Cantankerous Cooperation: Democracies,Authoritarian Regimes,and the Prisoner's Dilemma

One of the most important debates in the field of international relations is over the effect of regime type on militarized conflict. This debate, however, has rarely extended to how regime type influences other aspects of foreign policy. Using a computer simulated intergroup prisoner's dilemma, we investigate whether democratic decisionmaking groups are more cooperative than authoritarian decisionmaking groups. We argue that differences between cooperation tendencies of groups can be explained by the structure of the decision process. Repeated simulations show that democracies tend to be more consistent in their decisions in comparison to authoritarian groups. Implications for international relations theory and policy are discussed.     

认知语用视域下间接言语行为转喻研究

文章在“言语行为场景”和“事件域认知模型”理论框架内阐述间接言语行为的转喻性质。指出动作及其涉及的对象均具有喻指能力;对间接言语行为转喻的解释既要考虑认知因素,同时也应将必要的语用参数纳入其中,从而在动态、静态兼顾,语用、认知相互关照中深化言语行为转喻研究。     

An investigation on the secondary transfer of organic gunshot residues

Gunshot residues (GSR) are an important forensic trace in firearm-related events. Currently, routine GSR analyses focus on the detection and characterisation of the inorganic components (IGSR). The increasing prevalence of heavy metal-free ammunition challenges these current protocols and there is an increasing interest in how the organic components of GSR (OGSR) can provide complementary information. Similar to the situation with IGSR, OGSR compounds originally deposited on the shooter during the firing process may further be transferred onto another individual or surface. Hence, the aim of this study was to provide additional information regarding the risk of a secondary transfer of OGSR. Two scenarios were investigated, the first one related to the arrest process and the possibilities of a secondary transfer arising between a shooter onto a non-shooter (e.g. between a police officer and a person of interest (POI)). The second scenario concerned the transfer of OGSR onto the non-shooter after handling a firearm for few minutes without discharging it. One calibre was chosen, the .40 S&W calibre, used by several Australian State police forces. A secondary transfer was observed in all cases for the two scenarios investigated, for three compounds of interest: ethylcentralite (EC), diphenylamine (DPA), N-nitrosodiphenylamine (N-nDPA). The firearm handling scenario resulted in a larger secondary transfer to that of the arrest scenario. Overall, the amounts of OGSR detected on the non-shooter were generally lower than that detected on the shooter and controls after the arrest scenario. The results of this study provide complementary knowledge about OGSR, which can be further used to improve the current practice and the interpretation of OGSR evidence. In particular, it highlights that the secondary transfer proposition must be considered during the interpretation of forensic findings, especially when small amounts of OGSR target compounds are detected.     

大学英语课堂中的情景教学初探

情景教学适应了素质教育的趋势,为转变英语传统教学的弊端提供了新的思路。本文分析设置情景教学的方法以及应该注意的问题,并阐明了行之有效的对策。     

Threshold Concepts Through Enactive Learning: How Effective Are They in the Study of European Politics?

Studying European Politics can be a challenge! And this is not surprising: even the best scholarly minds of European politics often struggle to give precise definition to such a young, but already so complex and constantly evolving polity as the European Union, and are increasingly at odds with identifying its prospects for survival. One way to achieve a better understanding of the subject is to utilize a threshold concept approach, which is essentially a "less is more" approach that chooses to work with a few "founding" concepts, and identifies a "road map" for independent learning of broader but essentially inter-connected issues of the discipline. The threshold concept approach becomes even more effective if combined with enactive learning—that is, learning-by-doing, through role taking and simulation of the threshold concepts during seminars. Such learning evidently exceeds the boundaries of conventional knowledge and becomes a useful transferable investment for the future.     

Social Skills Training with Adolescents:

No abstract available for this article.     

Negotiating in the European Council: A Model European Union Format for Individual Classes

This paper demonstrates the use of an in-class simulation to model negotiations in the European Council. Simulations are an increasingly popular way to teach the complex processes of policymaking and negotiations in the European Union (EU) where institutional procedures are difficult to understand and where intergovernmental and supranational issues often conflict. Advocates of active learning promote simulations to get students more involved and to reach an increasingly diverse student body. The simulation presented here has three separate sessions, each covering a different issue and lasting for a week (two class days) each. Modeling the European Council allows students to experience the intergovernmental side of policy decisions in the European Union while at the same time learning about the issues facing EU policymakers. It is a useful tool for teaching about the EU presidency and a worthwhile exercise for studying the national aspects of European integration. Student surveys indicate that students process the information they gain by role-playing better than information they receive in the traditional classroom. A simulation of the European Council gives students a base for understanding issues of European integration and can serve as a springboard for further study of EU institutions.     

Pathways to aggression: A factorial survey of “Routine conflict”

Based on data collected in 1994 from a factorial survey of 2052 respondents, this paper examines how routine conflict may escalate into aggression taking into account social context and characteristics of the victim and offender. Following Luckenbill and Doyle's (1989) suggestion, we developed a series of scenarios to examine the influence of structural position on the emergence of disputes and the legitimation of aggression. The analysis reveals a direct relationship between the intensity of an attack with the emergence of a dispute and the legitimation of aggression. Results indicate that situational aspects of structural position do not extend beyond sex differences. This emphasizes the generalizing effect of male on male confrontation in the legitimation of aggression. The strengths and limitations of scenario-based research for understanding violence in society are discussed. An earlier version of this paper was presented at the annual meetings of the American Society of Criminology, Miami, November 1994.     

Simulating the Creation of a New International Human Rights Treaty: Active Learning in the International Studies Classroom

This article details a simulation of formulating a new international human rights treaty designed for an introductory international studies course. Student understanding and interest in a range of international relations topics—including diplomacy, two –level games, international law, human rights, and group decision making—are reinforced by actively engaging the students in policy formulation and state –to –state negotiations. The article is structured around the four key components of active learning approaches—educational objectives, design parameters, procedures, and assessment and debriefing—in order to provide a full understanding of the goals, set –up, process, and advantages of the simulation. The simulation has been successfully run multiple times at both a large state university and a small liberal arts institution. Supportive student feedback and an interesting variety of outcomes indicate that this simulation is a positive addition to the course and reinforces the use of active learning approaches in the international studies classroom.