论新感觉派小说的悲剧情结

从新感觉派小说的内在精神实质上看,这些作品具有浓厚的悲剧意蕴,某种程度上,颇似王国维的"人生悲剧",即悲剧是人生命运的一种"自感"的表露,"人生之命运,固无异于悲剧",而不是那种"立意在反抗,指归在动作"的昂扬崇高的精神。本文所要讨论的,正是新感觉派小说这种与生俱来的悲剧情结。     

新时期教师激励机制的策略浅析

建立健全教师激励机制,对提高教育质量和办学水平有重要作用,应根据市场经济的外界条件,现代化的工作目标和教师的心理需要、个人目标,建立与之相适应的激励机制。     

宋代"义利"争辩述论

义利之说被视为"儒家第一义",在中国古代经济思想中占有重要的地位,在义利的二厢关系上,从古到今一直存在争议。宋代在此问题上,曾展开过激烈的争论。一方面是以理学为代表的一派,主张重义轻利,并将这一传统的观点进一步发展为完全不要利而只讲义的惟义主义;另一方面,与之相对的功利学派则主张义利并行,不仅要讲利,而且倡导利。     

高职（专科）院校不同体质学生体育教学改革的研究

通过调查法、统计法等方法对高职学生的体质状况进行监测,依据多年的变化趋势发现并提出问题。将不同体质划分为正常健康体质群体及体质弱势群体,并将体质弱势群体划分为三类,进而对不同体质的学生实行有效的体育教学改革探讨,以期取得更好的教学效果。     

走到十字路口的日本法科大学院制度

本文介绍了日本借鉴美国法学教育模式建立的日本法科大学院制度和新司法考试制度的背景、理念,重点阐释了日本法科大学院在实施中出现的问题和挑战,对新的法律职业教育模式与旧有制度之间的冲突和矛盾进行了深入分析,并将日本制度和韩国的制度改革作了比较法上的研究,提出了一些值得深入思考的看法。     

韩国的法学教育及律师资格考试改革

韩国最近开设的法科大学院和即将实施的新的律师选拔、培养制度是韩国法律界的一大革新。在大陆法系色彩强烈的韩国法律体系里,能否成功地建立起美国式的法学院制度和律师选拔制度备受关注。尤其是韩国的法学教育以及司法改革制度,是在没有充分的协商和准备的基础上出台的,从一开始就存在很多争议,因此需要设计相应的补充方案。     

School Suspensions and Adverse Experiences in Adulthood

The “school-to-prison pipeline” and the negative effects of suspensions, expulsions and school arrests have received increasing national attention recently. Researchers have documented some of the potential harms of these exclusionary school discipline practices for students, including academic difficulties, increased misconduct, and future justice system contact. However, these investigations have been somewhat limited in scope, as they tend to focus only on students’ academic outcomes and juvenile justice system involvement. In this paper we seek to expand upon prior studies by considering how school suspensions may affect youth in peripheral and long-lasting ways. Using data from the National Longitudinal Survey of Adolescent to Adult Health, we analyze whether being suspended from school relates to the likelihood of students experiencing a number of adverse events and outcomes when they are adults. We find that being suspended increases the likelihood that a student will experience criminal victimization, criminal involvement, and incarceration years later, as adults.     

党校英语教学的初步思考

党校教学对象的特殊性决定了党校英语教学的特殊性。党校的学员大多是领导干部,因此党校开展英语教学不仅是拓宽学员知识面的需要,也是提高学员个人素质的需要。但是,大部分学员英语底子薄,基础差,要如何提高他们学习英语的兴趣?首先要使学员树立信心,其次要明确教学目的,再次要以实用为切入点,最后要采取灵活多变的教学方式。党校英语教学要结合学员的实际,注重实用性。从听、说、读、写四个方面进行,以听说训练为主。     

School and Neighborhood Contexts,Perceptions of Racial Discrimination,and Psychological Well-being Among African American Adolescents

The present study examined contextual influences on the relationship between racial discrimination (individual, cultural, and collective/institutional) and psychological well-being. Two hundred and fifty two African American adolescents (46% male and 54% female, average age = 16) completed measures of racial discrimination, self-esteem, depressive symptoms and life satisfaction. Archival information regarding the racial/ethnic composition of the participants’ neighborhoods and schools was used and increased school diversity was linked to increased perceptions of cultural discrimination. Regardless of school and neighborhood diversity, high perceptions of collective/institutional discrimination were linked to lower self-esteem for students in high diversity settings. Further, high levels of collective/institutional discrimination were associated with lower life satisfaction for African American youth in low diversity settings.

School Engagement Among Urban Adolescents of Color: Does Perception of Social Support and Neighborhood Safety Really Matter?

In this study we examined the effects of risk factors (perceived neighborhood crime/delinquency problems, neighborhood incivilities) and protective factors (teacher support, family support, peer support) on the school engagement of 123 urban adolescents of color. Age and gender were also examined to determine if different ages (younger or older) or genders (male or female) significantly modified the relationship between the risk factors and school engagement. Results indicated that perceived neighborhood incivilities was uniquely predictive of school engagement. Contrary to hypotheses, different levels of the perceived social support variables did not modify the effects of risky neighborhood conditions on adolescent’s perceived school engagement. Age, but not gender, significantly modified the relationship between perceived family social support and perceived neighborhood crime on adolescents’ reported levels of school engagement. The implications of the results for prevention and intervention programs that address school engagement among early adolescents of color are considered.