高校物业管理模式探讨

高校的物业管理制度的改革是高校后勤社会化改革的重要内容之一 ,也是后勤改革成败的关键因素。目前情况下 ,高校物业管理有三种模式可供选择 :自我管理模式、联合管理模式、社会化管理模式     

马克思主义政治文化的社会化探析

马克思主义的政治文化观既强调社会存在对政治文化的决定作用,又突出显示了政治文化的能动的反作用。马克思主义作为一种政治文化既强调其扎根于实践的科学性,又突出其为人民谋福利的政治价值性,它的形成既是建立在社会化大生产这一社会实践基础上,又是其被人民逐渐接受的社会化过程。     

对高校后勤社会化改革的回顾与思考

成都理工大学后勤社会化改革取得了极大成绩。成绩的取得主要源于后勤工作坚持走改革创新之路,不断推进后勤社会化;坚持走持续发展之路,不断提高后勤凝聚力;坚持走服务至上之路,不断巩固后勤社会化改革新成果。当然在后勤社会化改革中也存在一些不足,为此我校后勤工作应进一步理顺甲乙方及大后勤管理职能,加强外聘员工聘用的过程管理、改进后勤服务实体的自主创新能力等。     

孤残儿童的机构照顾与社会融合

机构照顾是我国目前孤残儿童福利服务的主要模式,对孤残儿童的衣、食、住、行、医有了较全面的保障,并为这些特殊儿童提供了安全、健康的集体环境。但随着我国改革开放的不断深入,儿童福利照顾的理念和照顾模式也在发生新的变革,跟很多发达国家的发展经历相似,在照顾模式中,改革、变化的趋势是:从大机构到小机构的转变,从机构照顾到家庭寄养和家庭收养模式的转变。本文重点探讨国外孤残儿童机构照顾的实践及其反思,以及我国孤残儿童机构照顾模式存在的问题,特别在社会融合方面存在的缺陷。试图分析孤残儿童走向社会融合的可能途径,并以上海市儿童福利院为例,从现实操作层面来看这些途径的有效性。     

论《廊桥遗梦》中的伦理价值观和人的社会化

本文从伦理学和社会心理学角度对《廊桥遗梦》中女主人公的爱情观和道德观进行分析，寻找其在爱情与责任之间选择后者的原因，同时也揭示出伦理价值观，尤其是其中的道德观，以及人的道德社会化对人类个体和社会所产生的影响。     

Early language socialization and language shift: Kazakh as Baby Talk

This paper draws attention to the key role of a caregiver's bilingual language practices in the process of language shift. It argues that certain multilingual practices actually discourage children's multilingualism and devalue the language at the same time as they provide preverbal children with direct input. The analysis is based on data collected in Russophone urban families of ethnic Kazakhs. Drawing from work on registers and footing, the paper demonstrates that in these families the Kazakh language, while quantitatively prevailing in caregiver's speech, systematically co‐occurs with Baby Talk – a specific register directed to infants and toddlers in their preverbal stage. The metapragmatic typification of talking Kazakh to non‐agentive objects‐of‐minding, and talking Russian to autonomous social agents, suggests that language practices envision expert members of the local community as Russian speaking. This ideology sustains the ongoing language shift to Russian despite families’ aspiration to raise Kazakh‐Russian bilingual children.     

浅议儒学传播社会化成功的根源

儒学传播社会化成功的根源在于(1)传播方式上注重教化的作用,通过游说与辩论、讲学与著书跨越时空保存下来;(2)儒学内容根据政治需要不断地丰富和发展,适合了现实需要,因而未被时代淘汰;(3)儒家思想已物化成礼,更容易为人们所理解、实践和传播;(4)历代封建统治阶级都将儒学奉为官方哲学,并通过创立官学、统一经学、以功名利禄驱动等措施予以支持和推行.     

论中国在经济全球化进程中的地位

中国的改革开放和社会主义现代化建设不能离开世界文明发展的轨道。当今经济全球化浪潮给中国的社会主义事业既带来了良好的发展机遇，又带来了风险和挑战。我们必须找准中国在经济全球化进程中的定位，制定出相应的对策措施，才能趋利避害，扬长避短，促进社会主义事业的加速发展。     

Low-Income Mothers' Conversations About Emotions and Their Children's Emotional Competence

This study examined the linkage between low-income mothers' conversations about emotions and their children's understanding of emotion. Forty-five low-income preschoolers and their mothers were videotaped while viewing a wordless picture book designed to elicit talk about emotions. Three maternal and child emotional language behaviors were coded from the videotapes: (a) unelaborated comments about emotions; (b) explanations about the causes and consequences of emotions; and (c) empathy-related statements. The children's questions about emotions were also coded. In a separate interview, the preschoolers were administered tasks that assessed emotional expression knowledge, emotional situation knowledge, and emotional role-taking. The results revealed that emotional situation knowledge was positively predicted by mothers' empathy-related statements. Mothers' explanations about the causes and consequences of emotions were uniquely related to emotional role-taking ability. There were very few correlations between the mothers' and children's talk about emotions. Results are discussed in terms of the functional significance of mothers' emotional language for young children's emotional competence.     

Emotion Regulation in Low-income Preschoolers

The present study was concerned with identifying the causes of low-income preschoolers' negative emotions and their most common regulation responses. The relations of family socialization practices and temperament to the children's emotion regulation skills were also examined. Ninety predominantly minority low-income preschoolers (46 boys) and their mothers participated. During visits to the children's preschools, observers watched for expressions of anger and sadness, and recorded the causes of the displays and the children's reactions. Mothers reported on their emotion socialization and discipline practices and their children's temperament. Although the children expressed more anger than sadness, they used more constructive reactions in response to sadness and more non-constructive reactions in response to anger. Maternal reports of appropriate family emotion were associated with low levels of non-constructive regulation responses to anger and sadness whereas reports of inconsistent parental discipline were generally associated with non-constructive regulation responses. All in all, the findings of this study are in accord with findings on middle-income children and indicate that low- and middle-income children are more alike than different with regard to the regulation of negative emotion in the peer environment.