列宁的社会主义概念

第一,列宁论述了社会主义革命在几国、甚至一国首先取得胜利的可能性和世界分裂为两大社会体系。社会主义社会的建设和发展与两大体系间的斗争同时展开。为了取得斗争的胜利,必须在无产阶级专政和确立社会主义生产关系的基础上充分发挥社会主义的全部优越性和推动力,用列宁的话来说,就是“巩固社会主义”。所有这些任务决定了社会主义乃是一个长期的历史发展阶段。第二,列宁全面地论述了工人阶级和其它劳动者的民主和民主斗争在社会主义革命中的作用,说明了社会主义民主与资产阶级民主是两种根本对立的民主形式。     

談东斯拉夫人由原始公社制度轉到封建主义的起因問題

东斯拉夫人和古代日尔曼人一样,在自己的发展中跳越了奴隶制,而由原始公社制度轉到封建主义。这自然就会发生问题:东斯拉夫人的历史发展的这种特点究竟是由什么所决定的?在日尔曼人方面,恩格斯在他的著作中,由于他研究了奴隶制生产方式的瓦解和西欧封建社会发生的历史,对于它的特殊发展的问题給予了科学的解决。某些东方史的学者,企图解决也适应于东斯拉夫人的这个同样的问题时,依据恩格斯关于古代日尔曼人在西欧封建主义的发生中所起的作用的原理,并得出結論:古代斯拉夫人在东罗馬帝国的命运中也起着同样的历史作用。而又从这一正确的原理作出結論:奴隶制生产方式在东斯拉夫人那里沒有发展起来,只是因为在与瓦解的奴隶社会冲突后,它們便开始按照     

RIVERVIEW PAVILION Kuan Han-ch''''ing(d.1307)

ACT Ⅰ(Enter player in the part of Mother Pai.)MOTHER PAI A poor nun am I,Mother Pai by name.In my earlyyears I put aside the world and entered a convent and I am now head ofthis Ch'ingan Abbey.Here there dwells a young lady,T'an Chi-erh by name,of surpassirg beauty,who,her husband having unfortunately passed away,lives at home a childless widow and comes to this abbey here day in andday out to chat with me.A.nephew I have,named Pai Shih-chung,about     

美国职工的考核与管理

美国企业实行不同的对职工的评审制度。约有70％的美国公司用评定出勤情况或评定职工工作成果来推动工作、提高技能和给职工提级等等。关于各种评定方法本身的优缺点已有文章作过分析。但必须指出,一个人对另一个人或者对另一个人的工作成果的主观意见仍然是评审工作的特有基础。更高一级领导(或向高级领导申诉)、专家委员会和同行参加评审,详细制订评审程序和     

辩证唯物主义中的“思想”范畴

思想是一种观念,它反映理论掌握现实的最高形态。马克思有一句名言:思想一旦为群众所掌握,它就会变成物质力量;这句名言阐明了思想在实践活动中的意义。马克思主义的唯物史观,是最基本的社会一历史思想。然而,这一思想涉及的方面是非常广泛的,它首先致力于揭示马     

Seeds of change: using peacemaking circles to build a village for every child

Roca, Inc., a grassroots human development and community organization, has adopted the peacemaking circle as a tool in its relationship building with youth, communities, and formal systems. Circles are a method of communication derived from aboriginal and native traditions. In Massachusetts, the Department of Social Services and the Department of Youth Services are exploring the application of the circle in programming with youth and families. By providing a consistent structure for open, democratic communication, peacemaking circles enhance the formation of positive relationships in families, communities, and systems. The outcome is a stronger community with greater unity across truly diverse participants. This article presents the theory and practice of peacemaking circles, the lessons and challenges of implementing circles in formal organizations, and the potential of the circle to support a strengths-based and community-based approach to child welfare.     

Feasibility and efficacy of a binge drinking prevention intervention for college students delivered via the Internet versus postal mail

In this study, the authors evaluated the feasibility and efficacy of a binge drinking prevention intervention for college students delivered via the Internet versus a parallel print-based intervention delivered via postal mail. A total of 116 college students completed the baseline survey. The authors then randomized the students into the Web or print group and sent them intervention materials. One hundred and six students completed the posttest survey. The intervention consisted of a series of 4 weekly "newsletters" in electronic or print format. The authors collected data using a standardized online 42-item survey. They found that an Internet-based binge drinking prevention intervention for college students was feasible. Results supported the efficacy of this intervention for those students already binge drinking, regardless of delivery mode. The authors found no significant differences on outcome measures when delivered via the Internet or postal mail. Results lend support to the use of the Internet as a viable alternative to more traditional health intervention delivery methods.     

Medical students' and tutors' experiences of directed and self-directed learning programs in evidence-based medicine: a qualitative evaluation accompanying a randomized controlled trial

This qualitative study aims to interpret the results of a randomized controlled trial comparing two educational programs (directed learning and self-directed learning) in evidence-based medicine (EBM) for medical students at the University of Oslo from 2002 to 2003. There is currently very little comparative educational research in this field. In the trial, no statistically significant differences between the study groups were shown for any outcomes considered (EBM knowledge, skills, and attitudes). Further analysis suggests that main reason for the negative trial results was that the majority of students learned equally effectively, whichever program they received, although implementation of the educational programs was not complete because of varying attendance. This study illustrates a stepwise evaluation model that might be useful in evaluating other socially complex interventions.