论哈特法律规则说的社会学视野及其局限性

哈特以“更多的社会学”倾向的语义分析学为自己的法律实证主义容纳了更多的思想从而体现出博大的理论体系。哈特的法律规则说一方面以规则为核心为分析实证法学张目，另一方面其阐述的基本理论问题所承负的社会学内容已大大流溢于规则之外。在哈特理论以规则为中心的语汇与语汇背后的社会学内容之间存在的紧张关系，表明其法律规则说具有一定的局限性。     

治安预警系统基础理论阐释

建立治安预警系统,是公安机关维护社会治安稳定的重要社会实践,它的建立需要学科理论的支持和指导以保证其行之有效.我们研发的城市治安预警系统,其理论依据涉及马克思主义哲学、系统科学、信息科学、社会学等诸多方面的学科.     

Government Transparency in Historical Perspective: From the Ancient Regime to Open Data in The Netherlands

This article presents an analysis of the history of government transparency over the past 250 years. While this analysis is to a certain extent specific to The Netherlands, the analysis will also identify more general patterns that are arguably relevant to the development of transparency in other Western countries. The overview highlights how, when, and why transparency was conceived as a cornerstone of representative democracy to allow the people to monitor their representatives and evolved into a fundament of participatory democracy that allows people to participate in the public domain.     

The seductive quality of central human capabilities: sociological insights into Nussbaum and Sen's disagreement

Abstract

In an era when relativism and questions of modernity have unsettled the premises and goals of the development project, there is a seductive quality to the universalism of Nussbaum's capabilities approach. We query Nussbaum's philosophically based contribution and raise epistemological concerns about her commitment to a list of central human capabilities. We argue that attention to state forms and practices, as well as unequal power relations, must be incorporated into analyses of capability and development. This leads us to support Sen's advocacy of deliberative democracy as a productive space for collectivities and individuals to strive for social justice and equity. Such a focus is necessarily attentive to multiple forms of inequality and domination and is best understood by engaging historically specific analyses of state formations.     

Theories of State Formation and Civilisation in Johann P. Arnason and Shmuel Eisenstadt's Comparative Sociologies of Japan

Abstract

Johann Arnason and Shmuel Eisenstadt's social theories have remarkably different origins. Yet each has moved onto common ground with the other over a period of time. They meet in historical sociology in dialogue over theories of state formation and images of civilisation. Each is engaged in a project of revising civilisations sociology that reaches an apex with the comparative study of Japan. Their groundbreaking contributions can be read critically against a wider background of debates about postcolonialism, the reputation of the notion of civilisation and the state of area studies in the humanities and social sciences.     

School Disorder and Student Achievement

Abstract

The study develops a school safety and student achievement model, incorporating the concepts of student background, school structure, school culture, school disorder, and student academic achievement, and fits it to 613 elementary schools in New York City, using Structural Equations Modeling technique. The model fits the data well based on both Chi-square test statistic and goodness of fit indexes. The model accounts for 71% of school variance in student achievement. The study confirms that student background is associated with student behavior and student learning. School disorder affects student achievement negatively directly and indirectly mediated by student attendance. The study suggests that policy initiative could be implemented to improve school climate, therefore reduce school disorder and improve student achievement.     

农村劳动力流动对农村现代化的影响--近20年来社会学相关研究的回顾

20世纪80年代中期至90年代中期,社会学对农村的研究主要集中在农村劳动力外流现象、乡镇企业发展等方面,近十年加强了对农村劳动力流动及其对农村社会结构、经济结构和农户家庭、农民个人影响的研究,并强调了对农村现代化的研究.随着改革开放的稳步发展,社会学更加重视这一课题的研究.     

《婚姻法》中的社会变迁

婚姻立法是对一个社会的家庭、婚姻状况现实的描述及理想表达,本文通过建国后几部婚姻法的变化,把婚姻和家庭制度放回到社会、政治和文化背景中,把握半个多世纪以来我国婚姻家庭关系变化的特点,理解国家对家庭这一社会设置的治理路径：从全面介入到有限度退出。     

Learning in Peacebuilding – Mission Impossible?

ABSTRACT

A common recommendation in the peacebuilding literature is that missions must learn from experiences on the local ground. Yet, if often remains unclear who has the authority to propose and diffuse new or critical knowledge. The article argues that peacebuilding can be understood as a socio-professional field in which education and professional careers condition the legitimacy to author new or critical insights. Hence, peacebuilding privileges knowledge that has been produced and is diffused in OECD-country research and academic institutions and the business world, most notably in strategic management consulting. Inversely, local knowledge is disparaged and, hence, unlikely to be promoted.