LEGAL EDUCATION IN CHINA： ACHIEVEMENTS,PROBLEMS AND THE FUTURE （1949-2013）

China＇s legal education had been experiencing a rather tough way of growing up after founding of PRC and did has achieved some achievements in the early days, but the following destruction period of nearly 20 years almost ruined all of them. Since the reform and opening up, China＇s legal education had been rapidly recovering and developing, there had been an unprecedented thriving scene. After constantly summing up experience, reforming and adjustment, China＇s legal education gradually stepped into independent and scientific development mode. But with the same time, behind the prosperity scene, China＇s legal education is problematic both in quantity and in quality. In quantity, the biggest problem of china＇s legal education is its imbalanced development, lies both in regional distribution and in their charging authorities. In quality, there are four serious problems which affect its healthy development： lack of professional education idea; lack of elite education idea; lack of legal ethics education and lack of professional skill education. In the future, China＇s legal education should put more efforts on resolving these problems, that is to say, more efforts should be put on the quantitative balance. Meanwhile, concerning its quality, measures will have to be taken for bringing it back to the essential attributes of legal education, only by so doing can China＇s legal education be incorporated into the mainstream of global legal education culture     

DO PARENT EDUCATION PROGRAMS PROMOTE HEALTHY POSTDIVORCE PARENTING? CRITICAL DISTINCTIONS AND A REVIEW OF THE EVIDENCE

Most parent education programs are designed to improve child well-being following divorce by changing some aspect of parenting. However, there has been relatively little discussion of what aspects of parenting are most critical and the effectiveness of programs to change different aspects of parenting. This paper addresses these issues by: 1. Distinguishing three aspects of post-divorce parenting that have been targeted in parent education programs; 2. Reviewing evidence of the relations between each aspect of parenting and the well-being of children and; 3. Critically reviewing evidence that parent education programs have been successful in changing each aspect of post-divorce parenting.     

STUDENTS AS THE SUBJECT-MATTER OF THE FUNDAMENTAL RIGHT FOR EDUCATION： AN INTROSPECTION OF PHYSICAL PUNISHMENT IN TAIWAN

A Zero Physical Punishmentpolicy had been adopted and enacted into law in 2006. Articles 8 and 15 of Educational Fundamental Act have made Taiwan become the 109th country which implements a Zero Physical Punishment policy. In the past years, people in Taiwan used to take physical punishment as a part of teachers＇ legitimate disciplinary power. However, physical punishment has profound impacts on students＇ personalities and is in contravention with educational fundamental right which centers upon students＇freedom of personality development and students＇right of being free from physical harms. For that matter, after the Judicial Yuan Interpretation No. 382, students are not a part of Special Power Relationship anymore. Therefore, students, as the core of educational fundamental right, have the right to reject physical punishment or the right to seek for judicial remedies after being physically punished. Also, when teachers perform their disciplinary power, they must obey the core of educational fundamental right--students＇freedom of personality development. Besides, since the Zero Physical Punishment policy is the edueational prineiple in our country, the state, teachers, and parents must work together to carry it out and make schools become the appropriate places for students ＇freedom of personality development.     

HOW EFFECTIVE ARE COURT‐AFFILIATED DIVORCING PARENTS EDUCATION PROGRAMS? A META‐ANALYTIC STUDY

In this meta‐analytic study, we looked at all empirical studies that examined the effectiveness of court‐affiliated divorcing parents education programs (DPEs). Overall, we found that DPEs were generally effective. Nineteen studies with a DPE treatment group and no‐treatment control group had an overall significant moderate positive effect (d= .39); those who participated in DPEs were about 50% better off in terms of program outcomes compared to those who did not participate. The studies examined five specific outcomes: co‐parenting conflict, parent‐child relationships, child well‐being, parent well‐being, and relitigation; with most of these specific outcomes we found significant moderate effects ranging from d= .19–.61. However, there were important methodological limitations in this body of research, which are discussed. While more research is needed to confirm the positive potential of DPEs, we probably know enough to justify continuing and even increasing support for this recent social policy innovation.