保持党的先进性必须坚持党的工人阶级基础

保持党的先进性必须坚持党的工人阶级基础。党的工人阶级基础在改革开放中不断巩固和壮大。这是新的历史条件下实现党的先进性的基本前提。保持党的先进性就必须坚持工人阶级是先进性的关键。保持党的先进性就必须采取正确的对策和措施。这是新的历史条件下实现党的先进性的迫切要求。     

高校第二课堂在英语教育体系中的作用

高校英语第二课堂教育除具有营造英语学习氛围,提高学生英语学习兴趣功能之外,更具有制造英语学习所情境、提供团队学习、条件,提高英语语感,感受英语文化,提高内隐学习效果等重要的作用。     

工人阶级是当代科技革命的主体

科学技术是贯穿人类社会发展始终的根本性力量。它推动生产力与生产关系、经济基础与上层建筑的矛盾运动,推动社会的发展。工人阶级是当代社会劳动者集体的杰出代表,不仅是当代社会变革的主体,也是当代科技革命的主体。     

宪政视野里的人权观念重构

在我国现已加入多项国际人权公约的背景下,我国的现行文本宪法仍未引入国际通行的人权概念。本文试图从宪政体制的视野,针对宪政体制和人权保障,宪法文本的阶级话语和人权观念的冲突的角度,分析并认为将马克思主义的无产阶级革命理论运用到社会主义建设时期,用无产阶级革命时期理论思维去指导社会主义的国家建设,用阶级矛盾和阶级斗争思维去建构我们的宪政体系是我们现行宪政体制中人权认识上步入误区的原因所在,也是我们在宪政视野中对人权价值观念进行重构的起点。     

论建构主义对创建班级组织的新启示

建构主义学习理论是本次新课程改革的重要理论之一,其主要理念就是教师需重视学生学习的"建构性"。为适应新课改需要,在建构主义影响下,需重新审视学校班级组织的相关问题,从而为学生的学习与活动创造良好的班级环境。     

对悲剧性命运的超越--勇气与希望的美学意义

对自由、理想、完美、永恒的渴求，是人类存在的根本，人类自诞生之日起，就开始为之奋斗不息，这一贯穿整个人类历史进程的渴求，似乎离人越来越远。面对人的悲剧命运的被动存在，是勇气和希望给了人以超越的精神。艺术总是时时不忘将勇气和希望带给处于困境中的人们，把人类的所有渴求都展现在了它的世界里。     

我国高校第二课堂活动的现状及对策

知识经济的大背景下，国家提出了实现素质教育的目标，对于高校人才培养提出了更高的要求，学校在学生创新能力和非智力因素培养方面应予更多关注。本文以此为基点，分析了高校第二课堂活动的作用，并结合我国高校第二课堂活动的现状，提出了相应的对策建议。     

论虚假陈述民事案件的诉讼方式

在民众的强烈期盼下,最高人民法院终于做出司法解释宣布受理虚假陈述民事赔偿案件,但是由于其固守传统民事诉讼模式,难以有效地解决人数众多的虚假陈述民事赔偿问题。笔者认为应当借鉴美国的集团诉讼机制以及德、法两国的团体诉讼的先进经验,改造我国已有的代表人诉讼制度,以解决虚假陈述民事案件的诉讼方式问题。     

Childhood Abusive and Supportive Experiences, Inter-Parental Violence, and Parental Alcohol Use: Prediction of Young Adult Depressive Symptoms and Aggression

Issues in both the children of alcoholics and child abuse literatures were addressed in an attempt to disentangle the effects on young adults of growing up in alcoholic homes versus abusive homes. Using multiple regression, retrospective reports of parental abuse (emotional, physical, and sexual) and parental support (love/support, independence, and fairness), witnessing violence between parents, and parental alcohol use were used as predictor variables for outcomes noted by both literatures. When the effects of all other predictors were statistically controlled, parental alcohol use was not significantly related to depressive symptoms or aggression. Different abusive and supportive behaviors, depending on sex of parent and sex of participant, were significant predictors of both depression and aggression. Results underscore the importance of including and controlling for inter-parental violence and for different types of child abuse (especially emotional abuse) and parental supportive behaviors in investigations of outcomes related to abusive and alcoholic families. Implications for treatment of individuals from these families are discussed.     

Predictors of Early Engagement in Home Visitation

Predictors of engagement in mothers receiving home visitation in the first year of service was examined. Early engagement was studied in three ways: (1) length of time active in the program during the first year of service (duration), (2) number of visits received (quantity), and (3) gaps in service between visits (consistency). Examined visits received in 515 first-time mothers in a Healthy Families America (HFA) program. Parameters of engagement were investigated, and predictors of engagement were identified using demographics and the Kempe Family Stress Inventory. Inclusive of the Assessment Visit, 31.8% of mothers disengaged prior to the first month of service. Remaining active in the program was associated with being Caucasian, and increased parenting risk (mental health/substance abuse history, low social support, increased stress). Most mothers had fewer home visits than prescribed. Gaps in prescribed service were common, with 89.4% of mothers experiencing gaps between visits of 1 month, and dropping to 16.4% having gaps of 2 months. In contrast to findings from clinic-based interventions, early engagement in home visitation is associated with lower levels of functioning and acute needs. These findings add to a growing body of literature suggesting that increased adversity promotes engagement in prevention programs in general, and home visitation programs in particular. To the extent that mothers who are actively engaged in home visitation are likely to have increased psychosocial needs, curricula may require modification and augmentation to address these needs and optimize program effectiveness.