国内群体性突发事件预警研究

区域性群体性突发事件预警是预测心理学研究重点之一,目前国内外学术界已开展了与群体性突发事件预警相关的“社会指数”研究和关于国内群体性突发事件预警的实证性研究。作为基础和前提,对国内群体性突发事件预警问题开展的研究应建立适当的模型,设定相应的指标体系并遵循科学的步骤。准确把握研究国内群体性突发事件预警内容的目的,在于指导政府面对群体性突发事件时采取科学有效的危机管理行为。     

对“信用”的经济哲学分析

反思金融危机应当重视社会信用体系建设。对信用需要进行经济哲学的分析。信用是市场经济运行重要的＂社会资本＂。对信用的认识,联系于个人与他人、个人与共同体、个人与社会之间关系的哲学思考。唯物史观是重塑社会信用的理论指导。信用具有制度性。健全信用体系是我国的当务之急,是构建和谐社会的内在要求。     

刑事诉讼中的和谐价值宏论

和谐社会理论提出以来,关于和谐价值的探讨已经如汗牛充栋,但就刑事诉讼中的和谐价值问题却一直没有人进行研究,而这一价值又常常被刑事诉讼法学者所使用。和谐是中国的本土文化,凝结着中国人的智慧。我们不仅应用世界的眼光解决中国的问题,更应从中国的问题出发,用中国的眼光来解决世界的问题。刑事和解的最主要的价值理念就是和谐价值,在整个刑事诉讼价值体系中应当明确树立和谐价值理论,并依据和谐价值理论凸显伦理道德的要求,从而使刑事诉讼的过程和结果更和谐,实现其真、善、美的统一。     

Identity and culture in theorising African perspectives of communication: The case of an African cinematic model

Abstract

Since communication refers to the sharing of information by any effective means, there is no doubt it entails the ability to make meaning of realities. In this sense, communication is cultural as much as it is human. Since that is the case, its theories cannot be fabricated in the abstract, but must be anchored in people's everyday lifestyles and cultures. Hence, like every other discipline, Africanising communication science is as much a possibility as theorising its perspectives from African contexts and experiences. Focusing on the negative challenges confronting the continent might make scholars see only the difficulties that problematise the application of theories to Africa's reality, which only betrays the Anglo-American stereotypical views of the continent. The argument is made here that the starting point of any theory of communication has to lie with the identity and culture of those involved in the communication process. Specifically by using selected films from Africa, this author considers the exploration of African identity and culture (from a bottom-up paradigm) as the primary starting point to tease out relevant theories of communication for and from an African cultural context.     

The politics of foreign debt in Latin America a study of the debtors’ cartel

This analysis of the foreign debt problem in Latin America shows that this economic burden is onerous and will not be reduced in the short run. The region's political leaders perceived that collective bargaining could increase their bargaining leverage with foreign lenders and could produce more advantageous repayment schedules for most nations. However, despite verbal backing and the economic promise of collective bargaining, a debtors’ cartel failed to materialize. Evaluations of the political dynamics in key nations anticipated creditors. This analysis also shows that the debtors’ cartel failed because collective bargaining did not gain domestic political support. Foreign influence was tangential to the outcome. Given this political climate, the chances for a revival of collective bargaining are very slim.     

Cultivating Dialogue: From Fragmentation to Relationality in Conflict Interaction

This article builds on the tendency in recent decades in the field of alternative dispute resolution (ADR) to analyze conflict and its transformation from a relational perspective. It surveys developments in twentieth‐century philosophy that support the ongoing quest to explore the self in ADR from a relational perspective. It then shows how the concept of dialogue provides a framework for understanding conflict transformation from a relational perspective, by exploring the relational foundations of dialogue. It also draws a connection between the growing use of mindfulness practices in conflict settings and the practice of dialogue, suggesting that Buddhist philosophy and practices can help cultivate relational awareness and dialogue. The article therefore suggests that incorporating dialogue and exploring its relational characteristics can assist ADR scholars and practitioners to develop further practices that can promote collaboration by shifting disputants from adversarial and fragmented orientations to more relational mindsets.     

An effective pedagogy for child welfare education

ABSTRACT

Preparing social workers for child welfare practice with the complexly traumatized children now in the system has created the need for schools of social work to integrate trauma content into the curriculum. This article presents findings of an evaluation of a child welfare course designed to prepare MSW level trauma-informed child welfare practitioners. Findings indicate that students in 29 schools of social work not only significantly increased their confidence in working with traumatized children and families but also are significantly more prepared to work toward these three child welfare goals of safety, permanency, and well-being.     

从客观性到相关性：中国证据法学四十年回顾与展望

改革开放四十年来,证据“客观说”长期影响着我国证据法学的发展,不仅造成了我国证据法学理论体系和证据制度的不健全,而且给司法实践带来严重后果。自1996年以来,随着证据“客观说”自身谬误的凸显、疑罪从无原则和证据裁判原则的确立、以审判为中心的刑事诉讼制度改革、英美证据理论在我国的影响力日益增大及证据法学学科建设取得的显著进步,我国证据法学出现了从执迷于证据“客观说”到接受证据相关性规则的转型趋势。为实现彻底转型,应通过立法和指导性案例明确相关性的定义及内涵,指引司法实践和学术研究;以相关性为逻辑主线,构建体系化的证据规则和证据理论。     

The Centrality of Theory in Modern Day Crime Prevention: Developments,Challenges, and Opportunities

Theory matters in crime prevention. Indeed, but this is hardly the full story. Crime prevention is oftentimes viewed as atheoretical—not grounded in the etiology of crime and offending. Reasons abound for this view, and the recent interest in an evidence-based approach to policy-making has been at the forefront. This article reviews the role that theory plays in modern day crime prevention, with a special focus on the three main crime prevention strategies: developmental, community, and situational. The review identifies a number of key challenges and opportunities for making theory more central to crime prevention. It suggests that the classification system employed in situational crime prevention has allowed for a more explicit connection between sound theory and prevention techniques, and may provide important lessons for developmental and community crime prevention.     

The pedagogy of legal reasoning: democracy,discourse and community

Learning legal reasoning is a central part of any undergraduate law degree and remains a threshold concept: one which is vital for any law student to grasp, but which is often difficult to explain. It is a form of reasoning which is very distinctive to the discipline. This article explores the applicability of learning theories typically used to ground pedagogy in higher education to the specific task of teaching legal reasoning. Constructivist or experiential theories of learning are widely used in higher education, but they need to be used with a clear focus on the specific nature of legal reasoning, which does not fit neatly within the assumptions about learning which underpin many constructivist approaches. Situated learning theories, which place emphasis on the role of the community in constructing knowledge, can also be of value. However, steps need to be taken to avoid replicating the hierarchy of the legal community within educational communities. Overall, the pedagogy of legal reasoning needs to pay attention to the specific nature of legal reasoning, to enable students to access the discourse of the legal community to use as a model, and to take students seriously as members of that community.