论化解“无直接利益冲突”矛盾的舆论引导作用

“无直接利益冲突”矛盾出现的社会时代背景,要求加强舆论的引导力,而正确的舆论导向在化解“无直接利益冲突”矛盾中又起着十分重要的作用。因此,要加强舆论引导,在政府、民众、媒体三者之间形成良性互动,充分发挥三者在舆论引导功能,化解“无直接利益冲突”矛盾。     

Constructing identities: the ethno‐national and nationalistic identities of white 1 and Turkish students in two English secondary schools

This article investigates how 15‐year‐old white and Turkish students in two Inner London comprehensive schools, one in a predominantly working‐class area (Millroad School) and the other in a more middle‐class environment (Darwin School), construct their identities. Drawing on mainly qualitative data from documentary sources, focus groups and semi‐structured interviews, the work points to a range of factors affecting identity formation processes, such as macro‐political approaches and school dynamics. The research found that at Millroad School, which celebrated diversity and where students’ conflict was ethnic or racial, young people found safety in their national(istic) identities. In contrast, at Darwin School, which tried to integrate students on the basis of common British citizenship and where there was only low‐level ethnic conflict, young people developed hybrid ethno‐national identities. This article raises important questions about how to create community cohesion in conflictual environments so as to promote both diversity and solidarity.     

"无直接利益冲突"现象的体制性症结及对策

无直接利益冲突不是一般意义上的社会矛盾,而是社会矛盾日趋复杂的外在表现.利益表达渠道不畅导致社会矛盾外溢、贫富分化引起社会心态失衡、基层政府权威弱化造成社会规范失序以及社会治理机制的内在缺陷等是诱发无直接利益冲突的体制性症结.只有针对这些体制性症结,深化制度改革与创新,才能从根本上解决无直接利益冲突,实现社会的和谐稳定和国家的长治久安.     

Making the implicit explicit: Supporting teachers to bridge cultures

In this paper, we report the results of a longitudinal action research project in which elementary teachers used a cultural framework (individualism–collectivism) to understand differences between the culture of immigrant Latino families and the culture of U.S. schools. Making explicit the culture-based beliefs implicit in home and school practices allowed teachers to think differently about their students and their own teaching, and with that change in thinking came the immediate and ongoing creation of a wide range of innovations to bridge home and school cultures. Shifting to a preschool emphasis, we discuss how the individualism–collectivism framework has been used in professional development for early childhood educators. A broad view of professional development is discussed including the role of college faculty, early childhood program administrators, teachers, and families. We suggest how such professional development might be mounted through use of methods and materials that promote explicit models of immigrant cultures to reduce home–school cultural mismatches for immigrant children.     

因冲突而存在,因存在而真实——试析莫言《蛙》在冲突中的反思

莫言的乡土小说一直给我们带来不一样的视觉体验和心灵震撼,新作《蛙》也不例外。《蛙》向我们畅所欲言地展示着人情伦理与国家意志、女性身份与男性作为、计生政策与物欲世界、自我救赎与＂继续荼毒＂这一系列的冲突,向我们阐释了社会是一个异化的存在,它在不断的异化和冲突中更加真实的进化与完善,一步步的建构着我们能够感知到的全部世界。     

一种针对非平稳网络任务调度防冲突算法研究

利用传统算法进行非平稳网络任务调度,由于非平稳网络的随机性增加,很难建立准确的任务调度模型,导致任务调度的失败。为了避免上述缺陷,提出了一种基于二叉树搜索算法的非平稳网络任务调度防冲突方法。根据非平稳网络中的相关参数,对网络信道中的数据量进行预测。利用二叉树搜索方法,对非平稳网络任务调度进行防冲突运算。实验结果表明,利用本文算法进行非平稳网络任务调度防冲突运算,能够极大地提高非平稳网络任务调度防冲突的准确性,保证了非平稳网络的性能。     

数字信息服务系统构建模式分析

本文提出二种数字信息服务系统构建模式,分别探讨了不同模式下数字信息服务系统及其系统组成运行情况。最后针对数字信息服务系统合作模式中的各方利益冲突根据博弈理论提出调解方法。     

从阶级斗争为纲到科学发展——我党执政意识的觉醒和执政理念的升华

从建国到文革结束,从改革开放到十六大前,从十六大至今,我党的执政意识经历了从缺失到觉醒到强烈清醒的变化,执政理念经历了错位到探索到科学正确的升华。这一过程的经验和教训表明：执政党必须要有自觉的执政意识和科学的执政理念,才能确保党和国家不走弯路。科学发展观是我党几代人总结执政数十年的经验和教训得出的正确执政理念。     

构建社会主义和谐社会应把握的几个问题

构建社会主义和谐社会是一项长期、复杂的系统工程。在和谐社会构建中，我们必须明确和谐社会是美好社会，但不是无矛盾、无差异、无冲突的社会；我们不能脱离社会主义初级阶段的现实：我们要以科学发展观为指导。     

论WTO争端解决机制与MEAs争端处理机制的冲突与协调

WTO争端解决机制具有高效、安全可靠的特点，其争端解决机构对成员国之间发生的与贸易有关的争端具有排他性的强制管辖权；多边环境协定争端处理机制的特点是争端解决方式具有选择性，其裁决结果大多数情况下并不对缔约国产生约束力。两机制对环境贸易措施的适用所引发的争端都有合法管辖权，实践中可能会出现两机制对同一争端双重管辖、被相同的当事人同时启动，裁决结果却大相径庭的窘境。为协调好两机制之间的关系，应提高“斡旋、调解和调停”等WTO非正式争端解决方法的使用效率；加强WTO争端解决机构在有关的争端解决程序中对多边环境协定争端处理机制的尊重与支持；同时，应在WTO框架内设立环境咨询委员会。