中美两国大学校际田径竞赛管理比较研究

运用文献法、实地考察法、专家访谈法、比较研究法等研究方法,对中美两国大学校际田径竞赛管理的组织机构与职责、田径竞赛种类与年度计划安排、竞赛分组与参赛方法及田径竞赛赛事运作的现状进行了比较研究。研究结果揭示,两国大学的校际田径竞赛管理既有共性特点,又存在明显差异。对中国大学校际田径竞赛管理的启示是：建立健全合理的大学校际田径竞赛管理组织机构和规章制度是顺利开展大学校际田径竞赛的重要组织与制度保障;建立科学的大学校际田径竞赛体系和科学规划竞赛系列安排是充分发挥竞赛杠杆作用的前提;科学的田径竞赛分组和严格的运动员参赛资格规定是大学校际田径竞赛健康、可持续发展的重要保证;规范的赛事运作是大学校际田径竞赛高效举办的关键。     

浅谈安乐死申请人资格与实施程序的立法——台湾地区通过《安宁缓和医疗条例》修正案引发的思考

我国台湾地区《安宁缓和医疗条例》及其修正案中对于申请人资格与实施程序细致而科学的规定,对于我国大陆安乐死立法具有启示与借鉴作用。对此,大陆安乐死立法应包括对末期病患本人及其近亲属作为申请主体的规定,并需以立法形式确定安乐死实施程序、医疗鉴定形式要件、鉴定医师资格及必要人数、鉴定医疗机构、申请安乐死授权形式、申请见证人、实施安乐死方式和标准、医生告知义务、实施医疗机构、实施操作记录、见证人员等。     

夫妻共同债务诉讼中当事人问题研析--基于合同之债的考量

在夫妻共同债务诉讼中,当婚姻法及其司法解释规定的夫妻共同债务规则与合同的相对性原则发生冲突时,首先面对的是当事人问题的解决,即当事人适格问题。如是必要共同诉讼,则应该把夫妻双方都列为被告始为适格,而此问题的解决又离不开夫妻共同债务的判定。司法实践中因为考虑到法官负担过重的原因,也是基于尊重原告的处分权,并没有一律把夫妻双方作为共同被告对待。在这两种选择之间存在着一种矛盾,需要平衡对待。正确且合理地解决夫妻共同债务诉讼中当事人问题,既能及时保护诉讼参加人和利害关系人的合法利益,避免在执行中产生新的问题,又有助于解决纠纷和化解矛盾。     

An investigation of increased rates of autism in U.S. public schools

This study is intended to enhance our understanding of the dramatic increase in autism prevalence rates across the United States. A robust national and multistate sample of children and youth (5–22 years of age) was gathered and analyzed, using visual and statistical analysis of autism eligibility over a 15‐ to 17‐year period. Although the impact of environmental or genetic influences cannot be entirely ruled out, we identified significant shifts in eligibility trends that substantially contribute to the remarkable increase in autism prevalence. Assessment procedures and criteria for autism have sustained an indelible influence from this diagnostic migration, which has had a lasting impact on public schools. We use this information to provide meaningful implications for practicing psychology in the schools.     

奥运仲裁实务研究及法理探析—索契冬奥会案例研究

自1996年亚特兰大夏季奥运会开始,国际体育仲裁院(CAS)在10届夏季及冬季奥运会中都派驻临时仲裁庭(CAS ad hoc),处理在奥运会过程中发生的体育争议。在2014年举行的俄罗斯索契冬奥会上,笔者被任命为CAS临时仲裁庭的仲裁员,参与奥运仲裁案件的审理。本文对奥运仲裁案件在程序上和法理上进行探讨和研究,以期对国内体育争议解决机制及案例法的建立和完善,起到促进和推动作用。     

School psychologists and autism identification: Present challenges and potential solutions

Although federal law has provided guidelines for autism eligibility for special education, school-based autism assessment and eligibility vary widely across states and identification continues to lag behind national prevalence data. The main role of the school psychologist continues to be conducting evaluations for special education eligibility, and given current barriers, some school psychologists do not feel equipped to make a recommendation for autism eligibility. This article summarizes the barriers school psychologists face when conducting autism assessments in the schools, including systemic barriers, lack of training or professional development, resulting lack of confidence, among others. We conclude by highlighting recommendations for multipronged systemic changes that will improve the capacity of special education teams and specifically support the pivotal role of the school psychologist in conducting autism eligibility evaluations in the schools.