Offending behaviour in care: is children's residential care a ‘criminogenic’ environment?

This paper focuses on offending behaviour and children in residential care. The paper considers whether children's residential care is a ‘criminogenic’ environment, i.e. whether this type of care environment helps to provide the conditions that produce crime or criminality. The paper draws on the findings from recently completed research on 10 children's homes in a large county local authority in England. This paper focuses on the patterns shown in trend data collected on problematic and offending data across these homes over a 7‐year period (2001–2007) and a 1‐year cohort study of 46 young people. Interviews with care staff and young people are used to contextualize these patterns. The data provide evidence of an environment where conflict and offending behaviour are common. It is argued that the residential care environment, particularly for older teenagers, often presents a set of risks that tend to reinforce offending behaviour and that this is in part due to its ‘last resort’ status.     

Space–time correlation analysis: a comparative study

Space–time correlation modelling is one of the crucial steps of traditional structural analysis, since space–time models are used for prediction purposes. A comparative study among some classes of space–time covariance functions is proposed. The relevance of choosing a suitable model by taking into account the characteristic behaviour of the models is proved by using a space–time data set of ozone daily averages and the flexibility of the product-sum model is also highlighted through simulated data sets.     

环境行政权初探

正确行使环境行政权,应当做到:(1)规范环境行政权法主体;(2)符合法定的职责权限;(3)证据确凿,定性准确;(4)适用法律要准确适当;(5)符合规定程序;(6)严格执法,依法行政。     

土族禁忌文化浅析

文章从土族禁忌的表现形式、传承因素以及禁忌的规范功能等三个方面，就土族禁忌文化作了初步探讨。认为长期以来，土族丰富的禁忌文化在调整人与自然、社会以及各成员之间的关系中发挥了重要的作用。     

泛函微分方程稳定性理论中的扰动Liapunov泛函

文章提出扰动Liapunov泛函的概念,借助于这种泛函研究泛函微分方程的稳定性,得到了渐近性,渐近稳定性和一致渐近稳定性的简便且广泛的判别定理。     

Identifying the Extent of Challenging Behaviour in Adult Learning Disability Services

Correspondence to Carol Hayden, ICJS, St. George’s Building, 141 High Street, Portsmouth PO1 2HY, UK. E-mail: carol.hayden{at}port.ac.uk Summary This article presents one part of the findings of an ongoingstudy that set out to investigate and explain the extent ofchallenging behaviour in twenty-one social service run day andresidential services in one large county authority in England.This part of the study reports on staff perceptions of problematicbehaviour from service users. It uses staff reports of levelsof problematic behaviour as indicative of potentially challengingbehaviour. The study uses an adapted version of an establishedinstrument, the BPI (Behaviour Problems Inventory), as a surveytool completed by staff for all service users in a one-monthperiod (January 2000). The findings of this exercise are basedon 1,390 service users, near to a census at the time of thesurvey. The study shows ‘non-compliance’ to be themost problematic and prevalent behaviour from the point of viewof staff. Overall the research illustrates a split between themajority of service users who present staff with problematicbehaviour in a relatively minor to moderate way and a smallgroup of individuals (less than 2 per cent) who present muchmore extreme behaviour. Brief reference is made to other datacollected in the study when it helps in the interpretation ofthe behaviour patterns identified by the BPI.     

学生公寓“新居民”的消费、情感、行为新形象

新型的大学生公寓"新居民"的消费、情感、行为新形象迎面走来,栩栩动人,那新鲜的气息令人鼓舞,一些浮躁的异味则急需引导疏出.     

我国实施“走出去”战略的若干问题研究

利用有关企业贸易扩张与空间行为关系的理论,结合我国改革开放以来出口贸易规模变化的情况,对我国企业"走出去"的国内外背景进行了论述;对我国实施走出去的产业和区位做了定量分析;对我国实施"走出去"战略存在的问题进行了分析并提出对策.     

有限马尔可夫鏈的計算机分解算法

本文提供一种分解马尔可夫矩阵P的算法,也就是我们能够确定矩阵P中有多少个链,每一个链各由哪些状态组成,哪些链是周期性链,这是将马尔可夫链理论应用到实际问题时的一个必要条件.文中给出二个分解实例(作者在计算机上得到的).     

Student Perception As Moderator For Student Wellbeing

Student motivation as well as student perception of interpersonal teacher behaviour are linked to the sense of wellbeing at student level. However, while most of the variance in the measurement of student wellbeing was situated at student level, eleven percent of variance was found at classroom level. In this article we focus on this variance at classroom level and the moderating role that student perception of interpersonal teacher behaviour has. From an interpersonal perspective on teaching, the relationship between teacher wellbeing, perceptions of interpersonal teacher behaviour, and student wellbeing is examined. Grade 9 students of technical and vocational training schools are participating in this study. In the analyses a distinction is made between teaching academic subjects and teaching vocational subjects. There appears to be a direct link between the wellbeing of the teachers of academic subjects and the wellbeing of their students. Students who perceive their academic teacher as leading, helpful and friendly score higher on wellbeing, while wellbeing decreases when an academic teacher is perceived as strict and admonishing.The relationship between the teacher of vocational subjects who typifies himself as strict and admonishing, and the wellbeing of his students, is moderated by student perceptions of teacher interpersonal behaviour. A direct relationship between the wellbeing of the vocational teacher and the wellbeing of students is not found. Only when the vocational teacher's wellbeing is high and student perceptions of uncertain or dissatisfied interpersonal teacher behaviour is low, does student wellbeing increase. We conclude that for vocational subjects, student perceptions of interpersonal teacher behaviour are crucial moderators. Finally, students who are highly motivated to learn practical subjects, have a higher score on student wellbeing. By contrast, the fact that education is inherently obligatory has a negative influence on student wellbeing.