应对替代的企业产品策略

替代是普遍存在的、不可避免的经济社会现象。当替代发生时,企业会面临顺替代或逆替代的选择。顺替代的企业一般进入较新的产品市场,逆替代的企业一般会改变原有产品策略,包括发挥传统产品的多功能、新的分层市场、重新定位、产品线重组等。     

论建设马克思主义学习型政党的首要任务

党的十七届四中全会把推进马克思主义中国化、时代化、大众化（简称＂三化＂）,作为建设马克思主义学习型政党的首要任务。＂三化＂是我们党掌握和运用一切科学的新思想、新知识、新经验的首要内容,是贯彻马克思主义学习型政党＂四项基本要求＂的首要因素,成为探索和回答＂四个重大问题＂的首要原则。     

高职院校学生学业情绪与学业成就的相关研究

学业情绪作为一种与教学和学习过程密切相关的非智力因素,在学生成长与发展中发挥着重要作用。通过对高职院校389名大学生的学业情绪和学业成就的相关关系,获得以下研究成果：（1）高职学生学业情绪的总体特征中,放松、自豪和羞愧三个维度上性别差异显著,不同年级的学生在兴趣、焦虑、放松维度上有显著差异;（2）大二学生的学业情绪中,不同的维度与学业成就中的公共课、专业基础课和专业技能课相关。     

Lost in translation? Teaching law to non‐lawyers: Reviewing the evidence from social work

Abstract

This paper considers pedagogical questions surrounding the teaching of law to non‐lawyers. It draws on research into the teaching, learning and assessment of law in social work education. The research comprised a systematic review of international literature, a practice survey, focus groups with students and practice teachers, and two stakeholder conferences. The evidence suggests that law teaching in social work education is of particular interest in highlighting key dimensions of education practice that affect students’ learning. The paper provides some signposts towards research‐informed organisation of teaching, learning and assessment, and highlights important areas for further study.     

对新形势下提高军校学员学习力的思考

军队作为国家的武装集团,其职能作用正在向准战争状态下的军事行动、非战争军事行动和支援国家建设等方面拓展,所涉猎的领域和涉及的内容越来越复杂.为了适应遂行多样化军事任务的迫切需要,必须准确定位军校学员学习力的内容和标准,拓展提升其学习力的培养渠道.     

Real-world assignments for restorative justice education

Academic coursework on restorative justice is rapidly emerging in professional schools. As members of applied disciplines entrusted to serve the public good, students must be readily able to transfer classroom-based learning into real world application. This paper describes a weekend intensive, multidisciplinary graduate school course and how three ‘real world’ assignments are used to integrate restorative justice values, principles, and practices. The assignments include interviews with criminal justice representatives, group projects that propose restorative justice practices for addressing social issues and legal cases, and participation in community-based programs. The assignments use processes grounded in experiential learning theory to underscore various dimensions of restorative justice. They also convey and deepen the understanding of restorative justice principles and practices while at the same time develop a sense of moral agency in students.     

Prediction of institutional aggression among personality disordered forensic patients using actuarial and structured clinical risk assessment tools: prospective evaluation of the HCR-20, VRS,Static-99, and Risk Matrix 2000

A minority of men and women with intellectual disabilities at times engage in, and are suspected, or convicted, of illegal activity. Recent policy developments in England and Wales emphasise the need to respond appropriately to putative offending risk through the provision of safe and effective community management, treatment, and support services. In line with these concerns, research has focused increasingly on testing the utility of an evolving variety of risk assessment procedures. Here, the authors set out to challenge the repertoire of a number of prominent and/or recently developed risk assessment procedures and the scope of an associated research literature, on the basis that contextual risk factors are receiving insufficient attention in relation to offending among people with intellectual disabilities. Drawing on the wider criminological literature, a novel study is reported that compares key contemporary proximal social and environmental circumstances in the lives of offenders and non-offenders with intellectual disabilities. A contextual risk score is derived, providing statistical support for increased consideration of the impact of relevant social and environmental circumstances. Increased emphasis on key contextual risk factors is recommended to strengthen community service responses to offenders with intellectual disabilities.     

Attitudes towards sex offenders regarding competency,liability, voluntariness of offence,and disposal: the influence of being classified as having a learning disability

Abstract

The principal aim of this study was to investigate whether attitudes towards judicial competency, legal liability, voluntariness of offence and judicial disposal options were influenced by known classification of an offender as learning disabled compared to an offender with a suggested intellectual disability, but not formally classified. Subsidiary aims were to explore participant attitudes based upon group membership and parental status. The sample consisted of 101 participants (69 undergraduate nursing students and 32 from the general population). Participants were requested to complete a questionnaire assessing their attitudes within the aforementioned domains and towards ascribed levels of victim parental responsibility. Fifty participants completed a questionnaire designed for the purpose of the study where the offence scenario depicted made reference to the offender having a formal classification of learning disability. Fifty-one participants completed the same questionnaire where an intellectual disability was suggested but not formally stated in the form of classification. Results indicated that classification did significantly influence attitudes in most domains irrespective of group. The nursing group attributed greater levels of competency to the offenders depicted. No interactions between variables were observed. The reasons for and implications of these findings, limitations and recommendations for future research are explored.     

Cooperation and coordination among siblings: Brothers' migration in France, 1870–1940

Recent works emphasize the role of the family in migration decisions. They particularly insist on the specific schedule of mobility that depends not only on an individual life cycle but also on the situation of the whole family at a given time. French military registers provide us with very detailed longitudinal information on migrations, scarcely available in other sources. We consider the smallest family group, male siblings, and focus on their migration behaviours. We start by testing the simplest family indicator, birth rank, and we show that, by itself, it has no effect on migration decisions. We then study whether or not there is competition among siblings and, in particular, if the migration of one of them encourages or prevents mobility of the others. Comparing the chances for an individual to move before and after the migration of his brother, we show that brother mobility did have a positive influence on someone's own mobility. However, we find little evidence of the use of networks when looking at migrants' place of destination. Sons are more prone to move in a given family than in another but they don't go to the same places. Therefore, we argue that mobility appears as a collective decision that depends on family strategies. This approach sheds new light on the migration process while insisting on its family component.