论劫持者心理变化及警方谈判策略选择

劫持人质事件发生后,随着警方处置措施的实施以及事态发展,劫持者的心理状态会发生变化,并呈现出一定的规律性。这种变化是警方制定与选择谈判策略的依据。只有清晰准确地判断谈判过程中劫持者的心理状态,才能够做到有针对性地攻其心理弱点,以最小代价化解危机。     

"Sticking One's Neck Out": Reducing Mistrust in Sri Lanka's Peace Negotiations

Lack of trust has been widely used as an explanation for the failure of peace negotiations. However, we know little about how mistrust can be reduced between belligerents involved in negotiating peace. Why are some confidence‐building strategies more successful than others? For theory‐building purposes, this article explores how a party can send conciliatory signals to the other party that increase trust by exposing itself to three different kinds of political risks. More specifically, it compares the variables that reduced mistrust — or failed to reduce mistrust — during two peace negotiations in Sri Lanka: in 1994–1995 and in 2002. Using a theoretical framework that combines social psychology and rational choice approaches, this article examines the communicative signaling process between the parties. In addition, by drawing out the implications from this argument, we offer some insight into why the peace process in Sri Lanka became politically stalemated in 2003. We also use our comparison of Sri Lanka's peace processes to develop general propositions about the dynamics that can reduce mistrust. The main proposition that remains to be tested empirically is whether obstacles to peace can be transformed into important catalysts for the reduction of mistrust.     

New Technology Meets an Old Teaching Challenge: Using Digital Video Recordings, Annotation Software, and Deliberate Practice Techniques to Improve Student Negotiation Skills

There is a world of difference between teaching negotiation theory, which pertains to conceptual understanding, and teaching negotiation skills, which pertain to actual behavior in real‐world situations. The principle of reflective practice is widely used for theoretical instruction. Deliberate practice, however, is a more powerful model for skills training. Cognitive scientists have discovered that subjects will learn skills best when they perform well‐defined tasks at appropriate levels of difficulty, and when they are given immediate feedback, an opportunity to correct their errors, and an opportunity to practice until the tasks become routine. To satisfy the deliberate practice conditions for large graduate‐level negotiation courses (some as large as seventy students), students were assigned to use webcams with their laptop computers to video record their negotiation exercises. Before each exercise, students were assigned to prepare for and to concentrate on performing two or three well‐defined tasks. Students reviewed these recordings and commented on their performances in a journal before uploading the videos and journals to an assigned network folder. The instructor and teaching assistants then reviewed the journals and specified portions of the videos and provided individual written feedback to the students. The instructors found that student negotiating skills have improved significantly using this new system. In comparison with earlier semesters, students also felt they were involved in a more intense and personal learning experience. A majority of students reported they intend to apply the principles of deliberate practice in their professional lives after graduation. The authors have found this method continues to challenge their ability to identify and describe the skills used by expert negotiators. As an addition to this new methodology, two of the authors have spearheaded the development of video annotation software, known as “MediaNotes,” to help students and instructors review, comment upon, and learn from video recordings of negotiations. Based on their experiences using the software to support deliberate practice, the authors expect this tool to initiate a significant advance in our ability to recognize and describe expert negotiation behavior and in students’ ability to improve their negotiating skills.     

An empirical analysis of development of water rights in China

This paper select the Jiangxi province located in the South of China and the Tarim river basin located in the North as two representative cases to empirically analyze the characteristics, the strengths and weaknesses of water rights development in the South and North, then point their significance for the whole country. Comparing and summarizing their differences and identities, the author point the future path of water rights development in China.     

论语言教学中的言语配置

人类的言语活动是要遵循一定的原则的 ,不同时期的语言学家对这些原则进行了总结 ,提出了诸如合作原则、礼貌原则、言语配置的经济原则等等。本文从人类交际活动中的言语配置进行分析 ,并结合语言教学的实际 ,提出语言教学中言语合理配置对教学目标的实现有着重要意义 ,并对教师言语的配置策略进行归纳 ,以为语言教学的实际服务。     

从欧盟扩大看GATT/WTO关于关税同盟补偿谈判的规定与实践

2004年5月,欧盟正式扩大到25国,其共同贸易政策自动延伸适用到新入盟国,导致部分关税税率升高和贸易政策趋严,给盟外其他WTO成员造成经贸利益减损。WTO其他成员有权根据GATT第24条、第28条以及关于解释这两条的谅解等规定,要求欧盟做出补偿性调整。本文对关税同盟补偿谈判的法律基础、主要内容、谈判程序和主体等进行了分析和探讨。作者认为,关税同盟补偿问题的妥善解决,将对区域经济一体化趋势下更好地维护多边贸易框架的合理性做出贡献。     

One Reasonable and Inquiring Man: 12 Angry Men as a Negotiation-Teaching Tool

The film 12 Angry Men is often shown in law school and business school to teach lessons about negotiation, group process, communication, decision making, team building, leadership, and critical thinking. It effectively and powerfully depicts the ways in which a successful negotiator can make critical moves and capitalize on turning points in a negotiation. It also illustrates vividly such key negotiation concepts as the difference between positions and interests and the role of such skills as coalition building, framing, and active listening. For these reasons, 12 Angry Men can be a powerful negotiation teaching tool.     

论我国劳动争议处理立法的基本定位

我国劳动争议处理程序在市场经济的发展过程中正走向失灵的边缘。劳动争议处理程序的症结在于工会、政府、仲裁机构与司法机关在部门利益上的相互纠葛，致使现行制度用其所短，无法发挥应有的功能。我国劳动争议处理立法的基本定位应该是在对各方利益进行协调处理的基础上，做实协商、做大调解、做强仲裁、做精诉讼，完成对法律制度的改造。     

A Conceptual Framework for Modeling Automated Negotiations in Multiagent Systems

In fully automated e‐negotiation all involved parties are software agents, so negotiation takes place in a multiagent system between software agents that have been developed as a computer system for automating tasks in a specific application domain. A multiagent system is a group of agents that interact and cooperate with each other to fulfill their objectives or to improve their performance. How do these agents negotiate with each other to manage their task interdependencies? What negotiation mechanisms are needed? These are important questions. In this article, we present a conceptual framework for modeling and developing automated negotiation systems. This framework represents and specifies all the necessary concepts and entities for developing a negotiation system as well as the relationships among these concepts. This framework can also be used to model human negotiations scenarios for analyzing these types of negotiations and simulating them with multiagent systems. The work reported in this article is the first unified framework that represents all the needed elements for modeling and developing automated negotiation systems and existing relationships between them.     

Social Motives in Integrative Negotiation: The Mediating Influence of Procedural Fairness

Although a large body of research has examined the influence of social motives on integrative negotiation, little is known about how social motives affect procedural fairness judgments in negotiation. In two experiments concerned with small group negotiation, we manipulated group members' social motives (pro-social vs. egoistic), and measured joint negotiation outcomes and procedural fairness. Experiment 1 showed that, compared to group members with an egoistic motivation, those with a pro-social motive experienced more procedural fairness, which was partly responsible for the higher joint outcomes they obtained. In Experiment 2, we manipulated social motives and decision rule. Results showed that pro-social groups experienced more procedural fairness than egoistic groups when a majority rule was applied, but not when a unanimity rule was applied.