The Three Principles of Institutional Safeguards for Women's Participation in Legislation in China

The participation of women in legislation is an important aspect and means of safeguarding women’s rights.Feminist theory,based on criticism of both the“citizenship identity theory as rights”and the“citizenship identity theory as responsibilities,”proposes the“citizenship identity theory as subjectivity.”Observing the current practice of women’s participation in legislation in China,two institutional safeguard principles can be summarized:the“minimum proportion”and the“influence evaluation.”However,each of these principles has its inherent limitations.Therefore,it is necessary to supplement them with the principle of“subjective participation”in a reflective manner.This principle requires women to participate substantively in the legislative process as subjects,express women’s needs and demands,input women’s perspectives and experiences,and reconstruct the distribution of rights and responsibilities in the existing legislation.The three principles complement each other and work together to comprehensively constitute the institutional structure of women’s participation in legislation,thereby promoting the reproduction of corresponding action structures.

Citizenship的内涵检视及其在汉语界的表述语境

Citizenship在1990年代之后复兴为西方学术界的关键概念,在新世纪之后逐渐进入汉语语境,但中国学者对该概念的译介存在严重混乱。Citizenship是指一套涉及到个体与共同体关系的价值体系及其制度规范,在西方政治文化传统中大致分为共和主义与自由主义两大范畴,而当代英语世界中的内涵界定主要有现代国家、观念史和多元主义这三种范畴。本文主张从个体-公民-共同体的关系框架来理解,并主要以"公民身份"和"公民资格"两个汉语词汇来对应,但在具体语境中要考虑二者在汉语言中的差异。

China’s Urbanization Process and Outlook~

Starting JPom a low level China＇s rapid urOamzatlon ttas talcen on a targe scale over the past three decades. The urbanization of urban clusters has become a key driver of China＇s economic development. However, China＇s urbanization has been confronted with many issues, such as high resource and environmental costs, low level of citizenship for migrant workers, strong economic polarization and excessive dependence on land encroachment. In the near future, China＇s urbanization will enter a period of strategic transitioning, and the enhancement of the quality of urbanization will become a strategic priority. China＇s urbanization rate is projected to reach 60% by 2020 and 68% by 2030, eventually exceeding 80% by 2050. China＇s future urbanization must proceed from local realities, promote the balanced development of small, medium-sized and large cities and towns, optimize the spatial layout of urbanization, and follow a sensible pattern.

从“微笑表哥”事件看网络公民参与

2012年8月26日凌晨,陕西延安境内发生重大车祸致36人死亡,而现场照片中一名官员的笑容引发众怒和大规模人肉搜索,微博爆料这名官员为陕西安监局局长杨达才。而后,网友很快围观微笑局长价格不菲的手表,从最初对不合时宜笑容的道德谴责转换到对贪腐官员的质疑及声讨,随着舆情进一步扩大,杨达才落马。若从政治、经济和文化三个维度进行综合考量,哪些因素促进了该事件的持久发酵以及网民持续的参与热情?

漫谈not only...but also...的正确使用及其几种常见的变体形式

“not only…but also…”是一个并列连词词组,其意思基本等于“both…and…”,但侧重点放在“butalso”上,另外该词组使用时须遵守一定的规则,如要求对称、倒装及主谓一致等。以下两个句子往往被看作是欠妥或错误的: 1. *Sitting up late last night,Tom not only read theassignment but also many poems by his favourite poet.

Global Citizenship Education:A Biased Field

Global citizenship as an idea has become an increasingly important issue on the educational agenda since the late 1970's. The importance allotted to this issue is clear in the attention given to it by for example UNESCO where global citizenship education(GCED) is an area of strategic focus. Increasingly schools all over the world are attempting to or expected to educate the global citizen, but how exactly do you educate the global citizen? What does this global citizenship consist of? While surely the type of training and education needed to train a global citizen will vary greatly depending on culture, pedagogical approach and various other factors, it is also a question worth asking, whether ‘global citizenship'is one and the same all over the world, or whether we should come to terms with the idea that the way global citizenship is practiced in different environments may vary greatly. Another question that begs an answer is whether it is at all possible to be citizens of the world in the same way that we are citizens of a country. While some may dismiss global citizenship as a mere linguistic fancy, there is also evidence,which this paper will attempt to discuss in a preliminary way, that it is possible to develop a feeling of global citizenship in a society. However, it is very important to keep in mind that global citizenship education as treated in the literature so far has been quite Eurocentric(this includes North America). A survey of research on GCED found that two thirds of the research published after 2000 was written by researchers based in the US and if you add other English-speaking countries such as Canada, England, Australia and New Zealand, the proportion is even higher.English in the field of education research often serves as the international lingua franca. Since there is also a tendency among English speaking academics to not be able to read many other languages, the material that would be published about GCED in Chinese, Japanese or Arabic, for example, would have much less global impact than the material published or translated into English, so material in English is likely to have a relatively larger impact than material in most other languages.

Consumer Citizenship Education for Sustainable Development in Higher Education in Latvia

Higher education and science determine the intellectual potential of a society, train new specialists, and consolidate and change citizenship values. Consumer citizenship education for sustainable development is an important function of higher education with a significant moral, social, political, economic, ecological and legal capacity. Consumer citizenship education plays an important role in ensuring the stability and sustainable development of any society. These approaches make it possible to develop the multi-scale thinking of future specialists and enhance their ability to analyse critically the main dilemmas created by the processes of social, legal, environmental, and economic development. The article is devoted to the experience of the Latvian system of higher education in consumer citizenship education within the context of sustainable development. It focuses more specifically on cooperation as a form of voluntary interaction between the partners involved in ensuring sustainable development. The aim of the research is to analyse the experience of consumer citizenship education in Latvian higher education within the context of sustainable development emphasizing the role of various forms of studies. Mostly theoretical research methods have been used in the present study. The starting point of for this research is a theoretical framework. There are both legal underpinnings and practical implementation aspects in this task. The features outlined above are emphasized in the normative acts referring to the Latvian higher education, the documents of the institutions of higher education, and particularly in the study programmes. The results of the research show that consumer citizenship education can be acquired as an interdisciplinary system. The goals and objectives of consumer citizenship education involve training young specialists possessing broad professional knowledge, developed critical thinking, the ability to organize and manage work in a modem way, understanding of the ethical, civic and patriotic values, as well as the ability and skills to engage in various social activities. Consumer citizenship education needs transdisciplinary knowledge if it is to solve the problems of humanity, the problems aggravated by unsustainable, unethical, even immoral consumption. The link between consumer citizenship education and sustainable development is ensured by shared common values, which reveal the sense and importance of both consumer citizenship and ethical sustainability.

Value and Path for Farmers' Citizenship Cultivation from Agri-ecological Security

Severe situation faced by China's agri-ecological security is elaborated.It is believed that cultivation of farmers' citizenship is the key to solving this problem,because it is favorable to consolidating farmers' independent and equal ideas,enhancing farmers' cooperative community idea,cultivating farmers' concept of rule by law,and strengthening farmers' fair and just moral concept.It is expected to make farmers fully exercise their civil rights and consciously perform their civil responsibilities.Finally,practical paths for cultivation of farmers' citizenship are put forward.These include improving market economy to promote equality of subjects,carrying out democratic practice to stimulate public participation,prospering cultural education to make clear public liability,propagating law in villages to carry forward spirit of rule by law,and making definite government responsibility to encourage social supervision.

Organizational Citizenship Behavior,, Career Commitment and Collectivism in UAE A Paradigm Shift

UAE is considered as collectivistic as per many major studies on culture. The present study aims to find the effect of cultural orientatiotr---like individualism or collectivism on a person＇s organizational citizenship behavior （OCB） There are many studies related to collectivism and organization citizenship behavior as well as organization commitment and OCB. But most of these studies were done in a western context and is done years back. The present generation of UAE having undergone studies in management which is highly dominated by western philosophies and due to their interaction with diverse nationalities have evolved in their behavior. At this point it is necessary to investigate whether there is any shift in their behavior pattems based on collectivism. Career commitment has grown among UAE nationals in recent years due to high level of commitment from the government towards education and employment. Since OCB is more of an altruistic tendency within an individual, the study looks into the cultural difference within an individual like individualism or collectivism and its relationship with a person＇s OCB level among the employees in UAE. Career commitment is taken as a another variable. The study has made some interesting findings which show a shift from the previous studies that show a direct relationship using correlation analysis, between collectivism and organization citizenship behavior. The study found that there is no relationship between individualism or collectivism and organization citizenship behavior, but there is some relationship between career commitment and organization citizenship behavior factor loyal boosterism.

Education for Consumer Citizenship in Greece： Teaching Student Teachers and High School Students

In the frame of the Greek educational system, education for consumer citizenship is provided to thirteen-year-old students who attend courses on home economics in junior high school. Students＇ training is focused, among others, on their acquaintance with the notion and the basic principles of consumption, primarily within the frame of family running, and, secondly, in the frame of narrower or broader social settings. Students are consequently expected to actively develop styles of mature consuming behaviour in family, school, and society. In the Faculty of Home Economics and Ecology at Harokopio University of Athens, student teachers attend special courses on consumer citizenship are systematically trained to use effectively alternative instructional strategies during the teaching of subject units that refer to consumer citizenship. The present study aims at presenting, firstly, how Greek student teachers are trained through University Syllabus and Practicum in order to be qualified as educators for consumer citizenship, and, secondly, how they diffuse this specific knowledge to their students during their years of in-class service. In addition, the study examines the career satisfaction of the graduates of home economics and ecology at Harokopio University of Athens. The result of the present study showed that the great majority of graduates were promptly appointed as teachers to Greek high schools, and today they are considered to play a major role in the conveyance of the education for consumer citizenship＇s principles in Greek society, since home economics is the only junior high school subject that promotes and develops consumer awareness in Greek secondary education.

Can Migrant Farmers Really Be Integrated Into Urban Life?

Recently,China has experienced a noteworthy phenomenon among migrant workers characterized by them being"moving but not settled down,settled down butexcluded".This is due to their"intrinsic citizenship"lagging behind their"extrinsic citizenship".In a normal state,however,"intrinsic citizenship"should proceed insynchronization with"extrinsic citizenship".In reality,"intrinsic citizenship"is manifested as the positioning and recognition of one’s self-identity role.By carryingout a multinomial logistic regression analysis of migrant workers self-identity role,we nd that"intrinsic citizenship"lags behind"extrinsic citizenship"primarily dueto differences in migrant farmers’education,age and marital status.The most fundamental reason for this is that migrant farmers cannot acquire the same basic civilrights of regular citizens,including basic social security rights.In other words,migrant farmers are deprived of their basic civil rights to which citizens are entitled.In light of an in-depth analysis of this phenomenon,and based on the conclusions reached,this article puts forward recommendations for speeding up the process formigrant farmers to acquire social security rights and accelerate their citizenship process.

General report on the status of Chinese rural migrant workers and their development trends

This paper reviews the development of the rural migrant worker issue in China since reform and opening-up began. Firstly,utilizing substantial investigation,the authors analyze the new characteristics of Chinese rural migrant workers;Secondly,authors analyze the migrant workers’ contributions to reshaping the rural landscape and to driving China’s economic development and social structural change;Finally,using a quantitative analysis model,they examine the long-term trends of rural migrant workers and their interactions with macroeconomic and social development.

Interactions Between Knowledge Sharing and Organizational Citizenship Behavior

Recently, researches toward the social and psychological structure of organizations have proliferated observably As the quality and quantity of these studies improve, the value of such issues gets more manifest. In this context, efforts toward making employees＇ knowledge, which is an indispensable value for organizations, accessible and efforts to make it available for work processes and social relations extend new behavioral patterns. Organizational citizenship behavior is an example of such patterns. This paper attempts to explain and discuss interactions between organizational citizenship behavior and knowledge sharing, which is reasoned to have a defining role over it, and to draw attention on the issue. Organizational knowledge sharing, the factors influential on it, and the relationships between the antecedents of organizational citizenship behavior and knowledge sharing are being dwelled upon conceptually

Inclusive Intergenerational Experiences With Elderly and Minor People： A New Horizon for Inclusion？

The research presents the progressive increase of lifelong education and its influence on the paradigm of socio-educational inclusion. Today＇s society is characterized by its increasing aspiration and demand for activities of social promotion and personal development, that is, activities that tend to reinforce the social fabric in its human and community values, in the elimination of loneliness, or increasing the quality of life, through the full enjoyment of civic rights, common cultural property, or participation in the opportunities offered by public and community life The older population has transformed their habits, integrating new values generated by social changes. In turn, it leads to possible changes in social intervention. These include training, leisure, tourism, social skills development, the use of the Internet as a tool for knowledge and communication, and social participation. These new social behaviors can be an opportunity to build a more cohesive and supportive society, without generational breaches And this line, the attention to diversity and its even processes seeks to expand its reach, generating intergenerational spaces

The TV as a Space of Identification and Differentiation

The objective of this article is to work the media representation of citizens＇ rights in television news. We have taken a particular case which happened in the province and the autonomous City of Buenos Aires, Argentina during the second week of December 2010. Such circumstances were in opposition to housing rights and property. We selected a sample of three evening news （two private and one public） Telenoche, Telefe News, and Vision 7, with the intention of establishing a line of comparison in both media, and thereby recognizing the differences in patterns of representation the news. From the analysis of data, we realize the ways in which TV News defined the citizen complaint.

Base of the Pyramid Population： Identifying Populations to Increase Citizen Participation Through Information Technology

The Municipality of Puebla is today＇s capital of the fourth most important city of Mexico. During 2009, its city hall ranked infirst place in category of metropolitan city as information and communication technologies to reach part of ＂Digital City Award＂. From the strategy to use governmental efficiency, as well as interact with the population and socioeconomic development of the zone, free wireless internet was implemented in 39 areas to facilitate the access to training of citizenship by using this new form of media. The municipality has a population with great economic disparity, which is translated in strong social exclusion, located mainly in housing units and popular colonies with people in situation of hereditary poverty. Because of that, the need of knowing the profile and the consumer habits of mass media communication emerges. The research evaluates identification of actual and potential users of the web2.0, so it can be possible to recognize the chances of intervention in this segment and increase its participation on public character programs and promoting equality of opportunities and the possibility being a participative citizenship that contributes to the local human development.

＂My Newscast＂ Is No Longer Ours

With this article we aim to propose an analytical alternative to what we could call the substitution and condemnation of the spectator as an element of the new technological apparatuses. Actually, what we see in many of the current reflections on new media is that while the spectator is being accused of ultimate passivity, he is also being mobilized to emancipated action as an empowered user. Through the critique of an online application available on Portuguese Radio Television （RTP）＇s website, the state-owned television network, called 0 Meu Telejornal1, we will try to demonstrate that we actually need to develop a spectator theory to critically understand the political position of the citizen within our changing contemporary media environment.

Learning to Live with Religious Plurality in Personhood Formation

Every person has a more or less articulated worldview that I define in its most brief form as ＂a view on life＂. That might be a religious view and could be with or without a God-concept, but the religious domain forms a sub-domain of the embracing domain of worldview. We can make a distinction between organized and personal worldviews. I will argue that pedagogically speaking schools should be aware of the value and relevance of worldview education especially focusing on the development of the students＇ personal worldview as an integral part of their personhood formation （＂Bildung＂）. Worldview and/or religion are part of the public and the social domain, although not undisputed, and that is why I make a plea for worldview education as part of citizenship education. Already in the school as an embryonic society （John Dewey） students should learn to live together with differences and this should also include the ability to recognize differences between worldview/religious. The results of empirical research projects in the Netherlands and also from a European Commission granted project ＂Religion in Education＂ have shown that students really want to learn from and are interested in the worldview of their fellow students. They are also in favor of schools where they can meet a diversity of worldviews among teachers and students. Dialogue and encounter are important to them. So, worldview education as part of citizenship education can foster students to learn to live peacefully together.

Non-state Political Theoretical Paradigm of African Union Citizenship

The charter that created the African Union came into effect in 2002. It is now 12 years in place but most Africans would not be sure whether they know the rationale and ultimate role of the AU in promoting good governance, peace, security and progress on the continent. Annual summits take place in Addis Ababa, and several resolutions are taken, but it is though the respective heads of states just return to their colonially engineered states to resume business as usual. As a result, poverty, conflicts （both internal and regional）, bad governance continue to plague the majority of the African countries with a few exceptions. Of late emerging economies such as China and India deal with Africa as if it were a one country--this could be the time for Africans to begin envisioning a new continental political architecture, with an African citizenship. The provisions of the African Union Charter are enshrined in the Constitutive Act, are summaries in Articles 3 and 4, that deal with objectives and principles. The objectives are （Desta, 2013, pp. 160-161）： （1） Achieve greater unity and solidarity between the African countries and peoples of Africa; （2） Defend the sovereignty, territorial integrity and independence of its member states; （3） Accelerate the political and social-economic integration of the continent; （4） Promote and defend African common positions on issues of interest to the continent and its peoples; （5） Encourage intemational cooperation, taking due account of the Charter of the United Nations and the Universal Declaration of Human Rights; （6） Promote, peace, security and stability of the continent; （7） Promote democratic principles and institutions, popular participation and good governance; （8） Promote and protect human and people＇s rights in accordance with the African Charter on Human and Peoples＇ Rights and other relevant human rights instruments; （9） Establish the necessary conditions which enable the continent to play its rightful role in the global economy and in international negotiations; （10） Promote sustainable development at the economic. Social and cultural levels as well as the integration of African economies; （11） Promote co-operation in all fields of human activity to raise the living standards of African peoples; （12） Coordinate and harmonize the policies between the existing and future Regional Economic Communities for the gradual attainment of the objectives of the Union; （13） Advance the development of the continent by promoting research in all fields, in particular in science and technology; （14） Work with relevant international partners in the eradication of preventable diseases and the promotion of good health on the continent. The principles of the AU Constitutive Act are （Ibid. 162-163）： （1） Sovereign equality and interdependence among Member Sates of the Union; （2） Respect for borders existing on achievement of independence; （3） Participation of the African peoples in the activities of the Union; （4） Establishment of a common defense policy for the African Continent; （5） Peaceful resolution of conflicts among Member States of the Union through such appropriate means as may be decided upon by the Assembly; （6） Prohibition of the use of force or threat to use force among Member States of the Union; （7） Non-interference by any Member State in the internal affairs of another; （8） The right of the Union to intervene in aMember State pursuant to a decision of the Assembly in respect of grave circumstances, namely： war crimes, genocide and crimes against humanity; （9） Peaceful co-existence of Member States and their right to live in peace and security; （10） The right of Member States to request intervention from the Union in order to restore peace and security; （11） Promotion of self-reliance within the framework of the Union; （12） Promotion of gender equality; m. Respect for democratic principles, human rights, rule of law and good governance; （13） Promotion of social justice to ensure balanced economic development; （14） Respect for the sanctity of human life, condemnation and rejection of impunity and political assassination, acts of terrorism and subversive activities; （15） Condemnation and rejection of unconstitutional changes of governments. While there is mention of participation of African peoples in the activities of the Union as principle （c） and objective （g）, there is no explicit mention of civil society organizations （media, faith-based organizations, and NGOs） as principle actors in implementing the objectives of the Union. I want to argue that the failure of the respective African states to eradicate poverty, end armed conflicts, and address governance issues is caused by lack of a common regional integration model that takes an African Union citizenship seriously, but at the same time respecting the role of civil society and faith-based organizations, that predate the state in Africa. It is evident that Afi＇ican Unity （AU） and sub-regional integration groups such as East African Community （EAC）, Southern African Development Community （SADC）, Economic Community Of West African States （ECOWAS）, as well the New Partnership for Africa＇s Development （NEPAD）, are designed and operationalized from a statist political philosophical framework. Moreover, since the African states are largely contested as a colonial creation, the AU cannot successfully implement the institution of an African citizenship without acknowledging the role of and giving space to non-state actors in AU and other regional integration models and initiatives. This paradigm shift will require rethinking the relationship between the state and non-state actors in Africa.

Contentious Discourses： Signifying on the Law in African American Writing

African American narratives are peopled with subjectivities struggling to retrieve and reconstruct themselves as persons--and thus citizens--through and against American legal narratives, where personhood and citizenship are concerned. Thus, there was the problematic for blacks of how to apply citizenship to their corporeal existence when they were labeled as property. The historical legal narrative of America was constructed on the power of the dominant white elite to prevent the emergence of a narrative of African American life other than that which they authorize, legislate, and narrate. To this end, it has been argued, that narratives in African American literature treat the question of the legal status of African Americans or have it as a fundamental trope of struggle in the narrative. This idea suggests that the law＇s ability as a shaper and determinant of African American social identity, presets the narrative base for African American narrative. This paper examines the relationship between ＂＇laws of separations＂, and African American narrative through a rereading of works of two contemporary novelists, Toni Morrison and Gloria Naylor. Their works, the author argue, are counter-positioned narratives that create contentious dialogue and elaborate the way in which segregationist codes and Jim Crow laws are grounded in the very nature of citizenship for African Americans.