Karriereverläufe in der Politikwissenschaft

Ohne Zusammenfassung     

Multinational enterprise policies towards international intra-firm technology transfer: The case of Japanese manufacturing firms in Asia

In this paper, we examine Japanese manufacturing firms’policies towards intra-firm technology transfer to subsidiaries located in 10 major countries in Asia. In contrast to other research on the topic, this paper is based on a study ofparent firms and thus examines technology transfer policies more directly. The aims of the paper are to explain what Japanese parent firms understand by technology transfer, and to assess the policy implications of the study. The findings indicate that Japanese parent companies have coherent, systematic and nuanced policies on technology transfer to subsidiaries in developing countries. Three distinct categories of technology (“production/supply chain knowledge”; “human resources systems” and “technology for innovation”) are recognised by firms and policies exist for each category, including whether it will be transferred, the extent of the transfer—and when.     

Intimacy training in a forensic psychiatric setting: an experiment

This article is about intimacy training in two forensic psychiatric hospitals. This training is an experiment in which patients are trained in skills relating to intimacy and sexuality through real physical contact with a therapist. It is a way of treatment in those cases in which other, usually verbal methods, have failed to accomplish (sexual) behaviour change, and it can feed or revitalise verbal therapy. The purpose of the training is (a) to make the patient aware of the feelings intimate contact with a woman provokes and (b) to increase the patient's social and sociosexual skills so that he learns how to handle his intimate and sexual wishes, needs, and limits, and those of his partner. The training aims at diminishing the risk of new offences. The experiment is intended to provide answers to questions about the effectiveness of this kind of training in relationship to this aim.     

Teaching Experientially in the Undergraduate Community Psychology Classroom

Experiential learning is a useful teaching tool in the undergraduate community psychology classroom. In addition to improving student outcomes, experiential learning is particularly relevant for community psychology, as it aligns with several core values of the field and can prompt not only student learning, but also civic engagement, social justice, and community betterment. In this article, we provide an overview of the themed issue on “Experiential Teaching Practices in Undergraduate Community Psychology.” The issue contains a variety of experiential teaching examples that fall into three clusters: (a) individual and group service-learning exercises; (b) using community experiences to augment in-class learning outside of a service-learning context; and (c) ways of having students draw on prior out-of-class or in-class community experiences to increase student understanding.     

Féminiser les noms de profession dans la langue judiciaire

Résumé  L’évolution de la société se traduit dans le langage. Au Moyen ?ge, notairesse, tutorresse et défenderesse rendaient visibles, dans les textes, l’épouse et la femme agissant dans la société. à notre époque s’emploient des noms, tels infirmière, institutrice et vendeuse, qui ne sont pas neufs. Simultanément, comme la femme accède à des professions réservées aux hommes, s’installent des appellations féminines nouvelles telles que (la) juge, (la) pénaliste, présidente, consœur, avocate, magistrate, huissière, enquêtrice. Au Québec, en Suisse, en Belgique et en France, des textes officiels recommandent la féminisation. Celle-ci suscite les passions parce qu’elle touche aux traditions, au savoir-vivre, aux préjugés, au souci d’égalité et surtout à l’identité de la personne. Même si des raisons culturelles et sociales freinent l’évolution des mentalités, la progression de la féminisation dans l’usage constitue un fait linguistique remarquable.     

试论“教育体制决定教育”的局限性

单纯的教育体制改革活动的推进,将可能导致教育体制改革与教育观念、教育指导思想、社会化环境产生矛盾,而且从理论上难以解释一般教育现象、教育波动现象、教育失误现象等形成的原因。克服“教育体制完全决定教育”理论误区的国好思路为：建立教育机制理论。教育机制作为能够完全决定教育活动的组织和控制系统,包含了教育体制教育思想,教育化,社会化等一切决定和影响教育的要素,其理论不仅能清晰地说明教育活动的原因和