论15世纪前中华文明在世界的领先地位及其传播

中华文明 1 5世纪以前在全世界是领先的。中国的丝织、制瓷、筑石窟、造桥以及造船、航海术等多项科技工艺 ,特别是“四大发明” ,首先传播于朝鲜、日本及东南亚 ,再及南亚、非、欧。中华文明促进了亚非欧经济、文化的发展和欧洲文艺复兴的产生 ,先进的精神文明推动了物质文明和制度文明的发展     

司法能动性的传统资源——一个比较法学的分析方法

在阐述司法能动性的理论基础上 ,通过挖掘中国传统法律文化中的积极因素 ,与西方法律制度的比较 ,说明我国自古在司法制度上就有法官能动思想。对于认识司法审判中法官的能动作用定有裨益 ,从而对我国的相关制度提出一些建议。     

Social role playing and moral judgment development

This study examined the relationship between social role playing and moral judgment development. Subjects were 197 students enrolled in introductory social science courses at a public junior/community college in a metropolitan area in southeast Florida. The 78 males and 119 females ranged in age from 17 to 66 years, with a mean age of 22. Rest's (1979a, 1979b) Defining Issues Test (DIT) was used to measure level of moral judgment. Social role playing was measured by the number of separate roles held by subjects in the past or present. Academic aptitude, socioeconomic status, age, and sex were included as control variables. Academic aptitude, age, and social role playing each had significant zero-order correlations with moral judgment, and social role playing added significantly to the explanation of moral judgment, controlling for academic aptitude and age. Implications of these results for the understanding of the development of moral judgment and for intervention programs are discussed.     

论公安机关在艾滋病防治中的作用

艾滋病防治工作具有较强的法律性、政策性和专业性,为促进公安机关对高危人群的管理工作,充分发挥公安机关在艾滋病防治中的职能作用,1转变思想观念,共同抗击艾滋病;2加强多部门合作,探索防治艾滋病经验;3坚持标本兼治,打防结合;4提高民警素质,提升管理水平     

党校在繁荣发展哲学社会科学中的作用

在当前各种思潮相互激荡、信仰危机日益凸显的情况下,哲学社会科学所担负的任务将更加艰巨,而党校独特的政治、人才、系统优势使其成为推动哲学社会科学繁荣发展的重要力量。因此,党校应主动适应新形势、新任务的要求,通过以下三个方面发挥自身优势,为繁荣发展哲学社会科学作出新贡献：一是加强哲学社会科学研究,发挥＂思想库＂作用;二是加强教研人才队伍建设,发挥＂生力军＂作用;三是大力提高教学培训质量,发挥＂主阵地＂作用。     

"新生代农民工"市民化进程中工会的职责作用研究

新生代农民工的市民化是一个长期而艰巨的过程,需要各级党政机关和社会各界的高度重视和共同努力.其中,工会作为代表和维护新生代农民工合法权益的正式组织,可以促进新生代农民工市民权利的获得,可以从生活方式、价值观念、行为模式、社会角色等方面帮助其完成由农民向市民的转化,可以为新生代农民工市民化创造良好的社会氛围和接纳环境.     

The effects of uncertainty and sex in a crisis simulation game

We conducted an experimental test of spiraling behavior, sex differences, and uncertainty in a simulated crisis situation. We investigated the relationship between weapons acquisition and the likelihood of engaging in aggressive behavior, such as going to war. The sample included 100 male and female subjects who participated in a crisis simulation in same‐sex dyads; each student was instructed to role play the leader of a country in conflict with another leader over a nearby island replete with newly discovered oil resources. Participants were randomly assigned to stimulus materials that manipulated the certainty of the information they received about their partner's force structure. In four cycles of decision‐making, each participant made procurement decisions, took an action related to the conflict, including decisions about going to war, completed questionnaires on characteristics such as the hostility and trustworthiness of themselves and their opponents, and wrote messages to the other member of the pair. The results of the study demonstrate a strong relationship between weapons acquisition and hostility. In addition, we found large and robust sex differences, showing that men are much more likely than women to acquire weapons and engage in aggressive behavior at every stage. There was no effect of uncertainty on either arms procurement or aggression.     

Threshold Concepts Through Enactive Learning: How Effective Are They in the Study of European Politics?

Studying European Politics can be a challenge! And this is not surprising: even the best scholarly minds of European politics often struggle to give precise definition to such a young, but already so complex and constantly evolving polity as the European Union, and are increasingly at odds with identifying its prospects for survival. One way to achieve a better understanding of the subject is to utilize a threshold concept approach, which is essentially a "less is more" approach that chooses to work with a few "founding" concepts, and identifies a "road map" for independent learning of broader but essentially inter-connected issues of the discipline. The threshold concept approach becomes even more effective if combined with enactive learning—that is, learning-by-doing, through role taking and simulation of the threshold concepts during seminars. Such learning evidently exceeds the boundaries of conventional knowledge and becomes a useful transferable investment for the future.