诚信如节,市场和谐——社会主义市场经济下的诚信精神     

尹田生 《黄冈职业技术学院学报》2003,5(4):9-10

诚信精神是基本道德规范,是社会主义市场经济有序运行的重要条件。必须大力培育诚信精神  相似文献   

和谐社会视野下的企业社会责任标准SA8000   总被引：2，自引：0，他引：2  

郑启福 《温州大学学报(社会科学版)》2006,19(1):33-38

SA8000是全球第一个可用于第三方认证的企业社会责任国际标准,是国际社会责任运动的产物。SA8000旨在通过有道德的采购活动,改善全球劳工的工作条件,体现了对劳工权益的保护。在构建社会主义和谐社会的大背景下,针对我国目前劳工权益法律保护比较薄弱的现状,推行SA8000可以有效地协调劳资双方的关系,推动和谐劳动关系的形成与发展,从而促进社会主义和谐社会目标的实现。  相似文献   

Exposing the dark side,an exploration of the influence social capital has upon parental sports volunteers     

Colin Grant Whittaker  David Holland-Smith 《Sport, Education and Society》2016,21(3):356-373

This study explored the influence social capital had over parental sports volunteers who are considered to be of paramount importance in the delivery of UK sports initiatives. A review of the relevant literature identifies and discusses the complexities within the debate to define social capital while human and cultural capital emerge as an essential element in the production of parental volunteers’ ability to access opportunities through a process of bonding or bridging social networks. This study used a grounded research focused on the use of semi-structured interviews and research diaries with (n = 8) study participants. The results from this study, which were analysed through a Bourdieuan perspective, suggested the process that recruits parental volunteers is exclusive; furthermore, the results show the insidious presences of the dark side of social capital, which affected the respondents by reinforcing exclusive ties and identities, which was found to exclude outsiders while reproducing a dominant social hierarchy. The paper concludes by considering the implications of the study for future practical and academic applications of social capital production within sports volunteerism.  相似文献   

Communicating via photographs: A gendered analysis of Olympic athletes’ visual self-presentation on Instagram     

《Sport Management Review》2016,19(2):133-145

The purpose of this study was to examine Olympic athletes’ self-presentation on Instagram, a social media outlet on which users post photographs as their primary communication mechanism, in order to develop an understanding of the ways in which athletes use this medium as a communication and marketing tool to build their personal brand. Additionally, this research sought to understand whether differences existed between the utilisation of Instagram by male and female athletes. Drawing on Goffman's (1959) theory of self-presentation, this study examined eight purposively selected Olympic athletes’ Instagram photos. Findings revealed similarities to previous research on athletes’ use of written social media outlets such as Facebook and Twitter, as the majority of photos posted by athletes were personal in nature, thus reflecting backstage performance strategies according to self-presentation theory. The results indicated that female athletes were more likely to share photos of themselves and photos taken in private settings, but male athletes who posted a wider variety of photos encouraged greater engagement from their followers. Personal brand management implications for athletes and sport organisations are examined in greater detail in the discussion.  相似文献   

“Sport for Development” in developing countries: The case of the Vilas Olímpicas do Rio de Janeiro     

《Sport Management Review》2016,19(2):107-119

The benefits of sport for general social outcomes has permeated sport policy in Brazil since the beginning of the twentieth century, but recently the jargon of “development through sport” is more overtly informing public policy and government action in this field. Despite increased uptake of the positive discourse of “sport as a development tool”, the reality for government-funded and -run “sport for development” programs is one far removed from enjoying the attention and financial investment needed to reach their stated development goals. This paper focuses on one such program: the Vilas Olímpicas do Rio de Janeiro. When analysing the specific matters associated with the management of this program three themes were identified that encapsulate the main issues that emerged during the analysis: partnerships, conflicting aims, and community involvement. These themes are analysed in light of the literature that discusses the application of “sport for development” programs worldwide and we conclude with some questions on the applicability of well-defined frameworks and approaches to such programs when these programs themselves tend to operate in very ill-defined and unstable environments.  相似文献   

构建社会主义和谐社会中的社会公正问题探析     

胡建  刘惠 《宜宾学院学报》2006,6(3):11-14

对于当代中国来说,社会主义和谐社会就是公平、合理和有序的社会,就是全体人民各尽其能、各得其所又和谐相处的社会。社会公正是构建社会主义和谐社会的核心和价值取向。改革开放以来,由于种种复杂原因,我国社会公正方面的矛盾和问题日益彰显,这已对社会的安全运行与和谐发展造成了十分严重的负面影响。构建社会主义和谐社会,必须努力弥补社会公正的缺失,真正实现社会公正。  相似文献   

德育的张力——浅论社会性道德背景与道德教育     

董良  胡卓群 《临沧教育学院学报》2006,15(1):11-15

在构建和谐社会的方略下，如何进行高校道德教育成为一个重要课题。在讨论了社会性道德背景的产生以及道德教育与社会性道德背景之间的冲突，并考察了西方伦理学者对此问题的解答的基础上，笔者认为保持道德教育中社会主义道德规范与特定的社会性道德背景之间适度的张力是一种较为明智的态度。  相似文献   

Education and social cohesion: developing a framework for education sector reform in Sri Lanka1     

Peter Colenso 《Compare》2005,35(4):411-428

There is increasing interest in understanding and describing the links between education and ‘social cohesion’. However, the theoretical and empirical base for understanding these links is limited. There is also a shortage of practical tools for education policy‐makers and planners, to help them assess the impact of policies and investments, and to plan for future reform. This paper describes the initial development of an analytical and planning framework for addressing education and social cohesion within the context of a sector‐wide approach to education reform in Sri Lanka. A brief literature review suggests three inter‐connected domains in which links between education and social cohesion might be usefully analysed, together with three working hypotheses: (i) political economy/governance: education affects social cohesion through transparency and participation in education policy formulation, planning and management; (ii) equity/equality of opportunity: education affects social cohesion through the distribution of education resources, opportunities and outcomes; (iii) teaching/learning: education affects social cohesion through the development of certain competencies in students. Drawing on this analytical framework, research conducted in Sri Lanka is used to identify a set of interventions to promote social cohesion, with corresponding baseline, process and outcome indicators as benchmarks for measuring the progress and impact of intended policy measures. This process is described within the context of a ‘sector‐wide approach’ to education reform, intended to bring together the activities of the government and external partners within a single comprehensive medium‐term planning and budgetary framework.  相似文献   

少数民族心理状态对西部开发的影响     

钟慧 《承德师专学报》2003,23(1):121-123

少数民族心理研究对西部大开发有着重要的意义。少数民族心理对西部大开发进程有着促进与阻碍双重作用,其消极心理因素严重阻碍着大开发的顺利进行。应该发展教育,逐渐改变观念,激发人们内动力,加强东西部之间的人材交流。  相似文献   

Children’s emotional and behavioral responses to peer provocation and early school adjustment     

Maria S. Poulou  Hideko H. Bassett 《Pastoral Care in Education》2018,36(3):205-222

ABSTRACT

Even very young children think about their own and others’ behavior, including emotions. Such cognitions and emotions about the self and others convey information that is crucial to social interactions and relationships. The current study based on an integrated model of emotion processes and cognition in social information processing (SIP) aimed to explore students’ emotional and behavioral responses in SIP choices, and their association with teacher-reported early school adjustment. Two-hundred and thirty pre-school and first-grade primary school students were interviewed using the Challenging Situations Task (CST). CST assessed students’ emotional and behavioral responses to 12 unambiguous hypothetical peer provocation situations. Children’s preschool and first-grade primary teachers rated children’s early school adjustment with the Social Competence and Behavior Evaluation (SCBE-30) measure. The results revealed that children chose mainly sad and angry emotions and socially competent and passive behaviors. We found a relationship both between sad emotions and socially competent behavior choices, and between angry emotion and aggressive behavior choices. Sad emotions and aggressive behavior choices were the main predictors of school adjustment. Children’s responses to peer provocation situations varied depending on how the children interpreted the situations. The results address the importance of children’s SIP and school adjustment.  相似文献