对当前医疗机构民事法律地位的困惑

从以往及新近出台的有关医疗、卫生的法律、法规中可以看出,它们都直接或间接地对医患关系予以了确定,为目前处理医疗事故争议的法律适用及争议解决的法律途径构筑了基本框架,即医患关系是民事法律关系(本文医患关系的"医"均指医疗机构).然而,笔者在结合当前医疗机构的现状分析其法律地位时,产生了许多不解和困惑,即理论与现实的矛盾. 笔者试从以下与医疗机构法律地位相关的几个方面作一探讨,以求教于学界同仁.     

对当前医疗机构民事法律地位的困惑

从以往及新近出台的有关医疗、卫生的法律、法规中可以看出 ,它们都直接或间接地对医患关系予以了确定 ,为目前处理医疗事故争议的法律适用及争议解决的法律途径构筑了基本框架 ,即医患关系是民事法律关系 (本文医患关系的“医”均指医疗机构 )。然而 ,笔者在结合当前医疗机构的现状分析其法律地位时 ,产生了许多不解和困惑 ,即理论与现实的矛盾。笔者试从以下与医疗机构法律地位相关的几个方面作一探讨 ,以求教于学界同仁。一、医疗机构的分类与法人的民事行为我国卫生行政部门将医疗机构分为营利性与非营利性两大类。从管理角度出发 ,笔者…     

American legal education: yesterday and today

This article does not have an abstract     

非法人团体及其在民法中的地位

非法人团体是指具有独立意志和可支配性财产,并能以自己的名义对外参与民事活动,但又不具有法人资格的自然人组成的有机体。非法人团体承担无限责任是出于交易安全和国家监管的双重需要而由法律再次拟制的结果。我国相关法律中提到的“其他组织”与非法人团体有着实质联系,但二者的范围并不一致。当前从立法的价值目标和法律技术上看,都有必要将非法人团体列为独立的第三类民事主体。     

The eleventh plateau: The lost object(ive) of legal education

Thanks to Peter Goodrich for commenting on an earlier version of this essay.     

临床法学教育与新世纪法学人才的培养--平等式对话教学方式的魅力

高等法律教育是我国教育事业的一个重要组成部分,担负着为市场经济建设与民主法制建设培养高层次专业人才的重要任务.在更新教育观念,转变培养模式,强化能力培养的教育改革的形势下,作为大学法学院应该教给学生什么?我们不可能在有限的四年时间内教给学生今后一辈子所需的各种法律知识.况且法律变化频繁,知识更新快捷.学校教师传授知识固然重要,但更重要的是教给学生分析、辨别、创造知识的能力.     

NR Madhava Menon: The guiding light for global clinical legal education

The late NR Madhava Menon, known widely as ‘the father of modern legal education in India’, was also a leading voice for global legal education reform by championing ‘socially relevant legal education’ through clinical legal education throughout the world. This article concentrates on his seminal role in the founding of the Global Alliance for Justice Education (GAJE) and the crafting of its mission statement. Drawing on a number of key moments in Dr Menon’s lifelong dedication to the twin causes of legal education and social justice, it highlights how he brought an international perspective to his critical work on legal education reform in India by enlisting international collaborators, how he motivated international colleagues to bring similar reforms to their countries, and how he mentored new generations of legal educators in what has become a true global clinical movement. The article focuses specifically on how the guiding principles of GAJE’s inaugural conference, which Dr Menon co-chaired in 1999, reflect his vision of global clinical legal education that continues to guide GAJE and the global clinical movement today.