宪法上的Civil Rights是公民权利吗?——解读constitutional civil right

作为西方法律文化的产物 ,constitutionalcivilrights有其独特的自然法背景。本文通过对西方法律思想史、宪法史和美国最高法院司法实务见解的梳理与综合分析 ,认为将constitutionalcivilrights译为“公民权利”属于误读 ,它混淆了依据人的属性和依据公民资格而获得的权利之间的道德区别。应将其译为“私人权利” ,明确这一权利体系的前国家与超国家特征 ,使其区别于实证法律传统之下个人依赖作为政治社会成员资格所享有的公民权利 ,并区分宪法权利与民事权利之间的差异。在法官的解释下 ,constitutionalcivilrights还呈现出开放特性 ,是一个能够感应时代变化的、发展的权利体系。     

记忆全息性初论

探讨了记忆与心理过程、记忆与个性心理结构的联系 ,发现记忆中包含着其它所有心理现象的成分和功能 ,由此 ,提出了记忆具有全息心理特性、记忆活动具有全息规律的猜想。     

论人身自由受限制者的行为能力和权利

目前,世界各国之立法将人身自由受限制者视为完全行为能力人,享有独立从事各项民事活动之权利,这对于人身自由受限制者是不公平的,对于其相对人也可能造成不利益。人身自由受限制者,由于处于一个相对封闭的环境中,无法如自由状态时那样及时、便捷、直接和完全地了解和获取进行民事活动所需的各种信息,对人事的辨识能力大打折扣,致使其意思能力下降,行为能力存在瑕疵,因此有必要将人身自由受限制者认定为不完全行为能力人。这既是基于理论上的推导,又是来自实践的考察,更是符合行为能力制度的立法意旨和价值取向的。     

Student views concerning evidence and the expert in reasoning a socio‐scientific issue and personal epistemology

This study investigated their views concerning evidence and expert opinion of 10th‐grade students, accessed by an open‐ended questionnaire in the context of a socio‐scientific issue: the cause of flood disasters, and personal epistemology identified by the Learning Environment Preference Questionnaire (LEP). Students' responses to the open‐ended questions showed that when thinking about the flood issue, most students rely heavily on direct and numerical data to draw their conclusions, while experts represented a source of conclusive information. The LEP scores indicated that, in terms of epistemological development, students were mostly at the stage of the ‘multiplicists’ in Perry's model. The statistical analysis suggested that view towards evidence and expert were associated with personal epistemology.     

"任性而行"--历史学家眼中的曹植

陈寿笔下的曹植“任性而行”，他一生“无愿为世儒”，因此倍受裁抑，最终导致政治的失败。黄节曰：“其曰滔荡固大节，晋室放诞之风已肇于此矣。”他的“任性”已经带有正始名士越“名教”而“任自然”的意味。这种“任性而行”的行为方式不仅仅是一种个人生命本能的体现，更是某种人格精神的外在表现。在史家心目中，曹植是自然人格的一个代表，“任性而行”是汉末崇尚任真自然的老庄人格的行为体现，是自然人格由汉末向魏晋的必然发展。     

中学英语教学实施素质教育的关键

将素质教育与英语教学有机结合 ,改进、提高外语教学水平是我省中学英语教学的重要课题。教师是关键 ,只有教师改变教学观念 ,提高自身素质 ,才能提高教学质量 ,为国家培养出高素质的人才     

An idealistic view of teaching: teacher students’ personal practical theories

Personal practical theories (PPTs) are built based on underlying beliefs, experiences, values and conceptions regarding ‘good teaching’. Having a vision of teaching and valuing the work may have a strong effect on one’s sense of identity, resilience and commitment. This study focused on Finnish teacher students’ (N = 84) PPTs constructed during the middle or at the end of their studies, on average during their fourth year of a five-year MA programme. All of the PPTs, written as statements (N = 647), were combined, and a unified conception of the theories was formed using inductive content analysis. The three main categories found were the foundations of good teaching, the teacher and the teacher’s daily work. The analysis of the statements shows that the notions of good teaching are very idealistic: they emphasise abstract ideologies and high standards for the teacher, but also everyday matters of teaching, although also here the ideology of the pupil’s individuality is at the centre. The paper concludes by arguing that it is good to have high aims and values for teaching, although in reality some of them might be difficult to achieve.     

Graduate teaching assistants: how well do their students think they do?

Graduate teaching assistants (GTAs) constitute a valuable and economical teaching force in many higher education undergraduate programmes. However, student satisfaction with their teaching has attracted little attention in the research literature. This study aimed at examining students’ evaluation of teaching of GTAs in discussion groups, as well as exploring the effects of group and GTA variables on these ratings. Data were collected using a questionnaire administered online and completed by 7078 undergraduate students. Participants were enrolled in classes taught by 278 GTAs from four faculties in a major Israeli university. Results indicated that ratings assigned to clarity of instruction were the most salient predictor of students’ overall evaluation. Generally, findings were consistent with those reported in the literature for other categories of instructors. Groups taught by GTAs in exact sciences and engineering were rated higher than those in social sciences and business management. Group size and the percentage of men students were inversely correlated with student ratings, while student attendance rate was positively correlated. Women GTAs and GTAs who taught more than one group tended to receive higher ratings. Overall student attendance rate was the most prominent predictor of student ratings. The implications of the findings are discussed.     

The Development of Consciousness Through the Supervision Process

The process of supervision can be regarded as an integrative process that enables the development of consciousness, since it helps counselors become aware of problems and search for ways of solving them. In this article the processes of supervision that lead towards growth and development of the professional and personal selves of an individual are examined. The process of supervision is related to several theoretical concepts that explain development in adulthood. Special emphasis is given to wisdom as a potential, natural stage of adult development, to the systemic or ‘construct aware’ stage of reasoning and to an attitude of self-questioning.