公务员精神：现代公共行政的重要基石

公务员精神作为非正式制度,与公务员法共同形成了现代公共行政的基础。文章从分析公务员精神的特点与功用出发,分析了公务员精神的构建有利于树立公务员公正、公平、廉洁和功绩至上的行政理念和价值观,指出了转型时期公务员精神构建的困难,提出了公务员精神构建的路径选择。     

海峡两岸冲突法反致制度立法初探——兼谈反致与两岸民商事法律冲突的解决

在海峡两岸的冲突法立法中,反致制度有着不同的表现形式与特点。我国台湾地区立法一直对反致持肯定的态度,规定接受当事人本国法的广义的反致,立法较为全面。但在涉及有关合同、国籍的消极冲突、区际冲突等问题的法律适用时是否采用反致尚存疑问,其反致制度不论在内容上还是立法技术上都有需要完善之处。祖国大陆现行立法对反致制度没有明确的规定,从《示范法》及《民法(草案)》的有关内容来看,主流观点不是一概地拒绝反致,表现出例外接受反致的立法倾向。反致有利于实现冲突法的价值取向,有利于解决海峡两岸特殊的区际法律冲突,祖国大陆应借鉴他人的立法经验,明确接受并建立自己科学、合理的反致制度。     

从冲突理论视角看和谐社会之构建

分析和研究西方的社会冲突理论,认为一定程度的社会冲突有利于社会稳定,有利于推动社会发展,对我国构建和谐社会具有重要的启示。直面我国当前社会冲突的现状,认为只有正确面对社会冲突,理智地谋求冲突问题的解决方法,才能将冲突的正功能发挥出来,将冲突变为合作、和谐的动力。     

Educational challenges after year 2007 post election violence in Kenya

This paper sorts to examine the effects of post election violence on education in Kenya, after the presidential election results were disputed over by the two main presidential candidates. The rationale of the paper is due to the fact that among many other aspects of society that were affected in such a case is education. All levels of education were affected, and particularly primary and secondary education could not proceed on schedule as had earlier been planned. Other issues raised in this paper include the trauma experienced by students, loss of parents and guardians among others. The objectives of this paper therefore include： （1） To determine the effects of political violence on the education system in Kenya; （2） To establish the challenges facing students in Kenya after the post election violence; （3） To analyze individual attitudes of students towards the role of education in promoting national unity; （4） To determine how to re-imagine the role of education in promoting peace and peaceful coexistence in Kenya.     

权利冲突之辨析

权利冲突问题是法理学领域的一个重要课题。从权利的形式来源的分类法出发,可以把权利冲突细化为法定权利与法定权利之间的冲突、道德权利与道德权利之间的冲突、法定权利与道德权利之间的冲突三种形式。     

商号与商标:权利冲突与解决

作者针对我国现行立法中对商标和商号分别予以保护，并由此而致的商号权与商标权的法律冲突问题，分析了冲突产生的原因，并提出了解决两权冲突的途径。     

A NATIONWIDE SURVEY OF MANDATORY PARENT EDUCATION*

In an effort to take positive steps toward coping with problems for families and children created by high levels of separation and divorce, ever increasing civil caseloads and the exposure of children to interparental conflict, court‐affiliated educational programs have emerged in the United States for parents separating from their spouse or partner or going through a divorce. This article will provide an overview of the creation of such programs and their development, which includes a discussion regarding the numerous states currently mandating parents to attend. It will summarize some of the research which has been conducted as to the efficacy of the programs and will provide the results of our nationwide research for each state's parent education status. There is a discussion of domestic violence issues and sensitivities in the context of parent education programs and possible future directions for mandatory parent education.     

从纠纷到审判利用的过程分析——兼论权利意识和诉讼意识的关系

通过界定权利意识和诉讼意识的概念，指出纠纷发生后，当事人为谋求纠纷的实质性解决，倾向于援引规范作为他们说服的根据，从而使纠纷衍化权利纠纷，权利纠纷使当事人具备权利意识。此．后当事人经过对成本的权衡，并得到国家诉讼政策的允许，选择进行诉讼，将权利意识转化为诉讼意识。结论认为，诉讼意识范畴小于权利意识范畴，具有权利意识的纠纷当事者并不必然选择诉讼作为其权利实现的手段。因此，国家所要做的，就是为当事人之间适于通过审判解决的纠纷提供便利，使其接近司法、接近正义。     

论纠纷的构成机理及其主要特征

关于纠纷的认识，法学界并没有一个严格的界限，一般是笼统地将除刑事案件之外的一切社会不协调现象称为纠纷，而在社会学家看来，纠纷往往等同于社会冲突。事实上，从带有普遍性的矛盾、冲突到围绕着某一具体权益所发生的争议，并不是所有的这些不协调现象都和法律制度相关，只有那些属于法律框架之内的诸种不协调现象，或者可以通过法律程序解决的类似现象才具有法律上的意义。并非所有的纠纷都属于冲突，也不是所有的冲突都可以纳入法律的调整范围。纠纷的主要特征在于纠纷主体的明确性、纠纷双方的对抗性、纠纷的主观性和社会性以及纠纷解决上的自主性。