四川省民生建设的历史考察及经验启示     

于丽  刘全 《四川师范学院学报》2011,(4):73-78

自解放至1978年期间,中共四川省委领导全省民生建设取得过巨大的成就,也有过沉痛的曲折,留下了深刻教训;十一届三中全会后,四川省委领导的民生建设飞速发展,成效显著。正反两个方面的经验教训在思想认识、政策路线、建设方法、具体举措和基本原则上启示着四川当前的民生建设。  相似文献   

转向人们的生活世界——马克思主义哲学中国化刍议   总被引：1，自引：0，他引：1  

王昌英 《哈尔滨学院学报》2011,32(1):20-24

由于本身的性质和近代中国的国情,马克思主义哲学在其中国化过程中,形成了政治与学术两个主要层面。随着时代条件的变化,中国化的马克思主义哲学日益显示出其生活世界层面的缺失。只有走向人们的生活世界,马克思主义哲学才能被人们所需要,从而扎根于民间,实现持久的中国化。  相似文献   

论萧红小说的底层叙事     

胡亭亭  王桂荣 《哈尔滨学院学报》2011,32(9):49-53

萧红的作品,以低处向上看的体恤情怀,始终聚焦在穷人和妇女身上,她完全自觉地站在受难的穷人和妇女一边,控诉社会的不公。此外,她在批判底层民众的愚昧麻木的同时,也在一定程度上深入到20世纪二三十年代整个东北乃至整个中国底层的人生。展现了沉重的社会悲剧以及历史惰性之源。她的小说所展示的底层生活不是一个阶层或个体的命运,而是民族历史的性格和命运的投射。  相似文献   

节约型高校建设的意义与对策分析     

张保伟 《青海师专学报》2011,31(2):120-122

高校在节约型社会建设进程中肩负着独特的责任。文章分析了节约型高校的内涵及现实意义,并在此基础上提出了建设节约型校园的宏观对策和思路。  相似文献   

当代中国马克思主义视野中人民群众的创造作用     

肖新发 《培训与研究》2011,28(1):46-49

人是社会的主体,但其在不同的历史条件下具有不同的作用。当代中国马克思主义从中国特色社会主义建设的伟大实践出发,全面阐述了人民群众的主体地位和主体作用。在建设中国特色社会主义伟大实践中,人民群众是实践创新的直接动力,是中国特色社会主义理论体系形成和发展的思想源泉,在推动社会主义和谐社会建设中发挥重要作用。  相似文献   

浅析学衡派“道德教化”思想的产生根源与理论得失     

韩建磊 《宜春学院学报》2011,33(10)

学衡派把中国近代危机归结于道德危机,提倡“道德教化”以挽救民族。“道德教化”思想的产生有其现实基础——功利主义盛行;亦有理论依据——人性二元论。“道德教化”思想呈现出明显的道德理想主义特征,却又点出了自我约束的必要性。  相似文献   

兰斯顿·休斯的经济大萧条书写     

程细权 《黄石理工学院学报(人文社科版)》2011,(6):50-53,69

兰斯顿·休斯是与时代同行的作家,他的不少作品如实反映了美国经济大萧条。在《无家可归》、《勇气》、《为什么你认为？》三篇短篇小说中,他以底层黑人的视角,描写了经济大萧条对他们生活造成的冲击以及他们的奋起抗争,表达了作者对底层百姓的深切同情,对经济大萧条可能造成的破坏性影响的深深忧虑。  相似文献   

孝感市老年人常见慢性病的调查分析     

周伟  张晶  陈漫  汪德忠  涂豆豆 《孝感职业技术学院学报》2011,(3):109-112

目的：调查孝感市老年人群常见疾病分布特征,为预防和保健措施提供依据。方法：对1785名55岁以上老年人进行问卷调查,获取常患疾病资料。结果：孝感市老年人群患病率较高的依次是高血压病（28．01％）,颈腰椎疾病（19．33％）、风湿病（12．32％）、心脏病（9．24％）。各疾病性别间差异无统计学意义（P〉0．05）,部分疾病在年龄、城乡、运动习惯间差异有统计学意义（P〈0．05）。结论：孝感市老年人群慢性疾病患病率较高,而且往往同时患有多种疾病,人均慢性病频率为98．04％（男性101．0％,女性93．88％）,严重影响老年人的生活质量,要引起社会的高度重视。  相似文献   

‘I'm ready for a new chapter’: The voices of young people with autism spectrum disorder in transition to post-16 education and employment     

Carolina Gaona  Olympia Palikara  Susana Castro 《British Educational Research Journal》2019,45(2):340-355

This study explores the views and experiences of 12 young people with autism spectrum disorder (ASD) in transition to post-16 education and employment, in light of the changes introduced by the new special educational needs and disability (SEND) legislation in England. The extension of provision until the age of 25, and the introduction of person-centred education, health and care (EHC) plans, have given a significant place to the views of young people with SEND and their families. The views, wishes and aspirations of young people must be captured in the newly developed plans, reflecting the statutory requirement for local authorities to systematically record these in a biopsychosocial way, focusing on participation and well-being. Twelve semi-structured interviews were conducted with young people with ASD attending specialist settings or receiving specialist support under the new EHC plans. These were analysed inductively, through thematic analysis. The findings suggest that at the time of transition, young people with ASD want to become increasingly more independent, present ambivalent feelings about their future and acknowledge the relevance of support systems in their lives. Implications for practice and future research are discussed, in light of the new English policy context.  相似文献   

Developing ‘active citizens’: Arts Award,creativity and impact     

Yvonne Robinson  Anna Paraskevopoulou  Sumi Hollingworth 《British Educational Research Journal》2019,45(6):1203-1219

Creativity has become the new watchword in UK academic and policy circles. Within this context, policy discussions about the arts and their impact emphasise economic benefits over educational value, drawing clear distinctions between quantifiable or ‘hard’ measures of impact and those described as ‘soft’, less tangible and lacking a strong evidence base. Departing from the binary logics often underpinning notions of arts impacts, this article is novel in exploring the entwined relationship between impacts seen as ‘hard’ and ‘soft’. We draw on research examining the links between arts education and young people's future trajectories and use the concept of ‘active citizenship’ to show how informal, softer skills fostered through creative learning are an important part of citizenship-making for some young people. Participants’ accounts show how improvements in soft skills can give young people opportunities for agency, which shape progression pathways leading to measurable change. This finding is directly relevant in the context of evaluations of arts impacts in the UK and abroad, and should encourage further examination of the impact of creative learning on transfer of skills as well as policy developments in this area.  相似文献