地方人大常委会重大事项议决权的法理分析

重大事项议决权是地方人大常委会的一项法定职权.地方人大常委会的这一职权具有从属性、抽象性、综合性.行使重大事项议决权要坚持自主创制性和民主参与性,同时还要注意到实体和程序的结合性.地方人大常委套应就重大事项不议决与议决不当承担相应的法律责任或政治责任.地方人大常委会重大事项议决责任的问责主体有原选区选民和原选举单位两类;问责方式主要是罢免.     

社会环境的变化对警察执法公信力的影响

当前我国正处于社会转型的关键时期,公安工作所面临的政治、经济、法律、文化等各方面的环境发生了深刻的变化.近年来,我国警察执法公信力之所以受到各方的关注,其原因不仅在于公安机关本身,还在于公安工作所面临的外部环境发生了变化,如行政权力干预、民生问题、公众的认知、新闻媒体的报道等都会对警察执法公信力产生影响.     

贵州扶贫开发中的制度创新思考——基于连片特困区的自我发展能力培育

贵州是全国贫困最严重的省份,贫困人口多、贫困面大、贫困程度深,扶贫攻坚任务异常艰巨.由于经济社会发展存在很多历史欠账和瓶颈,常规的扶贫手段难以奏效,为了彻底摆脱贫穷落后的历史标签,必须加大扶贫开发力度,从本质上解决连片特困区的贫困问题,有针对性地找准扶贫攻坚的路径,立足资源优势和政策机会,通过制度创新,突破瓶颈制约,培育和形成贫困地区自我可持续的发展能力,让贵州与全国同步进入全面小康社会建设的新时期.     

军队政治工作学发展展望

军队政治工作学的发展经历了民主革命时期、社会主义革命和建设时期、改革开放和发展社会主义市场经济时期等三个阶段。进入新世纪之际,军队政治工作学的发展应正确把握其所处的“坐标体系”、确立科学的指导思想、明确着力点、解决制约其发展的问题。     

欧盟经济制裁及其对中国的启示

近年来,欧盟对制裁的使用逐年递增,制裁政策的出台也越发频繁,制裁数量呈明显上升的趋势。同时,欧盟的制裁对象呈全球性分布,不仅包括主权国家,还包括非政府组织、企业等各类主体。制裁的缘由从以控制武装冲突为主扩展到人权保护、反对恐怖主义等。制裁领域也宽泛化,包括了外交制裁、金融制裁、贸易制裁等。欧盟针对中国以及“一带一路”倡...     

防范和化解地方政府隐性债务风险研究——基于地方国有平台型公司转型发展视角

金融风险防控是中国经济社会发展的重要攻坚战之一。分析地方政府隐性债务成因、风险成因和风险传导机制等可以发现,地方政府偿债能力增长率高于债务规模增长率,是阻断地方政府隐性债务风险出现、传导和爆发的理论逻辑。解决债务风险问题的关键在于,以提高政府投资效率和债务人偿债能力为出发点,增强地方国有平台型公司盈利能力。科学推进地方...     

‘I do not have the means to speak:’ educating youth for citizenship in post-conflict Liberia

Although policymakers stress the importance of education in promoting peace, little research examines the ways that schools prepare students affected by conflict to participate in the restoration of peace in their political community. Post-conflict societies experience severe challenges in strengthening political processes and social cohesion. This paper discusses citizenship education at a school run by a non-governmental organization near Monrovia, Liberia, examining the implemented curriculum in an 8th grade civics classroom. The paper details the ways that young people expressed civic critiques within the classroom, and provides a counterstory to narratives of harsh and violent educational environments in the region. This classroom was a space where students and their teacher engaged in talk about contentious issues: students discussed corruption and injustice, and highlighted the relationship between economic and political power. I argue that if the goal of education is to produce engaged, effective citizens, teachers should have pedagogic support to confront the differences between the implemented curriculum and students’ lived experiences. Peace education in such contexts must include equipping students to seek justice. Furthermore, because possibilities for civic education are embedded in students’ local and national contexts, current global civic education initiatives must be adaptive to local realities.