论反腐倡廉建设中的四个重要关系

在新的发展阶段,深入推进反腐倡廉建设,必须科学把握和正确处理廉政文化建设与和谐文化创建、权力运行与权力监督、惩治腐败与预防腐败、思想教育与制度建设的关系,强调其相兼相制、互应互律、双向推动、相互促进。重视拓展源头反腐工作领域,着眼于治本,着重于预防和制度建设,走出一条中国特色的反腐倡廉道路。     

Rethinking the ethics of scientific knowledge: A case study of teaching the environment in science classrooms

In this paper we argue that scientific literacy ought to be rethought in that it involves ethics as its core element. Considering the fact that science education has addressed ethical dilemmas of Science, Technology, Society and Environment (STSE) issues, it is worthwhile to question what the ethics of scientific knowledge mean in terms of their implications in modern society where knowledge generally is separated from action and thereby from the responsibility for knowing. We draw on the concept of integrity of knowing to analyze knowledge about the environment in Korean sixth—grade science classrooms. Examining the notion of immediate coping and ConfucianCheng, we differentiate ‘knowing about ethics’ and ‘knowing ethically’ with respect to STSE issues. We challenge the notion of knowing, suggesting instead that there is not only knowing about but knowingin andfor action. Participatory scientific literacy ought to aim for the latter form of knowing. This understanding of ethics and scientific literacy could help science educators bring forth the responsibility for knowledge in science classrooms by encouraging students to become active and responsible concerning STSE issues.     

Observing bodies. Camera surveillance and the significance of the body

At the most mundane level, CCTV observes bodies, and as such attaches great importance to the specific features of the human body. At the same time, however, bodies tend to disappear, as they are represented electronically by the camera monitors and, in the case of image recording, by the computer systems processing data. The roles of bodies(either as targets of surveillance or as translations into flows of disembodied information), however, are not unimportant or inconsequential, but may in fact give rise to a number of tangible ethical dilemmas. Firstly, the virtual representation of the embodied actor is not a neutral, unproblematic process. Body representation techniques such as CCTV produce constructions of the subject that involve judgmental, discriminatory processes of categorisation and are based on asymmetrical relations between observers and observed. Secondly, the `data doubles' are not inconsequential: the representations of the body produced by CCTV can have palpable consequences for the embodied self and its life chances. The widespread use of CCTV could therefore give rise to individual as well as social issues, and possibly in a different manner than previous surveillance technologies. This fact signals the need for(re-)conceptualisations of moral values (such as privacy) applicable to the case of CCTV which take into account the importance of bodily protections. This revised version was published online in July 2006 with corrections to the Cover Date.     

Comments on Neil Dorans's NCME Career Award Address:The Contestant Perspective on Taking Tests: Emanations From the Statue Within

Neil Dorans has made a career of advocating for the examinee. He continues to do so in his NCME career award address, providing a thought‐provoking commentary on some current trends in educational measurement that could potentially affect the integrity of test scores. Concerns expressed in the address call attention to a conundrum that faces today's measurement practitioners, namely, that technology‐driven assessment, while very appealing, is prone to less controlled conditions of measurement. The commentary given here focuses on the message and implications of Neil Dorans's career award address. It discusses some specific points of note, elaborates on the conundrum, gives a view of the future, and makes a call for a dialogue among test developers and measurement practitioners on how to compensate for the loss in controlled conditions of measurement associated with the use of technology.     

论讲正气

讲正气是中华民族的优良传统,是坚持党性的具体表现,是加强党风廉政建设的基本要求。讲正气,就得讲政治,就得坚持原则。     

我国职业教育课程模式研究综述

分析了我国职业教育的＂宽基础、活模块＂,＂多元整合＂,基于工作过程导向,项目课程,基于工作任务等课程开发模式.选择何种课程模式应根据人才培养需求和人才市场对人才的需求特点来决定.     

超越局限:关于大学生诚信教育的反思

我国高校诚信教育存在着"目标知性化"、"内容抽象化"、"动机外在化"的局限,这必然导致大学生知德与行德的分离,高校德育必须反思并超越其局限.为此,在教育目标上,要实现认知积累转向综合体验;在教育内容上,要实现抽象原则转向具体实践;在教育方式上,要实现外在诱导转向内在激发.     

全站仪坐标放样内外一体化的探索

为了减小目前常用坐标放样方法中手工输入全站仪数据对作业精度和速度的影响,利用CASS、SV300等数字测图软件相应功能提取各设计点的坐标值,把这些设计数据与控制点数据合并成一个数据文件后,将此数据文件通过数据线传输到全站仪内存文件中,现场利用全站仪自带的坐标放样软件,快速准确地进行放样,从而实现了坐标放样的内外一体化.     

自学考试的诚信失范与对策

自学考试是一种由政府主管机构、助考助学机构及其工作人员与考生等互动的社会活动。诚信是实现有效运作的基础。在近三十年的运行中,诚信失范行为频繁发生,偏离了自学考试的初衷,造成了社会的负面影响。文章分析了诚信失范的主要表现,并提出了控制诚信失范的对策,旨在化解诚信危机,提高公信力,以维护高等教育自学考试的严肃性和权威性,促进其健康与持续发展。     

以人为本理念下政府诚信问题研究

“以人为本”执政理念对我国政府诚信的建设提出了更高的要求。目前,一些地方政府存在不同程度上的诚信缺失,主要包括政府颁布的政策缺乏稳定性、政府工作人员的行政不作为、政府职能不明确、滥用权力等问题。构建诚信政府必须从建立取信于民诚信观、坚持依法行政加强政府制度建设、切实认真回应民意等方面进行努力。