浅谈公安现役院校“红色基因”传承

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政策知识再生产:全球化时代政策转移中的知识叙事

在"全球化"、"知识化"的时代,政策知识成为研究政策转移的重要切入点。治理环境的复杂化、知识的不确定性、知识的"地方性"决定了政策转移中的知识再生产成为与政策转移有效性相契合的命题。政策转移中的政策知识再生产是一个政策知识收集、转化、应用、综合的过程,这个过程嵌入在一定的权力结构之中,并依赖于特定的组织结构。因此,应在对政策转移中知识再生产的结构与过程的"应然"考察基础上构建出政策转移有效性评估框架。     

无主体的消费:消费社会的本体论基础

让·鲍德里亚的<消费社会>一书,在首先指认一般经济学意义上的消费概念具有"需求先存论"倾向的基础上,提出了作为约束范畴的消费概念.他认为这种意义上的消费概念既是新社会现实的标志.也是分析消费社会的一个基础范畴,与此相应,他认为以他自己的消费概念为基础的社会学分析方法从此结束了先验性情结.     

论发展中国家的国际文化策略——以文化相对主义为视角

文化相对主义是在全球化语境下每个民族处理"民族文化"与"全球文化"关系的理论话语之一,是与文化哲学传统的创造相伴而生的、在批判文化进化论的过程中展开、在批判西方以经济为核心的发展理念中得到进一步发展.文化相对主义是对"西方文化中心论"的某种校正与纠偏,是发展中国家对抗"文化帝国主义"话语霸权的重要武器.     

道德教育的实质、任务、知识与学科

道德教育的实质是人的文明教化：根本任务是引导受教育者的精神发展，使某种“人”的理念转化并保持为其人生的信念。道德教育的知识必须承载受教育者确信为不言而喻之真理。西方道德教育的基本知识资源来自基督教信条；中国道德教育的知识以中国先哲所创“思想范式”为本体，融文史哲艺知识为一体。道德教育的意义在于文化传承，中西道德教育面临不同问题。中国道德教育学科应建设为学科制度中的特殊学科：拥有独立于哲学社会科学学科知识之外的、承载中国人确信为不言而喻之真理的知识的独立知识体系。     

我国医疗公证制度的问题与对策

目前我国医疗公证存在着立法缺失、公证机构及公证员的法律地位不明确、复合型公证人才缺乏、医疗风险的承担可能显失公平、对公证后的医疗行为缺乏监督、信用体制不完善等问题。针对这些问题，本文从加强医疗公证的立法、明确公证机构和公证员的法律地位、完善医疗公证程序、提高医疗公证人才的综合素质和健全医疗公证赔偿保险制度五个方面提出了完善我国医疗公证制度的对策建议。     

Predicting success: A research study based on law degree courses at Trent Polytechnic

Abstract

THIS STUDY was set up to investigate the possibility of a relationship between the General Certificate of Education ('G.C.E.’) ‘A’ level qualifications of the entrants on to the law degree courses at Trent Polytechnic and their degree classifications.

Very little evidence was found of any such significant relationships. Further analysis of both G.C.E. ‘A’ and ‘O’ level qualifications similarly showed no significant relationships except in the case of ‘O’ levels. The most clear finding was that significant relationships do exist between being a full‐time female student and obtaining a good honours classification, and that all LL.B. Legal Studies (four‐year sandwich) students have a better chance of obtaining good honours than do LL.B. Law (three‐year full‐time) students.

Various other analyses were also attempted, but no other significant relationships were found, although it is possible that choice of final‐year options may influence degree classifications.

Overall, this study suggests that while G.C.E. results may be suggestive of a basic ability to complete degree courses successfully, they do not predict degree classifications. From this I draw the conclusion that G.C.E. results should not be used to exclude students from these, and possibly other, courses in higher education.

In considering the possible predictive value of the ‘A’ level G.C.E. qualifications of entrants on to the law degree courses at Trent Polytechnic and their degree classifications, other possible predictive relationships and factors were also investigated, in order to examine whether any other (reasonably available) variables were linked to degree classifications. Analyses were therefore carried out in relation to ‘O’ level G.C.E., gender, age of student, course, G.C.E. subject‐groupings and course progress. Other variables were not possible to test because of the quality of the information available.