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”。     

我国农产品质量安全区域化管理法制建设研究

农产品质量安全关系到公民多项权利,更关系到政治稳定、经济发展与社会和谐。对农产品质量安全实行区域化管理,打破传统的管理方式,实现结合区域实际情况进行有针对性的管理,将有效推进我国农产品质量安全保障工作。正是农产品质量安全区域化管理法制建设具有多维的法价值尤其是安全价值,凸显了对农产品质量安全社会公共利益的重要性。在农产品质量安全区域化管理法制建设中要以安全为首要价值、以社会公共利益为基本理念,有效推进我国农产品质量安全保障进程。     

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。     

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.     

299例中小学生中医兼夹体质与近视相关性分析

目的 研究中小学生近视与中医兼夹体质的相关性。方法 以在北京同仁医院眼科门诊就诊的299例中小学生为样本,采用《中医体质分类与判定》判定其体质类型,采用logistic回归分析探究中医兼夹体质与中小学生近视的相关性。结果 299例受试者中,近视者237例,非近视者62例。兼夹体质者近视发病的危险度较平和质者显著增高（OR值为1.39;95% CI为1.04～1.86,P=0.03）。结论 兼夹体质是近视的危险因素,尚需大样本进一步确证。     

培养高素质的驾驶员是驾校的神圣职责

确保道路交通安全是一项系统工程,人、车、路三大要素均对道路交通安全产生重大影响,而驾驶员的因素居于首位,是起决定性作用的因素。文章仅分析驾驶员的因素对道路交通安全的影响,以及从何处人手提高驾驶员的素质,遏制交通事故的发生。     

论批判理论中的“微观”政治思想意蕴

批判理论是法兰克福学派的学者对当代资本主义社会的发展现状及其历史进程进行批判性审视的结果,其中蕴含了深刻的政治思想。一方面,批判理论不仅关注当代资本主义社会中的普遍性问题,对实证主义的哲学精神和传统的意识形态理论进行解析和批判;另一方面,批判理论还注重发掘资本主义社会生活中的细节,将对资本逻辑的批判从宏观转向了微观,进而通达其政治诉求。可以认为,从微观视角对批判理论中的政治思想内涵进行探索,不仅能够对其进行深刻理解和阐释,而且能够在新时代背景下将批判理论与当代中国现代化建设进行有机的结合,进而实质性地推进马克思主义中国化的理论进程。     

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.