大学生体育课倦怠成因及干预对策探析

体育课倦怠是指大学生在体育课学习中,由于文化课学习压力、缺乏体育课学习兴趣、抑郁或兴趣转移以及重视不够等原因,而对体育课呈现出厌倦消极懈怠的态度和行为。体育课倦怠成因主要有：陈旧教育观念的影响、就业压力增大、体育教学的综合因素欠佳和较低的自我效能感。应从培养学生正确的体育健身意识、提高体育课认知、创设良好的体育课教学环境、科学的自我调节等方面对体育课倦怠进行干预。     

主权观念的变迁与国际法的发展——从国际法体系逻辑起点角度分析

国际法从近代向现代的发展是伴随着主权观念的变迁进行的.近代绝对主权观念的形成受到博丹、霍布斯等西方思想家的影响,认为主权国家拥有至上的权力,是不服从于任何其他权威的绝对权威.这样国际法一诞生就出现了一种内在的逻辑悖论国际法体系规范的对象因为被赋予的绝对主权之故,脱离国际法的约束;被国际法赋予的绝对主权因为从逻辑上而言可以脱离国际法的约束,从而自身被赋予的至上权力失去国际法保障.这种内在的悖论阻碍了近代国际法的发展.现代国际法的发展建立在绝对主权观念的弱化从而解除自身蕴含的悖论基础之上.国际法在过去100年的发展历程就是逐渐消除自身蕴含的逻辑悖论、不断完善自身体系和权威的过程.     

Protective Orders and Domestic Violence: Risk Factors for Re-Abuse

One of the few legal tools for protecting victims of domestic violence is the civil Protection Order (PO). How effective they were in preventing re-abuse was analyzed by examining court and police records from 210 couples in which female victims (or applicants) filed POs against their violent partners. Police records for 2 years prior and two years following the issuance of a PO were reviewed. Results indicated a significant decline in the probability of abuse following a PO. Prior to filing a PO, 68% of the women reported physical violence. After filing, only 23% reported physical violence. Several risk factors were assessed and it was found that very low SES women were more likely to report re-abuse as were African-Americans.     

公共管理改革中的三个悖论

本文关注当代公共管理改革中的三个悖论 ,即全球化的悖论 ,不良改革景象的悖论和管理主义的悖论。文章力求通过考量不同的公共服务协约对于改革的影响来解释这三个悖论。     

人类增强的完美悖论及其伦理旨趣

以"NBIC"会聚(即纳米技术、生物技术、信息技术和认知科学的会聚)为代表的当代科技革命,在人类增强技术的技术功能展现上,揭开了人类改造或人体增强的"无限光明"的道德前景,从而使得人类以技术方式追求完美、制造完美成为可能.然而,人类增强技术所揭示的道德前景,能否获得伦理的支持?这仍然是一个引发激烈争论的话题.人类增强技...     

Humanitarian Crises and the International Politics of Selectivity

How has the international community responded to humanitarian crises after the end of the Cold War? While optimistic ideational perspectives on global governance stress the importance of humanitarian norms and argue that humanitarian crises have been increasingly addressed, more skeptical realist accounts point to material interests and maintain that these responses have remained highly selective. In empirical terms, however, we know very little about the actual extent of selectivity since, so far, the international community’s reaction to humanitarian crises has not been systematically examined. This article addresses this gap by empirically examining the extent and the nature of the selectivity of humanitarian crises. To do so, the most severe humanitarian crises in the post-Cold War era are identified and examined for whether and how the international community responded. This study considers different modes of crisis response (ranging from inaction to military intervention) and different actors (including states, international institutions, and nonstate actors), yielding a more precise picture of the alleged “selectivity gap” and a number of theoretical implications for contemporary global security governance.     

Methodology

Abstract

Any discussions about specialized helping environments for children or young people would be incomplete without reference to the relationships found between practices in group care centers and schools. This involves thinking of a child's total environment as a curriculum for teaching competencies and learning outcomes important to daily living. The task involves making a conscious effort to deal with a child's functioning in the present, thereby avoiding diagnostic conclusions that emphasize difficulties in one area of their life as the cause of learning problems.     

Best Practices in School-Based Mentoring Programs for Adolescents

Mentoring is a promising approach to promote healthy development and prevent poor youth outcomes; however, bad mentoring experiences have yielded negative results. Thus, it is critical that youth service providers take heed of the current research and resources for establishing an effective youth mentoring program. Given the increased interest in school-based mentoring programs, presented herein are best practices in developing, implementing, and evaluating a school-based mentoring program for adolescents. Program development strategies are provided around laying the groundwork, establishing partnerships, and coordinating the program. The elements of effective practice for mentoring (MENTOR, 2009) are summarized and additional implementation considerations are presented. Lastly, the realities of program evaluation are discussed in juxtaposition to program evaluation standards.     

Unaccompanied Migrant Adolescents in the Italian Context: Tailored Educational Interventions and Acculturation Stress

The migration experience is normally associated with acculturative stress; this condition assumes relevance when the migrant is a minor alone. The aim of this study was to explore perceptions about the migration process and educational interventions offered by host-community social workers. We conducted semi-structured interviews with 10 unaccompanied migrant adolescents that had finished their educational pathways in the traditional community centers. Interview results were analyzed using NVivo 9, based on the grounded theory. The main results of the study are related to the incompatibility between the educational intervention of host communities and minors’ projects and motivations.     

Pushing the Boundaries of Education: Evaluating the Impact of Second Step®: A Violence Prevention Curriculum with Psychosocial and Non-Cognitive Measures

The Second Step® violence prevention curriculum was implemented in a large urban school district as part of a comprehensive three-year initiative to impact students at-risk for violence and substance abuse. An outcome evaluation was conducted to assess the intervention's effectiveness on students’ attitudes and on behaviors important for accountability. Results indicated improvements in students’ prosocial attitudes and behaviors that were consistent across two large cohorts of students. Implications for theory and future research are discussed.