《联合国海洋法公约》与南海争端的解决

南海争端主要指中国与南海周边其他国家在海洋权益方面的争夺。在《联合国海洋法公约》诞生之前,南海争端的重点体现在对岛屿争夺以及对其主权的确认上。1982年《联合国海洋法公约》的诞生,将南海争端带入了另一个阶段。     

《联合国海洋法公约》下的岛礁之辨——兼评南海仲裁案中岛礁认定部分

《海洋法公约》121条赋予岛屿与岩礁不同的海洋权益,但《公约》并未给予岩礁清晰的定义。应通过对维持人类居住中居民的身份、数量、居住时间和维持其本身经济生活的本身、经济活动的性质、来源进行分析从而对岩礁予以认定。同时,中国对南海权益的主张是以"群岛"的整体为基础而不是以单个岛礁的地位为基础的,临时仲裁庭对南海岛礁的认定过于狭隘。     

世界“热点”岛屿之争

世界上岛屿约有20多万个,总面积996.35万平方千米,占地球陆地总面积的6.6%。世界上有42个国家领土全部由岛屿组成。随着世界人口的急剧增长、资源的短缺、环境的恶化,逼迫人们去寻找新的生活空间,去寻找新的资源。于是,人们把目光转向海洋,开始重新评估海洋的价值。占有更大面积的海洋,就意味着占有更多的资源,海岛便是占有更大面积海洋的重要砝码。按照1982年通过的《联合国海洋法公约》第121条岛屿制度规定,岛屿应是自然     

论我国对《联合国国际货物销售合同公约》第一条第一款b项的保留

我国在加入《联合国国际货物销售合同公约》(以下简称《公约》)时对其第一条第一款b项提出了保留.其目的是为了保护我国当时稚嫩的经济,以及增加《涉外经济合同法》的适用;但是,保留却使《公约》在具体应用中产生了争议.文章通过对《公约》第一条第一款的解读以及对因b项保留导致《公约》在具体应用中产生的争议进行分析,建议取消对《公约》第一条第一款b项的保留.     

何谓“大陆架”

1994年11月16日．联合国大会通过了名的《联合国海洋法公约》。公约规定，各国的大陆架为沿海国专属经济区内的200海里。但是．如果海底的地形、地质满足一定的条件．能够证明是沿海国陆地的自然延伸。沿海国就可以申请将大陆架的外侧界线最远延伸至350海里处。沿海国对陆地领土自然延伸的大陆架内的自然资源享有主权权利．对大陆架上的人工岛屿、设施和结构的建造和使用、对海洋科学的研究、     

中国贿赂犯罪刑法规制的发展与完善

《联合国反腐败公约》在贿赂犯罪的规定上有许多科学创新之处值得我国借鉴。加入《公约》以来,在刑法方面,我国积极通过颁布刑法修正案以及制定刑法司法解释的方式,不断靠近、衔接《公约》对贿赂犯罪的规定,随着《刑法修正案（七）（草案）》的面世,这种靠近、衔接《公约》的迹象更加明显。在《公约》的带动下,我国刑法促进了贿赂犯罪规制某些方面的发展,而这也必将会对我国转型期贿赂犯罪的严重态势发挥惩治、遏制和预防的作用。但是,与《公约》相比,我国刑法在贿赂犯罪的规制上仍有许多缺位,亟待完善。     

《伯尔尼公约》与《世界版权公约》之比较

《伯尔尼公约》与《世界版权公约》之比较徐学银在国际社会，有关著作权问题主要由两个公约来确认和保护，即１８８６年在瑞士伯尔尼制定的《伯尔尼公约》和１９５２年日内瓦签订的《世界版权公约》。这两个公约构成了著作权国际保护的框架。伯尔尼公约是著作权领域最早的...     

国内外大事记

▲中国外逃贪官大限将至 8月27日,全国人大批准了《联合国打击跨国有组织犯罪公约》。《公约》主要针对有组织犯罪集团,洗钱、腐败和妨碍司法四大类犯罪。《公约》除了强调国家与国家间的司法合作,还明确提出“引渡”的义务。这个《公约》将于9月29日生效,它将对外逃的中国     

编辑手记

1991年中国政府签署了《儿童权利公约》,向国际社会做出了庄严承诺。幼儿教育工作者对履行《公约》更负有特殊而重要的责任。然而,《公约》不可能也没有为我们提供将其原则和精神贯彻落实到幼教实践中的具体意见。《观念与行为》栏目中《尊重儿童——来自<儿童权利公约>的启示》一文,作者将《公约》中尊重儿童的精神归纳为四条原则,并结合我国当前的幼教现状,进一步阐述了如何在幼教实践中更好地遵循这些原则。     

儿童权利公约

儿童权利公约编者按：《儿童权利公约》（以下简称《公约》）于１９８９年１１月２０日在第４４届联合国大会上通过，并向成员国开放签署，１９９０年９月２日正式生效。我国自始积极参与了该《公约》的起草、制定工作，在联大通过《公约》时，我国是提出该《公约》的决议...     

营养型小米粉蒸肉的生产工艺技术

对营养型小米粉蒸肉的生产工艺进行研究,探讨了最佳工艺条件。结果表明,小米粉颗粒度为30目,蒸制温度121℃,蒸制时间50 min,小米粉用量40%时营养型小米粉蒸肉质量较好。     

现代国家建构与近代中国乡村政治变迁

文章试图粗线条式地勾勒清末之前、清末及民国时期中国乡村社会的政治变迁图景,其隐含着秉持了现代国家建构是对中国乡村社会政治结构变迁的一个外来主导力量的前提假设,即现代国家建构的内在逻辑必然导致乡村政治结构的变化。描绘了现代国家政权建设过程中如何改变乡村政治结构及带来乡村政治怎样的变化。     

Developmental discourses as a regime of truth in research with primary school students

While developmental discourses have been heavily critiqued in relation to education systems, less attention has been paid to how these impact the data collection process in classroom research. This article utilises Foucault’s concept of regime of truth to highlight the pervasiveness of developmental discourses when conducting research in primary schools. Such a theoretical framing makes explicit how developmental discourses work and are constructed as ‘truth’, which limit the possibilities for alternative perspectives. This article shows how this regime of truth works in practice by reflecting on qualitative research conducted with two age groups in two primary schools in Australia, focusing on the researcher’s navigations of these discourses. In particular, this article examines the impact of developmental discourses on conducting research with multiple age groups, initiating research, choosing methods for data collection, and negotiating power relations and ethical practices.     

Principal self-government and subjectification: the exercise of principal autonomy in the Western Australian Independent Public Schools programme

The launch of the Independent Public Schools (IPS) programme in Western Australia (WA) in 2010 reflects the neoliberal policy discourse of decentralisation and school self-management sweeping across many of the world’s education systems. IPS provides WA state school principals with decision-making authority in a range of areas, including the employment of staff and managing school budgets. Using an analytical toolkit provided by Michel Foucault and Foucauldian scholarship, this article examines how the IPS programme functions as a regime of government and self-government. Data collected from two IPS principals is used to examine the subjective effects of power as it is exercised in the IPS regime. The article finds that the IPS initiative introduces new possibilities for principals to actively participate in practices of self-formation, through which these principals self-steer, exercise their freedom and govern themselves and their schools. It illustrates how governmental mechanisms depend on, harness and shape the autonomy of these principals, and how their individual practices of self-government align with neoliberal governmentalities.     

学院级实验中心管理规范探讨

结合华南农业大学园艺学院建设实验中心多年以来的实践经验,探讨了学院级实验中心在实验室制度管理、实验经费管理、仪器设备管理、开放实验室管理、公共教学实验室管理、实验技术人员管理等方面的管理规范。     

Inclusive education in the Slovak Republic two decades after the dissolution of Czechoslovakia

The fall of Communist regime in 1989 and the dissolution of Czechoslovakia in 1993 significantly affected the educational system of today's Slovakia. As a sovereign state, Slovakia has ratified the Convention on the Rights of Persons with Disabilities obliging its signatories to practise ‘inclusive education’. This article explores the current educational policies of the Slovak Republic in light of this obligation. Using the official statistical data the article argues that the current state educational policies have not succeeded in meeting the objective of practising inclusive education, as the proportion of students educated in segregated special educational provisions has been consistently rising over the last decade. This article attempts to identify particular aspects of the current educational policies which might have contributed to this phenomenon.     

出入儒道 干世求用——山涛心态探述

本文从家世出身、社会环境、政权更迭、文化思潮等角度探讨了山涛心态的发展演变。由此 ,展示了魏晋之际 ,士人普遍的价值观、生活情趣以及他们的精神状态 ,同时对魏晋玄学的演变也有所论述     

‘To be informed’: understanding the role of feedback information for Flemish/European policy

The aim of this article is to argue that the evident exchange of information on performance (and its supply, demand and use) should be regarded as a symptom of a new governmental regime that installs less evident power relations. Educational policy in Flanders (Belgium), and in particular the need for feedback information from the Flemish government, will be used as a case to describe this regime. Based upon the analytical framework of ‘governmentality’ (Foucault), the article focuses on the ‘governmentalization’ of Europe and Flanders that accompanies the need for feedback information. The main result of the analysis of European and Flemish policy documents can be summarized as follows: government or the ‘conduct of conduct’ currently takes the form of ‘feedback on performance’. This means that the strategy of the governmental regime is to secure an optimal performance for each and all (member states, schools), and acts upon the ‘need for feedback’ and ‘will to learn’ of the actors involved. On the basis of these findings, the article introduces in conclusion the notion ‘synopticon’ in order to grasp the exercise of power in ‘feedback on performance’.     

略论纳粹党夺取政权的民意因素

纳粹党的夺权道路成为了近代史学界讨论的热门话题。本文通过分析一战后列强强加给德国人民的《凡尔赛和约》和经济危机给德国造成的影响，以及纳粹党同德国广大下层民众、资产阶级之间的相互关系，阐明早期作为一个小资产阶级政党的纳粹党，如何在希特勒的控制下，通过各种欺骗性的宣传，最终骗取了广大中下层民众的支持，在德国夺取了全国的统治大权，确立了法西斯独裁统治。     

Petro-pedagogy: fossil fuel interests and the obstruction of climate justice in public education

Abstract

The corporate control of energy production and the reach of fossil capital into civil and political society can be understood as a regime of obstruction that is preventing necessary action on climate change and blocking a just energy transition. In addition to overt forms of economic power and influence, hegemonic power is central to the fossil fuel industry’s regime of obstruction. Based on 29 interviews and an analysis of third-party teaching resources, this article shows how teaching practices and resources work to centre, legitimize, and entrench a set of beliefs relating to climate change, energy, and environmentalism that align with the interests of fossil fuel industry actors in Saskatchewan, Canada. We argue that these pedagogical practices promote student subjectivities consistent with neoliberal environmentalism centred on individual actions designed to insulate fossil fuel industries from criticism and dissuade young people from questioning or understanding the role of corporate power in the climate crisis. Furthermore, this petro-pedagogy intends to restrict the imagination of possible climate solutions to individual acts of conservation that fail to challenge the structural growth of fossil fuel consumption. This paper advances these teaching practices and resources as a ‘pedagogical arm’ of the regime of obstruction.