货运代理转委托行为的类型区分及法律效力

货运代理合同在我国属于无名合同,相关司法解释认为应该参照适用合同法第400条的规定解决货运代理转委托的法律效力问题.这种解释未能准确地区分代理、委任、行纪、复代理、相继货运代理等概念之间的区别和联系,司法实务中同案不同判现象仍然普遍存在.由于货运代理人既可以货主的名义,也可以自己的名义进行法律行为,在司法实务中应该区分货运代理人进行法律行为的名义,分别参照适用民法通则中有关代理的规定和合同法中有关行纪合同的规定,处理货运代理合同的相关纠纷.在此基础上,货运代理转委托行为可以区分为复代理和相继货运代理两种类型,同时应考虑货运代理人转变为承运人的可能性,以及货运代理行业的惯例对货运代理转委托行为的影响.唯有如此,才能实现解释论上的融贯性.     

论新经济自由主义的兴起对经济法理论基础的冲击

经济法作为一个与经济密不可分的法学学科,应当有相应的经济学和法学作为其理论基础。目前以凯恩斯经济学为代表的国家全面干预经济的学说在经济法基础理论的研究中占主导地位。作为新经济自由主义最新发展阶段代表的真实经济周期理论,再结合我国国情的语境之下,对我国经济法基础理论的发展产生一定冲击。     

结果加重犯结构分析

结果加重犯的客观结构，理论上通常认为是基本行为导致加重结果的一行为双结果形态。然而，结果加重犯在客观上实为一种双行为双结果的结构，其加重结果是由基本行为与后续行为累积造成，且基本行为本身蕴含发生重结果的风险。从主观结构看，结果加重犯也不似通说那样广泛，存在基本犯罪是故意而对加重结果是过失或故意，及基本行为是过失加重结果也为过失的结果加重犯。而基本犯罪是过失加重结果是故意的并不属于结果加重犯的范畴，此种情形只能成立该重结果的故意犯罪或是过失犯罪与故意犯罪的买质竟合。     

构建中的中国市民社会及其民法领域的发展——兼评黑格尔的“国家高于市民社会”理论

黑格尔在其著作《法哲学原理》中第一次将市民社会与国家进行了学理分野,强调国家与市民社会的二元分离。认为国家是目的而非手段,市民社会的不自足性需要理性的国家进行补救,国家决定市民社会,其实质是为当时的普鲁士国家政权服务的。在当前全球性的市民社会思潮中,在认识国家与市民社会的关系问题上,黑格尔的市民社会概念虽然有一定的历史局限性,但仍然是理论上的源泉。在这一思潮中,中国大陆等地区的学者也提出了关于中国市民社会与国家关系的学理架构设想。民法作为市民社会的一般私法,其领域必将随着中国市民社会的逐步形成和发展而扩大,以适应社会关系发展变化的需求。     

东北亚经济圈经济管理模式的构想及评价

东北亚经济圈的经济管理模式是在联合国UNDP的倡导下,经历了1+(3+2)经济管理模式的不断发展,并逐步向UNDP领导下的东北亚经济圈1+[(3+2)+1]的理想的经济管理模式过渡的过程。而这种理想模式的形成必须在已经形成的思维的基础上严格按照地缘关系和历代该地区的国际关系发展史重新拟构,逐步构建一种由多级引导管理走向统一管理框架,从而有力地推动东北亚经济圈的日趋完善。     

论秦岭经济圈的跨越式发展

要建设和发展好秦岭经济圈,就必须坚持依靠人力资本驱动,跨越中等收入陷阱;坚持统筹城乡发展,跨越城市化陷阱;坚持环境保护先行,跨越生态陷阱,真正走生产发展、生活富裕、生态良好的现代文明发展之路。文章所倡导的秦岭经济圈开发和发展原则策略,对有效促进西部大开发乃至全国的经济社会发展具有重要战略意义和科学指导价值。     

论我国现行法学教育与就业

我国法学教育的发展,是各法学教育机构迅速膨胀,法学专业的各层次毕业生也迅速增加,毕业生就业成为社会问题。除了其他社会原因之外,法学教育的以及与就业模式的衔接不匹配也是其中的一个重要原因。为此我们必须改革我国现有法学教育机构重塑相应教学目标,建立新的法学就业模式,使法学教育就业模式相衔接,从而实现法学教育的良性循环。     

Peer Predictability

Abstract

This action research and general system theory based qualitative inquiry examined adolescents' dependence on predicting the behavior of their peers as a strategy for enhancing their sense of safety at school and avoiding violence. A total of 95 adolescents in 9th through 12th grades from two small rural schools and one large suburban school in New York State participated in the study. Results indicated that students depend on Peer Predictability to feel safe during the school day when adults fail to predictably supervise or intervene in areas or interactions which adolescents perceive as potentially threatening. Familiarity leading to predictability allowed students to evaluate peers for the possibility of emotional or physical violence. This article presents quotes from the students that capture their unique experience.     

The Effect of Peer Victimization on Learning

Abstract

Incidents of school violence have prompted calls for school communities to create environments that encourage student by-standers to act responsibly and proactively when they confront a range of violent incidents, from bullying and fights to weapon carrying and other serious threats to school safety. It is not always clear, however, what bystanders would—or should—do when faced with violent or potentially violent situations. This article describes findings from focus groups conducted with 54 middle school students and 97 staff in an urban, predominantly African American school district with relatively high levels of community violence. Discussions addressed bystander norms, attitudes, and behaviors, and identified barriers that prevent youth as well as adult bystanders from taking positive action. Findings inform violence prevention strategies for building consensus and supporting positive bystander responses.     

Responding to Children Victimized by Their Peers

Abstract

Because victimization results from the dynamic interplay between the victim and his or her parents, peers, and teachers, responding to this problem should involve both direct and indirect interventions. This paper describes and reviews empirically supported direct interventions with victims, as well as indirect interventions with parents, peers, and school staff. Although the primary focus is on bullying, research on related forms of peer victimization, such as rejection, are included, as these have been subject to more empirical study. The review concludes that there is empirical support for direct and indirect interventions for specific problems associated with rejection, though research studies on interventions for victims of bullying are lacking. In addition, comprehensive primary prevention approaches for reducing bullying have shown promise, but there is a lack of empirically supported secondary prevention efforts that focus on increasing social support for children who, despite primary prevention efforts, continue to suffer the consequences of peer victimization.