重塑我国法学教育价值观的思考

虽然两大法系国家基于不同的法律传统在法学教育价值观上对理论素养价值观和职业素养价值观各有侧重,但两者总的发展趋势是融合和统一的,即培养兼具理论素养和职业素养为一体的综合人才。而我国目前法学教育存在着价值观模糊的问题。因此,在我国社会法治化进程逐步推进的今天,借鉴国外法学教育的合理因素重塑我国法学教育价值观是我国法学教育发展的关键所在。     

北部湾经济区的建立对广西高职高专大学英语教学的启示

北部湾经济区的开发,对广西高职高专大学英语教学模式提出了新的挑战。提出“英语＋专业”,是适应北部湾经济发展需要的复合型人才培养模式。     

论我国法律职业共同体的构建——从改善法官和律师关系的角度出发

法律共同体是由法官、检察官、律师以及法学学者等法律人组成的法律职业群体。在该群体中,由于执业角度不同,在共同体内部依然产生分歧,该分歧的外化形式之一在当下可体现在法官与律师之间因受各种因素影响导致关系恶化和紧张,为了缓和这种恶化的紧张关系,应借鉴域外法官与律师职业互动的方式,通过发挥职业协会等自治组织的作用、增强律师与法官职业的流动性等方式来改善法官和律师的关系,构建法律职业的共同体。     

对警察职业能力培养的几点思考

当下公安院校的警察职业能力培养,在价值和制度层面还存在较多困难,如师资、课程建设和育人氛围仍需加强,学术评价体系之弊病影响教育者输出。应当克服路径依赖,须围绕教育者、教学内容和受教育者三大基本要素,全面加强师资队伍建设和课程建设,凸显课程设置地域特色,并完善以生为本的培养考核体系,提升现有培养模式中的文化内涵,以实现警察职业能力培养的科学发展。     

论人民警察职业道德建设

加强人民警察职业道德建设、提高人民警察职业道德素养,是公安队伍建设的重要内容。人民警察职业道德建设必须把绝对忠诚摆在首位、以服务人民为终极取向、以无私奉献为基本要求。在改革开放全面深化的今天,人民警察职业道德建设不仅是增强警察综合素质、促进警察专业发展的必然要求,而且是树立警察良好形象、提升公安软实力的内在诉求,同时也是保障社会公平正义、维护社会安定和谐的现实需求。人民警察职业道德建设必须完善人民警察职业道德规范体系,强化人民警察职业道德教育与实践,提高人民警察职业道德修养的自觉性,健全人民警察道德监督机制。     

Drug counselling behind the prison wall: staff responses to collaborative challenges

In the last decade, 13 Drug Counselling Units (DCUs) have been established in Norwegian prisons. These units are to offer prisoners with substance use problems coordinated treatment and rehabilitation so they can better cope with their problems during imprisonment and after release. Key means in achieving these goals are to establish inter-agency collaboration between the prison service and the specialist health services. Psychologists, social workers and prison officers from these institutions are to form an inter-professional team in the collaborative process. This study explores the challenges these occupational groups face when they collaborate within this organizational frame. The results show that the occupational groups experience two of the same types of challenges, but that they respond differently to them. The pattern of responses impacts collaboration, both in positive and negative ways. However, all occupational groups endeavour to maintain a high standard within the institutional framework provided by the Norwegian prison system. This article discusses how the responses of the occupational groups in the collaborative processes in the DCUs are influenced by their affiliation to the DCUs, as well as the system of management and professional logic.     

An Examination of Training Design Strategies in a Pay-For-Performance Appraisal System Online Workshop

The purpose of this study was to examine the design of an online training program about pay-for-performance systems for municipal agencies. The effects of two training design strategies, discussion groups and multiple-formatted content, on participants’ declarative knowledge were examined. The moderating role of experience with technology, technology self-efficacy, and several individual characteristic variables were also examined. Participants for the study were adult learners from four undergraduate courses. Analyses indicated that there were significant differences between an online training workshop with discussion group activities and an online training workshop without discussion groups with regard to participants’ declarative knowledge. Findings from the study are discussed.     

论市场经济条件下的公安教育改革

社会主义市场经济条件下的公安教育应该定位为职业教育。为使职业教育能够落实到处就必须更新观念,强化法律制度建设,优化资源配置,确立实践教学的主导地位,从而建立与社会主义市场经济体制要求相一致的公安教育新秩序。     

论我国农村资金互助社的融资制度创新及其法律保障

农村资金互助社是我国农村金融实践的产物,是我国农村合作金融的起步形态。由于相关法律制度的缺陷及政策支持的不足,目前农村资金互助社普遍面临着融资困境,主要表现为难以获得金融许可证,处于银监会监管下的正规农村资金互助社发展步履维艰。针对农村资金互助社融资制度中存在的法人财产权属制度模糊和融资方式低效两个缺陷,应赋予农村资金互助社法人财产制度合作金融特征,实质性拓展农村资金互助社的融资方式,并完善农村资金互助社融资制度创新的法律保障。     

The stop and think group: Changing sexually aggressive behaviour in young children

Abstract

Until recently, relatively little attention has been paid to young children who are sexually aggressive to other children. In this paper, cognitive-behavioural group techniques which have been used in the treatment of aggressive, impulsive behaviour in young children were applied in a small group setting to the sexually aggressive behaviour of pre-pubescent boys. The boys initially learned a ‘Stop and Think” model for general interpersonal problem-solving, which was then used to work on their difficulties with verbal and physical sexual aggression. Observation of the children's behaviour, reports from carers, school staff and social workers indicated that the group programme increased the children's ability to inhibit impulsive, aggressive behaviour. In the nine months after the group finished there were no known incidents of sexual aggression. In the context of certain limitations discussed in the paper, this positive outcome suggests that these methods have potential for reducing the likelihood of sexually aggressive behaviour becoming habitual.