关于中国禁赌新思维的理性思考

赌博作为一种源于游戏的社会现象,它的盛行与泛滥是由多种因素共同作用所致。长期以来,我们查禁赌博的思维简单化,方式过于单一,效果并不理想。转变禁赌思维方式就是要求我们站在全社会和公众生活的立场上,从赌博本身的特性和存在的多种根源出发,严格界定赌博罪、赌博违法及带彩头的群众娱乐活动的界限,分层分类、抓大放小,打击体现层次性,并辅之以经济、法律、行政和教育等多种手段,标本兼治、疏堵结合、打防并举,来达到遏制赌博泛滥的目的。     

培养学生探究性学习外语的能力

探究性学习能力的培养在外语教学中的重要性日益突现。在外语教学中,要运用暗示教学法开发学习潜能及运用放射性思维方法培养探究性学习的能力。     

关于职工互助补充保险的思考

职工互助补充保险受诸多因素影响 ,存在一些难点问题。搞好这项工作 ,应当做好宣传工作 ,加强组织和领导 ,规范工作程序 ,协调各个方面的关系。     

浅议翻译英语被动语态的技巧

要掌握好翻译英语被动语态的技巧 ,必须弄清主动语态、被动语态的含义 ,要运用创造性思维方式去理解被动语态。     

试论思维方法的实践性

思维方法的实践性是指从思维方法的实践指导作用角度研究思维方法。将思维方法仅仅作为认识方法研究,虽然有着历史的必然性、合理性,但已不适应时代发展和哲学研究方向变革的要求,也不利于思维方法自身发展和完善的需要。相对于思维方法的认识功能研究,思维方法的实践性研究具有更强的综合性特点,因而研究思维方法的实践性既是必要的又是艰巨的、它应是当前思维方法研究的首要任务。     

法律思维:一种思维方式上的检讨

法律思维可从思维方式的视角来理解 ,它注重的是人们站在法律的立场 ,思考和认识社会的方式和惯性 ;它更强调法律的固有特性、法律自身运作的文化积习和性格。研究法律思维 ,就是要容忍不同的思维方式的存在。     

文件检验中主观思维的应用

文件检验作为一门应用科学,对鉴定人的主观思维有着极强的依赖性。鉴定人在鉴定过程中,如何运用主观思维,是否掌握运用主观思维的方法和技巧,直接影响甚至决定着鉴定结论的准确性。鉴定人要想在鉴定工作中立于不败之地,就必须具有灵活运用主观思维的基本素质。     

日本教育学研究的历史嬗变与发展走向

日本教育学研究的发展史,以研究范式为划分标准,大致分为"翻译教育学""日本教育学""战后教育学"及"冷战后教育学"四个阶段。但纵观整个日本教育学的研究进程,研究范式的因袭与转换反映了日本教育学研究的一种思考动向,即"批判性"思维。这种思维,一方面在一定程度上阻碍了其教育学研究的继承性,另一方面却也推动了日本本土教育学的构建历程,使得日本教育学脱离了"欧-亚"二元对立的范式陷阱,开始走上独立教育学的构建之旅。     

Measuring dynamic collaborations: Collaborative health assessment tool

The changing nature of organisations in the public sector means that collaboration has become an imperative for many. Notwithstanding considerable scholarly agreement about factors contributing to successful collaboration, a broadly accepted model of collaborative practice has not coalesced. In this paper, we put forward an augmented collaboration assessment tool. Building on existing research, we argue that systems thinking can help us better account for the dynamic and multidimensional nature of collaboration – a process in which partner organisations are interconnected and organised in a way that seeks to achieve a common purpose that they could not have achieved alone. We tested the validity of our tool using a three‐stage, iterative mixed‐methods approach. Our research confirms the value of a diagnostic tool to assist collaboration partners navigate an often uncertain terrain. It further establishes the value of our tool in illuminating a collaboration's dynamic interactions as a means to evaluate ‘collaboration health’.     

Disrupting the Settler Colonial University: Decolonial Praxis and Place-Based Education in the Okanagan Valley (British Columbia)

This article demonstrates how decolonial Placed-Based Education can disrupt a settler colonial academic status quo. We begin by situating our analysis in the unceded Syilx Territories of the Okanagan Valley (British Columbia, Canada) and proceed by illustrating how both taken-for-granted colonial epistemologies and banal exnominations of white supremacy remain orthodox within mainstream Canadian higher education. We next define “decolonial praxis” by drawing from insights offered by critical feminist, anti-racist, and Indigenous scholars and community organizers before moving into a summary of how we embraced theories and strategies of decolonization coupled with Place-Based Education in an introductory Gender and Women’s Studies course. We conclude with our response to the ongoing exclusions being reproduced by neoliberal universities that result from the primacy they grant to Western knowledges and rationales. The piece reveals how decolonial place-based methods can be leveraged against settler colonial institutions, discourses, and logics to unsettle their claims to legitimacy, land, and authority over learning.