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Sebastian N. Kunz M.D. Bettina Zinka Ph.D. Sybille Fieseler M.D. Matthias Graw Ph.D. Oliver Peschel Ph.D. 《Journal of forensic sciences》2012,57(6):1591-1594
Abstract: Conducted electrical weapons (CEWs) such as the TASER® M‐ and X‐series deliver short high‐voltage, low‐current energy pulses to temporarily paralyze a person by causing electrical interruption of the body’s normal energy pulses. Despite many scientific publications, which classify the health risks of an appropriate use of the TASER device as minor, there still is a continuous uncertainty about possible side effects with human application. Based on a literature search of the National Library of Medicine’s MEDLINE database’s PubMed system of current publications, the following article describes the mechanisms by which the device operates and discusses possible pathophysiological consequences. The majority of current human literature has not found evidence of clinical relevant pathophysiological effects during and after an exposure of professionally applied CEWs. However, to be able to exclude possible health risks, a medical checkup of people who have been exposed to CEWs is essential. 相似文献
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ABSTRACTThe article examines the extent to, and the conditions under which theoretical approaches from Social Movement Studies, mainly developed based on empirical experiences from the Global North, are appropriate for analysing contentious politics in the South, particularly in sub-Saharan Africa. In order to answer this question, the article discusses whether social movements in Africa differ fundamentally from those in other world regions. Four main approaches from social movement theory are examined: resource mobilisation, political opportunity structures, framing, and collective identity, to find out how suitable they are for explaining empirical phenomena in Africa. It is argued that social movements in Africa are not principally different from those in other world regions. Approaches from social movement theory prove helpful in explaining phenomena in the South, although they suffer from the same weaknesses and limitations to their scope as they do regarding movements in the North. 相似文献
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Between Autonomy and Interdependence: The Challenges of Shared Rule after the Scottish Referendum 下载免费PDF全文
Drawing on the distinction between self‐rule and shared rule in multilevel states, this article argues that shared rule has been the neglected element of the UK devolution settlement. The ability of the devolved administrations to participate in, and influence, national decision making through shared rule mechanisms is very limited. The article argues that the lack of shared rule is especially problematic in light of the increasing complexity of the Scottish devolution settlement in the wake of the Scotland Act 2012 and the Smith commission report. Smith, in particular, seems set to increase both the power of the Scottish Parliament and its dependence on UK policy decisions in the areas of tax, welfare and the economy. Creating a more robust intergovernmental system which could manage these new interdependencies will be a significant challenge, and yet, without such a system, the new settlement will be difficult to sustain. 相似文献
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Bettina Shell‐Duncan Katherine Wander Ylva Hernlund Amadou Moreau 《Law & society review》2013,47(4):803-835
Although the international community has recently promoted legislation as an important reform strategy for ending female genital cutting (FGC), there exist divergent views on its potential effects. Supporters argue that legal prohibition of FGC has a general deterrent effect, while others argue legislation can be perceived as coercive, and derail local efforts to end the practice. This study examines the range of responses observed in rural Senegal, where a 1999 anti‐FGC law was imposed on communities in which the practice was being actively contested and targeted for elimination. Drawing on data from a mixed‐methods study, we analyze responses in relation to two leading theories on social regulation, the law and economics and law and society paradigms, which make divergent predictions on the interplay between social norms and legal norms. Among supporters of FGC, legal norms ran counter to social norms, and did little to deter the practice, and in some instances incited reactance or drove the practice underground. Conversely, where FGC was being contested, legislation served to strengthen the stance of those contemplating or favoring abandonment. We conclude that legislation can complement other reform strategies by creating an “enabling environment” that supports those who have or wish to abandon FGC. 相似文献
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This article examines the reception of the education Open Method of Coordination (OMC) in the UK as an aspect of Europeanization of national administrations. It addresses relationships between political and administrative actors in the process of responding to the education OMC. We argue that despite progress with institutionalization of the education OMC at the EU level, there is limited institutionalization of the education OMC at the national level. Against the backdrop of UK skepticism about engaging with the EU integration project, the interesting finding is the administrative strategies employed for deflecting EU influence on the national education space. 相似文献
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Stereotype threat effects occur when members of a stigmatized group perform poorly on a task because they fear confirming
a negative stereotype that is associated with their ingroup. The present study investigates whether the observed achievement
gap in standardized testing between high- and low-socioeconomic status (SES) American students can be due, in part, to this
phenomenon. Participants were placed in one of four conditions that varied in level of “threat” related to socioeconomic status.
Results show that when socioeconomic identity is made salient before taking a test, or when the test is presented as diagnostic
of intelligence, low-SES students perform significantly worse, and report much lower self-confidence, than low-SES participants
in the non-threatening conditions. When threatening conditions converge, performance of low-SES students is at its worst level.
These results help us better understand the role stereotyping plays in the academic performance of low-SES students, and may
partly explain the disparity on standardized test scores between low- and high-SES students.
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Emanuele CastanoEmail: |