我国行政听证制度产生及存在的原因初探

作为我国行政程序核心内容之一的行政听证制度,是从国外引入的.但它能在我国宪法中找到依据,并有符合我国国情的理论基础.同其他国家相比,我国行政听证制度有其独特的产生及存在的原因.它既是行政程序价值--公正、效率的内在要求,又是我国民主法治建设的必然结果.     

意大利式辩诉交易制度评介

意大利刑事诉讼法规定了“依当事人要求适用刑罚”的特殊程序.该程序具有与普通法的辩诉交易类似之处.法官可以根据当事人提出的请求适用减轻的刑罚.但是,它又具有自己的特点.在该程序的适用过程中,可以不需要控辩双方达成一致,甚至可以只根据被告人单方请求适用;法官在适用该程序中具有更大的主动性,他通过对有关情况的审查,作出最后判决;当事人只能对刑罚适用提出自己的请求,不能对定罪问题进行讨论;刑罚的减轻有明确的法定幅度,等等.这些特点,充分反映了意大利刑事诉讼中当事人主义与职权主义融合的特色.这也是其追求诉讼效率,节省司法资源的必然结果.     

On a bayesian approach for the shiftpoint problem

Using a direct resampling process, a Bayesian approach is developed for the analysis of the shiftpoint problem. In many problems it is straight forward to isolate the marginal posterior distribution of the shift-point parameter and the conditional distribution of some of the parameters given the shift point and the other remaining parameters. When this is possible, a direct sampling approach is easily implemented whereby standard random number generators can be used to generate samples from the joint posterior distribution of aii the parameters in the model. This technique is illustrated with examples involving one shift for Poisson processes and regression models.     

自言自语--一种行之有效的语言研究方法

在语言研究中,自言自语方式被广泛运用且行之有效.它通过让被测者现场陈述执行任务时所想到的一切东西来挖掘他们的认知过程.它所收集到的资料是最原始真实的.由于本身的特性,自言自语方式应被精心设计和仔细操作,并满足一定的条件来确保其效果.     

'The Tip of the Ice Berg': Children's Complaints and Advocacy in Wales--An Insider View from Complaints Officers

This paper is based on findings of a Welsh Assembly Governmentfunded review of children’s independent advocacy servicesin Wales with reference to their involvement in complaints madeby children, or by their parents or carers on their behalf,about local authority social services. It draws, primarily,upon qualitative interviews with local authority children’scomplaints officers, whose task is to receive complaints orconcerns, field these to appropriate social services staff,maintain oversight of their progression and keep complainantsinformed of developments. The paper describes the challengesthat complaints officers perceive children encounter in movingcomplaints forward, especially in a context where independentadvocacy services are involved and where these services areviewed with some suspicion by social services staff. It suggeststhat complaints officers play a pivotal part in managing thesometimes contested and complex interface between service providerand child and may do so from a position of limited authorityand influence. The role of complaints officers in engaging withcomplainants and their advocates, and with those colleaguesimplicated in complaints, has rarely been the topic of research.This paper provides accounts from these key staff that helpilluminate the tensions and difficulties that can enter thechildren’s complaints process.     

论听证制度的异化

听证制度是民主发展的体现,其优势性是显而易见的,但在具体运用时却产生了偏离其本原的异化现象。因此,要防止听证制度异化的发生,采取具体预防措施,使听证制度真正在我国发挥其体现民意并辅助行政机关做出正确决策、决定的作用。     

野生动物非法狩猎治理机制的构建

由于错误的传统饮食观念的影响,许多人认为野生动物具有较高的营养价值甚至药用价值,这成为野生动物非法狩猎行为难以治理的原因。通过实证研究方法对野生动物非法狩猎案件进行统计分析,针对非法狩猎罪中“明知”对象的法律规定模糊、适用速裁程序的案件范围窄以及社区矫正的规制机能难以发挥等问题,应当通过建立非法狩猎工具的协同治理机制、扩大速裁程序的案件覆盖范围以及针对非法狩猎者建立公益劳动制度以从根本上保障人民群众的生命健康安全和社会经济的稳定发展。     

立法程序的法理分析

立法程序乃是具有立法权限的国家机关制定、修改和废止规范性法律文件所遵循的制度化的正当过程 ,是限制立法者恣意进而使立法活动彰显程序正义的制度设置 ,也是国家通过立法手段协调利益冲突、规制社会秩序及配置社会资源的合法路径和正当法律程序。现代立法程序具有民主性、公开性、交涉性及自律性等几大属性。现代立法程序的价值体系主要由正义、效率和秩序等构成。其中 ,正义奠定了立法程序的道德基石 ,效率赋予了立法程序经济性的内涵 ,秩序则给立法程序注入了制度化的理念。现代立法程序的建构及运作应当遵循“正义优先、兼顾效率和秩序”的价值取向。     

完善政府教育投资责任制探讨

农村教育发展不均衡现象十分严重。实现教育质量均等是教育均衡的核心目标。建立省地县三级义务教育分担体制 ,按需拨款 ,实行儿童义务教育专用账户制 ,强化学校经费使用的监管 ,是均衡教育资源的有力措施。     

Using Transfer Procedures to Teach Tacts to a Child with Autism

This applied study attempted to evaluate a combination of transfer procedures commonly used to teach tacts to children with autism. A receptive to echoic to tact transfer and an echoic to tact transfer procedure were combined during 5-min instructional sessions to teach tacts to a seven-year-old vocal child with autism. A multiple baseline design across three sets of ten tacts was used. Without the teaching procedure, the child acquired no target tacts. With the 5-min teaching procedure implemented first with Set 1 then with Sets 2 and 3, respectively, the child acquired thirty new tacts over sixty teaching sessions. The results have wide application for children with and without autism who need instruction to learn tacts.