论冷战期间美国的大战略体系

大战略是一战后西方军事理论界提出的新概念,二战后广为流行,并成为国家决策的重要内容。冷战期间,美国政府为了对抗、削弱并击溃苏联东欧集团,铲除所谓共产主义威胁,赢得冷战的胜利,制订并实施了以遏制战略为核心的大战略,形成了一个金字塔般的战略体系。在这个战略体系中,位于顶端的是遏制战略;其下是政治战略、经济战略、军事战略、文化战略等各领域的分类战略;这些分类战略的子战略或曰具体战略,诸如威慑战略、贸易管制战略、和平演变战略、大规模报复战略、灵活反应战略、现实威慑战略等,则为第三层次的战略。遏制战略以各分类战略及其子战略为依托,统领着众多分类战略和子战略;各分类战略和子战略则依据遏制大战略制订并以遏制大战略的目标为最终目标。该大战略体系在促使苏东裂变、结束冷战中发挥了重要作用。     

To stand in line and fit in—About military men's (un)reflected navigation in the armed forces

The purpose of the study is to investigate how the everyday experience of being a man in a male-dominated organization and what navigating the organization is like. The study builds on 15 interviews with men of various ages and ranks in the Swedish Armed Forces. The findings revealed three major themes that illustrate how men, and their actions, contribute to producing and re-producing gendered norms. First, the ideal military person is seen to have characteristics that are predominantly male and even though respondents only identify with these characteristics to some extent, the typical male ideal is still prevalent within the Armed Forces. Second, this image is reproduced by an uncritical stance towards the internal workings of the organization, relating to career paths and their reliance of traditional gendered roles. Third, the Armed Forces encounter resistance to gender equality work from within the military organization, in both action and inactions. We suggest this is due to a resistance to change and that work with gender equality is minimized to a shadow task that lacks committed men. We conclude that men's reality seems both obvious and unreflected, and these structures are upheld within the Armed Forces.     

构建和谐班级的艺术与方法

班级是一个特殊的社会,学生是班级社会的主人,实施民主管理、培养协作精神、加强情感交流、培育竞争意识、推行多元评价是实施班级人性化管理的重要手段,能够更好地培养学生的自我约束,自我教育、自我管理的能力,督促其自我发展、自我完善,调动全体学生的积极性和主动性,培养和提高学生的自理自立和自我教育能力,促进班级的和谐和可持续发展。     

Queering Counselor Education: Situational Analysis of LGBTQ+ Competent Faculty

Research demonstrates counselor educators often lack skills and knowledge to train counselors to become lesbian, gay, bisexual, transgender, queer and other sexualities and gender identities (LGBTQ+) competent. This study explores the process of educators integrating LGBTQ+ competencies into their professional work. Using grounded theory and situational analysis methodologies, in-depth interviews with seven LGBTQ+ competent counselor educators were conducted and analyzed. Findings suggest educators infuse personal passion for LGBTQ+ topics into their professional work, experienced discrimination and resistance across multiple domains, infuse advocacy into their work, and have a similar definition of LGBTQ+ competent counseling. Various techniques are presented to help educators infuse LGBTQ+ competency in the classroom.     

宋代閤职的内外演变与磨勘叙迁探析

宋代共设有三等閤职,最初供职于閤门,后閤职官员出外任职情况变得普遍,直接推动了外任武官兼带閤职制度的发展,此后閤职作为武官兼带的一种职名,成为奖励军功以及控制武官的一种有效手段。而閤职制度的发展也使閤职作为武臣清选的地位逐渐确立,表现之一就是在磨勘叙迁上较一般武官而言具有一定的优越性。同时,内外不同的閤职在磨勘制度上也有一定的差异,这些差异的产生也加深了閤职作为武臣清选的内涵。     

A novel approach for evaluating programs designed to serve military veterans: Using an adapted common components analysis

Evaluators are challenged to keep pace with the vast array of Veteran support programs operating in the United States, resulting in a situation in which many programs lack any evidence of impact. Due to this lack of evidence, there is no efficient way to suggest which programs are most effective in helping Veterans in need of support. One potential solution to this dilemma is to reconceptualize program evaluation, by moving away from evaluating programs individually to evaluating what is common across programs. The Common Components Analysis (CCA) is one such technique that aggregates findings from programs that have undergone rigorous evaluation at the level of program components (e.g., content, process, barrier reduction). Given that many Veteran programs lack outcome evidence from rigorous studies, an adaptation to CCA is needed. This report examines cross-sectional data from a pilot study using an adapted CCA across five domains of well-being (i.e., employment, education, legal/financial/housing, mental/physical health, and social/personal relationships). The purpose of this preliminary study is to determine the feasibility of eliciting program nominations and program components from Veterans via an online survey. When coupled with a longitudinal research design, this adaptation to CCA will allow for stronger causal claims about the expected impact of different program components within and across a variety of domains.     

School Counselors Supporting African Immigrant Students' Career Development: A Case Study

School counselors play a critical role in preparing adolescent immigrant students to be college and career ready by attending to the complex variables that promote and inhibit career development. This article provides an illustrative case study of a Somali immigrant student's educational journey to highlight the academic and familial challenges that she encountered while attending U.S. schools. Through this case study, the authors discuss the issues immigrant high school students experience and present culturally responsive practices that school counselors can use to address career development. These culturally responsive practices include developing a strong knowledge of students’ backgrounds and cultures, designing small group interventions that are timely and sensitive to immigrant students’ needs, and strengthening school–family partnerships.     

“Homosexualization” revisited: an audience-focused theorization of wartime male sexual violence

This paper builds upon and challenges existing literature regarding the causes of wartime male sexual violence (particularly Sivakumaran’s concept of “homosexualization”). The author argues that norms about sexuality and the intended audience of violence motivate male sexual violence in three ways. First, perpetrators choose to express power over the individual victim through the weaponization of masculinity, bodily integrity and/or sexual identity. Second, sexual violence can be used to reaffirm group belonging and hetero-masculinity among perpetrators. Third, sexual violence sends a message to a larger community or nation regarding supremacy and power hierarchies. Two examples (Abu Ghraib and Nazi concentration camps) are presented to illustrate the framework’s concepts.     

Risk Factors for Clinically Significant Intimate Partner Violence Among Active‐Duty Members

Hypothesized risk factors for men's and women's clinically significant intimate partner violence (CS‐IPV) from four ecological levels (i.e., individual, family, workplace, community) were tested in a representative sample of active‐duty U.S. Air Force members (N = 42,744). When considered together, we expected only individual and family factors to account for unique variance in CS‐IPV perpetration. Hypothesized factors from all four ecological levels were related to men's CS‐IPV perpetration bivariately, but, as expected, only individual and family factors accounted for unique variance across ecological levels. For women, only risk factors from the individual and family levels were significantly related to CS‐IPV perpetration even bivariately. Results imply somewhat different risk profiles across gender and identify ecological risk factors of men's CS‐IPV not previously studied.     

Developing a Rubric for Supervision of Students Counseling LGBTQ Clients

More than 100 pieces of anti-lesbian, gay, bisexual, transgender (LGBT) legislation are active in 2018. In this current political climate of “conscience clause” legislation, counselor educators and supervisors are poised to adopt more holistic practices in assessing and evaluating student and supervisee readiness to work with LGBT queer (Q) clients. The purpose of this article is to present a dispositional framework for assessment and evaluation and introduce the flexibility, integrity, awareness, stability, compassion, and openness (FIASCO) rubric of professional counseling dispositions. Two court cases, Keeton v. Anderson-Wiley and Ward v. Wilbanks, are used as case examples for applying the FIASCO rubric to situations involving LGBTQ clients.