走出行政法“行政权力本位”的误区

传统法学理论认为，行政权力本位是行政法有别于其它部门法的突出特征，这构成了人们思想认识和法律精神上的一大误区，它实质上是封建传统人治思想的遗留，必然导致权大于法，甚至行政权力腐败，与现代社会的法治理念格格不入，在发展社会主义市场经济和加入WTO的新形势下，审视这一误区带给我们行政立法、行政司法和行政执法中的种种弊端，正本清源，重新确立行政法体系的本质所在，已成为法学理论研究的当务之急。法治社会要求要从根本上走出这一误区，重建“民众权益本位”的行政法，有效地将行政权力置于法律的约束和规范之下，依法行政，牢固树立“权力就是责任、领导就是服务、管理就是激励”的管理理念。     

我国实行权力清单制度的可行性分析

公开权力清单、推行权力清单制度从试点以来就引发了社会各界的关注。推行权力清单制度是民心所盼,具有深厚的社会基础、现实依据和现实意义,在全国范围内推行权力清单制度值得期待。同时这一制度的实施也面临着诸多挑战,如何建立和完善权力清单制度、补齐制度短板是当前实行权力清单制度应当解决的首要问题。     

和谐环境下高校学术权力及行政权力制约探究

不受制约的权力必然产生腐败。在新时期、新环境下,我国的大学的学术界的权学交易事件时有发生。新时期、的新特点让“权”在目前的学术体制和人们的心中的地位畸高。多年来,在我国建设世界顶尖大学已成为几代人都未竟的事业,而没能建设出世界顶尖大学的症结在于我们没有致力于大学自身的体制机制改革,没有建成一套有效制约行政权力的机制。     

行政与司法角力下的特殊权力关系理论

权力的本性是毫无理性的自我膨胀和扩张,权力最难忍受的是其他权力对其的倾轧和剥夺,法治国下设计权力制衡的理论原点也就在于利用这一本性以“恶”制“恶”,经过权力之间的博弈,最终将权力限制在各自应在的范围之内,达到一种政治权力的平衡状态,保护政治共同体下公民的权利的终极目的在这一过程中,自然地发生和实现。特殊权力关系理论的一个核心问题是司法救济能否进入行政权保守的领域。     

论高等学校中的学术权力和行政权力

学术权力和行政权力共存是高等学校的一个主要特征。从学理、比较角度探讨学术权力和行政权力、学术民主管理权力和学术行政管理权力的概念及其相互关系,可以看出在高等学校内部权力中学术权力的主导作用,以及如何协调并处理好学术民主管理权力和学术行政管理权力的关系。     

高校二级学院院长的角色冲突

高校二级学院院长普遍存在学术角色和行政角色的冲突。研究表明,高校二级学院院长存在中度偏上的角色冲突。个体特征对高校二级学院院长角色冲突的影响没有显著性差异。不同层次和类型高校之间二级学院院长的角色冲突没有显著性差异,高校二级学院院长的学术角色和行政角色冲突是由其职位引起的。具有普遍性。     

大学学术权力与行政权力的失衡及对策

大学学术权力与行政权力的失衡是目前我国大学发展面临的一个严重瓶颈.本文针对大学行政权力凌置于学术权力之上、行政泛化、学术官僚化的情况,在简要分析学术权力与行政权力存在的逻辑基础后,结合学术权力与行政权力的最突出的问题,探讨从行政管理人员专业化、行政权力法制化、学术权力制度化三方面的改革来协调学术权力与行政权力的不平衡状态,以摆正学术权力和行政权力的各自应有的地位.     

大学学术权力与行政权力内部关系及协调对策研究

学术权力是大学的主导性权力,行政权力为学术发展提供行政支持与保障。以浙江农林大学为例,梳理两者关系及内部权力现状,落实学术主导地位,激励学术发展;探寻两权关系协调,达到相互制约与平衡,建设和谐校园。     

论权力制约与行政权力高效化

行政权力在我国权力结构体系中处于主导性的特定位置,其效率的高低直接关系到国家意志的实现程度,对权力实施有效制约以保证行政效率是现代国家权力运行的一条基本准则。探讨权力制约与行政权力高效化之间的关系,构想适合我国政治现实的行政权力制约机制,是当前政治体制改革的一项重要内容     

对教师角色的一种社会学探讨

“无论何时何地,每个人都有意无意地扮演着某种角色”,教师亦是如此。每一位教师都扮演着多种角色:社会中的公民、学校中的教师、家庭中的成员等等。教育学将教师视为“教育者”,社会学视角下的教师则是一种“社会角色”。本文试图从另外一个视角,即社会学的视角对教师的角色特征进行剖析,充分理解教师角色,缓解角色冲突的危害,推动教师专业化发展。     

Conflict in Higher Education and Its Resolution

Universities are famous for their resilience and longevity. Yet, when serious disputes arise, as in the University College of Swansea in 1989, their structures can be tested to the limit. Taking those events as a case study, this paper examines critically the option of choosing private sector approaches. It then develops its central argument: the most robust systems will be those that marry together academic and managerial values.     

Culture Conflict and Resolution in English Teaching

With the appearance of globalization,communication across cultures plays an important role in English learning.However,in the traditional English teaching of China,we have mainly focused on teaching grammar and language skills.In this paper,the author employs collaborative learning model with the author’s teaching practice to illustrate the conflict resolution and the importance of cultures from a dialogue of team work in the process of teaching.And in order to educate the consciousness of students in communication across cultures,the author puts forward some suggestions.     

3—6岁幼儿家庭亲子冲突的现状及其处理策略

本研究运用问卷调查法,对广州市3—6岁幼儿家庭亲子冲突的现状及其处理策略进行考察。结果发现,幼儿家庭亲子冲突以语言冲突和情绪冲突为主,并主要集中在幼儿的学习与行为习惯上;母亲与幼儿冲突的发生水平高于父亲;男孩与父亲的身体冲突显著地多于女孩;随着幼儿年龄的增加,父母与幼儿在学习习惯上的冲突频率与强度逐渐增强。在处理策略上,父母多采用协商策略,幼儿多采用回避与妥协策略;母亲比父亲更容易采取妥协策略;父亲倾向于对女儿采取妥协和协商策略。为改善亲子互动,父母应加强对亲子冲突功能的认识,尊重幼儿合理需要和独立人格,引导幼儿自我表达,形成稳定的家庭行为与交往规则,建立有效的亲子冲突处理机制。     

马克思主义利益观与非直接利益冲突的化解

马克思主义利益观有着十分丰富的内涵,至今仍闪耀着时代的光芒。用马克思主义利益观透视非直接利益冲突,不难发现：“非直接利益冲突”根源于现实利益冲突,本质上是一种现实利益的冲突博弈;大力推进社会建设,着力改善民生,切实解决好关系群众切身利益的现实问题,化解“非直接利益冲突”背后的利益矛盾,实现利益和谐,才能从根本上化解“非直接利益冲突”。     

Conflict Resolution in Preschool Social Interactions

Conflict has frequently been hypothesized to play an important role in development, and yet, until recently, little empirical work has been conducted on preschoolers' social conflicts. The aim of this study was to investigate the types of social issues that produce conflicts, the extent to which children respond positively to protests from others, and how conflicts are resolved. Children were observed in two contexts: semi-structured peer groups in which adults did not intervene, and school-time free-play. The results showed that even when adults do not intervene, children are often responsive to protests from others and resolve conflicts on their own. Differences were also observed for the types of issues that generate conflicts in the two settings and the types of conflicts that children respond to most often. These results indicate that children's conflicts are not solely negative or aggressive and that children's social interactions and their social contexts are multi-dimensional. The findings point to interpersonal aspects of settings, such as the differential role of adults and peers, and to contextual features of settings, such as free-play and sustained play, that should be considered by teachers and parents when structuring social interactive opportunities for young children.     

Conflict Resolution in Preschool Social Interactions

Conflict has frequently been hypothesized to play an important role in development, and yet, until recently, little empirical work has been conducted on preschoolers' social conflicts. The aim of this study was to investigate the types of social issues that produce conflicts, the extent to which children respond positively to protests from others, and how conflicts are resolved. Children were observed in two contexts: semi-structured peer groups in which adults did not intervene, and school-time free-play. The results showed that even when adults do not intervene, children are often responsive to protests from others and resolve conflicts on their own. Differences were also observed for the types of issues that generate conflicts in the two settings and the types of conflicts that children respond to most often. These results indicate that children's conflicts are not solely negative or aggressive and that children's social interactions and their social contexts are multi-dimensional. The findings point to interpersonal aspects of settings, such as the differential role of adults and peers, and to contextual features of settings, such as free-play and sustained play, that should be considered by teachers and parents when structuring social interactive opportunities for young children.     

Conflict Resolution in Japanese Social Interactions

The aim of this study was to examine Japanese preschool children's social conflicts and methods of conflict resolution in order to shed light on existing cultural characterizations of Japanese preschool education and social development. Japanese preschool-age children were observed during school-time free-play and they and their mothers were interviewed about teacher methods of conflict resolution in the preschool setting. The results showed that Japanese children's conflicts stemmed from a wide range of issues, including concerns about justice, rights, and fairness. Moreover, teachers encouraged children to work out conflicts on their own, stressing self-reliance and autonomy. Japanese children and mothers chose resolution choices which pertained to the intrinsic consequences of the acts. Japanese children and mothers, however, preferred teacher-directed nonintervention over punishment as a form of teacher response. This was in contrast to previous research which has shown that American children and mothers prefer punishment over nonintervention. The results indicated that issues of independence (e.g., autonomy) and interdependence (e.g., group orientations) were both present in Japanese children's social interactions and in children's and mothers' judgments about teacher methods of conflict resolution.     

Conflict Resolution in Japanese Social Interactions

The aim of this study was to examine Japanese preschool children's social conflicts and methods of conflict resolution in order to shed light on existing cultural characterizations of Japanese preschool education and social development. Japanese preschool-age children were observed during school-time free-play and they and their mothers were interviewed about teacher methods of conflict resolution in the preschool setting. The results showed that Japanese children's conflicts stemmed from a wide range of issues, including concerns about justice, rights, and fairness. Moreover, teachers encouraged children to work out conflicts on their own, stressing self-reliance and autonomy. Japanese children and mothers chose resolution choices which pertained to the intrinsic consequences of the acts. Japanese children and mothers, however, preferred teacher-directed nonintervention over punishment as a form of teacher response. This was in contrast to previous research which has shown that American children and mothers prefer punishment over nonintervention. The results indicated that issues of independence (e.g., autonomy) and interdependence (e.g., group orientations) were both present in Japanese children's social interactions and in children's and mothers' judgments about teacher methods of conflict resolution.     

论校长的角色冲突与核心角色

在对校长的基本角色与相关角色冲突的主要类型和成因进行分析基础上,提出确立校长核心角色———学校专业领导者的必要性与价值,应具备的素质和主要职责。