审判公开的限度——以未成年人刑事审判为例

为了保护未成年人利益,对未成年人刑事案件不公开审判,这是审判公开原则的例外.其基本含义是审判过程不公开,其衍生规则包括:诉讼材料不公开、判决不公开、对其媒体报道要进行限制.但是,未成年人刑事案件不公开也是有限度的,必须在与正当程序、被告人利益、新闻自由等利益平衡后确定是否公开审判,以确保未成年人利益与公众知情权的合理平衡.     

在深化改革中不断提高党校教学质量

党校作为培训各级领导干部的主阵地、主渠道,必须适应形势发展变化,通过以下几个方面深化教学改革,以不断提高党校教学质量：一是转变教学思路,大胆借鉴＂现代培训理念＂的精华;二是创新教学形式,大力推行＂研究式教学＂模式;三是改革教学内容,努力做到＂依需定学、因需施教＂;四是提升教师能力素质,构建＂开放型师资队伍＂。     

Evaluating the Effectiveness of Adopting Open Educational Resources in an Introductory American Government Course

In this article, we present findings from a grant-funded initiative to replace traditional, proprietary textbooks with an open content textbook under a Creative Commons license in the introductory American government course (POLS 1101) at Middle Georgia State University. We find that the use of an open content textbook led to somewhat negative effects on student learning outcomes and student course satisfaction, although the associated lower textbook cost increased textbook accessibility to students. We conclude with some suggestions to those adopting textbooks in this course and to the wider discipline regarding measures that may lead to more unequivocally positive outcomes than those experienced in this study.     

不认罪案件中适用独立量刑程序的理论分析 ——基于新司法改革背景

我国当前实行的是相对独立的量刑程序模式,尽管该模式在被告人认罪案件中具有可行性,但在不认罪案件中却存在着较多的局限性,独立的量刑程序模式则可有效避免现有模式的弊端。独立的量刑程序更符合定罪与量刑之间的差异性要求,也更有利于实现程序价值和落实庭审实质化。此外,在案件繁简分流、认罪认罚从宽等新的司法改革背景下,不认罪案件中适用独立的量刑程序已经逐步具备了可行性。     

论我国刑事错案责任追究制度的完善 ——以侦查机关为视角

我国刑事错案追究制度自实行以来,其运用的合理性以及有效性一直饱受争议。从侦查机关的视角考察,错案追责情况主要存在纠正程序不具体、追责程序透明度不高等相关问题。结合我国实际情况考虑,从内部制度与外部监督入手考虑设立独立的错案追究机关来进行解决是可行的,同时可从细化错案责任追究的相关程序、明晰实体责任性质的认定标准、建立健全办案质量终身责任追究制度和建立追责程序相关信息发布机制等方面来完善刑事错案追究制度。     

试论企业市场支配地位之认定

市场支配地位的认定在各国反垄断法的企业合并监控制度中居于核心的地位.市场支配地位包括独占、准独占、突出的市场地位和寡占等类型.市场支配地位的认定应当遵循以下程序与规则:首先,界定企业的相关市场;其次,应当衡量该市场的集中度水平;再次,还应当充分考虑市场进入、市场容量、市场技术创新等相关因素.综合考量上述多种因素之后才能准确认定企业是否具有市场支配地位.     

远程开放教育中电大图书馆服务创新

随着网络的飞速发展和功能的扩充,远程开放教育的深入开展,电大图书馆应在发挥自身长期积累的资源、技术和管理优势的基础上,强化改革和创新,创新服务,适应现代网络信息社会的发展,适应远程教育的发展对电大图书馆的要求。     

Opening up to OERs: Electronic Original Sourcebook Versus Traditional Textbook in the Introduction to American Government Course

Traditional American Government textbooks are expensive and often unpopular with students. New technologies and Open Educational Resources (OERs) open up the potential for change, but questions of quality are ever present: can OERs really help students learn better, or are they just cheaper? I developed an OER based on original sources and compared student learning outcomes with the OER section to those in a free digital textbook section. While the OER I created did not work as well as I had hoped, I nonetheless developed a redesign of my course and my approach to teaching, which is the true benefit of adopting OERs.     

Managing governance complexity and knowledge networks in transparency initiatives: the case of police open data

Public organisations are often described as being subject to types of complexity that result from the interorganisational structure of governance networks. Transparency programmes add another level of complexity due to increased information openness. However, neither the nature of this complexity nor the network management approaches needed for transparency programmes has been conceptually developed. To address this gap, this article brings together governance complexity theory and knowledge management theory. An empirical model is tested using the case of police open data with regression analysis and 22 expert interviews. The results show that institutional and environmental complexity such as budget pressures, legal-normative constraints, and task complexity exert a negative influence on police information openness. However, network knowledge management practices including developing mission focus on people and communication and overcoming organisational boundaries through interorganisational collaboration can counteract these problems of complexity.     

Negotiating a New Social Contract for Work: An Online,Distributed Approach

A massive open online course (MOOC) entitled “Shaping the Future of Work” (offered through MITx, the Massachusetts Institute of Technology's online learning division) has been the context for a multiparty simulation designed to produce classroom negotiation results that will have social impacts. After running the course in the MOOC context three times and in face‐to‐face settings eight times, we noticed that key themes emerged. Participants have brought their own workforce perspectives to their simulation roles as employers, worker representatives, elected officials, and educators. They have called for reciprocal agreements centered on fair treatment and representation in the workplace, improved organizational performance, investments in skills and capabilities, aligned rewards and benefits for workers, and work–life balance in communities. We continue to use the simulation in the classroom and are exploring ways to expand its use. In the meantime, in this article, we discuss how the insights gleaned from this simulation could be used to crystallize and advance a new social contract at a time when the public policies, institutions, and organizational practices governing employment relations have not kept up with the dramatic changes taking place in the workforce, nature of work, and overall economy.