国际制度设计视角下的澜湄合作

为什么在湄公河流域已经存在数十个国际合作机制的情况下,还要建立澜湄合作(LMC)这一新型次区域合作机制?既有研究大多强调湄公河流域大国国际制度主导权竞争的宏观背景因素,而较少关注澜湄合作机制的新制度特征及其形成原因,即澜湄新型次区域合作机制究竟"新在何处"。与大湄公河次区域经济合作机制(GMS)等既有国际机制相比,澜湄合作机制具有两大新的制度特征:一是议题范围更加广泛,除了传统的区域经济合作议题外,还增加了区域安全合作以及水资源合作等新议题;二是集中程度更高,与之前合作机制主要由"职能部门引领"以及"借用"亚洲开发银行作为国际秘书处的做法不同,澜湄合作机制采取了"领导人引领、各部门参与"的机制运行模式,并逐步建立独立的国际秘书处。通过运用国际制度理性设计的理论模型,本文考察了在湄公河流域国际合作中上游国家与下游国家之间所面临的日益严峻的分配问题和执行问题,并以此解释了澜湄合作新制度特征的形成原因。     

Bridging the gap: online materials to equip graduate entrants to a law degree with essential subject knowledge and skills

Graduate entrants to law degrees can be disadvantaged by being exempted from Level 4 modules. Many lack the law-specific knowledge and skills that they would have gained from their first-year studies, making it more difficult for them to achieve mastery of higher-level modules. This poses risks to their retention and progression. The Open University Law School sought to bridge this gap by providing optional online “catch-up” materials, including 12 sessions of knowledge-based learning. Each session was followed by a brief Moodle poll so that we could ascertain that session’s fitness for purpose, and which students had studied it. The sessions were highly rated by respondents, and most had been studied in the target time of around 15 minutes. Studying the sessions was statistically associated with academic success. This finding does not prove that the sessions contribute towards student's attaining higher grades, but it is encouraging. Only a small percentage of students studied any sessions, and most of those did not study all of them. Since the sessions met their intended purpose for those who studied them, the Law School has now decided on a range of initiatives designed to increase the number of LLB students who study most of them.     

艺术设计协同育人平台的建设与实践:以广东省外语艺术职业学院为例

针对广东省高职教育发展战略和珠三角文化创意产业需求,广东省外语艺术职业学院围绕提高创新能力这一核心目标,在艺术设计专业群进行试点,创建了艺术设计协同育人平台,经过探索与实践,提出了协同育人平台建设的路径与策略。     

贵安新区经济发展路径设计

贵安新区是黔中经济区的核心区，未来经济发展路径设计应该是：走产业结构优化和产业结构高级化之路；推进工业化、城镇化、农业现代化“三化”同步发展，走产业集群发展之路；转变经济发展方式，走“集约化”发展之路；推进经济由封闭型向开放型转变，走向开放型经济发展之路。     

初次分配的顶层设计与工资协商共决——关于推动党政主导的维护职工权益机制建设发展社会主义和谐劳动关系的研究

近两年来,改革顶层设计正成为中国政治领域中的新概念。全面推进,重点突破,已成为改革顶层设计的基本要义。其中,初次分配中的工资协商共决,更成为政府和劳资双方致力和谐企业建设的重要平台。     

建构主义理论对高校教学改革的意义和启示

最早提出建构主义的是瑞士心理学家皮亚杰。建构主义认为,学习是学习者主动建构内部心理表征的过程;学习需要通过合作使认知和理解更加丰富和全面;教师是学生学习的主导,学生是学习的主体;建构主义的教学方法有:支架式、抛锚式、情境性教学、随机进入教学。建构主义理论对高校教学改革具有积极的意义:依照建构主义理论,系统实施教学改革;抓住内涵,建设精品课;制定措施,培养学生自主学习意识;开发校园环境建设新模式,促进学生心理健康发展。     

中国少数民族服饰研究发展的历程及几点思考

中国少数民族服饰研究伴随着新中国成立,走过了半个多世纪的历程。本文梳理和总结了民族服饰研究发展的阶段性成果与特点,并对当今民族服饰研究中的一些问题提出自己的见解。     

人民监督员制度的法治价值及其实现

人民监督员制度作为检察机关的一项重要司法制度设计,不仅反映了司法过程的民主性,也体现了司法过程的开放性和回应性.因而具有重大的法治意义和价值.因此,需要采取积极有效措施,改进和完善人民监督员制度,充分发挥其应有功能,以促进民主进程和法治秩序.     

打破政策“黑箱”的制度设计——基于广州政策兑现实践的研究

如何打破政策“黑箱”是学界和社会关注的重要议题。以广州市政策兑现改革实践为例,探讨如何从制度设计层面来打开公共政策过程中的政策“黑箱”。研究发现,虽然公共政策过程是一个动态且复杂的过程,但是通过统筹政策制定和政策落地两端、主观要素客观化、模糊标准明确化、重塑政府流程等,能够形成确定的决策环境,控制非理性因素,约束自由裁量权,并压缩权力寻租空间,从而可以从源头消除政策“黑箱”的形成土壤。广州市政府政策兑现改革过程中,通过“输入—转化—输出”的制度框架设计,形成了从政策制定到政策执行再到政策结果与评估的政策闭环,并对政策兑现的相关责任单位、流程和时限都进行了严格把控,进而实现对政策“黑箱”内部决策要素的控制。从政策“黑箱”本身入手,破解政策“黑箱”难题,实现政策的阳光承诺和给付,最终形成极具特色和借鉴意义的广州模式。     

Lessons from International Multi-Option Referendum Experiences

Referendums are regularly criticised for reducing complex policy decisions to two maximally opposed options. This reduces opportunities for voter expression and can polarise debates. Alternative referendum designs which present more than two ballot options can offer innovative opportunities, but also raise new challenges. We can benefit by learning from previous experiences with multi-option referendum voting. Discussions of such experiences are rare and have often focussed on a limited number of cases. This article provides an overview of over 100 multi-option referendum experiences around the world. It discusses the topics on which they were held and the ballot options that were offered. It then analyses the variety in ballot design in terms of questions posed and voting methods applied. Drawing on the experiences of multi-option referendums, the article concludes with lessons that can be learned in relation to initiating and designing these referendums.