高职人才培养模式评析及启示

创新高职人才培养模式是解决目前高职人才培养和社会脱节问题的必然选择。在充分借鉴国内外成功经验的基础上,结合我国的国情,创新高职人才培养模式要走多元化道路,要正确处理好引进和本土化的关系,要体现"技术教育"特点,同时要加强"双师型"师资队伍建设。     

网络犯罪帮助行为共犯归责模式之批判——单独归责模式的提倡

以极端从属性、限制从属性、最小从属性为理论依据的共犯归责模式本质上遵循的是连带性共同归责思路。由于网络犯罪参与已经从单中心型转化为多中心型,异化现象明显,导致共犯在事实上无法从属于正犯,连带性共同归责已不现实。因此,应当提倡单独归责模式,承认网络帮助行为构成犯罪与受助者无关,将研究重心放在提供网络帮助行为本身的非法性、提供帮助者的有责性以及各正犯化罪名本身所保护的法益上。单独归责模式的提出具有刑事政策依据与实质依据,适用该模式不会造成本应以共犯处罚的行为人逃脱处罚,也不会间接扩展共犯的处罚限域,“同时构成其他犯罪”的竞合条款也不会被架空。     

从人与自然的和谐关系透视消费模式的转变

人与自然关系的和谐是实现可持续发展的重要课题,人与自然的关系从某种意义上讲就是人类消费行为、消费方式与对自然的开发、利用和破坏的关系。但是人类现有的消费模式是建立在对自然、环境、资源的无偿掠夺的基础上的,结果导致环境污染、资源枯竭、生物多样性减少和自然景观遭受破坏。要消除目前的环境危机,实现人与自然的和谐,必须转变消费观念,建立一种全新的消费模式———生态消费模式,实现人与自然的和谐,促进可持续发展的实现。     

Payment by results in international development: Evidence from the first decade

Payment by results is a relatively new way of giving development aid, where a recipient's performance against pre‐agreed measures determines the amount of aid they receive. Advocates for the mechanism argue it provides donors with both a ready justification for maintaining aid budgets and better results through innovation and autonomy. It has proved popular, with most bilateral aid donors having at least experimented with the mechanism and the variety of measures stretching from individual health workers being paid for each procedure, to national governments being paid for students' test scores. However, there has not been a robust assessment of whether Payment By Results (PbR) achieves its aims for greater effectiveness. I synthesize the evidence from eight projects fully or partially funded by DFID, the recognized world leader on PbR. This represents the best evidence currently available, and is critically analysed using the leading theoretical framework that breaks each agreement into its constituent parts. I find no evidence that PbR leads to fundamentally more innovation or autonomy, with the overall range of success and failure broadly similar to other aid projects. This may partly be due to the current use of Payment by Results, with no readily identifiable examples of projects that truly meet the idealized PbR designs. Advocates of PbR may thus conclude the idea is yet to be tested. I argue PbR does not deal with the fundamental constraints that donors face, and so it is unsurprising that PbR is subject to the normal pressures that affect all aid spending.     

Social policies and solidarity during the Greek Crisis

This article provides a succinct overview of the phenomenon of solidarization in crisis‐ridden Greece. Brief accounts of the pre‐ and post‐crisis situation in four core social policy areas (health, employment, housing, education) are combined with the presentation of four illustrative case studies, one for each of the aforementioned areas. Drawing on a broad range of primary and secondary data, including 20 in‐depth interviews with key stakeholders and end‐users of the actions examined, we argue that while the crisis provoked a further “residualization” of the institutionalized solidarity system, it also triggered the development of new solidarity ventures, both by state and non‐state actors, often even including partnerships between them. These ventures reflect the building of a bridge between institutionalized and informal solidarity in Greece and the shift towards a new type of mixed, although fragmented, mode of solidarity.     

司法实践中个人信息的保护模式及其反思——以隐私权的转型为视角

在我国司法实践中,司法机关对公民个人信息的保护持能动的态度,采取将个人信息附属于隐私权的保护方式。然而伴随着隐私权的现代性转向,司法实践中个人信息的附属保护模式却遭遇了困境。无论从权利配置还是从个人信息保护机构的运作来看,个案裁决的救济方式都无法建构完整的个人信息保护框架。通过创设以私权为核心的个人信息保护法,实现对私人信息在收录、使用、保存和管理等阶段的有效规制,并形成良性的运作机制,无疑是我国个人信息保护的应然路径。     

以职业性为导向的全日制专业学位研究生培养模式研究

全日制专业学位研究生培养是对学术学位研究生培养的一种互补,更是职业性导向的强烈需求。当前,师资队伍、课程体系、培养目标、教学方法、教学内容等方面存在突出问题,阻碍了专业学位教育的健康发展。全日制专业学位研究生的培养,要以职业性为导向,明确专业学位教育定位,打造高质量的师资、创新教学内容与教学手段,构建模块化教学体系,并进行职业资格认证,以此保障专业学位研究生的质量与良性发展。     

内容依托型教学模式与大学英语教师专业发展

内容依托型(content-based instruction,简称CBI)教学理念的核心是将语言学习与学科内容有机地融合在一起,通过学科知识的学习自然习得语言能力。基于CBI的教学模式为我国陷入窘境的大学英语教学改革提供了方向,也为大学英语教师的专业发展提供了一条新的思路。     

基于多元智能理论的信息化教学设计

加德纳提出的多元智能理论给传统教育观念带来了巨大的冲击,也赋予了信息化教学设计新的依据和新的视角.基于多元智能理论,从目标导向、内容构建、环境创设、评价设计四个方面探讨信息化教学设计的基本理念,并对多元智能理论指导下的信息化教学设计模式进行分析.     

论以人为本思想政治教育观下的思维方式变革

以人为本的思想政治教育观为我国当代的思想政治教育的创新拓展了空间.文章在明确以人为本思想政治教育观内涵的基础上,探索现代思维的特点和规律,提出从思维方式的变革着手,以增强思想政治教育的针对性、实效性.