从事实到规范:物权法民意基础的实证研究——以土地问题为中心

以社会调查数据为判断标准,物权法对土地制度发展的事实,既有呼应,也有背离、漠视、逃避和模糊。呼应主要包括:明确坚持保护私有财产;妥善规定承包经营权的流转、登记的效力、土地使用权到期后的处理等。背离表现为:继续强调集体土地所有权。漠视表现为:未规定建设用地使用权的类型和取得时效;未明确承认宅基地使用权、集体建设用地使用权的流转等。逃避表现为:未能明确统一登记的具体机构及其设置等。模糊表现为:未能清楚界定征收条件、征收中物权的变动时间、登记审查等。     

积极人格研究述评

积极心理学认为人格心理学研究要致力于研究人格形成的积极因素,而不单是研究人格形成的消极因素。综合现有的文献资料,总结积极心理学在人格研究的观点,及实现积极人格的途径,对目前积极人格的研究具有促进作用。     

Autonomy,Belongingness, and Engagement in School as Contributors to Adolescent Psychological Well-Being

Self-determination theory emphasizes the importance of school-based autonomy and belongingness to academic achievement and psychological adjustment, and the theory posits a model in which engagement in school mediates the influence of autonomy and belongingness on these outcomes. To date, this model has only been evaluated on academic outcomes. Utilizing short-term longitudinal data (5-month timeframe) from a set of secondary schools in the rural Midwest (N = 283, M age = 15.3, 51.9% male, 86.2% White), we extend the model to include a measure of positive adjustment (i.e., hope). We also find a direct link between peer-related belongingness (i.e., peer support) and positive adjustment that is not mediated by engagement in school. A reciprocal relationship between academic autonomy, teacher-related belongingness (i.e., teacher support) and engagement in learning is supported, but this reciprocal relationship does not extend to peer-related belongingness. The implications of these findings for secondary schools are discussed.

两种“概念”,还是两种“自由”——解读伯林的Two Concepts of Liberty

伯林首先是一个思想史家。解读他在《两种自由概念》中所使用的消极自由和积极自由,主要是用以概括和考察以往政治思想史两种不同类型的思想家们对自由的理解,而不是为了直接阐发他本人对自由的理解。消极自由和积极自由这两个字眼,在伯林这里分别代表的是对自由做不同理解的两个概念,而不是说有两种自由,或自由有两种。对于伯林来说,消极自由和积极自由是一种自由的两个方面。     

Youth Development Outcomes of the Camp Experience: Evidence for Multidimensional Growth

Three thousand, three hundred and ninety-five families, whose child attended one of 80 different day or resident summer camps for at least one week, completed customized questionnaires that measured growth from precamp to postcamp in four domains: Positive Identity, Social Skills, Physical & Thinking Skills, and Positive Values & Spirituality. Parents, children, and camp staff reported significant positive change in these four domains; more than would be expected by maturation alone. Most gains were maintained or showed additional growth six months later. Few of the camp's structural elements correlated with growth, nor did striking gender, age, or ethnicity differences emerge. The study highlights the particular strengths of camp as an educational institution and social movement and suggests that different variations of summer camp can provide potent developmental experiences. Christopher A. Thurber is full-time faculty at Phillips Exeter Academy in Exeter, New Hampshire. He received his PhD in clinical psychology from the University of California, Los Angeles, in 1997. His major research interests include homesickness, youth camping, and developmental psychopathology. Margery M. Scanlin is the Executive Officer for Research at the American Camp Association in Martinsville, Indiana. She received her EdD from Temple University in Philadelphia, PA, in 1982. Her major research interests include youth development outcomes, program improvement in youth organizations, and organizational aspects of effective camps. Leslie Scheuler Whitaker is a Senior Associate with Philliber Research Associates in St. Louis, Missouri. She received her PhD in social science research from Washington University in St. Louis in 2000. Her primary research areas include youth development, arts education, and program evaluation. Karla A. Henderson is a professor in the Department of Parks, Recreation, and Tourism at North Carolina State University. She received her PhD in education from the University of Minnesota in 1979 and is currently a member of the American Camp Association Board of Directors. Her research interests include leisure behavior theory, camping and outdoor education, and gender and diversity issues.     

First-Year College Student Affect and Alcohol Use: Paradoxical Within- and Between-Person Associations

Based on 10 weekly telephone interviews with first-year college students (N=202; 63% women; M=18.8 years, SD=.4), within- and between-person associations of positive and negative affect with alcohol use were examined. Multi-level models confirmed hypothesized within-person associations between weekly positive affect and alcohol use: Higher positive affect weeks had greater alcohol consumption, more drinking and heavy drinking days in the same week, and less plans to drink the following week. However, between-person, average positive affect did not predict individual differences in alcohol use. The negative affect—alcohol use association was complex: Within-person, higher negative affect was associated with less drinking days but between-person, with more drinking days; lability in negative affect was associated with greater average alcohol use and more drinking and heavy drinking days. Health promotion efforts for late adolescent and emerging adult students are advised to recognize these paradoxical effects (e.g., promoting dry celebratory campus-events, strategies to manage negative mood swings).

外交哲学的四个基本变量及实证分析

外交哲学的四个基本变量是实力、利益、观念与行为,其中实力、利益与现念都是自变量,行为是因变量。自变量决定因变量,实力、利益与观念分别作用并共同决定行为。同时,三个自变量之间还存在着相互作用的互动关系。     

论由主权者产生的法律

文章从对哈特法概念的分析推导出＂实证法＂与社会可能具有的紧张关系,并按波斯纳的观点,把实证法的构成者：制定法、先例,以及自然法观念,都仅仅看成是法官分析案件的信息,提出了法律就是在一定的社会秩序中由立法机关（包括制宪机关）和司法机关产生的规范产品,并突出由主权者（人民）形成的社会背景结构。     

权利与资源关系的实证分析

权利的实证理论认为，人们能拥有权利，仅仅是自己声明之，他人尊重之，个人的权利取决于其讨价还价的能力；权利理论的唯一合理的基础，是自利个人之间的交换，权利通过自利的个人交换而产生。无权利禀赋者或者无资源者也就无权利，人们享受的权利在很大程度上决定于他们争取权利的能力。权利的规范标准和一个社会的实际状况经常是不一致的，因而很难成功地实现，权利的实证理论往往更符合一个社会的现实。因而权利的实证理论应该作为任何规范分析的基础。     

建立我国污点证人豁免制度的实证分析——以贿赂案件为例

本文通过借鉴域外污点证人豁免制度,结合我国查处贿赂案件的实证考察,对在我国引入和建立污点证人豁免制度的可行性和必要性进行了分析。最后提出建立我国污点证人作证制度的构想,为完善我国打击严重的贿赂犯罪的立法与司法实践提供参考。