习近平的人民群众观

人民群众观是马克思主义唯物史观的基本观点,也是马克思主义政党与群众关系的理论基石。党的十八大以来,习近平总书记围绕党的群众路线教育实践活动发表了一系列重要论述,提出了许多新思想、新观点、新论断和新举措,诠释了当代中国马克思主义群众观的精髓要义：人民幸福是中国共产党的奋斗目标,人民群众是中国共产党力量的源泉,密切联系群众是中国共产党立于不败之地的根基。习近平的人民群众观,彰显了中国共产党“以人为本、执政为民”的执政理念,丰富了马克思主义群众观的理论内涵,为马克思主义执政党建设做出了新贡献。     

河北省潜在赡养比解决对策之研究

潜在赡养比（The Potential Support Ratio,缩写为PSR）是伴随世界人口老龄化以及世界经济总体减缓出现的一个人口之比指标,有助于对整个经济体的整体状况予以观察。由于历史因素的造成以及经济社会发展的差异发展,河北省的潜在赡养比问题相比较更为突出。因此,加强对我省潜在赡养比问题的研究,对于理性认识河北省人口结构问题及对社会、经济等问题的研究有着积极的意义。     

基于个性化人才培养的思想政治教育路径研究

按照当前高校人才培养的新要求,将大学生思想政治教育工作的新思想、新理念、新方法和个性化人才培养工作的实施过程有机结合,准确把握大学生思想政治教育和个性化人才培养的理论联系,积极探索二者之间相互促进、协调发展的有效实施路径,进一步落实“以人为本、个性发展”的工作理念,科学、有效地完成当前大学生思想政治教育工作。     

有秩序的和谐社会——爱因斯坦的社会观

爱因斯坦是20世纪最伟大的物理学家和哲学家,他所创立的科学理论深刻地改变了人类的宇宙观,他对社会的认识和理解也思想深邃、见解独到。爱因斯坦的社会观,不仅深受他的个人经历和科学思想的影响,而且与他的哲学思想有着直接的关系,是他的宇宙宗教的上帝概念在社会领域中的自然延伸。因此,爱因斯坦是在他的宇宙宗教“上帝”概念的基础上,为了避免和消除他所经历和感受到的种种社会不幸,主张构建一个“有秩序的和谐”社会。这种有秩序的和谐社会,具体表现为“和谐的人”和“健康的社会”的统一。在爱因斯坦的社会观中,既有真知灼见,也有时代局限和主观失误。     

房地产泡沫的相关研究综述

文章对房地产泡沫领域的相关研究文献进行了统一的梳理和评论,介绍了究竟什么是泡沫和房地产泡沫,房地产泡沫的程度如何去测量和检定,房地产泡沫是如何形成的,房地产泡沫与宏观经济等经济变量的关系,在此基础上对研究的总体结论进行了概况,同时指出了相关文献的研究局限性,给出了该领域今后的主要研究方向和研究展望。     

Anthropology,Dance, and Education: Integrated Curriculum in Social Studies

The integration of dance into K–12 curriculum can help students to learn better, encouraging deeper exploration and active engagement with content knowledge. The purpose of this intervention study was to determine how the integration of dance and social studies with an anthropological framework affects student learning of content knowledge in social studies, as well as student attitude toward the topic. An anthropological framework was implemented to foster respectful investigation of culture. As a supplement to a sixth-grade unit on Ancient Egypt, the experimental group received four intervention lessons, incorporating creative dance. Results show that at posttest the intervention group had significantly higher content knowledge than the control group, and qualitative student responses from the intervention group suggest extremely positive feelings toward experiences in the program. This suggests that incorporating dance into sixth-grade social studies with an anthropological framework can encourage student exploration and increase understanding of content.     

Attitudes toward poverty among exit students of undergraduate social work programs in eight Latin American countries

What is the attitude of Latin American undergraduate social work students toward poverty? An earlier study from Europe and other countries worldwide found that most graduating social work students who participated in the research were clear about the socio-structural causes of social problems such as poverty. Still, no data on this topic is available for Latin American countries. The aims of this study were: (1) to describe and to compare eight Latin American graduating undergraduate social work student groups regarding their attitudes toward poverty, as measured by two scales: Causes of poverty scale and Ways of dealing with poverty; and (2) to discuss some of the implications of the study for social work education and practice. Using a quantitative transnational-comparative design, a total sample of 525 nonrandomly selected, graduating undergraduate social work students from eight Latin American countries responded to a self-administered questionnaire. An individualistic attitude to understanding and to dealing with poverty emerged in the majority of the student groups. Multivariate procedures and inferential analyses demonstrated variations across the student groups. Implications for social work education and practice are discussed.     

Cultural Responsiveness: a framework for re-thinking students’ interculturality through study abroad

While intercultural competence is commonly a goal of university study abroad programmes, debates around criteria for assessing this competence have highlighted the challenges in appropriately identifying students’ intercultural learning in relation to specific university programmes. To overcome these issues, this research moves beyond conceptualising the intercultural in terms of ‘competence’ and instead proposes a framework termed Cultural Responsiveness to illustrate students’ intercultural learning. Through questionnaires and interviews, the experiences and perceptions of undergraduate students after a year of exchange in France or Switzerland were collected and analysed. Using the Cultural Responsiveness framework, three parameters of students’ intercultural experiences emerged: Awareness, Engagement and Bringing Knowledge Home.     

合肥方言单音动词考释(3)

就合肥方言单音动词的词形、词义及语音进行研讨。考释三研讨的单音动词共50条,其中“汏”、“扔”、“(■)”、“尥”、“矼”等牵涉到词典等在注音、释义及词形认定上的一些问题;“搌”、“唵”、“(■)”、“旅”、“拌”、“科”、“远”、“(■)”、“(■)”、“(■)”、“捾”、“(■)”、“斮”等牵涉到古词、古义在合肥方言的留存。     

从清代前期学术流变看桐城派与"汉学"关系——"桐城派与汉宋学之争"札记之二

"汉宋学之争"是清代学术史上的焦点之一。最初,以姚鼐与戴震之间的争论最为引人注目,"汉宋学之争"也因此而成为桐城派研究中常常涉及的问题。但学术界多从"扬汉抑宋"角度评论这场争论,或用戴震拒绝姚鼐师从的请求来解释这场争论的发生。"汉宋学之争"是关于儒学本质与功能之争,它是清代学术流变的产物,即"汉学"家放弃了顾炎武所倡导的"通经致用"的"实学"思想,而将经学蜕变为考据训诂之学,并以考据训诂作为汉、宋学的分界线,从而引发了"汉宋学之争";其导火线则是戴震在谈到义理、考据、文章三者关系时,以"考核"自诩而视文章为"等而末者",贬抑了义理、文章,从而引起与姚鼐的冲突。