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By anodizing the inharmoniousness between the characteristics of harmonious society with our country's economy and society,this paper explores the relationshi...

本文从分析和谐社会的特征和我国经济社会的不和谐表现入手,探究经济法与和谐社会的关系,指出经济法对和谐社会的建设具有的平衡、调控和分配功能,并指出经济法在和谐社会视野下,应该完善我国社会保障和分配制度、加强宏观调控、建立和完善城乡和区域和谐发展制度。

By contrasting the consumption concept of planned economy period and market economy period, which analyzes the changes of consumption concept and concludes the behaviors of inharmonious phenomena, namely, inharmoniousness between consumption and nature, consumption and society, physical consumption psychic consumption.

通过对计划经济时期和市场经济时期消费观的比较,深入剖析了社会转型时期我国消费观。。。更多的变化,归纳了社会转型期不和谐消费观的表现,即消费与自然承受能力不和谐、消费与社会发展水平不和谐、物质消费与精神消费不和谐

The life movement of Wang who was just a nobody revealed profoundly the meaning of his tragedy, i. e., the inharmony happens to not only someone as the subject of life but the contemporary society and one' s carrier, love and family. The truth is also revealed that one should develop himself in harmony with the actualities who is living in.

通过汪文宣这小人小事的生命乐章,显示出悲剧的深刻含义,即既彰显了个人生命主体的不和谐,又折射出当时时代、社会、事业、爱情及家庭的不和谐,还阐释了生命实践主体必须要与实践环境和谐发展的道理。

Constructing harmonious society must eliminate disharmonic phenomena, rights poverty is the fountain factor that causes disharmony, most disharmony were caused by rights poverty.

构建和谐社会必须消除不和谐现象,权利贫困是造成社会不和谐的本源性因素,许多不和谐现象都是由权利贫困引起的。

Constructing harmonious society must eliminate disharmonic phenomena,rights poverty is the fountain factor that causes disharmony.most disharmony were caused by rights poverty,There exists a rise and ebb relationship between rights poverty and harmonious society,eliminating rights poverty is the fundamental way of constructing harmonious society,and constructing harmonious society is the effective measure of eliminating rights poverty.

构建和谐社会必须消除不和谐现象,权利贫困是造成社会不和谐的本源性因素,许多不和谐现象都是由权利贫困引起的。权利贫困与和谐社会之间存在着彼此消长的关系,消除权利贫困是构建和谐社会的根本途径,构建和谐社会是消除权利贫困的有效措施。

Constructing harmonious society must eliminate disharmonic phenomena, rights poverty is the fountain factor that causes disharmony, most disharmony were caused by rights poverty.

摘 要:构建和谐社会必须消除不和谐现象,权利贫困是造成社会不和谐的本源因素,许多不和谐现象都是由权利贫困引起的。

Bstract: Constructing harmonious society must eliminate disharmonic phenomena, rights poverty is the fountain factor that causes disharmony, most disharmony were caused by rights poverty.

D 摘 要:构建和谐社会必须消除不和谐现象,权利贫困是造成社会不和谐的本源性因素,许多不和谐现象都是由权利贫困引起的。

Constructing harmonious society must eliminate disharmonic phenomena, rights poverty is the fountain factor that causes disharmony, most disharmony were caused by rights poverty.

来源: [ 08-10-07 13:18:00 ] 作者:未知编辑:摘要:构建和谐社会必须消除不和谐现象,权利贫困是造成社会不和谐的本源性因素,许多不和谐现象都是由权利贫困引起的。

Harmoniousness and unharmoniousness are two basic social phenomena.

和谐与不和谐是两种基本的社会现象,认识社会不和谐现象的本质特征并解释其根源,对于构建和谐社会具有前提性的理论意义。

To further investigate the influence of the Internet on the students, a further research is conducted by breaking the students into three groups -frequent Internet users, occasional Internet users and non-internet users. The result indicates that the self-harmony of frequent Internet users shows a sharp difference in terms of school and grade, the self and the unharmony of show a sharp difference in terms of school, grade and sex, and that the self-esteem and the two dimension - the flexibility and rigidity of self-harmony show no difference in terms of school, age and sex; the self-harmony and all dimensions of occasional Internet users show no significant difference, the self-esteem of occasional Internet users show no significant difference in terms of school and grade but show significant difference in terms of sex; the self-harmony and all dimensions of the non-Internet users show no significant difference, the self-esteem of the non-Internet users show no significant difference in terms of grade and sex, and the self-esteem of the non-Internet users show significant difference in terms of school.

为了进一步研究网络对学生的影响,又将学生分为经常上网、偶尔上网、不上网三类分别来研究:经常上网学生自我和谐在学校、年级都存在极显著差异,自我与经验的不和谐在学校、年级、性别存在极显著差异,自尊和自我和谐的灵活性和刻板性两个维度在学校、年龄、性别都没有差异;偶尔上网学生,自我和谐及各维度都不存在显著性差异,自尊在学校和年级不存在显著性差异,在性别上有显著性差异;不上网学生自我和谐及各维度都不存在显著性差异,自尊在年级和性别不存在显著性差异,自尊在学校上有显著性差异。

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