检察机关服务综合改革配套试验区建设的关键点和立足点

山西省国家资源型经济转型综合配套改革试验区是第一个全省域、全方位、系统性的国家级综改试验区。检察机关服务综改试验区的关键点是实现和保障＂先行先试＂权,立足点是牢固树立＂五种意识＂、着力提高＂五种能力＂、妥善处理＂五对关系＂,以彰显检察机关的职能和价值。     

刍议城市重要基础设施安全面临的威胁因素及应对策略

城市重要基础设施对于国家和地区的政治、经济发展起着关键性基础作用,城市重要基础设施的安全关乎着国家和社会的稳定;随着社会的发展,重要基础设施的内涵和外延也不断地变化;按照特定的原则和分析路径,可以更加清楚和全面地考察城市重要基础设施所面临的安全威胁因素,包括来自内部的、外部的和自身机能的,同时也为采取有效的防范措施提供了指引。     

New Ways of Making and Living Politics: The Movimiento de Trabajadores Desocupados de Solano and the 'Movement of Movements'

This article develops a critique of liberal and social democratic conceptualisations of the political that seek to analyse contemporary social movements in Latin America, arguing that they often silence, misinterpret and/or de-legitimise new ways of living and making politics in the region. It develops an alternative conceptualisation, based upon the insights of post-structuralism and heterodox Marxism, which offers the analytic means to engage more fully with territorialised movements that politicise place, subjectivity and everyday social relations. It illustrates the potential use of such a framework with reference to the Movimiento de Trabajadores Desocupados de Solano of Greater Buenos Aires.     

公寓广告中意识形态渗透手段的多模态批评性话语分析

多模态话语普遍存在于广告语篇中，因此，对广告进行多模态话语分析显得十分必要。论文以ChinaDaily上的一则英文公寓广告为语料，对广告中的图片采用视觉语法的分析方法，对广告中的文字说明则以批评性话语分析的三维模式为出发点进行意识形态分析。该研究揭示了语篇生产者如何在特定的社会文化语境下运用各种符号对消费者进行情感、态度、观念上的控制，旨在增强受众对不同层面意识形态渗透手段的认识，提高受众批判性视觉阅读能力与语言阅读能力。     

马克思社会发展理论的方法论探究

马克思社会发展理论的方法论是研究马克思社会发展理论的前提和基础。总体来说,马克思社会发展理论主要运用了唯物分析的方法、辩证分析的方法、批判分析的方法。具体来说这些方法论包括:社会存在论、实践论、人的主体论、矛盾分析法、系统分析法、一般与个别相统一分析法。研究马克思社会发展理论的方法论一方面可以更好地研究马克思社会发展理论,另一方面,也是更为关键的,是将这些方法论运用到我国当前社会发展的实践中。     

论法学研究的中国问题意识——以关于法律信仰问题的争论为分析线索

法学研究的中国问题意识根本而言就是批判反省意识,对它的论证应当坚守事实证成和价值证成两个维度。在当下中国,法学研究既不能做简单的信息提供者,也不能唯主义至上。这既是纠偏目前中国法学界形形色色的问题意识误区的需要,也是适格的法学研究的中国问题意识当下在场的主要方式。     

More of the Same? A Dual Case Study Approach to Examining Change Momentum in the Public Sector

Despite the significant amount of change experienced by the public sector, there has been relatively limited empirical examination of how change agendas affect public sector employees in Australia. This article presents a comparative analysis of two Australian public sector organisations that implemented the same positive work change agenda, but experienced very different outcomes. Using a critical realist approach, we draw on a mix of qualitative techniques to suggest that textbook notions of ‘successful change’, which are often derived from large private sector expectations, may fail to capture the complex nature of how public sector change initiatives may unfold. In particular, we demonstrate how political, temporal, contextual, and process factors interact to shift change momentum. Illustrative examples are provided throughout and the findings are discussed in terms of their implications for theory building, for change facilitation, and for future research.     

Social media as semiotic technology and social practice: the case of ResearchGate’s design and its potential to transform social practice

ABSTRACT

This article addresses the need for critical approaches to social media by bridging the focus on language and other semiotic resources that characterises discourse studies with the broader perspective on social media as social, cultural, economic and technological constructs that dominates media and cultural studies. Specifically, we propose a model for analysing how social media as semiotic technologies, that is, technologies designed to enable and constrain meaning-making, may transform social practices. By incorporating Van Leeuwen’s [2008. Discourse and Practice: New Tools for Critical Analysis. London: Oxford University Press] framework for the critical analysis of discourse and social practice, the model extends the social semiotic approach developed in recent critical multimodal studies of software such as PowerPoint to social media, which function primarily to provide platforms for and commodify social practices, rather than to offer rich arrays of semiotic resources for creating multimodal texts and artefacts. Using the academic social network site ResearchGate and the practice of research peer review, we illustrate the model’s capacity to account for the ways the design of social media platforms – through the semiotic resources they make available and the ways these are presented – enables and constrains their users’ ability to perform key social practices and has the potential to transform these practices.     

Dialectics and the Megamachine: A Critique of Ersatz Education

This article proposes that the learning environment matters, and that there are qualitative differences in online versus face-to-face classes. While online education provides some benefits, they also narrow the opportunities for dialectical conflict that thoroughly challenge student thinking, an interaction more likely to be found in real-time conversations. In person, there is more opportunity for an instructor to challenge the reasoning of students in real time, and for students to ask probing and follow-up questions. The article considers the structure of educational dialectic suggested by important thinkers including Galtung, Habermas, and Buber. Online education is then situated as a technology that interferes with human relations and dialectical reasoning and fits within the notion of technics and the megamachine advanced by Lewis Mumford, which dehumanizes personal interactions with instrumental processes for growth and efficiency. Students follow suit by focusing more on the instrumental absorption of course content to pass the course, instead of higher order critique. Of particular interest to political science education is that if conversational dialectics are weakened in universities, and therefore polities—and the technics are simply considered a natural replacement for in-person conversation—the opportunities to teach critical reasoning required for critique of complex political phenomena are also narrowed. We might temper the dangers of the megamachine by reflexively discussing the political economy of online teaching itself with our students and by starting to expect synchronous conversation, which will open dialectical opportunities.