高校后勤社会化改革与建立现代企业制度的思考

高校后勤社会化改革的最终目的是要增强我国高校的办学活力,改革的实施是社会主义市场经济在高校后勤领域的体现,改革的方向是实行社会化。高校后勤建立现代企业制度是高校后勤社会化改革深化的一个重要方面。     

学习型社会与高校图书馆的发展

在构建学习型社会过程中,高校图书馆应采取相应对策,不断创新与完善高校图书馆的服务,将高校图书馆建成学习型组织,使高校图书馆成为人们进行“终身教育”的最佳场所。     

意思自治原则的经济分析

意思自治原则是顺应经济发展的需要而产生的,制度上的自由经济体制和理论上的经济自由学说,是私法上意思自治原则得以兴起的肥沃土壤。个别利益并不总是代表总体利益,经常自由并不能保证生产和交换的协调发展。意思自治这一私法原则的衰落,原因在于支持这一原则的自由经济学原理存在一定的缺陷。意思自治原则在我国现阶段,便有了特殊的使命,即服务于我国市场经济创建的主题——最大限度地优化利用和配置资源,为国有经济和国有企业改革提供法律上的理论根据。     

大豆异黄酮对阿尔茨海默病大鼠乙酰胆碱代谢的影响

目的 观察大豆异黄酮（soybean isoflavone,SIF）对阿尔茨海默病（Alzheimer''s disease,AD）模型大鼠海马乙酰胆碱（acetylcholine,ACh）代谢的影响,探讨SIF治疗AD的作用机制。方法 将50只大鼠随机分为假手术组,模型组,戊酸雌二醇组和SIF高、低剂量组,采用双侧海马注射β-淀粉样蛋白(amyloid β-protein,Aβ)复制AD大鼠模型,分别给药21 d后,采用Morris水迷宫实验观察大鼠学习记忆能力的变化,免疫组织化学法检测大鼠海马组织ACh、胆碱乙酰转移酶（choline acetyl transferase,ChAT）、乙酰胆碱酯酶（acetylcholine esterase,AchE）的表达。结果 SIF可显著降低AD大鼠的逃避潜伏期（P<0.01）,显著增加AD大鼠的游泳时间百分比、穿过平台次数以及海马组织ACh、ChAT、AchE的表达（P<0.05,或P<0.01）。结论 SIF可能通过增强海马组织ACh的代谢起到提高学习记忆能力的作用。     

Teaching Students How to Fail: Simulations as Tools of Explanation

Instead of always teaching students how to succeed—as is the norm in higher education—it might also be useful to teach them about failure. Understanding failure (that is, why actors fail to reach common objectives in inter-group settings) gives students deeper insight into how to resolve global problems, and the conditions under which success can be achieved. This enhances student awareness of complexity in world affairs, including the nature of inter-group relations. Simulations are a good way to teach students about the possibility of failure, and how to learn from it, because they allow students to go through the learning process on their own. In this article I discuss how a simulation I ran on Middle Eastern politics can be used as an example of how to instruct students about failure as much as about success.     

Chinazambia and Boliviafranca: A Simulation of Domestic Politics and Foreign Policy

Despite a longstanding focus on the systemic distribution of power in the study of international relations, scholarship during the past 20 years increasingly emphasizes the role of domestic politics in foreign-policy-decision making. This simulation enables participants to experience negotiating an international issue—a territorial dispute between two fictitious states, Chinazambia and Boliviafranca—in the context of this "two-level game" between domestic and international environments. The simulation furnishes a vantage point from which students can assess realist, liberal, and alternative theoretical perspectives on international relations as they affect policy making. The simulation is flexible and can be executed under a variety course contexts, as well as time and participation constraints. Additionally, the simulation provides ample opportunity for a number of enriching postsimulation activities.     

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.     

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.     

The Disruptive and Transformative Potential of Hypertext in the Classroom: Implications for Active Learning

This article describes a further extension of a strategy to move from a teacher-oriented to a student-oriented learning environment through the use of 'collaborative hypertext.' Students were trained in the use of MidasWeb, a Web-based environment for the organization, storage, and retrieval of hypertext documents and images. Over the course of the term students worked in teams to construct their MidasWeb sites by developing the underlying conceptual frameworks for their subject areas and uploading documents. The results of questionnaire surveys of the students suggest that the MidasWeb exercise did achieve our objective of disrupting the traditional relationship between teacher and student to create a more student-centered environment. The more students became involved in the exercise the more they felt empowered with respect to the subject matter of the course and took responsibility for deriving meaning from the information they had obtained. In addition, the experience encouraged them to think about the subject matter across interdisciplinary lines. Because the MidasWeb exercise was structured as a group activity, the effectiveness of the team coordinators had an impact on the success of the teams as well as the nature of the learning experience of the individuals involved. Although the MidasWeb exercise was a successful application of digital technology to classroom learning, it was not a resounding success, because the impact on the students in the course was not uniform. While a substantial majority of them found MidasWeb to be very involving and moved toward student-centered learning, approximately one third of them, especially students who were uncomfortable with computer technology, did not benefit fully from the exercise. This suggests that in the future more time should be spent on training, and that MidasWeb needs to be made more user friendly for unsophisticated users.     

Teaching with a Mallet: Conveying an Understanding of Systemic Perspectives on International Relations Intuitively— Croquet as Experiential Learning

Structural Realist theory on the operation of the international system has often been likened to theory one might find in physics to describe the motions of the balls in a game of billiards. While this metaphor is usually used in jest, or as critique of Realist theory, the use of such games can effectively convey our understanding of international systemic dynamics from a number of theoretical perspectives. Games involve more than physics-like laws of interaction between similar entities or actors. They also involve social aspects of interaction; they assume the contextual laws involving the premise of the game, accepted and unaccepted behavior, and the dispositions of the actors controlling the balls to their competitive environment.
This paper gives an account of the use of croquet as an instructional exercise in an Introduction to International Relations class. Croquet's ability to convey to students a variety of theoretical perspectives is discussed, as are the "lessons" the students took from the exercise, as described in their post-game reflections.