浅议公司的社会责任

新《公司法》第五条明确规定了公司在追求股东价值最大化的同时，要承担社会责任，第一次以法律的形式明确提出公司的社会责任问题，但如何认识和把握公司的社会责任，以及如何强化公司实现社会责任，是一个值得探讨的新问题。本文从公司社会责任的界定出发，分析了公司社会责任的理论基础，并对强化公司的社会责任的法律对策作出探讨。     

论公司的社会责任

公司的社会责任是与公司营利责任相对应的一个概念，是20世纪以来凸现于诸多学科领域的一个重要概念，亦是建构企业与社会和谐关系的一种基本思想。本文从公司社会责任的出现人手，着重分析了公司社会责任的理论基础，对如何加强化公司社会责任并予以实践提出了自己的主张，并对公司社会责任的进一步探索作出展望。     

公司社会责任初探

公司社会责任理论随着各国经济的发展特别是随着经济全球化的发展越来越受到法学界的关注，在我国，研究公司社会责任，确立公司社会责任有特殊的意义。而要在实践中落实公司的社会责任则需要从多方面努力。     

公司社会责任正当性及其司法化研究

公司社会责任正当性应有更深层次的追问和证成。作为一般条款，公司社会责任条文的司法化是调节公司社会关系之必然要求。应该从公司社会责任法律内涵的进一步明确，判决说理技术的充分运用，派生诉讼制度的进一步拓展，经营判断法则的适用及案例类型化等方面，保障新修订的《公司法》社会责任条文司法化的实现。     

公司法视域下公司社会责任的完善

随着公司社会责任理论在国内的深入发展,通过何种手段来引导企业承担社会责任这一命题日益受到社会的广泛关注。文章首先从法律视角诠释了公司社会责任的内涵,然后梳理了现行公司法对公司社会责任的理解,进而从公司治理入手探讨了在公司法的框架下如何完善公司社会责任,督促企业承担社会责任。     

浅谈公司社会责任

公司是社会整体的重要构成单元，由于其利益与整体社会的浑然一体决定其必然要承担一定的社会责任。笔者通过对公司社会责任界定的探讨，认为公司承担的社会责任应是道德责任与法律责任并重，从而为我国公司社会责任在道德层面上的规范提出建议。     

略论我国《公司法》社会责任制度的完善

文章以理论界认为我国公司法没有建立公司社会责任制度为发端，认为我国公司法第14条第1款实际上已经具备了公司社会责任的雏形。文章进一步认为，与发达市场经济国家相对完备的公司社会责任制度相比，我国公司法第14条的规定显得十分单一和抽象，不利于公司承担必要的社会责任。因此，文章建议，公司法应该在立法宗旨中明确规定公司的社会责任，并通过完善公司组织机构是权力和义务体系来确保公司社会责任的承担。     

公司社会责任的法律思考

当前,公司的社会责任理论已经为人们所接受,但是,关于公司社会责任的法律规范并不完善,使公司的社会责任难以真正落实;西方公司社会责任理论的产生背景和当代西方主要国家的法律实践,对于我国公司的社会责任立法不无借鉴意义;从公司治理的角度通过一系列法律制度的建立,可以保障公司社会责任的实施.     

基于社会责任的公司治理模式重塑

从公司治理模式与公司社会责任关系的角度出发,阐述了公司社会责任的内涵及其理论依据,分析了重塑公司治理模式对公司承担社会责任的重大意义.针对传统的公司治理模式存在的不足,介绍了国外体现社会责任的公司治理模式,并结合我国现状,提出了通过重塑我国公司治理模式以促使公司有效地承担其社会责任的建议.     

浅论公司社会责任——兼评《公司法》第5条

随着我国一系列公司大规模侵权事件的发生,公司社会责任又成为了法学界研究的热点.公司社会责任的性质一直存在着争议,导致学者们对《公司法》第5条公司社会责任的规定也褒贬不一.笔者从公司社会责任的概念出发,对公司社会责任给出自己的浅薄理解,同时对《公司法》第5条作出评论.     

城市居住区级公共体育设施规划布局方法研究

我国目前对居住区级公共体育设施重视不足、规划思想落后,造成我国城市公共体育服务设施供给的体制性供需失衡.从培养大众体育文化角度切入,探索符合我国城市实际的居住区级公共体育设施布局模式,进而为我国体育文化和体育市场的培育和可持续发展奠定基础.     

Teacher Learning of Technology Enhanced Formative Assessment

This study examined the integration of technology enhanced formative assessment (FA) into teachers’ practice. Participants were high school physics teachers interested in improving their use of a classroom response system (CRS) to promote FA. Data were collected using interviews, direct classroom observations, and collaborative discussions. The physics teachers engaged in collaborative action research (AR) to learn how to use FA and CRS to promote student and teacher learning. Data were analyzed using open coding, cross-case analysis, and content analysis. Results from data analysis allowed researchers to construct a model for knowledge skills necessary for the integration of technology enhanced FA into teachers’ practice. The model is as a set of four technologies: hardware and software; methods for constructing FA items; pedagogical methods; and curriculum integration. The model is grounded in the idea that teachers must develop these respective technologies as they interact with the CRS (i.e., hardware and software, item construction) and their existing practice (i.e., pedagogical methods, curriculum). Implications are that for teachers to make FA an integral part of their practice using CRS, they must: 1) engage in the four technologies; 2) understand the nature of FA; and 3) collaborate with other interested teachers through AR.     

基于课堂应答系统的大学英语教学设计及实践——以基于WEB的Socrative课堂应答系统为例

课堂应答系统是一种通过学生手持移动终端进行应答的课堂互动系统.基于WEB技术的第三代课堂应答系统使得学生的智能终端成为应答器,也使得传统多媒体教室中进行高互动大班教学成为可能.该研究以基于WEB技术的Socrative课堂应答系统为例,探讨了使用课堂应答系统的大学英语大班教学设计方案和实践.实践结果表明,学生对使用Socrative的课堂教学持非常肯定的态度.     

The C3 Framework: Evaluating Classroom Response System Interactions in University Classrooms

The larger the classroom, the more likely is it that communications consist of a one-way flow from the instructor to students. Classroom Response Systems (CRSs) are frequently hailed as technologies capable of improving communications by opening the space for dialogic engagement; yet, a causal relationship is not documented in the literature. The data reported on here stem from a mixed methodology study and provide insights into motivations for CRS use and enacted CRS use across disciplines, as well as student and instructor perceptions of the tool’s effects on teaching and learning. From these data emerged a framework of interaction (the C³ Framework) that situates CRS use from both the instructors’ and learners’ perspectives. The framework consists of an interdependent relationship between Concerns, Centeredness, and Control of discourse. Although this study took place in university classrooms, the C³ Framework presented here applies across educational settings.     

Classroom Response Systems: A Review of the Literature

As the frequency with which Classroom Response Systems (CRSs) are used is increasing, it becomes more and more important to define the affordances and limitations of these tools. Currently existing literature is largely either anecdotal or focuses on comparing CRS and non-CRS environments that are unequal in other aspects as well. In addition, the literature primarily describes situations in which the CRS is used to provide an individual as opposed to a group response. This article points to the need for a concerted research effort, one that rigorously explores conditions of use across diverse settings and pedagogies.     

上市公司社会责任信息质量与财务绩效的关系研究--基于润灵环球2010-2011年的社会责任报告评级的分析

随着产品质量和食品安全等问题的频发,“企业社会责任”越来越成为社会、企业和政府关注的焦点。有研究表明,自中国石油天然气集团公司于2000年发布我国第一份有关履行社会责任信息的社会责任报告以来,企业社会责任信息的质量在逐步提高。企业的财务绩效与其社会责任信息质量之间存在关联关系,文章以相关利益者理论为基础,利用润灵环球2010-2011年社会责任报告评级的数据对我国公司社会责任信息质量与财务业绩的关系进行实证检验。     

Effect of maternal rubella on hearing and vision: a twenty year post-epidemic study

Three years of research conducted at NTID beginning in 1984 examined the hearing and vision characteristics of two groups of deaf college students. All 242 students studied received complete audiometric assessments and ophthalmological examinations. Of those students examined, 104 were known to be deaf as a result of maternal rubella (congenital rubella syndrome (CRS) group). The remaining 138 (non-CRS group) became deaf for a variety of other reasons. No significant differences were found between groups in puretone thresholds for frequencies measured at octave intervals from 250 thru 8000 Hz. There were, however, significant differences between the two groups relative to their vision characteristics. Seven visual pathologies or resulting conditions were found to be more prevalent with the CRS population. Among them were 38 cases of amblyopia which might have been prevented with early intervention. The various implications of this problem are discussed.     

和谐社会下的企业社会责任

企业作为整个社会经济体系的细胞，它所承担的社会责任是构建和谐社会的关键因素。然而，就对构建和谐社会的意义来说，我们必须从企业承担社会责任面临的主要矛盾出发，合理定位企业承担社会责任的必然性、可行性及其核心竞争力。     

柴胡疏肝散醇提物对抑郁模型小鼠的抗抑郁作用

目的：研究柴胡疏肝散（chaihu shugan powder,CSGS）乙醇提取物对抑郁模型小鼠行为学的影响。方法：采用慢性不可预见温和应激法（chronic unpredictable mild stress,CUMS）与慢性束缚应激法（chronic restraint stress,CRS）相结合复制小鼠抑郁模型,以柴胡疏肝散水体物为阳性对照,采用体质量增长趋势、蔗糖饮水实验、敞箱实验、情绪性行为评分、悬尾实验、强迫游泳实验来评价柴胡疏肝散醇提物抗抑郁作用。结果：CUMS与CRS相结合可以导致小鼠抑郁：与正常组相比,模型组小鼠体质量增长趋势明显减慢（P〈0.01）;在蔗糖饮水实验中,模型组小鼠的蔗糖水偏嗜度下降;在敞箱实验中,模型组小鼠水平运动次数和垂直运动次数均显著性下降（P〈0.01,P〈0.05）;在情绪性行为评分实验中,模型组小鼠情绪评分显著性降低（P〈0.05）;在悬尾实验中,模型组小鼠的悬尾不动时间显著性升高（P〈0.01）;在强迫游泳实验中,模型组小鼠的游泳不动时间显著性升高（P〈0.01）。与模型组相比,柴胡疏肝散水提组和醇提物16.4、8.2、4.1 g·kg-1剂量组均可改善小鼠的抑郁症状（P〈0.05,P〈0.01）且具有剂量相关性。同是8.2 g·kg-1的生药量,与水提物组比较,醇提物组小鼠实验d 28体质量明显高于水提物组（P〈0.05）,敞箱实验中水平运动次数明显高于水提物组（P〈0.05）,强迫游泳实验中游泳不动时间明显低于水提物组（P〈0.05）。结论：本实验通过CUMS与CRS相结合方法成功复制了小鼠抑郁模型。柴胡疏肝散醇提物对此抑郁模型小鼠具有明显的抗抑郁作用。     

Social and behavioral correlates of preschoolers with specific language impairment

The relationship between specific subtypes of speech language impairment (SLI) and concomitant social competence and behavioral adjustment was investigated. Teachers and parents completed behavior ratings of SLI preschoolers enrolled in a language‐based intervention program and preschoolers without language impairment, including the Parent‐Child Rating Scale (P‐CRS), Teacher‐Child Rating Scale (T‐CRS), and Social Competence and Behavior Evaluation Scale (SCBE). Teacher and parent ratings were analyzed across four SLI subtypes: expressive, receptive, pragmatic, and articulation. Results confirmed that children with greater language impairments had significantly more behavioral problems and poorer social competence than those children with articulation‐only disorders and children without any impairments, and these results were observed in both home and school environments. SLI children had particular difficulty with task orientation, assertiveness, peer social skills, and frustration tolerance, and were more likely to be dependent and isolated in the classroom. Implications for assessment and intervention of SLI children were discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 373–387, 2005.