School Suspensions and Adverse Experiences in Adulthood

The “school-to-prison pipeline” and the negative effects of suspensions, expulsions and school arrests have received increasing national attention recently. Researchers have documented some of the potential harms of these exclusionary school discipline practices for students, including academic difficulties, increased misconduct, and future justice system contact. However, these investigations have been somewhat limited in scope, as they tend to focus only on students’ academic outcomes and juvenile justice system involvement. In this paper we seek to expand upon prior studies by considering how school suspensions may affect youth in peripheral and long-lasting ways. Using data from the National Longitudinal Survey of Adolescent to Adult Health, we analyze whether being suspended from school relates to the likelihood of students experiencing a number of adverse events and outcomes when they are adults. We find that being suspended increases the likelihood that a student will experience criminal victimization, criminal involvement, and incarceration years later, as adults.     

法家治国方略与秦朝速亡关系的再考察

法家治国方略导致秦朝速亡的通说存在诸多疑问。法家法、势、术相结合的治国方略是以顺应时势、合乎人心的法为基础,以维护和强化君主专制的势为目标,势和术的运用必须建立在法的基础之上,而法和术相结合共同增强势即维护和强化君主专制。秦朝速亡的根本原因是最高统治者对法家治国方略的理解与运用发生严重偏差,从而导致重大政策失误,法、势、术尽失而致灭亡。     

我国高级技工学校的建立及经验启示

高级技工的数量和质量对经济发展具有重要意义.我国高级技工学制培养探索始于20世纪80年代中期,90年代初高级技工学校正式建立.目前学界对这段历史尚缺乏系统研究.本研究通过资料分析,较为完整地展示了该阶段的历史面貌,以揭示其意义和经验.本研究认为:高级技工学制培养有其历史必然性,并经历了周密严谨的试点过程;高级技工学校试...     

Tangles,tears and messy conversations: using a media discussion group to explore notions of strong women

In this article, we discuss the experiences of six female secondary-school students participating in a media group that encouraged critical discussion and analysis of gender, particularly with respect to notions of strong women in popular media texts. Throughout the study, the participants viewed various forms of media and critically discussed gender representations. We describe the ways that we encouraged critical discussion that prompted the participants to challenge dominant perspectives and develop personal positions regarding gendered representations in popular media. Many discussions were convoluted and often contradictory. Throughout these debates, however, moments emerged in which participants identified complexities associated with gendered representations of strong women as related to privilege, beauty ideals and autonomy. We identify these moments as messy yet critical, requiring the researchers to challenge participants’ postfeminist notions of strong women. We emphasize the importance of ongoing dialogue and the potential of media for encouraging discussion.     

简论日本战后民族主义文学

日本战后的民族主义文学表现在对侵略战争的认知态度、对日本战败的屈辱感受和右翼民族主义的复兴。日本“战后派”的作品很少反省日本发动侵略战争的责任,相反还存在有意无意弱化甚至掩盖战争“侵略本质”的倾向。以林房雄为代表的右翼作家变本加厉,民族主义思想走向极端化和系统化。随着20世纪60、70年代的经济恢复和高速发展,日本当代文坛“集体失忆”,将目光转向个人内心的不安和日常生活,形成“反抗战后”的文学潮流。20世纪80年代以来,以石原慎太郎为代表的极右作家,强调民族精神,美化侵略战争,谋求世界霸权。战后日本文学民族主义的根底是日本民族优越论。     

Further Evidence of an Engagement–Achievement Paradox Among U.S. High School Students

Achievement, engagement, and students’ quality of experience were compared by racial and ethnic group in a sample of students (N = 586) drawn from 13 high schools with diverse ethnic and socioeconomic student populations. Using the Experience Sampling Method (ESM), 3,529 samples of classroom experiences were analyzed along with self-reported grades. Similarities and differences in achievement, engagement, and quality of experience among white, black, Latino, and Asian students were examined. The most marked differences found were between black and white students. Consistent with several previous studies, an engagement–achievement paradox was found in which black students reported higher engagement, intrinsic motivation, and affect in classrooms, but lower GPA relative to white students. A similar engagement–achievement paradox was found for students from low SES communities compared to those from high SES communities. Analyses also revealed racial and ethnic differences in the relationship of engagement with on-task behavior and contextual factors. Being on-task when in classrooms had a more positive effect on the engagement of black students relative to white students. The contextual effect of being in school versus home or in public on engagement was also more positive for black students than white students. Contextual factors and measurement issues are emphasized in the interpretation of findings and suggestions for future research.

Trajectories of Anxiety During Elementary-school Years and the Prediction of High School Noncompletion

Previous research has provided mixed results regarding the effect of anxiety on academic achievement. Building on this body of research, the present longitudinal study pursued two goals. The first goal was to describe trajectories of anxiety during elementary-school years. The second goal was to determine the predictive value of these trajectories on high school noncompletion after controlling for personal (i.e., gender, classroom behaviors, and academic achievement) and familial (i.e., sociofamilial adversity) characteristics. A community sample of 1,817 children (887 boys, 930 girls) participated in this study. Results showed that anxiety tended to fluctuate from kindergarten to Grade 6 for different groups of children. Furthermore, the result of a logistic regression analysis indicated that group membership for anxiety predicted high school noncompletion by age 20. As a whole, these findings suggest that considering heterogeneous developmental patterns of anxiety during elementary-school years appears quite useful for predicting an important outcome such as high school noncompletion.

风险自负原则在我国学校体育伤害中的合理适用

作为一项重要的减免责事由,风险自负原则更适应体育活动的特点,适合解决体育运动伤害归责问题。当前,我国学校体育伤害面临着过失认定不明、责任划分不清、公平原则过度适用等问题,以风险自负解决学校体育纠纷,具有特别意义。在学校体育伤害中正确适用风险自负原则,需分清固有风险的范围,明确各方责任,采用以客观标准为准则、辅之主观标准的过失认定方法,并将公平责任类型化,进而平衡学校、家长、学生三方的权益。     

构建我国高校阳光体育运动激励约束机制的反思

运用文献资料法、综合分析和实证研究等方法考察阳光体育运动现状有利于推广这一项目。从教育部、国家体育总局、共青团启动阳光体育运动以来的情况分析,成效显著之下也存在认识不清和动力不足等的问题,主要原因在于缺乏激励约束机制。在高校学生体质健康状况持续下降的趋势下,有必要尽快建立相应激励约束机制,以形成各种主体参与阳光体育运动工程,增强学生体育锻炼的内驱力的良好局面。