密尔“论功利与正义的联系”评析

密尔在《功利主义》一书中,从分析正义的来源、正义与其他道德义务的关系入手,试图从中寻找到功利与正义的内在联系。功利与正义的确关系密切,但在功利主义这里,二者并没有达到和谐一致。     

正义究竟是什么：公平、权利还是美德？

正义究竟是什么？罗尔斯认为正义就是公平，他用两个正义原则即平等原则和差异原则来保障；诺齐克认为正义应该是个人权利的自由保障问题，他提出了包含有持有正义三原则的权利理论来反对罗尔斯的判别原则及其分配正义原则；麦金太尔反对把社会公平与个人权利作为伦理学的主题，主张回到亚里士多德的美德伦理，向传统美德伦理寻找答案。三人的见解各有千秋，理想的正义论应该是三人的合题，即公平与权利、规范伦理与美德伦理的内在统一。     

论弱势群体及其法律构建

文章首先表明了必须把弱势群体问题纳入法学研究的视野，对法治化视野中的弱势群体的概念和特征进行了阐述，分析了弱势群体对社会稳定的影响，进而提出必须对弱势群体问题进行制度和法律构建。文章运用罗尔斯的正义论和德沃金的权利理论以及哈贝马斯的合法性和沟通行为理论等分析工具，并对应对弱势群体和社会稳定问题提出了制度和法律构建的建议．     

Fighting the Prison–Industrial Complex: A Call to Communication and Cultural Studies Scholars to Change the World1

Collectively authored by the members of Prison Communication, Activism, Research, and Education (PCARE), an NCA-based group of scholars and activists, this essay argues that the prison–industrial complex has grown into a dire threat to the practices of US democracy. The essay “maps” the crises spawned by the prison–industrial complex and then offers a comprehensive action plan for pursuing new forms of scholarship, pedagogy, and activism. The essay therefore hopes to launch nothing less than a revolution in communication and cultural studies scholarship and a new wave of peace-and-justice activism.     

Instructional Feedback II: How Do Instructor Immediacy Cues and Facework Tactics Interact to Predict Student Motivation and Fairness Perceptions?

During feedback interventions (FIs), instructors may feel torn between directing students’ learning or maintaining productive rapport with them. Existing research suggests how instructional communication can achieve both outcomes. This study examined how students’ motivation to learn and perceptions of fairness were enhanced or eroded via particular instructional behaviors. Actual face-threat mitigation (FTM) tactics and teacher nonverbal immediacy (TNI) cues were manipulated in differing combinations to manage an FI situation, with varying effects on the outcome variables. Multivariate analysis detected main effects and a significant interaction effect between FTM and TNI regarding students’ motivation to learn, but main effects only for their perceptions of interactional fairness. Theoretical and pedagogical implications are discussed in light of self-determination, facework, approach-avoidance, and feedback intervention theories.     

Connecting Community Voices: Using a Latino/a Critical Race Theory Lens on Environmental Justice Advocacy

Abstract

This study examines the contested space of environmental inequity and demonstrates how engaged intercultural communication research can be used to put forth seldom heard cultural environmental meaning systems. In an attempt to bridge ecojustice–environmentalist divides, we use Latino Critical Race Theory (LatCrit) to understand and promote practices of Hispanic communities enacting environmental justice and cultural activism. We also exemplify the value of an explicit focus on the role of race in environmental issues for communication scholarship.     

Too busy to help: Antecedents and outcomes of interactional justice in web-based service encounters

Customer service is an important aspect of virtually all organizations. Thus, many try to find ways to improve it. Web-based live-chat support services are one promising means toward this end. However, such services and their success factors have been rarely studied. This study bridges this gap. It builds on justice and service marketing theories, and examines key factors that drive intentions to continue using web-based live-chat support services and to provide positive word-of-mouth. The results suggest that these outcomes are increased through interactional justice perceptions, which are diminished by the perceived busyness of the service provider. It is also suggested that the latter effect is moderated by the duration of the live-chat session; when the session is long the effect is stronger. Data collected from 86 users of a library web-based live-chat service were analyzed with structural equation modeling (SEM) techniques and support this view. Implications for research and practice are discussed.     

Dangerous spaces,dangerous memories,dangerous emotions: informal education and heteronormativity – a Manchester UK Youth Work vignette

This article makes a connection between youth work spaces, emotions and some elements of memory, exploring the construction of spaces dangerous for social justice in both meanings of the term ‘dangerous for’. It investigates the contribution to social justice of lesbian and gay youth work and other non-heteronormative youth work in a British context and considers the spaces of youth work practice as both potentially threatening to the prospect of social justice and also as potentially ‘for’ social justice, that is, capable of proposing social justice and therefore replete with danger for current social relations. The argument seeks to engage with recent discussions of how collective subjectivities emerge and become politically active, of how lives become liveable and indeed what counts as a life.     

论宋代的检验制度

中国古代检验技术在宋代达到了最高水平,宋代检验制度实现了检验主体的专业化与检验程序的规范化,实行以尸体检验为中心的全方位检验模式。宋代检验技术不仅在刑事司法中得到充分运用,而且在民事案件中也得到较多地运用。与宋代同时期的西欧正笼罩在基督教神权统治之下,盛行落后的神判司法模式,难以与发达的宋代证据制度相比。宋代证据制度体现了中国传统司法具备的确定性品质。