授权立法中的授权机关范围之比较研究

授权立法理论是法学理论中的一个较小的问题,学术界对其研究并不踊跃.与此形成对照的是,我国的授权立法实践却极为活跃.而确立授权机关的范围则是完善授权立法的基本问题之一.文章力图以比较研究的方法,辅以历史分析的方法,在对各主要西方国家与我国在授权机关范围作比较分析的基础上,提出了如何在<立法法>中进一步明确界定我国授权机关范围的建议.     

Low-Income Mothers' Conversations About Emotions and Their Children's Emotional Competence

This study examined the linkage between low-income mothers' conversations about emotions and their children's understanding of emotion. Forty-five low-income preschoolers and their mothers were videotaped while viewing a wordless picture book designed to elicit talk about emotions. Three maternal and child emotional language behaviors were coded from the videotapes: (a) unelaborated comments about emotions; (b) explanations about the causes and consequences of emotions; and (c) empathy-related statements. The children's questions about emotions were also coded. In a separate interview, the preschoolers were administered tasks that assessed emotional expression knowledge, emotional situation knowledge, and emotional role-taking. The results revealed that emotional situation knowledge was positively predicted by mothers' empathy-related statements. Mothers' explanations about the causes and consequences of emotions were uniquely related to emotional role-taking ability. There were very few correlations between the mothers' and children's talk about emotions. Results are discussed in terms of the functional significance of mothers' emotional language for young children's emotional competence.     

建立刑事被害人国家补偿制度之探讨

通过采用历史溯源等方法阐述了建立被害人国家补偿制度的必要性,指出刑事被害人国家补偿制度的核心价值在于对被害人的救济,保障被害人的生活,并就补偿对象、资金来源、补偿程序等基本问题提出了中国被害人国家补偿制度的立法设计。     

对地方水资源法规执行效能的实证研究

青岛市在全国有地方立法权的城市中拥有较为完备的水资源法规体系。在青岛市地方立法整体评估所收集的资料基础上，通过个案研究的方法，可以对青岛市地方水资源法规的执行效能进行有典型意义的实证分析，从中总结地方水资源法规的实施绩效和执行阻碍及原因；并从地方立法的角度提出增强地方水资源法规执行效能的建议。     

公务员能力素质建设的制度选择——以武汉市公务员能力素质建设为例

武汉市公务员能力素质建设的特点和现状反映出我国公务员能力素质建设存在三大问题。因此,在公务员能力建设中必须倡导能力本位的管理理念,尽快设计符合我国实际的公务员能级管理制度。     

辩护人、诉讼代理人毁灭证据、伪造证据、妨害作证罪的基本问题分析

当前，对刑法第306条规定的辩护人、诉讼代理人毁灭证据、伪造证、妨害作证罪设置合理性受到众多质疑，主要归结为两点：一是在立法技术上，犯罪主体具有特定指向性，罪状具有模糊性和宽泛性，第306条与其他条文出现竞合；二是在立法价值上，本罪设置具有职业歧视性，并且违背立法理念。对这些问题的解决有三：废除本罪或者修订主体和罪状；建立和完善律师惩戒制度；转变观念，确实保障律师权利。     

德才兼"美"——浅谈高等教育中的审美修养

通过对高校学生的审美意识、审美情趣、审美修养水平的现状及其产生原因的阐述,论述了德、美、才之间的辩证关系,说明了"美"在德才兼备人才培养中的作用,并从审美修养是德才兼备人才时代品格的重要特征和社会发展的必然要求等方面阐明了必须注重培养审美修养的重要意义。     

在商务英语教学中培养学生的交际策略能力的研究

采用实验研究法在商务英语教学中培养学生的交际策略能力，通过一个学期的策略训练，得出了以下的结果：（1）实验组学生使用的策略、尤其是所培训的策略（转述策略、近似表达策略、迂回策略和填补策略）明显高过非实验组，证明了实验组在交际策略训练后学生愿意接受或使用更多的交际策略；（2）在商务英语课程教学的课堂中对学生进行交际策略的培训不影响学生的笔试成绩，相反，通过策略培训，实验组学生学习积极性有了很大的提高，学习成绩有了显著的进步和提高；（3）交际策略训练有助于提高学生的交际能力。     

Social Competence with Peers in Third Grade: Associations with Earlier Peer Experiences in Childcare1

The early developmental antecedents of individual differences in children's social functioning with peers in third grade were examined using longitudinal data from the large‐scale National Institute of Child Health and Human Development (NICHD) study of early child care. In a sample of 1,364 children, with family and child factors controlled, the frequency of positive and negative peer interactions in childcare between 24 and 54 months and the number of hours spent in childcare peer groups of different sizes (alone, dyad, small, medium, large) predicted third graders' peer competence at three levels of analysis: individual social skills, dyadic friendships, and peer‐group acceptance. Children who had more positive experiences with peers in childcare had better social and communicative skills with peers in third grade, were more sociable and co‐operative and less aggressive, had more close friends, and were more accepted and popular. Children with more frequent negative experiences with peers in childcare were more aggressive in third grade, had lower social and communicative skills, and reported having fewer friends. When children spent more time in small‐sized peer groups in childcare (four or fewer children at 24 months of age up to seven or fewer at 54 months), they were more sociable and co‐operative in third grade, but their teachers rated them as more aggressive, suggesting that such children may be more socially outgoing and active both positively and negatively. Like those who spent more time in small peer groups, children who spent more hours in medium‐sized groups received higher ratings for peer aggression by their third‐grade teachers. Children who spent more time with one other child in childcare or in small peer groups had fewer classroom friends in third grade as reported by the teacher but not according to maternal report or self‐report. There were no significant associations between the amount of time children spent in large childcare‐based peer groups and third‐grade peer social competence.     

注重在实验教学中培养学生的探究能力

本文论述在实践教学中培养学生探究能力的相关问题。