改革开放三十年的我国刑法立法

改革开放三十年来,新中国的刑法立法经历了孕育、诞生和发展的演进历程,取得了有目共睹的成就,主要表现在:颁行了新中国成立以来第一部刑法典;逐步确立了保障人权的观念;刑罚制度改革逐渐与国际化趋势相协调;刑法修正案成为主要的修法模式;刑法立法解释作为刑法的渊源开始受到重视。今后,我国刑法的改革,应当以有助于构建和谐社会和强化人权保障、有助于贯彻宽严相济的基本刑事政策为发展方向。刑法改革的重点应该放在死刑制度和有关人权保障的刑法制度上,并及时而合理地增设新型犯罪和国际犯罪的种类,在刑法中切实贯彻联合国刑事法治的基本准则。我国刑法的局部修改、补充和完善主要应限于刑法修正案和刑法立法解释两种方式;国家立法机关要适时地进行刑法典的编纂工作,在适当的时机,国家立法机关还可以考虑将对刑法典集中而系统、全面的修改提上立法工作的日程,以修订出更加科学、完备因而具有更长久的适应性的刑法典。     

广西城市民族工作调研报告

随着经济社会的发展 ,城市中定居与流动的民族成份和少数民族人口将会越来越多 ,城市民族工作将越来越复杂 ,其地位也显得越来越重要。此调研报告总结了近年来广西城市民族工作的主要成就 ,分析了新形势下城市民族工作的特点和存在的主要问题 ,探索了做好城市民族工作的新途径。     

屈原诗歌四大主题的共时格局

在屈原的许多作品中,都反映了"宇宙、神、人、我"历史流程中形成的四大文学主题,它是一种共存状态的整体之美,这是其他文学家所无法比拟的。在中国文学史上,这四大主题同流并进,不可避免地渗透与融合,但总体是以某一种为主其他为辅。而屈原作品汇聚这四大主题在诗史上已成不争的事实。     

音乐特长儿童的智力结构特点及其与学业成绩的关系

作者对音乐特长儿童和普通儿童的智力测验结果进行了比较,分析了音乐特长儿童在智力和智力结构上的特点,并考察了这种特点与学业成绩之间的关系。结果发现,音乐特长儿童的总体智力位于中等智力水平。他们的智力结构表现为,词汇、常识方面的发展较为突出。他们学业成绩与普通学生相比,语文、英语成绩要明显在优于普通生,而数学成绩则与普通儿童之间没有显著差异。进一步分析表明,这种学业成绩的表现与其智力结构的特点是相一致的。     

牢牢把握先进文化的前进方向推进贵州民族文化的发展

本文全面论述贵州民族文化的发展,必须以党的十六大报告为指导,以"三个代表"重要思想为指导.     

牢固树立和认真落实科学发展观

党的十六届三中全会明确提出的科学发展观,对要不要发展、为谁发展、发展什么、怎样发展、往哪里发展等问题作出了科学解答。科学发展观注重发展的人文本质、整体协调、持久永续和发展的多样性。牢固树立和认真落实科学发展观,一要正确看待发展与增长的关系,正确看待GDP;二要进一步转变经济增长方式;三要发展清洁生产和循环经济;四要树立正确的政绩观;五要进一步转变政府职能。     

‘On the outskirts of the Empire’: Joseph Brodsky and Lithuania

This article explores the role of Lithuania in Joseph Brodsky’s life and works before and after his exile from Russia in 1972. As a former Soviet republic, Lithuania represented an intermediary space for Brodsky both culturally and geographically, contributing to his realization that it was a ‘rehearsal’ for his actual emigration. However, Brodsky’s notion of Lithuania changes when, after 1972, instead of representing a simulacrum of the ‘abroad,’ the poet sees Lithuania as a ‘home’ from afar. Emigration, in Brodsky’s case, thus became a realization of the myth of exile implicit in his earlier texts about Lithuania.     

Adolescents’ Reports of Parental Engagement and Academic Achievement in Immigrant Families

The purpose of this study was to add to the understanding of the effects of perceived parental engagement on adolescents’ academic achievement in immigrant families. Self-report data were collected from 1,245 adolescents in immigrant families from four high schools in Los Angeles County. The sample characteristics follow: 13–16 years old (M = 14.5); 58.9% female, 41.1% male; 57.5% Latino; 40.6% 1st generation youth (i.e., foreign born), 59.4% 2nd generation youth. After controlling for parental educational attainment, parental engagement variables were indirectly related to grades through youths’ academic engagement. Multigroup SEM indicated some differences between genders, generational statuses, and ethnicities (Latinos versus others). Adolescents’ perceptions of monitoring by mothers and fathers were indirectly related to grades through academic engagement. Perceived educational advice by mothers was indirectly related to grades through academic engagement for non-Latinos, boys, and 2nd generation youth. Perceived mothers’ schoolwork help was positively related to adolescents’ academic engagement in all the models (except 2nd generation youth), yet fathers’ schoolwork help was significant only for girls and 2nd generation youth.

African–American Parents’ Racial and Ethnic Socialization and Adolescent Academic Grades: Teasing Out the Role of Gender

This study examined the relationship of racial and ethnic socialization and academic achievement in a sample of 218 African American adolescents (grades 9–12; 52% girls) attending a public high school in the northeastern United States. Researchers were particularly interested in whether adolescent gender moderated the relationship between racial and ethnic socialization and academic grades. Results indicated that aspects of ethnic socialization, African American cultural values and African American heritage were linked to adolescent grades. Additionally, adolescent gender was found to moderate the association between these socialization variables and grades. The findings also suggest that socialization provided by paternal caregivers around African American cultural values and African American heritage may have differential effects for academic grades than the socialization messages provided by maternal caregivers. Information generated from this study broadens the understanding of socialization factors that can facilitate positive academic outcomes in African American youth and has practical implications for parents and educators.

The “L-Word,” or Turning Fifty

This meditative essay by a writer and professor reflects on the milestone of reaching 50 years of age. The author relates his own experiences and those of his elder literary friends and colleagues who have felt comparable anxieties and coped with similar challenges toward aging and death. He records their own milestones on life’s journey as well as their insightful and often quite hopeful, if not always cheery, responses. Several of them, like the author, admit that turning 50 has entailed for them a coming to terms with the impossibility of realizing some immortality projects.