唐君毅的"人文法治"思想

唐君毅认为现代中国的"法治"思想应该是东西方思想的汇通与融合,即集人治、法治、礼治、德治于一体的人文法治思想.中国古代的"人治"与"法治"思想的表述虽然有所不同,但归根结蒂都是人治;而西方社会的"法治"虽然在用词上与中国的"法治"并无区别,但在内涵上有很大不同.因此,只有二者的汇通与融合,才是现代人文法治之精华所在.     

传统人治方略的二维向度及差异

儒家德治与法家法治实属传统人治。儒家德治笃信“为政在人”重在人之“德”上,其人治思想显然;而法家法治实属君下法治,其不彻底性使它最终倒向了人治。儒、法人治方略在人性前提、哲学依据、理论基础、对象考量等方面的诸多不同,为当代治国提供了众多启示。     

"德主刑辅"与"刑主德辅"——法治在中国

中国古代是一个以德治作为具体内容的人治国家。然而当人治的局限性出现之后,中国便开始了漫长的法治路程,并且直到今天仍在延续。实践证明,有利于民主治国,有利于控制权力,法治有利于自由,平等,社会稳定。     

论法律与道德的功能协调

法律与道德各自都有独特的对社会秩序的贡献能力,但也都存在着不足,它们在一定程度上互为优缺点.法律功能的发挥需要道德的支持,道德功能的发挥需要以法律为基础.法律的局限一定程度上可由道德来克服,道德的局限一定程度上也可由法律来克服.作为一种治理机制,没有德治支持的法治将是一种僵化的、低效率的治理体系,而没有以法治作为其基础的德治必将最终走向人治.只有法治和德治互为基础、协调发展、共同作用的治理体系才是一种理想的模式.     

论法国模式与机制－人治、法治、德法兼治利弊之比较

本从国体和政体的视角，分析和比较人治、法治和德治兼治运行机制依不同政治制度所产生的利弊，并进一步阐述了法治与德治机制互补性和内在的一致性在治国中的显作用，从而使我们坚信走依法治国和以德治国道路的正确选择。     

先秦儒法两家的治国方略与法律思想

先秦儒法两家的治国方略与法律思想根源不同,在于对人性的不同看法和历史观的差异,是其"礼治"、"德治"、"人治"与"法治"治国方略之争的理论前提.剖析儒法两家不同的治国方略和法律思想,对于我们贯彻德治与法治相结合的现代治国方略具有重要的启迪意义.     

以人文精神为主导的管理

学校的管理有各种类型，大致有人治管理、法治管理、“无为”管理、德治管理、人文管理等。人治管理依赖个人权威实行管理，其优点是效率高，但容易形成个人专断；法治管理的特点是一切以法律、法规为依据，简易公正，但缺少人情味；“无为”管理利于营造自由、宽松的环境，却易于出现放任自流的状况；德治管理强调以德治校，领导的道德品格和群众的道德素养是管理的支柱，其缺点是见效慢。北京师范大学第二附属中学倡导的是人文管理，人文管理是一种“德治”与“法治”相结合的管理，是以人为本的管理，人文管理也讲个人权威，但这种权威是…     

对依法治国和以德治国的再思考

能否积极地正确地贯彻依法治国和以德治国相结合的治国方略,取决于对依法治国和以德治国的深刻理解,以德治国内涵包括施仁政、重道德教化、建立有中国特色的社会主义道德体系等方面的内容;依法治国的内涵,主要是指法律的权威至高无上,在法律面前人人平等,任何人必须依法办事。法治不是和德治相对立的概念,而是和人治相对立的概念。法治是政治文明,德治是精神文明。必须把德治划定在精神文明的范畴之内,才不会造成德治和法治的冲突。德治与法治各有其特殊性,不能相互替代,二者又具有统一性,因此具有结合的必要性和可能性。以德治国是目的,依法治国是实现这一目的的根本手段,所以二者应当并重。坚持依法治国和以德治国相结合的方略关键在党。     

儒家的"圣人榜"及其政治伦理目的

在儒家的圣人榜中列为圣人的,除了孔子、孟子之外,都是治国平天下、擅长文治武功、德行高尚的统治者。儒家思想家们给历代统治者开列了一个需要效法的“为政以德”的榜样谱系。儒家所谓的“人治”,与其说是不要“法治”,不如说是强调“圣人之治”,即强调只有具备像儒家“圣人榜”中的统治者那样的政治思想道德素质的人,才具有治理国家的资格。正是由于儒家的德治思想直接将统治者的道德水平与国家的治理联系起来,因而后来之人尤其是今人,才意欲将儒家的德治思想与人治思想相提并论。这是德治思想被人们认同为人治思想的一个根本原因。对德治思想的诸多误解,问题的源头也正在这里。     

立足教育实践 做实“三立”建设

管理园所如同治理国家,我们基于古人管理的三大模式——人治、法治和德治。结合现代园所发展状态,基于幼儿园的导向与灵魂,采用三结合的方式,即法治为路径——运用制度管理的方法,达到实效管理目的。人治与德治为推力——使整个幼儿园获得向前发展、向上飞跃的根基与底蕴。勤幼依托教育部《全面推进依法治校实施纲要》的文件精神,以教书育人为学校的核心职能和存在根基。依法办学,立足于教育实践工作,做实"三立"(法治立园、团队立根、家园立信)建设。     

Having a Whale of a Time

A classroom practical exercise exploring the reliability of a basic capture‐mark‐recapture method of population estimation is described using great whale conservation as a starting point. Various teaching resources are made available.     

对公推直选乡镇长与乡镇党委书记的比较

公推直选乡镇长与乡镇党委书记出现的时间、发展现状与趋势、制度依据、选举成本,以及乡镇长与乡镇党委书记在乡镇政权中的作用有明显的不同。在我们看来,直接选举乡镇党委书记,发展的空间更广阔,对乡镇民主建设与乡镇政府职能转型所起的作用更大。     

一道联赛题的推广

题1 已知实数a、b、c、d互不相等，且n＋1/b=b＋1/c=c＋1/d=d＋1/a=x．     

关于循环矩阵求逆的一种算法

给出了利用多项式的欧几里德算法判断循环矩阵的可逆性和求逆的方法     

向量与数的乘法

（参考译文）。 向量也可和数做乘法．向量a与数字A的乘积定义为向量aλ—λa,它的绝对值是向量a的绝对值和数字A的绝对值的乘积,     

向量与数的乘法

Vectors may also be multiplied by a number. The productof the vector a by the number λ is defined as the vector a λ=λa, the absolute value of which is obtained by multiplying theabsolute value of the vector a by the absolute value of thenumber λ, i. e. |λa|=|λ||a|, the direction coinciding withthe direction of the vector a or being in the opposite sensedepending on whether λ>0 or λ<0. If λ=0 or a=0, then λ a     

三角形的一个性质的推广

本对[1]给出的三角形的一个性质进行推广．     

Paving a clear path in a thick forest: a conceptual analysis of a metacognitive component

The concept of metacognition refers to one’s knowledge and control of one’s own cognitive system. However, despite being widely used, this concept is confusing because of several reasons. First, sometimes it is not at all clear what is cognitive and what is metacognitive. Second, researchers often use the same term, namely, “metacognition” even when they refer to very different aspects of this complex concept. Alternatively, researchers may use different terms to indicate the same metacognitive elements. Another foggy matter is the interrelationships among the various components of metacognition discussed in the literature. This conceptual confusion regarding the concept of metacognition and its sub-components calls for in-depth theoretical and conceptual clarifications. The goal of this article is to portray a detailed example of a conceptual analysis of meta-strategic knowledge (MSK) which is one specific component of metacognition. This specific example is used to draw a general model for conceptual analyses of additional metacognitive components. The approach suggested here is to begin with a clear definition of the target sub component of metacognition, followed by a systematic examination of this sub component according to several dimensions that are relevant to metacognition in general and to that sub component in particular. The examination should include an analysis of how the details of the definition of the target sub-component refer to: (a) general theoretical metacognitive issues raised by prominent scholars; (b) definitions formulated and issues raised by other researchers who have investigated the same (or a similar) sub-component and, (c) empirical findings pertaining to that sub-component. Finally, it should be noted that since metacognition is a relational rather than a definite concept it is important to situate the context within which the conceptual analysis takes place.     

Rate of a maintained operant as a function of temporal position within a session

McSweeney and her colleagues (e.g., McSweeney, Hatfield, & Allen, 1990) have demonstrated reliable, large magnitude rate changes in maintained operants within daily sessions under a wide variety of reinforcement schedules. The present paper examined the role of schedule of reinforcement, reinforcement rate, and total amount of food access in determining those within-session rate changes. When median rates across birds were considered, all procedures resulted in a brief period of an increasing rate, followed by a modest rate loss across the major portion of the session. However, not all individuals exhibited that pattern. When the amount of food access per session was limited by lower reinforcement rates, shorter sessions, or shorter reinforcement durations, the magnitude of the withinsession rate change was reduced from that occurring without those constraints. Additionally, under the conditions that produced strong within-session rate changes, the magnitude of the within-session rate loss was correlated with the bird’s body weight. These effects are consistent with what is typically labeledsatiation.     

Developing a professional vision of classroom practices of a mathematics teacher: views from a researcher and a teacher

The term professional vision points to the many nuanced ways professionals see. This paper traces the development of a professional vision of a researcher and a teacher looking at classroom practices. The researcher’s interest was to capture and study notable aspects of the teacher’s practice. Through a coding scheme, disparate classroom events were organized and analyzed to yield a researcher’s professional vision of the teacher’s practices. For the teacher, through reviewing the video records of his own classroom practices, his professional vision provided a basis for him to reflect and develop professionally. Leveraging on the work of the researcher, he initiated and transformed his own practices. Their collaboration yielded a mutually informed development of professional vision of classroom practices. In juxtaposing the two developments, the researcher and the teacher’s views can be contrasted, their distinctive interests highlighted and common grounds explored. Some implications for developing professional vision are drawn, and it is in the common grounds of the teacher’s professional development and seeing with a goal of enhancing of student learning that hold some promise of a mutual interest in developing a professional vision of classroom practices.