货币流通速度理论与宏观经济政策选择——不同经济学学派对货币流通速度的认识及启迪

古典学派、凯恩斯主义和现代货币主义在货币流通速度理论上具有不同观点,它们构成了西方不同经济学流派在该问题上政策主张差异的理论渊源。我国在短期应利用凯恩斯主义的需求管理政策影响国民经济增长,长期应当注重经济增长环境建设。     

Implications of Out-of-School Activities for School Engagement in African American Adolescents

The connection between out-of-school activities and school engagement was examined in 140, 6th through 9th grade African American adolescents. Youth’s out-of-school activities were measured with a series of 7 nightly phone calls and focused on time in structured (homework, academically-oriented, extracurricular/sports) and unstructured (watching television, hanging out with peers) activities. School engagement was assessed during a home interview in terms of affective (school bonding), behavioral (school grades), and cognitive (school self-esteem) dimensions. Regression analyses controlling for parents’ education and youth grade in school showed that more time in extracurricular activities was associated with greater school self-esteem and school bonding. In addition, more time spent on homework was associated with greater school bonding for boys. Conversely, more time watching television was associated with lower school self-esteem and school bonding. Aryn M. Dotterer is a postdoctoral scholar at the Frank Porter Graham Child Development Institute at the University of North Carolina. She received her Ph.D. in Human Development and Family Studies from The Pennsylvania State University. Her major research interests include the development of and changes in school engagement and academic achievement among ethnic minority and low income youth from childhood through adolescence with an emphasis on parenting and family-school linkages. Susan M. McHale is a Professor of Human Development and Family Studies at The Pennsylvania State University. She received her Ph.D. in Developmental Psychology from The University of North Carolina at Chapel Hill. Her major research interests focus on children’s and adolescents’ family roles, relationships and activities with a particular emphasis on gendered family dynamics and youth’s sibling relationship experiences. Ann C. Crouter is a Professor of Human Development and Family Studies at The Pennsylvania State University. She received her Ph.D. in Human Development and Family Studies from Cornell University. Her major research interests focus on the implications of parents’ work situations for parents’ and children’s health, psychological development, and family relationships.     

美国中小学校园安全策略研究

美国在中小学校园安全管理方面,注重校园安全立法,强调校园安全管理的系统性、有序性和事故防范的主动性。美国的各级教育行政部门都将学校安全保障作为自己的一项重要职责,为学校在人力、物力、财力等方面提供较为充分的支持,对中小学生的安全教育已经成为一种常态教育和生存技能教育。除开展演习之外,美国中小学校会聘请常驻校园警察,以帮助学校制订适合其自身特点的校园安全计划,处理校园安全事故,开展对学生的安全教育和技能培训。此外,美国的中小学校还重视发挥社区、家长和志愿者在维护校园安全中的作用。     

艾略特小说的希腊悲剧式结构

乔治·艾略特是英国19世纪著名的批判现实主义女作家。她的小说主要描写英国中部的乡村生活,书中的人物及其命运浮沉成为转型期英国社会的一个缩影。1860年出版的长篇小说《弗洛斯河上的磨房》,被公认为是一部自传体性质的小说,是艾略特的代表作;1872年发表的《米德尔马契》则被认为是她创作生涯的巅峰之作。两部小说采用了希腊悲剧式的结构,分别讲述了三位主人公悲剧性的人生境遇,生动再现并深刻批判了19世纪英国乡村的社会现实,两部作品堪称形式与内容的完美结合。     

浙江省城市与农村初中生学校幸福感比较研究

研究浙江省初中生学校幸福感的总体特征,比较城市与农村初中生学校幸福感的差异。采用随机取样的方法对5353名城市和农村初中生进行问卷测查。结果表明：浙江省初中生的总体学校幸福感明显偏向于积极良好的一面,城市初中生的学校幸福感高于农村初中生,但经过三年的初中生活,城市和农村学生的学校幸福感都呈明显的下降趋势。     

陕甘宁边区西北党校干部教育特点述论

西北党校(原名边区党校)是陕甘宁边区党委开办的一所以培训地方性干部为主的干部教育机构,办学规模大、持续时间长,是延安时期中共地方干部教育机构的代表之一。在中共中央与边区党组织的指导下,西北党校在办学过程中逐渐认识到学员、教员与教材等方面的特殊性,坚持课程同学员相结合、教员同学员相结合,探索出一条以地方性的问题知识为教学重点的办学道路,创造性地贯彻了中共中央制定的所学与所用一致、理论联系实际的指示,把西北党校建设成为一个有大局面的正规学校。     

Assessing the Prevention of Juvenile Delinquency: An Evaluation of a Court‐Based Delinquency Prevention Program

In 2002, the State of Ohio mandated juvenile courts to provide prevention for at‐risk youth. This study examined official court records to evaluate the effectiveness of a prevention program administered by the Greene County Juvenile Court. A sample of 362 youth referred to the program for the years 2002 to 2009 by concerned caretakers, teachers, and police was analyzed. Consistent with intake goals, 81.7% of clients were referred for at‐risk but not actually delinquent behaviors. Completion of the prevention program did not predict future court referrals, but neither did seriousness of referral behavior. Children with two biological parents were significantly more likely to complete the program, whereas referrals to Strengthening Families Program and substance abuse screening significantly predicted program noncompletion. Implications for policy and research are discussed.

Key Points for the Family Court Community:
• This article highlights efforts by county juvenile court to implement a secondary prevention program for at‐risk but not officially court‐referred youth.
• Delinquency prevention research depends on good juvenile court data and adequate comparison groups.
• Evidence‐based predelinquent interventions with external process and outcome evaluations should be the standard.

     

Examining Honneth’s Positive Theory of Recognition

ABSTRACT

In this article I examine Axel Honneth’s positive theory of recognition. While commentators agree that Honneth’s theory qualifies as a positive theory of recognition, I believe that the deeper reason for why this is an apt characterisation is not yet fully understood. I argue that, instead of considering only what it is to recognise another person and what it means for a person to be recognised, we need to focus our attention on how Honneth pictures the practice of recognition as a whole, which according to him works to make societies into places of greater freedom. This conception of recognition as a freedom-enhancing practice is supposed to provide a solution to a key problem of Frankfurt School critical theory, namely of how to determine the emancipatory practice in which critical theory is rooted, which becomes apparent as soon as one turns to the context in which Honneth originally develops his theory of recognition. At the end of the article, I offer a few reasons for doubting the overly positive picture of the practice of recognition that Honneth provides us with.     

Democracy in an Age of Tragedy: Democracy,Tragedy and Paradox

Abstract

Democracy and tragedy captured a delicate poise in ancient Athens. While many today perceive democracy as a finite, unquestionable and almost procedural form of governance that glorifies equality and liberty for their own sake, the Athenians saw it as so much more. Beyond the burgeoning equality and liberty, which were but fronts for a deeper goal, finitude, unimpeachability and procedural norms were constantly contradicted by boundlessness, subversion and disarray. In such a world, where certainty and immortality were luxuries beyond the reach of humankind, tragedy gave comfort and inspired greatness. The purpose of this article is to draw explicit links between democracy, tragedy and paradox. Given that tragedy's political ascendancy coincided with the birth of democracy in ancient Athens, we may assume that democracy was somehow, if not implicitly, tragic. But what was it that made democracy and tragedy speak so intimately to each other and to the Athenians who created them? The answer, at least the one which this article entertains, is paradox.     

Mapping School Geographies

Abstract

Uncovering issues of school safety, both perceived and real, requires research that probes students' perspectives. This paper tells the story of a comparative research project initiated in an English education methods course. The study was conducted in two high schools and utilized mapping and surveying to determine students' perceptions of school safety within the context of their own campuses. The findings, with relevant strategies for using critical literacy to involve students more directly in the conversation, have implications for classroom teachers and other school-related personnel who seek site-based interventions.