论对“非典”如何适用不可抗力制度

“非典”的发生作为一种不能预见、不能避免并不能克服的客观情况,冲击了很多已经形成的民事法律关系。理论上,法律界对“非典”应当属于不可抗力事件,基本取得共识,但具体到个案而言,应具体分析“非典”对合同履行带来的影响。本文从不可抗力的概念出发,分析了不可抗力的构成要件和免责效力,并提出了情势变迁制度作为我国不可抗力法律制度的完善。     

"非典"与不可抗力

非典疫情下对履行合同所产生的影响该如何认定和承担责任的法律问题，司法理论界对此认同并非一致，本从非典的性质和其在合同履行中的作用影响入手，从法理上分析了非典能否认定为不可抗力并作为变更解除合同的问题，论述了非典在特定情形下可以构成不可抗力这一观点。     

对环境侵权中的免责事由—不可抗力的反思

环境侵权责任因其特殊的无过错归责原则和因果关系的认定,"不可抗力"一直以来都是环境侵权的免责事由。但是,随着现代工业社会的发展和高新科技的广泛性运用,"不可抗力"是否应该作为免责事由引起学术界的争论。从全球环境伦理的价值背景看,重新审视和考量这一法律制度,不可抗力作为环境侵权中的免责事由是不适宜的。本文结合对"不可抗力"这一免责事由相关问题进行探讨,进而为其制度的完善提出建议。     

浅析合同中不可抗力的认定——兼谈我国不可抗力制度的完善

本文结合联合国国际货物销售合同公约,比较了不可抗力制度和情势变迁制度的异同,并通过多个案例,分析了不可抗力的认定,并对我国不可抗力制度的完善提出了相应的建议。     

简论"非典"对社会主义政治文明建设的影响

文章总结了"非典"事件对推进"执政为民"理念的践行,加快社会主义民主建设和政治体制改革的步伐,完善社会主义法律制度等方面的积极意义,剖析了通过"非典"事件暴露出的我国社会主义政治文明建设实践中的不足.     

"非典"对我国教育的影响及对策

"非典"对教育有正面影响和负面影响.面对"非典"的影响,教育界应采取积极有效的对策,加强对学生进行科学、道德、行为养成和爱国主义教育;注重心理健康教育,塑造学生防治"非典"的良好心理品质;学校在管理上建立强有力的应对如"非典"等突发事件的反应机制,并必须从法律上予以保障.     

论侵权责任法不可抗力制度责任承担问题

我国通说认为不可抗力的判定标准采"折中说",在责任承担上法律规定可以免责。通过不可抗力制度历史渊源的追溯,原因力介入的考量,法理基础的评论,认为在司法实务中不可抗力的判断标准宜依具体情况灵活适用"主观说""客观说"与"折中说",在责任承担上应考虑原因力在损害中的比例,并且根据实际情况以公平责任原则分担损失。     

不可抗力与意外事件之比较

不可抗力与意外事件在外部特征、表现形式上有些类似之处.在二之间的关系问题上,学们见解不一,司法实践中也很难区别.本通过对不可抗力和意外事件相关问题的阐述.对二之间的异同做了一些比较.     

情势变更原则及其适用初探

很长一段时间里,情势变更原则没有被我国法律承认,但随着社会主义市场经济的不断发展,在经济生活中发生情势变更的情况将会不断出现,在法律中明确规定情势变更原则已成为共识。目前我国正积极酝酿制定《中华人民共和国合同法》,在此中规定情势变更原则是填补法律空白的最佳时机,但情势变更原则作为一项法律制度如何写进合同法,在这方面我国经验不足,尤其是是什么情况可以适用情势变更原则的问题值得探讨。本通过论述情势变更适用条件及情势变更与不可抗力等概念的区别,对情势变更原则的立法与司法问题提出了具体建议。     

非典危机与"百强调产工程"--关于推进长治市新一轮经济结构调整的思考

非典危机对长治市经济的发展所带来的冲击和挑战是现实的,不容回避.文章认为,辩证地看待非典危机,不失时机地抓住市场机遇,推进长治市新一轮经济结构调整,应采取创优发展环境,实施"大绿色发展战略",推进信息化建设和加大产权制度改革等四项对策.     

TO BE OR NOT TO BE

网络无边。在网中央，TO BE OR NOT TO BE（生存还是毁灭），这是个问题。     

TEACHING TO UNLEARN COMMUNITY IN ORDER TO MAKE A CLAIM TO COMMUNITY

In this essay Duck‐Joo Kwak explores a moral perfectionist approach to citizenship education, which is distinct from liberal and communitarian models. One of educational challenges to this approach is how to cultivate our students' sense of membership, which is shaped by a thick sense of the good life, while being not merely compatible with but open to the pluralist perspective. Kwak maintains that what is required for this form of membership to society or community is our future citizens' ability to engage in highly self‐reflexive philosophical reflection on the human condition; such reflection gives them the skills necessary to live up to the tension between different selves of diverse origins or within a divided self. Examining Stanley Cavell's view of political education as an exemplar of the moral perfectionist approach to citizenship education, Kwak shows how the practice of his ordinary language philosophy can be a good way to cultivate this ability by teaching us how to “speak for others” by way of “speaking for oneself.”     

如何保住你的工作

除非你是希尔顿失散多年的妹妹,否则你一定要为经济状况（以及如何保位你的职业）担心。莱昂纳多·兰黛作为雅诗·兰黛公司的主席管理数千人,他的建议可以帮助你远离被解雇的风险。     

把问答式教学改造、提升为对话式教学

目前 ,中小学课堂教学的一般模式大体可以概括为问答式 ,它是对传统讲授式的突破。但它本身在实践中也存在不少问题 ,需要加以改造和提升。提升的标的就是对话式教学。本文列举了现实问答式教学中的 1 0点缺陷 ,阐释了对话式教学应注意的 1 0点要旨。     

回忆

June is the graduation season every year, especially in colleges and universities. That＇ s the most stirring moment in my life; beautiful flowers, dazzling flashes, heartfelt wishes, of course, with farewell tears.     

EMPLOYING SERVICE-LEARNING TO TEACH RESEARCH METHODS TO GERONTOLOGY STUDENTS

Undergraduate student interest in aging was examined in relation to age, gender, and contact with older adults. Interest in aging is conceived of along a continuum, ranging from initial interest-taking an aging course-to substantial interest as evidenced by academic and career interest. Undergraduate students who have taken an aging course (n = 189) and a stratified random comparison group (n = 261) self-assessed their interest in aging. Background information, including the frequency and duration of contact with older family and non-family individuals, was reported. Being female (p < 001) and having frequent contact with older family members (p < .01) significantly explains initial interest in aging. Initial interest in aging (i.e., taking an aging course) significantly contributes to substantial interest in aging (p < .0001) i.e., taking more aging courses, majoring in gerontology, working or planning to work with older adults. Contact with older adults positively affects undergraduate interest in aging. Interest in aging proceeds along a continuum, from preceding factors to initial interest in aging and then to substantial interest in aging. Aging courses and opportunities for interaction with older adults should be offered at the undergraduate level.