从邱兴华案审视我国的司法精神病鉴定制度     

邵卫 《商丘职业技术学院学报》2007,6(3):26-27

2006年倍受关注的邱兴华杀人案自从进入了刑事司法程序之后，围绕着要不要给邱兴华做司法精神病鉴定的问题．在精神病专家、法学家、律师及普通民众之间展开了激烈的争论，一度使得该案扑朔迷离。而最终未被做司法精神病鉴定的邱兴华于2006年12月28日被执行了死刑。在关注此案的进展中，看到了我国司法精神病鉴定制度存在的问题，从我国司法精神病鉴定的现状出发，对我国的司法精神病鉴定制度提出了改革的建议。  相似文献   

论体育资源配置的公正   总被引：1，自引：0，他引：1  

周传志 《湖北体育科技》2006,25(6):639-640,643

体育资源的配置公正是促进体育可持续发展的重要基础.当前,我国体育资源的配置方面存在不公正现象,其根源在于旧的体育体制,追求体育资源配置的公正就要改革旧体制,制定合理的社会政策,在体育法规制定上要倾听广大群众的意见.  相似文献   

浅析刑事审判理念     

宁松 《玉溪师范学院学报》2005,21(2):67-70

刑事审判理念是存在于刑事审判主体思维间、贯穿于审判全过程的一种观念,它通过其持有者的思想行为而影响审判实践。故其对审判活动的终极目标———审判公正的实现具有重要的作用。就目前的中国国情来说,现代刑事审判理念的确立应当包括法律至上并尊重民意、客观真实与法律真实并存、普遍正义与个案正义并存和审判独立、中立与庭审中心并存等理念。  相似文献   

公共行政工具性价值和终极性价值的整合与统一     

袁洪英 《哈尔滨学院学报》2009,30(2):39-43

公共行政作为实践活动必须有价值参照和支撑。效率、公平作为公共行政的工具性价值在公共行政百余年的发展历程中发挥着重要作用。而公共行政的终极价值关切即目的性价值为社会发展和公共幸福。公共行政价值的理想状态则为二者在形下和形上层面的有机统一。  相似文献   

Turning in or tuning out? Listening to silences in education for critical political consciousness     

Leah S. Stauber 《International journal of qualitative studies in education》2017,30(6):560-575

What happens when a team of university education researchers initiates a social justice learning project in a local high school, and – despite the overall project’s considerable successes in cultivating students’ critical political ‘voice’ – is confounded by the periodic, apparent ‘silences’ of some of its young female students? Drawing on eight years of fieldwork in a groundbreaking high school social justice education classroom, this article examines the presumptions inherent in certain forms of social justice pedagogy, and the ways in which ensuing classroom disjunctures may, in fact, lead to deeper insights about education for youth critical social consciousness. The article focuses on two, interrelated issues: the unsettling and sometimes confounding ‘silences’ of female students and the correlation between such silences and social justice educators’ attenuated ability to recognize and support the myriad ways in which minority female students may encounter, negotiate, and articulate their own particular forms of Freirian conscientización.  相似文献   

Framing of transitional pedagogic practices in the sciences: enabling access     

Karen Ellery 《Teaching in Higher Education》2017,22(8):908-924

Educational literature shows that students from working-class backgrounds are significantly less likely to persist to completion in higher education than middle-class students. This paper draws theoretically and analytically on Bernstein’s ([1990. Class, Codes and Control, Volume IV: The Structuring of Pedagogic Discourse. London: Routledge; 2000. Pedagogy, Symbolic Control, and Identity: Theory, Research, Critique. Lanham: Rowman and Littlefield]) thesis that, through differential framing of pedagogic practices, the curriculum has capacity to accommodate all groups of students. Pedagogic practices in both a science foundation course and four first-year mainstream science courses in a higher education institution in the South African context are examined. Whilst the foundation course exhibits modalities that generally favour access, the mainstream courses have some modalities that appear to be constraining. It is argued from a social justice perspective that holistic curriculum transformations that better enable epistemic transitions are an urgent imperative, and that consideration of differential framing of pedagogic modalities offer a close-up empirical means of conceptualising such reforms.  相似文献   

分布式防火墙在图书馆局域网中的应用     

冯遵华 《中国科技信息》2006,14(7):171-172

介绍了分布式防火墙的产生、结构、主要特点及其在图书馆局域网中应用的优越性.  相似文献   

论现代刑法的宽容之维     

潘庸鲁  朱婷婷 《辽宁师范大学学报(社会科学版)》2011,34(6):28-32

宽容是协调国家、社会和个人之间相互关系的道德和法律准则。现代刑法必备宽容之维源于法治社会中必须充分保障和尊重被告人人权和人性的要求,毕竟被告人实施犯罪除了自身主因之外,还有社会因素的影响和被害人因素的作用。刑法的宽容理念已经在宽严相济刑事政策精神指导下,以刑事和解的方式践行,这种新型方式通过犯罪人和被害人之间真诚协商达成谅解以恢复和睦关系,而且这种宽容理念在《刑法修正案（八）》许多条文中又得到进一步确认,愈发凸显我国刑法深厚的宽容底蕴。  相似文献   

Social justice,capabilities and the quality of education in low income countries   总被引：1，自引：0，他引：1  

Leon Tikly  Angeline M. Barrett 《International Journal of Educational Development》2011

The paper sets out a theoretical approach for understanding the quality of education in low income countries from a social justice perspective. The paper outlines and critiques the two dominant approaches that currently frame the debate about education quality, namely, the human capital and human rights approaches. Drawing principally on the ideas of Nancy Fraser and Amyarta Sen the paper then sets out an alternative approach based on a theory of social justice and of capabilities. The paper develops an overall understanding of how education quality can be understood in relation to the extent to which it fosters key capabilities that individuals, communities and society in general have reason to value. It then analyses three inter-related dimensions of the quality of education from a social justice perspective. Each dimension is considered in relation to contemporary policy debates and research including the work of EdQual. The first dimension, that of inclusion draws attention to the access of different groups of learners to quality inputs that facilitate the development of their capabilities, the cultural and institutional barriers that impact on the learning of different groups and priorities for overcoming these. The second dimension, that of relevance, is concerned with the extent to which the outcomes of education are meaningful for all learners, valued by their communities and consistent with national development priorities in a changing global context, whilst the third dimension, that of democracy considers how decisions about education quality are governed and the nature of participation in debates at the local, national and global levels. It is argued that a social justice framework can provide an alternative rationale for a policy emphasis on quality that encompasses but goes beyond that provided by human capital and rights approaches; that through emphasising the importance of context and through providing a normative basis for thinking about quality in relation to development, it provides a useful starting point for re-conceptualising education quality and how it can be evaluated; and, that it draws attention to the central importance of public dialogue and debate at the local, national and global levels about the nature of a quality education and quality frameworks at these levels.  相似文献   

农村纠纷调解中的村治逻辑——对浙东先锋村的政治人类学考察     

赵晓峰 《江西师范大学学报(哲学社会科学版)》2011,44(2):80-86,100

农村纠纷调解机制嵌入在乡村治理实践的结构性变迁之中,并随着乡村治理逻辑的演变而发生相应变化。对浙东先锋村纠纷调解实践变迁的政治人类学考察表明,20世纪90年代中后期以来,受日益彰显的乡村治理性危机的影响,农村基层组织逐步开始更多地使用策略性调解手段,放弃了对地方性文化共识中纠纷调解规范的严格遵守,而且纠纷调解越来越重视暂时性＂息讼＂协议的达成,其实践呈现出越来越复杂的发展态势。后税费时代,富人当政之后的农村纠纷调解仍然存在类似的问题,治理权力严重受限的农村基层组织不得不采取以现代法律为内在基准,以面子、人情和金钱等可控资源为策略性调解手段的办法来解决村民纠纷。而农村纠纷调解的依附性对当前农村基层组织的发展提出了重要挑战。  相似文献