论行政诉讼检察监督的范围

《行政诉讼法》第 6 4条的规定把检察机关对行政诉讼的监督限制在了对生效判决、裁定的抗诉上 ,这与我国宪法、检察院组织法规定的检察机关职责是不符的 ,还应构建和完善行政诉讼检察监督方式、扩大监督范围。     

中外职业足球俱乐部的组织结构设计比较

分析我国职业足球俱乐部组织结构的发展历程、现状以及与国外职业足球俱乐部组织结构设计的差异,发现我国职业足球俱乐部的组织结构设计不断发展,以战绩为核心的组织结构设计特征明显,忽视了经营开发和公共关系管理。通过研究,建议我国职业足球俱乐部采用扁平化的组织结构设计、依托母公司管理资源完善业务部门设置,最后从根本上提出了新的组织结构设计模型。     

从美国UL模式看中国安全鉴定和管理体系

由美国UL(Underwriters Laboratories)公司所建立的UL模式是国际公认的产品安全检测和鉴定的权威体系。这一模式对完善中国的安全鉴定和管理有三方面的借鉴意义,即:独立存在的第三方;市场化运作;把安全管理纳入社会管理综合体。     

新课改背景下教师权威的消解与重构

新课程的实施正在使传统的知识观、学生观、教学观、学习观以及师生关系发生深刻的变化,从而消解了传统教学中的教师的制度权威、知识权威和人格魅力的形象。因此,有必要确立新的教师权威观念,重新建构新课程的教师权威。     

我国应赋予检察机关民事公诉权

我国应当赋予检察机关民事公诉权,这是检察机关的性质和地位决定的,也符合我国宪法的原则和精神,还是维护社会公共利益的现实需要。赋予检察机关民事公诉权也是国外实践经验的借鉴。在具体设置民事公诉制度时,应当明确民事公诉案件的范围、条件、检察机关的地位和提起的方式,理顺检察机关在民事诉讼中的几种关系。     

Teach For/Teach First candidates: what conclusions do they draw from their time in teaching?

Teach For and Teach First programs now constitute a significant pathway into teaching in a number of countries. One criterion for selection into these programs is leadership capacity, and evidence indicates that many candidates do move into leadership roles in education, business, and policy in the years following their time as a Teach For/Teach First candidate. Given their capacity to influence policy directions and school practice, and to speak with the authority of at least some experience in challenging schools, it is important to understand the types of conclusions they draw from their time in teaching, and the solutions they propose to the problems of educational inequality. This study set out to explore the types of attributions made by 76 Teach For candidates for the low achievement of disadvantaged students, and what they consider to be potential means of effectively addressing the achievement gap. Participants gave most importance to the types of people attracted to and retained in teaching, and placed relatively little importance on improving school resourcing or addressing systemic and structural contributions to educational disadvantage. Implications for those training and working with Teach For candidates are discussed.     

Critical moments in negotiating authority: grading,accountability, and teacher education

Understanding teacher educators’ reasoning about critical moments in negotiating authority can inform efforts to foster democratic teacher education practices and prepare future teachers to teach democratically. We know very little, however, about critical moments in negotiating authority, particularly in teacher educators’ practices. The purpose of this study was to examine, using self-study methodology, a teacher educator’s assumptions and perspectives about purposefully and explicitly negotiating authority through grading and accountability processes in an undergraduate teacher education course. From a critical pedagogical lens – concerning the intersection of classroom power relations, democratic citizenship, and student growth – the findings suggest that seeking legitimacy through consensual acceptance, responding to students’ expressed interests, and constructing knowledge through continual questioning present potential frameworks for constructing purposeful pedagogical partnerships consistent with democratic aims in teacher education.     

Negotiating authority through jointly constructing the course curriculum

Understanding how authority is negotiated in teacher education classrooms can inform efforts to foster democratic teacher education practices and prepare future teachers to teach democratically. We know very little, however, about how authority is negotiated in different classroom contexts, particularly in teacher education settings. This qualitative study examined how authority was negotiated in an undergraduate teacher education course in which I – as the teacher of the course – involved students in actively determining the content, method, and assessment of the course through jointly constructing the course curriculum. Using self-study methodology to understand more deeply the problems embedded in my practice as a beginning teacher-educator, I generated themes from the data using the constant comparative method. The findings suggest that deriving legitimacy from mutually recognized sources, working from shared purposes, and confronting students’ deeply rooted familiarity with authoritarian teaching practices present potential frameworks for negotiating authority in teacher education – while illuminating the challenges of teaching democratically in authoritarian contexts. Such insights are important for helping future teachers experience alternatives to conventional teaching while accounting for the complexity of learning to bring democratic values to life in classrooms at all levels.     

基于SQL Server 2000数据库SA权限的安全性与防范的研究

Microsoft SQL Server是一个c/s模式的强大的关系型数据库管理系统,应用领域十分广泛.获取SQLServer 2000 SA权限,导致安装SQL Server 2000的计算机被远程控制,将对数据库和服务器带来很大的安全隐患.保障数据库的安全性是我们最关心的问题,将详细分析SQL Server 2000数据库SA权限安全性与防范问题进行的探索性研究.     

证据法学理上的本证与反证的概念和分类应予废弃

作为我国证据法上传统的学理分类之一,本证与反证的概念一直存有争议。从证明责任的角度出发对其进行的定义本身存在着逻辑上的多种缺陷,并与司法实践中的现实情况存有较大差异。此种分类忽视了司法证明过程中的证据应用,并未达到其分类的学理价值,不符合法律概念严谨、准确的特点。