提升政府公信力的路径探析

政府公信力是政治合法性的重要基础,是市场经济有效运行的重要保障,更是社会稳定和发展的前提条件。在社会转型期的今天,应加快行政管理体制改革,坚定不移地发展社会主义民主政治,加快政治文化建设,提升政府公信力。     

新时期人口规模、结构变化趋势及对宁夏经济社会发展影响研究

分析研究宁夏人口规模、结构的变化及发展趋势,对于推进宁夏工业化、城市化和市场化,调整经济结构,促进社会转型,具有重要的意义.     

在德国并购企业的融资相关法律问题——以三一重工并购德国普茨迈斯特有限责任公司为例

中国企业在德国并购涉及诸多层面:法律问题、企业经营问题、合理避税和融资财务问题。上述问题互相交融,互相制约,其中选择何种融资渠道和方式、如何在德国法律框架下构建合理交易结构是核心。本文以三一重工收购德国普茨迈斯特有限责任公司为例,试图还原并购细节,结合相关法律规定和融资技巧,探讨在德并购企业面临的法律风险及其规避之道。     

代表理论与代表组成结构问题分析

代表理论的核心问题是在代表和选民之间建立一种制度约束和激励机制,保证民主选举的真正有效与民主政治的正常运行。本文认为"代表组成结构"充分体现了民主选举的优越性,将之作为选举前分配名额比例和选举中提出确定候选人名单的依据,并没有一种坚实的代表理论作为支撑。实践证明,千方百计落实事先设计的代表结构比例,反而会牺牲民主选举的真实性。应该以代表理论反思我国选举制度运行过程中出现的弊端,改进与完善人大代表的选举,使得我国人民代表大会制度有一个健康的发展。     

正确理解群众路线与社会主义核心价值体系的关系

当前,在中国特色社会主义事业建设中,要提高我国的综合实力,就必须深入开展社会主义核心价值体系的学习和教育,并将群众路线贯彻其中。二者在本质上都是服务人民、联系群众,并且以实现社会主义价值理念为核心;群众路线在社会主义核心价值体系的学习教育和推广过程中得以丰富和发展;践行群众路线与社会主义核心价值体系的建设都是长期的过程,是曲折中前进的过程。     

El Mercurio Lies,and La Tercera Lies More. Political Bias in Newspaper Headlines in Chile, 1994–2010

In this article we examine the presence of bias in Chile's two main daily newspapers, El Mercurio and La Tercera, both of which have historically been associated with the political right. We analyse their principal headlines in the first 100 days of rule of presidents Eduardo Frei (1994–2000), Ricardo Lagos (2000–2006), Michelle Bachelet (2006–2010) and Sebastián Piñera (2010–2014). We find that La Tercera was more critical of all these presidents than El Mercurio. In La Tercera we also identify an ideological bias in favour of Piñera as compared to the centre‐left presidents, and in El Mercurio a greater bias against Bachelet than the other presidents.     

接受美学立体思维与思想政治教育

姚斯接受美学是以读者为中心的文学理论,"期待视野"是其核心概念。借鉴姚斯接受美学的立体思维方法对思想政治教育接受进行分析,思想政治教育接受呈现整体性、有机性、动态性的特征。优化思想政治教育接受应尊重接受主体的"期待视野",提高传导者的思想政治教育水平,重视接受介体的良性合力共建,强化对接受客体的把关。     

French engagement versus British commitment. Was it interlingual miscommunication or political manipulation?

ABSTRACT

The efforts undertaken to establish the contemporary European Union started many years earlier. The history of establishing a pan-European organization is interesting not only for historians and economists but also translators and linguists as it is the history of interlingual communication (negotiations and agreements). One such negotiation was allegedly ineffective due to the difference in understanding the French term engagement and its English equivalent employed by translators and interpreters, that is to say the English term commitment. The authors aim at presenting the political background of negotiations and the social semiotic analysis of the terms in question in order to provoke the reader to find the answer to the question whether the negotiation was broken due to interlingual miscommunication resulting from erroneously chosen equivalent or it was destined to failure from the very beginning due to socio-political and economic interests of negotiating parties. In order to achieve that goal, the authors have analysed notes exchanged between the governments of France and Great Britain in course of negotiation. The history of negotiation and the linguistic analysis are combined to illustrate the complexity of meaning construction and the semiotic implications of the contextual dependence of meanings of terms and their dynamic evolution in time and space.     

Lecture Versus Simulation: Testing the Long-Term Effects

Abstract

Active learning techniques are being use with increasing frequency in the classroom and more time is being dedicated to designing and implementing them. However, the literature still suffers from a lack of rigorous empirical methods to test the effects of simulations. Most of the claimed benefits of utilizing simulations, and other active learning techniques, are improved soft skills and higher order thinking like empathy, confidence, public-speaking abilities, and interpersonal skills—all of which don’t lend themselves well to scientific measurement. This gap in the literature is especially troubling considering that time spent using simulations is time not spent using other methods. This article seeks to test the differing impacts of simulations versus traditional lectures over the long-term using a simple 30-minute simulation and rigorous experimental methods. The most important results show that students learn more initially from a lecture, but that students who were exposed to the simulation were better able to retain that information over the long-term.