可宥性事由：体育竞赛“越轨”行为出罪的又一考量因素     

刘峰江 《河北体育学院学报》2020,34(6):9-16

可宥性事由源于英美刑事诉讼中的可抗辩事由，与正当化事由联袂构成行为出罪理论的基石。与正当化事由不同，可宥性事由已经僭越了法定的行为正当化条件，行为的违法性首先被肯定，只是在责任归属上寻求宽恕性处理。引入可宥性事由，可丰富体育竞赛行为入罪和出罪的相关内容，便于司法统一判定。分析认为，体育竞赛行为可宥性事由成立，要满足体育赛事本身具有合法性和正规性、主体仅针对运动员、行为局限于体育竞赛行为、违法目的“单纯”性、行为以“反规则”为前提等条件。入罪和出罪的类型化有利于定罪和量刑的规范化，分别对竞技伤害行为、滥用兴奋剂行为、假球等竞赛舞弊行为适用可宥性事由予以出罪抑或减轻处罚的情形进行具体分析。最后，指出体育竞赛运动员可宥性事由行为入罪不能忽视运动员自由保障的理念，且尽量避免选择性刑事司法。  相似文献   

从信息检索系统评估到知识服务平台评估     

李月琳  韩宏亮 《图书情报工作》2019,63(1):52-59

[目的/意义]随着知识服务平台的发展，如何通过评估改善知识服务平台的功能和设计以更好地服务于用户成为重要的问题。本文旨在探讨知识服务平台的评估要素和评估标准，为知识服务平台的评估实践提供理论指导。[方法/过程]从信息检索系统评估出发，回顾和梳理信息检索系统评估、数字图书馆评估的相关研究和理论模型、数字图书馆的评估要素和标准。[结果/结论]基于总结和归纳以往信息服务类系统的评估要素，结合知识服务平台的特征，阐述知识服务平台评估的要素和评估标准。  相似文献   

学生体质健康测试第三方机构督查的独立性     

翟继勇  董琴娟 《武汉体育学院学报》2019,53(2):96-101

运用文献资料法、专家访谈法等研究方法，对我国各省份学生体质健康测试第三方机构督查的独立性进行研究。通过对我国各省份学生体质健康测试第三方机构督查独立性的现状、问题、原因及对策的探索，在政策上，可以为教育行政部门改革提供决策思路和参考，在实践上，可以提高学生体质健康测试督查的权威性和有效性，倒逼学生体质健康测试的规范化实施。研究发现，当前我国各省份学生体质健康测试第三方机构督查的独立性差，主要体现在第三方机构与教育厅存在行政隶属关系、存在利益关联、第三方机构工作自主性差3个方面。影响学生体质健康测试第三方机构督查独立性的因素主要为中国传统文化对体育和公民意识的漠视、当事方的利益诉求对第三方机构督查独立性的限制、法规制度缺位、第三方机构发育程度低等。提出保障学生体质健康测试第三方机构督查独立性的对策：教育部对第三方机构督查的责权划分做出设计安排，培养公民意识，扩宽经费来源渠道，第三方机构完善自身治理。  相似文献   

大健康视野下老年功能性力量评估——以武汉市老年太极人群为例     

肖剑  邹克宁  李小兰 《武汉体育学院学报》2019,53(2):74-80

采用文献法、测试法、数理统计等方法，以武汉市十三个行政区内528名以太极拳为主要体育健身方式的老年人为样本，以马步蹲起、弓箭步蹲起、肘撑侧桥、肘撑侧桥举腿等与日常生活活动相关联的四个基础动作为测试内容。研究表明，受试人群普遍存在下肢与躯干的功能性力量不足、左右侧肌肉链力量不均衡的问题。虽然样本人群经常进行以太极拳为主要形式的体育锻炼，但在锻炼过程中侧重于套路技能的演练，对功能性力量训练的认识不足及缺乏相应的训练方法，存在科学性盲区，需要引起重视。  相似文献   

Can social integration in schools be mandated: Evidence from the Right to Education Act in India     

《International Journal of Educational Development》2020

Although Affirmative Action policies have been enforced in many countries, their consequences are highly understudied, especially in the context of developing economies. Section 12(1)(c) of the Right to Education (RTE) Act enforced in 2009 is the first attempt to introduce affirmative action in primary schools in India. The act requires all private schools to reserve at least twenty five percent seats for children from economically weaker sections. To understand the effect of the act on i) social integration and ii) academic outcomes, we asked 1500 children (grades one to three) from four schools to answer friendship surveys and short tests in Mathematics and English. The schools in our sample vary considerably in constitution and were intentionally chosen to understand the impact of the act in different school settings. The friendship surveys show strong homophily i.e. non-RTE students cite other non-RTE students as friends, while RTE students chose to be friends primarily with other RTE students. Trends in test scores reveal that students admitted under the RTE quota score significantly lower than non-RTE students. However, RTE students who have a higher share of non-RTE friends have better test scores, suggesting that affirmative action may have a positive influence on learning outcomes for RTE children. Further we note that commitment from the school authorities and systematic monitoring and evaluation of the implementation of the act will go a long way in bringing out some of the benefits that this act was designed to achieve. Our findings have important policy implications with respect to ensuring proper implementation of the Section12(1)(c) of the RTE act in schools across the country.  相似文献   

Response and Responsibility: Rethinking Accountability in Education     

ALISON M. BRADY 《Journal of Philosophy of Education》2021,55(1):25-40

Current conceptions of accountability imply that, in order for teachers to be able to hold themselves to account, they need first to have cultivated certain ‘professional dispositions’. But these conceptions fail to acknowledge the extent to which teachers are first and foremost accountable ‘as such’. For the early existentialist thought of the philosopher Jean‐Paul Sartre, this relates to a kind of responsibility premised on the ways in which we are always and inevitably responding to the world in which we find ourselves (with others). In this paper, I offer a reconceptualisation of teacher accountability in light of this, one that recognises implicit responses in classroom situations as underpinned by the subjectivity of those who bring these situations to light—often in subtle and immeasurable ways.  相似文献   

Tennis superstars: The relationship between star status and demand for tickets     

《Sport Management Review》2020,23(2):330-347

Akin to other sports, professional tennis is urged to adopt a consumer-centred strategy and understand the influence of the star status of elite players on demand for its core product. Measuring the impact that tennis players have on demand for match attendance remains a key element towards achieving that goal. Using data from the Australian Open ticket sales, the authors demonstrate how individual players have influenced stadium attendance at the Grand Slam. Findings indicate that some players are associated with a strong positive impact on demand for tickets, above and beyond their performance ratings, reflecting their value to the Australian Open. The authors discuss how this star status can be used to inform business decisions related to tournament management, match scheduling, and determining player appearance fees, to ultimately drive better commercial outcomes and deliver a world-class sporting event. The findings have implications for tournament organisers, player managers and those that market player activities.  相似文献   

Chinese university EFL teachers’ beliefs and practices of classroom writing assessment     

《Studies in Educational Evaluation》2020

This study investigates the extent to which university teachers’ beliefs about classroom writing assessment are congruent with their self-perceived practices in English-as-a-foreign-language (EFL) contexts, and what factors contribute to belief-practice inconsistencies. Drawing on data from a survey of 136 Chinese university EFL writing teachers and ten teacher interviews, results showed a degree of belief-practice alignment regarding assessment for learning (AfL) practices that make learning explicit, but belief-practice discrepancies were more salient. AfL practices that empower students to take responsibility in writing assessment were perceived to be more important than assessment of learning practices; however, the reverse was found in teachers’ practice. Impacts of micro-level factors including assessment training, teaching experience, student attributes, meso-level school factors, and macro-level assessment culture are discussed, and implications are drawn.  相似文献   

Media Accountability and Journalists: To Whom Do Spanish Professionals Feel Responsible?     

María-Ángeles Chaparro-Domínguez  Juan-Carlos Suárez-Villegas  Ruth Rodríguez-Martínez 《Journalism Practice》2020,14(7):812-829

ABSTRACT

This paper analyses to whom Spanish journalists feel responsible. To achieve this objective, we sent out a survey to Spanish journalists to ascertain their opinion on this question. The journalists’ point of view was then compared with that of the general public though six focus groups consisting of Spanish citizens from six cities in Spain (Barcelona, Castellón, Madrid, Sevilla, Mondragón and Santiago de Compostela). Lastly, five in-depth interviews were conducted with journalism experts (e.g., directors of professional journalist associations). The main results show that the journalists feel particularly responsible to their conscience, the journalism code of ethics and their sources. The citizens, in contrast, believe that journalists should be responsible to the audience. We contextualised the Spanish finding in the European context by comparing our results with those derived from a study among European journalists.  相似文献   

Community sport and social inclusion: international perspectives     

Hebe Schaillée  Reinhard Haudenhuyse  Lieve Bradt 《Sport in Society》2019,22(6):885-896

Abstract

This opening article examines the relationship between community sport and social inclusion in research and practice. We discuss the notion of community sport, its multifarious meanings and diverse applications in different parts of the world. We further explore the conceptual and practical links between community sport and different conceptions of social inclusion. In doing so, the article draws together key themes, issues and debates addressed in the collection of articles in this special issue. We conclude by formulating implications and directions for future research and practice.  相似文献