恢复性司法视野下的被害人承诺制度研究

传统刑事司法认为犯罪是需要给予报应的针对国家的行为，犯罪必须接受惩罚，惩罚表达了社会对犯罪的谴责和对正义的追求，并且也可以用以威慑犯罪人和其他企图破坏社会规范的人。支配传统刑事司法的刑事政策是报应性和惩罚性的。恢复性司法是一种崭新的解决纠纷的方式，被害人及其亲友、整个社区都被认为是犯罪行为的受害者。最为典型的恢复性司法运动就是所谓“被害人—犯罪人和解”或“被害人—犯罪人调解”。恢复性司法运动最初主要适用于未成年人犯罪，现在则开始扩大至成年人犯罪，并且由最初仅仅适用于轻微犯罪、财产性犯罪向现在的严重犯罪甚至暴力性犯罪扩展。由此引起了刑法理论界对被害人问题的关注。     

刑事和解不诉制度的倡导与研究

刑事和解不诉制度,是在评价西方刑事和解制度、反思当前我国刑事司法实践的基础上提出的。其其理论基础———恢复性司法,旨在弥补传统刑事司法的缺陷,形成传统刑事司法与恢复性司法之间相辅相成的流动关系进而使刑事司法制度更能有效地吸纳现代社会发展过程中带来的纠纷与无序。刑事和解不诉制度既体现出刑事和解制度的价值理念,又体现出不起诉制度的司法特点,对于保护被害人和加害人的合法权益以及建设社会主义和谐社会,具有其深刻的现实意义。     

School Bullying as a Collective Action: Stigma Processes and Identity Struggling

The aim of this study was to investigate the collective action of bullying and its stigma processes and influences on identities. In accordance with interactionism, identity is a social process, constructed and reconstructed in everyday social interactions. Ethnographic fieldwork was conducted in four school classes, investigating six bullying cases. Grounded theory methods were used to explore and analyse data. Co‐constructing differentness was found to be a core process in bullying. Bullying often appeared to function like a self‐serving and socially inclusive ritual in which the bullies co‐constructed the ‘normal us’. Loss of belonging, self‐deprecation and identity struggling followed closely upon the sense of becoming socially discredited. Victims were trapped in the collective action. The findings highlight the significance of addressing peer cultures and the social psychology of everyday school life in anti‐bullying policies and practices.     

浅谈我国刑事被害人权利保护的现状与构想

随着近年来刑事被害人学研究的兴起,各国日益重视对被害人权利的保护,许多国家的刑事司法制度的重心由保护被告人权利发展到同时保护被告人和被害人的权利。我国修改后的刑事诉讼法明确赋予被害人当事人地位,加强了刑事诉讼中对被害人权利的保护,但是相关法律规定过于原则化,缺乏可操作性,造成被害人当事人地位与权利享有不相称的尴尬局面,因而我国对刑事被害人权利的保护还存在较大的改进空间。     

无近亲属受害人之死亡赔偿请求权

无近亲属或近亲属不明的受害人被伤害致死,其生前所欠医疗费、护理费、交通费、住宿费的债权人,得向加害人行使具有物权性的追偿权;有权接受其遗产者得提出误工费、死亡补偿费赔偿;料理死者后事者享有丧葬费等费用请求权;与受害人间无法定权利义务的扶养人、被扶养人有权享有属于遗产部分的请求权.死亡赔偿是加害人必须承担的责任,国家接受死亡赔偿具有正当性,民政部门作为请求权人具有妥当性.立法建议民政部门接受赔偿后,代为支付上述费用后,所余归国家所有.     

The Role of Evaluator-Victim Relationships in Children's Evaluations of Peer Provocation

Second-, third-, fifth-, and sixth- grade children evaluated two hypothetical target peers in three provocation scenarios which differed as to the intent of a provocative act (Ambiguous, Accidental, Hostile). In addition to age and gender, evaluator-victim relationship was manipulated with children portrayed as being in a best friend, an acquaintance, or an enemy relationship with the victim, while the agent of the provocation was an unfamiliar peer. Evaluations were assessed in terms of attributions of aggressor's intentions, behavior response of the victim, evaluator's liking for victim, and evaluator's affect. Results indicated that older children evaluated aggressor's intentions and victim's behavior response more negatively than did younger children. Further, attributions of aggressor's intent significantly predicted the victim's subsequent behavioral response. Evaluator's affect was reported to be more negative when evaluating hostile provocation compared to accidental or ambiguous provocation and evaluators in acquaintance and enemy relationships with the victim reported liking the victim more after the provocation than before it occurred. Results are discussed in terms of the social relational and social situational influences on children's evaluations of peer interactions and the need to integrate these contextual factors in children's person perception research.     

二战后中国及各受害国对日索赔失败的原因

二战结束后,根据盟国达成的协议和有关国际法规定,各受害国家向日本展开了索取战争赔偿工作。在整个索赔过程中,由于各个国家之间的争执,更为主要的是美国从自己的全球利益需要出发,改变了其对日索赔问题的态度,致使索赔工作失败。对日索赔工作的失败原因是复杂的,但毋庸置疑,美国态度的改变是最根本的,最主要的。     

“被害人有证据证明的轻微刑事案件”法律适用问题研究

本文对“被害人自诉案件”法律运用中“轻微刑事案件”的范围以及“被害人有关证据”、“证明”、“轻微”等条件进行了探讨,并就“被害人自诉案件”公诉转自诉程序提出构想。     

论被害人诉讼地位的程序公正价值

惩罚犯罪的制度诱因导致了被害人诉讼地位的低下 ,在提升被害人诉讼地位的世界潮流的推动下 ,我国赋予了被害人以当事人的诉讼地位。然而仍然有学者主张被害人的非当事人地位 ,导致这种认识的原因之一是对被害人诉讼地位价值认识的不到位。对被害人诉讼地位的程序公正价值的研究应从程序中立性、程序平等性、程序参与性、程序公开性、程序对话性等方面展开。     

An Experimental Analysis of Children's Dislike of Aggressors and Victims

We experimentally examined social contextual factors that might moderate children's dislike for aggressors and for victims of aggression, by varying both the aggressor's behavior (aggressive toward multiple children versus aggressive only toward one child) and the victim's behavior (passive versus assertive). Children (117 male and female fourth to sixth graders) listened to one of four scenarios describing the experiences of boys at a summer camp and rated how much they liked the aggressor, the victim, and the other children in the scenario; children also reported how much they thought the aggressor, victim, and others liked each other. Overall, and consistent with previous research, children disliked aggressors the most, followed by victims and then by the other children in the scenarios. Importantly, children's liking was influenced by the social context in which the aggression occurred, particularly in regards to how the victim responded. Aggressors (general or focused) were liked more if their victim was assertive rather than nonassertive. Furthermore, children liked nonassertive victims less than assertive victims, particularly a nonassertive victim in response to a general aggressor. Inferred liking among the group members also was dependent on the social context of the provocation. This research highlights the need to consider aggression as more than a set of behaviors. Aggression is a social event embedded within a social context and interpersonal relationships must be considered.