试论规范研究生学术道德之途径

研究生学术道德腐败问题在近几年日益严重。主要有内因和外因两方面原因。因此,要规避研究生学术道德腐败,实现学术的创新繁荣和健康发展,就必须扭转社会不正之风,培育良好的学术氛围,完善研究生评估机制,加强学风建设和规范化教育。研究生更要以身作则,自觉遵守学术规范,不断提高自身的学术素养和学术道德规范意识。     

做好职工道德教育工作应坚持“六大原则”

在《论当今社会应按照“六六模式”突出抓好职工道德教育》一文指出．当今要突出抓好职工道德教育工作应坚持以下原则：一是传授理论与联系实际相结合。首先要传授道德理论。要从职工自身的道德认识、情感、意志、信念和行为习惯出发，从职工和社会道德生活的实际出发，帮助职工正确认识和处理现实道德生活中的问题，清除旧的道德观念影响。培养良好的中国职工道德。与此同时．要使整个职工道德教育同建设小康社会和构建和谐社会的伟大实践、同中国特色社会主义现代化建设的伟大事业结合起来，并为之服务。二是正面教育与积极疏导相结合。道德的力量在很大程度上是依靠人们的内心信念来维持的。解决职工的道德问题，不能靠训斥、靠压服，更不能强制、苛求、刁难，而只能是正面教育，积极疏导。从解决职工的道德认识入手．坚持说理讲理、循循善诱、以理服人、指明方向．从而使我国职工始终保持独特的优势和发挥主力军作用。三是严格要求与尊重信任相结合。职工道德教育强调积极疏导，并不意味着可以放弃原则．降低标准，照顾迁就。在道德原则和规范面前．应严格要求职工做到善恶分明，善的表扬，恶的批评。但严格要求是建立在自觉性基础上的．要使职工自觉接受严格要求．就要尽可能发挥他们的主动性，了解、尊重、信任他们。只有把严格要求和尊重信任二者结合起来．才能调动广大职工的积极性，使职工道德教育收到良好效果。     

领导干部必须强化人格的力量

新时期领导干部必须强化人格的力量，增强社会的责任感和道德感。要密切联系人民群众，学习先进人物，提高思想道德水平。要坚决反对一切腐败现象，自觉地培养浩然正气。这是关系中国革命前途和命运的大问题。     

试论新媒体在高校研究生基层团建工作中的作用——以手机新媒体为例

随着当前国内外形势的变化、高校研究生队伍的不断扩大和信息网络技术的日益普及，我国高校研究生团建工作正面临着新形势、新任务。近年来，新媒体对我国经济、文化、社会和政治生活的介入程度越来越深，影响越来越大。因此，通过分析高校研究生群体的主要特点，寻找手机新媒体在高校研究生团建工作中的优势，并进一步研究手机新媒体环境下的高校研究生基层团建工作，以便更好地发挥手机新媒体在高校研究生基层团建工作中的作用，必然有利于增强高校研究生团组织的创造力、凝聚力和战斗力。     

新时期高校研究生共青团工作探析

加强研究生团建工作，既是加强和改进研究生思想政治教育的有效途径，更是新时期巩固团的阵地连设．拓宽团的服务领域的必然要求。分析当前研究生团建的基础上，对研究生团建的指导思想和运作模式进行探索，下次起到增强共青圆工作的覆盖面．充分发挥共青团组织在研究生群体的积极作用。     

职工思想道德建设思考

一个时期以来，受市场经济大潮的冲击，社会上拜金主义、享乐主义和浮华奢靡之风有一定市场，而艰苦奋斗的优良传统则大有被弱化和淡忘之势。具体表现在一些人存在着信念淡化、道德缺失、诚信丧失、信誉不存的现象，一些人甚至丧失了道德底线。在很多时候，不时出现“好人难做”、“好人倒霉”等等怪现象。形形色色的是非观念和社会现象又渗透到企业内部，冲击着干部职工的道德底线。要解决这些问题，最根本的方式和途径是：全面加强国有企业职工特别是各级管理人员的思想道德建设，端正其是非观、荣辱观。     

当前我国未成年人犯罪成因及对策的道德四维分析

当前我国未成年人犯罪呈现许多新特点.从道德层面四维分析,未成年人犯罪主要有道德认知不足、道德情感缺失、道德意志薄弱和道德行为悖谬等原因.要预防未成年人犯罪,需从提高道德认知、加深道德情感、增强道德意志和规范道德行为四个方面,加强和改进未成年人思想道德建设.     

来稿摘登

做好职工道德教育工作应坚持“六大原则”北京市技术交流中心副主任赵俊保、北京市66040部队宣传干事赵俊武在《论当今社会应按照“六六模式”突出抓好职工道德教育》一文指出,当今要突出抓好职工道德教育工作应坚持以下原则:一是传授理论与联系实际相结合。首先要传授道德理论。要从职工自身的道德认识、情感、意志、信念和行为习惯出发,从职工和社会道德生活的实际出发,帮助职工正确认识和处理现实道德生活中的问题,清除旧的道德观念影响,培养良好的中国职工道德。与此同时,要使整个职工道德教育同建设小康社会和构建和谐社会的伟大实践、…     

论法治的道德基础

我国在迈向法治社会的历程中,既不能忽视道德的基础性作用,也要看到道德与法律的作用是不同 的;我们要正确对待中国传统德治思想和德治传统;再次我们既不赞成政治伦理化,亦不认同法治万能论。     

中共北京市委党校北京市工会干部学院分院简介

中共北京市委党校北京市工会干部学院分院设有专科、本科和研究生三个层次学历教育。专科设有经济管理、电子商务、财务会计专业；本科设有法律、工商管理、电子政务、会计学、社会保险、人力资源管理专业；研究生设有公共政策专业。学制均为三年。学习期满，经考试合格者，由市委党校颁发毕业证书，取得大学专科或本科或研究生学历，享受国民教育相应学历的待遇。     

我国高校管理体制行政化弊端及其改革路径

我国高校存在严重的“官本位”思想,行政权力往往超越甚至远远大于学术权力,在行政权力与学术权力的博弈中,学术权力始终处于弱势地位.我国高校管理体制的最大弊端在于行政化,其改革路径是进行高校管理体制改革,实行去行政化管理.去行政化的核心不在于取消行政级别,而在于重构大学内部民主治理、自主治理结构模式.     

Gender Differences in Self-Perceptions and Academic Outcomes: A Study of African American High School Students

There is increasing divergence in the academic outcomes of African American males and females. By most accounts, males are falling behind their female peers educationally as African American females are graduating from high schools at higher rates and are going on to college and graduate school in greater numbers. Some have suggested that school completion and performance is associated with how students feel about themselves. The purpose of this study was to explore gender differences in the relationship between self-perceptions and 2 academic outcomes among a sample of 243 African American high school sophomores. The results suggest that, overall, females are more favorably oriented toward high school completion. Both male and female students with more positive self-perceptions have stronger intentions to complete the current year of high school. Higher grade point averages were more strongly associated with greater self-efficacy for females than for males. Given these findings, increased attention to educational programming, societal messages, and future research is warranted.     

Wisconsin Institutionalism: John R. Commons and His Students

This paper seeks to provide a close examination of the nature and history of the institutional economics that developed at the University of Wisconsin. There has been a significant amount of work done on the thinking of John R. Commons, but much less on the history of Wisconsin institutionalism more generally. The paper proceeds through an examination of the development of the Department of Economics at Wisconsin from the time of the hiring of Richard T. Ely in 1892; the faculty hired to the Department from the early 1900s through to Commons's retirement in 1933; the program of instruction offered, particularly in the late 1920s when the full complement of institutionalist faculty were present; and the areas of study and later careers of Commons's graduate students. It is argued that although Ely played a role in the development of Wisconsin institutionalism, it was Commons who became the center of graduate student work, and that the Department only took on its decidedly institutionalist character after the hiring of Commons and a number of his students as faculty. The program of study in the late 1920s was very heavily institutionalist in character with Commons providing a core course on value and valuation, and a notable emphasis in the fields of public utilities, labor economics, and statistics. Very little instruction was provided in neoclassical theory. Many of Commons's students went on to notable careers in the academic world or public service or both. Wisconsin students were heavily involved in labor legislation issues, and in the development and administration of social security. But a number of Commons's students went into academic careers, and many produced large numbers of PhD students themselves. The decline of Wisconsin-style institutionalism after World War II was not, as has been suggested, a result of Commons's students moving largely into non-academic careers, but of many other factors, including the rise of Keynesian economics, and the migration of what had been much of Wisconsin institutionalism into new schools of industrial relations.     

A Longitudinal Analysis of Stress in African American Youth: Predictors and Outcomes of Stress Trajectories

Few researchers have studied trajectories of stress over time in relation to psychosocial outcomes and behaviors among adolescents. A sample of African American adolescents were assessed longitudinally on perceived stress, psychological well-being, support, antisocial behaviors, and academic success. Patterns of stress over 4 time points were developed using a cluster-analytic approach. Differences among the trajectory clusters were examined using psychosocial outcomes and behaviors. Adolescents with chronic levels of stress reported more anxiety and depression, engaged in antisocial behaviors, and reported less active coping than youth in other trajectories. Adolescents with low levels of stress over time reported fewer psychological problems, perceived more social support, and were more likely to graduate from high school than those with higher stress levels over time. We also found that an increase in stress coincided with a lack of support and more psychological problems over time.     

品德是市场营销成败的关键

市场营销是企业生存发展的关键。在激烈的市场竞争中,企业无不投入大量的人力、物力展开市场营销,期望以此获得市场份额与利润。在日益白热化的市场营销竞争中,广告、促销、渠道等营销手段只是表象,真正能够赢得消费者青睐的主要因素,乃是企业在市场营销中所体现出的品德。以诚信、友爱、责任构建的高尚品德,是企业在市场营销竞争中取胜的重要法宝。     

Scholarship—the new dimension to equity issues for academic women

Over the last 25 years, Canadian women have made significant inroads to the academy as students, faculty, and administrators. Their contribution is reflected in curriculum that now addresses women and through the development of undergraduate and graduate programs in women's studies. Above all, certain aspects of women's work in the academy have challenged masculinist notions of research methodology and pedagogy. In spite of these gains and contributions, women largely remain in the “A” ranks in academe—assistant, associate, acting. This article argues, and demonstrates through personal accounts, that current definitions of scholarship, widely held in the academy, prevent the advancement of women precisely because some feminist models of research and pedagogy present a challenge to academic hierarchy. Hence, the new equity challenge facing academic women is found in definitions of scholarship used for evaluation in tenure and promotion cases.     

Emotions,objectivity and voice: An analysis of a “failed” participant observation

Based on a participant observation of a feminist bookstore, this paper investigates interconnected issues of emotion, objectivity and the “gendering” of an academic voice. In it, I document how graduate students and other academics are taught to do research through a masculinized discourse of objectivity, ignoring the intensity and emotionality of locating ourselves in meaning-laden spaces. I argue that researchers must document, investigate and analyze their emotions along with their data, using reflexivity as a method for combining subjectivity and analytic rigor. To that end, I reexamine a “failed” research project, analyzing my emotional responses to uncover important social dynamics of the research location.     

Young adults' scores on the defining issues test as a function of a “self” versus “other” presentation mode

One hundred college students were randomly divided into four groups and were administered the standard version (i.e., other-orientation) of the Defining Issues Test (DIT) and/or a Modified version (i.e., self-orientation) of the same instrument on two separate occasions. Subjects displayed greater amounts of principled moral reasoning when responding to the standard (other-orientation) rather than the modified (self-orientation) version of the DIT. Also, significant test-retest reliability was obtained for the standard, but not the modified, version of the DIT. The role of affective factors in the evaluation of moral problems involving the self versus hypothetical others was discussed.Portions of this paper were presented at the annual meetings of the Midwestern Psychological Association, St. Louis, Missouri, May 1980.Received M.A. from the State University of New York at Oswego. Current research interests are moral development, social cognition across the life-span.Received Ph.D. from Purdue University. Current research interests are children's cognitive development, eidetic imagery, and moral thinking.Received Ph.D. from the University of Wisconsin, Madison. Current research interests are logical concept development and moral and political development.     

Beyond the Deficit Model: Bullying and Trajectories of Character Virtues in Adolescence

Previous work on peer victimization has focused primarily on academic outcomes and negative indicators of youth involved in bullying. Few studies have taken a strength-based approach to examine attributes associated with bullies and victims of bullying. As such, we examined developmental trajectories of moral, performance, and civic character components, and their links to bully status using data from 713 youth (63 % female) who participated in Wave 3 (approximately Grade 7) through Wave 6 (approximately Grade 10) of the 4-H Study of Positive Youth Development. Latent growth curve analyses indicated that moral character was stable across waves, whereas civic character increased slightly by Wave 6. Trajectories for performance character varied; some youth alternatively displayed positive versus negative growth. Youth who reported bullying behavior reported lower initial levels of moral, performance, and civic character as compared to youth not involved in bullying. Bully–victims reported lower initial levels of moral and civic character as compared to youth not involved in bullying. Implications for future work examining character-related components in the context of peer victimization are discussed.