论朱德对创建中央革命根据地的重大贡献

朱德作为无产阶级革命家和军事家为中央革命根据地的创建做出了卓越贡献。他带领南昌起义余部实现朱毛会师,为中央革命根据地的创建提供了军事力量支撑;他克服了与毛泽东在根据地建设和建军原则上的分歧,为人民军队的发展和中央革命根据地的创建提供了军事、政治、思想保证;他同毛泽东一起探索总结了井冈山根据地的建设经验,共同直接创建了中央革命根据地;他始终维护了毛泽东对根据地和红军的正确领导,为中央革命根据地的巩固和发展提供了组织保障。     

INTEGRATING MARKET ALTERNATIVES INTO THE ECONOMIC THEORY OF OPTIMAL DETERRENCE

Leading economic models of crime assume that potential criminals achieve their ends by criminal means or not at all. We develop a framework in which potential criminals can also attain their objectives through voluntary trade. Our framework helps explain several features of the legal system that have proven to be problematic for the canonical approach: why optimal sanctions should be increasing in an individual's criminal history, and why necessity may be a partial defense in some situations. Finally, the inclusion of a voluntary trade option makes the maximization of a utilitarian welfare function identical to minimizing the costs of crime, implying that a long‐standing controversy in the literature is, in part, an artifact of the assumption that criminals face a binary choice set. (JEL K42, D60, H00)     

The Home and the ‘Hood: Associations Between Housing and Neighborhood Contexts and Adolescent Functioning

Adolescents from low‐income families face various opportunities and constraints as they develop, with possible ramifications for their well‐being. Two contexts of particular importance are the home and the neighborhood. Using adolescent data from the first two waves of the Three‐City Study (N = 1,169), this study explored associations among housing problems and neighborhood disorder with adolescents' socioemotional problems, and how these associations varied by parental monitoring and gender. Results of hierarchical linear models suggest that poor‐quality housing was most predictive of the functioning of girls and of adolescents with restrictive curfews, whereas neighborhood disorder was a stronger predictor for boys. Implications for future research on associations between housing and neighborhood contexts and adolescent development are discussed.     

Internationalising colleges of education through the dialectic of the global and the local? A perspective and possible pathways from the American South

Most schooling disproportionately emphasises national affairs at the expense of more global and local phenomena. Students’ resulting nation bias can be resituated both internationally and more locally by integrating internationalisation policies with place-based education approaches, which help to illuminate these different levels and, particularly, the extensive and complex interconnections between them. This task is particularly critical for colleges of education, where higher education internationalisation policies have the greatest potential to expand the perspectives of public school students. This article uses three cases drawn from the authors’ teaching and local service initiatives to illustrate the educational potential for future teachers and school administrators of working to broaden students’ perspectives through a ‘dialectic of the global and the local’.     

Ascertaining the wishes and feelings of young children: social workers' perspectives on skills and training

The research was undertaken in the context of the ongoing debate about child care social work training and children's participation. Its aim was to explore the views of qualified child care social workers about their skills in eliciting the wishes and feelings of younger children and the relevance of social work training for this task. Questionnaires, focusing on their skills and training, were completed by 70 UK child care practitioners from the Children and Families Court Advisory and Support Service, voluntary agencies and local authorities. On average, practitioners felt able to ascertain the feelings and wishes of children as young as 4 years old. Nevertheless, at qualifying level, only 30% had training in communicating with young children, 16% in ascertaining children's feelings and wishes, and 66% in child development. Many had subsequently relied on in‐service training and their own initiatives to acquire further skills and understanding. In conclusion, most participants were experienced practitioners working in supportive organizations and had developed considerable communication skills. However, concerns remain because they identified deficits in child care social work qualifying and post‐qualifying training. Consequently, more effective training at all levels is required if social workers are to engage younger children successfully and facilitate their participation.     

Risk Factors for Alcohol Use in the United States, 1947–2005

ABSTRACT

National public opinion polls that were conducted from 1947 to 2005 found that Americans' reported alcohol consumption remained fairly constant. Although alcohol use has remained consistent, the findings reveal that consumption levels vary by age, gender, race, ethnicity, and socioeconomic status. The results also show an increase in the number of reported problems within families that are due to excessive alcohol consumption. This article examines the differences in alcohol consumption levels related to these various demographic factors and explores the impact of alcohol use among families and implications for social work practice.     

Ethnocentrism and History Textbooks: Representation of the Irish Famine 1845-49 in history textbooks in English secondary schools

This case study examines how a topic of Irish history, the Irish Famine 1845-49, is represented over time in history textbooks used in English secondary schools and whether and to what extent ethnocentrism is inherent in this presentation. The concept of ethnocentrism is used as a framework for interpreting the presentation of the topic. A strategy of content analysis of samples of history textbooks from the 1920s, 1970s, 1980s and 1990s to the present is used. The conclusion drawn from the analysis is that the history of the Irish Famine is marginalised in the overall sample and that the textbooks contain examples of both direct and indirect ethnocentrism. The conclusion also highlights the importance of maintaining an intercultural approach when designing school curricula and of providing alternative accounts of history to that of the dominant culture.