析不真正不作为犯的概念

在不作为犯理论中,不真正不作为犯的概念存在诸多争议,而这又直接影响到对其他相关问题的深入研究．因而有必要对不真正不作为犯的概念进行厘清。从行为方式上对不真正不作为犯进行定义存在诸多弊端．应从实质意义上对其予以定义．并与真正不作为犯划清界限。     

《企业运营与发展》课程教学初探

首都职工素质教育工程的全面实施开创了职工教育的新模式,为职工终身学习创造了条件,得到了企业和职工的广泛欢迎,在社会上引起了强烈反响。作为一名授课教师,要对开展素质教育工程的意义有深刻的认识。在教学过程中注重与学员的交流。要根据考核要求,结合学员实际水平,确定授课重点。并注意结合成人学习特点,改变教学模式,引导学员主动参与教学活动,强化学员自主学习意识。     

学习化社会中的成人教育模式

成人教育是学习化社会的实现途径、终身教育体系中不可或缺的重要部分 ;成人教育的发展有赖于包括目标模式、组织与机构模式和课程模式等多层面的发展模式的有效组织与实施。     

Experiencing Globalization: Active Teaching and Learning in International Political Economy

This article explores the teaching and learning challenges for the discipline of international studies (IS) that arise from the contemporary social, economic, and political changes usually labeled "globalization." The focus is upon the challenge posed to IS by a transformation in the nature of the relationship of teachers and students to the subject matter that they study: that is, teachers and students increasingly experience and contribute to globalization in the course of their daily lives as they simultaneously teach and learn about it. Significantly for the study of globalization in IS, pedagogical debates surrounding active teaching and learning highlight the potential for strategies that actively engage students' interests and everyday experiences with the subject itself. On this basis, the article outlines some potential routes into the active teaching and learning of globalization in the field of international political economy, illustrating these with examples from classroom activities and exercises.     

浅谈高校图书馆人员的思想素质和工作能力

新时期图书馆工作人员必须具有较高的思想素质和工作能力,才能适应现代化的要求.     

教师的心理情感因素与英语教学

情感教育是素质教育的重要内容和有力手段 ,情感因素对教学的重要影响已日益为人所共识 ,而情感因素在外语教学中的作用尤为突出。在英语课堂上 ,教师情感起主导作用 ,直接影响着学生的情感。探讨英语教学中教师的心理情感因素 ,有利于全面提高英语教师的素质 ,提高英语教学质量 ,并有助于改变教育“重智轻情”的状况。     

The promotion of peace education through guides in peace museums. A case study of the Kyoto Museum for World Peace,Ritsumeikan University

This paper focuses on how peace education at a peace museum is promoted by a volunteer guide service for visitors. Peace museums are places where many materials related to war and peace history are on display. To support the learning experience of museum visitors, many peace museums in Japan provide a volunteer guide service. The Kyoto Museum for World Peace, Ritsumeikan University, started such a service more than 20 years ago. A citizens’ group, called Friends for Peace, is in charge of the museum guide activities in cooperation with the museum. This article explains the purposes and nature of the service, and also reports on a survey of similar services offered by other peace museums in Japan.     

公安工作中社会主义法治理念的践行

社会主义法治理念具有丰富的内涵。公安工作践行社会主义法治理念是构建社会主义和谐社会的必然要求,是确保公安工作社会主义政治方向的客观需要,也是建设高素质公安队伍的客观需要。当前,在公安工作中应进一步增强党性观念、大局观念,牢固树立严格、文明、公正、效能、公开的执法思想,切实提高法律素养,自觉接受法律监督,从而践行社会主义法治理念的基本要求。     

中东欧国家与冷战后北约的新变化

冷战结束后,北约并未因对手的消失而瓦解,而是通过扩大组织、出台新战略和实施新行动找到生存依据并获得新的发展。在北约的新扩大、新战略和新行动中,中东欧国家不管是主动参与还是被动接受,都起到了不可低估的作用。中东欧国家的加入令北约成员国从16个增至30个,拓展了北约的疆域。东欧剧变带来的国际局势的变化,特别是前南斯拉夫地区发生的战争促使北约提出新的战略概念,波黑战争、科索沃战争和马其顿危机更是成为北约新战略的试验场。中东欧国家参与了北约在波黑、科索沃、阿富汗和伊拉克的行动以及乌克兰危机发生后针对俄罗斯的军事部署,做出独有的贡献。同时,中东欧国家的加入也给北约在决策效率、行动能力、责任分担和价值观方面带来新的挑战。不过,由于中东欧国家的军事力量和国家实力有限,在北约内部的影响力不大,这些挑战不足以危及北约的生存。     

Preferred learning style： Gender influence on preferred learning style among business students

Past studies indicate that there was a correlation between gender and students＇ preferred styles of learning. Thus, the purpose of this study is to determine the influence of gender on the learning style preferences of business students based on the VARK （Fleming, 2002b） learning style survey, consisting of the V（isual）, A（ural）, R（ead-Write） and K（inesthefic） learning styles. The sampling design used for this study was non-probability sampling and the sampling technique conducted was convenient sampling on 207 male students and 199 female students from the business school. The study found that gender only influences the V（isual） and A（ural） learning styles of business students. In addition to that, even though both male and female students exhibited a similar response towards both these learning styles, female students were found to demonstrate slightly higher preference for the V（isual） and A（ural） learning styles as compared to the male students. The findings draw attention to facets of learning that may exist in pre-university and tertiary classrooms with a combination of female and male students, which could have an impact on teaching and managing these students.