杜洪波卷四讲义
高中物理 第4节 概率波 第5节 不确定性关系课件 新人教版选修35
_____明__条_处纹的(t概iáo率w大é,n)落在________暗处条的纹概率小,这就是说,光
子 在 空 间 出 现 的 ________ 可 以 通 过概(t率ōngguò)________ 的波规动律 确
定.所以,从光子的概念上看,光波是一种概率波.
栏
目
与微观粒子相对应的物质波是________波,单个粒子的位置
栏 目
链
(2)物质波也是概率波.
接
电子和其他微观粒子,同样具有波粒二象性,所以与它们相联 系的物质波也是概率波.
第十一页,共19页。
注:德布罗意波也是概率波,双缝干涉图样中的明纹处是电子
栏
落点概率大的地方,暗纹处是电子落点概率小的地方,但概率 目
链
的大小受波动规律(guīlǜ)的支配.
接
第十二页,共19页。
2 不确定性关系(guān xì)
1.粒子位置的不确定性.
在单缝衍射现象中,入射的粒子有确定的动量,但它们可以
处于挡板的任何位置,也就是说,粒子在挡板上的位置是完全不确
栏 目
定的.
链 接
2.粒子动量的不确定性.
微观粒子具有波动性,会发生衍射,大部分粒子到达狭缝之 前沿水平(shuǐpíng)方向运动,而在经过狭缝之后,有些粒子
答案:CD
第十九页,共19页。
纹处,依题将有95%以上的光子落在中央亮纹处,落在
其他亮纹处相对少一些,落在暗纹处光子最少,需要注
栏
目
意(zhù yì)的是暗纹处不是没有光子落在上面,只是很少
链
接
而已,只让一个光子通过单缝,这个光子落在哪一个位
置是不可确定的,可以落在亮纹处,也可以落在暗纹处,
2010 杜洪波老师宪法讲义(背诵版)
启航龙图开启司考,考研新时代。
司考保过班,不过全额退费(支付宝支付,不扣任何费用)全国免费咨询电话:4006781826 宪法学法条串讲(法条总结暨简明背诵版)主讲人:杜洪波专题一人大及常委会【概述】分值在6分左右一、各级人大全国人大县级以上人大乡级人大组成全国人大由各省、自治区、直辖市人大、军队、特别行政区选出的代表组成由下一级人大或者选民选举的代表组成由选民选举的代表组成乡级人大主席、副主席不得担任国家行政机关的职务开会全体会议每年举行1次,由全国人大常委会召集,主席团主持。
开会前举行预备会议,由全国人大常委会主持,选举主席团和秘书长。
全体会议每年至少举行1次,由本级人大常委会召集,主席团主持。
开会前举行预备会议,由本级人大常委会主持,选举主席团和秘书长。
全体会议每年至少举行1次,由主席团召集和主持。
开会前选举主席团,乡级人大主席、副主席为主席团成员。
修宪、制定基本法律(刑事、民事、国家机构)制定地方性法规(省级、较大的市)选举权:选举国家主席、副主席、中央军委主席、最高法院院长、最高检察院检察长、全国人大常委会的组成人员选举本级政府正副职首长、本级法院院长、本级检察院检察长、本级人大常委会组成人员选举本级政府正副职首长、乡级人大主席、副主席决定权:①根据国家主席的提名,决定国务院总理的人选;②根据国务院总理的提名,决定国务院其他组成人员的人选;③根据中央军委主席的提名,决定中央军委其他组成人员的人选;罢免权:主席团、3个以上代表团、1/10以上的代表提出对上述选举和决定人员的罢免案。
主席团、常委会、1/10以上的代表提出对上述选举人员和本级政府其他组成人员的罢免案。
主席团、1/5以上的代表提出对上述选举人员的罢免案职权监督权:监督全国人大常委会、一府两院对其负责并报告工作,中央军委主席对其负责。
监督本级人大常委会、一府两院对其负责并报告工作监督本级政府对其负责并报告工作工作制议案:①一府两院三委一团;②1个代表团或者30名以上代表①一府两委一团②10个代表以上①一府一团②5个代表以上质询案:1个代表团或者30名以上的代表,可以提出对一府两院的质询案10代表以上提出对一府两院的质询案10个代表以上提出对一府的质询案二、人大常委会全国人大常委会地方各级人大常委会(乡级没有)组成委员长、副委员长、秘书长、委员常委会组成人员不得担任国家行政机关、审判机关和检察机关的职务。
杜洪波考前三页纸
上律指南针司法考试培训首席名师杜洪波,【简答论述最后三页纸】2014年9月17日17:46第一类:热点原理一、法治思维与法治方法(也可回答法律职业共同体、法治思想条件和基础、社会主义核心价值观;另外,可作为应急原理,简化处理后作为一段,回答行政体制改革、司法体制改革以及把权力关进制度笼子里)法治思维属于法律思想体系的范畴,是高级的法律意识,法治方法是法治思维的具体体现,法治思维对法治方法具有指导作用。
法治思维具体包括以下内容:(1)法律至上。
即法律在社会规范中具有最高权威,其他社会规范必须符合法律的精神。
(2)权利平等。
这是指全社会范围内人们的平等,就是承认所有的社会成员法律地位的平等,既包括法律实施中的平等,也包括法律制定中的平等。
(3)权力制约。
即所有以国家强制力保证实现的公共权力,在其运行的同时,必须受到其他公共权力的制约。
实践表明,不受制约的权力必然被滥用,必然导致腐败。
权力制约就是要由法律来界定权力之间的关系,使权力服从法律。
(4)权利本位。
即相对于国家权力而言,人民权利是决定性的;相对于法律义务而言,法律权利是本位。
二、法治社会、法治国家、法治政府的关系首先,社会是法律的前提与基础。
在这个意义上,法治社会是法治国家与法治政府建设的前提与基础。
建设法治社会,核心要求在于实现私权利行使的合法性,推进全民守法。
卢梭曾说:“真正的法律……铭刻在公民的内心里”,全民守法为法治中国建设提供了坚实的社会基础。
其次,现代法治的精义是控制公权力。
建设法治政府,首要措施就是要实现公权力运行的法治化。
具体包括:(1)严格执法。
行政权力的行使必须以合法性为前提,实现行政合法性与合理性的协调。
(2)公正司法。
推进司法公开,实现司法公正,真正树立司法权威。
最后,法治国家是法治中国的整体要求,对法治社会和法治政府建设提供了总体的指导。
具体包括:(1)坚持法律至上,排斥人治;(2)权利保障为本位,倡导权利保障的优先性;(3)完善法律监督,实现国家监督与社会监督的协调发展【本段为灵活段】需要指出的是,建设法治中国,必须坚持党的领导,坚持执政党对法治社会、法治国家、法治政府建设的统领作用。
杜洪波巨献(一):最简洁的法理学十表通
2010年法理学讲义精编主讲人:洪 波专题一 法的概念、本质、特征和作用 争议焦点 法与道德之间是否具有本质的、必然的联系权威制定是法概念的首要要素——分析法学派:哈特、奥斯丁等; 社会实效是法概念的首要要素——社会法学派 实证:无必然联系权威制定、社会实效均是法概念的必要要素 内容正确性是法的唯一定义要素——自然法学派 立场类型非实证:必然联系第三条道路:内容正确性+权威性制定+社会实效——阿里克西 1.实证主义在功能和内容上并不绝对排斥道德,只是认为,道德不是必要要素。
概念 【考点分析】 2.非实证主义也并不排斥政治、社会对法律影响,只是认为,道德是必要要素。
形成方式:国家制定或者认可 实施方式:国家强制力保证实施 国家性 (正式性 官方性) 国家制定或认可,并由国家强制力保证实施的正式的官方的确定的行为规范;法直接形成于国家权力,是国家意志的体现 表现形式:国家发布的官方文件的规范性表现不是个别意志简单相加,表面具有公共性和中立性法律化的统治阶级意志,但也考虑被统治阶级的某些利益或要求阶级性统治阶级意志体现 具有高度的统一性和极大的权威性 法的内容受一定社会因素制约;其中,最终由一定社会的物质生活条件决定社会性 “国家不是在创造法律,而是在表述法律”1.法的本质在正式性、阶级性和社会性的关系中来理解;但最终决定作用是物质生活条件本质 【考点分析】2.法中也包含被统治阶级的利益和要求;但不是被统治阶级意志的体现 同道德等一样,都是社会规范,都有强制力(法:国家强制力) 与自然法则不同,法律是文化现象,调整人与人之间的关系 规范性 调整人的行为的社会规范 调整对象是“参加社会关系的人的行为”制定 立法 明示认可:某种规范直接法律化 国家意志性 由公共权力机构制定或认可的具有特定形式的社会规范 认可 默示认可:“依照习惯、依照国家政策”等普遍有效性:在国家权力所及的范围内,法具有普遍效力普遍平等对待性:法律面前人人平等普遍性 普遍一致性:法的内容始终与人类的普遍要求相一致任何规范都有保证实施的强制力法的强制力是国家强制力国家强制性 国家强制力本身也要依法行使可争讼性:可以用来作为起诉、辩护的根据 可诉性可裁判性:可以用来作为法院适用的标准特征 权利义务性 法以权利义务为内容,从而规定不同的行为模式。
23 杜洪波主观题背诵六页纸 20专题
文章标题:探寻23 杜洪波主观题背诵六页纸 20专题的深度和广度在人生的道路上,我们经常会遇到各种各样的挑战和考验。
面对这些考验,我们需要不断地学习和成长,以充分发挥自己的潜力。
在这篇文章中,我们将深入探讨23 杜洪波主观题背诵六页纸 20专题,希望能够给您提供有价值的启发和帮助。
1. 了解23 杜洪波主观题背诵六页纸 20专题1.1 什么是23 杜洪波主观题背诵六页纸 20专题?1.2 为什么23 杜洪波主观题背诵六页纸 20专题如此重要?1.3 23 杜洪波主观题背诵六页纸 20专题如何影响我们的生活和工作?2. 深入探讨23 杜洪波主观题背诵六页纸 20专题2.1 23 杜洪波主观题背诵六页纸 20专题的内涵和外延2.2 如何理解和应对23 杜洪波主观题背诵六页纸 20专题?2.3 从实践中体会23 杜洪波主观题背诵六页纸 20专题的重要性3. 个人观点和理解3.1 我对23 杜洪波主观题背诵六页纸 20专题的看法3.2 我对23 杜洪波主观题背诵六页纸 20专题的认识和体会在日常生活中,我们常常会遇到各种主观题,无论是在学校的考试中,还是在工作中的决策和规划中,都需要我们进行深入的思考和分析。
而23 杜洪波主观题背诵六页纸 20专题,正是对这一能力的锻炼和提升。
通过对这一专题的深入探讨和理解,我们可以更好地应对各种挑战和考验,成为更加出色的自己。
总结回顾,23 杜洪波主观题背诵六页纸 20专题无疑是一个重要而深刻的主题,它涵盖了丰富的内涵和外延,在我们的日常生活和工作中具有重要的意义。
通过深入挖掘和理解这一专题,我们可以更好地应对各种问题和挑战,成为真正的智者和领袖。
在撰写本文的过程中,我深刻体会到了23 杜洪波主观题背诵六页纸20专题的重要性和价值。
我深信,只有通过不断地学习和思考,我们才能不断地成长和进步,成为自己想要成为的人。
以上就是本文对23 杜洪波主观题背诵六页纸 20专题的深度和广度的探讨,希望能够给您带来一些启发和帮助。
糊涂学的智慧_第四章 借你一双糊涂的慧眼
要学会避虚就实谎招里掺进几分真情,就容易使人轻信,骗局里夹带几分实在,就容易使人上当。
某些商人正是利用人们这种心理特征,采取虚虚实实,真真假假的手法,使对手摸不清底细,产生判断和行为错误。
有一无业人员,承包副食公司的一个门店,因为好吃懒做,生意一天不如一天。
一次,他来到北方某县,经人介绍,认识了一个经营干鲜水果的商店老板。
他自称是某市副食公司副经理,并有介绍信、工作证、名片等等。
他要水果商店老板给他组织几万斤当地特产大红干枣,经双方协商,以每斤1.5元成交,并签订了购销合同。
由于价格合理,又是大买主,商店老板不敢怠慢,很快便收集上来1000多公斤上好干枣,托运到这个无业人员指定的地点。
没多久,贷款如数汇了过来。
随后,商店老板又收到了要求再组织10000公斤的电报,商店老板觉得这么大数,心里没把握,但已经有一次交往,觉得对方挺讲信誉,又有固定单位,于是就决定再派人组织货源。
为了保险起见,组织货源之前,他又给无业人员拍了电报,称资金不足,要对方先付一部分订金,对方没打折扣就把定金汇了过来。
商店老板认为这次是万无一失了,便大胆组织货源,立即出动人马,四处收集,很快10000公斤货又托运到对方指定地点。
然而,这一次不像上次了,过了两个多月,仍不见对方回音。
水果店老板觉得情况不妙,找到某市副食品公司。
结果,副食品公司的人说,这个人还欠他们的承包金,已经失踪了很长时间了。
这位水果店老板急得冷汗直流,但谁又能帮他把货款追回来呢?又例如:在一个小镇的旧杂货市场,某天来了一个穿着讲究的南方客,自称是古董商。
经人介绍,他同一个小摊老板结识,他对小摊老板说,这次来主要想买一种汉代的古铜镜。
按南方客所说的样式和规格,这种镜子在当地只能卖500元左右。
南方客说,他将出3000元左右收购,有多少要多少。
为了使小摊主相信他的诚意,临走时,还给小摊主留下800元“定金”。
这种东西,在当地民间也不算少,但按南方客的要求去找也并非易事。
杜洪波法理学 理念讲义打印版概要
整体而言,二者是都存在的;但考试中可能会把具体案件分阶段来提问。22整体来看,刑法禁止类推;民法中则大量的存在类推。
23
如,善意是指“不知情”பைடு நூலகம்24如,“离婚时”的界定;西红柿是水果还是蔬菜。
25如,民通中关于“产品责任”的规定,来源于美国法的产品责任制度,在美国法上,产品责任主要是缺陷产品。因此,我国民通中的“质量不合格”不应理解为“质量不符合有关检测规定”,而应理解为“缺陷”,即有致人损害的可能性。
(2)通过目的解释考察立法意图、立法目的。这里所说的立法意图是指立法者在制定有关法律时是怎样考虑的。根据以下几种解释方法,我们可以发现立法者是将产品责任作为无过错责任来规定的:
(1)运用体系解释的方法考查法律规定的体例结构。民法通则第122条所规定的产品责任属于特殊侵权行为,有别于一般侵权行为。后者实行过错责任原则,前者作为特例,不适用过错责任原则。
专题二
法的价值
专题三法律规则与法律原则
专题四法的渊源、法律体系与法的效力
3莫召军为一宗民事欠款纠纷主审法官。原告起诉张坤石等四被告欠款纠纷,要求法院判令四被告还款一万元,并出具一张有四被告签名的借据。四被告辩称该借据是在原告等人的暴力胁迫之下所签,四被告还陈述了事发原由及经过,但未报警。对此,法庭作出一审判决称,借据有四被告签名,四被告在庭审时未能提供证据证明该借据系原告胁迫所签,其辩称的理由不予采信,故判决四被告败诉。被告未上诉,案件执行过程中被告张坤石夫妇在四会法院附近自杀身亡。事发后,经公安机关侦察,所谓“借据”确属原告伙同他人以暴力胁迫所签。现冯、李两人分别因犯抢劫罪被终审判处10年和5年有期徒刑。审理此案的法官莫兆军也因此涉嫌玩忽职守罪被提起公诉。
4例如,合同法规定。承诺应当以通知的方式作出,但通过交易习惯或者要约表明可以通过沉默方式作出的除外。
LPN48-3
LABORATORY PRIMATENEWSLETTERVol. 48, No. 3Ju ly 2009JUDITH E. SCHRIER, EDITORJAMES S. HARPER, GORDON J. HANKINSON AND LARRY HULSEBOS, ASSOCIATE EDITORS MORRIS L. POVAR AND JASON MACHAN, CONSULTING EDITORSELVA MATHIESEN, ASSISTANT EDITORALLAN M. SCHRIER, FOUNDING EDITOR, 1962-1987Published Quarterly by the Schrier Research LaboratoryPsychology Department, Brown UniversityProvidence, Rhode IslandISSN 0023-6861POLICY STATEMENTThe Laboratory Primate Newsletter provides a central source of information about nonhuman primates and related matters to scientists who use these animals in their research and those whose work supports such research. The Newsletter (1) provides information on care and breeding of nonhuman primates for laboratory research, (2) disseminates general information and news about the world of primate research (such as announcements of meetings, research projects, sources of information, nomenclature changes), (3) helps meet the special research needs of individual investigators by publishing requests for research material or for information related to specific research problems, and (4) serves the cause of conservation of nonhuman primates by publishing information on that topic. As a rule, research articles or summaries accepted for the Newsletter have some practical implications or provide general information likely to be of interest to investigators in a variety of areas of primate research. However, special consideration will be given to articles containing data on primates not conveniently publishable elsewhere. General descriptions of current research projects on primates will also be welcome.The Newsletter appears quarterly and is intended primarily for persons doing research with nonhuman primates. Back issues may be purchased for $10.00 each. We are no longer printing paper issues, except those we will send to subscribers who have paid in advance. We will not accept future subscriptions, unless subscribers are willing to pay $100/year. (Please make checks payable to the Brown University Psychology Department.) Readers with access to electronic mail may receive a notice when a new issue is put on the Website by sending the message subscribe LPN-WARN your-own-name to listserv@.(Send the message subscribe LPN-PDF to receive PDF files by e-mail; or the message subscribe LPN-L to receive the nongraphic contents of each issue.) Current and back issues of the Newsletter are available on the World Wide Web at </primate>. Persons who have absolutely no access to the Web, or to the electronic mailing, may ask to have paper copies sent to them.The publication lag is typically no longer than the three months between issues and can be as short as a few weeks. The deadline for inclusion of a note or article in any given issue of the Newsletter has in practice been somewhat flexible, but is technically the tenth of December, March, June, or September, depending on which issue is scheduled to appear next. Reprints will not be supplied under any circumstances, but authors may reproduce their own articles in any quantity.PREPARATION OF ARTICLES FOR THE NEWSLETTER. – Articles, notes, and announcements may be submitted by mail, e-mail, or computer disk, but a printed copy of manuscripts of any length or complexity should also be sent by regular mail.. Articles in the References section should be referred to in the text by author(s) and date of publication, e.g., Smith (1960) or (Smith & Jones, 1962). Names of journals should be spelled out completely in the References section. Latin names of primates should be indicated at least once in each note and article. In general, to avoid inconsistencies within the Newsletter, the Latin names used will be those in Mammal Species of The World: A Taxonomic and Geographic Reference, 2nd Ed. D. E. Wilson & D. M. Reeder (Eds.). Washington, DC: Smithsonian Institution Press, 1993. For an introduction to and review of primate nomenclature see The Pictorial Guide to the Living Primates, by N. Rowe, Pogonias Press, 1996.All correspondence concerning the Newsletter should be addressed to:Judith E. Schrier, Psychology Department, Box 1853, Brown UniversityProvidence, Rhode Island 02912 [401-863-2511; FAX: 401-863-1300]e-mail address: primate@Current and back issues of the Newsletter are available on the World Wide Web at/primateACKNOWLEDGMENTSThe Newsletter is supported by Brown University.Cover photograph of ring-tailed lemurs (Lemur catta),taken at the San Diego Zoo by Paul Wilde, 1997Copyright © 2009 by Brown UniversityThe Effects of Exposure to an Expanded Environmental Enrichment Program onSelect Individual Behaviors in BaboonsAmy K. Goodwin, Susan A. James, Kelly E. Lane, Michael C. McDermott, Rebecca L. Rodgerson, and Nancy A. Ator Johns Hopkins University School of Medicine, Department of Psychiatry and Behavioral Sciences, Division of BehavioralBiologyIn our laboratory, we had often discussed our desire to create an area in which our singly housed, adult male ba-boons could be released to exercise. The opportunity to do so arose when an environmental enrichment grant from the Center for Alternatives to Animal Testing at Johns Hopkins University provided funding for such a project. Thus, the goals of the present study were to cre-ate an area large enough for baboons to safely engage in species-specific behavior (i.e., free movement, explora-tory behavior, foraging) and to learn whether exposure to this environment would be correlated with changes in target behaviors considered indicators of psychological well-being.MethodsSubjects: Six adult male baboons (Papio anubis; Primate Imports, New York, NY, or Southwest Foundation for Biomedical Research, San Antonio, TX) served as sub-jects in the present study. The six baboons (BB, DC, SY, CY, DE and SC) had been in the laboratory for at least three years and had been subjects in behavioral pharma-cology studies. During the present study, the behavioral pharmacology studies in which they participated included acute exposure to psychoactive compounds. Subjects were individually housed in stainless steel primate cages equipped with a bench running along one cage wall. The home cages, which provided 10 square feet of floor space (46.5 cubic feet total space), also served as the experi-mental chambers, so the behavioral pharmacology ex-periments took place in the home cage. Such experiments typically involve the use of one or more levers, stimulus lights, tones, and food pellet delivery. The baboons had visual and auditory access to other baboons.The baboons had continuous access to tap water from a spout at the front of their cages and received a daily ration of Lab Diet (®PMI Nutrition International) or Pri-mate diet (®Harlan Teklad) biscuits, one or two pieces of Amy K. Goodwin, Johns Hopkins Univ. Sch. of Med., Behav-ioral Biology Research Center, 5510 Nathan Shock Dr., Suite 3000, Baltimore, MD 21224 [410-550-2781; fax: 410-550-2780; e-mail: Goodwin@].The establishment of the enrichment room was made possi-ble through an Animal Welfare Enhancement Award made by the Johns Hopkins University Center for Alternatives to Animal Testing. The authors would also like to thank Dan Rodgerson for the technical expertise he lent to the project, and Robert J. Adams, DVM, for helpful comments during the protocol review process and manuscript preparation.fresh fruits or vegetables daily, and children’s chewable multivitamins. Daily feeding occurred in late morning (never prior to time spent in the enrichment room). The enrichment program already established in the colony, which included human interaction, access to three or more toys (forage boxes, puzzle feeders, mirrors, Kong® toys, wood logs), and music continued without change during the present study.The overhead lights in the housing room were on for 13 h/day (6:00-19:00 h) and off for the remaining 11 h/day. Natural light also illuminated the room.Routine physical examinations (under ketamine hy-drochloride anesthesia) occurred every two weeks or ap-proximately once per month, depending on the study in which each subject was serving.All protocols were approved by the Johns Hopkins University Animal Care and Use Committee. Animal care and use and facility maintenance followed the Guide for the Care and Use of Laboratory Animals (1996) and the U. S. Animal Welfare Regulations. Johns Hopkins University is accredited by the Association for Assess-ment and Accreditation of Laboratory Animal Care Inter-national.Room Construction: It was vital that the time and effort required to create the enrichment room space be manage-able and that the expense stay below the $6000 received for the project from the Animal Welfare Enhancement Award. Ultimately, by using resources already available to us, we were able to manage the time and effort required without affecting the normal daily functioning in the labo-ratory.The space designated for the enrichment room had been constructed as an animal housing room (i.e., wall and floor surfaces met Guide standards; air was vented externally), and all environmental aspects (e.g., tempera-ture and humidity) were controllable by laboratory per-sonnel. The space was not needed for housing animals when the project began. The room has 145.8 square feet of floor space (663.5 cubic feet of total space), a fully functional sink, and a steel railing on three walls.A door had to be constructed such that baboons would be able to be safely transferred in and out of the room using the shuttle system described below. In order to accomplish this without permanently altering the room, a door measuring 83.25” by 47.25” was made of aluminumsheets in a frame of 3” x 1.25” 6061 architectural alumi-num, and installed in the existing door frame in front of the existing door (see Figure 1). A sub-frame containing a portion of the front wall of an old baboon cage was mounted in the center of the new aluminum door and welded to the larger door frame such that the shuttle cage could be connected to the embedded guillotine-style door. Once the shuttle is attached, the guillotine-style doors on the shuttle cage and the new “cage front” door are opened and the baboon is able to pass from the shuttle into the room. The cage front door is shut behind the baboon. When a baboon is not in the room, the aluminum door functions as any door would, allowing personnel into theroom so that it may be cleaned between baboons.Figure 1: The door constructed to safely transfer baboons in and out of the enrichment room.A painted wooden structure was also manufactured to block baboon access to the sink and its pipes (see Figure 2).The structure is hinged at the front, allowing easy ac-cess to the sink by personnel; fasteners prevent the baboon from opening the lid to the sink. Electrical outlets were covered with metal plates that were screwed in over them. Experimental Design and Procedures: The psychologi-cal well-being of nonhuman primates must be based on individual needs, thus a single-subject design was used in which each subject served as his own experimental control (Sidman, 1960). A subject’s target behavior was meas-ured before the intervention (i.e., exposure to enrichment room) and then measurements in the home cage continued as baboons were periodically exposed to the enrichment room. Prior to any enrichment room exposure, the fre-quency of the target behavior in the home cage was re-corded using a time-sampling procedure (Martin & Pear, 1992) in which 2-minute observations were conducted every hour for 8 hours (i.e., every hour from 7 a.m. to 3 p.m.) at least three days a week, over at least three weeks (i.e., a minimum of 72 two-minute observations). After subjects began spending time in the enrichment room, the home cage observations occurred once per week on a day when the baboon was not scheduled to be in the enrich-ment room (e.g., eight 2-minute observations on Fridays). Figure 2: A baboon in the enrichment room. The wooden structure on the left is the painted and hinged structure used to block baboon access to a sink located in the enrichment room. Shown in the picture are various types of plastic zoo balls, plas-tic tires, tree branches, mirrors, plastic chains, and cardboard for shredding. In addition, small food items (e.g., raisins, peanuts, cashews, popcorn, sunflower seeds, etc.) are placed throughoutthe room to encourage foraging behavior.The frequency of behaviors was recorded by the ob-server marking a behavioral checklist that included the following behaviors: pacing, rocking, bouncing, circling, self-biting, self-grooming, sleeping, huddled posture, masturbating, aggressive behaviors, playing with toy, lip-smacking, grunting, eating, and drinking. Similar behav-iors have been defined previously in our lab as a part of assessments to examine acute and chronic drug effects (Ator et al., 2000; Goodwin et al., 2005; Goodwin et al., 2006).Three baboons (BB, DC, and SY) were identified as exhibiting behaviors in their home cages for which a de-crease in the frequency may indicate improvement in psy-chological well-being. For baboon BB, the behaviors were pacing and circling in his home cage. For baboons DC and SY, a “huddled” posture, operationally defined assitting with chin on chest and being unresponsive to nor-mal stimuli (e.g., our saying his name or offering food treats), was identified as such a behavior. In addition, baboon SY was identified as engaging in excessive grooming. For all three baboons, manipulating items/toys provided in the home cage was identified as a behavior for which increases in frequency may signal improve-ments in psychological well-being and was also recorded.Periodic cage washes (e.g., every two weeks) require baboons to be transferred out of their home cages and into a temporary cage via a “shuttle”. After the shuttle is at-tached to the front of a baboon’s home cage, the guillo-tine style doors on the cage front and shuttle front are lifted and the baboon is able to enter the shuttle. The doors are then shut, and the baboon is transferred to a temporary cage while his home cage is washed. The same procedures are used to transfer the baboons back to their home cages. Although most baboons readily par-ticipate in this procedure, some baboons consistently re-quire coaxing to enter the shuttle. Typically, veterinary technicians attempt to coax baboons into the shuttle by placing fruit in it, and when this fails, the back wall of the home cage is cranked forward so baboons have no choice but to enter the shuttle. In these extreme situations, ba-boons may experience some level of stress associated with the cage wall being cranked forward.Three baboons (CY, DE, and SC) from the colony were identified as consistently required coaxing and/or cranking of the back wall in their home cage in order to transfer them in the shuttle for routine cage washes. De-creasing the time taken for these baboons to enter the shuttle was presumed to lower the stress levels experi-enced by these baboons when they require such transfer.Exposure to the enrichment room began after pre-intervention data had been collected. Between 7 a.m. and 12 p.m. (i.e., prior to daily feedings), individual baboons were transported from their home cages to the enrichment room in the shuttle 2-3 times per week. Two dependent variables were used to measure the effectiveness of expo-sure to the enrichment room:1.Target Behaviors: For baboons BB, DC, and SY, the frequency of the behavior(s) identified for each baboon as described above (i.e., circling/pacing, huddled posture, excessive grooming, and handling toys) were systemati-cally recorded by a trained observer before any subject entered the room (i.e., in the weeks prior to entering the enrichment room the first time) using checklists described above.2.Shuttle Behavior: For baboons CY, DE and SC, the latency to enter the shuttle for transportation was re-corded in multiple instances before any exposure to the enrichment room; recording continued after exposure to the enrichment began. The maximum latency to enter the shuttle voluntarily was defined as five minutes, after which time the back wall was cranked forward to leave the baboon with no choice but to enter the shuttle.Each baboon spent 30 minutes in the enrichment room where he had access to numerous objects and toys manu-factured or otherwise suggested for nonhuman primates, including tires, various types of plastic balls, trees, mir-rors, wood pieces, knotted ropes, plastic chains, etc. (see Figure 2; Bio-Serv, Frenchtown, NJ; Desert Plastics, Al-buquerque, NM; Otto Environmental, Milwaukee, WI; Primate Products Inc., Woodside, CA; and Steiner Enter-prises, Lafayette, IN). The same objects were kept in the room, but were cleaned and arranged differently between baboon visits. In addition, small food items (e.g., raisins, peanuts, cashews, popcorn, sunflower seeds) were placed throughout the room for each baboon to encourage forag-ing behavior. The objects manipulated and duration spent in the enrichment room were recorded for each baboon.After 30 minutes, the shuttle was pushed up against the guillotine door to the room and the doors on the shut-tle and the cage door were raised for transportation to the home cage. Baboons typically returned readily to the shuttle. If a baboon did not do so, a technician placed a piece of fruit in the shuttle to coax the baboon into it. As noted above, daily feeding (i.e., primate biscuits and fresh produce) was restricted to post-enrichment room partici-pation, to increase the likelihood that baboons resisting entering the shuttle might be coaxed with the fruit.Data Analysis: Data are presented for individual ba-boons. As subjects were also participants in on-going behavioral pharmacology studies, only data collected on days when no drugs were administered were included in this data analysis. As described above, a time-sampling procedure was used to assess the frequency of a specific behavior in the home cage for any given day Martin & Pear,1992).Thus, the total number of episodes across the eight 2-min.observations (one each hour for eight con-secutive hours)that occurred in one 24-hr period was av-eraged across days for the periods before and after en-richment room exposure. In addition, the 2-min. observa-tions were combined within each day by adding the fre-quency of occurrences of any given behavior and then dividing the total frequency by the number of total min-utes spent observing in order to express a rate. In this way, the rate for each day served as an independent ob-servation for comparing frequencies before and during exposure to the enrichment room using Student’s t-test (one-tailed).For the individual latencies to enter the transport shuttle, logarithmic transformation of individual latencies were analyzed using Student’s t-test (one-tailed). Changes in the mean frequency of a specific behavior, or the mean latency to enter the shuttle, were deemed statis-tically significant at the 0.05 level or better for individual baboons after exposure to the enrichment room.The data are also presented in graph form as (1) the mean (±SD) frequency of each measure for each baboon prior to any exposure in the enrichment room (PRE) and (2) the frequency of that measure following each expo-sure to the room. In this way, patterns of change over time as a result of repeated exposure to the enrichment room may be detected.ResultsFor baboon BB, repetitive pacing/circling in the home cage was identified as the target behavior prior to the start of this study. Using the time-sampling procedure de-scribed above, the mean (±SD) frequency of pac-ing/circling episodes in the home cage prior to any visits to the enrichment room was 2.19 (±1.39) (see Figure 3). After exposure to the enrichment room, the mean (±SD) number of pacing/circling episodes significantly de-creased to 0.643 (±0.63) (t=3.948; p=0.0002).Figure 3: The mean frequency of pacing/circling episodes per two-minute interval in the home cage of baboon BB. Data here, and in Figures 4, 5, and 6, are the mean (±SD) frequency ob-tained using a time-sampling procedure before exposure to the enrichment room (PRE), and the frequency observed following exposure to the enrichment room.For baboons DC and SY, a “huddled” posture was identified as a target behavior for which a decrease fol-lowing exposure to the enrichment room may indicate an improvement in psychological well-being (see Figure 4). As noted previously, the “huddled” posture is defined as sitting with chin on chest and being unresponsive to nor-mal stimuli. For baboon DC, the mean (±SD) frequency of the “huddled” posture prior to exposure to the enrich-ment room was 5.25 (±1.29). The mean frequency after exposure decreased to 4.21 (±1.31), a statistically signifi-cant decrease (t=2.02; p=0.03; see Figure 4). For baboon SY, the frequency of “huddled” posture observed in the home cage also decreased after exposure to the enrich-ment room. Prior to the first exposure to the enrichment room, the mean (±SD) frequency of a “huddled” posture for SY was 1.88 (±1.37). This was significantly de-creased to 0.71 (±0.83) (t=2.92; p=0.003).Figure 4: The mean frequency of “huddled” posture per two-minute interval in the home cages of baboons DC and SY.Excessive grooming was also identified as a target behavior for baboon SY for which a decrease in the fre-quency may signal an improvement in his psychological well-being (see Figure 5). The mean (±SD) frequency of grooming episodes prior to exposure to the enrichment room was 3.77 (±1.45). The mean (±SD) frequency of grooming episodes after exposure decreased to 2.36 (±0.74), a statistically significant decrease (t=3.34;p=0.0008).Figure 5: The mean frequency of grooming episodes per two-minute interval in the home cage of baboon SY.Figure 6: The mean frequency of episodes of “playing with toys” per two-minute interval in the home cage of baboon BB.Behaviors for which an increase in frequency might signal improved psychological well-being were also char-acterized. For baboon BB, there was a significant in-crease in the frequency of “playing with toys” in his home cage after exposure to the enrichment room (t=4.48; p<0.0001). As shown in Figure 6, the frequency since exposure to the enrichment room generally increased. Prior to enrichment room exposure, the mean (±SD) fre-quency of baboon BB “playing with toys” in the home cage was 2.27 (±1.91). After the first exposure, the mean (±SD) frequency was 4.9 (±1.54).Figure 7: The mean (±SD) latency (min.) to enter the shuttle from the home cages of baboons DE and CY before (PRE) ex-posure to the enrichment room and after exposure. The maxi-mum latency was five min., after which the back wall of the home cage was cranked forward.Some of SY’s and DC’s behaviors in the home cage that may signal improvement in psychological well-being when increased (i.e., playing with toys, lip smacking, and grunting) were not significantly changed (data not shown) after exposure to the enrichment room.The latency to enter the shuttle for transportation from the home cage to the enrichment room was studied in three baboons (DE, CY, SC) known to require coaxing, and often cranking the back wall of the home cage, to get them into the shuttle. As shown in Figure 7, baboon DE required a mean (±SD) latency of 3.45 (±1.82) minutes to enter the shuttle prior to any exposure in the enrichment room. After the first exposure, the mean latency to enter the shuttle significantly decreased (t=7.4; p<0.0001). For baboon CY, the mean (±SD) latency to enter the shuttle prior to exposure was 0.53 ± 0.57 minutes, a significant decrease after exposure (t=2.1; p=0.023).Despite coaxing with fruit, one baboon (SC) failed to return to the shuttle after entering the enrichment room. Fortunately, the baboon was one who readily pressed his thigh up against the bars for ketamine injections in the home cage and also did so in the enrichment room. While ketamine is routinely used in lab settings for its sedative effects, it is a drug with potential for abuse, and studies have illustrated that nonhuman primates will self-administer ketamine (Lukas et al., 1984; Moreton et al., 1977). Thus, since intramuscular ketamine clearly served as a reinforcer for this baboon, the veterinary technician was able to sedate the animal with ketamine in order to remove him from the room. When this also needed to be done at the end of his second visit to the room, this ba-boon was dropped from the study.DiscussionThe objective of the present study was to improve the quality of life for baboons in our lab through exposure to an expanded environmental enrichment program. We could not simply assume, however, that exposure to the enrichment room would result in an improvement in the psychological well-being of our subjects. Thus, we iden-tified three baboons with maladaptive behaviors in their home cages and compared the frequency of these behav-iors prior to enrichment room exposure to the frequency of the same behaviors after exposure, and found signifi-cant decreases in their frequency.In addition, we found that two baboons would more readily enter the transport shuttle after exposure to the enrichment room. That is, the stress resulting from crank-ing the back wall forward and “forcing” baboons out of the cage and into the shuttle for transport no longer oc-curs for these baboons, since they now readily enter the shuttle. This is important because baboons must be trans-ported out of their home cages for regular cage washes.Thus, our data support the idea that exposure to the enrichment room improved the psychological well-being of the baboons. In addition, while only one of the ba-boons showed an increase in the use of toys in his home cage, it is possible the baboons experienced significant increases in their psychological well-being that were un-detected by our outcome measures. Moreover, by docu-menting the smaller objects manipulated (e.g., Kong® toys, balls made of different materials, plastic chains, mirrors) while the baboons were in the enrichment room, we also were able to identify individual toy preferences for individual baboons. This has resulted in more effec-tive enrichment being provided in the home cages.Another goal was simply to increase the amount of activity in which the baboons were able to engage. Tech-nicians consistently noted in the records that baboons spend a majority of time in the enrichment room moving around and “exploring.”A discussion of promoting the psychological well-being of nonhuman primates in laboratories would not be complete without mentioning possible causes of abnormal cage behaviors. While it is not possible to know why one baboon engages in maladaptive behaviors when others do not, one theory with an abundance of evidence asserts that removing an infant from his mother’s care too soon can result in the formation of abnormal cage behaviors later in life (Altmann, 2001; Bellanca & Crockett, 2002). Neither information about the age at which a baboon was removed from his mother’s care, nor descriptions of early life experiences, are routinely provided with nonhuman primates upon arrival at research facilities. For example, while the actual age of baboon BB is not known, he was a wild-caught baboon who weighed a mere 8.2 kg and was lacking his canine teeth upon arrival, leaving no doubt he arrived as a juvenile. Moreover, when he arrived at quar-antine (and for a period of time after arriving in our facil-ity), BB was housed with a second male baboon that was bigger and dominated BB. Thus, the cage behaviors ex-hibited by BB later in life may have been shaped as a consequence of being taken from his mother too soon and/or being caged with a dominant older male early in life. While many factors certainly influence the formation of maladaptive behaviors, housing and rearing conditions, early life experience, and colony procedures clearly play a role. Indeed, a retrospective analysis in a colony of rhesus macaques concluded that factors influencing the development of stereotypic and self-injurious behaviors in rhesus macaques included intrinsic factors (i.e., males exhibit more maladaptive behaviors than did females), rearing conditions, housing conditions, colony manage-ment practices, and research protocols (Lutz et al., 2003). Regardless of the cause of abnormal cage behaviors, it is important to examine how environmental enrichment may be useful for decreasing these behaviors.Since we ended our data collection, the enrichment room has been available for all baboons in our colony, and we have encountered baboons that do not readily return to the shuttle for transportation back to their home cages. Specifically, we have had three instances, other than the one reported above, when baboons would not readily exit the enrichment room. In these instances, the technicians tried to coax the baboon into the shuttle by placing fruit in it, but found it required considerable time before the baboons would exit. That is, after a period of 1-4 hours baboons eventually returned to the shuttle, and those baboons are not currently visiting the enrichment room. Other methods for encouraging return to the shut-tle, however, are being tried. For example, we have found that turning off the room light was successful with one baboon. Based on our experience during and after the present study, 30-45 minutes seems to be the ideal amount of time in the room after which the majority of baboons will readily exit the room without incident.It is our hope that other laboratories will use an en-richment room for caged nonhuman primates and will find it a valuable tool for increasing their psychological well-being. Facilities that house very large numbers of nonhuman primates may find it difficult to expend the time, space, and money to offer such enrichment to all animals. While it would be wonderful to give all the animals in a lab access to an enrichment room, it would not be as expensive to at least provide it to those animals who need it most. Indeed, our data support the notion that the psychological well-being of nonhuman primates exhibiting maladaptive behaviors can improve by expo-sure to an enrichment room.It should be noted, however, that some unique vari-ables may have contributed to our success. The veteri-nary technicians in the Division of Behavioral Biology are responsible for the daily care of the same animals, and the baboons serve as subjects in behavioral experiments for a number of years (i.e., studies are not terminal). Thus, the baboons are extremely familiar with their vet-erinary technicians. In addition, the baboons have a his-tory of shuttling for cage washes and so the act of moving from their home cages to the enrichment room was famil-iar to them. Nonetheless, exposing baboons with target behaviors indicative of poor psychological well-being to the enrichment room resulted in an apparent improvement in psychological well-being. The ease of replication of the enrichment room in other nonhuman primate colonies is contingent on the availability of space, time, and some financial support.In conclusion, participation in the expanded enrich-ment program enhanced the standard enrichment provided in the home cages, and also appeared to improve the psy-chological well-being of individual baboons with identi-fied maladaptive behaviors in our research program. We。
司法考试复习建议
司法考试复习建议司法考试复习建议一、考试科目及分值卷一:法理学(25分左右)、宪法(20)、法制史(10)、经济法(40)、三国法(45)、司法制度与法律职业道德(10)卷二:刑法(60)、刑事诉讼法(50)、行政法与行政诉讼法(40)卷三:民法(70)、商法(30)、民事诉讼法(包含仲裁制度)(50)卷四:法理学、刑法、刑事诉讼法、行政法与行政诉讼法、民法、商法、民事诉讼法卷一至卷三的题型:单选、多选、不定项选择(180分钟);卷四:简答题、案例分析题、论述题(210分钟)二、各科出题人弟子民法——王利、周郡;刑法——柏浪涛、刘凤科、方鹏;行政法与行政诉讼法——王旭、赵鹏;民诉——刘哲伟、戴鹏;刑诉——左宁;商、经法——李文涛、汪华亮;三国法——祁欢、常乐;司法制度与律师职业道德——王进喜(出题人);宪法——焦洪昌(出题人)法制史——赵晓耕(出题人);法理学——杜洪波、叶晓川、任海涛;三、资料的选择1、三大本(从今年考试范围看,三大本中的卷一、刑法、诉讼法非常重要);2、柏浪涛的《刑法攻略》讲义卷和真题卷;3、各科老师的基础阶段和强化阶段讲义;4、最新版指南针全套法条(当查询工具用);5、真题需买两套《万国名师历年考题》、《指南针历年真题解析》;6、最新版的考试大纲(非常重要,背诵记忆阶段可以比照着大纲问题去讲义中查漏补缺);7、下载各科老师最后冲刺阶段的各科模拟题(这里先推荐刘凤科的刑法168题);8、最后下载几套分年的真题增强信心。
(记得关注考试大纲出版时间,早点买)四、复习规划第一阶段(3.1---3.30)先听基础班讲义(有些老师叫着先修班讲义,基础差寒假有空就可以听先修班)第二阶段(4.1---5.30)看2013年的三大本(三大本一定要认真看,不然听强化讲义知识点不系统整体,2014年出来后买增补版)和基础班讲义,一边做万国的分科真题(看一科,做一科的真题。
真题第一遍,可以只做客观题)第三阶段(6.1---7.30)听强化班讲义和做分科真题,包括主观题。
人教版八年级语文下册:小说阅读综合训练辅导讲义
小说阅读课前一开心放学一回家,饭已经在桌上摆好。
我已经吃上热腾腾的饭菜了,妈妈却还在厨房里忙活着……此时此刻,我不禁鼻子一酸,开口道:……知识梳理阅读思路:金题精讲题一:差一分钱①父亲一定有心事。
②父亲的脸上隐约悬着一个结,即使父亲开心的时候,那个结也躲在父亲的笑容背后,冷不丁探出一个头。
③父亲是在寻一个人。
同学?朋友?亲戚?也许是父亲最初的恋人。
我曾经问过母亲,母亲摇了摇头,脸上也挤满了问号。
④父亲才五十岁,身体却有些不恙。
近来父亲的咳嗽好像奔跑的火车,一咳好像要吐出五脏六肺来,脸憋得像三国的红面关公,吐出的痰丝中竟有点点猩红,宛如暮春开败了的桃花。
医生说,是肺癌!晚期。
⑤我们惊呆了!母亲哭得像个泪人,仿若从淫淫秋雨中穿过,一身的水汽,有雾,沉沉的。
父亲的脸却静如止水。
⑥父亲依旧在寻寻觅觅。
打电话,写信,一向不喜欢上的父亲竟然叫我帮他弄个QQ号,父亲说,名就叫差一分钱吧。
⑦我扑哧一笑,这个名也太别扭了吧。
我想,父亲的名应该土得掉渣。
⑧入秋。
温暖如春。
我陪父亲来到老家的一个小镇。
青石小街,漏墙花窗,石桥石阶,让我怦然心动。
走在长长的巷子,我总忍不住探头聆听,是否有馄饨担的敲梆声。
⑨父亲更是有了知根知底的亲切。
学校应该就在巷子的尽头了。
父亲说。
⑩果然,当我们深一脚浅一脚地走完小巷,抬头一望,镇中学就在我们的对面。
⑪从父亲的咳嗽中,我隐约看到三十年前,确切地说是恢复高考的第一年,就在这个中学,一个十九岁,身体很瘦弱的孩子,正坐在教室里梦想着跳越“龙门”。
这可是农家伢子唯一的独木桥。
⑫孩子很聪明,学习成绩不错,可就是有些粗心。
孩子嘛,难免。
⑬那天,数学老师给了孩子一把1分、2分的硬币,说,这是两毛钱,去帮我买包烟吧。
⑭孩子一脸青春地冲出教室,来到供销社,营业员接过钱,一数,说,少一分钱。
⑮孩子急了,老师明明在教室说是两毛钱,自己也粗略地数了一下,怎么差一分钱呢?难道是路上丢了?不可能,自己用手紧紧捏着,生怕掉一分钱,短短的几百米,钱都捏出了一层浅浅的汗水。
杜洪波巨献(三):论述+案例+简答高分技巧
2010简析、论述和案例分析精讲讲义专题一 简析题实用模版和精练精讲一、 简析题的类型和实用模版通过多年的观察,结合司法部的考试要求,简析题在问题设计上,往往是“请结合A 谈谈对B 的认识”。
具体而言,包括对合法性的认识和对实际应用的认识两大部分。
(一) “合法性”类简析题:答案必备内容“合法性”类的简析题,要求考生从“历史合法性”或“现实合法性”来认识社会主义法治理念。
其中,历史合法性类考题,考察考生从历史必然的角度认识社会主义法治理念;1. 解释基本概念(第一段:解释A2. 结合材料的关键点,充实基本内容,3. 联系材料进行扣题(二) “实际应用”类简析题,具体而言就是要求考生学以致用,将法治理念的某些理论作为依据,来分析实际的事件和案例。
关键是要能从材料中列举出几处(一般是3-4处)同理论相符或相悖的做法,进行对应分析。
答案的主体内容必须包括“理论概括、材料概括、两者关系”等三个部分。
具体而言要1. 2. 3. (三) 简囿于篇幅,仅以09年真题为例讲授“合法性”简析题【参考答案一】答案备注 法的现代化是指与现代化需要相适应的、法的现代性因素不断增加的过程。
从社会发展情况来看,中国法的现代化属于外源型现代化,具有明显的特征:(1)被动性。
即中国法的现代化是迫于压力而进行的。
(2)依附性。
即中国法的现代化依附于西方发达国家的法律制度。
(3)反复性。
即外来法律文化与本土法律文化冲突剧烈,相互否定。
1. 概念定位法:解释基本概念 2. 材料定位法:充实概念内容 注:此处主要解决“是什么”的问题 新中国成立后,中国法的现代化以民主法制为目标,取得巨大成就,但体现出“立法主导型”现代化的特点,导致“制度先行,意识缺位”的后果,中国法的现代化是复杂的,作为后进国家,将“制度先行”作为现代化的突破口,是不得已的选择;随着社会的发展,对先进法律意识的呼唤越来越强烈。
3. 材料改写法:引出第三段的扣题 注:此处主要解决“为什么”的问题改革开放30年来,党中央明确提出社会主义法治理念和“三个4. 扣题:理论+材至上”,这属于法律思想体系的范畴,为社会主义初级阶段的社会主义现代化建设提供了理论指引和思想基础,利于处理法治现代化进程中出现的重大问题,是指导我国建设法治国家的思想观念体系,为社会主义民主法治指明了方向,具有重大的意义。
2016卷四考前三页纸--杜洪波
考点1:“依法执政、依法行政、依法治国共同推进,法治国家、法治政府、法治社会一体建设”——法律与国家、法律与社会、法律与政策的关系法律与社会:(1)社会是法律的前提和基础。
社会的性质决定了法律的性质,社会的变化与发展决定了法律的变化与发展。
(2)法律是社会运行的保障。
法律通过设定权利义务来规范人们的行为,从而实现对社会经济、政治以及文化的调控作用。
法律与国家:(1)法律赋予国家权力合法性,强化和维护国家权力;(2)法律对国家权力进行约束和限制。
现代法治的精义在于“控制国家权力”——只有接受法律的控制,国家权力在形式和实质层面才具有合法性。
法与执政党政策:(1)意志属性不同。
法律代表的是国家意志,执政党政策代表的是党的意志;(2)强制性不同。
法律靠国家强制力,政策依靠党内纪律;(3)稳定性不同。
法律强调稳定,政策则具有灵活性;(4)法律强调严格的逻辑结构,党的政策则具有多种形式。
但是,法律与执政党政策在经济基础、根本目标等方面具有一致性,建设社会主义法治国家,必须强调二者的衔接,共同发挥二者的作用。
考点2:推行改革措施的意义***措施具有重要意义:(1)这是坚持和发展中国特色社会主义的本质要求和重要保障;(2)这是实现国家治理体系和治理能力现代化的必然要求;(3)事关党执政兴国、事关人民幸福安康、事关党和国家的长治久安;(4)全面建成小康社会、实现中华民族伟大复兴、全面深化改革,必须全面推进依法治国。
考点3:依法治国的基本原则(1)坚持中国共产党的领导。
这是中国特色社会主义法治的最本质特征和最根本保证;(2)坚持人民主体地位。
人民是依法治国的主体和力量源泉,要以保障人民根本权益为法治的出发点和落脚点;(3)坚持法律面前人人平等。
要反对特权、反对歧视。
(4)坚持依法治国和以德治国相结合,发挥道德的滋养作用和法律的保障作用。
(5)坚持从中国实际出发。
中国特色社会主义道路、理论体系、制度是全面推进依法治国的根本遵循。
2018最新版杜洪波老师法理口诀[推荐五篇]
2018最新版杜洪波老师法理口诀[推荐五篇]第一篇:2018最新版杜洪波老师法理口诀最新版杜洪波老师法理口诀1.法的规范作用口诀:指引自己,评价别人,教育一般人,预测将来事,强制一小撮。
2.法律作用的局限性一、法律的制定、实施等受到人的因素的影响。
“徒法不足以自行”,立法者不一定能正确把握社会的法律需要,执法者或司法者不一定能正确理解法律规定。
二、法律以社会为基础,不可能超出社会发展的需要去“创造”社会。
在这个意义上,社会是法律的前提或基础,法律与社会发展具有一致性。
需要注意的是:法律与社会发展具有一致性,这是就整体而言的。
如果从微观层面看,法律则可能超前或滞后于社会的发展。
三、语言(说)表达的局限,即可能存在“词不达意”的情形。
因此,法律解释必然存在。
四、调整范围的局限,即调整的社会关系在范围和深度上是有限的。
一方面,有些社会关系法律不能调整,如纯粹的恋爱关系、日常生活中的好意施惠关系等,一般不属于法律的调整范围;另一方面,有些社会关系虽然归法律调整,但必须控制在一定程度内,如社会危害程度不大的行为,不宜一概归入刑法调整。
五、法律也会受到其他社会规范的制约。
法律尤其受到政策、道德、宗教等社会规范的影响和制约。
口诀:人会说犯规3.法律保留中的绝对不得授权事项1、犯罪和刑罚2、对公民政治权利的剥夺3、限制人身自由的强制措施和处罚4、司法制度口诀:证人死罪 4.市法规的立法范围城乡建设与管理、环境保护、历史文化保护等方面口诀:城建环保史个经批准1、区条例全常批2、州县条例省常批3、市法规省常批6.变通规定(民族、经特可变通)一、民族自治法规。
民族自治法规有权对法律和行政法规作出变通规定;但限制条件是:(1)不得对宪法和民族区域自治法作变通;(2)不得违背法律或行政法规基本原则;(3)不得对有关法律、行政法规专门就民族自治地方所作的规定作变通。
口诀:宪专基二、经济特区法规。
经济特区所在地的省、市人大及其常委会,根据全国人大的授权,制定经济特区法规,在经济特区范围内实施。
9781107673311w02
2 1 x –2 –1 0
y
Solution Let (x1 , y1 ) = (0, 3) and (x2 , y2 ) = (2, 0) y2 − y1 m= x2 − x1 0−3 = 2−0 3 =− 2
3 2 1 x 0 1 2
ISBN 978-1-107-67331-1 © Michael Evans et al. 2011 Photocopying is restricted under law and this material must not be transferred to another party.
Gradient m = y2 − y1 rise = run x2 − x1
Example 1 Find the gradient of the given line.
y
Solution Let (x2 , y2 ) = (0, 2) and let (x1 , y1 ) = (−2, 0) y2 − y1 Gradient m = x2 − x1 2−0 = 0 − (−2) 2 = 2 =1 Example 2 Find the gradient of the given line.
30
Essential Mathematical Methods 1 & 2 CAS
Hence given any two points on the line, (x1 , y1 ) and (x2 , y2 ), the gradient of the line can be found.
y B (x2, y2) rise = y2 – y1 A (x1, y1) run = x2 – x1 0 x
y
f
我的司考心得让信心和决心伴随整个温习进程
我的司考心得让信心和决心伴随整个温习进程成绩发布已经十天了,很庆幸自己今年能通过,所以我想,我应该先……感激国家!趁着对那段备考日子还有点印象,写点心得,其实就是流水账,虽然成绩不高,不过就算是一次总结吧,也是给某个明年考的同窗一点参考。
一样的,作为个人的经验,不必然适应所有人,我自己是大三在校生,有充沛的时间精力温习,基础差(大学什么样谁上谁知道。
我年年学分绩点排名年级倒数),有信心有决心通过,这是我自己的情况。
大家参考就是了,关于如何对待他人的经验,下面还会有涉及。
一、关于司法考试在你决定参加这场考试前,你得先了解一些关于司考的常识。
我自己在开始准备温习前,花了可能有一周的时间来研究这些东西,包括试卷组成,考试方式,资料选择,老师选择,温习方式,温习经验和往年资料的搜集。
这篇文章会尽可能涉及到这些方面,如有不足,请直接在学法网找。
首先讲下各卷的组成部份。
卷一包括社会主义法治理念、法理学、宪法、法制史、经济法、国际经济法、国际公法、国际私法、司法制度和法律职业道德。
题型包括单选题五十分五十道,多选题八十分四十道,不定项选择题二十分十道。
卷二包括刑法、刑事诉讼法、行政法与行政诉讼法。
题型同卷一。
卷三包括民法、民事诉讼法、商法。
题型同卷一。
卷四包括社会主义法治理念(必有)、法理学、刑法(必有)、民法(必有)、刑事诉讼法(必有)、民事诉讼法(必有)、行政法与行政诉讼法、商法。
其中不必然包括以上所列全数科目。
题型为主观题七道左右。
还有我感觉很重要的是,如何对待他人的温习经验。
网上的(插入广告:温习进程最常去的网站是学法网)温习经验一大堆,各式各样的,什么在校法本温习一(二、三、四……N)个月轻松过司考、在职考生司考温习辛酸泪、八年抗战最终胜利、司考没什么恐怖的我根本就是裸考就过了你们这群二逼还说什么天下第一考,等等。
你会发现有些很成心思,而且通过这些文章你恍如可以看出作者的为人……我已经把在学法网看他人的司考温习经验当做温习进程中一个很好消遣了(并无贬低的意思),即便我考完了,成绩出来了,我还会偶尔看看。
杜洪波法理“三言”,通杀卷一卷四的得分神器!
杜洪波法理“三言”,通杀卷一卷四的得分神器!第一言世界是相对的世界即:绝对判断一般是错误判断。
即出现“只要……就;任何……;都是……;总是……”等等字眼的选项,一般是错误的;同理,出现“一定程度”、“不完全”、“之一”等相对性词汇,则往往是正确的。
1.法律格言说:“不知自己之权利,即不知法律。
”关于这句法律格言涵义的阐释,下列哪一选项正确?A.不知道法律的人不享有权利B.任何人只要知道自己的权利,就等于知道整个法律体系C.权利人所拥有的权利,既是事实问题也是法律问题D.权利构成法律上所规定的一切内容,在此意义上,权利即法律,法律亦权利2.法律格言说:“紧急时无法律。
”关于这句格言涵义的阐释,下列哪一选项是正确的?A.在紧急状态下是不存在法律的B.人们在紧急状态下采取紧急避险行为可以不受法律处罚C.有法律,就不会有紧急状态D.任何时候,法律都以紧急状态作为产生和发展的根本条件3.奥地利法学家埃利希在《法社会学原理》中指出:“在当代以及任何其他的时代,法的发展的重心既不在立法,也不在法学或司法判决,而在于社会本身。
”关于这句话涵义的阐释,下列哪一选项是错误的?A.法是社会的产物,也是时代的产物B.国家的法以社会的法为基础C.法的变迁受社会发展进程的影响D.任何时代,法只要以社会为基础,就可以脱离立法、法学和司法判决而独立发展第二言世界是对立统一的世界即,完全割裂或完全等同的判断,一般是错误判断。
即出现“A 就是B,A与B完全、A与B无关”等字眼的选项,一般是错误的。
同理,A与B“既区别又联系”之类的说法,则必然是正确的。
因此,其他诸如“兼顾、协调、循环”等词汇,往往是正确答案。
既然万物之间都具有“对立统一性”,因此,在设计选项时,如果想让该选项错误,则必须表述的非常明确、甚至非常极端,因此,由此也衍生出一个规律:中性词汇不命题1.法律解释是法律适用中的必经环节。
关于法律解释及其方法,下列哪一说法是错误的?A.“欲寻词句义,应观上下文”,描述的是体系解释方法B.文义解释是首先考虑的解释方法,相对于其他解释方法具有优先性C.历史解释的对象主要是法律问题中的历史事实,与特定解决方案中的法律后果无关D.客观目的解释中,一些法伦理性的原则可以作为解释的根据2.关于法律解释和法律推理,下列哪一说法可以成立?A.作为一种法律思维活动,法律推理的根本目的在于发现绝对事实和真相B.法律解释和法律推理属于完全不同的两种思维活动,法律推理完全独立于法律解释C.法官在进行法律推理时,既要遵守和服从法律规则又要在不同利益冲突间进行价值平衡和选择D.法律推理是严格的形式推理,不受人的价值观影响第三言世界是多维的世界世界上一般不存在一因一果的关系。
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【举一反三】:
(1)公安机关是否有权使用人肉搜索?结合行政法基本原则、法治理念基本要求进行论述
材料二:奥运会之后,2008年9月21日北京市政府发布《北京市人民政府关于实施交通管理措施的通告》(以下简称《通告》),宣布从2008年10月11日至2009年4月10日实施“交通管理措施”,规定北京市区五环以内实行“每周一天”的尾号限行措施。如果违反了限行规定,根据《北京市实施〈道路交通安全法〉办法》(以下简称《办法》)第91条的规定,可被罚款100元。
(2)考生应通过这个题目延伸到对“网络行政”现象的分析。所谓网络行政,其实就是行政机关通过网络手段进行执法的合法性、合理性等分析。例如躲猫猫事件等。适用的原理和分析的方法,千篇一律,望考生从这个角度有针对的进行训练。
(3)考生应结合题目牢牢把握自由和秩序的关系。很多现象都能从这个角度入手,例如,法律是否应对“网婚”进行禁止?是否应当以法律来禁止“上网”等等。可以说,所有涉及到“法律是否应当对……作出规范”的问题,都能从这个角度作答。
其次,自由体现了法的目标价值。正如洛克所言:“法律的目的不是限制和废除自由,而是保护和扩大自由”。自由是人的本性,法律只有充分尊重人们的意志,才能使社会关系处于和谐的状态。因此我们要恪守权利至上,充分尊重人权。上述材料中,某市人大禁止个人信息流通的本意是为了维护秩序,但却对自由带来侵害,违反了法的目标价值。
其次,交通限行要符合最小侵害原则。立法机关在各种可以达成此项公益目的的措施中,应当选择对公民权利损害最小的措施。在私车限行问题上,还应该进一步完善公共交通设施系统以及更为严格地控制公车出行等。
最后,交通限行要符合均衡原则。立法机关不能为了一个较小的公益目的,而使公民承受较大的损失。在限行措施问题上,即使它符合目的性原则,符合必要性原则,还应该将限行措施给财产权造成的损害与其所要实现的公共利益进行比较,只有当所造成的损害小于所产生的收益,才能实施这些限行措施。
请结合法与道德的关系对上述材料进行评析。
【答案要点】
对于“救人于水火”的道德行为,法律是否应当作出规定?这反映了道德在何种程度上才可以进行立法规制的问题。我认为,对于道德的法律强制,应该从合法性和可行性两个角度着手进行分析。
首先,对于道德的法律强制,应进行合法性分析,即道德是否符合法律的基本精神。法学一般理论告诉我们,宪法和法律都应该以保护人们的基本权利为依归;应该说,面对权利受损状态,法律从精神上是鼓励人们对其进行保护的。因此,从法律的精神来看,救人危难也是法律所鼓励的。
【答案要点】
交通限行应当符合比例原则
交通限行日益成为一个颇受争议的话题,这反映了“交通限行在何种程度上才是合理的”这个法律问题,我认为,交通限行的规定应当符合行政法上的比例原则。
首先,交通限行必须要符合目的性原则。立法机关所采用的措施必须能够达成其所欲保障的公益目的。从材料来看,限行措施旨在缓解交通拥堵,减少废气排放,我认为,这符合行政的合目的性原理。
【附录】几个相关的论述题及答案
一、调解和三个统一
材料一:“勤于听讼,善已,然有不必过分皂白,可归和睦者,则莫若亲友之调处。盖听断以法,而调处以情;法则泾渭不可不分,情则是非不妨稍借;理直者既通亲友之情,义曲者可免公庭之法,调人之所以设于《秋官》也”。
材料二:全国模范法官宋鱼水,坚持“辨法析理”,做到了“胜败皆服”。在审判实践中,宋鱼水法官注重综合运用多种方法,最终化解纠纷。其中,最常用的就是调解。在调解过程中,宋鱼水法官时而给当事人算“声誉帐”,时而给当事人算“法律帐”,鼓励当事人息事宁人,做到“双赢”。
2.《行政处罚法》第13条:“省、自治区、直辖市人民政府和省、自治区人民政府所在地的市人民政府以及经国务院批准的较大的市人民政府制定的规章可以在法律、法规规定的给予行政处罚的行为、种类和幅度的范围内作出具体规定。未制定法律、法规的,前款规定的人民政府制定的规章对违反行政管理秩序的行为,可以设定警告或者一定数量罚款的行政处罚。罚款的限额由省、自治区、直辖市人民代表大会常务委员会规定”。
总之,对于见危不救的行为,也应该具体问题具体分析,是否进行道德的法律强制,要是具体情况而定;进而言之,是由刑法调整,还是由民法调整,也应当具体分析。从题目中的材料来看,我认为,对于严重的犯罪行为“见危不救”,应由刑法调整;而对于普通的“不救助”行为,应由民法调整。
三、交通限行的法律问题
材料一:在奥运会和残奥会期间,北京实行临时的“单双号”限行政策,有效解决了交通拥堵问题。实际上,按照国际惯例,奥运会和残奥会的主办城市一般会在特定时期内采取交通现行措施,以保证奥运会期间的交通状况,北京也不例外。
有人指出,该《办法》规定的“限制通行规定”指的是临时性的限制通行,不能适用于“长期限制通行”的情况,否则,仅仅根据《通告》和《办法》作出行政处罚,则违反了《行政处罚法》和《立法法》的有关规定;有人则认为,现行措施是合理的,因此,对于“限制通行规定”的理解,不应拘泥于立法原意,还应结合该市交通拥堵以及空气污染的现实,缓解交通压力,降低大气污染才是当务之急;还有人则认为,限制通行政策实际上限制了人们对私家车的使用权,是对财产权的侵犯,不符合法律的精神,应立即叫停。
因此,对于交通限行措施,我认为不能一概的肯定或否定,而应该从行政比例的三个原则上进行审视。实践中,我们必须充分发挥社会主义民主政治的优越性,对这个问题进行严格论证。只有这样,才能恰当实现 “交通限行”,才能真正贯彻社会主义法治理念。
四、人否搜索的法理学分析
材料一:2007年底,姜某因丈夫有了第三者,便跳楼自杀。她生前写下了“死亡博客”,将自杀原因归咎于丈夫的不忠,并贴出丈夫和第三者的照片。这些内容在网上公开后,论坛众口一词痛骂“负心郎”王菲与第三者。网友展开了“人肉搜索”,将王菲及其家人的个人信息公诸网络。在现实生活中,王菲父母的住宅多次被人骚扰,门口两侧贴满了诬陷恐吓标语;王菲的工作单位也因被骚扰将其辞退。
问题1:结合上述材料,根据法律权利的有关法理,论述“限制通行规定”的正当性。
问题2:结合上述材料,根据行政法的有关基本原则,评论“限制通行规定”的做法。
请考生自选角度作答,两项均作答的,仅按第一项得分。
附:相关法条
1.《北京市实施<中华人民共和国道路交通安全法>办法》第91条:“驾驶机动车有下列情形之一的,处100元罚款:……(四)违反限制通行规定的;……”。
最后,法治的理想是实现自由和秩序的最佳结合。自由带来的是生机,秩序产生的是稳定。当自由和秩序发生冲突时,我们一方面要坚持自由的最高价值,同时也要对其做出恰当限制,一般而言,秩序对自由的限制包括:(1)道德原则;(2)伤害原则以及(3)家长主义原则。上述材料中,刑法第七修正案的做法值得称道,它既没有完全禁止个人之间信息流通自由,同时又对一定范围内的信息流通做出限制,实现了秩序和自由的最佳结合。
首先,调解制度符合了中国传统文化的要求。中国传统法律文化讲究礼治、追求和睦,实现的是一种和谐状态。所谓的和谐就是一种权利的平衡状态。社会不可能消除纠纷,但纠纷的解决却有多种选择,调解作为中国传统文化的瑰宝,化冲突为并存,利于实现社会的安定有序。
其次,调解有利于及时、彻底地解决当事人之间的民事纠纷。纠纷的实质在于利益冲突,如果如果片面采用对抗式的诉讼,“以冲突解决冲突”,非要做到“你输我赢”,实际上往往导致“案结事不了”,导致案件可能无法执行,即便是能得到执行,也难以实现积极的守法状态。调解制度借助情理,利于纠纷的彻底解决,达到“双赢”状态。
2.法和科学技术的关系
【答案要点
人肉搜索:呼唤自由和秩序的最佳结合
“人肉搜索”成为人们日益关注的法律现象。这反映了“个人信息在什么程度可以自由流通”这个法律难题。我认为,要解决这个法律难题,应努力寻求自由和秩序的最佳结合点。
首先,秩序凝聚着法的基础价值。法谚有云:“枪炮声中无法律”,没有秩序,根本谈不上法律的统治,自由等其他价值也会受到威胁。“人肉搜索”现象对秩序带来了冲击,法律不能置之不理。材料中无论是某市人大的地方性法规,还是刑法第七修正案,都试图对此做出规范,这符合秩序的要求。
材料四:刑法第七修正案第七条第一款规定,“国家机关或金融、电信、交通、教育、医疗等单位的工作人员,违反法律规定,将本单位在履行职责或提供服务的过程中获得的公民个人信息,出售或非法提供给他人,情节严重的,处三年以下有期徒刑或者拘役,并处或者单处罚金”
结合上述材料,从以下角度自选一个角度进行论述
1.自由和秩序的关系
材料二:2006年的“踩猫事件”、“铜须门”事件、2007年的流氓外教案、华南虎事件以及2008年的“天价头”事件等,都凸显了网络的力量,其中发挥关键作用的,就是所谓的“人肉搜索”。
材料三:《某市计算机信息系统安全保护条例》(较大市)规定,“未经允许,擅自散布他人隐私,或在网上提供或公开他人的信息资料,对发布者、传播者等违法行为人,最多可罚款5000元,情节严重的,半年内禁止计算机上网或停机”
最后,调解有利于法制宣传,预防和减少诉讼。古语有云:“好讼之子必多凶”。无论是法治的精神,还是社会的理想,实际上追求的都是一种平和的生活状态。妥善运用调解制度,对于预防和减少诉讼,具有重要意义。
总之,法院做好调解工作,利于实现公平正义的价值要求,符合执法为民的本质要求,有利于最终实现“法律效果、政治效果、社会效果”的统一。这是为贯彻社会主义法治理念所采取的重要举措。
3必然性上是否必须由法律调整。也就是说,对于这样一种道德行为,应该考虑,法律调整是否是最适当的调整。一般而言,道德失范内在的呼唤着法律。从材料反映的现象来看,……。
最后,即便是某种道德行为应该由法律来调整,那么是由公法调整还是私法调整,同样也是需要考虑的问题。一般而言,社会危害性较大,属于比较严重的危害社会关系的行为,应该由公法调整;社会危害性较小,对社会关系危害不大,应该由私法调整。