广东职工民主参与三十年

企业职工民主参与是我国基层群众自治的重要组成部分.改革30余年来,广东在职工民主参与方面做出了许多重要努力.广东珠三角地区通过直选企业工会主席、探索区域性行业性职工代表大会、采用ISO9000标准推行厂务公开、在国企改制中试行职工参股、在非公有制企业推行工资集体协商等方式,展现了改革开放排头兵的形象.面对日益复杂的劳动关系,广东省各级工会仍需以改革创新的精神不断推进工会工作的新发展.     

劫持者心理分析及应对策略

人质谈判是解决劫持事件的方法之一。虽然劫持者之间在动机、需要以及个性等上有个体差异,但是从认知、情绪和情感、意志等三个方面来分析劫持者的心理,找出其共同点,就能在谈判时快速、有效地实施相应的应对措施,从而实现和平解决劫持人质事件。     

司法权的基本特征

本文从宪政角度阐述了司法权的基本特征。认为司法权具有独立性 ,表现为司法权形态的独立性和司法权运行过程的独立性 ;消极性 ,表现为司法权的被动性、司法裁判范围的有限性和庭审的消极性 ;终极性 ,表现为司法裁决效力的至上性、终局性 ;交涉性 ,表现为司法裁决必须建立在当事人充分举证和辩论的基础上     

改革土地配置方式,促进承包权有偿转让和规模经营

如何实现农村资源有效配置和规模经营,从根本上破解"三农"难题,加快新农村建设,需要对现行的土地家庭承包制进行再改革。这种改革,是在坚持家庭承包制不变的基础上,建立一种新的、可促使土地相对集中的制度。具体改革路径是,国家通过对承包权转让收入低于经营收入的差额进行补偿,鼓励农民进行大规模的土地承包经营权有偿转让,以实现土地集中和规模经营。     

Transplanting Active Learning Abroad: Creating a Stimulating Negotiation Pedagogy Across Cultural Divides

For all of the ongoing attention paid by international relations scholars to reevaluating and improving their pedagogy, the effort to engage classes in new and productive ways can be exceptionally challenging when a western professor travels to a non-western society to teach advanced students. Professor Michael Fowler here explores the use of active-learning techniques in teaching international negotiation and conflict resolution abroad. Drawing especially on the author's experiences in working with officials in Laos and Vietnam, the article provides guidance for fashioning an effective active-learning course abroad, while referencing useful literature on negotiation teaching and scholarship. It assumes that certain readers will not be familiar with active-learning methods, but might want to incorporate them into future courses, and that others will be well-versed in this pedagogy, but will be looking to apply their customary techniques to the new circumstances of teaching advanced students abroad. This article includes material of interest to both groups.     

Collaborative Role‐Play Design: Teaching Negotiation through a Novel Student–Business Partnership

Simulations are a valuable tool for teaching negotiation, and the different ways in which they are used have been extensively discussed in the pedagogy literature. Scholars have critically reflected on the role of simulations and the conditions under which they are used, and some have stressed their drawbacks. These include their often artificial context, which can, some argue, limit the participants' real commitment. We have undertaken an innovative pedagogical experiment in an effort to address these concerns. As a part of this experiment, the students designed the simulations themselves, deriving inspiration from real situations they had experienced at companies in which they had completed internships. Our students' experiences suggest ways in which this novel pedagogical approach can ameliorate some of the usual pitfalls that instructors encounter when they use role plays. Further, we believe this process allows the students to understand the importance of achieving the right balance between the distributive and integrative dimensions of the negotiation.     

Psychological Barriers to Resolving Intergroup Conflict: An Extensive Review and Consolidation of the Literature

This article reviews over sixty years of research on psychological barriers to intergroup conflict resolution and finds that scholars have identified eighty nominally different barriers that create or exacerbate intergroup conflict. In order to create a tractable list that would be more helpful to future scholars and practitioners, we consolidate this vast literature (e.g., by eliminating substantive and conceptual redundancies) to produce a list of twenty‐six “unique” psychological barriers. We further organize this inventory of barriers with a framework that distinguishes between “cognitive,” “affective,” and “motivated” psychological barriers. To better understand the literature ecosystem of research on psychological barriers, we employ a data visualization tool to illustrate the extent to which each of the twenty‐six unique barriers has been studied conjointly with every other barrier in the articles we reviewed. We then shift our attention to the work of scholars who have attempted, experimentally, to attenuate psychological barriers in negotiation and conflict settings, and identify five primary methods for doing so. Finally, we discuss the implications of our review for future work in this field.     

我国控辩协商程序的规范进路:以认罪认罚案件为视角

认罪认罚从宽制度确立了具有中国特色的量刑协商模式。协商性司法模式的确立,使刑事诉讼的重心由审判阶段向审查起诉阶段前移,与对抗模式下的庭审实质化相对应,控辩协商实质化亦成为协商性司法模式的基本要求。然而,控辩平等协商作为协商性司法的核心和量刑合意形成的关键环节,却未受到立法、实务层面的应有重视,相应配套之程序性规则体系与保障措施的缺失,使得控辩协商的实施效果不尽如人意,控辩双方诉讼实力不平衡导致控辩协商实质性缺位成为司法实践中的突出问题。程序正义是刑事诉讼的灵魂。为增强控辩合意过程和协商结果的公正性,应探索控辩协商之规范模型,从控辩双方的主体地位、决策能力两个层面考量,探讨建立规范、具体、系统的控辩协商程序之基本方向和完善法律规范层面对控辩协商规制不足的路径。     

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。