刑法“过滤式”教学法研究——寓能力培养于课堂之上

刑法“过滤式”教学法以基本知识讲授为基础、案例讨论为纽带、理论探讨为进路、专题讲座为深化,层层过滤,在满足公安院校职业教育特点的同时,循序渐进地提高学生的刑事执法实战能力。它不单纯是教师在讲课时运用的一种授课技巧,而是由多种方法组成的教学系统。其最大的特点是教师和学生共同营造了一个近乎公安刑事执法实战的教学环境。     

高等院校学生职业生涯规划辅导社会化的探讨

职业生涯规划辅导是高等院校就业指导工作的重要内容，但在进行职业生涯规划辅导过程中，存在开放度不够、社会化程度不高的问题，需要引进社会资源，对学生进行真正有效的职业生涯规划辅导。     

对“立法万能论”的理性反思

"立法万能论"包含"万事皆需立法"、"万事皆可立法"和"法立则万事吉"三个子命题,然而,从"道德也是一种不可或却的社会规范"、"法的调整范围是有限的"以及"成文法不是无瑕的"三个方面看,法律也不是万能的,"立法万能论"不可取。     

论社会主义市场经济条件下深化道德建设的原则

社会主义市场经济条件下深化道德建设的原则有:道德建设必须与市场经济接轨;道德建设必须坚持生产力标准;道德建设必须坚持以集体主义为核心;道德建设必须立足于社会整体富裕和人际关系和谐。     

Educational malpractice and setting damages for ineffective teaching: a comparison of legal principles in the USA,England and Australia

The extent to which educational institutions and their teachers in the USA, England, and Australia should bear legal responsibility in damages for ineffective classroom teaching is the subject of this article. At the heart of the controversy regarding educational malpractice is the issue of remedies. Federal and state courts in the USA have resisted awarding damages where such an award would appear to sound in educational malpractice. However, although courts in Australia have yet to declare with any degree of certainty, they appear positioned to follow the English approach that ostensibly acknowledges a school's duty of care to provide effective education for all children.     

论经济法的道德性

从本源上看,经济法的道德性来自对企业的社会责任伦理、公平交易伦理、经济行政责任伦理、可持续发展伦理以及公平分配伦理等社会经济伦理的法律提升。而一旦现实的经济伦理道德进入经济法领域,就使得经济法表现出独特的、鲜明的道德性特征。具体而言,经济法的道德性表现在经济法律规范的价值内涵、经济法对社会中各种利益的价值判断标准、经济法的非强制性和经济法对社会生活发挥能动作用的形式等方面。     

中国社会正义缺损问题之思考

正义是社会的首要价值,正义判断的标准是建立在义务论基础上的基本道德,正义的具体形式有形式正义与实质正义、算术正义与比例正义、交换正义与分配正义。根据这些概念与判断,认真审视目前中国社会关于正义的判断标准以及各种具体正义形式之不足,进而探寻改善社会正义的途径,具有重要的理论和现实意义。     

高校主体性德育实践问题及现代建构

随着人本思想与人的全面发展理论的兴起，主体性德育得到了广泛的接受与认同，实施主体性德育成为当前高校德育走出困境的根本出路。而在对传统德育的消解过程中，主体性德育的实践出现了许多问题，有必要对其进行深层次剖析，并在完全意义上对其理念、内容、能力和方法体系进行现代建构。     

Coordinating intermediaries: The prospects and limitations of professional associations in decentralized regulation

A key question in understanding regulation through independent intermediaries is the extent to which intermediary actions are either coordinated, thereby supporting consistency in regulatory application, or uncoordinated, leading to monitoring and enforcement disparities. This paper examines professional associations as one mechanism by which policy action may be coordinated in decentralized arrangements. Professional associations provide means and venues for members to interact, offer training and education that develops shared understanding of policy directives, are collective representation bodies for professional members, and may play an important role in establishing and enforcing collective standards for appropriate behavior. We examine these functions in the decentralized administration of United States organic food certification, focusing on two relevant professional associations – the Accredited Certifiers Association and the International Organic Inspectors Association. Drawing on multiple methods, including interviews and survey data, our findings indicate that professional organic certification associations provide valuable education and training, disseminate information, and facilitate knowledge sharing among administrative entities and with regulatory authorities. We conclude with a discussion of the prospects and limitations of professional associations for third‐party regulation, and how accounting for professional association functions can improve our understanding of regulatory intermediary coordination and conduct.     

RemoteForensicCSI: Enriching teaching,training and learning through networking and timely CPD

The COVID-19 pandemic brought about rapid, transformational change to pedagogic practice on a global scale. During this time, educators across all levels needed to significantly broaden and upskill their digital skills and competence to instantaneously turn face-2-face content into remote, online provision, particularly during periods of national lockdown. Whilst there was significant e-content available in some subject domains, there were limited e-resources available to those working within the criminal justice sector. The #RemoteForensicCSI network was established in attempts to fill this gap and support both practitioner and learner transition within further and higher education and industry.This article evaluates the value and impact that the #RemoteForensicCSI initiative had on the personal development of network participants, their peers and learners, whilst considering, reflecting on and recommending how remote delivery may influence the future of teaching, training and learning within education and the wider criminal justice sector.