中国语境下的刑事证明责任理论

坚持和实践客观真实与法律真实相结合的中国特色诉讼真实观,离不开与其相适应的证明责任理论和制度的支持。在中国语境下,刑事证明责任包括公安司法机关的证明职责和控辩双方的举证责任。坚持法院承担证明职责,就要坚持法院拥有一定范围内的调查证据职权。举证责任包括推进责任和结果责任。在刑事诉讼中有必要在制度上明确结果责任的例外、辩护方承担一定的推进责任、非法证据排除规则中举证责任的分配。     

“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。     

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.     

Best Practices in Civic Education: Lessons from the Journal of Political Science Education

The Journal of Political Science Education (JPSE) provides over a decade of research on political science pedagogy, featuring empirical research documenting best practices in the field. This article provides an overview of JPSE-published research on the topics of civic education and engagement. It summarizes the number and scope of articles on this topic and highlights key findings from the journal’s first 12 years. This comprehensive overview of past research is designed to facilitate high quality future research. A detailed exploration of past research provides a useful “jump start” for teacher-scholars eager to advance the scholarship and pedagogy of engagement.