构建企业党员学习教育的长效机制

构建企业党员学习教育长效机制,是巩固先进性教育活动成果的可靠保证,也是加强党的思想理论建设的有力举措,必须处理好继承与创新、理论与实践、整体与层次、外力与内力的关系,努力把学习教育活动的经验、以及最新理论成果和企业实际需要统一起来。     

民族地区女性罪犯矫正的现实困境及路径研究——以广西N监狱为例

自上世纪90年代以来,我国女性罪犯数量呈明显的上升趋势,在押女犯结构也发生了较大的变化,监狱应根据罪犯矫正工作的实际情况,针对女犯特点开展教育矫正工作,积极探寻突破困境的有效对策,创新监管模式,不断提高矫正女犯的质量和水平,推动监狱管理工作顺利开展。     

快感的考古消费:文博类文创产业的产品特性研究

中国文创产业发展到今天的水平,应当重视产业细分与产业细分条件下产品特色的开发问题。对故宫文创业的个案进行“知识考古学”研究和考察的结果表明,文博类文创产品的基本特性为快感的考古消费,快感消费为产品经济面向的一端,考古则显示了该类产品的文化内涵。它通常包含了知识性、叙事性、场景性的精神内容。所谓知识性将涉及教育、权威、权力批判等几个方面的内涵;叙事性包含文本性、历史秩序性和可阐释性等内容;场景性则通过展演、姿态的造型等凸显。     

How to share and utilise expertise in a police forensic department through externalisation and mutualisation

The technique of fire investigation is a forensic domain in which expertise and analogies play a central role. To learn how fire investigators use these analogies to support their work, we conducted an ethnographic study in a Swiss forensic police department. To propose a suitable knowledge-management strategy, we also evaluated the knowledge conservation and sharing within the department. Our results highlighted that actionable knowledge is registered mainly in the investigators’ memories of a few, very experienced, individuals. Without experience with fire-incident investigations, an agent generally requires help from a more experienced colleague, who will then use his memory to find a similar case, which can contribute to the solution of the ongoing one. The research also established that knowledge is exchanged orally during on-site investigations and that knowledge receivers are generally those who are present on the scene. Using these findings, we suggest building a case library to support the externalisation and sharing of knowledge.     

The Scharff technique: training military intelligence officers to elicit information from small cells of sources

ABSTRACT

Studies have demonstrated the efficacy of the Scharff technique for gathering human intelligence, but little is known about how this efficacy might vary among different samples of practitioners. In this training study we examined a sample of military officers (n?=?37). Half was trained in the Scharff technique and compared against officers receiving no Scharff training. All officers received the same case file describing two sources holding information about a terrorist attack. University students (n?=?74) took the role of the semi-cooperative sources. Scharff-trained officers adhered to the training as they (1) aimed to establish the ‘knowing-it-all’ illusion, (2) posed claims as a means of eliciting information, and (3) asked fewer explicit questions. The ‘untrained’ officers asked many explicit questions, questioned the reliability of the provided information, pressured the source, and displayed disappointment with the source's contribution. Scharff-trained officers were perceived as less eager to gather information and left their sources with the impression of having provided comparatively less new information, but collected a similar amount of new information as their untrained colleagues. The present paper both replicates and advances previous work in the field, and marks the Scharff technique as a promising technique for gathering human intelligence.     

手枪训练检查器在警察手枪射击教学中可行性研究

运用套叠式手枪基础训练检查器(专利号CN200420054786.7)在南京森林公安高等专科学校2006级警察战术与指挥专业(特警班)射击课中运用,随机抽取50名学生为样本,分为对照组与实验组。结果表明,手枪基础训练检查器在射击课教学中操作简单、方便教学,实验班射击技能成绩优于对照班的学生。     

刑法因果关系问题再研究

从胡某案件人手,对国内外单独犯因果关系的学说进行了评述,并对共同犯罪因果关系的学说进行了认真的研究,肯定了毕克迈耶与牧野英一的共同犯罪因果关系学说的现代价值,以此为借鉴分析胡某案件中涉及的共同犯罪的因果关系问题,提出考察本案因果关系应遵循的整体性原则,即共犯行为间有引起与被引起的关系,它们互为条件、互相配合、纵横交错,具有单个犯罪所不具有的特殊性;各共犯的行为与犯罪结果之间无论是直接的因果关系还是间接的因果关系,都是一种不容否认的客观存在;共犯的因果关系还具有双重性的特征,即大因果关系与小因果关系.由此得出胡某与张某、江某均应以故意伤害罪论处的结论.     

青年创业研究综述

就业体制改革以来,中国关于青年创业的研究经历了三个发展阶段,在八个方面取得了一系列结论。但目前的研究在研究角度、研究内容、研究理论、研究的学科分布等方面还存在不足。面对日益严重的就业压力,今后的研究应重视和加强对青年网络创业、NGO对青年创业的辅助和创业文化等方面的探讨。     

农村信用社向合作银行的转制研究——绩效、原因、问题与政策建议

该文对农村信用社向农村合作银行的改制进行了分析,指出改革取得成功的主要原因,并对存在的问题进行了剖析。农村信用社向农村合作银行改制的改革,必须解决好合作银行性质与定位、省级联社的定位和功能、服务“三农”、县域范围市场竞争过度、以及人员素质难以适应金融发展需要和债务负担过重等问题,针对上述问题,该文提出相应的政策建议。     

Greek-Cypriot teachers’ perceptions of religious education and its contribution to peace: perspectives of (in)compatibility in a divided society

This paper explores the ways in which a group of primary school teachers in Cyprus interprets religious education and its contribution to peace. In particular, this phenomenological exploratory study: first, examines how teachers perceive religious education and whether this conceptualization is considered to be (in)compatible with peace in the context of a conflict-affected society; and, second, shows some of the tensions that exist in the aims of religious education between the desire to encourage mutual understanding and exposure to religious pluralism, on the one hand, and the political demands for entrenching ethnic cleavages, on the other. Although these tensions are largely contextual, they nevertheless raise two important issues that are worthwhile to consider for religious education and peace in conflict-affected societies: first, the ‘naturalization’ of religion and religious instruction, on the one hand, vs. the recognition that some models of religious instruction (i.e. confessional teaching) might actually limit the space within which teachers can make contributions to peace, on the other; and, second, the tension between the different models of religious education within a conflict-affected society and particularly which model would strategically and politically serve best the purposes of peace in the short- and long-term.