读者权利的正当性基础

读者权利是被现代社会普遍确立为法律权利的新兴权利类型,对于读者权利的正当性基础,国内图书馆学界先后以法律规定说、基本权利说、信息自由说、综合基础说等几方面来加以概括,但这些论证都存在着一定的问题。对于现代社会的读者权利而言,其存在的基础主要是正当需求、福利国家、公共物品、社会功利等理论的支撑,由此形成对读者权利的正当性基础的较为完备的论证。     

Writing retreat as structured intervention: margin or mainstream?

Academics across the world face increasing pressure to publish. Research shows that writing retreats have helped by creating dedicated writing time and building collegiality. A new form of ‘structured’ writing retreat was created to increase its impact by taking a community of practice approach. This paper reports on an evaluation, funded by the British Academy, in which participants were interviewed one year after structured retreat. They reported many changes in their approaches to writing and in their sense of themselves as writers and some of these changes were sustained on return to campus. This paper argues that structured retreat increases learning through participation and helps academics to mainstream writing in their lives and careers. We conclude by suggesting that, since publishing is a mainstream academic activity, it makes sense to mainstream this intervention in academic careers.     

Adopting a models-based approach to teaching physical education

Background: The popularised notion of models-based practice (MBP) is one that focuses on the delivery of a model, e.g. Cooperative Learning, Sport Education, Teaching Personal and Social Responsibility, Teaching Games for Understanding. Indeed, while an abundance of research studies have examined the delivery of a single model and some have explored hybrid models, few have sought to meaningfully and purposefully connect different models in a school's curriculum (see Kirk, D. 2013. ‘Educational Value and Models-based Practice in Physical Education.’ Educational Philosophy and Theory 45 (9): 973–986.; Lund, J., and D. Tannehill. 2015. Standards-based Physical Education Curriculum Development. 3rd ed. Burlington, MA: Jones &; Bartlett.; Quay, J., and J. Peters. 2008. ‘Skills, Strategies, Sport, and Social Responsibility: Reconnecting Physical Education.’ Journal of Curriculum Studies 40 (5): 601–626.). Significantly none, to date, have empirically investigated broader notions of MBP that make use of a range of different pedagogical models in/through the PE curriculum (Kirk, D. 2013. ‘Educational Value and Models-based Practice in Physical Education.’ Educational Philosophy and Theory 45 (9): 973–986.).

Aim: To provide a first empirical insight into using a MBP approach involving several models to teach physical education. At its heart, this paper presents the reader with the realistic and nuanced challenges that arise in striving towards, engaging with, planning for, and enacting a broader, multimodel notion of MBP.

Method: While the study itself was broader, we focus primarily on three units (one using Cooperative Learning, one using a Tactical Games/Cooperative Learning hybrid and a third using Sport Education) taught to boys in two different age groups (i.e. 11–12 and 14–15). Two analytical questions inform and guide our enquiry: (1) What do we learn about MBP implementation through this project that would help other physical education practitioners implement a multimodel MBP approach? and (2) What are the key enablers and constraints of early MBP implementation? Data sources included (a) 21 semi-structured interviews with student groups, (b) teacher post-lesson and post-unit reflective analyses, (c) daily teacher reflective diaries, and (d) teacher unit diaries. Data were analysed comparatively considering the two analytical questions.

Results: The data analysis conveys strong themes around the areas of teacher and student prior learning, working toward facilitating a change in practice, sufficient time to consider changes in practice, and changing philosophies and practices. The results suggest that the consistent challenge that arose for the teacher towards the goal of adopting a MBP approach was the reduction of his overt involvement as a teacher. While the teacher bought into the philosophy of multimodel MBP he was continually frustrated at not progressing as quickly as he would like in changing his practice to match his philosophy.

Conclusions: Despite his best intentions, early attempts to use a multimodel MBP approach were limited by the teacher’s ability to re-conceptualise teaching. The teacher made ‘rookie mistakes’ and tried to transfer his normal classroom practice onto paper handouts while simultaneously inviting students to play a more central role in the classroom. In considering this journey, we can see an indication of the investment needed to implement a MBP approach. Pedagogical change in the form of MBP is a process that needs to be supported by a community of practice intent on improving learning across multiple domains in physical education.     

建立刑事被害人国家补偿制度的构思

建立刑事被害人国家补偿制度,对刑事被害人或其家属予以及时的经济补偿,有利于社会的和谐稳定。应当遵循保护被害人合法权益、实事求是原则;补偿的对象应以被害人或依靠其生活的人陷入生活困境为条件;其基金来源于政府财政拨款、罚金收入和社会各界捐赠;补偿金额可以规定最高限额,在司法实践中结合各地具体经济发展水平酌情量定。     

试论旅游者合法权益的保护

近年来我国的旅游业发展迅速,在国民经济中的地位也越来越重要,已成为21世纪的一项"朝阳产业"。但与我国旅游业迅速发展的趋势相比,我国的旅游法制尤其是旅游立法状况还相当滞后,这给我国旅游业发展带来了多方面的不利影响。而对旅游者合法权益的保护不完善就是其中比较重要的问题之一。本文拟就我国对旅游者合法权益保护中存在的问题进行分析,并提出完善措施。     

合法的边缘性参与：网络环境下翻译新手提升翻译能力的新取向

网络环境下基于＂合法边缘性参与＂视角提升翻译新手翻译能力的策略是：组建虚拟实践共同体、创建翻译工作坊、促进人际性支持服务以形成共同价值规范。为期一年的教学实验研究表明,翻译能力并非是由教师灌输给翻译新手,而是隐含于与教师、专家、同伴以及情境产生互动的虚拟实践共同体中。翻译新手在翻译实践的相互协作中不断反思、重新认识自我、形成共同的价值规范,努力把隐形知识内化为自身的翻译能力,最终实现翻译新手到专家的转变。     

试论构建与完善我国社会保障法律制度的重要意义

我国的社会保障制度已经运行了很长时间。但是由于社会保障基本法的缺失,社会保障一直未进入真正意义上的法治化进程中来,社会保障法律制度的建立势在必行。然而,一些人对构建社会保障法律制度的重要性以及如何构建还认识不清,这严重妨害了社会保障法律制度的建立。因此,有必要对构建社会保障法律制度的重要意义进行阐述,希望引起大家对构建社会保障法律制度的重视。     

法治主体与法律主体

在分析法治和主体的概念后，发现法治和主体的本质是契合的，都是以自由为最高的祈求和永恒的目标。提出“法治主体”概念，认为具有独立、自由和解放，世俗性、此岸性、此生性，理性，个性尊严的个人才是法治主体。本以此作为检验某一特定社会是否达到法治社会的标准。在比较了“法治主体”和“法律主体，，后，分析了提     

中晚唐诗僧与道教上清派

诗僧作为佛徒中的特殊群体,大量涌现于中晚唐时期,他们自觉地接受了道教上清派的影响。诗僧对上清派宗师极其敬服,对上清派经典《黄庭经》、《真诰》等非常熟悉,并实践了存思等上清派道术。上清派佛道调和理论及佛道双修实践是诗僧接受上清派的原因。     

高校素质教育要紧扣专业特点--论财经政法类大学生规则意识与权利意识的培育

以人为本,体现个性化、人性化是高校素质教育的目标。财经政法院校所实施的素质教育应该紧扣专业特点,体现专业思想、精神及其要求,以规则意识与权利意识的培育为切入点,通过更新观念和提高制度设计意识、强化教育教学的主渠道作用以及开拓多种形式的课外实践等途径,强化财经政法类大学生的权利意识和规则意识的培育。