法治视阈下警察纪律建设若干问题的思考

警察纪律法治化是警察法治文明的重要标志。《公安机关人民警察纪律条令》的颁布是警察纪律建设的里程碑,具有重要的法治意义,主要体现在完善了警察法律体系,标志着具有公安特色的惩治和预防腐败体系的初步建立,必将有力地推进警察法治文明建设。与以往的公安机关的惩戒性规范相比,《公安机关人民警察纪律条令》具有创新性、严厉性、全面性以及可操作性等特点。当前警察纪律建设要特别注重两个方面问题:一是在法治视阈下探析《公安机关人民警察纪律条令》的适用问题;二是以法治方式推进《公安机关人民警察纪律条令》的实施。     

关于治安学二级学科建设的若干思考

治安学已具备公安学下二级学科的基本条件,即:研究对象从属于公安学,有相对独立的专业知识体系,社会有较大规模的人才需求,具有良好的人才培养基础。但存在与公安学关系不明、基础理论研究薄弱、人才培养目标过窄、研究相对封闭和专门学术平台缺乏等五个方面的突出问题。开展治安学学科建设应探讨秩序与安全的关系以明确治安学在公安学中的地位,构建开放的治安学研究体系以摆脱治安业务思维的限制,加强治安学基础理论研究以指导治安实践,拓宽治安学人才培养目标以适应社会多样化的人才需求,加大扶持力度和政策倾斜以提供学术发展平台。     

监视理论的阐释:历史与批判视角

监视,作为一种全球普遍存在的社会现象,起源于现代资本主义形态和官僚制实践的增长。现代监视理论是资本主义企业、官僚组织、民族国家、机器式的工艺和新型社会连带发展的自然产物;后现代监视理论则是关于以科技为基础的、以身体为监视对象的、日常的和普遍存在的监视的理论。由边沁和福柯所解释的、与监狱和规诫理念相关联的全景监视范式受到新的社会现实和监视理论的挑战。以风险社会管理为背景,治理可以作为监视研究的一个新路径。     

关于反腐败体制机制创新和制度保障的几个基本问题

《中共中央关于全面深化改革若干重大问题的决定》第36条专门部署"加强反腐败体制机制创新和制度保障",充分表明其在全面深化改革大局中的重要地位。反腐败体制机制创新和制度保障可分解为相辅相成、各有侧重的三个方面——反腐败体制创新、反腐败机制创新与反腐败制度保障,它们分别指向"谁反腐败"、"怎么反腐败"、"凭什么反腐败"这三个问题。加强反腐败体制机制创新和制度保障是一项系统工程,需要突出纪律检查体制机制改革这个重点,强化法治在反腐败中的重要作用。     

Petitioning in the Scottish church courts, 1638–1707

ABSTRACT

This article explores the use of petitions in, and by, the courts of the Church of Scotland. It distinguishes between routine petitions and addresses concerning matters of national significance. The former were submitted to the church courts by individuals or groups, and requested that the courts take decisions or perform particular actions. These petitions reveal much about the exercise of discipline, poor relief and ecclesiastical administration, and provide rich evidence of the engagement of ordinary people with the church courts. The second type of petition was usually addressed to parliament or another secular body by one of the higher church courts. In studying petitions on national affairs, we can identify how the formulae of humble supplication were adapted for the purpose of protest, and thus comment on the tensions between the ecclesiastical and civil authorities of early modern Scotland.     

日本银行体系的脆弱性与其金融安全网的演变

金融安全网作为保持金融体系、尤其是银行体系安全稳健运行而建立的危机防范和管理的一系列制度安排,一直受到各国金融监管当局和相关学者的关注。日本从二战后至80年代金融业处于长期稳定状态,使许多人推崇日本当时的金融安全网。然而,正是这个安全网阻碍了市场约束发挥作用,掩盖了日本银行体系长期积累下的脆弱性。进入90年代,随着金融环境的变化,日本传统的金融安全网明显失效,其金融业进入长达十余年的不稳定时期。安全网也随之发生变革。     

期刊出版与妇女学学科建设

期刊出版与妇女学学科建设有着十分密切的关系,但从当前中国期刊出版的具体情况看,专业性妇女研究期刊出版数量的有限和大众普及性妇女期刊学术文化内涵的欠缺,都使得妇女学独立发展的空间受到很大限制,同时,妇女研究的成果也难以与妇女大众的生活实际／实践有效融合。因此,在综合性或专业性学术期刊中开辟妇女与性别研究专栏,将妇女研究领域先进的性别文化和知识与大众普及性的妇女期刊进行良性互动,在学术期刊和妇女期刊之外开辟新的言说天地,传播妇女研究成果,武装妇女大众头脑,是妇女学在期刊出版方面突破瓶颈的重要举措。     

对律师惩戒制度的思考——以行政处罚和纪律处分为视角

我国的律师惩戒制度由司法行政机关的行政处罚和律师协会的纪律处分两部分组成。在实践中,律师协会并不具有实质意义上的惩戒权,律师协会对律师的纪律处分也缺乏程序救济。通过借鉴国外律师惩戒制度的经验,赋予律师协会统一行使惩戒权并由司法行政机关进行监督,以完善我国的律师惩戒制度。     

Constructing a restorative school district collaborative

This action research initiative showcases the impact of a collaborative process involving educators who are delivering restorative practice to schools in the second largest school district in California. Three restorative practice action-oriented cycles engage educators in developing leadership capabilities to implement a restorative practice approach in targeted schools. Data shows through collaborative participation, restorative educators and stakeholders transform their ideas into restorative action.     

Responding to academic dishonesty in universities: a restorative justice approach

The implementation of restorative approaches in schools has been commonly seen in elementary and high schools, yet the development of restorative approaches in post‐secondary institutions has not been fully explored. In respect to university education, a more restorative approach to student discipline can be a proactive educational response mediating the response of student discipline boards to instances of student wrongdoing. Existing practices are explored, and critiqued from a restorative justice perspective. The rationale behind moving to a restorative response is outlined, and the experiences of student discipline boards that currently employ restorative approaches are assessed to determine how effective this paradigm shift could be. How university responses to student misconduct might function if aspects of the academic environment were built on restorative values and principles is explored, in particular, through looking at the benefits accruing to the development of restorative practices in the classroom, in distance education and for students who experience language difficulties.