焦虑--影响外语学习的重要情感因素之一

焦虑作为重要的情感因素之一在外语学习中产生着非常重要的影响。国内外很多学者对焦虑及外语学习焦虑进行了研究。外语学习焦虑有正、负两方面影响,其外在表现是焦虑的一般表现,但也有其特殊表现。     

公安高等院校大学生思想政治教育应当注重职业道德教育

公安高等院校大学生思想政治教育的重要目标之一,就是培养预备警察具备社会主义事业建设者和接班人所必需的思想道德素质,这内在地蕴涵了对预备警察职业道德素质方面的要求。把职业道德素质的培养作为公安高等院校大学生思想政治教育的重要任务,符合国家对人才素质的期望和毕业生个人职业定向的需要。公安高等院校大学生思想政治教育应在内涵方面注重警察职业道德素质的培养。     

从大学新生英语学习现状看自主学习能力的培养

培养大学生的自主学习能力应从三方面着手:更新教学理念,增加管理意识;转变学习观念,增强大学生对英语教学的认知;加强策略教学,积极开展第二课堂活动,营造自主学习环境。     

行动学习法的理念与实践

行动学习是一个以完成预定的工作为目的,在同事的支持下持续不断地进行反思与学习的过程。行动学习法是通过行动学习来解决问题的方法。该方法上世纪90年代介绍到我国后引起了一些培训机构的重视,并在四川省中高级公务员的培训实践中取得了显著的效果。     

我国民事诉讼的当事人本位构建

民事诉讼解决民事纠纷,其诉讼职能的分配应侧重当事人,因此在民事诉讼结构中应建立符合当事人本位的权利体系.在我国则是如何在符合我国传统政治文化特点的诉讼模式下力图达到当事人个人主动性与法官适当程度控制之间的衡平,核心问题之一就是如何在我国的诉讼模式下完善当事人本位.     

Best Practices in Civic Education: Lessons from the Journal of Political Science Education

The Journal of Political Science Education (JPSE) provides over a decade of research on political science pedagogy, featuring empirical research documenting best practices in the field. This article provides an overview of JPSE-published research on the topics of civic education and engagement. It summarizes the number and scope of articles on this topic and highlights key findings from the journal’s first 12 years. This comprehensive overview of past research is designed to facilitate high quality future research. A detailed exploration of past research provides a useful “jump start” for teacher-scholars eager to advance the scholarship and pedagogy of engagement.     

Disabling dissent: the colour revolutions,autocratic linkages,and civil society regulations in hybrid regimes

State elites in hybrid regimes have increasingly sought to manipulate the legal regulation of non-governmental organizations (NGOs) as part of the growing backlash against democracy assistance in nondemocratic countries around the world. Sophisticated laws detailing burdensome NGO registration procedures and complex regulations enabling invasive government oversight of NGOs represent upgraded forms of civic curtailment and democracy resistance. This paper analyses these significant developments in a systematic, cross-national fashion over time by constructing a new dataset of NGO legal barriers in hybrid regimes from 1995 to 2013. It demonstrates that the expansion of repressive NGO regulations are shaped by international factors, particularly autocratic linkages, in the form of trade or defence pacts with Russia and China, as well as authoritarian learning from the colour revolutions. It thus contributes to debates on autocracy promotion and authoritarian resurgence by moving beyond the regime level to focus on the sub-regime dimension of freedom of association.     

The Forgotten Educator: Experiential Learning’s Internship Supervisor

Past studies have addressed the role of the university, student interns and, the faculty advisor; here, we attempt to fill in a missing piece of the experiential-learning process by examining the role and importance of the often overlooked internship supervisor. A survey was developed and distributed to 343 recent internship supervisors. Their responses show that many of these supervisors view internships as an important professional and educational experience. We argue here that the internship supervisor can maximize one’s effectiveness when operating within a strong college or university educational infrastructure facilitated by an engaged and competent faculty advisor. Our recommendations were discussed and confirmed by a focus group of experienced faculty advisors.     

Why Have Policies Often Remained Symbolic? Understanding the Reasons for Decoupling between Policy and Practice

Why have policies that are unquestioningly accepted as appropriate remained symbolic? To answer the research question, I suggest two possible reasons for decoupling between policy and practice: the characteristics of normative pressure as “the weak enforcement mechanism of law” through the implementation stage and jurisdictions’ capacity to infuse the stories of success based on others’ use to their own day‐to‐day realities. In this article, I seek to reintroduce a seminal contribution of the early institutionalists by challenging the assumption that dimensions of adoption and implementation are synonymous or positively correlated. Empirical findings contribute to provide scholars and practitioners with a larger picture of policy diffusion and support the arguments by Nicholson‐Crotty and Carley that policy learning takes place based on policymakers’ assessment of both “policy actions” and “outcomes” in previously adopting jurisdictions.