高校行政人员心理压力源调查研究

了解高校行政人员心理压力的主要来源.方法:采用问卷调查方法对四所高校的423名高校行政人员进行调查.结果:1)压力的主要来源是工作因素.2)在所有压力事件中亲人过世、家庭经济负担、工作强度排在前三位.     

完善我国养老保险制度的思考

在分析目前我国养老保险制度面临的问题的基础上,提出了健全和完善养老保险制度的对策措施,以期在加快建设社会主义市场经济体制的过程中逐步完善我国现行的养老保险制度,这既是社会和经济发展的客观要求,也是深化经济体制改革总体方案中的重要环节。     

股权激励与经营者行为选择论

从理论分析的角度分析了股权激励对企业经营者行为选择的影响,而经营者的这种行为选择最终会体现在企业的业绩上面.然后选取了中国上市公司作为样本,对中国企业实施股权激励对于经营者的行为选择并且该选择的结果即企业业绩的相关性进行了实证研究,研究结果发现:对于上市公司,经营者持股在一定的持股比例范围内会选择"努力工作"行为,与企业的业绩正相关.     

城市社区改造中村民社会化提升的背景分析——以太原市城中村改造为例

“城中村”是目前我国城市社区改造的重点。城中村村民作为一个特殊的群体正面临一个新的社会化断层,他们在城市生存技能方面、文化素质方面和城市心理的培养方面,都存在着严重的不适问题。解决城中村村民的社会化提升问题是城市发展过程中落实科学发展观的必然要求,也是我国协调城乡发展、构建和谐社会的必然要求。     

稳定低生育水平与中国家庭养老关系的再思考

稳定低生育水平不会对家庭养老功能带来负面影响。主要理由是 :1.衡量家庭养老功能的标准已经变化。2 .家庭养老的本质是国家性家庭养老。 3.稳定低生育水平与家庭养老的关系不是单因素对单因素的关系 ,而是系统与系统的关系     

浅谈如何提高高校科研管理工作水平与效率

本文通过分析目前高校科研管理工作中所存在的问题 ,对如何提高高校科研管理工作的水平与效率进行了探讨     

孕育于古老蛮荒的一枝奇葩──梅山歌谣初探

梅山歌谣是湖南省中部娄底地区的新化县和益阳地区的安化县一带的一种民歌体裁,历史悠久,风格独特,而且影响巨大。梅山歌谣起自远古,经过发展变迁,形成了多种类型,表现出多方面的艺术特色．     

Semiparametric sieve maximum likelihood estimation under cure model with partly interval censored and left truncated data for application to spontaneous abortion

Lifetime Data Analysis - This work was motivated by observational studies in pregnancy with spontaneous abortion (SAB) as outcome. Clearly some women experience the SAB event but the rest do not....     

Culturally responsive teaching in China: instructional strategy and teachers’ attitudes

The aim of this study was to investigate the manner in which teachers facilitate the pedagogical process within a culturally diverse student population. The study focused on two primary schools in China; one located in a more fully developed city in eastern China (Case A), while the other was in a less developed city in rural western China (Case B). This allowed the researchers to compare and analyse the different instructional practices by means of semi-structured interviews and questionnaires. The findings indicate that: the teachers in Case A demonstrated overall affirmative attitudes towards ethnic minority cultures, as well as towards the students belonging to those cultures. However, the teachers also chose not to mention the specific ethnic identities and cultural differences of the students during the course of their instruction in order to ensure equal treatment for everyone. This leads to a kind of ‘cultural blindness’ in the classroom. In Case B, opinions regarding minority cultures were more varied. Compared with the teachers in Case A, more teachers in Case B found minority cultures to be inferior to the dominant Han culture. Some teachers also, counter intuitively, were of the opinion that the minority cultures were even superior. At the instructional level, school leadership developed courses on local culture and ethnicity for the teaching staff. This was done for a variety of reasons. The strongest evidence to support culturally responsive teaching in Case A does not stem from teaching and learning demands but from the necessity to pursue characteristics that make them distinctive from other schools at the same time, Case B’s practice of culturally responsive teaching was strongly supported by the government and UNICEF. Teachers in both schools indicated that they had integrated their knowledge of ethnic minority groups into the subject matter when it was necessary.