贯彻四中全会精神加强党校党性修养教育

党性教育、党性锻炼和党性养成是建设学习型政党的内在要求。党性教育是党校的必修课，贯穿于党校教育的全过程，体现在党性教育的各方面。深化党校教学改革，注重马克恩主义理论教育，完善和创新教学方法，瞄准理论前沿和理实热点，着力构建从“讲题设置、教学组织、管理、成绩考核乃至教学方式”一整套科学的培养体系，统筹理论武装和党性锻炼，突出能力的提升，是党校系统开展党性教育的重要经验。     

Students' Fear After Columbine: Findings from a Randomized Experiment

On April 20, 1999, the most deadly act of school violence in the United States occurred at Columbine High School. Public perceptions and media accounts suggested that fear of victimization at school greatly increased after Columbine. The actual response is unknown. The 1999 School Crime Supplement to the National Crime Victimization Survey provides a unique opportunity to study Columbine's effect on students' fear. Experimental conditions were approximated by the NCVS sampling design that randomly allocated the 12- to 18-year-old student-respondents to pre- and post-April 20 groups. Contrary to expectations, students were only slightly more fearful after Columbine. An initial explanation for this finding is explored. As little is known about fear following highly publicized incidents of extreme violence such as Columbine and the terrorist attacks of September 11, 2001, this research provides an essential foundation for further study and theoretical development in this largely-ignored area of fear.     

论美国的不定期刑制度

作为一项刑罚制度,不定期刑制度在新派刑法观的理论根基上建立起来,在美国特色的刑法价值取向和司法环境中壮大并引领起一场西方不定期刑的运动热潮,之后却在不足百年的时间内又由美国率先开始废止,继而掀起了"确定刑运动".在我国加快进行法制改革探索之时,有必要对不定期刑制度在美国的兴衰历程进行一番剖析,并从这一看似理论与实践的覆辙重蹈现象中获得启示.     

民办学校财产权之法律问题研究

民办学校的财产权是民办学校生存和发展的基础,然而现行法律法规对民办学校财产权关系的界定并不清晰,这已在现实生活中产生了诸多消极后果,影响到民办教育持续、健康的发展。因此,从法律上理清民办学校的财产权关系,并进行财产权制度的重构,就成为促进民办教育事业发展的当务之急。     

浅析董其昌的"南北宗论"

要对“南北宗论”做出正确的评价,首先应该对其产生的理论基础、思想内容等进行客观全面的认识。唯有如此,我们才能正确把握“南北宗论”发展的脉络,从而给“南北宗论”一个较为客观而真实的历史定位。     

天水绘画艺术界“雕漆派”的形成与发展

本文总结了天水绘画艺术发展中的一种有趣现象,肯定了"雕漆派"的艺术成就,探讨了形成发展的相关问题.     

业余党校的办学经验

为了加强对优秀团员青年的政治思想教育,创办业余党校是一个很有效的形式和载体,本文就业余党校的办学工作进行总结,并提出狠抓"五个落实",处理好"三对关系",注重实效的办学经验,以供同行参考.     

Perceived Social Support and Well Being in School; The Role of Students’ Ethnicity

This paper reports on the relationship between early adolescents’ evaluation of the availability of instructional and social support from parents, teachers, and peers and their well-being. The main questions are whether indigenous and immigrant youngsters differ in their evaluation of the availability of support and whether the relationship varies by group. Participants in the study were 245 Dutch and 172 Turkish/Moroccan 10- to 13-year olds with a lower class background. Both Dutch and immigrant youngsters clearly distinguish between the various agents of support. Dutch youngsters report more instructional support from their parents than from their teacher, whereas immigrant youngsters report more instructional support from their teacher. Both for Dutch and immigrant students, parents were seen as the primary providers of emotional support. Reported well-being in the classroom was related to available teacher support and to the frequency of occurrence of learning-related problems.Paul Vedder is an associate professor trained in developmental psychology. He received his PhD in 1985 from Groningen University, in the Netherlands. His main research interest is with self regulated learning, social competence, cooperative learning, and interethnic relationshipsMonique Boekaerts is a full professor trained as an educational psychologist. She received her PhD in 1978 from Tilburg University in the Netherlands. Her field of expertise is self regulated learning, motivation and emotions.Gerard Seegers is an assistant professor working in the field of self regulated learning, mathematics and ICT. He received his PhD in 1985 from Nijmegen University in the Netherlands. All authors are working at the Center for the Study of Education and Instruction at Leiden University in the Netherlands.     

The Impact of School Mental Health Services on Out-of-School Suspension Rates

The current study investigated whether the presence of school-based mental health clinicians in an urban school district was associated with reduced out-of-school suspension rates. Forty one elementary schools with expanded school mental health (ESMH) programs were compared to 41 schools without ESMH programs. Correlational analyses revealed associations between suspension outcomes and several school-level demographic variables including school attendance rate, percent of students in poverty, and percent of nonwhite students in the school. After controlling for these variables, however, results of stepwise linear regressions demonstrated no significant differences between ESMH and non-ESMH schools on suspension outcomes. Results of the current study suggest that the presence of ESMH clinicians will not necessarily impact suspension rates in an elementary school. Targeted and well-implemented approaches to address behaviors that lead to suspension, or school- and system-level policies to provide alternatives to suspensions, will likely be a better route to achieving this outcome.     

关于"三好学生"评比表彰工作的思考

自20世纪50年代前期以来,不同时期"三好学生"评比表彰工作中都出现了不同的倾向性问题.新时期党和国家始终坚持正确的教育方针,国家教育领导部门为贯彻教育方针而加强了对学生评比表彰工作的领导,不断纠正偏向,学生评比表彰工作的形式在实践中得到了一定的发展完善.