Zur Abgrenzung von Verwaltung und Verf��gung �C eine dogmatische Frage von eminenter praktischer Bedeutung

Dass Verwaltungshandlungen von Verfügungsma?nahmen deutlich abzugrenzen sind, entspricht dem Grundverst?ndnis von Mit- und Wohnungseigentum. Dass sich die Notwendigkeit einer klaren Grenzziehung zwischen diesen Bereichen nicht zuletzt aus den gesetzlichen Vorgaben, wie insb den unterschiedlichen Konsenserfordernissen, ableitet, erscheint ebenso unzweifelhaft. Umso augenf?lliger sind Bemühungen in Rechtsprechung, Lehre und auch Gesetzgebung, den Bereich der Verwaltungsagenden zu Lasten der Verfügungen best?ndig zu erweitern. Der vorliegende Beitrag soll derartige Tendenzen vor dem Hintergrund der lex lata hinterfragen. Es sollen typische Fallkonstellationen an der Grenze zwischen Verwaltung und Verfügung n?her beleuchtet und der Versuch unternommen werden, die Grenzlinien pr?ziser abzustecken. Wo die geltende Rechtslage zu unbefriedigenden Ergebnissen führen muss, sollen zudem m?gliche Auswege aufgezeigt werden.     

19世纪末西方在华传教士的朝鲜观——以《教务杂志》为中心的考察

19世纪中叶以前的朝鲜，从未进入西方世俗世界的视野中。这种状况在19世纪60年代以后逐步改变。实际上，在整个19世纪后半叶，西方列强和崛起的日本都将侵略的矛头对准了朝鲜。伴随着列强侵略的进程，“隐士之国”朝鲜被揭开了神秘面纱。在向世人揭开朝鲜面纱时，西方传教士在中国创办的《教务杂志》（TheChineseRecorder）发挥了重要作用。由于西方传教士长久生活于朝鲜社会中，更少有功利性，因而反映的朝鲜面目更具有真实性和全面性。     

Patterns of Middle School Adjustment and Ninth Grade Adaptation of Rural African American Youth: Grades and Substance Use

The transition to high school has been identified as a potentially difficult time in adolescents’ lives. Reductions in both academic and social functioning often accompany this transition. While these effects have been documented in urban youth, the move to high school has not been extensively studied in rural minority youth. Toward that end, the academic grades and substance use in ninth grade of 447 (184 male and 263 female) African-American adolescents from two rural counties in a state in the deep South were examined in relation to configurations of adaptation from sixth through eighth grade. Results indicate that individual with consistently positive patterns across middle school had higher grades and lower rates of substance use compared to individuals with persistent difficulties or those that transitioned to problem behavior. Many individuals who improved in their patterns of adaptation had relatively high grades, but also rather high rates of substance use in the ninth grade. David B. Estell is an assistant professor of educational psychology at Indiana University Bloomington. He received his PhD in Developmental Psychology from the University of North Carolina at Chapel Hill. His major research interests include peer relations and the development of aggression. Thomas W. Farmer is an associate professor of education at Pennsylvania State University and director of the National Research Center on Rural Education Support. He received his PhD in Special Education from University of North Carolina at Chapel Hill. His major research interests include peer relations and the development of aggression in students with and without special needs. Matthew J. Irvin is a research scientist at the Center for Developmental Science at the University of North Carolina at Chapel Hill. He received his PhD in Educational Psychology from the University of North Carolina at Chapel Hill. His major research interests include resilience and student engagement. Jana H. Thompson is a research associate at the Center for Developmental Science at the University of North Carolina at Chapel Hill. Her research interests include peer social relations and developmental transitions into early adolescence. Bryan C. Hutchins is a research assistant at the Center for Developmental Science at the University of North Carolina at Chapel Hill. He is also a graduate student in the Educational Psychology, Measurement, and Evaluation Program at UNC. His research interests include child and adolescent social development and school based emotional and behavioral interventions and prevention programs. Erin M. McDonough is currently a doctoral candidate in School Psychology at the University of North Carolina at Chapel Hill. She received her Bachelor of Arts degree in Psychology from Emory University. As a research assistant at the Center for Developmental Science, she has been able to explore her interests in student achievement as well as rural education. Another major research interest of hers is school-based mental health.     

The 1984 election as Anthony downs and Stanley Kelley might interpret it

This paper is an analysis of two rational choice theories of elections. Anthony Downs and Stanley Kelley's theories yield complementary interpretations of the 1984 U. S. election. Reagan's victory was based on both prospective and retrospective judgments as well as on candidate and policy considerations. Reagan won that element of an incumbent's reelection that is a referendum on his performance as president. However, people also voted on the basis of domestic and foreign policy preferences for the second term. On these issues voters preferred Mondale as much as Reagan. Reagan's victory owed remarkably little to his conservative agenda and to a warm regard for his personal qualities as a leader. His landslide was deceptive. The two Reagan victories were among the weakest of the six landslides of the postwar period by Kelley's test of decisiveness. The Reagan elections have not set the United States on the course of a long-term conservative agenda in either domestic or foreign affairs.