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Good morning. It is an honor to speak before this very distinguished and daunting audience on recent efforts at revitalizing state constitutions. It is an effort that has been given […]

Copyright of Psychologie Française is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In hybrid legal contexts in China, judges' speech acts of reformulating rules serve to demonstrate their ideological and linguistic preferences in law enforcement. A comparative analysis of judges' reformulations in judgments in the traditional (imperial) and contemporary periods in this study discloses a disparity in their speech style over time. Though judges in the two periods both navigate between the ethical discourse and the legal discourse in the negotiation of meaning in law, traditional judges are found to have reformulated rules from various sources, particularly those of Confucian classics, acting as more of a constructive legal interpreter. In contrast, contemporary judges tend to reformulate rules of the codified law in a more monologic style, thereby displaying greater respect for the autonomy of law in their reformulations. These differences are interpreted from a socio-cultural standpoint. [ABSTRACT FROM AUTHOR]

Numerous empirical findings have shown biased judgments of (future) teachers depending on students' ethnic and social background. Furthermore, research has indicated that (future) teachers' stereotypes and attitudes differ depending on students' backgrounds and appear to influence (future) teachers' judgments. Based on theories of stereotype change, attitude change, and judgment formation, a short intervention was developed to change stereotypes and attitudes and to reduce judgment biases. In an experimental study (within- and between-subject design) with N = 215 preservice teacher students, the effectiveness of the intervention on stereotype change, attitude change, and reduction of judgment distortions was tested. The results showed hypothesized effects of the intervention on stereotypes and attitudes towards students with an immigration background and students with low social status. Furthermore, the intervention showed effects on preservice teacher students' judgments, especially for low-status students. [ABSTRACT FROM AUTHOR]

People differ in their initial emotional responses to events, and we are beginning to understand these responses and their pervasive implications for psychological health. However, people also differ in how they think about and react to their initial emotions (i.e., emotion judgments). In turn, how people judge their emotions-as predominantly positive or negative-may have crucial implications for psychological health. Across five MTurk and undergraduate samples collected between 2017 and 2022 (total N = 1,647), we investigated the nature of habitual emotion judgments (Aim 1) and their associations with psychological health (Aim 2). In Aim 1, we found four distinct habitual emotion judgments that differ according to the valence of the judgment (positive or negative) and the valence of the emotion being judged (positive or negative). Individual differences in habitual emotion judgments were moderately stable across time and were associated with, but not redundant with, conceptually related constructs (e.g., affect valuation, emotion preferences, stress mindsets, meta-emotions) and broader traits (i.e., extraversion, neuroticism, trait emotions). In Aim 2, positive judgments of positive emotions were uniquely associated with better psychological health and negative judgments of negative emotions were uniquely associated with worse psychological health concurrently and prospectively, above and beyond the other types of emotion judgments, and above and beyond conceptually related constructs and broader traits. This research gives insight into how people judge their emotions, how these judgments relate to other emotion-related constructs, and their implications for psychological health. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

The article covers one of the features of law enforcement as an independent form of exercising legal norms – the outcome of law enforcement, i.e., law enforcement act of a specific application entity – a court. The author analyzes what constitutes an act of law enforcement, its features, whether court decisions are law enforcement acts, and the peculiarities of these acts. It is noted that court judgments meet the characteristics of law enforcement acts, each of which has a specific manifestation. Court judgments are individual, authoritative, and binding. Like most law enforcement acts, judicial enforcement acts always take the form of an act-document. Judicial law enforcement acts are based on substantive law, while the entire process of judicial law enforcement, the choice of the type, structure and content of court decisions must comply with procedural rules, which are, moreover, specialized in relation to the court as a law enforcer. In the context of judicial law enforcement, it is inappropriate to distinguish procedural rules, since they are included in the concept of “procedural rules”. In addition, court judgments that conclude the proceedings are characterized by such a feature that is not peculiar to the acts of law enforcement of other subjects as extraordinary authority, which is enshrined in the constitutional provision on the adoption of court decisions in the name of Ukraine. It is stated that this provision is inconsistent with the relevant norm of the specific legislation on the judicial system and the status of judges and the procedural (judicial) codes. The latter are more logical, as they clarify that only court decisions that conclude the proceedings are made in the name of Ukraine. In the context of the peculiarities of manifestation in the process of judicial enforcement, the author analyzes the aspects of exercise of law enforcement acts related to the mandatory nature of their implementation; state support for their implementation; and control over their implementation. The above is enshrined in the constitution with further specification in relevant legislation on the judiciary and the status of judges and procedural (court) codes. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Al-Anbar University for Islamic Sciences is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Anbar University for Law & Political Sciences is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article deals with theoretical and practical aspects of critical thinking development in foreign language classes. Some techniques of critical thinking formation are analyzed. The strategies that can be applied to improve one’s critical thinking (making a conscious effort to focus on the challenge, learning to ask critical questions, practice to support the ideas with verifiable evidence, etc.) are substantiated. The main facts about the historical path of critical thinking are presented starting with the ideas of Socrates, Plato and Aristotle followed by representatives of the Renaissance. Modern publications of philologists and scientists John Hughes, Paul Dummett (2019); Pagan Castalo, Christen Li (2017); Smith, G., & Peloghitis, J. (2020) and others are aimed to teaching students to think critically and communicate effectively. Some researchers have established a connection between critical thinking and creativity. To be effective in critical thinking it is analyzed how to structure the entire learning process. The article discusses important points of critical thinking efficiency, i.e., making a deliberate effort to single out the ideas contained in the piece of information, weighing the ideas to see what their correlation is, finding out the relevance and importance of each idea, creating one’s own arguments. Some practical tasks used for mastering critical thinking at English classes are presented, namely while training reading, listening, writing and speaking skills. The article also describes the signs that demonstrate students have developed the skills of critical thinking. It’s also mentioned that in constructing assessments of critical thinking, educators should use open-ended tasks, real-world or “authentic” problem contexts that require students to go beyond restating previously learned information.