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1.
社会主义和谐社会是党在新世纪提出的我国社会发展的战略目标,是一种和睦、融洽并且各阶层齐心协力的社会状态。构建社会主义和谐社会与当前我国的人民内部利益矛盾之间存在紧密的关系,积极协调利益矛盾有助于维护社会稳定促进社会和谐,利益矛盾的妥善处理有利于实现和谐社会公平公正的目标,调节利益矛盾可促进和谐社会经济健康发展。 相似文献
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在企业尤其是困难企业妥善化解劳资矛盾,不仅是企业建立发展和谐劳动关系、让广大职工共享改革开放成果的迫切需要,是完善社会主义市场经济体制、建立和谐社会的内在要求,更是落实中国特色社会主义工会维权观的重要途径。推行工资集体协商是困难企业化解劳资矛盾的有效途径积极稳妥推进工资集体协商,就是要在劳动关系双方之间形成一种可以不断解决利益矛盾、妥善化解矛盾冲突、有效促进利益和谐的常态化、制度化、长效化的协调机制。企业兴则经济兴,职工稳则社会稳。实体经济的发展是国家经济发展的重要基石。当前,我国正处于发展的重要战略期和社会矛盾多发期,社会主义市场经济体制正在逐 相似文献
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文章以十七大报告为理论依据,指出有效地协调我国社会的利益关系,妥善化解社会利益矛盾,这是我党历史经验的总结,是实现社会主义和谐社会宏伟目标需要研究和解决的重大理论和实践课题。 相似文献
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赵平俊 《渭南师范学院学报》2008,23(1):20-22
社会和谐是社会主义社会的本质属性。构建和谐社会的关键与核心在于妥善协调利益关系;利益关系协调应遵循普遍受益原则、统筹兼顾原则;我们必须在大力发展生产力,不断增加社会财富的基础上,综合运用经济、政治、道德、法律等各种手段,来协调当前我国的利益矛盾和冲突。 相似文献
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童隽 《锦州师范学院学报(哲学社会科学版)》2007,29(1):95-98
随着我国社会的转型和体制的转轨，人们之间的利益分化日益明显，利益矛盾和利益冲突也日渐突出，我国开始进入了利益博弈时期。我们要在改革进程中协调多元利益关系，必须要通过建立健全畅通的利益表达机制和公正的利益均衡机制，确保社会各阶层都能从改革和发展中实现收入和福利的增进，这将是构建社会主义和谐社会的关键。 相似文献
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汪更林 《襄樊职业技术学院学报》2007,6(6):107-109
社会的和谐发展从根本上取决于它是否具有公平正义的制度和体制。社会主义和谐社会首先应是一个公平正义的社会,公平正义实现的关键是妥善协调多元分化甚至是相互冲突的利益关系,而公平正义的制度和体制是妥善协调利益关系的根本保证。因此,建立公平正义的制度和体制能从根本上保证构建社会主义和谐社会战略目标的实现。 相似文献
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构建社会主义和谐社会,是新形势下我党着力提高党的执政能力、贯彻落实科学发展观、全面建设小康社会的战略举措,要建构社会主义和谐社会,就必须建立健全与之相适应的利益协调机制,协调好人们之间的利益关系,化解利益矛盾,激发社会创造活力,促进社会公平和正义,这是社会和谐的首要前提和基础。 相似文献
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利益问题是人类社会生活中的焦点问题,利益关系是社会历史的本质。妥善协调利益关系是构建社会主义和谐社会的关键与核心。协调当代中国社会利益关系,应遵循三个基本原则:效率优先、兼顾公平原则、普遍受益原则和统筹兼顾原则。 相似文献
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构建和谐社会中阶层利益协调的路径选择 总被引：3，自引：0，他引：3
范铁中 《江西师范大学学报(哲学社会科学版)》2008,41(6)
改革开放以来,社会阶层结构发生了新的变化,阶层利益矛盾日益突出,利益关系错综复杂。正确处理各种利益矛盾,妥善协调各阶层利益关系,已成为构建和谐社会的关键所在。因此,必须建立和完善公平公正的利益分配机制,避免贫富分化,保障弱势群体利益,逐步实现共同富裕;完善社会阶层结构,扩大中等收入阶层的比重,并使其成为全社会的中坚力量;完善利益表达的相关制度,建立顺畅的阶层利益表达机制;调整利益分配格局,切实保障工农群众利益等。 相似文献
10.
王峥 《五邑大学学报(社会科学版)》2005,7(4):5-8
构建社会主义和谐社会，最重要的是妥善协调、正确处理社会各方面的利益关系。而现实中社会利益分化的加快和利益冲突的不断出现，已经形成对社会和谐的严峻挑战。因此，提高中国共产党对各方面利益的整合能力，便成为构建社会主义和谐社会的关键。 相似文献
11.
Chris Du Feu 《Teaching Statistics》2009,31(3):66-71
A classroom practical exercise exploring the reliability of a basic capture‐mark‐recapture method of population estimation is described using great whale conservation as a starting point. Various teaching resources are made available. 相似文献
12.
张红旗 《廊坊师范学院学报》2010,(3):80-83
公推直选乡镇长与乡镇党委书记出现的时间、发展现状与趋势、制度依据、选举成本,以及乡镇长与乡镇党委书记在乡镇政权中的作用有明显的不同。在我们看来,直接选举乡镇党委书记,发展的空间更广阔,对乡镇民主建设与乡镇政府职能转型所起的作用更大。 相似文献
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（参考译文）。
向量也可和数做乘法．向量a与数字A的乘积定义为向量aλ—λa,它的绝对值是向量a的绝对值和数字A的绝对值的乘积, 相似文献
16.
乔南 《中学数学教学参考》2008,(11)
Vectors may also be multiplied by a number. The productof the vector a by the number λ is defined as the vector a λ=λa, the absolute value of which is obtained by multiplying theabsolute value of the vector a by the absolute value of thenumber λ, i. e. |λa|=|λ||a|, the direction coinciding withthe direction of the vector a or being in the opposite sensedepending on whether λ>0 or λ<0. If λ=0 or a=0, then λ a 相似文献
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McSweeney and her colleagues (e.g., McSweeney, Hatfield, & Allen, 1990) have demonstrated reliable, large magnitude rate changes in maintained operants within daily sessions under a wide variety of reinforcement schedules. The present paper examined the role of schedule of reinforcement, reinforcement rate, and total amount of food access in determining those within-session rate changes. When median rates across birds were considered, all procedures resulted in a brief period of an increasing rate, followed by a modest rate loss across the major portion of the session. However, not all individuals exhibited that pattern. When the amount of food access per session was limited by lower reinforcement rates, shorter sessions, or shorter reinforcement durations, the magnitude of the withinsession rate change was reduced from that occurring without those constraints. Additionally, under the conditions that produced strong within-session rate changes, the magnitude of the within-session rate loss was correlated with the bird’s body weight. These effects are consistent with what is typically labeledsatiation. 相似文献
19.
The concept of metacognition refers to one’s knowledge and control of one’s own cognitive system. However, despite being widely
used, this concept is confusing because of several reasons. First, sometimes it is not at all clear what is cognitive and
what is metacognitive. Second, researchers often use the same term, namely, “metacognition” even when they refer to very different
aspects of this complex concept. Alternatively, researchers may use different terms to indicate the same metacognitive elements.
Another foggy matter is the interrelationships among the various components of metacognition discussed in the literature.
This conceptual confusion regarding the concept of metacognition and its sub-components calls for in-depth theoretical and
conceptual clarifications. The goal of this article is to portray a detailed example of a conceptual analysis of meta-strategic
knowledge (MSK) which is one specific component of metacognition. This specific example is used to draw a general model for
conceptual analyses of additional metacognitive components. The approach suggested here is to begin with a clear definition
of the target sub component of metacognition, followed by a systematic examination of this sub component according to several
dimensions that are relevant to metacognition in general and to that sub component in particular. The examination should include
an analysis of how the details of the definition of the target sub-component refer to: (a) general theoretical metacognitive
issues raised by prominent scholars; (b) definitions formulated and issues raised by other researchers who have investigated
the same (or a similar) sub-component and, (c) empirical findings pertaining to that sub-component. Finally, it should be
noted that since metacognition is a relational rather than a definite concept it is important to situate the context within
which the conceptual analysis takes place. 相似文献
20.
The term professional vision points to the many nuanced ways professionals see. This paper traces the development of a professional vision of a researcher and a teacher looking at classroom practices. The researcher’s interest was to capture and study notable aspects of the teacher’s practice. Through a coding scheme, disparate classroom events were organized and analyzed to yield a researcher’s professional vision of the teacher’s practices. For the teacher, through reviewing the video records of his own classroom practices, his professional vision provided a basis for him to reflect and develop professionally. Leveraging on the work of the researcher, he initiated and transformed his own practices. Their collaboration yielded a mutually informed development of professional vision of classroom practices. In juxtaposing the two developments, the researcher and the teacher’s views can be contrasted, their distinctive interests highlighted and common grounds explored. Some implications for developing professional vision are drawn, and it is in the common grounds of the teacher’s professional development and seeing with a goal of enhancing of student learning that hold some promise of a mutual interest in developing a professional vision of classroom practices. 相似文献