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1.
自然人民事责任能力的判断标准，应以基于意思能力而确定的行为能力状况为一般标准，以财产状况作为确定欠缺行为能力人责任能力的例外标准。限制行为能力人也应有限制的民事责任能力；公平责任的适用与责任能力的确定无关；亲权人与监护人承担替代责任的顺序应有差别。 相似文献
2.
王楚云 《青海师范大学学报(哲学社会科学版)》2014,(1):47-49
罗马法将浪费人列寿保佐的对象之一,受其影响,现代欧陆各国建立了禁治产人制度,以限制浪费人的行为能力。我国民法亦应效仿罗马法和欧陆各国的作法,将浪费人纳入被监护人范畴。 相似文献
3.
方勇男 《吉林广播电视大学学报》2012,(6):13-14
成年监护人作为支援欠缺判断能力欠缺人的主体,享有广泛的权限,而本人因为欠缺判断能力,很难监督成年监护人,因此,需要建构代替本人监督监护人的制度。日本新成年监护制度①引入了更加具有实效性和机动性的监督体系,做到了预防和规制成年监护人的权限滥用。我国应借鉴日本成年监护监督制度的成功经验来改革和完善我国的成年监护制度。 相似文献
4.
本文通过考察加拿大成年人行为能力欠缺制度的历史沿革,分析了加拿大成年人行为能力欠缺制度的变革动因,进而对我国成年人行为能力欠缺制度的改革提供了可资借鉴的方法. 相似文献
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黄牡丹 《佳木斯教育学院学报》2011,(4):106-107
大学生精神疾病患者是限制行为能力人或无行为能力人,但因其身份和任务的特殊性,其既是精神疾病患者同时仍是一名在校大学生,既要完成学习任务又要进行疾病治疗,在矫治过程中也牵涉到学校、医院和监护人不同主体,而根据我国相关法律的规定,学校对于大学生精神疾病患者承担的是教育责任,医院对于大学生精神疾病患者承担的是治疗责任,只有在封闭式的治疗中才承担部分监护责任;监护人则是大学生精神疾病患者监护责任的完全承担主体。 相似文献
6.
预备被监护人是指即将被安排监护的当事人。经过十余年改革,美国成年监护制度形成了保护预备被监护人权益的一系列基本原则。这些原则包括：“实质性损害”标准、最小限制性替代措施、“功能性行为能力”标准、正当程序原则。我国成年监护制度立法理念相对落后,借鉴美国的成功经验来重构和完善我国的成年监护制度具有重要意义 相似文献
7.
袁杰 《宿州教育学院学报》2011,14(1):80-83
监护制度是一项重要的民事法律制度,它的主要目的在于保护被监护人的合法权益,约束被监护人的行为,管理教育被监护人,防止被监护人对社会或他人造成损害。然而,由于诸多原因,我国监护制度仍然存在着不少缺陷：亲权与监护权划分不清：监护种类的混乱;监护事务内容的不明确;对监护人忽视,等等。这都不利于我国民事法律制度的完善,也不利于维护社会的正常秩序,同时也是与法律的适应性和前性相违背的。本文就我国监护法律方面的缺陷及如何完善进行探讨。 相似文献
8.
孙海涛 《南通师范学院学报》2009,(2):56-62
当代成年监护制度,基于社会本位的思想,热衷于保障结果平等的体制设计,尤其是福利国家的构建。为国民造福,是国家运行的最终目的,对幼弱病残者的保护已非纯属个人之责,国家和社会亦责无旁贷,因此成年监护制度必然走向社会化、公法化。我国成年监护事务委由亲属自治已经不能适应社会的发展趋势,继之以公权力干涉为势所必然,我国欠缺行为能力成年人公共监护制度的建立与完善已迫在眉睫,而美国欠缺行为能力成年人公共监护制度的建立、发展与完善．对我国具有重要的启示和借鉴意义。 相似文献
9.
《中华人民共和国义务教育法》明确规定：“国家实行九年制义务教育。”父母或者其他监护人必须使适龄的子女或者被监护人按时入学，接受规定年限的义务教育。适龄儿童、少年不入学接受义务教育的由当地人民政府对其父母或者其他监护人进行批评教育，并采取有效措施责令其送子女或者被监护人人学。《未成年人保护法》和《禁止使用童工规定》等法律法规对确保适龄少年儿童享受九年义务教育的权利也有明确的规定。 相似文献
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11.
保护弱势群体的权利是社会主义和谐社会必须切实解决的重大问题,是建设和谐社会的突破口,当前应特别关注和着力解决的问题是:发展生产力,保障弱势群体的生存权、发展权;公正司法,切实保障弱势群体的人身权利;加大社会救助的力度,拓宽社会弱势群体的权益保障渠道。 相似文献
12.
宋昭 《陕西教育学院学报》2014,(4):12-14
保护儿童的生命安全、为儿童的健康成长创造良好的家庭氛围和社会环境是全世界国家保护儿童权利所要努力的方向。近几年,我国的虐童事件屡屡发生。从这些恶性事件中我们认识到:国家法律规制不明确,社会机构欠缺,社会对儿童主体性认识不够,幼儿教育管理混乱等问题的存在是其根源。儿童受到虐待会对儿童的一生产生负面影响,我们应该从法制建设、机构设置、幼儿教育管理、心理疏导等方面为儿童营造良好的成长环境。 相似文献
13.
郭荣军 《十堰职业技术学院学报》2013,26(2):26-29
弱势群体一般处于社会底层,经济贫困和权利贫困是弱势群体的特征,经济贫困是权利贫困的折射和表现,权利贫困是经济贫困的原因和根源。社会权利是人权的一项重要内容,其本质是维护公民最基本的生存和发展。无论是基于人权、人道主义,还是基于社会权利特性、社会和谐建设,弱势群体同其他社会成员一样享有保障个人生存和发展所必需的社会权利。 相似文献
14.
Carol Robinson 《Curriculum Journal》2017,28(1):123-136
The overarching aim of this paper is to explore how key principles inherent in human rights declarations and conventions are translated into practices associated with human rights education within school contexts. It is argued that this translation from discourse to practice opens up the potential for children and young people to encounter inequitable experiences of human rights education, and that this is an ethical issue that needs addressing. Within the paper, human rights education relates to both direct teaching about human rights, and to children and young peoples’ experiences of how school practitioners acknowledge and uphold their rights. In both national and international contexts, knowledge and understanding about school-based human rights education is lacking; this paper aims to address this issue by developing a theoretical framework through which to view human rights education practices within school settings. 相似文献
15.
For children to know how to fully participate in and most effectively lead the world they will inherit, they must learn how to critically engage with it and be knowledgeable about foundational rights and instruments that support such engagement. Together, critical literacy, which encourages the examination and interrogation of the underlying assumptions of dominant narratives and ‘legitimate’ knowledge, and children's rights education, which involves children in learning how to express their ideas and fully participate in society (as appropriate to their age and ability), offer a powerful approach—theoretical and pedagogical—to engage children in active engagement of the world, especially with respect to the promotion of social justice. However, the layers of complexity and risks associated with deep consideration of challenging topics require expert guidance and compassionate role modelling from teachers of young children. Our paper considers the intersections between critical literacy and global child rights with reference to a study conducted with young school children in Canada and Uganda to discuss how teachers can support meaningful learning experiences in the classroom that can promote children's agency and social justice commitments. 相似文献
16.
Charles J. Russo 《International Journal of Inclusive Education》2019,23(5):546-558
ABSTRACTThe United States Senate's unwillingness to ratify the Convention on the Rights of the Child (CRC) notwithstanding, the Individuals with Disabilities Education Act (IDEA) contains significant safeguards protecting the rights of students with disabilities, acknowledging their participation rights in decisions about their futures. In the first of just two examples, as students ‘age out’ of special education, they participate in developing individualised transition plans guiding their movements to post-school activities. Second, the IDEA transfers parental access rights to students, granting them sole control over their educational records on turning 18 unless they are adjudicated incompetent under state law.Against this background, this paper opens by considering the U.S. Senate's reluctance to ratify the CRC. The paper next reviews the history of rights in the U.S. before examining how the IDEA affords students with disabilities considerable opportunities to participate in planning their futures both through transition planning and taking control over their educational records. The article ends by reflecting on how the IDEA comports with the CRC in protecting the rights of students with disabilities to self-determination. 相似文献
17.
通过对美英日高等教育招生考试权力所属机构的介绍与比较，探寻它们的共同特点．旨在为改革我国高教招考合一的现状提出若干建议，使高校招生考试工作更加科学，考试机构更好地为招生工作服务。 相似文献
18.
段辉民 《青海师范大学学报(哲学社会科学版)》2002,(2):19-21
在民法中，债权和物权，知识产权，人身权等权利都被作为民事主体的基本权利而予以创设，这些基本的民事权利相互之间的关系怎样呢？本文着重以债权为基础，比较了债权与其他民事权利之间的联系和区别。 相似文献
19.
Zhenzhou Zhao 《Cambridge Journal of Education》2010,40(2):131-144
This paper explores how Chinese minority students participate and defend citizenship rights on a university campus against the backdrop of ongoing social changes. Three rights are focused on: freedom of religion, freedom of association, and freedom to use an ethnic language. The data were collected at three universities. Research methods involved policy analysis, interviews with staff members and students, and observations on campus. Adopting Sewell’s theory of structure, the study regards state creations of citizenship rights as a resource, and uses a micro‐sociological approach to dismantle the interactions of different social actors (state‐party, university and minority students) in campus settings. The findings show that rights are embodied polysemic meanings, and their meanings are interpreted and negotiated in a bargaining process. 相似文献
20.
权利与权力的关系对政治体系至关重要,由于传统的影响和经济社会的巨大进步,在转型期的中国社会,权利与权力出现了不和谐的现象,若任由这种不和谐状态发展将会造成政治合法性降低、公共管理有效性下降和社会的不稳定,从权利与权力和谐的角度出发,本文对转型社会的行政改革提出了一系列建议。 相似文献