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1.
企业社会责任与和谐社会的构建 总被引：1，自引：0，他引：1
企业有力地肩负起社会责任有助于和谐社会的构建,同时和谐社会的建立也将促进企业主动自觉地承担起社会责任。本文指出了我国企业社会责任与和谐社会的悖行,提出企业应如何强化社会责任意识,构建和谐社会。 相似文献
2.
论构建和谐社会中的企业社会责任 总被引：2，自引：0，他引：2
企业公民作为社会关系的主要参加者之一,在构建和谐社会中负有重要的社会责任。企业承担社会责任是社会和谐的内在要求。建设和谐社会,需要培养大量的富有社会责任感的企业。在构建和谐社会中,企业承担社会责任有经济学、法理学与社会学三方面的理论根源,同时具有重要的社会现实意义。 相似文献
3.
当前我国经济快速而稳健的增长与社会发展出现了诸多失衡现象。企业在构建和谐社会建设中及构建人与自然和谐关系中都负有直接的、义不容辞的责任。本文以耐克公司如何承担社会责任为例,论述企业可以通过承担社会责任等多种模式为构建和谐社会作出应有的贡献,并通过参与构建和谐社会赢得竞争优势。 相似文献
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5.
周平 《阜阳师范学院学报(社会科学版)》2008,(3):88-90,112
在构建社会主义和谐社会中,对公司在社会主义市场经济中的角色应该重新定位,公司承担社会责任在和谐社会构建中有着重要意义,构建好公司与所有利益相关者的关系是和谐社会构建中公司的社会责任,践道守法是公司在和谐社会构建中承担社会责任的基本要求。 相似文献
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构建和谐社会,要求企业必须勇于承担社会责任,依法承担为实施安全生产、清洁生产、污染治理、地质防治、环境保护、科技创新、社会保障等方面的社会责任。这就要求企业必须首先明确各项社会责任的内涵。 相似文献
7.
武诗敏 《山西财经大学学报(高等教育版)》2013,(Z1):63-64
企业承担社会责任不仅是一个道德问题,更多的是一个法律问题。论文分析了我国企业社会责任的法律规制现状及存在的问题,提出了完善企业社会责任的法律规制建议,对于企业较好履行社会责任,构建和谐社会有一定的政策意义。 相似文献
8.
企业，作为构成社会的重要细胞，承担着促进社会和谐的十分重要的责任。因此，企业一定要按照党的十六届六中全会提出的总体目标，紧密结合企业实际，深化对构建和谐社会的认识，把握根本，创新发展，要在发展实践中，抓住三个关键，做好八个方面的工作，努力创建和谐企业，推动创建和谐社会。 相似文献
9.
程芬 《十堰职业技术学院学报》2009,22(3):54-55,59
一个和谐的企业必定是一个持续恒久发展的企业,一个为构建社会主义和谐社会作出贡献的企业。构建和谐企业一要坚持科学发展;二要做到以人为本;三要承担社会责任。 相似文献
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张淑明 《广东教育学院学报》2009,29(1):26-31
“企业社会责任”的定义可谓见仁见智,目前国际上普遍认同的理念是,企业在创造利润、对股东利益负责的同时,还要承担对员工、对社会和对环境的责任。在我国市场经济不断深入发展的今天,研究企业的社会责任,强化企业社会责任的制度建设,对于社会主义和谐社会的构建意义重大。 相似文献
11.
《Journal of Education for Students Placed at Risk》2013,18(3-4):255-277
Comprehensive school reform (CSR) is only as effective as its implementation. By using data collected for the National Longitudinal Evaluation of Comprehensive School Reform (NLECSR), this article explores the factors that predict CSR model implementation and the ways that CSR model implementation varies. We found little difference in the fidelity of implementation between schools implementing a CSR program and their matched comparison schools, but we found vast differences in the fidelity of implementation between different CSR program implementation keys (the normative guidelines received from CSR program developers on which we based our implementation measures). The fidelity of implementation is predicted by multiple factors, including the CSR program implementation keys, the principal's instructional leadership, the measure of teachers' professional community, and the usefulness of the CSR developers' assistance. The change in implementation is associated with positive change in principal's instructional leadership and usefulness of the CSR developers' assistance. 相似文献
12.
德鲁克与张维迎企业社会责任观之辨析 总被引：1，自引：0，他引：1
李金华 《华南师范大学学报(社会科学版)》2012,(3):99-103,164
德鲁克认为企业社会责任是企业的一个目标,是管理的一项任务,并且界定了企业社会责任的概念.张维迎遵循米塞斯—哈耶克教条,基本否定企业社会责任的理论与实践.分析发现,二者不同的企业社会责任观源于他们在企业社会责任观的人性假设、企业社会责任法理性的分析角度与对企业社会责任理论的认识程度等方面的差异.企业社会责任之争并没有阻止到企业社会责任理论与实践的发展,相反全球兴起了企业社会责任运动的浪潮.但是在倡导企业社会责任时,不能犯“过之犹不及”的错误. 相似文献
13.
《Journal of Education for Students Placed at Risk》2013,18(3-4):279-294
Despite comprehensive school reform (CSR) model developers' best intentions to make school stakeholders adhere strictly to the implementation of model components, school stakeholders implementing CSR models inevitably make adaptations to the CSR model. Adaptations are made to CSR models because school stakeholders internalize CSR model practices in their own ways. This article focuses on how teachers and school leaders internalize CSR model practices by examining their perceptions of the components of CSR models as well as perceptions of CSR across grades and classrooms. Schools were found to be acquainted, informed, knowledgeable, and fully articulate about their CSR models. Contextual factors, such as teacher turnover, principal leadership, and school priorities, as well as developer supports, accounted for differing perceptions about CSR. 相似文献
14.
利用BPA软件以新英格兰39节点系统为算例,分别采用CSR法与REI法对外部系统的网络进行简化等值,并根据简化后系统的稳态和暂态等值效果比较两种方法的准确性。 相似文献
15.
《Journal of Education for Students Placed at Risk》2013,18(1):115-138
The purpose of this article is to examine how the relationship between comprehensive school reform (CSR) and state accountability systems helps or hinders school improvement efforts. This article draws on case study data collected in schools in 3 states that received funding to implement reforms through the federal CSR program. Findings show that the 3 states all had high-stakes accountability systems in place (albeit of varying levels of maturity) and these accountability systems often had much more of an impact on teacher practice than the CSR models themselves. In some cases, there was synergy between the models and the states' own reform agendas, but in other cases, teachers felt as if they were being asked to achieve 2 independent goals. The states varied in their levels of support of schools' CSR efforts, depending on the primacy of CSR in the state reform picture and the political will and experience of the individuals in charge of CSR at the state level. Implications for the policy and practice of states, reform design teams, and district and school educators are discussed. 相似文献
16.
《Journal of Education for Students Placed at Risk》2013,18(3-4):309-329
This study examined the relationship between the implementation of comprehensive school reform (CSR) and changes in reading and math achievement from 1999 until 2003. Survey data about CSR implementation and school-level achievement data were collected for multiple years from a sample of CSR schools and compared with a sample of matched comparison schools. The sampled CSR schools adopted several promising CSR models. Results revealed that improvement over the years in school-level mathematics and reading achievement of CSR schools was not consistently greater than the improvement for comparison schools. The relationship between implementation of CSR and improvement in student achievement was shown to vary by number of years, level of implementation, and CSR designation. CSR schools experienced the largest increases in student achievement between Years 3 and 5 of implementation. A high level of implementation and comprehensiveness of implementation was weakly associated with a large increase in mathematics and reading achievement relative to the matched comparison school. This relationship also varies by CSR designation. 相似文献
17.
企业社会责任的本质、形成条件及表现形式 总被引：15，自引：0，他引：15
企业社会责任不是抽象的道德和义务．而是社会环境和企业互动关系客观变化的历史趋势。以往被看作单纯追求利润最大化的企业现在何以自动地通过“生产守则”等形式“承担起”社会责任,其原因应该从企业利益实现机制的客观变化等因素中寻找。本文在此方法基础上定义了企业社会责任的本质。充分发育的市民社会、充分发展的垄断以及共有制的普及是企业社会责任的形成条件,三者关系的不同格局产生企业社会责任的三种表现形式;企业社会责任是历史性的存在,在其发展的第三个阶段将扬弃其自身。这时,企业的边界与社会大众的边界重合或融合,作为外部压力的企业社会责任最终成为企业自身的追求。 相似文献
18.
《Journal of Education for Students Placed at Risk》2013,18(3-4):295-307
We evaluated the role that social capital among teachers plays in affecting teacher pedagogy in the context of comprehensive school reform (CSR). CSR implementation was designed to change school- and classroom-level processes, including organization and governance, curriculum and instruction, professional development (PD), and parental involvement. CSR implementation may encourage daily collaboration among teachers and thereby increase what sociologists refer to as "social capital" or resources stemming from social relations. Using a quasi-experimental research design, we examined the extent to which CSR helps teachers accumulate social capital and whether social capital mediates the influence of CSR on teachers' pedagogy. Our results underscore the importance of considering social capital in studies of CSR. 相似文献
19.
企业社会责任概念的界定 总被引：4，自引：0，他引：4
刘诚 《上海师范大学学报(哲学社会科学版)》2006,35(5):57-63
关于企业社会责任的讨论,不同利益群体及其代言人的看法、不同学科的看法存在很大差异。因此,有必要统一定义,给企业社会责任一个恰当的定位。考察企业社会责任的历史与现状以及关于企业社会责任的各类观点,我们不难发现,广义企业社会责任指企业应该承担的社会谈判所形成的关于现代产品质量的社会协议义务,是企业基于自身形象考虑而对社会利益相关者的友好回应。首先,企业社会责任是企业应该承担的社会谈判所形成的关于现代产品质量的社会协议义务；其次,企业社会责任是企业对社会利益相关者压力的友好回应；第三,企业形象是企业承担社会责任的内在动力；第四,企业社会责任既是产品质量的重要内容,也是企业形象的组成部分。此外,相关主体需要准确定位,否则,角色混乱将导致社会的无序。 相似文献
20.
《Journal of Education for Students Placed at Risk》2013,18(1):35-51
Elementary school principals who received a Comprehensive School Reform (CSR) award in January or August 2002 (n = 21) were invited to be interviewed in the late spring and summer of 2003. A total of 19 principals consented to audiotaped interviews. The interviews focused on several CSR dimensions, including principals' beliefs about the extent to which schoolwide achievement would increase with CSR implementation, where achievement gains were most likely to occur, and the degree of teacher support for the program. In this article, our focus is on principals' perceptions of their relationship with the Arizona State Department of Education (ADE). In summary, principals perceived the relationship between ADE and CSR schools to be one of benign neglect. The state was only a vehicle for transferring funds and did not provide guidance or oversight after funds were awarded. Hence, federal CSR policies, as mediated by the ADE, resulted in single-school reform, not district or state reform. 相似文献