马克思主义审美文化观对《红楼梦》意义的构建

新旧红学派之所以忽略《红楼梦》及其主人公贾宝玉的审美意义,是他们缺乏一种能够达到洞察作品人物深层意义的世界观与方法论,即马克思主义审美文化观中的“美学观点和历史观点”。新文化运动引入了马克思主义,马克思主义审美文化观构建了《红楼梦》的革命性意义。马克思主义的“历史观点”揭示出,只有在一定的时代背景下才能认识《红楼梦》特别是贾宝玉的审美意义。马克思主义的“美学观点”,来源于马克思的对象化理论。人创造或者改变世界,必须见之于一个具体的对象,然后人在这个被改造的对象上留下自己的主体性痕迹,使之成为可以直观自身———自己的本质力量的对象,无论是人创造的物质产品还是精神产品都是如此。《红楼梦》之“善写人情”,本质上就是创造了人性的感性化对象化形式。     

不断完善公共服务供给新模式——以公私合作制在广东省惠州市中小学校教育设施建设中的应用为例

在广东省惠州市,公私合作制体现为小区开发商建设型、名校连锁投资型、公私合资建设型和私人投资民办型等四种模式,它在满足惠州中小学校教育需求、促进其多元化发展、减少财政压力等方面取得成效的同时,由于私营部门的逐利性、政府部门监管无力、建设标准不完善等原因所使,其在应用中又出现了教育设施质量差、私人部门不履约、教育不公平等问题。为此,应在强化政府监督、完善教育标准体系建设、健全公私合作的激励和约束机制、建立健全公众表达渠道等方面下工夫,不断完善中小学校教育设施公私合作机制。     

关于公安院校法学教学方式的思考

法学课是公安院校公安专业的专业基础课和法学专业的专业课，它既需要深厚的理论基础做支撑，又有很强的实践性、应用性。然而，目前法学教育普遍脱离实践现象严重，其主要原因就是教学方式传统单一。本文在分析我国公安院校法学教学的特点、存在问题的基础上，提出了转变法学教学方式的途径，以期为提升公安类人才培养质量提供借鉴意义。     

Socioeconomic Status and Behavior Problems

Abstract

Violence in the schools is a fundamental concern for students, educators and communities as they collectively address issues that make schools safer. A longitudinal analysis of disciplinary referrals was conducted with a large countywide school district to measure differences across socioeconomic status and school level. These variables proved to be critical in identifying and targeting schools that may need to be the focus of prevention and intervention efforts. Other suggestions related to the effects of school violence on academic instruction and methods for the targeting of services are discussed along with implications for educators and mental health professionals in school based settings.     

Deliberate firesetting: hotspot schools as arenas and preventive actors

ABSTRACT

Firesetting is one of the crime acts most representative of youth crime, and schools are among the buildings most often targeted, causing significant social, material and economic damage. This study examines schools as arenas with particular exposure to deliberate firesetting and as actors interpreting and utilizing their organizational scope to prevent school fires. The focus on school organizations is unique and urgently needed in research on juvenile firesetting, given their pivotal but under-researched role in crime prevention. The study is based on an in-depth analysis of data (interviews, documents and official registry data) related to 20 fire-exposed lower secondary schools in two major Swedish cities. These schools mobilized a broad repertoire of social, situational and structural measures. Interviewed school personnel perceived and responded to firesetting in relation to the institutional school setting, group dynamics, individual characteristics and local context. The schools were generally located in socio-economically disadvantaged areas and faced comprehensive educational and social challenges. The firesetting problem – and paradoxically some well-intentioned preventive efforts – risk adding further dimensions to school segregation and inequality, potentially increasing stigmatization and marginalization.     

Characteristics of School Bullies and Victims as Perceived by Public School Professionals

Abstract

A large body of international research substantiates the concern with problems of peer-on-peer violence in schools and its common beginnings as taunting, harassment and other forms of bullying. One common difficulty in developing better ways of handling these problems is the professional literature's inconsistency in the identification of bully and victim characteristics. This study surveyed school professionals (teachers and counselors) who work with youth on a daily basis to see how closely their perceptions of victims and bullies matched the criteria commonly found in the literature. Participants rated 70 characteristics as to their importance in recognizing the potential for children to become bullies or victims. The results demonstrated strong agreement on five characteristics as being exclusively those of victims, 11 as exclusively those of bullies, and 15 as strongly associated with both victims and bullies. These characteristics and additional ones identified by an earlier study of international experts are offered to assist all those related to the school community in more effectively recognizing young people with the potential to develop into bullies or victims. Earlier and more accurate identification of such developing problems would increase the ability to create and implement prevention methods to improve safety and security for all youths.     

Involving Students in School Violence Prevention

Abstract

Why are some students not willing to tell adults about a possibly violent situation in their school? In this study, 1,100 students in the Mid-South were surveyed on their knowledge of, and willingness to tell about, a possibly violent situation, their involvement in behaviors that are related to school violence, and their school's climate. About 1/3 of students knew of a potentially violent situation, and about 3/4 were willing to tell an adult. However, students who were involved in antecedents to violence and/or who had an unfavorable view of their school were much less likely to tell an adult about such situations. Efforts to prevent school violence should be designed with these factors in mind.     

School Disorder and Student Achievement

Abstract

The study develops a school safety and student achievement model, incorporating the concepts of student background, school structure, school culture, school disorder, and student academic achievement, and fits it to 613 elementary schools in New York City, using Structural Equations Modeling technique. The model fits the data well based on both Chi-square test statistic and goodness of fit indexes. The model accounts for 71% of school variance in student achievement. The study confirms that student background is associated with student behavior and student learning. School disorder affects student achievement negatively directly and indirectly mediated by student attendance. The study suggests that policy initiative could be implemented to improve school climate, therefore reduce school disorder and improve student achievement.     

Shining a Light on Depression

正As recently as a few decades ago,few Chinese had so much as heard of the mental disorder,depression.Many who suffer from the condition,along with their families and their communities,are still not well informed about it;as a result,few of those afflicted visit hospitals to address their sadness or dour moods.Today,recognition of this psychological disorder is spreading across China.Depression is now considered a major     

Mutual Study on Education

正Every country values education because it passes on the cultural heritage of a nation and nurtures talent that promotes economic and social development.With the increasing mobilit of population and talents ensuing from globalization,cultural integration is being precipitated and countries can learn from each other’s education advantages.On April 24,2014,Harvard Business School(HBS)broke ground for the construction of the Ruth Mulan Chu Chao