对女子高等院校以就业为导向的人才培养模式的探讨

随着我国高等教育体制改革的不断深入和专业设置的不断调整,培养大批新型的掌握现代科技知识的应用型人才,已经成为高等院校的基本职能之一。而女子高等院校的设立同样离不开高等院校培养人才的基本职能,因此,只有树立以就业为导向的办学理念,合理调整专业结构,不断深化教学改革,提高学生的综合素质,培养社会急需的应用型女性人才,才能解决女子高等院校在办学过程中面临的筹集经费难、专业设置难、学生就业难等瓶颈问题。     

校园暴力与学校社会工作

校园暴力的发生原因可从学生个人特质、家庭背景和学校有关教育缺失等几个因素去寻找。而在诸多应对校园暴力问题的思路中,学校社会工作有着不可替代的专业优势。因此,学校社会工作应该积极介入学生、家庭和学校,以缓解校园暴力。     

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.     

解放思想与高校统战工作创新

新时期高校统战工作出现了许多新形势、新情况，在创新时代的情况下，通过什么推动新形势下统战工作？本文在诠释高校统战工作创新的内涵，解放思想转变思维观念，坚持科学发展观指导等方面进行了一些探索和思考。     

试论公安院校的人文主义教育

市场经济的发展需要人文主义教育。公安院校的学生接受人文主义教育的目的在于不断提高自身道德素养和公共责任心,将人文主义的精神内化为公安院校学生的具体行为准则,在学生中树立为人民服务、公正执法的坚定信念,树立权利和义务观念、民主和法治观念、公正和效率观念、理性与宽容精神,并在今后执法、司法和其他法律工作中践行这些观念和精神。     

Freedom in the German School System

This article describes `freedom' as a constitutional category in the German School Law. If the responsibility for schooling by the German Federal Constitution is given to the ``Bundesländer' a common frame is set by the Basic Rights of the German Federal Constitution; this constitutional frame limits the rights of the ``Bundesländer' in supervising, organising, planning and managing the schools. Basic rights of a single pupil in a school are limited by the same rights of other pupils; this is done by following the ``principle of practical concordance' and thus the freedom of the single pupil always becomes a relative one; how this principle works in a concrete conflict will be shown in this article by describing single cases. Parental Rights are also guaranteed by the German Federal Constitution in direction of the state-runned schools. The rights of the parents are equal to the state rights; so a solution of a conflict has to be found between these two actors. Rights of teachers in Germany are limited by their special status as civil servants. And if the pedagogical freedom of teachers is recognised by the school acts this does not describe a real kind of freedom for the single teacher.     

The Significance of Location: Patterns of School Exclusionary Disciplinary Practices in Public Schools

An exploratory analysis is conducted across 3 years on school exclusionary disciplinary practices from all 56 high schools in one district. Using geographical information systems mapping and other statistical analysis, this study analyzes how socioeconomic status, racial composition, and geographical region relate to a school’s usage of exclusionary discipline. Results show that opportunity transfer, suspension, and expulsion rates vary within the district with the lowest exclusionary practices in high income areas and highest in low income areas. Findings suggest that suspensions are correlated with opportunity transfers and expulsions. However, there is no linear relation between opportunity transfers and expulsions. Poverty, student race/ethnic composition at school site, and school year are found to be predictors of exclusionary practices. Implications for future research are considered.