企业社会责任的儒学思想渊源

作为国学代表的儒学思想一脉相传,深刻地影响者每一个国人的世界观、人生观和价值观。本文通过深入研究儒学思想内容,从企业社会责任的道德基石、核心内容、践行方式、施行标准和现实典范五个方面挖掘我国企业承担社会责任的思想文化渊源。     

Educating child practitioners: a (re)turn to the university disciplines

This paper analyses a specific disjunctive policy space in Scotland involving the current key children's social and educational policy agenda, Getting it Right for Every Child (GIRFEC), and a recent national report on teacher education, the ‘Donaldson Report’. In four main parts, the paper first introduces and applies in policy review and analysis a capitals frame to identify the policy–practice discontinuities currently inherent in the ‘GIRFEC-child practitioner education’ policy space, exemplified by the Donaldson Report. Then, the same capitals frame is applied to examine the capitals resources demanded in the particular ‘child–child practitioner education’ policy space previously delineated. Next, examples of policy disconnects amongst current child practice and practitioner education policy production and implementation, which warrant a concerted integrative cross-sector project to ensure coherent social and intellectual capital relations at all levels, are discussed. Finally, the paper calls for the governing professional registration bodies and universities involved in the education of child-sector practitioners to engage in the redesign of university programmes underpinned by principles of transdisciplinarity and transprofessionalism. The methodology is policy sociology and policy text analysis.     

Mastery Motivation in Children with Intellectual Disability: Is there Evidence for a Down Syndrome Behavioural Phenotype?

The main purpose of the current study was to provide empirical evidence to support or refute assumptions of phenotypic deficits in motivation for children with Down syndrome (DS). Children with moderate intellectual disability (MID) associated with etiologies other than DS were recruited in an extension of a previous study that involved children with DS and typically developing children. The participants were 29 children with MID and 33 children with DS who were matched on mental age to 33 typically developing children, aged 3–8 years. Mastery motivation was assessed on task measures of curiosity, preference for challenge and persistence, as well as parental reports. There were no significant group differences on the mastery motivation tasks. Parental ratings of mastery motivation differed, with typically developing children generally being rated more highly than each of the disability groups. The view that motivational deficits are part of the DS behavioural phenotype was not supported.     

Look who's coming to school: the Emirati student voice in an intervention‐based study on inclusion of learners with intellectual disabilities in Emirati mainstream government schools

Although there are many factors that can affect the success of the inclusion of students with disabilities in mainstream schools, the attitude of typically developing peers towards peers with disabilities is one of the critical factors leading to success. This study examines the effects of a planned intervention on the attitudes of the typically developing peers related to their perceptions about students with intellectual disabilities during a half‐day workshop which took place in each of the target schools and their opinions about including these students in mainstream schools in the United Arab Emirates. The intervention involved both a presentation about the abilities of persons with intellectual disabilities and an opportunity for personal interaction with these students. Following the intervention, the subjects were interviewed and their responses analysed. The results showed that after the intervention, most typically developing students had gained a basic knowledge of intellectual disability which affected their expectations for the abilities of same‐age learners with intellectual disabilities and their acceptance of their inclusion in the mainstream school. Analysis of the responses of the typically developing peers also indicated that the intervention had a positive effect which can lead to a change in attitudes towards possible inclusion of such students in their schools. For future practice and further research, recommendations are made to assist decision makers in this field.     

西方现代社会德性思想的分歧及其启示

西方现代思想家研究了许多社会德性方面的问题,在社会的首要价值是自由还是基于自由的公正、共同体的价值高于个人的价值还是相反、对“代议制”民主加以完善还是以“参与制”民主取而代之、法律是否要以道德为基础、道德重在个人的德性品质还是社会的规范、社会应奠基于理性之上抑或非理性之上等问题上存在着重大分歧。西方现代社会德性思想也有一些共同特点和局限,但它是人类思想宝库中极其重要的组成部分,有其独特的价值和优势,无论对现代西方社会还是对现代国际社会都具有重大意义。     

Interactional power and support in digital inclusion of an adult with intellectual disabilities: a case study analysis

Digital inclusion of people with intellectual disabilities is not commensurate with those without disabilities. Societal, political, financial, individual and interpersonal barriers help explain this disparity. Caregivers can act as both support and gatekeeper to internet access and use by adults with intellectual disabilities. This study investigated micro-level interpersonal factors influencing access and use of the internet by an adult with intellectual disabilities to explore the balance and interplay of power and support around the processes of digital inclusion and online risk taking. Taking a case study approach, perspectives of three key stakeholders were gathered via interviews: the person with intellectual disabilities, his mother and a paid support worker. Perspectives and experiences were contrasted using systemic functional linguistic analysis of discourse to explore the ways power and support were represented in the language of negotiated digital inclusion. Dynamics between the parent and person with intellectual disabilities and between the parent and paid staff clearly influenced processes of digital inclusion and were affected by varying priorities, positions and perceptions of power to allow, disallow and monitor access and use of the internet. These had the power to shape and drive internet access. Language choices by the person with intellectual disabilities showed that he was not fully aware of the risks involved in engaging with certain aspects of digital inclusion but how he spoke about the internet indicated some autonomy in technology use. Supporting the development of digital competence, confidence and resilience in people with learning disabilities should be combined with support to increase self-awareness regarding digital risk. Those supporting people with intellectual disabilities towards digital inclusion need additional guidance on how to do this effectively for the people they support.     

Middle and high school math teaching for students with mild intellectual disability

The author briefly reviews studies on the math teaching of secondary school students with mild intellectual disabilities. Then, the author demonstrates ways to teach secondary-level mathematics to students with mild intellectual disabilities. In this article, readers will learn about how to use manipulatives, diagrams, and gestures to support students' thinking. Readers will also learn how to make connections between new and challenging math content to students' experiences inside and outside of school to support them as they think through mathematics.     

金融发展、知识产权保护与技术创新效率——金融市场化的作用

本文运用空间动态系统广义矩的估计技术,基于1998至2008年中国大陆30个省级面板数据,考察了金融发展、金融市场化和知识产权保护对技术创新效率的影响。研究发现,金融发展和知识产权保护积极推动了技术创新效率的改进,而金融市场化则妨碍了技术创新效率的提升。此外,知识产权保护强化了金融发展对技术创新效率改进的积极作用,而弱了金融市场化对技术创新效率改进的消极作用,但作用程度并不大。进一步研究发现,中国技术创新效率除了具有较强的路径依赖性外,而且其空间效应强度会随着区域因素的不同而发生明显变化,其中经济因素是技术创新效率空间聚集的主因。本文为理解市场化改革背景下中国技术创新效率的影响因素提供了一个新的视角,也为理解金融发展、金融市场化和知识产权保护对于内生经济增长的影响机制提供了新的经验证据。     

基于知识产权价值的企业技术创新过程综合模型研究

推动企业成为技术创新主体是建设创新型国家的关键,但经过多年发展,我国企业整体上并未成为真正的技术创新主体,如何才能真正提高企业的技术创新能力已成为企业、各级地方政府的一件大事。基于知识产权价值角度,从微观上对企业技术创新各阶段及服务保障体系进行深入研究和分析,构建基于知识产权价值的企业技术创新过程综合模型,并提出提高我国企业技术创新能力的建议,为政府在企业技术创新政策制定、企业自身技术创新发展战略制定等方面提供参考和实践指导。     

价值视阈的知识产权属性分析

知识产权属性是知识产权研究的逻辑起点。理论界对于知识产权属性的研究已比较深入,形成了"一元论"和"多元论"。其中,"多元论"已经取得学说主流地位,"多元论"遗留了两个尚待解决的重要问题:一是如何厘清知识产权的属性;二是如何安排知识产权属性的体系结构。因此,需要在批判继承现有理论的基础上,以知识产权的价值为基点构建知识产权的"新多元论"。