Educating adults： The critical role of experiential learni in legal education

For too long, legal educators around the world have treated their students as passive learners, dispensing knowledge either through lectures or through Socratic dialogue with individual students. Studies in adult learning have demonstrated the futility of these passive models in developing within our students the knowledge, skills, and values required to be effective and responsible lawyers. This article therefore describes a very different approach to legal education-an approach that uses experience as the crucible through which to develop the lawyers of tomorrow.     

论对公立大学招生争议的司法审查

近年来,高等教育纠纷愈演愈烈,所涉及的领域由学校管理领域延伸至招生领域,争议主体也由学校与在籍学生扩展至学校与考生。公立高等学校作为接受国家财政投入的事业单位,在作为民事主体进行民事活动之外,还代表国家行使着一定的行政管理权,在行使这些权力时具备行政主体资格。鉴于公立高等学校的双重法律地位,对于公立高等学校招录学生行为的性质,不仅理论上存在民事行为和行政行为之争,司法实践中也存在时间和空间上的差异。从高校招生行为的权力的来源、高校招生过程的特点和招生过程中考生与高校的关系来看,公立高等学校的招生行为是公立高等学校基于法律授予的自主权所从事的公共行政活动。为维持正常的办学秩序,对公立高等学校在法定幅度内的办学自主权予以宽容和尊重是必要的,但这种自主权会影响到公民的受教育权和其他重大权益。因此,必须将公立高等学校的招生行为纳入司法审查的范围,其中,作为公立高等学校招生基本依据的内部招生规则则属于法院审查的重点之一。     

“90后”大学生学习策略的实证研究

“90后”大学生的学习策略有以下特征：时间管理和自我测试能力比较弱,且其学习策略在性别、家庭所在地、是否网民、“触网”时间长短几方面都存在显著性差异。因此,应当注重培养“90后”大学生的时间管理能力和自我测试意识,激发他们正确的学习动机,提高他们加工处理信息的能力及思辨能力,引导他们正确使用网络。     

治安调解的特性分析

治安调解是公安机关依据《中华人民共和国治安管理处罚法》处理违反治安管理案件（即治安案件）的一种特殊方式,它作为一种行政调解,具有涉私性、自治性、公力性、终局性、程序性等特性,不同于一般调解乃至民事司法调解,这对于准确理解治安调解的适用范围、法律效力,规范地开展治安调解具有积极的指导意义。     

通过高等教育"第二课堂"开展社会主义法治理念教育的模式分析

社会主义法治理念教育如何在高校开展是一项重大课题,而如何通过第二课堂展开教育活动则是一项探索,本文提出应该以多种多样的第二课堂活动为载体,紧紧抓住法治理念教育的实质,把社会主义法治理念教育和高校课外活动结合起来,履行高校培养具有社会主义法治理念的高素质大学生的使命。     

焦虑--影响外语学习的重要情感因素之一

焦虑作为重要的情感因素之一在外语学习中产生着非常重要的影响。国内外很多学者对焦虑及外语学习焦虑进行了研究。外语学习焦虑有正、负两方面影响,其外在表现是焦虑的一般表现,但也有其特殊表现。     

Explaining Quality Management in the Danish and Swedish Public Health Sectors: Unintended Learning and Deliberate Co-Optation

This article examines the development of diverse quality systems in the otherwise quite similar Danish and Swedish public health sectors. After decades of numerous piecemeal medical and managerial quality development programs in both countries, a nationwide mandatory accreditation system was introduced in the Danish health services in 2009. Nationwide quality indicator projects are also found in Sweden, but there has been political attempt to introduce a compulsory system. This article seeks to explain this difference. It argues, first, that resistance from the medical professions blocked the introduction of compulsory, nationwide quality systems in both countries for decades. Second, the implementation of the Danish accreditation system was triggered by a combination of unintended policy learning produced by local reforms in two counties and of the Ministry of Health’s carefully orchestrated policy process that served to co-opt critical voices in the medical profession.     

To address or not to address the violent past in the classroom? That is the question in Côte d’Ivoire

In the aftermath of violent conflict, divided societies have to answer the important question of whether, when and how to address their country’s violent past within their educational system. Whereas some scholars within the field of peace education and transitional justice argue that addressing the violent past in the classroom is important for fostering mutual understanding and empathy among future generations in order to prevent conflict recurrence, other scholars are more sceptical about the need and feasibility of addressing the violent past in schools. They emphasize the possible negative impact in terms of increased tensions within schools and within society more generally. The current paper makes an important empirical contribution to this debate by analysing the views and perceptions on this matter of 984 secondary school teachers in Abidjan, the largest city and de facto capital of Côte d’Ivoire – a country that was recently torn apart by ethnic strife and violent conflict. It emerges that while so far most teachers have shied away from addressing their country’s conflict history in class, it also appeared that many of the teachers were actually in favour of breaking this culture of silence.     

Culture,community-oriented learning and the post-2015 development agenda: a view from Laos

This article critically interrogates current policy-sector approaches to culturally sensitive development and the manner in which culture has been conceptualised within the post-2015 development agenda-setting process. By providing a brief interpretive summary of academic debates surrounding culture and development, an analysis of how ‘culturally sensitive’ practices have been pursued within the policy sector, and an examination of the insufficient consideration given to culturally sensitive development within post-2015 agenda setting, I argue that much uncertainty remains around how to translate complex academic understandings of culture and development into policy responses. Following this, I provide one case study drawn from the small, low-income country of Laos to suggest possibilities as to how culturally sensitive development may be better conceptualised and implemented within a post-2015 global development era.