Part-time Jobs,Delinquency and Victimization Among Finnish Adolescents

Among lay people as well as among scholars it is sometimes assumed that adolescent work deters juvenile delinquency. In contrast, existing research suggests that there is a positive association between adolescent parttime work and delinquency. This study assesses this claim and examines in a nationally representative sample of 15-16-yearold Finnish adolescents ( n = 4347), the association between work during the school year and self-reported delinquency and victimization, and explore whether the possible associations are general or based on some subcategory of delinquent behaThere viour/victimization. The results of multivariate analyses indicate that intensive weekly working is significantly positively associated with delinquent behaviour. When gender, disposable allowances and various factors suggested by control, strain and differential association theories were controlled for, intensive work (10 hours or more remained a significant predictor of the following types of delinquency: beating up someone, driving without licence, buying stolen goods, vandalism at school and drunken driving. Intensive workers' likelihood of committing these acts were about two to per week) three times as high as nonworkers' likelihood of committing such acts. Intensive work was related to victimization only in bivariate models, suggesting that the work-victimization association does not reflect direct causation. In conclusion, intensive work appears to increase delinquent activity slightly. Although we do not argue that work is a major cause of delinquency in adolescence, we suggest caution against encouraging intensive work during the school year.     

The BT Kemi Scandal and the Establishment of the Environmental Crime Concept

This study analyses the significance of the 1977 BT Kemi scandal in Teckomatorp, Sweden for the establishment of the concept of 'environmental crime', first in the public debate and then later in legislation. The BT Kemi scandal is analysed as a 'focusing event' that placed the relationship between environmental pollution, responsibility, legislation and penal sanctions firmly on the political agenda. Several commissions of inquiry were established as a consequence, and in 1981 the Environmental Protection Act was revised and environmental crimes were included in the penal code. This tightening of the legislation had very little effect in practice, however, and this study examines why these legislative changes had so little practical impact. Attention is focused on the historical and societal contexts in which Swedish environmental legislation during the 1960s, as an explanation of why environmental crime has been and remains such a marginalized phenomenon. Shared mentalities in the area of environmental protection, which have evolved over time within public sector agencies and the private sector, coupled with an unequal emerged distribution of power and diffuse legislation, have obstructed the establishment of environmental crime. The BT Kemi scandal was a decisive factor in the coming of age of environmental offending, but it nonetheless takes time before a new form of crime becomes 'self-evident' and accepted as such in the wider society.     

Memories

SUMMARY

The Hawaiian Studies Program (HSP) integrates the learning of Hawaiian culture with more traditional secondary curriculum in science, social studies, and English. Students also participate in weekly community service-learning sessions. Fifty-five HSP students and 29 peers (who were not involved in the program), completed a survey measuring: students' connection to, pride in, and responsibility for their community; civic attitudes; and career knowledge and preparedness. HSP teachers, community members, and students were also interviewed about program outcomes. Compared to other peers, HSP students tended to report feeling more connected to their community and school and to agree that they had career-related skills. Participants believed that service-learning contributed to these outcomes by making connections between school and community life and by exposing students to a variety of careers.     

福柯《规训与惩罚》的理论基础与终极关怀

福柯其人其思想都极为独特。他经常以独特的思维关注主流学术不屑谈及的领域,譬如疯癫、疾病、罪犯与性。《规训与惩罚》是福柯在谱系学历史观的支撑下写就的一部惩罚史,以此解构线性历史观所支撑的主流视域对惩罚史的解读,最终体现了其对现代人自由问题的关注。     

谈公安口才主体语境要素

公安民警除具备主体内在诸要素、主体外在表达要素外,还必须把握语境要素。语境要素包括对象要素、时机和场合要素。只有把握了上述要素,才能发挥口才功能,获得良好的口语表达效果,使其更好地为公安具体工作服务。     

扩大党的群众基础壮大党的力量--关于吸收新社会阶层中优秀分子入党的问题

改革开放以来，我国的社会结构发生了显著变化，出现了新的社会阶层。能否把新的社会阶层中的优秀分子吸收到党走来．从而增强党的阶级基础．扩大党的群众基础．壮大党的力量，这是摆在中国共产党人面前的新课题．而江泽民同志《在庆祝中国冀产党成立八十周年大会上的讲话》，对此给予了马克思主义的回答。     

试论公共危机预防

当代的公共危机管理是一个由危机预防、危机准备、危机回应及危机恢复四部分组成的循环。笔者从危机预防环节入手,分析了危机预防的重要性和当前我国政府在危机预防方面存在的问题,提出了有效防范的措施。     

Parental Use of Physical Punishment as Related to Family Environment, Psychological Well-being, and Personality in Undergraduates

Childhood experiences of physical punishment were examined as related to perceptions of family environment during childhood and affective and personality outcomes of college students. From the 274 respondents who participated, scores were compared for the participants with the 75 highest and 75 lowest physical discipline scores based on the Conflict Tactics Scale (CTSPC-CA). Respondents who experienced the highest level of physical punishment in their families of origin reported higher family conflict, more negative parental relationships, greater family worries, more depressive symptoms, more perceived nonsupport, greater identity problems, and more negative social relationships. Respondents in the low physical punishment group reported higher positive family affect. Results suggest that experiencing physical discipline as a child may be related to one’s family environment and psychological well-being in young adulthood.     

论邓小平“一靠理想，二靠纪律”的教育思想

邓小平在开辟中国特色社会主义道路的过程中，十分重视思想政治教育，并且突出强调理想纪律教育的重要性．认为通过共同理想和纪律才能把人们团结起来。理想和纪律教育的任务是长期的，重温“一靠理想，二靠纪律”的教育思想，就是为了进一步凝聚力量，把我们今天的事情做得更好。     

和谐社会构建中的精神动力研究

积极的精神动力是构建和谐社会正确方向的保证．推动着和谐社会健康持续地向前发展，这也是和谐社会构建中的内在诉求。社会主义核心价值体系为构建和谐社会提供必要的精神动力。当前激发精神动力的主要途径有：加强理想信念教育、重视思想政治教育的价值、强化中华民族认同教育以及加强社会主义道德教育等。