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The poliheuristic (PH) theory of decision making has made important contributions to our understanding of political decision making but remains silent about certain key aspects of the decision process. Specifically, PH theory contends that leaders screen out politically unacceptable options, but it provides no guidance on (1) the crucial threshold at which leaders reject options as politically unacceptable, (2) whether this threshold varies across leaders and situations, and, (3) if so, which factors shape variation in this threshold. We integrate PH theory with research on political leadership and decision context and derive hypotheses from this modified PH framework. An experimental test reveals that situational context and leadership style affect both (1) the ``noncompensatory threshold'' at which decision makers reject options as politically unacceptable and (2) how much decision makers rely on their constituents' views in making policy choices. We conclude that a modified PH theory incorporating these insights will have enhanced explanatory and predictive power.

Ideological and political education is an important content to ensure the direction of education and improve the quality of talent training in China. In recent years, it has been widely concerned by the education system and the society. The traditional ideological and political course is gradually transferred to the curriculum ideological and political education, and provides guidance for the comprehensive promotion of ideological and political education. This paper makes a summary and reflection on the current ideological and political education in China, introduces the practical significance of cultivating students' cultural self-confidence through curriculum setting, analyzes the relevance between college English curriculum setting and ideological and political education, and proposes a path planning for enhancing the relevance.

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A growing number of studies in international relations use experiments. Roth (1995) discusses at least three purposes for experiments: (i) testing theoretically derived models, or ''speaking to theorists''; (ii) data generation, which he called ''searching for facts,''; and (iii) ''searching for meaning,'' referring to policy applications, which he described as ''whispering in the ears of princes.'' Experiments in international relations have typically focused on the ''searching for facts'' type of experimental function and on theory (and hypotheses) testing.The main substantive contributions of experiments in international relations have been: (i) Experimental research has tried to shed light on both microlevel and macro-level behavior in international relations, often using different manipulations, samples, and populations, to explore these phenomena; (ii) Experiments, as heuristic devices, have also contributed to the emergence of new theories in international relations and foreign policy analysis, especially poliheuristic models; (iii) Experimental research has also provided cross-validation for findings derived primarily from other methodologies, such as statistical analysis, case studies, formal analysis, simulations, and computational modeling.In this introduction, we distinguish between: 1. Paper-and-pencil experiments, 2. Survey-based experiments, 3. Computerized process-tracing experiments, 4. Field experiments and natural experiments, and 5. Cognitive neuroscience experiments. 1 Authors' note : We would like to thank Eran Halperin of the Lauder School of Government, Diplomacy and Strategy at IDC-Herzliya, Israel for his helpful comments and suggestions.