从哈佛学派、芝加哥学派到后芝加哥学派——反托拉斯与竞争政策的产业经济学理论基础的发展与展望

世界近现代经济史,尤其是欧美近现代经济史的主要曲调之一是与“马歇尔冲突”相关的所谓反托拉斯或竞争政策。整个反托拉斯过程是经济实践、经济理论与伦理观念交织作用、相互影响的过程。本文即试图从这样一个过程,通过分析反托拉斯与竞争政策的产业经济学理论基础——从哈佛学派、芝加哥学派再到后芝加哥学派的发展,再探反托拉斯的真谛。并依此反思我国反垄断法及相关政策的出台。     

西方政治哲学的人性规定

人性是西方政治哲学的经典命题,不同政治哲学的人性规定决定其独特的理论品格。认为人性善的思想家通过道德召唤来完善个人的政治生活;认为人性恶的思想家以法治与规则保障政治生活的有序展开。出于对人性善恶之社会功能的权衡,西方政治哲学家通过建构政治制度来“抑恶扬善”,其对人与社会的关系的思考达到相当高的抽象水平,却脱离“现实的个人”与现实政治状况,马克思政治哲学以此为重要思想资源并以“改变世界”的“现实的运动”完成对西方政治哲学的现实超越。     

高密度城区开放空间的生态防灾策略

分析了城市化进程中高密度、高复杂度的城市环境特性,城市防灾规划之间的矛盾以及开放空间对高密度城区的疏解改善作用,提出了高密度城区的开放空间生态防灾层级,并从用地管理、环境改善、生态补偿及立体化防灾4个方面提出了高密度城区开放空间的生态防灾策略,探索了绿色生态理念在高密度城区的实现途径,以期促进高密度城区环境的可持续发展.     

Dialect contact and distinctiveness: The social meaning of language variation in an island community

In this paper, we analyse linguistic variables which are well‐established in British English, the vowels in the trap and bath lexical sets. We demonstrate that the social meanings of these variables are both historically substantiated and locally‐elaborated. Our data is taken from the speech of individuals living on the Isles of Scilly, a group of islands off the south‐west coast of England. Our initial analysis shows that trap and bath variants found on the islands are linked to contact with Standard English English, on the one hand, and the nearest neighbouring variety of Cornish English, on the other. The general distribution of variants is shown to reflect educational differences amongst our speakers. However, two case studies show speakers using forms atypical of their education type in order to position themselves in interactionally‐dynamic ways. This reveals how speakers exploit the multidimensional meanings of linguistic variants to reflect and construct local practices and alignments.     

Exploring How an Elementary Teacher Plans and Implements Social Studies Inquiry

Social studies continues to be marginalized in elementary grades, yet the C3 Framework and its Inquiry Arc offer possibilities for high-quality elementary social studies instruction. However, the C3 Framework requires that teachers possess an adequate understanding of how to implement inquiry within the various social studies disciplines, which we argue is an aspect of the pedagogical content knowledge necessary for effective elementary social studies instruction. This single-case study follows an elementary teacher through her use of the C3 Framework, Inquiry Arc, and a related curriculum approach called the Inquiry Design Model as she conceptualized, planned, and implemented inquiries in her fifth-grade classroom. By incorporating this new knowledge into her existing understanding of social studies pedagogy, as well as her knowledge of her students and specific educational context, the teacher was able to successfully navigate some of the challenges associated with implementing social studies inquiry in elementary classrooms.     

Trafficked children and child protection systems in the European Union

Child trafficking is a significant social problem across the European Union (EU). A discourse has emerged of state services failing trafficked children, who are portrayed as especially vulnerable. Less attention is paid to the socio-political conditions within the EU that result in exclusion. Such exclusion adds to the situational vulnerability that many children on the move experience and it may lead to exploitation. This paper is based on a review of 20 multi-national European Commission funded projects about child trafficking. The projects addressed the child trafficking priorities outlined in the EU Anti-Trafficking Strategy [(2012). Strategy towards the Eradication of Trafficking in Human Beings 2012–2016, COM (2012) 286, final. Retrieved from http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012DC0286&;from=EN]. Projects were reviewed via in-depth reading. Protective services for children in origin, transit and host countries contribute to the conditions that sustain child trafficking. Systems do not have the capacity to manage the consequences of globalisation. Consequently, exclusionary criteria are applied on the basis of gender, form of exploitation and ethnicity. In this review, being an EU citizen did not result in any guarantees of protection. Better protection requires commitment and investment in preventative programmes.     

Media, ‘Fat Panic’ and Public Pedagogy: Mapping Contested Terrain

Discourses regarding a ‘global obesity crisis’ and alternative frames (e.g. weight‐inclusive approaches to health) have proliferated through various media of communication. These media range from traditional print and visual formats (e.g. newspapers and television shows) to digital media (e.g. Twitter, Facebook, YouTube), which enable different publics to produce, and not just consume, text, images and other data relating to the body. Reflecting a sociological understanding of educational practices as extending beyond formal schooling, mediated obesity discourse and counter‐movements have also been conceptualised as public pedagogies, which instruct people how to relate to their own and other's bodies, health and subjectivities. This article examines what is critically known about various media at a time when governments and agencies are reinvigorating the global war on obesity, with populations being ‘advised’ to become and remain conscientious weight watchers. In conclusion, the article underscores the salience of social studies of the media when seeking to rethink obesity, incorporating critical reference to moral panic theory and the need to better understand what media can ‘do’ as enactments of public pedagogy.