以中国特色社会主义现代化理论为根本指针。