论行政许可设定及其完善

《中华人民共和国行政许可法》从法律层面上对我国行政许可设定进行了规范,但由于缺乏相应机制的衔接,不可避免地存在不完善的地方并容易导致在实践中出现的法律掉链的现象。本文试图通过对我国行政许可设定权的存在问题进行思考和分析,以求对行政许可设定的权限、范围、程序的完善提出设想和建议。     

浅议国际法理论的新发展一一评吕迪格·沃尔夫鲁姆教授的《国际法》《一般国际法（原则、规则和标准）》与《国际法方法论》有感

进入21世纪后国际社会问题愈趋复杂,相关的国际法理论也得到了一定程度的发展。吕迪格·沃尔夫鲁姆教授作为一名资深国际法学家,尝试以新的理论阐释国际法基本指导原则一隐藏在国际法基本原则背后的指导性原则,以及国际法渊源应包含的新内容即原则和规则,基于此,文章尝试结合当今社会具体的实例对国际法基本指导原则及原则、规则在国际法渊源中的地位进行探讨。     

行为法经济学视角下的政治哲学——一种自由至上的、不对称的、新型的温和家长主义

以行为法经济学实证理论为依据,在扬弃自由主义和家长主义的基础上,提出了一种新的政治哲学思想,即自由至上、不对称、新型的温和家长主义,认为这一思想在法律和政策层面有重要的规范意义。     

苏维埃法律生成的法文化背景考察——以《井冈山土地法》为例

土地革命时期的苏维埃法律,是我国社会主义法萌芽的最初形态,是社会主义法制思想的滥觞。井冈山革命根据地制定的土地法是土地革命时期苏维埃法律的典型。井冈山土地法制定的背后,充满着传统与现代、自由主义与激进主义等各种法文化的交织与碰撞。透过《井冈山土地法》生成的历史性考察,可以观察到包括孙中山的民生主义、共产国际的激进主义,以及忽隐忽现的民粹主义等法哲学思想的印迹。     

Teaching and assessing social work law: Reflections from a post-qualifying programme

This article continues a process of theory building, which has periodically been reported in this journal. Here details are provided of a post-qualifying programme on teaching and assessing social work law, devised for practice teachers and for academic staff. It then presents issues and themes, which emerged from the experience of the first cohort of candidates. It concludes with an evaluation of the programme and identifies further work that would consolidate the practice, and practice teaching of social work law in welfare organisations.     

Learning social work law: An enquiry-based approach to developing knowledge and skills

This paper, written jointly by tutors and students, discusses an enquiry-based approach to learning and assessing law as part of social work qualifying training in England. It is argued that social work law is an area of learning particularly suited to an approach in which enquiry and analysis skills are promoted through practical problem solving. The paper considers the theoretical rationale for this approach and identifies how this conceptual frame informs the learning and assessment structure. It identifies how students present evidence for assessment of their skill and knowledge development, through both written and verbal submission, and considers the learning outcomes achieved. The paper concludes with an evaluation of the approach as an example of knowledge and skill development through problem solving and reflection.     

Outcomes of Law Teaching in Social Work Education: Further Findings from a Cohort Study

This paper reports further findings from research on the outcomes of teaching law to social work students on UK programmes. This paper compares the results for students on undergraduate and postgraduate routes to an initial social work qualification. It also analyses the similarities and differences in outcomes between the seven universities that participated in the study. Statistical analysis of students' self-audits of their legal knowledge, skills for practising social work law, and their perceptions of the relationship between law and practice, is explored further by drawing on observations from students in focus groups and interviews with their tutors. The differences which emerge between undergraduate and postgraduate students highlight the importance of practice learning opportunities in reinforcing acquired legal knowledge and in developing skills for applying that knowledge in practice. Law teaching can clearly be seen to impact on confidence levels but to be constrained by lack of time and sustained focus throughout the overall curriculum. The similarities of outcome between different universities suggest the impact of particular orientations towards, and an acknowledged core curriculum for, teaching law within the academic curriculum.     

Tutor and Student Experiences of Teaching and Learning Law in UK Social Work Education

In a project researching the outcomes of teaching law in social work education, students and tutors were asked to reflect on their experiences of both the academic curriculum and how learning was translated into practice. Curriculum documents in the eight participating universities were also analysed.

At times distinctive orientations emerged from approaches to teaching and practising social work law articulated by tutors and students, and captured in course documentation. On what contributed to effective teaching outcomes, both students and tutors emphasised the application of law learning to practice and the importance of considering learning styles. For students, law learning remains a complex challenge but with a clear interface with social work values. Teaching can help to reduce anxiety about practising social work law but familiar barriers to learning and its application in practice also surfaced. In addition to the time allocated to law learning, development of legal knowledge and skills was greatly affected by the priority given to this aspect of practice during placements.

The openness of practice assessors and managers towards the legal rules and students who use their legal and ethical literacy to advocate for particular outcomes for service users was a crucial factor positively affecting the student experience.     

《联合国海洋法公约》退出机制及我国的考量

即使在全球化的时代,国家利益至上仍然是无可厚非的。中国作为《联合国海洋法公约》的签署国,在维护公约精神、履行公约义务的同时,理应享拥公约赋予的权利——国家利益,并得到公约的强力保障。然而,作为折衷产物的《联合国海洋法公约》,在30年的实施过程中,虽建立起了一套新的海洋法律秩序,但“软法”的迹象显现。就我国岛屿争端的现实来看,公约在争端解决上少有效用,我国的海洋权益屡次被声索国恶意利用公约之名侵占。本文就《联合国海洋法公约》退出机制,对我国保留公约缔约国身份的相关问题展开探讨,结论是积极影响与消极影响共存,如果我国与周边国家的矛盾进一步突出,退出公约,可望争取更广大的处理空间。     

环境保护法的人性假设——以生态文明建设为背景

人的问题是社会科学共同关注的问题,对"人"的不同观察视角和对人性的不同预设决定了不同学科的基本理论倾向。法律对于人性的假设包括对于人的本性的预先判定,也包括对人的行为目的的预设。环境法是因应生态危机而兴起的部门法,环境法的发展以生态文明为战略背景和最终目标。根据生态文明的要求和环境保护法的基本理念,将"生态人"视为环境保护法的基本人性假设是必然的。"生态人"假设对于环境法具有逻辑起点的意义,作为实践理性也可以对环境法规则进行价值判断、引导环境法制度设置和引导人们的行为。