当代大学生责任心培养的理性思考

简要阐述了责任心的含义、当代大学生责任心的现状,通过分析大学生责任心缺失的现象及原因,有针对性的提出一些解决办法。     

关于经济责任审计结果运用的探讨

经济责任审计是惩防腐败建设的一项重要内容,是反腐倡廉健康有序进行的保证,也是对领导干部履行经济责任情况作出客观评价的依据。应当大力提升审计结果的利用率,使其在建章立制,规范财经管理和加强对领导干部的教育使用和监督管理中充分发挥了作用。     

环境法律责任制度探析

环境法律责任作为环境法运行的保障机制,包括环境行政责任、环境民事责任和环境刑事责任这三种责任方式,具有各自独特的目的和价值,也存在相应的缺陷。克服三种环境法律责任方式自身的缺陷,协调三种环境法律责任方式,构建立体的环境法律责任体系,是解决环境法律责任竞合的关键,也是遏制环境违法行为的重要手段。     

美国学校公民教育的基本特征

美国的公民教育深深扎根于美国的宪政思想。培养“宪政式民主国家有能力并负责任的社会、政治参与者”是其始终坚持的目标和归宿。宽容与多元文化的融合是其公民教育的价值基础,自由、民主与责任是其基本且核心的价值取向;公民教育的实施则表现出了网络化、系统化、批判性和实践性的实用主叉特征,二者有机结合增进了公民教育的实效性。     

Never Again: The Impact of Learning About the Holocaust on Civic Outcomes

Abstract

Preparing students to be effective citizens is a longstanding goal of public education. Historical content provides illustrative opportunities for civic learning. Teaching about the Holocaust exemplifies this approach. Employing an experimental research design with 865 secondary school students, we analyze effects on civic outcomes from learning about the Holocaust through a school-sponsored trip to a Holocaust museum. We find that lessons about the Holocaust increase students’ support for civil liberties and deepen historical content knowledge, but decrease religious tolerance. High school students and those from college-educated households drive increases in support for civil liberties, and these students are more likely to donate to human rights causes as a result of the intervention. Middle school students and those from less-educated households drive the negative religious tolerance effect. These findings suggest that history lessons can produce meaningful impacts on civic educational outcomes. However, a stronger educational foundation that comes with engaging with challenging political issues may be a vital prerequisite to avoid undesirable consequences.     

论公司的环境责任

公司在谋求自身及股东最大经济利益的同时 ,应当履行保护环境的社会责任。公司环境责任与其营利性目的之间的矛盾、冲突是绝对的 ,补偿与互相促进是相对的。消费者、政府与公司共同承担环境责任是协调这对矛盾的较好做法。公司内部机制、市场引导机制、政府干预机制和社会监督机制共同发挥作用是促成公司履行环境责任的理想选择。     

Needs Assessments: An Integrated Assignment in Civic Service

An undergraduate social work program developed a service‐learning experience in partnership with a local United Way organization to complete a community needs assessment project. The experience integrated the curricula of a social work research methods course and a generalist‐macro practice course with the principles and actions of experiential and service‐ learning, evidence based practice, and civic responsibility. This integrated curricula project yielded practical, “real world” outcomes for the local community and learning outcomes for the students. Needs assessments conducted by social students resulted in particular groups of community citizens receiving targeted services from agencies receiving funding from United Way. Evidence obtained from the students who participated in this experience indicates that two important learning outcomes were achieved; a heightened awareness of the local community's resource system and a sense of connection to the local community, along with the enhancement of students ‘self‐esteem and increased self‐confidence in their abilities.     

谈问题解决教学教案的编写

围绕问题解决教学教案的编写讲述了自己的见解     

缔约过失责任的理论探讨

缔约过失责任的理论基础是诚实信用原则，是以违反先合同义务为要件的独立的责任。缔约过失责任确立的目的在于保护交易的安全。认真贯彻落实这一制度，对于进一步弘扬中国市场经济主体的商业道德，维护当事人的合法权益，完善债法体系都具有重要意义。     

从"SA8000"看企业社会责任的发展变迁

从近年来国外正在推广实施并将逐渐影响我国企业的“SA8000”(即社会责任国际标准体系)的内容入手，并从经济学、企业管理学、商业伦理学的不同角度对企业社会责任问题作了进一步的认知分析，阐述了企业社会责任在内涵上的发展变迁及企业应有的正确态度，以引起社会和企业界的共同关注。     

论环境犯罪中的严格责任在我国的适用

环境污染的日趋严重，使原有的法律手段难以适应新的要求。仅用行政手段来管理污染企业及其他污染源已是防不胜防，不足以有效地保护和改善环境。我国在严重污染环境的犯罪中应借鉴英美刑法的严格责任，以期切实保护环境，防止污染。     

Computer technology and complex problem solving: Issues in the study of complex cognitive activity

Goals and plans organize much of complex problem solving behavior and are often inferable from action sequences. This paper addresses the strengths and limitations of inferring goals and plans from information that can be derived from computer traces of software used to solve mathematics problems. We examined mathematics problem solving activity about distance, rate, time relationships in a computer software environment designed to support understanding of functional relationships among these variables (e.g., distance =rate × time; time=distance/rate) using graphical representations of the results of simulations. Ten adolescent-aged students used the software to solve two distance, rate, time problems, and provided think-aloud protocols. To determine the inferability of understanding from the action traces, coders analyzed students' understanding from the computer traces alone (Trace-only raters) and compared these to analyses based on the traces plus the verbal protocols (Traceplus raters). Inferability of understanding from the action traces was related to level of student understanding how they used the graphing tool. When students had a good understanding of distance, rate, time relationships, it could be accurately inferred from the computer traces if they used the simulation tool in conjunction with the graphing tool. When students had a weak understanding, the verbal protocols were necessary to make accurate inferences about what was and was not understood. The computer trace also failed to capture dynamic exploration of the visual environment so students who relied on the graphing tool were inaccurately characterized by the Trace-only coders. Discussion concerns types of scaffolds that would be helpful learning environment for complex problems, the kind of information that is needed to adequately track student understanding in this content domain, and instructional models for integrating learning environments like these into classrooms.Members of the Cognition and Technology Group at Vanderbilt who have contributed to this project are (in alphabetical order) Helen Bateman, John Bransford, Thaddeus Crews, Allison Moore, Mitchell Nathan, and Stephen Owens. The research was supported, in part, by grants from the National Science Foundation (NSF-MDR-9252990) but no official endorsement of the ideas expressed herein should be inferred.     

政府责任履行存在的问题及其对策建议

政府责任具有安全、正义、自由、民主等四个维度。文章分析了当前政府责任存在的问题及其原因,并据此提出了三点对策建议,即建立责任政府,培育政府责任观念;培育公民社会,建立健全政府责任监督体系;提高政府工作人员职业水平。     

论政府的环境责任：以契约为视角

契约原本是民商法范畴的一个概念。而到了近代,经过西方法学学者们的努力,创造出一套新的社会政治学的理论——契约论。契约论解释了国家的起源,以及政府与民众之间的关系。依其观点,国家是民众以契约的形式根据合意而组成的,国家的公权力来自于民众所让渡出的自然权利。而政府则仅是代表全体民众而行使公权力的代理人。伴随着人类生产力的发展,人类改造自然环境的能力得到了突飞猛进的发展。然而资源的枯竭,环境的恶化,日益令人民感到危机和恐慌,时刻为人类敲响警钟。     

对我国企业环保责任的法律管窥

企业环保责任是企业对社会所承担的环保义务,是企业CS(企业社会责任)体系的重要组成部分.它要求企业在生产经营活动中不能因为追求经济效益而污染环境、破坏生态,必须从保护生态环境,尊重自然的道德责任感出发,以可持续发展为活动经营的指导原则和正确处理人与自然的关系为企业发展的基本宗旨.企业环保意识的确立、环境伦理原则及相关配...     

Teaching comprehension and critical literacy: investigating guided reading in three primary classrooms

With the introduction of the National Literacy Strategy, England's primary school teachers were asked to replace “listening to children read”–a practice deeply embedded in UK pedagogy–with guided reading, a practice focused on interpretive and critical comprehension rather than accuracy and fluency. This small‐scale research project addresses the perceptions of the author's Primary B.Ed. student teachers that what goes on under the name of guided reading in the classrooms in which they undertake teaching practice does not do justice to the term. In particular, it examines the claim that fluent readers are still engaged in reading aloud, rather than being taught how to develop analytical strategies for comprehension and engage in collaborative dialogue to develop cognition and promote interpretive critical literacy. Using interpretive methodology, this small‐scale study examines episodes of guided reading in three case study classrooms. In each episode examined, although some form of group reading was conducted, there was no opportunity for children to read silently or engage in collaborative discussion, little teaching of inferential comprehension and none of evaluative strategies. The study reaches tentative rather than conclusive answers. These suggest that the effective teaching of guided reading depends both upon the understanding of its psychological underpinning, and also on the teacher's ability, through sharing responsibility for problem solving with the children, to build bridges between what is known and what is new.     

Shared Responsibility and Issues of Injustice and Harm within Sport

The purpose of this article is to present a conceptual model of shared responsibility within the sport context. Focusing on issues of harm and injustice, this model proposes that organized sport can exist as an oppressive social structure that endorses ignorance through the presence of asymmetrical power relations. This ignorance reinforces oppressive structures as well as fosters vulnerability, a byproduct that, in turn, also reinforces oppressive structures. Rather than assigning responsibility to any one entity specifically, however, this article proposes that each and every individual with a vested interest in sport possess some degree of responsibility in securing safe, fair, and just sport experiences. Thus, the concept of shared responsibility is offered as a moderating factor through which the processes that result from oppressive structures may be interrupted and the structures themselves broken down.     

用构造法解数学题初探

对如何用构造法解数学题作了初步的探索     

试谈党政部门领导经济责任审计评价

探讨党政部门领导经济责任审计评价的内容和意义,结合实践探索部门领导经济责任审计评价的标准,运用定性分析的方法提出审计评价的类型和条件,运用定量分析的方法对领导干部履行经济责任情况作出综合评价。     

A Proposed Framework for Facilitating Social and Environmental Responsibility in Life Orientation through Environmental Education in the South African Context

Abstract

Life Orientation (LO) is judged by the Department of Basic Education to be critical for the development of social and environmental responsible behaviour among South African schoolchildren. Despite this crucial role, the research revealed that the participants in the study reported on do not succeed as expected with the fostering of competencies regarding social and environmental responsible knowledge, values and skills, as required by the South African Curriculum and Policy Assessment Statement. The research findings as obtained through structured classroom observations and semi-structured interviews and reported here, inspired the researchers to develop a generic and holistic framework which can assist LO teachers with the facilitation of social and environmental responsible knowledge, values and skills in a more positive and learner-centred way through environmental education.