转型社会的和谐之道——李强教授的学术研究

李强教授为当代中国社会学的创新和发展作出了突出的贡献,在很多研究领域取得了重要进展。本文梳理了他在社会分层、社会结构、流动人口等多个领域的主要研究观点,以及相关的应用性社会研究理念。     

Accountability to Welfare Service Users: Challenges and Responses of Service Providers

Influenced by the consumerist sentiment in New Public Management,the last decades have witnessed a revival of the call for accountabilityto service users in the public service sector. As an act ofaccountability, social care and health care professionals areincreasingly obliged to involve their service users in the serviceplanning and monitoring process. Despite the popularity of thisaccountability and user involvement rhetoric, critics have,however, been skeptical of the prevailing user involvement initiativesas an effective measure of accountability to service users (Barnes and Wistow, 1994a,1994b; Bowl, 1996; Peck et al., 2002; Rea, 2004). Based on astudy of user involvement in the welfare sector of Hong Kong,this paper argues that the discourse of accountability to theservice users can be a source of unrest for welfare professionals,in the manifestation of accountability as a power relationship.Their ensuing response is to accommodate the ensuing challengearising from the demand for accountability to service usersby manoeuvring the accountability discourse. It is the contentionof this paper that the institutional inclusion of welfare serviceusers into a discursive space is a necessary but not sufficientcondition for the realization of a mandate of accountabilityto welfare service users.     

公公娶儿媳之法律思考

直系姻亲间能否结婚这一问题在我国现行法律规定上来看是没有疑问的,但在学理上仍然有探讨的必要性,在社会上、理论界对该问题都有不同看法,到底是保障当事人的婚姻自由权利还是维护社会伦理与社会利益,笔者在文中试图从几个方面对其进行论述并予评价,最终得出自己的判断。     

高等职业教育课程目标探析

高等职业教育课程目标是一定教育阶段的专业课程方案力图最终达到的标准或预期学习结果，是指导课程研制过程的准则，是学生学完某个专业课程后将要达到的或获得的知识、能力、态度等，是教育目的和培养目标在课程领域的具体化。高等职业教育课程内容选择的依据和课程评价的标准，影响和制约职业教育的日常教学活动。高等职业教育课程开发应体现这种追求与精神，课程目标的取向要采用行为目标、生成性目标和表现性目标多元整合的形式。高等职业教育课程目标的确定依据是学生成长、社会发展和职业发展的需要，通过活动分析法、工作分析法、目的手段法和职业分析法等方法建立高等职业教育课程目标。     

责任意识与构建和谐社会的关系探究

深刻理解责任、责任感、责任意识的内涵和基本要求，才能在具体工作和生活中去尽职尽责，避免许多问题的出现，避免造成各种矛盾的激化。在我国改革开放处于深入发展的关键时期，在构建和谐社会的过程中，明确责任和各个方面具体工作的关系，对构建和谐社会有着不可低估的意义。     

英国调控贫富不均政策下的和谐社会观

19世纪末20世纪初，英国政府通过福利和税收等一系列调控手段缩小了贫富差距，促使阶级矛盾逐步缓和，促进了社会整体和谐发展。对英国政府和谐社会观的探析，有利于全面认识资本主义制度的发展规律和社会本质：国家把贫富差距调控到贫富双方均能承受的程度，实际上是为了维持剥削关系的继续存在和发展。     

Social Competence with Peers in Third Grade: Associations with Earlier Peer Experiences in Childcare1

The early developmental antecedents of individual differences in children's social functioning with peers in third grade were examined using longitudinal data from the large‐scale National Institute of Child Health and Human Development (NICHD) study of early child care. In a sample of 1,364 children, with family and child factors controlled, the frequency of positive and negative peer interactions in childcare between 24 and 54 months and the number of hours spent in childcare peer groups of different sizes (alone, dyad, small, medium, large) predicted third graders' peer competence at three levels of analysis: individual social skills, dyadic friendships, and peer‐group acceptance. Children who had more positive experiences with peers in childcare had better social and communicative skills with peers in third grade, were more sociable and co‐operative and less aggressive, had more close friends, and were more accepted and popular. Children with more frequent negative experiences with peers in childcare were more aggressive in third grade, had lower social and communicative skills, and reported having fewer friends. When children spent more time in small‐sized peer groups in childcare (four or fewer children at 24 months of age up to seven or fewer at 54 months), they were more sociable and co‐operative in third grade, but their teachers rated them as more aggressive, suggesting that such children may be more socially outgoing and active both positively and negatively. Like those who spent more time in small peer groups, children who spent more hours in medium‐sized groups received higher ratings for peer aggression by their third‐grade teachers. Children who spent more time with one other child in childcare or in small peer groups had fewer classroom friends in third grade as reported by the teacher but not according to maternal report or self‐report. There were no significant associations between the amount of time children spent in large childcare‐based peer groups and third‐grade peer social competence.     

当代黑社会性质组织与传统秘密社会组织之异同

当代黑社会性质组织和传统秘密社会是出现于不同社会历史时期的两类社会问题，二者之间尽管有着组织上的非公开性、文化上的反正统性、价值取向上的反政府性等相似之处．但在产生的背景、来自正统社会的反应、社会性质等方面却有着明显的区别，决不能随意将二者相提并论，甚至混为一谈。对当代黑社会性质组织必须除恶务尽。     

创新型国家的社会建构: 共识、共商、共建、共享——学习"十七大"报告的一点体会

学习胡锦涛同志在"十七大"上的报告中关于"建设创新型国家"的论述,我们体会到:创新型国家是落实科学发展观和构建社会主义和谐社会的战略核心;共识是其思想基础,共商是其政治保证,共建是其运行机制,共享是其价值目标.     

马克思共产主义思想的文本阐释

在马克思的文本中,共产主义不仅是指社会发展的高级阶段,也是马克思、恩格斯进行社会批判的一系列价值原则,还是引导社会存在超越自发性、盲目性、无序性和异己性走向自觉性、有序性和可持续性的社会改造运动。因此,仅仅把它理解为社会发展的高级阶段、理解为未来的理想社会是不全面的。