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.

跨文化翻译维护国家文化安全的策略研究

全球化进程既是机遇亦是挑战，世界格局也因此而发生了深刻的变革。机遇意味着发展，不同文化之间的竞争也随之愈演愈烈。在不同文明的交融和碰撞中，国家文化的安全问题凸显出来。国际格局呈现出多极化趋势，文化间的交流与合作是时代的潮流，但是国际环境依然存在不确定性因素，威胁世界和平的单边主义、霸权主义和强权政治等国际因素依然活跃。复杂多变的国际形势要求维护国家文化安全，跨文化翻译涉及文化间的交流，对文化安全负有责任。跨文化翻译工作者应当树立起文化安全意识，并将其与跨文化语境意识结合起来，从国家文化安全的立场出发，提升翻译的语言水平，尊重文化差异，灵活运用“归化”和“异化”的翻译策略，形成具有中国文化特色的英语表达模式。跨文化翻译事业要重点塑造和维护国家形象，积极参与国际对话，提升中国的国际话语权，还要吸收其他国家优秀的文化成果，增强中国文化的国际影响力和感召力，打破“沉默的螺旋”。跨文化翻译要始终坚持中国传统文化的民族性和先进性。在推进翻译事业的过程中，维护中国语言文字安全、风俗习惯安全、价值观安全和生活方式安全，从而全面提升中国文化的软实力，坚定中国模式和文化产品的自信心。跨文化翻译事业将融入中国走向世界的进程，通过对精品文化的内外流通严格把关，为国家的文化安全建设保驾护航。     

马克思主义中国化的脉络梳理——基于不同时期中共对待马克思主义态度变化的分析简

基于不同时期中共对待马克思主义态度变化的分析，马克思主义中国化的发展脉络为：1919年～1948年，由传播马克思主义到与中国实际相结合揭开了马克思主义中国化的序幕；1949年～1977年，跳出苏联模式樊篱继续推进马克思主义开始了马克思主义中国化的新尝试；1978年至今，包容异质思维、切准主体诉求柘展了马克思主义中国化向时代化大众化的延伸。     

试论“桂林抗战文化城”之现今价值与意义

"桂林抗战文化城"在抗战时期成为一道耀眼的景观,而在今天,它仍然具有当下的价值与意义。主要从再现辉煌历史成就、成为城市响亮名片以及提供参考借鉴三个方面对"桂林抗战文化城"所具有的当下意义进行探讨,以期对"桂林抗战文化城"之现今价值与意义有一个正确的认识,并将其所具有的精神及现代意义用于桂林未来发展与建设。     

Gender and general strain theory: A preliminary test of Broidy and Agnew's gender/GST hypotheses

Some scholars argue for sex-specific explanations of criminal behavior, while others opt for more general theories of crime. In this article, we elaborate on recent explorations of gender differences in general strain theory (GST). Using data obtained from self-report interviews of delinquent youths, we implemented measures of strain, negative emotions, and coping resources to examine sex differences in GST-related processes across both interpersonal and property offending. The results offer some support for Broidy and Agnew's gender/general strain hypotheses and, at the same time, offer modifications and extensions for future research on GST.     

理解的困惑——论作者与读者的关系

作者的创意不是以什么方式才能被读者把握,而是在什么意义上理解才是对作者创意的重现.没有一种理解是对作者创意的彻底的、最终的理解.理解总是以预设前见为背景,最大程度的理解仍是最小程度的误解.只有通过理解的整体性与理想性,将文本置于社会共有的视阈中,才能克服阅读/理解中的相对主义.     

符号学王国的构建：语言的超越与超越的语言——巴赫金与洛特曼的符号学理论研究

巴赫金的社会符号学和洛特曼的结构文艺符号学是构成原苏联符号学王国的两根重要理论支柱 ,其理论影响引起了我国文艺学界和符号学界的普遍关注 ,但至今还主要是对他们理论的分别研究 ,尚未比较他们之间的理论特色和方法论特征。本文则力图比较巴赫金与洛特曼的符号学研究方法 ,探索他们如何从语言学和超语言学的不同途径 ,共同走向社会文化系统研究 ;揭示他们怎样打破二元对立的思维模式 ,构建多元共生的批评模式 ,从而指出他们对符号学乃至整个人文社会科学研究的贡献     

浅谈英语词汇的教学

词汇教学一直是英语教学中的重点和难点.本文试以中级阶段的词汇教学为例,提出词汇教学应该利用恰当的语言环境引导学生运用联想思维记忆单词.     

法治中的文本与语境分析

从“文本———语境”的关系来看待法治 ,可以发现法治的根本性问题在于文本意义的展开 ,而这种意义的展开是一种语境的依赖。通过分析语境与文本解读的关系 ,法治的核心问题将会得到近距离的审视。     

Rights,responsibilities and regulation – the three Rs of education: a consideration of the state's control over parental choice in education

Education is both a right and a responsibility. International instruments such as the International covenant on civil and political rights and the International convention on the rights of the child affirm the right of all children to education. This right is spelt out in the education legislation of all states and territories in Australia. Education is not only free but is compulsory for all children between certain ages. The obligation is imposed on parents (in accordance with definitions contained therein) to ensure that their children are both enrolled at and attend school. However, parental choice of education provider is allowed within each jurisdiction by way of state, private or church schools, all of which are registered and regulated to varying degrees by the state. The legislation of each jurisdiction also makes some degree of provision for parents who choose to opt out their children from any formal education setting and to educate them at home. Home education is also subject to state regulation. The assumption by the state of the responsibility for education guides this policy and legislation. The argument for state control of all education, no matter how and by whom it is provided, is that the state has an overriding interest in ensuring the economic well-being of its citizens and the growth of its intellectual capital. The state acknowledges that the responsibility for education is shared with parents, primarily by providing penalties for parents who fail to ensure enrolment and attendance of their children at a school. There is evidence that more and more parents in developed countries worldwide are choosing to educate their children at home, and anecdotal evidence suggests that Australia is part of this trend. To this end, this article critically examines the balance and relationship between the exercise of parental choice and responsibility in education, and state regulation and control. It does so by examining the means by which the legislation of different jurisdictions allows for choice in the exercise of the right to education, with particular reference to home education, places limitations on that choice and imposes control on the delivery of education outside state schools.