Procedural (in)justice,emotions, and compliance

The procedural justice model has become widely recognized as a key crime prevention and reduction strategy, spurring its adoption across police agencies throughout the United States in an effort to address mounting concerns regarding police use of force. Recent critiques, however, have called attention to the need for greater examination of potential contributing factors that are underdeveloped in investigations of the procedural justice model, including the role of emotions. This article takes stock of interdisciplinary advancements to critically examine scholarly investigations exploring associations between procedural (in)justice, emotions, and compliance behaviors within the context of police-citizen interactions. In doing so, continued gaps are identified. Lastly, this article concludes by identifying future pathways and recommendations for the scholarly advancement of our understanding of emotions and their continued relevance to the procedural justice model.     

学习迁移的系统理论:PPEE理论模型的建构和意义

学习是人类社会永恒的主题。为了更好地利用过去的经验，增强学习效果，个人和组织进行学习迁移具有重要意义。学习迁移是指将在以往通过学习或解决问题所获得的经验，用于解决之后所遇到的问题。本文力图建立系统的学习迁移理论，研究人、问题、环境的因素对于学习迁移的影响。本文采用理论推导的研究方法，在前人研究的基础上，提出相应的理论模型。本文运用系统的观点，构建了学习迁移的PPEE理论模型，认为人的因素、问题的因素、人和问题的交互作用、以及环境的调节作用，会共同影响学习迁移的效果。本理论主要从五个方面论述学习迁移的机制。首先，将人的因素按照不同层面划分为后端基本能力、中端心理过程、前端知识结构，讨论了其各自对学习迁移效果的直接影响。其次，将问题的因素划分为形象相似性和抽象相似性，并根据这两个维度构建了四种问题间关系类型，并探究了其与学习迁移效果之间的关系。第三，同时考虑人的因素和问题的因素，研究了二者之间的互动对于学习迁移效果的影响。第四，将环境因素划分为时间紧迫性和空间重要性两个维度，探讨了人和环境，以及问题和环境之间的互动对学习迁移效果的影响。第五，基于系统整体的方面，研究人、问题、环境三者之间的互动对学习迁移效果的交互影响。本文还认为，该模型不仅适用于个人，也同样适用于团队、组织、地区、甚至国家和社会等各个层面，影响各个层面主体的学习迁移。本文最后总结了研究的理论和实践贡献，并提出了未来研究课题。本文对丰富学习理论、特别是学习迁移理论，以及推动教育和管理实践的发展进步具有重要的意义。     

移动政府构建:技术进步与政府创新

移动技术进步推动社会变迁,催生行政生态的全新图景。这一方面对政府行政提出更高要求,另一方面孕育庞大的行政潜能。运用好这把双刃剑,既要避免技术沦为维护传统制度的工具,又要创新与移动时代相匹配的行政模式,关键在于移动政府构建,即从政府观念、组织结构以及驾驭能力三层面进行变革。     

A vision of social justice in intergroup dialogue

Intergroup dialogues (IGD) – face-to-face, structured interactions between people of different social identities – is one educational intervention used to foster engagement across differences and to promote social justice. Using an 18-month case study methodology, we examined the experiences of IGD students and facilitators at one campus to gain a deeper understanding of what happens in IGD, specifically how social justice is understood and cultivated. Findings suggest that the primacy and limitations of individual experience, the tension facilitators experience about stepping in to dialogue, and the confounding nature of comfort in IGD contribute to a dialogue experience that better addresses some aspects of social justice than others.     

Using a capabilities approach to understand poverty and social exclusion of psychiatric survivors

The purpose of this project is to better understand poverty and social exclusion of psychiatric survivors using a capabilities approach to social justice as part of a larger mixed-methods longitudinal study (N=380) in Ontario, Canada. Using thematic coding, four themes emerged: poverty, ‘You just try to survive’; stigma, ‘People treat you like trash’; belonging, ‘You feel like you don’t belong’; and shared concern and advocacy, ‘Everyone deserves housing’. This analysis provides a deeper understanding of poverty and other social determinants of experiences of psychiatric survivors, including the synergism of poverty and social exclusion.     

Gendered Movement: Negotiating Youth,Sex and Harm in the US Carceral State

Exempt from the current bipartisan reassessment of the US carceral state are people with convictions for sex offenses. While movements against public registries for sex offenders are scant, a grassroots movement is underway. This article offers a preliminary analysis of the complex consequence of women's political work to extract their sons from the US carceral state. This gendered advocacy is mapped against shifts in the racialised US criminal justice system, where the fluid category of child/juvenile is often unavailable to youth of colour and/or queer youth, and criminalisation is offered to regulate sexuality, consent, age and potential harm.     

Asymmetric learning in a short-term,macro-oriented international students’ exchange: an exploratory study

International social work organizations’ call for a Global Agenda for Social Work and Social Development emphasizes promotion of social justice-oriented policies. A major challenge for international student exchange programs, especially when the visitors are from affluent countries, is to overcome the asymmetric process of the relative lack of power, in student hosts’ in comparison to student visitors’ relationships, as well as to focus on macro-practice orientation. Through analyzing a case study of student exchange, we propose a set of pedagogical strategies that may help to overcome these challenges through using processes of mirroring to address this asymmetric situation. This exploratory research is based on a three-year assessment of a short-term, macro-oriented MSW travel study course between graduate students from two universities (in the US and in Israel) using an exchange framework. It includes a comparison of joint experiences of students using both written and arts-based data. The findings demonstrate that the use of relationship building and mirroring enables both hosts and guests to learn about their own macro-reality through the eyes of the others and helps diffuse asymmetry and create relationships not only on the micro-, but also macro-levels. Implications for teaching methods in international courses are discussed.     

从无知之幕到分配正义——罗尔斯正义论的“哲学—历史”逻辑演进

罗尔斯正义论体系分为理想理论和非理想理论。"次序"或"优先性"是衔接两部分的关键,它赋予正义论体系最鲜明的逻辑特征。原初状态的理性人,内蕴着一种历史的观念,是逻辑和历史的起点。制度正义连接正义原则和分配正义,是体现逻辑和历史交汇的核心地带。随着正义原则由社会基本结构进入现实分配领域,不完善的一般性继续进化为合理的一般性——一种历史的理性。至此,从原初状态开始的哲学和历史结合的逻辑基本实现了它本身的发展形式,即从逻辑一般到现实历史。     

教育期望中的班级效应分析

班级是中国基础教育领域重要的组织设置。利用“中国教育追踪调查”（CEPS）数据，应用分层线性模型，本研究关注班级设置，包括班级组织结构和班级氛围，对初中生教育期望的影响。研究结果表明，在多个组织结构变量中，班主任的受教育程度和教龄对学生教育期望影响显著，但任课老师的资历影响不显著；在多个班级氛围变量中，学生的教育期望既受到班级客观学业水平的影响，亦受到师生之间互动关系的影响。此外，在控制了班级氛围变量后，师资配置对学生教育期望的影响不再显著。总之，在以往研究重点关注个体、家庭和学校影响的基础上，本研究将对教育期望的研究进一步拓展到学校内部的班级环境，并发现师生之间建立的紧密互动关系及良好的班级氛围对学生的教育期望发挥着最重要的影响。     

论《刑事诉讼法修正案(草案)》中的特别程序——再谈刑事和解制度

《刑事诉讼法修正案(草案)》将刑事和解制度首次纳入特殊程序范围,这是我国刑事司法理念不断创新和提升的直接体现,具有重要的实践意义。为确保刑事和解制度能够切实运行而不空为一纸规定,有必要对该制度的存在基础予以明晰,同时进一步完善其运行机制,最终实现刑事和解程序化解当事人矛盾、弥补受害人损失、修复被破坏社会关系的根本目的。