试论党执政规律的探索与核心竞争力的培塑

探索党的执政规律,是为了跳出"兴勃亡忽"的历史周期律,是提高执政能力的前提;培塑党的核心竞争力——整合政治社会利益的核心力、依法执政的核心力、驾御市场经济的核心力、重建文化信仰的核心竞争力,是解决我党21世纪面对的两大历史性课题的关键所在。     

三个少数民族的语用能力调查

语用迁移往往反映了学习者的语用能力。以数据收集的方式调查云南三个少数民族(彝族、哈尼族和白族)的语用迁移情况,旨在通过研究少数民族的语用迁移特点和语用能力的同时给边疆少数民族的外语教学以一定的启示。     

秦汉官僚体制下的基层文吏研究

秦汉官僚体制中,各级官署中的文吏是国家行政管理机器中最基础的组成部分,他们位居国家权力的末端,通过掌控使用文字,统计精算资源,经办一切行政、司法、军政、民政的具体事务,参与政府的行政管理.文吏专心事主,熟擅簿书,晓习法令,破坚理烦,以其认真规范、勤政能干的办事风格,创造了一个先进、高效的秦汉帝国,对保证庞大帝国的正常运转、维持专制主义中央集权的稳定,具有不可忽视的意义.     

以人为本执政理念在抗震救灾中的践行

以人为本,是我们党为人民服务宗旨的集中体现,也是我们党执政理念的生动表达。在抗震救灾中,以最广大人民群众的利益为本的执政理念展示了中国共产党高水平的执政能力,得到全党和全国人民的广泛认同和拥护。     

从党的群众路线教育活动看党建研究的趋向

党的群众路线教育实践活动是一次全党的执政理念教育，显示党的建设理论研究基本趋向。党建理论研究将以党的执政理念为中心从基本理论、战略布局、战略实施等层面展开。     

论社会转型中的社区管治与社区警务

我国现阶段的社会转型对社区管治与社区警务产生着深刻的影响,使社区的管治环境、人际关系、管治方式和治安生态发生了重大变化。在对社区实施的政府管理与居民自治中,政府管理是主导,需要通过完善的居民自治才能最大限度地发挥管理作用;居民自治是基础,只有在政府引领下才能充分实现自治功能。社会转型期的社区警务活动,应当立足社区履行公安社会管理职能,充分利用社区资源改善警务运行条件,建立和谐警民关系为社区建设提供治安保障。     

大学生创业能力评价指标体系研究

在党和国家高度重视大学生创业的大背景下，通过阅读大学生创业能力研究的相关文献，以大学生创业能力的要素构成分析为切入点，通过研究，初步构建了大学生创业能力的评价指标体系。并通过实证研究检验，评估了指标模型的有效性。     

Grammar Schools,a Policy of Social Mobility and Selection—Why?

Initially, four plausible reasons for introducing selection in secondary education are examined, three of which are irrelevant to contemporary debates about expanding grammar‐school education. These are: first, to ration education in less advanced economies; second, to increase the supply of skilled labour within an expanded national elite; third, as part of a ‘segmented’ system of education. A fourth—increasing upward social mobility—is open to two objections: first, the May government's proposals are so limited as to have little likely impact on mobility and, second, upward mobility in the twentieth century was possible only because of structural change in the British labour market, and that will probably not continue in this century. Finally, it is argued that attempts to select the ‘best’ in any activity or skill are necessarily highly imperfect, and are far less accurate than testing who does and does not meet some minimum level of competence.     

Full Range Leadership Styles and Government IT Team Performance: The Critical Roles of Follower and Team Competence

Abstract

In this study, we explore how leadership affects team performance from a team and follower competence perspective. We base our study on the Full Range Leadership (FRL) model, which proposes three different leadership styles: passive/avoidant, transactional, and transformational. The FRL has been well-studied outside the public administration environment, but rarely considering the three leadership styles simultaneously, or with team level outcomes. We propose a sequential mediation model in which leadership styles relate to follower competencies, which in turn relate to team competence, and then team performance. Our research design is distinctive in that we study all three FRL styles simultaneously, examine team performance as opposed to individual performance, and utilize data from three levels of a municipal government IT department. We found that transformational leadership was directly and indirectly related to team performance in the expected positive directions. Transactional leadership was mostly ineffective, while passive/avoidant leadership had complicated relationships with team performance that were both positive (direct) and negative (indirect through competence). We conclude that the three FRL styles have varying degrees of effectiveness as direct and indirect predictors of team performance. We discuss the implications of our results for leadership of public administration organizations.     

Horsing around: Using equine facilitated learning to support the development of social-emotional competence of students at risk of school failure

The social-emotional issues some students experience can place them at risk of school failure. Traditional methods of support can be ineffective or not sustainable and new alternative approaches need to be attempted to support social-emotional competency, school engagement, and success for students at risk. This article discusses preliminary outcomes of an equine facilitated learning (EFL) program specifically designed to focus on using horses to improve the resilience and social-emotional competency in students perceived as “at risk” of school failure. This qualitative exploratory study used interviews and observations over a six month period to listen to the voices of the students themselves about their experiences of EFL. Initial findings from the pilot study suggest that EFL programs can be a novel and motivating way to promote resilience training and social-emotional development of students at risk of failure and, in turn, improve their level of engagement and connection with school environments.