刑事古典学派的意志自由学说与刑罚本质理论

刑事古典学派有两种类型,即旧派相对主义和旧派绝对主义.前者可以贝卡利亚为代表,其功利主义的意志自由理论是建立在经验论基础之上的,在刑罚本质问题上达到了功利主义与报应刑主义的统一;后者可以黑格尔为代表,其意志自由理论则以唯理论为基础,将具有自我意识的成人的意志自由作为犯罪与责任能力的基础,没有割裂刑罚报应中的道德评价与法律评价.     

浅谈新时期企业党校工作的特点

企业党校只有不断研究企业的新情况,适应企业的新形势,增强服务意识、创新意识、精品意识,切实围绕本企业的实际需要开展工作,才是企业党校生命力之所在。     

朝鲜北学派的新华夷观解析

中国传统的"华夷观"长期影响着朝鲜半岛,朝鲜各朝代的封建统治者也以"小中华"自居。"尊华攘夷"、"慕华贱夷"是朝鲜人传统的文化观念,这一文化观念严重影响了民族意识和民族文化的健康发展。自进入清代以来,朝鲜人自以为所谓华夷秩序大乱,华夏文明之真传移到了朝鲜,并因此而深感自豪;同时,自感传续华夏文明之真传的责任重大,虔诚地维护传统文化,唯恐有丝毫的亵渎。尽管当时由于地理大发现、西势东渐,人类文明格局发生了巨大变化,但朝鲜卫道士们一直将中华以外的文明视为"夷狄"之货,采取不屑一顾的态度。在如此僵化愚腐的意识氛围中,北学派的先驱洪大容率先提出了"华夷一也"的新观念,实现从"慕华贱夷"、"尊华攘夷"到"华夷一也"思想的飞跃。在东亚率先打破传统的"华夷观"是朝鲜北学派的一大特点,在朝鲜唤起了民族主体意识,为朝鲜学习世界先进文化,吸收新的世界文明做了理论准备。     

梁启超对墨家逻辑诸概念的研究

二十世纪初 ,梁启超最早对墨家逻辑体系的内容进行了总结概括 ,初步提出了一个墨家逻辑的体系。在《墨子之伦理学》、《墨学微》、《墨子学案》中 ,先后提出了辩、名、辞、说、实意故 (实、意、故 )、举、类、达、私、取、予、或、假、效、譬、侔、援、推、正、法、仪、同、异等逻辑学概念。     

Trends in the Governance and Governing of Schools in England

Abstract

This article identifies and develops themes in changes in the governance and governing of schools in England in the last 40 years. The themes are: the drive to improve school performance and pupil attainment; the depoliticisation of school governing; the development of school governing as managerial scrutiny; the growth in the influence of Ofsted; the increasing diversity of institutional forms and governing structures; the increasingly conflicting roles of school governing bodies; the development of the role of the head teacher in governance; the overall decline in the influence of the local authority in school governing and governance; the changing influences on the stakeholder model; and changes in the nature of governing, effectiveness and future prospects. The analysis draws on recent research reports and relevant statutes, policies and guidance. Two main arguments develop. First, a tension is at work in the system generally between (peripheral/school) autonomy and (central/government) control and direction, which has significant implications for the role of the local authority. Second, the stakeholder involvement and democratic accountability purposes of school governing have shifted towards an explicit purpose of improving institutional performance, which is configured in a relatively narrow way. This change has implications for the way that the legitimacy of school governance is viewed.     

The Zweig Center for Special Education

Summary

The Zweig Center for Special Education, based on the heritage and history of kibbutz special education, is a model for the school-university partnership and of the professional development school. This model integrates kibbutz education with special education in a unique way.

Kibbutz education is traditionally non-selective, emphasizing an educating society/environment; the integration of educational factors; the integration of society, studies, and work; active learning; informal methods; autonomy in the children's society; and autonomy of educational staff. These make possible schools as laboratories of community partnerships, training opportunities, and action research that show the varieties of school-university partnership and professional development schools.     

A Cross-National Examination of School Violence and Nonattendance Due to School Violence in Taiwan,Hong Kong,and Mainland China: A Rasch Model Approach

ABSTRACT

This study examined the similarities and differences between three distinct Chinese societies (Taiwan, Hong Kong, and China) regarding the contribution of gender and grade level to school violence, the ranking orders of perpetration and victimization behavior, and the correlates of school nonattendance due to violence. A cross-national random sample of 2,582 junior high school students was obtained. The results of Rasch analyzes revealed that verbal violence is most frequent. Male students are most likely to be aggressive and victimized. Grade-level differences in school violence were shown to be weak or insignificant. School nonattendance is generally associated with being kicked, punched, socially excluded, blackmailed, threatened, or sexually kissed without consent. The results were similar across societies. The findings imply that the contextual differences between Chinese societies may not account for different effects of gender and grade level on school violence, behavioral patterns of school violence, and correlates of school nonattendance.     

Advancing a Conceptual and Empirical Model of School Climate for School Staff in California

ABSTRACT

School climate is increasingly intertwined with efforts to create safe schools and improve social-emotional learning and academic outcomes. While current definitions of school climate implicate the decisions and actions of school staff members, the majority of school climate research focuses on the perspectives of students. This study presents an adapted model of school climate that focuses on the experiences of school staff members, and is one of the first empirical studies to explore a statewide data set of responses from staff members in California public schools. Results suggest that there are meaningful differences in the experiences of school climate for different staff members and that these differences should guide the assessments of school climate and changes to policies and procedures that may influence climate.     

加强新时期高校研究生管理工作

近年来随着我国研究生教育突飞猛进的发展以及研究生招生规模的不断扩大,传统的管理方法的局限性日益凸显。研究生面临着学习、生活、就业压力等各种压力,高校研究生管理和教育面临新的机遇和挑战。基于此,提出改进管理机制和提高管理队伍素质、加强导师对学生的指导与交流、丰富研究生管理内容三方面路径来加强高校研究生管理工作。     

五年制高职英语专业口语课教学法初探

在各领域国际交流日益频繁的今天,高职学生作为职业技术人员的后备军,提高自身的英语口语和听说素质非常重要。由于受英语教学的传统思维、传统方法以及高职学生特点等因素的影响,高职英语口语课程的教学效果不是特别理想。针对实际问题,提出了一些对策：一是提高学习兴趣;二是培养良好学习习惯;三是采用分阶段、分层次教学法;四是鼓励开口说英语。