坚定理想信念植根宗旨意识贯彻群众路线落地有声

群众路线是我们党的独创理论,它的形成走过了一个独特的历史轨迹。从党的二大雏形的提出,到20世纪20年代末概念的形成,再到党的十四大写入党章,标志着这一理论真正确立。在现实学生管理工作中,坚定理想信念,植根宗旨意识,全面贯彻群众路线,真情对待学生,真心实意为学生解决实际困难,意义重大。     

思想政治教育的人性化研究

马克思主义认为,人性是自然人性与社会人性在生产实践中的统一,这就为思想政治教育人性化研究提供了理论基础;以马克思主义人性论为指导,阐述了思想政治教育人性化的基本内涵和现实依据,探讨了思想政治教育人性化的实现路径;指出要在对传统思想政治教育反思的基础上,分别从教育理念、教育环境以及教育方法三个方面实现思想政治教育的人性化,最终达到人的自由全面发展。     

Implementing and Integrating Policies on Performance-Based Pay: Coordinating the “One-Employer Approach” in a Swedish Municipality

In Sweden, performance-based pay has gone furthest in the public sector. This development has placed demands on employers to have a transparent and salient salary review process with which to evaluate employees uniformly and fair – and to act in a unitary manner, as one employer. Pay policies aim to coordinate salary reviews in organizations. However, the transfer of policy to practice is not easy and research has shown a gap between intended and implemented policies. Drawing on a case study in a municipality, this article expands knowledge on policy transfer by exploring and describing how HR, unions, managers and employees perceive implementation and integration of the pay policies, and to what extent the municipality succeeds in a one-employer approach. The findings suggest that the municipality fails to act as one employer and that the units that are most successful in implementing the policy are those closer to top management.     

Public Perceptions of Privatization in Ethiopia: A Case for Public Good or Private Gain?

Ethiopia is one of the many countries in sub-Saharan Africa attempting to privatize various state-owned enterprises since 1994. This study examined public perceptions about Ethiopia's privatization policy and procedures. Results support the concerns over the public's inability to know about, be involved in and comment upon public policies affecting Ethiopia's future. Findings also support the literature that a privatization policy is effective only when institutional and technical capacities for proper implementation are in place. Further, findings raise questions about the efficacy of privatization in a national context where interests may be misrepresented.     

Developing Countries and the Implementation of CITES: The Mexican Experience

A key issue for the success of international conventions regulating biodiversity conservation is to understand the different philosophical positions of each party for initially acceding to that convention, and for the measures each party takes to implement that convention. This paper documents policies for wildlife trade regulation in Mexico from the early 1980s to the early 2000s, with emphasis on the process of CITES implementation. Mexico was slow to adopt environmental policies, but when Mexico did recognize wider environmental concerns, the prospect of acceding to CITES was not considered because of existing bans on all wildlife trade in native species. However, Mexico could not control the illegal trade of wild species during the 1980s. Mexico acceded to CITES in 1991 mainly in response to international pressure and to bilateral pressure while seeking to join a free trade agreement. The step of joining CITES was taken without clear analysis about the consequences of being a party to the Convention. Between 1992 and 1996, Mexico had no clear policy about its role within CITES. The period from 1997 to 2001 witnessed an improved legal and administrative structure and a greater internal coordination between the institutions involved with CITES. Mexico has now improved its policy toward international wildlife trade.     

美国人力资源战略的实施策略及对我国的启示

美国人力资源战略的成功实施使其在世界人才竞争中一直保持竞争优势,这与其选择合理的实施策略是分不开的。本文通过梳理美国国家层面人力资源战略的相关政策和措施,归纳了美国实施人力资源战略的主要策略选择,提出对我国实施人力资源战略实施的一些启示。     

公安院校刑事法学实践实训“三化”教学模式的构建

笔者围绕公安院校"复合型、应用型"的人才培养目标,结合新形势下社会对法律专业人才素养的要求和刑事法学学科特点,探索构建以学生法律职业素养和实践能力培养为重点的刑事诉讼法学层次化、模块化、流程化实践实训教学模式,并在付诸教学实践中取得了明显成效。该教学模式在完善法学实践教学体系、提高教育教学质量及促进实践教学条件建设方面起到了积极的推动作用,同时对推进法学教育教学及人才培养方式改革具有标本意义。     

Issues in Implementing a Comprehensive Intervention for Public School Children With Autism Spectrum Disorders

Many students with autism spectrum disorders (ASD) are educated separately from their typically developing peers, while others are placed in inclusive classes but without supports that would help them benefit from less restrictive placements. The needs of students with ASD who are in inclusive settings are often not planned for or met appropriately, resulting in continuing problems and movement to increasingly restrictive environments or private placements. There is a critical need for school models to fill the gap in appropriate services for this population of children with ASD. These models should include those that are inclusive and academically challenging, that can be implemented by many school districts, and that are responsive to the unique combination of strengths and deficits in these students. In the current article, the authors describe the development and core components of the model, and implementation of the ASD Nest program in public schools in New York City.