Micro-models of criminal careers: A synthesis of the criminal careers and life course approaches via semiparametric mixed poisson regression models,with empirical applications

Much recent research and debate in criminology have centered around how to conceptualize and model longitudinal sequences of delinquent and criminal acts committed by individuals. Two approaches dominate this controversy. One originates in thecriminal careers paradigm, which emphasizes a potentialheterogeneity of offending groups in the general population—thus leading to a distinction between incidence and prevalence of criminal offending, a focus on the onset, persistence, and desistence of criminal careers, and the possibility that criminals are a distinctive group with constant high rates of offending. Another approach places criminal events within a broader context ofstudies of the life course by explicitly substituting the conceptualization of “social events” for that of “criminal careers”. With respect to analytical models, this approach emphasizes a potentialheterogeneity of offenders with respect to order of criminal events from first to second to higher orders and thus suggests an analysis of the “risks” or “hazards” of offending by order of offense. Some extant commentaries on the criminal careers and life course approaches to conceptualizing and modeling longitudinal sequences of delinquent and criminal events committed by individuals have emphasized their differences and incompatibilities. In contrast, we apply recently developed semiparametric mixed Poisson regression techniques to develop conditions under which the two conceptual/modeling approaches are formally equivalent. We also modify the semiparametric mixed Poisson regression model of criminal careers to incorporate information on order of the delinquent/criminal event and develop an empirical application. This modification demonstrates the complementarity of the criminal careers and life course approaches, even though they have somewhat different foci.     

论道德主体及主体性

道德主体及主体性的深入探讨对我国社会主义精神文明和现代化建设具有重大的现实意义,是构建社会主义道德规范和体系的重要途径。当前,为了实现中华民族的伟大复兴,必须高扬社会主义道德的主体性,完善、发展社会主义道德新风尚,净化党风,净化社会风气,提高全民族的道德意识。在民族优秀道德基础上,融合社会主义市场经济的客观要求,确立具有时代特色的邓小平道德范式。     

建构主义学习理论大学英语教学设计和教学模式范式研究

建构主义学习理论既强调学习者的认知主体作用,又不忽视教师的指导作用。建构主义学习理论教学设计是与学生的学习环境相适应的全新的教学设计;与建构主义学习理论教学设计范式相适应的目前已开发出的、比较成熟的教学范式为：支架式教学、抛锚式教学和随机进入教学。     

Evaluating the Cultural Fit of an Approach for Practice Model Development for Tribal Child Welfare

Three American Indian tribes utilized Business Process Mapping (BPM) as a tool to develop culturally-based tribal child welfare practice models. This study employed a multi-methods design to evaluate the cultural fit of BPM when used in tribal settings. Findings indicated that although programs considered BPM a “mainstream” intervention, each still found the process to be an effective means of creating models reflecting child welfare practice within tribal cultural contexts. Findings further suggested that BPM can, however, benefit from examination of how it might better articulate cultural values and norms, as well as differences between tribal and mainstream child welfare approaches.     

Multicultural Pedagogy Development in Modern Education

Although there is a growing interest in the influence of multicultural issues in education, there is still a lack of theoretically well-grounded comparative analyses of educational systems. Topics such as problems and prospects involved in the development of multicultural pedagogy are broadly discussed, but often suffer from an insufficient number of empirical and comparative studies. The lack of systemic or unified research in the field of multicultural education has reduced multicultural pedagogy within education to the simple implementation of individual training courses. As a result, multicultural pedagogy is generally oriented only toward the needs of a single country, rather than toward a system of multicultural interests that takes into account the interests of multiple countries. As a result, we must develop methods that will enable the realization of true multicultural pedagogy. The leading objective should be, firstly, the consideration of the individual as a subject of culture in a multicultural environment with a goal to determine the significance of the formation of an individual＇s multicultural qualities; secondly, the development of an integrative approach. Comparative studies are taking the lead in addressing this goal and recommending specific steps to incorporate multicultural pedagogy more systematically into an existing education system in every country. This paper addresses these problems by discussing theoretical questions behind the development of the ideological basis of multicultural pedagogy.     

The new Korean political economy: beyond the models of capitalism debate

Abstract

A key theme within the literature on the evolution of the Korean political economy since the 1997/8 crisis has been the extent to which Korea remains a ‘developmental state’ or has pursued radical neoliberal reform. These debates have not only reflected a concern with understanding the Korean economy but with a wider set of questions relating to the future of capitalist diversity within a globalized economy. By the late 1980s Korea had come to be regarded as a model of successful state-led late capitalist development. Korean modern economic history has insured that questions relating to the extent that it has pursued neoliberal reform have been of keen interest to students of political economy globally. This paper argues that substantive neoliberal reform has taken place in Korea since 1997. The thesis that a new ‘developmental state’ is in process of consolidating itself is simply wrong. However, the state's reform program interacted with material conditions and political coalitions at the meso level in a complex and uneven manner. In certain critical sectors, such as finance, a neoliberal regulatory regime has been consolidated. In others, such as telecommunications, developmentalist regulatory structures have proven to be highly resilient. In order to fully understand the complexity of the contemporary Korean political economy it is necessary, therefore, to prioritize the importance of meso-level analysis.     

Compulsory voting and the dynamics of partisan identification

Compulsory rules are known to have far‐reaching effects beyond boosting electoral participation rates. This article examines the relationship between compulsory voting and partisan attachments. A theory of attachment formation and strength is engaged that argues that compulsory voting boosts the likelihood that one will identify with a party and, in turn, the strength of party attachments among identifiers. The statistical model accounts for both the hierarchical structure of the data (individuals in elections) and the dual nature of the dependent variable (individuals report a strength of attachment only for the party with which they identify). Using data from the Comparative Study of Electoral Systems, it is demonstrated that compulsory voting does indeed increase both the incidence and the strength of partisanship.     

Cyberspace Effects on Civil Society. The Ultimate Game-Changer or Not?

ABSTRACT

The article studies the effects of the emergence of cyberspace, or digitization, on civil society, and develops an analytical framework to that effect. It is distinguished between four types of civil societies: apolitical, political, transnational, and uncivic. Each type of civil society is considered separately vis-à-vis cyberspace developments in order to understand what kind of civil society is enhanced by these developments and, conversely, what kind of civil society is constrained. This understanding helps inform how cyberspace has changed the more generic society-state relations. While one can identify many instrumental changes and developments in civil society practices, the article concludes that the emergence of cyberspace has not profoundly changed society in terms of the relative power of one type of civil society over another. Thus, its transformative power is rather limited in a more fundamental sense. The empirical focus of the article is on Norwegian civil society, representing a Western developed democratic state, but it is argued that while the empirical results may vary, the analytical framework can arguably be applied and tailored to any society.     

Towards a Model for International Collaboration and Partnerships in Teacher Education in Africa: Education for Sustainable Development in South Africa

ABSTRACT

Education for sustainable development allows all to acquire the skills, attitudes, knowledge and values essential for a sustainable future. This article argues that there is an urgent need to include sustainable development aspects in teaching and learning at all levels of education. Implementing Education for Sustainable Development (ESD) poses a new challenge for teachers and teacher educators. The role of international collaboration, partnerships and networking is increasingly becoming important in creating sustainable solutions towards green economies and programmes. The post-2015 global agenda for sustainable development should recognise the need for regional and international collaborations in forging lasting strategies for a sustainable future where education for all is relevant, reliable and accessible.

This article proposes a model for collaboration based on analyses conducted on a project on education for sustainable development programme involving key success factors for collaboration and focussing on the local and global stakeholders and their role in enhancing ESD among teachers. For this purpose, the four partner countries: South Africa, India, Mexico and India were examined to understand how ESD is implemented; how experiences are shared; and best practices incorporated into the programme. Local and global experts (ESD-Expert-net members) who developed an international core curriculum for teachers were involved. From the pilot, four country programmes, a conceptual model of seven levels of collaboration and partnerships for education for sustainable development to enhance teacher development among local and international partners was developed. This model is proposed to serve as a framework for education for sustainable development implementation in multinational collaborations and is discussed in relation to the post-2015 sustainable development perspective.