居住流动性与消费：基于调节定向理论的阐释

居住流动性是指人们改变居住地(即搬家)的频率。作为关键的社会生态因素之一,其会对个体的认知、情绪以及行为产生重要影响。已有学者从健康福祉、社会关系以及教育结果等方面对居住流动性的后因结果进行了综述。居住流动性对消费者心理和行为也会产生重要影响,但目前未发现有综述研究对居住流动性引发的消费者行为反应进行总结,也未见研究从理论层面对这一影响机制进行归纳解释。在梳理居住流动性导致的消费者心理与行为反应的研究之后,借用调节定向理论对相关研究结论进行了归类论述,指出居住流动性会导致消费者分别采取促进型反应策略或预防型反应策略。进一步地,提出居住流动的自主性(主动vs.被动)以及方向性(向上vs.向下)能够解释经历居住流动的消费者何时会选择促进型策略或预防型策略。最后,针对所搭建的居住流动性促进和预防策略框架,提出几个潜在的研究议题,以供学者进一步探究讨论。     

高校学生管理中人本管理伦理探论

在高校学生管理中,贯彻以人为本的思想,进行人本管理,就是要把以学生为中心、为学生服务作为高校学生管理的出发点和归宿点,通过教学、管理、服务诸环节,真正做到以人为本,教书育人,为社会主义现代化建设培养高素质的人才。高校学生管理的模式及其质量关系到高等学校教育的社会功能和道德价值的发挥。因此坚持人本原则,贯彻科学发展观,搞好学生管理是高校学生管理者的重要职责。     

Public and private schoolteachers' differences in terms of job attitudes in Albania

In the present study, the attitudinal differences between public and private schoolteachers in Albania were investigated. Since the type of the organization varies, one would expect different climates for the emergence of job attitudes--mainly job satisfaction, job involvement, and organizational commitment, the most frequently studied job attitudes in the industrial and organizational psychology literature. It was hypothesized that the private schoolteachers would be more satisfied than public schoolteachers, especially due to high levels of payment and other desirable conditions. However, the public schoolteachers will be more involved than the private schoolteachers since they have to justify their continued work under the undesirable conditions. The commitment level of the private schoolteachers will be higher than the public schoolteachers since there is usually high correlation between job satisfaction and organizational commitment. Data were gathered from a total of 429 teachers working in public (n = 254) and private (n = 175) schools in Albania, in high and middle schools. The data were analyzed using multivariate analysis of covariance with age as a covariate. The results indicated that the private schoolteachers were more satisfied, as expected, revealed a weaker job involvement and were more committed to their school than their colleagues in the public sector. The results were found to be in line with previous studies conducted in the west. However, this study is believed to have a potential contribution to the literature in general, and to the Albanian local literature in particular. To the knowledge of the authors, there has been no similar study in Albania. Discussion is provided along with the limitations of the study and suggestions for future research.     

中职学校学生校园暴力犯罪成因分析与预防

本文试图从个人人格、家庭、学校、社会方面探讨中职学校学生校园暴力犯罪的成因,并提出了相应的预防措施。     

Is There an Ethics of Diabolical Evil? Sex Scandals, Family Romance, and Love in the School & Academy

This essay attempts to examine the difficult question of sex scandals both in public school settings and in the academy. It raises issues over the way authority in the classroom is unequally exercised by both male and female teachers in terms of power and seduction. However, the Law remains explicit when it comes to judging who is at fault within a-student relationship that collapses into the bedroom. The ethics that surround such sexual affairs is raised through the psychoanalytic and philosophical writings of Jacques Lacan. The essay ends by offering a surprised perspective over the question whether an ethics of diabolical evil is possible, given that such affairs are differentiated as post-Oedipal relationships where age differentiations have become blurred.     

What Is Islam? The Importance of Being Islamic in Christian Theological Schools

This article argues for reconceptualizing islām as ‘wholeness making, peacemaking, well-being making, and safety making’ in the institutional setting of theological schools. A small number of Protestant seminaries have hired Muslim faculty and introduced Islamic studies programmes, thereby allowing for approaches to the study of Islam that focus on theology, professional practice and the lived experience of religion. Using the lens of translation studies, this article analyses the semantic and functional equivalence of this fourfold meaning in the Arabic source language and context, as well as the English target language and context, focusing on Emmanuel College of Victoria University in the University of Toronto as an example. The article demonstrates how this translation is linguistically more accurate than ‘submission’ and other conceptualizations and contextually better suited to meeting the theological and professional needs of students who venture into the workplace. Furthermore, the article shows how this fourfold translation serves as an overarching ethos in ethical reasoning, rendering the central theory of the objectives of the law (maqā?id al-sharī?a) functional and pragmatic. At the same time, it provides a foundation for dealing with diversity and difference in interreligious and intercultural settings.     

The socio-ecological psychology of residential mobility

From ancient time, Homo sapiens moved around in search of a better life. Although the development of agriculture and industrialization no longer necessitates frequently moving to find new food sources, people today still change their residences for a variety of reasons. This article highlights key findings from residential mobility, focusing on its implications for the self, social relationships, societies, and well-being. Generally, residential mobility shifts individual attention away from collective attributes toward personal attributes. It also changes people's relationship styles and preferences, leading individuals to favor wider social networks, more open communication, low-commitment groups, and egalitarian helpers. In addition, it increases tolerance for norm violations and moral deviations. Lastly, residential mobility can explain some cross-national and within-nation variations. This article reviews recent psychological research on residential mobility and then discusses limitations, paradoxical findings, and future directions.     

Implementation of the Wolverine Mental Health Program,Part 2: Implementation Phase

To enhance mental health care for youth in a midwestern residential treatment facility, Wolverine Human Services partnered with the Beck Institute (an intermediary) and an implementation research team to implement cognitive-behavioral therapy (CBT). CBT has strong evidence supporting effectiveness for treating youth internalizing and externalizing problems, but it is a complex psychosocial intervention that demands a thoughtful implementation approach. This study outlines the implementation phase (2.5 years) of a 5-year collaborative effort. The implementation phase focused on (a) adapting CBT to fit the complex youth needs and the roles of the multidisciplinary team members resulting in a new comprehensive and coordinated care model, and (b) the strategies utilized to support its competent integration by all team members. Six blended implementation strategies were deployed in this phase: forging implementation teams, installing progress monitoring, adapting CBT, training, providing supervision and consultation, and training the trainers. A components-based approach to CBT yielded six core skills: active listening, problem solving, mood monitoring and intervention mapping, activity scheduling, distress tolerance, and cognitive restructuring. By the end of this phase, all staff had robust exposure to and experience with the adapted form of CBT. The work of our academic–community partnership has both research and clinical implications, with respect to integrating an adapted version of CBT for residential environments (CBT-RE).     

Islamic religious education in Belgian state schools: a post-secular perspective

Abstract

Based on Habermas’ normative theory of religion in post-secular society, this article elaborates on the organisation of Islamic religious education (RE) in state schools. Hereto, a brief sketch of the Habermasian concepts of reflexive religion and complementary learning processes will be given. Subsequently, the author addresses the role of RE in post-secular society and applies these Habermasian concepts to confessional RE, with particular attention to Islamic RE in Belgium, where this subject is included as an optional subject in the state school curriculum since 1975, but where it is also criticised today, in particular with regard to content, teacher-training, textbooks, and inspection. These deficiencies will lead us to one of the main problems of Islamic RE and of confessional RE in general: the absence of state control. Based on Habermas’ ideas, the author concludes that it is up to the state to elucidate under which conditions confessional RE can be part of the regular curriculum, and to facilitate these conditions, by funding and co-organising teacher training, reviewing curricula and textbooks, formulating a ‘core curriculum’ and controlling teachers, for example. If these conditions have not been met, confessional RE should not be a part of the regular curriculum in a liberal state.