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This paper explores the design principles of German history textbooks on transitional justice. Textbooks are the primary and most common resources for classroom teaching and curriculum development. Therefore, they must effectively explain and convey views on transitional justice to guide students in deeply contemplating and internalizing these concepts. In this study, we utilized qualitative educational criticism research methods to analyze textbooks through Eisner’s concepts of educational connoisseurship and criticism by following the guidelines of the United Nations Educational, Scientific and Cultural Organization. Specifically, our analysis involved an examining of the methods used to develop materials that assist teachers in addressing transitional justice problems. Our findings indicate that German history textbooks not only recount historical events but also present original documents illustrating various perspectives and opinions. In addition, these textbooks are designed with multiple activities tha

本文探討歐盟加入歐洲人權公約所產生之相關法律問題，分別析述里斯本條約生效前，以及里斯本條約生效後之發展。並探究歐盟加入公約協定出爐後，歐盟法院2/13諮詢意見中總辯官與歐盟法院之見解。基於以上分析，本文進而討論歐盟加入歐洲人權公約有待解決之難題。本文主張：歐盟加入歐洲人權公約之主要目的在於強化共同體之人權保障，以回應會員國憲法法院之人權挑戰；其次，則係藉由人權保障，強化共同體之治理正當性。然而，共同體加入公約之法律基礎，在2/94意見中遭到歐洲法院否定，歐洲法院認為共同體條約並無共同體加入歐洲人權公約之法律基礎，同時，共同體條約第235條之補充權限並不足以支撐共同體此一更改共同體憲法架構之加入公約行為。因而，憲法條約以及里斯本條約乃賦予歐盟加入歐洲人權公約之權限，同時並課予聯盟加入公約之義務。基於此一法律基礎，聯盟乃與公約締約方進行加入公約談判，加入公約協定草案則對於歐盟之超國家組織特質有所規範；就具體義務而言，做出事前參與程序、共同被告等特別制度設計，以規範聯盟在公約架構下以及歐洲人權法院前訴訟程序之進行。然而，此一協定草案之歐盟法合憲性仍為歐盟法院所質疑，就歐盟法院之見解而言，本文認為歐盟法院似有過度強調歐盟法秩序自主性之嫌，蓋因歐盟法加入歐洲人權公約之主要目的乃在於接受歐洲人權公約法秩序進入歐盟法秩序，而歐盟法秩序受到歐洲人權公約法秩序之節制。此時，歐盟法院應審酌之重點在於加入公約是否有強化歐盟法秩序之人權保障，而非強調歐盟法之自主性、一致性或有效性。

民國91年新增的緩起訴制度施行至今已十餘年，檢察官為緩起訴處分時，得命被告為一定負擔條件，從其負擔條件的內容來看，有涉及對財產的剝奪或服勞務，其與刑罰內容類似，故對被告而言緩起訴負擔條件是否是實質上的刑罰？此為本文所欲探討之主題。本文擬從以下角度來觀察，首檢討刑罰之性質為何，與緩起訴負擔條件又有何異同，接著此處亦涉及一事不再理原則，與行政罰法第26條所規定的刑事先行原則有關，若檢察官命被告為負擔條件時，行政單位得否再行處置？故負擔條件是否屬於依刑事法律之處罰，是此處的關鍵。無獨有偶，海峽彼岸的歐洲曾見討論這些提問，深具參考價值。最後本文基於前述探討，重新檢視緩起訴負擔條件內容，並認為應肯認涉及人民權利之負擔條件係具制裁的性質。既然緩起訴處分之負擔條件實質上具制裁性質，則有重新檢討目前的緩起訴制度設計是否恰當之必要。

With the legalization of the “International Covenant on Civil and Political Rights” and “International Covenant on Economic Social and Cultural Rights” in Taiwan, our government has been actively working towards constructing a society that respects human rights and promoting human rights education. The Curriculum Guidelines of 12-year Basic Education has identified human rights, gender equality, life, rule of law, and multiculturalism to be included in the 19 important topics. Campus bullying, on the other hand, is one of the three major issues that trample upon human dignity and violate human rights among children and adolescents. In recent years, campus bullying incidents have garnered increasing attention, causing the Ministry of Education to continuously revise the “Guidelines for Preventing Campus Bullying” and strengthen initiatives such as human rights education, creating friendly campuses, and promoting positive discipline. Both human rights education and the prevention of campus bullying are urgent m

The concept of “respect” is not only one of the foundations for the implementation of human rights by the United Nations, but also an important connotation of human rights education and educational content. This article discusses the ideas and practices in the “Teaching Respect for All” project and the “Teaching Respect for All: Implementation Guide” proposed by UNESCO. Types of discrimination, ways to eliminate discrimination in education and approaches for teaching respect are discussed in the article. Finally, this article attempts to summarize the recommendations of relevant educational measures and policy formulation for teaching respect

This paper finds that, when CEOs have greater power because of their expert ability, their decision would be more dominative and fail to offer the diversification benefit of group decision. Therefore, CEOs can manipulate the payment system easily. Furthermore, CEOs power would increase the possibility of suffering wrong decisions and hurt the persistence of firm performance. It could deteriorate a firm’s credit rating and bond holders would require more premiums for taking higher risk. The decision of bond duration is associated with the tendency to reducing bankruptcy crisis.

The article is an interpretation of Incheon Declaration which is to fulfi ll one of the 17 sustainable development goals by the United Nations. The quality education defi ned in the Declaration is mostly for the disadvantaged, stressing education for all. Education is a human right. High quality of education is mentioned, but not as the main part in it. The criticism is that human rights is impractical, because it is a moral discourse, not a law discourse. When human rights is promoted as an universal value, the model is from the leading countries of the West which will disrupt the traditional culture of the non-West. The picture depicted in the Declaration is not sound as it neglected the educational process and outcomes, and put too much stress on primary education. At last, the destiny of the Declaration maybe similar with other declarations by the United Nation as the execution is a big problem. It is not imperative for the member states. As the ideal of the Declaration is far away from reality, the desti

國際衛生合作是發展援助的重要一環；台灣近年來雖然官方與民間都付出相當的努力，但是國際合作計畫的規模和深度與我國的經濟發展程度不成比例。本文介紹發展援助的理論背景，尤其著重人權在其中的核心地位。接著探討四個影響我國目前國際衛生合作之因素，包括我國在全球經濟中的地位不明、官方發展對外援助與外交議程之混淆、國際空間壓縮、以及合作計畫的去政治化。由於我國對國際發展援助缺少討論與共識，政府因而缺乏整體策略。進而，作者建議我國應謹慎評估國際間對官方發展援助的概念，並參考國際間既有的發展架構，以促進國人客觀地檢視我國對外援助政策。作者建議，除應盡早參與國際討論，以理解千禧年發展目標2015年階段結束後的議程，並應考慮以人權取徑（human rights-based approach）為我國規劃和評估國際發展合作計畫的參考座標。

This article looks at the relationship between human rights and educational praxis. Based on an analysis of various notions of human rights, the author wants to indicate some practical problems for human rights education. Generally speaking, many human rights discourses still take individual liberties as the core meaning of human rights; however, this (essentially Western, modern and/or postmodern) emphasis on individualism may be too limited or simplistic within the context of globalization and of cross-cultural communication and interaction. If, then, we place the notion of “human rights” in a global context, we will be better able to make clear the relationship between various conceptions of human rights and various educational praxes. This research project first analyzes the different ways (related to different national and cultural backgrounds) of conceptualizing or categorizing human rights, which include “civil and political rights,” “economic, social and cultural rights,” and “solidarity or developmen