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511.
Hispanic Immigration and Black Violence at the Macro‐Level: Examining the Conditioning Effect of Victim Race/Ethnicity
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Much attention has been devoted to the relationship between Hispanic immigration and violent offending at the macro‐level, including how it varies across racial and ethnic groups. Unfortunately, little attention has been paid to the conditioning effect of the race/ethnicity of the victim, or how Hispanic immigration is associated with crime by one racial/ethnic group against members of the same or different groups. Using National Incident‐Based Reporting System offending estimates and American Community Survey data, we examine the association between Hispanic immigration and black intra‐ and intergroup (black‐on‐white and black‐on‐Hispanic) homicide, robbery, and serious index violence in over 350 U.S. communities. We employ advanced imputation methods to address missing data that have constrained much prior research, as well as utilize crime measures adjusted for the likelihood of random contact between groups. Findings suggest that (1) Hispanic immigration has a positive association with black violence on the whole, but that (2) this association is conditioned by the race/ethnicity of the victim. Our results reinforce the importance of distinguishing across offender–victim dyads in research on the immigration–crime nexus, particularly in light of competing theoretical expectations. Directions for future research and policy are discussed. 相似文献
512.
Education for Democratic Citizenship through A Literacy‐based Approach: A Case of South African Township Children
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The study contextualises the position of child citizens in the South African democracy and highlights how education for democratic citizenship is employed through a literacy‐based approach. The qualitative study was exploratory and based on a lesson presented to nine‐year‐old township children by giving them language‐related tasks. Through the children's voices we present the life experiences that expressed their need for basic services, education, extra facilities and security. We argue that children need to experience the benefits of democracy and education for democratic citizenship to build and sustain a resilient democratic society. 相似文献
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514.
John K. Harris 《决策科学》1975,6(1):184-185
This note describes a modification in the conventional case method of instruction. The modification, which deals with the problem caused by each student making a different set of assumptions for a given case, has successfully met the test of classroom use. 相似文献