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.     

Gender Differences in Initiation of Negotiation: Does the Gender of the Negotiation Counterpart Matter?

In this study, we investigated if and how gender differences in the propensity to initiate a negotiation are affected by the gender of the counterpart in the negotiation. We enlisted 204 Swedish students to take part in an experiment in which they had to decide whether to initiate a negotiation for higher compensation. In line with previous research, we found that men were more likely than women to initiate a negotiation: 42 percent of the male and 28 percent of the female participants initiated a negotiation. The gender difference, however, was only large and statistically significant when the negotiation counterpart was a woman. With a female negotiation counterpart, women were less likely than men to initiate a negotiation by 24 percentage points, while with a male negotiation counterpart, the gender difference was only 5 percentage points and not statistically significant. This result suggests that the gender of the negotiation counterpart should be taken into consideration when analyzing gender differences in initiation of negotiation.     

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.     

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。     

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。     

人质谈判中的“情感诉求”用语

情感诉求是人质谈判的一大策略。它强调建立一种情感沟通来缩短与谈判对象的心理距离。实际工作中,运用多种语言技巧来对劫持者进行情感诉求有利于和平劝降,也有利于为警方采取其他处置措施赢得宝贵的时间。     

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.