刍议公安高等院校通识教育中的大学语文

实施素质教育是公安高等院校教育改革的方向,随着＂以人为本,构建和谐社会＂理念的深入,以培养＂完整的人＂为核心的＂通识教育＂已逐渐被接受和认同。作为培养公安事业接班人的公安高等院校,培养对象的特殊性决定了大学语文在其通识教育中的重要意义。作为公安高等院校的大学语文教育工作者,应在明确大学语文学科在公安高等院校通识教育中定位的同时,努力寻找公安职业教育与大学语文教育之间的契合点,结合公安高等院校教育的特殊性与大学语文的基础性、人文性,进一步探索在公安高等院校通识教育背景下,大学语文教学该如何发挥出应有的作用,注重提高受教育者的文化素质,＂向教育要素质,向素质要警力＂,真正确立起大学语文在公安高等院校通识教育中的先导性地位。     

论加强对高职院校学生职业能力的培养

近年来,随着高等职业技术教育的迅速发展,高职院校如何高效培养出具有综合职业能力的学生就成了当今亟待解决的一大问题。文章从职业能力定义入手,分析了职业能力的构成,继而从高职院校学生自身思想、高职院校教育缺陷以及社会大环境等方面,阐述了高职院校学生职业能力培养存在的问题,提出了对高等职业院校学生职业能力培养的应对措施。     

医学生廉洁教育途径初探

医学生廉洁教育应从以下几个方面着手:一是通过宣传腐败危害性,树立医学生反腐败意识;二是通过传授传统廉洁文化,增强医学生廉洁从医意识;三是通过高尚医德医风教育,正面引导医学生廉洁从医;四是通过医疗腐败案件通报,反面警示医学生廉洁从医。     

网络环境下公安高校图书馆读者服务创新浅析

随着网络技术的发展,公安高校图书馆读者服务工作面临着巨大的挑战和新的机遇。图书馆应及时抓住机遇,开创读者服务的新局面。文章分析了网络环境下公安高校图书馆读者服务工作的现状,对如何创新读者服务进行了探讨。主要创新措施包括:树立全新的服务理念,加强特色馆藏建设及开展个性化读者服务。     

日本对华援助(ODA)政策调整的原因分析

日本对华援助是在中国放弃日本战争赔款和国际形势发生重大变化、要促进中日两国和平友好相处的背景下产生的,20多年来,日本对华“援助”在中国大地的改革开放过程中,谱写了中日友好的新篇章。但是,近年来,由于国际形势和中日两国国内情况的变化,中日关系在逐步倒退。日本开始改变初衷,即对华援助从过去的以经济利益为目的转向以政治利益为目的。日本对华ODA政策作了大幅调整,“援助”金额逐渐减少,而且,日本政要多次表示对华经援“总有一天要毕业”。日本方面出现了与初衷不同的做法,给两国关系正常化带来了不利的影响。     

Dangerous Liaisons? State-Chaebol Co-operation and the Global Privatisation of Development

This article analyses the relationships between private and public sectors in shaping the South Korean development assistance agenda. Since 2008, subsequent Korean administrations have made development assistance a keystone of their foreign policy. Fast growing middle-income countries seem to be favourite development partners for these administrations and the parallel increase in the overseas expansion of Korean chaebol in these developing partner markets suggests that interactions between private economic interests and development assistance exigencies have been numerous. Based upon fieldwork on Korean development assistance, this article shows that Korean conglomerates are both informally and structurally included in decision-making processes as a result of the specific governance architecture inherited from the developmental state era. But recently, since its accession to the Development Assistance Committee in 2010, Korea has also been institutionalising private actors’ inclusion in official development assistance delivery mechanisms. This should be understood as part of a global agenda that has increasingly privatised development formulation and delivery. The inclusion of chaebol in official development assistance through institutional mechanisms might actually be more aligned with Organisation for Economic Co-operation and Development norms than the existing literature suggests.     

How to Teach Political Advice: Bringing the Daily Life of the Minister Into the Classroom

During four intensive summer weeks, 28 students were exposed to the daily life of top political leaders (ministers and city mayors), acting as their political advisors. Real-life assignments were planned in cooperation with liaisons from the personal offices of these political leaders. The cases brought the hectic, complicated and uncertain life of political leaders into the classroom, and exposed students to the real world to an extent that they had never before experienced in a classroom. They were highly stimulated, were forced to cooperate, learned a great deal, and were reactivated as committed students of political science.

The course was based on a mix of pedagogical elements to enhance student learning such as learning by doing, problem solving, critical reflection, student collaboration, prompt feedback, time on task and active learning and applies many of the recommendations of action-based and experiential learning theory.     

Food or Thought? Assessing Internal and External Factors Affecting Evaluations of Instructor Effectiveness

Within the broader literature concerned with potential bias in student measures of instructor effectiveness, two broad types of bias have been shown to operate in a course: internal and external. Missing is an assessment of the relative influence of each bias type in the classroom. Do internal or external types of bias matter more or less to student measures of instructor effectiveness? This question is of interest to those who recognize that many forms of bias operate in the classroom simultaneously and to great effect on course evaluations. Through the combination of quasi-experimental and survey methods, we attempt to do something not done before — simultaneously measure and compare the effects of one internal and one external type of bias to which we refer, following convention in the literature, as an internal factor and an external factor. Our findings indicate that, while both factors studied are important, perception of instructor partisanship (internal factor) is more influential on student course evaluations than our external factor (experimental treatment — literally a chocolate treat). The upshot is that American government instructors should be especially careful stating partisan positions in class.     

When are Students Ready for Research Methods? A Curriculum Mapping Argument for the Political Science Major

For many political science programs, research methods courses are a fundamental component of the recommended undergraduate curriculum. However, instructors and students often see these courses as the most challenging. This study explores when it is most appropriate for political science majors to enroll and pass a research methods course. The hypothesis posits that the number of prior introductory-level political science courses can be a strong precursor to research methods success, even for those who are upper-class students and majors. This hypothesis is tested by analyzing data from six sections of an undergraduate research course offered at a midsized public university. The results demonstrate that students are most likely to succeed in their research methods course if they are majors with at least five previous political sciences courses completed. Recommendations for course prerequisites and specific curriculum mapping are offered in light of these findings.     

Study in blue: trauma,affect, event

As contemporary student activists in the United States embrace a vocabulary of trauma and microaggressions, some critics on the left consider this a depoliticizing move symptomatic of the university’s growing thralldom to neoliberalism. The author argues that such criticism neglects how talk of trauma and microaggressions attempts to affectively manage structural violence’s failure to manifest in the form of discrete, identifiable, and extraordinary events. To illustrate this, she turns to the poetry of Claudia Rankine and the performance art of Emma Sulkowicz as aesthetic treatments of racial microaggression and sexual trauma, respectively. Rankine’s and Sulkowicz’s works belong to an emergent genre the author calls the coincidence report, in which subjects with no proof of structural violence except for their own feelings must cope with what happens when an event doesn’t. Ultimately, both artists sideline attempts to reconstruct the event in favor of redistributing specific affects throughout their respective publics. In both cases, these affects are blue – that is, depressive (Rankine) and obscene (Sulkowicz). Subjects in the blue find themselves ambivalently attached to living politically in the shadow of an event even as they detach from the fantasy that political life is less disappointing, depressing, or deflating than it actually is.