美国高等教育管理的特色是分权与共治。其高等教育分权具有四种呈现方式：梯次分权、水平分权、形式分权和类型分权。其高等教育共治按照权力交织的特点可分为宏观共治、微观共治、交叉共治和弹性共治。通过科学合理的权力分配和责任分担，美国高等教育达成了多元利益主体的平衡，实现了多元共治的目标，保障了高等教育质量，增强了高等学校的灵活性和适应性。

The decentralization and shared governance are the features of American higher education management. The decentralization has four presentations: echelon decentralization, level decentralization, form decentralization and type decentralization. The shared governance of the higher education can be divided into four types: the macroscopic, microscopic shared governance, cross and flexible shared governance. Through scientific and rational distribution of power and responsibility, it has reached the interest balance of multi-parties achieved the goal of multicultural shared governance, guaranteed the quality of higher education, enhanced the flexibility and adaptability of higher education system.

从药品安全现状的不容乐观性,政府治理的局限性以及社会共治的优势性三方面提出构建以政府、企业、行业协会、媒体及公众为参与主体的、联合联动的“五位一体”药品安全社会共治格局的必要性,分析了基于社会共治格局视角下的药品安全治理的现实困境,提出通过完善法律和制度体系,改革治理权力配置机制,完善社会治理驱动机制,创新治理手段、提高治理能力等措施加强“五位一体”药品安全社会共治格局建设.

In this consideration,the paper described the imperatives of drug safety,constraints of governance by the government,and advantages of social co-governance,proposing the necessity to establish a " Five-in-One" (referring to the involvement of the government,enterprises,industry associations,media and the public) drug safety social co-governance.In its analysis of the present dilemma o[drug safety governance,the authors proposed such measures as perfecting legal and institutional system,reforming governmental power allocation mechanism,improving the incentive mechanism,innovating governance means and improving social governance ability,for the purpose of enhancing such a co-governance pattern.

本研究从中医心理医生技能切入，细分出从形治形神技能、从神治形神技能、从形神共治技能3类，基于不同技能展开对失眠症的病因病机、治疗手段等的探讨，为中医心理医生综合技能的教育、培训提供新思路。

The research starts from TCM psychological skills,divided it into the following three sections:treating psy-chology and physiology with biotherapy,psychotherapy,and both.Discuss the pathogenesis and therapy of insomnia according to different psychological comprehensive skills,and provides new mentality for educating and training TCM psychologists.

观察单独超声龈下刮治与合并手工龈下刮治治疗磨牙根分叉病变的临床疗效。方法:选取中、重度慢性牙周炎患者26例,将患者左右两侧Ⅱ~Ⅲ度根分叉病变的同颌磨牙随机分为试验组(超声龈下刮治合并手工刮治组)26颗牙,共42个位点,对照组(单独超声龈下刮治组)26颗牙,共36个位点。观察治疗前后牙周临床指标牙龈指数(gingival index,GI),探诊深度(probing depth,PD)和临床附着丧失(clinical attachment loss,CAL)的变化,记录单颗牙的治疗时间。结果:治疗前,两组各临床指标差异均无统计学意义(P0.05)。治疗后3月,两组GI和PD均明显降低(P0.05),CAL无明显变化(P0.05)。与对照组相比,实验组GI和PD的改善更加明显(P0.05),但单颗牙的治疗时间稍长(P0.05)。结论:超声龈下刮治合并手工刮治治疗磨牙根分叉病变的临床疗效优于单独超声龈下刮治。

Objective To compare the effects of ultrasonic scaler solo and hand-ultrasonic simultaneous instrumentation on furcation defects of molars in chronic periodontitis patients. Method 52 target molars with furcation defects from 26 chronic periodontitis patients were selected. 78 sites were divided into hand-ultrasonic simultaneous instrumentation group(42 sites)and ultrasonic scaler solo group (36 sites). scaling and root planning(sRp)was given to both groups. The data of gingival index(GI),probing depth(pD)and clinical attachment loss( CAL)were collected before and after therapy. Results Before sRp,there were no significant differences between two groups(P>0. 05). 3 months after sRp,GI and pD in both groups decreased significantly compared with those at baseline(P<0. 05),and the markedly lower levels of these two indexes were observed in hand-ultrasonic simultaneous instrumentation groups compared with those in ultrasonic scaler solo group( P<0. 05). Conclusion Hand-ultrasonic simultane

北京高考改革新方案是国家教育改革的地方性产物。但是,现实所迫切需要的锐意改革,往往因为过分强调顶层设计的渐进式推进。在上下级行政权力架构中,先行的地方性改革探索因事权不明确而与中央总体改革行动不一致。这一改革是属地困局的破解,迫切需要通过现代教育治理体系和能力的建设,实现多主体参与的良序共治。而共治利益主体的行动逻辑要求实现教育改革的法治转向。

The new reform approach of college entrance examination in Beijing is a local product of the national education reform. However, owing to too much emphasis on progressively promote with top-level design, the urgently needed reinventing in the current education management system is always popularly showing the contradiction between the whole and the part, the central and local governments. In the administrative power structure with relationship between higher and lower, due to undefined responsibility and power, the reform action is always inconsistent between the central and local government, so that the leading reform exploration of local government is forced to stop, appearing a tertiary dilemma of education reform. The break of the dilemma urgently needs orderly governance with multi reform subject participated through the construction of modern education governance system and capacity and the action logic of co-governance of stakeholders require education reform transforming to the