What Difference Do Polarisation Measures Make? An Application to China

In recent years there has been much discussion of the difference between inequality and polarisation. The vast literature on inequality is held to miss out key features of distributional change, which are better described as changes in polarisation. Axioms have been proposed which capture some of these differences, and measures of polarisation, as distinct from inequality, have been suggested. The theoretical distinctions proposed in this literature are indeed interesting. But do the newly proposed measures of polarisation give different results in comparing societies over time? We address these questions for China, where dramatic increases in inequality and polarisation have been much discussed in the literature. We find that, contrary to theoretical expectation, the new measures of polarisation do not generate very different results from the standard measures of inequality. The paper ends by considering a different approach to polarisation which might better conform to the policy concerns expressed in the specific context of China.     

Merger—the name of the FE game

In the Australian legal environment today the overwhelming importance of laws made by Parliament is obvious, yet many first year law programmes pay insufficient attention to the coordinated teaching of statutory interpretation (SI). This project formed part of a collaborative initiative between an educational developer and the coordinator of legal research methods (LRM) to introduce statutory interpretation into a first year unit of study. Our study used a qualitative research framework – a questionnaire was administered to students at two intervals throughout the first semester. In Week 3, 160 students participated in the questionnaire and at Week 4, a keystone module on statutory interpretation using a building block approach was introduced in LRM. Since the nature of assessment in LRM is largely reflection, this unit lent itself well to investigating the language and literacy challenges of statutory interpretation, in particular, to students monitoring their own progress in this regard. The overall aim of the project was to establish a framework for students to build on their knowledge and understanding of statutory interpretation throughout their undergraduate studies, and in the interests of improved learning and teaching outcomes, for staff to be able to document the changes in student thinking. This paper focuses on the preliminary stage of our investigation into the language and literacy challenges involved in introducing statutory interpretation into a first year unit of study.

I know of only one authority which might justify the suggested method of construction. “When I use a word,” Humpty Dumpty said in rather a scornful tone, “it means just what I choose it to mean, neither more nor less.” “The question is,” said Alice, “whether you can make words mean so many different things.” “The question is,” said Humpty Dumpty, “which is to be master – that’s all.”

(Alice Through the Looking Glass, c. vi.)

After all this long discussion, the question is whether the words “If a man has” can mean “If a man thinks he has.” I am of opinion that they cannot, and that the case should be decided accordingly.

(Lord Atkin in Liversidge v Anderson [1942] AC 206)     

INDIA-CHINA BOUNDARY DISPUTES: AN OVERVIEW

This article traces the development of the Sino-Indian Boundary problems from their origins during the “Great Game” period during the British Empire in India to the present day. The article looks at both the Western and Eastern Sectors, and traces the development of the various putative frontiers (the Johnson-Ardagh/ Macartney-MacDonald Lines and the McMahon Line respectively). The article looks at recent tensions which have arisen over the frontier areas, as well as the prolonged but unsuccessful attempts to solve the disputes, and considers what moves might be necessary to bring a final resolution of the problems.     

五四精神与共青团组织的当代使命

在中国进行社会主义现代化的伟大历史时期,如何继续弘扬五四精神,发挥好共青团的作用呢,共青团组织必须引领当代青年继续高举爱国主义的伟大旗帜,用邓小平理论武装头脑,永远跟党走;在两个文明建设中建功立业;努力推进社会主义民主建设;努力学习科学文化知识,永攀科学高峰。