公共知识弱化初探     

周章买  王志远 《南宁师范高等专科学校学报》2011,(6):71-74

公共知识是群体知识中的一个基本概念。协同攻击难题显示出,在实践中公共知识是一个过强的假定。公共知识的弱化是把公共知识理论应用于实践的必然要求。弱化公共信息概念的提出,澄清了弱公共信念与公共弱信念的实质,弱公共信念是对公共知识的＂公共＂性质和＂知识＂性质两个方面同时弱化的结果,而公共弱信念是对公共信念的信念度进行的弱化,是对公共知识的＂知识＂性质进行弱化的结果。  相似文献   

企业社会责任误区的厘清与约束体系构建     

马燕翔 《山西财经大学学报(高等教育版)》2011,14(1):91-94

企业作为社会经济发展的基础和重要力量,履行社会责任对构建和谐社会有着重要意义。强化企业社会责任,促进社会和谐,首先需要区分企业社会责任与社会义务、社会响应的异同,厘清企业履行社会责任与通过相关社会责任认证、参与社会公益活动等之间的关系,在此基础上,着力构筑一种多层次、多渠道、全方位的企业社会责任约束体系。在该体系中,要以企业自主为核心,并辅以市场约束、政府监管、行业自律、社会机构监督以及社会舆论引导等多种保障机制。  相似文献   

对高职教育办学特色创建的思考与探究     

张健 《河南职业技术师范学院学报(职业教育版)》2011,(12)

高职教育特色是高职教育的共性特色和院校办学的个性特色的整合,是局部特色全面实践和整体包装的系统建构,是学校办学优势和强项的积累、提炼和升华的结果。特色的创建与培育可以从定位上凝练文化铸特色;从战略上错位发展显特色;从路径上发掘优势扬特色;从实践上整合臻善创特色几方面入手。  相似文献   

一位平民诗人的另类呐喊——评王学忠的诗     

温长青 《运城学院学报》2011,(6):10-13

当代诗歌已经疏远了人民,因而人民也就远离了当代诗坛。王学忠的诗歌,以一位平民诗人的另类呐喊,真实地反映了底层百姓的生活境遇,深刻揭露了愈演愈烈的社会腐败现象,表现出可贵的主人翁意识与忧患意识。在底层问题已引起社会普遍关注的当下,王学忠的诗歌,无疑具有深刻的社会意义。  相似文献   

知识分子与大学的现代性悖论     

秦国柱  罗勇 《高等理科教育》2011,(1):6-11

在现代性合理化地建构秩序的境遇下,知识分子经历了从立法者到阐释与批判者、从＂异乡人＂到＂定居者＂的转向;大学在现代工具理性的压力之下也相应地走出＂象牙塔＂,踏进＂服务站＂而蜕变成＂多元化巨型大学＂并晋升为社会的＂轴心机构＂。随着学科知识的日益专门化、学术生活的日趋秩序化,知识分子获得来自＂多元化巨型大学＂的承认越多,其对抗正统与教条,不轻易被政府或集团收编,对权势阐释真相的独立本性与批判潜能则越少。此一现代性悖论,是高教研究直接承担社会责任的一道玻璃墙。  相似文献   

基于企业公民责任的煤炭企业绩效评价指标体系探析     

王美萃  秦慧媛 《内蒙古大学学报(人文社会科学版)》2011,(6):55-59

煤炭企业在履行企业公民责任时具有资源和能源战略地位重要、在合理利用自然资源方面承担的责任重大、对生态环境有直接影响以及行业高危性等特殊性。目前我国煤炭企业绩效考核指标存在体现行业特征不够充分、标准不统一以及与国际标准不接轨等方面的不足。基于履行企业公民责任视角,以利益相关者为主线,可从所有者、内部员工、商业伙伴、债权人、政府及社会六个维度构建煤炭企业绩效评价指标体系。其实施要有一定的支撑条件。  相似文献   

第二语言习得中的逆向迁移研究     

黄怀飞 《青海师范大学学报(哲学社会科学版)》2011,33(6):117-120

从有关语言迁移定义的回顾和三种语言迁移理论的述评可以看出,忽略逆向迁移现象的语言迁移研究显然是不够全面的。本文论述了语言迁移路径、逆向迁移研究的进展及其理论假设,希望引起对于二语习得逆向迁移研究更多的重视。  相似文献   

English Proficiency,Identity, Anxiety,and Intergroup Attitudes: US Americans’ Perceptions of Chinese     

Makiko Imamura  Racheal A. Ruble  Yan Bing Zhang 《Journal of Intercultural Communication Research》2016,45(6):526-539

Guided by the Common Ingroup Identity Model and Berry’s acculturation framework, this study examined the roles that perceptions of language proficiency, cultural identity, and communication anxiety had on intergroup attitudes and stereotypes in the American–Chinese contact context. Serial mediation analyses with 10,000 bootstrap samples revealed that perceived English proficiency of a Chinese contact had significant indirect effects on affective and behavioral attitudes toward Chinese through American participants’ perceptions of their contact’s host and home culture identification and communication anxiety. Perceived English proficiency had an indirect effect only on positive stereotypes through the Chinese contact’s perceived identification with home culture.  相似文献   

A case study of a college-wide first-year undergraduate engineering course     

Fadi Aloul  Imran Zualkernan  Ghaleb Husseini  Ayman El-Hag  Yousef Al-Assaf 《European Journal of Engineering Education》2015,40(1):32-51

Introductory engineering courses are either programme specific or expose students to engineering as a broad discipline by including materials from various engineering programmes. A common introductory engineering course that spans different engineering programmes raises challenges, including the high cost of resources as well as the lack of background courses of first-year students. This paper presents the design, implementation and evaluation of a first-year common engineering course that uses low-cost materials to expose students to a structured engineering design process. The course is explicitly designed to satisfy the Accreditation Board for Engineering and Technology criteria for engineering programmes. Our experience with the course shows that not only students are able to follow a structured design process successfully but we also believe that most of the ABET criteria are being delivered through the course.  相似文献   

Neoliberal common sense and race-neutral discourses: a critique of “evidence-based” policy-making in school policing     

Kathleen Nolan 《Discourse: Studies in the Cultural Politics of Education》2015,36(6):894-907

The author of this paper uses critical discourse analysis and draws on critical social theory and policy studies to analyze the interdiscursivity between neoliberal common sense discourses around crime and safety and race-neutral discourses, “evidence-based” policy, and the research that supports school policing programs. The author offers a macro-sociological analysis of how neoliberal common sense and race-neutral discourses shape crime policy. Next, the author discusses the rise of “evidence-based” policy formation. She argues that evidence-based policy serves to narrow the scope of what constitutes “scientific” research and delegitimize research that uses race as an analytical lens. Then, through textual analysis of samples of the “evidence” supporting school policing, the author illustrates the ways in which neoliberal common sense discourses around crime and safety and race-neutral discourses become the ideological starting point for the research and internalized within research documents. The result is the creation of a hegemonic “evidence-loop” that privileges ideologically driven research that assumes a “scientific” stance and obscures racial bias while it excludes the critical research on the school policing.  相似文献