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我国继承法所确立的法定继承制度,由于受到苏俄继承法的影响,在法定继承人的范围、继承顺序、配偶的继承份额以及代位继承方面都存在一定的缺陷,为了适应社会的发展与私人财富增加的现实需要,同时适度与国际社会接轨,应当对继承顺序进行灵活性变通,扩张法定继承人的范围,除此之外,应当增加配偶的法定继承份额,同时规定代位继承中继承权固有主义原则。 相似文献
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李鸿雁 《辽宁广播电视大学学报》2014,(2):117-118
法定继承是继承的一种基本方式。法定继承的继承人、继承顺序等都是由法律直接规定的。如何完善法定继承制度是继承法修订中的一个基本问题。对于我国法定继承制度的完善,许多学者发表了有益的见解,但并未取得一致的意见。关于我国法定继承人的范围和顺序,立法上还存在很多不足,应结合我国民众的继承意愿和继承习惯,借鉴国外立法经验,修改、完善相关立法。本文在此仅就几个问题略谈浅见。 相似文献
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略论我国继承法的修订与完善 总被引：3，自引：1，他引：2
杨培景 《商丘师范学院学报》2008,24(1)
我国现行继承法制定于改革开放之初的计划经济时代,随着经济的迅速发展,私有财产的规模越来越大,导致继承法中的一些规定已不适应市场经济条件下的实际需要,及时修订和完善继承法已成为当务之急.主要应从以下几点修订和完善我国的继承法:应适当扩大法定继承人的范围,合理调整法定继承人的顺序;进一步规范配偶的继承权,明确配偶的继承份额;更好地贯彻权利义务相一致的原则,维护对被继承人尽主要扶养义务的人的合法权益;建立特留份制度,限制遗嘱人损害继承人权益的随意行为. 相似文献
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法定继承之范围与顺序探究 总被引：1，自引：0，他引：1
陈燕 《湖南科技学院学报》2011,32(2):128-131
文章通过分析国外及我国立法的规定,对法定继承的范围及顺序进行了比较,指出了其异同点,并通过正反观点论证的方式探讨了配偶及血亲继承人的继承顺序问题,再提出了自己的观点。 相似文献
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吴国平 《四川师范学院学报》2011,(6):67-73
我国《继承法》对法定继承人的范围和顺序作出了明确规定,现随着我国经济社会的发展,家庭结构和家庭个人财产状况也发生了变化,对《继承法》的相关规定应当进行适当修改和补充。包括扩大法定继承人范围,增加法定继承顺序,强化配偶继承权的法律保护等,以进一步完善我国的法定继承制度。 相似文献
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澳门由于长期以来由葡萄牙统治,其民事法律制度受葡萄牙民法典影响颇深。澳门继承制度作为民事法律制度的一个重要组成部分,同样深受葡国继承制度的影响,故与中国大陆的继承制度存在很大的差别。本文试图从法定继承人的范围、法定继承的顺序以及继承的份额三个方面对两地的法定继承制度作一比较,以期能为解决两地公民间互涉继承提供一些参考。 相似文献
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汤艳红 《苏州教育学院学报》1997,(2)
中师《法律常识》教材第五章在讲授我国的继承法律制度时,“法定继承”是重点和难点部分,也是这章教学的关键.笔者认为应从下述诸方面去讲清这一法律术语的内涵.首先,应向学生阐明法定继承的概念.法定继承是指在被继承人死亡后,没有遗赠抚养协议和没有遗嘱继承的情况下,直接根据法律规定的继承人的范围、顺序和继承人所有的方式.法定继承和遗嘱继承是相对应的,因此,法定继承也叫做无遗嘱继承. 相似文献
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《濮阳职业技术学院学报》2015,(5):59-63
我国现行继承法在遗产的范围、法定继承人的范围与顺序、遗嘱继承和继承权等方面存在一定问题。修订与完善继承法应该扩大我国继承法的遗产范围、遗产债务范围和法定继承人的范围,规范法定继承人的顺序,适当限制遗嘱自由,建立遗嘱管理人、执行人制度和特留份制度,充分保护配偶继承权,并完善继承权丧失制度。 相似文献
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中英植物在表达文化内涵方面有许多差异.这些差异反映了英汉两种文化在自然环境、文化背景、宗教信仰及审美观念等方面的不同.了解这些有利于加强文化交流、消除误解,使人们相互更好地理解、沟通. 相似文献
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转型国家和地区的腐败与反腐败现象研究 总被引：1，自引：0，他引：1
季燕霞 《南通师范学院学报》2009,(5):43-49
腐败是一国政治、经济、文化、司法情况的侧面反映。俄罗斯、韩国、台湾等转型国家和地区民主政治发展中腐败放量增加,既有腐败的一般性原因,更有转型期制度约束缺失下政治分权导致腐败切入点分散化、政府主导型市场经济下权力设租和寻租恶性循环、传统政治道德体系解体下公职人员从政心理发生裂变等特定因素的推助。我们必须看到导致腐败的因素会随着问题被暴露以及社会寻求完善的民主与法制而发生改变,民众的民主监督技能也会因民主的教育而大大提高。对于转型国家和地区民主化发展中不断上演的政治腐败和社会动乱,我们不能在一种幸灾乐祸的心态下固步自封,停止民主政治发展的探索,更不能背离民主。需要借鉴当代民主理论的研究成果和民主实践的经验与教训,顺应本国的国情和社会发展的客观需垂正确制定未国臣章政治发展酌方略有莳揭制叔力腐败 相似文献
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定语从句和同位语从句对于英语学习者而言是比较容易混淆和不容易掌握的语法现象,笔者根据教学中学生反馈的问题和经验总结,从两个方面就这两个从句进行对比论述,旨在抓住要害,辨清异同. 相似文献
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梁爽 《鞍山师范学院学报》2017,(6):86-89
北方高校由于处在高纬度地区,冬季开展体育教学活动存在诸多局限性,冬季体育教学主要以冰雪项目为主.北方高校冬季开展冰雪项目具有场地、师资队伍等有利条件,但也存在学生体育意识不强、课程设置单一、教学内容枯燥等问题.不断丰富冬季体育教学内容和培养学生参与冬季体育项目的兴趣是开展好冬季体育教学的关键. 相似文献
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LYN TETT 《International Journal of Lifelong Education》2013,32(3):259-273
In this paper Japanese and Scottish cultural and ideological expectations about the role of parents and communities in schools are examined. Findings from three case studies of a Japanese school, a Scottish school and a group of Japanese parents sending their children to a Scottish school show that there are clear policy differences between the two countries. These differences reflect each country's problems and the purposes of the educational reforms that have been introduced and the different strengths and weaknesses of the two systems. The policy differences in the two systems and how these are translated into practice are examined from the perspective of parents and the wider school community. It is argued that what is missing from the policy and practice context in both countries are the resources to enable teachers, parents and other members of the community to work as equal partners. 相似文献
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Khar Thoe Ng Shaljan Areepattamannil David F. Treagust A.L. Chandrasegaran 《Research in Science & Technological Education》2013,31(3):225-237
Background : The Trends in International Mathematics and Science Study (TIMSS) assesses the quality of the teaching and learning of science and mathematics among Grades 4 and 8 students across participating countries. Purpose : This study explored the relationship between positive affect towards science and mathematics and achievement in science and mathematics among Malaysian and Singaporean Grade 8 students. Sample : In total, 4466 Malaysia students and 4599 Singaporean students from Grade 8 who participated in TIMSS 2007 were involved in this study. Design and method : Students’ achievement scores on eight items in the survey instrument that were reported in TIMSS 2007 were used as the dependent variable in the analysis. Students’ scores on four items in the TIMSS 2007 survey instrument pertaining to students’ affect towards science and mathematics together with students’ gender, language spoken at home and parental education were used as the independent variables. Results : Positive affect towards science and mathematics indicated statistically significant predictive effects on achievement in the two subjects for both Malaysian and Singaporean Grade 8 students. There were statistically significant predictive effects on mathematics achievement for the students’ gender, language spoken at home and parental education for both Malaysian and Singaporean students, with R 2 = 0.18 and 0.21, respectively. However, only parental education showed statistically significant predictive effects on science achievement for both countries. For Singapore, language spoken at home also demonstrated statistically significant predictive effects on science achievement, whereas gender did not. For Malaysia, neither gender nor language spoken at home had statistically significant predictive effects on science achievement. Conclusions : It is important for educators to consider implementing self-concept enhancement intervention programmes by incorporating ‘affect’ components of academic self-concept in order to develop students’ talents and promote academic excellence in science and mathematics. 相似文献
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Cristina Iannelli 《牛津教育评论》2013,39(2):179-202
This paper examines trends in social class inequalities in young people’s educational attainment and HE entry between the mid‐1980s and the end of the 1990s in England and Scotland. Using time‐series data derived from the Scottish School Leavers Surveys and the England (and Wales) Youth Cohort Study, changes in both absolute and relative social class differences within and across the two countries were analysed through the use of a series of ordered logits. The results show that Scotland has higher educational attainment rates but also higher social class inequalities than England. Moreover, while in England social class inequalities at upper‐secondary and tertiary level have declined over time, in Scotland no evidence of such trend has been found. The conclusions highlight that possible explanations for these patterns reside in the different features of the two education systems and in the remarkable educational success of the Scottish middle class. 相似文献