限制级科技报告延期公开现状及问题探讨

以2015年1 月1日至9 月24日呈交的浙江省358份延期公开科技报告元数据为例,对项目类型、延迟公开期 限、机构类型、技术领域、延期公开理由等进行统计分析,归纳总结了延期公开申请的主客观因素,并结合浙江省科 技计划科技报告管理的实践,就规范限制级科技报告延期公开的期限提出了政策建议。     

作为政府部门的公立大学

传统上,大学是一个民间行会。但自民族国家建立以后,公立大学被定位于国家机构几乎成了通行的做法。与传统的中世纪大学相比,这种新型大学具有四个明显的特征变化,即从私人财政到公共财政、从民间行会到国家机构、形成有限独立法人的团体人格以及日益科层化的管理模式。     

法治政府之理论解读

中国政府明确地把法治政府作为政府自身建设的目标后,从理论上对法治政府进行科学的阐释尤显必要。理论地看,法治政府就是有限政府、诚信政府和责任政府;法治政府是在有限的基础上秉持诚信的观念行政,旨在实现促进和保障效率与公平的统一、正义和秩序的统一、公民权利和国家权力的统一、法治国家和法治社会的统一。     

构建我国数据库的法律保护模式研究——一种有限的专有权保护

由于我国在数据库保护方面的法律制度缺失,导致了法官在解决数据库纠纷方面出现了适用法律不统一的现象,而传统的解决数据库纠纷援引的民法原理和反不正当竞争法已经不能适应日益凸显的数据库纠纷,在这种情况下,有限数据库保护制度的确立无疑将是一种理性的选择。     

Theorising participation in urban regeneration partnerships: an adult education perspective

While the policy approach in Urban Regeneration Partnership tends to be viewed as participatory governance using an urban studies lens, this article posits an alternative theorisation that takes an adult education perspective. We draw from Lefebvre’s notion of space, Engeström’s Cultural Historical Activity Theory and Holand et al.’s concept of positionality and social identity to theorise Urban Regeneration Partnership as expansive participation that acknowledges discursive struggle and contradiction in authentic democratisation. We argue for a multiscalar understanding of citizenship that attends to sociocultural conditions, challenges hegemonic spatial modalities and inculcates conditions for transformative agency. Our theorising is illustrated using data from a doctoral study examining one Urban Regeneration Partnership in the Republic of Ireland. Three themes emerged from the study: market-led discourse of transformation versus a narrative of community; rhetoric of empowerment versus the unequal positioning of residents, and the dominant hegemony of official knowledge versus community-based experiential knowledge. The article examines whether the academy can make a difference in people’s lives through challenging the prevailing orthodoxy, revealing unexamined assumptions and offering alternative frameworks for deeper understanding of the policy cycle in Urban Regeneration Partnerships.     

Inclusive assessment for linguistically diverse learners in higher education

As classrooms become increasingly diverse in higher education, educators are emphasising inclusive practices in teaching and learning to accommodate the needs of diverse learners. There is also an emerging need for an inclusive approach in assessment for accessibility, opportunity, relevance and engagement. This study, using design-based research guidelines with student–faculty partnership, designed, developed, implemented and evaluated contextually sensitive assessment protocol as inclusive and fair assessment. Data from students’ reflections and face-to-face interviews with open-ended questions suggested that, despite concerns such as potential bias, time and accommodation challenges, such assessment practices can make valuable contributions in creating a positive learning environment, improving relatedness and self-esteem and motivating and engaging students for better effort and effective learning. Implications for higher education practitioners with diverse learners are discussed.     

Peer partnership to enhance scholarship of teaching: a case study

This paper reports on the outcomes of a peer partnership program trialled at the Queensland University of Technology (QUT), Australia. The program was designed based on a community of practice methodology to bring together academic staff for the purpose of advancing teaching practice. The program encouraged professional and supportive environments for the purpose of critical reflection and personal development. The belief was that quality teaching is core business and vital to university organisational goals. Peer partnership programs support improvement in teaching and learning. Participants in the program reported the program enhanced their commitment and insight into teaching and that there is willingness to be involved if supported by colleagues and an organisation. Feedback from participants in the program was positive and outcomes arising from the QUT Peer Partnership Project were the development of an online peer partner tool-kit, staff development training, an instructional DVD and integration of the project goals within QUT staff development programs.     

大学的使命与UD伙伴协作

大学推进区域基础教育均衡发展主要有三条路径:理论研究与咨询服务、人力资源开发及UD协作伙伴。其中UD协作伙伴路径强调大学自身的观念更新与教育创新,从大学使命与知识生产本质的角度诠释研究、教学、服务的方式变革,是实现高校三大职能的重要保障机制和促进力量。双线推进的区域基础教育均衡发展UD伙伴协作具有促进资源生成与整合的优势,能促成大学的基础教育使命在高等教育管理体系中从本能结合、本义结合向本质结合阶段的跃迁,实现研究、服务、学习一体的文化创新。     

台湾推动大学与中小学携手合作:理念、实践与对策

本文对台湾因课程改革之需于2003-2006年推动的大学与国中小学教师专业伙伴携手合作计划进行解析。此计划的目标在于通过师资培育大学与中小学携手合作建立较长期专业发展伙伴关系来使课程理论与实务相结合,提升教学效果,展现课程改革的成效。文中深入探讨了台湾大学与中小学合作的的内涵及实施模式、限制与挑战,并的实践策略。     

中国共产党人的宪政追求与制度安排

中国的宪政选择是伴随现代化追求成长起来的,经过近100年的宪政启蒙和探索,共产党人将中国国情同宪政相结合,领导人民经过长期艰苦的斗争,建立了人民民主专政的社会主义宪政。随着市场经济在中国确立和社会主义现代化深入展开,保障人权和建立有限政府也就成为政治现代化的价值追求。