刑法第133条规定与加重犯理论之冲突

对交通肇事犯罪的基本构成与加重刑新刑法第133条规定了三个不同的内容,它们相互之间的关系不符合加重犯的基本理论要求.本文运用加重犯基本理论分析三者的关系,揭示其内在矛盾,以期为完善立法、指导司法提供依据.     

Reactions to inequity

Law and Human Behavior - This article proposes a model for integrating equity theory, a framework for studying the psychology of the legal process, with some tenets of attribution theory. Attempts...     

Women's studies: Sinking and swimming in the mainstream

After the necessary background pages, this article becomes a series of warnings about integration efforts that replace rather then supplement Women's Studies.     

The susceptibility of child witnesses to suggestion

This article deals with the reliability of child witnesses, in particular from the viewpoint that child witnesses should be treated with suspicion because their memories are very susceptible to suggestion. An experiment is reported, in which grade 3, grade 6, and college students were compared on their ability to recall events from a film, in the face of (mis)leading questions from an interrogator. The data showed that the grade 6 students were equal to the college students in memory capacity and in their ability to resist suggestion. The grade 3 students were inferior to the older subjects in these areas. However, the results from a second testing session led to the conclusion that although the younger children appeared to submit to suggestion much more readily than the older subjects, the effect of suggestion on actual memory was not significantly different for the three subject-groups. The implications of these findings are discussed with reference to the present status of child witnesses in Anglo-Saxon law systems.     

The teacher's tale: On teaching women's studies

The teaching of Women's Studies is beset with difficulties as much as rewards: in this brief article some reflections are offered on the experience of being a teacher on a Women's Studies course. It is suggested that teaching Women's Studies often differs from teaching more conventional disciplines, but that this offers a chance for academic innovation.