浅谈高职法律院校体育教学改革

高职法律院校体育教学改革,应采用文献资料研究调查及问卷调查等方法,对高职法律院校体育教育现状及教学内容、方法、组织形式和教学评价进行客观研究,并探索当前高职法律院校体育教育的不足和影响体育教学的相关因素。在此基础上,体育教学应以健康第一为指导思想,以育人为目标,以终身体育为主线,推进当前体育教学改革。     

公安院校思想政治教育工作的“两并举”

公安院校作为高等教育的一个重要组成部分,担负着为公安战线培养合格专门人才的重任。新形势下不断加强公安院校思想政治教育工作,提高公安大学生的思想政治素质,对加强公安队伍建设、促进公安工作发展,具有十分特殊的意义。而公安院校思想政治教育要取得实效,必须围绕政治坚定、业务精通、作风优良、执法公正的高素质公安人才的培养目标,以科学发展观统领思想政治教育工作的全局,突出特色,创新方法,实现教师思想政治教育工作与学生思想政治教育工作“两并举”。     

和谐之音：抗战时期的延安日本工农学校

日本工农学校,1940年10月成立于宝塔山西麓。其办学宗旨为宣扬中国共产党俘虏政策之精神,改造渐多之日军战俘。学校通过行动感化、理论讲述、生活照顾等方式对日本战俘进行再教育并使之转化。在清除法西斯主义毒害之后,他们或加入八路军,或服务于反战组织,其中许多人在战后也一直为中日友好做贡献。     

先秦道家法律思想研究--兼审道家对儒家礼治学说的总体态度

对先秦道家法律思想进行了重新的审视和解析,认为道家由其无为哲学出发,主张"无为而治",因之,对儒家礼治学说就总体而言持消极甚至否定态度,但这种消极和否定并非如传统学术认定的那样绝对,特别是早期道家对儒家礼治学说不仅没有采取传统学术认定的那种鲜明反对态度,而且给予了相当程度的兼容。     

The Multifaceted Balance of the Concept of Staatswissenschaften in the Tradition of the Historical School

The article critcizes recent contributions which argue that the historical school was neither German, nor historical, nor a school. Instead, the historical school has a pronounced multifaceted basis which is mostly ignored in the recent literature. Some of these multifaceted dimensions are briefly highlighted. Finally, the practical relevance of the approach is discussed by referring to some recent economic policy issues.     

Towards a school constitution for freedom -- a comparative analysis in Western and Eastern Europe

This article shows the recent European discussion on and developments in the reform of school government and administration. This reorganisation is directed at reducing state influence and widening self-responsibility of schools. It is a part of a general development towards decentralisation and deregulation, subsidiarity and plurality in civil society. This overview, with illustrations from different countries, shows a general agreement in Western and Eastern Europe that the humanisation of education must also be promoted through liberalisation and democratisation of decision-making. This revised version was published online in August 2006 with corrections to the Cover Date.     

Explaining School Corporal Punishment: Evangelical Protestantism and Social Capital in a Path Model

School corporal punishment is associated with many negative outcomes. This research explores the antecedents to the practice and prevalence of school corporal punishment. A series of regression models indicated that two variables were significant predictors of a state’s practice of school corporal punishment: rate of evangelical Protestant adherents and social capital. A path analysis indicated that these two variables significantly predicted the rate of school corporal punishment in practicing states. The path analysis also revealed a significant and negative relationship between rate of evangelical Protestant adherents and social capital, but no relationship between rate of mainstream Protestant adherents and social capital. A mediation analysis indicated that social capital serves as a mediating variable between evangelical Protestantism and rate of school corporal punishment. Practical and theoretical implications are discussed.     

Character-building and freedom in education

Educators, parents, and policy-makers in the United States, as in other countries, are concerned about the apparent inability of many schools to contribute to the development of character and civic virtue in their pupils. The answer, experience shows, is not for government to require a pedagogy of state-defined character education which, in a pluralistic society, would inevitably create new conflicts. Instead, education policy should take advantage of the growing interest on the part of educators in creating autonomous, distinctive schools, and the continuing interest, on the part of parents, in being able to choose what school their children will attend. Schools which exhibit a distinctive character based upon a shared understanding of the goals of education are effective not only in teaching academics but also in developing positive character traits in their pupils. Charter schools and educational vouchers are two means of encouraging and supporting such coherent schools. The article concludes with a series of policy recommendations designed to balance the autonomy of schools against the need for public accountability. This revised version was published online in August 2006 with corrections to the Cover Date.     

论学校教育管理权纠纷的可诉性及应诉性

学校是行政诉讼法中规定的法律、法规授权组织,其对学生的处分决定是授权组织作出的具体行政行为。学校对学生的勒令退学、开除学籍处分将影响到学生的受教育权利,而受教育权利从其本质上看是一种身份权,属于人身权的范畴。对于学校教育管理权纠纷的应诉性是由受教育权的权利属性以及社会现实性所决定的。     

从两大学派的分歧看西方刑法学的发展趋向

长期以来,刑事古典学派与刑事实证学派的观点是根本对立的。这些对立主要表现在:刑罚的本质上,刑法的评价对象上,刑罚的机能上,刑事责任的基础上,刑罚的作用上,刑罚的目的上等。也正是在这些对立和分歧中,才使得西方刑法学从机械主义走向机动主义,从思辩走向实证,从被动走向主动,从惩罚已然之罪走向预防未然之罪,从结果主义走向责任主义,从个人保障走向社会防卫,从责任混同走向责任分化,从责任均衡正义走向责任分配正义等。从而完成了西方刑法学的历史进步和转变,也奠定了西方刑法学今后的发展方向与趋势。