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Suzanne Uniacke 《Law and Philosophy》2011,30(3):253-272
Proportionality is widely accepted as a necessary condition of justified self-defense. What gives rise to this particular
condition and what role it plays in the justification of self-defense seldom receive focused critical attention. In this paper
I address the standard of proportionality applicable to personal self-defense and the role that proportionality plays in justifying
the use of harmful force in self-defense. I argue against an equivalent harm view of proportionality in self-defense, and
in favor of a standard of proportionality in self-defense that requires comparable seriousness and takes into account the
wrong, as opposed simply to the harm that the victim is fending off. I distinguish the standard of proportionality in self-defense
from proportionality in circumstances of necessity, and I discuss whether proportionality is an internal or an external constraint
on the right of self-defense. 相似文献
978.
Journal of Youth and Adolescence - Neighborhood and school socioeconomic “disadvantage” are consequential for youth violence perpetration. This study considers alternative ecological... 相似文献
979.
980.
Engagement in school is crucial for academic success and school completion. Surprisingly little research has focused on the
relationship between student engagement and delinquency. This study examines whether engagement predicts subsequent school
and general misconduct among 4,890 inner-city Chicago elementary school students (mean age: 11 years and 4 months; 43.3% boys;
66.5% black; 28.8% Latino). To improve upon prior research in this area, we distinguish three types of engagement (emotional,
behavioral, and cognitive), examine whether the relationship between engagement and misconduct is bidirectional (misconduct
also impairs engagement), and control for possible common causes of low engagement and misconduct, including peer and family
relationships and relatively stable indicators of risk-proneness. Emotional and behavioral engagement predict decreases in
school and general delinquency. However, cognitive engagement is associated with increases in these outcomes. School and general
delinquency predict decreased engagement only in the cognitive domain. Suggestions for future research and implications for
policy are discussed. 相似文献