Gender Differences in the Educational Expectations of Urban,Low-Income African American Youth: The Role of Parents and the School

This study examined how youths’ gender is related to the educational expectations of urban, low-income African American youth, their parents, and their teachers. As predicted, African American boys (ages 9–16) reported lower expectations for future educational attainment than did their female counterparts. Parents and teachers also reported lower expectations for African American boys (ages 6–16) than for girls. These findings held even when controlling for academic achievement. Contrary to predictions, the magnitude of the difference in expectations for males vs. females did not increase as a function of youths’ age. In keeping with our hypotheses, parental expectations fully mediated the relation between youths’ gender and youths’ expectations. Finally, certain school-based factors (i.e., positive teacher expectations and positive youth perceptions of the school environment) appeared to protect youths’ expectations from the deleterious impact of low parental expectations.

广州市学校卫生行政处罚现况分析

目的:分析广州市学校卫生行政处罚现况,探讨新时期学校卫生监督执法的发展形势和工作重点.方法:纳入全市卫生监督机构自2018年1月1日至12月31日查办且已结案的学校卫生行政处罚案件135宗,分析案件的案由、主体、处罚内容分布等.结果:2018年广州市学校卫生行政处罚案件案由主要分布于教学和生活环境卫生专业(56.3％)...     

EDITORIAL

Abstract

Jane Addams (1860-1935), founder of Hull House in Chicago, was a social worker, sociologist, criminologist, feminist, and pacifist. She dedicated her life to caring for the underprivileged and oppressed and to fighting for the rights of workers, women, and children. This paper examines her life and seeks to demonstrate her many contributions to sociology, criminology, and society. Among her pioneer works in criminology that have not been recognized are the ecological maps of Chicago that preceded Park's and Burgess' concentric zone theory, social justice issues such as child labor, compulsory education, and juvenile offenders. She also was a peace activist during World War I and many of her ideas and concepts are found in the peacemaking writings of current criminologists.     

Political Theory,Critical Theory,and the Place of the Frankfurt School

Abstract

This paper explores the paradox of the Frankfurt School's Critical Theory where the notion of "critical theory" became identified with aesthetics and asks whether the disappearance of the political dimension of critical theory was necessary. This disappearance of the political also presents some uncomfortable affinities between it and postmodernism. But in the more sober world after 1989, post-communism poses more relevant questions than post-modernism for an assessment of the history of the Frankfurt School. The political project of the old Frankfurt School has to be revivified - or at least given a decent burial.     

The Hyper-Hermeneutic Gesture of a Subtle Revolution

Abstract

I argue that Shakespeare's Timon of Athens exemplifies the concept of mourning play that Walter Benjamin had in mind when he wrote The Origin of German Tragic Drama. While others have interpreted the play in various ways, no one has attempted to understand Timon in a Benjaminesque manner that seeks to show the emergence of baroque tragedy as a new aesthetic form at odds with, and liberated from, classical tragedy's mythical foundation and instead premised on historical time and progress. In my discussion, I question the view that Timon possesses inheritable or transmissible human social bonds that can be the subject of annihilation as is the case in Shakespeare's other tragedies. Rather, Benjamin sees in allegory, as illustrated by Timon of Athens, the social condition of modernity replete with suffering, chaos, and violence, but devoid of real human bonds; indeed, it is without human meaning.     

加快县级党校发展之我见

2011年全国县级党校工作座谈会结束后,县级党校的发展迎来了新的历史机遇,如何做到与时俱进,把握时代脉搏,具有前瞻性和开放性,加快发展成了当前面临的首要任务。文章结合实际,对县级党校的发展提出了建议与对策。     

Race and Public Deliberation

Although deliberation has a central place in democratic theory, scholars know little about how it actually works. Most deliberative theorists emphasize the many good consequences of deliberation. By contrast, Mansbridge suggests that deliberation in certain circumstances may exacerbate conflict. Scholarship on racial politics suggests that each hypothesis is complicated by implicitly racial language. Using a quasi-experiment, we contrast the rhetoric in two town meetings about school desegregation: a segregated meeting with homogeneous interests, in which segregated Whites unanimously argued against desegregation, and an integrated meeting with heterogeneous interests, in which segregated Whites argued against integrated Whites, Hispanics, and African Americans. We find that (a) deliberation at the segregated meeting maintained consensus among segregated Whites; (b) these citizens used coded rhetoric that appeared universal, well-reasoned, and focused on the common good, but in fact advanced their group interest; (c) deliberation at the integrated meeting maintained the conflict between segregated Whites and others; and (d) there, rhetoric that seemed universal to segregated Whites was decoded by the integrated audience as racist and group interested. We highlight the problem posed by the contested meaning of language and suggest ways to make deliberation more effective.     

Monitoring School Violence

Abstract

National monitoring of school violence is essential for needs assessments, policymaking, and evaluation at the national level. As informative and important as national monitoring is, the data generated at the national level is often not useful at the district or school site levels. There is therefore a need for a feasible method of monitoring school violence on the district and school level; furthermore, we need to find ways to effectively apply national-level information to schools and school districts. over time should be the foundation for the design, implementation, and evaluation of interventions in this area. In this article, we propose an expanded concept of monitoring that links comparable data on school violence at the grade, school site, district, and national levels. The paper presents our conceptual framework and methodology and illustrates its implementation in a district in Israel. We present examples of reports generated to monitor school violence for the district as a whole and for each of the school sites. Finally, we conclude that this is a feasible and useful model that social services could adopt to monitor practice in many other areas.     

卞崇道与京都学派哲学研究

京都学派哲学研究是卞崇道哲学研究的一个重要领域,围绕京都学派哲学的定位与评价、京都学派研究的基本特征、京都学派哲学的现代意义等一系列问题,论文通过梳理卞崇道教授针对该学派的学术研究,阐述了其始终致力探讨的“树立他者意识,站在他者立场,客观地认识、研究日本思想文化”的方法论,并高度评价了卞崇道站在“东亚”乃至“全球”的视域来认识日本与中国的思想文化,构建起21世纪的东亚哲学的远大目标。     

The relationship between law and morality

Law and morality can be considered as two competing groups among varied and sophisticated social phenomena. Both law and morality serve as norms of human behavior and fall in the category of values for maintaining social welfare. The study was based mainly on a review of the relevant literature and the compiling of available information on law and morality. This paper argues that law and morality are closely related yet distinct.