政治化角度与中国20世纪30年代文学论争

30年代是中国20世纪学发展中的重要转折时期，在其后相当长的历史时期内的学论争，学讨论乃至学批评中，都能发现30年代学论争中所形成的一系列特点的遗存，因此，本的探讨对加深理解30年代乃至整个20世纪学的发展均有着重要的意义。章分别从学论争的起因，论争中各方所关注的重心、论争各方的心态，对话的基本方式以及看问题的角度等等方面，论述了中国20世纪30年代一系列重要学论争的最基本的也是最显的特征，并进而分析了这些特征得以形成的30年代特殊的政治化语境的根源。     

“文革”主流文学话语的生成

"文革"主流文学话语的生成,是对建国初基本话语规范的突破和发展,它经历了萌芽期、萌芽后的阻遏期、萌芽后的发展期以及全面形成和定型期四个阶段.     

李白诗受后世诗评家贬抑冷落原因探论

唐代以后诗评家一方面承认李诗与杜诗共为唐诗最高典范,另一方面又时常贬抑冷落李诗.李白诗歌成就、诗坛地位与李诗学研究状况之间存在巨大反差,并非是由于李诗缺乏审美价值,而是与古代诗学评价体系的价值取向直接关联.把诗的教化功能当作诗的首要之义,注重于诗法诗艺中评判诗人的作诗功夫,在开宗立派中学问化而不是审美化地承传诗歌,这是导致李诗评价在后世跌落的主要原因.     

绩效管理理念探析——兼谈高校内部评价现状与对策

绩效管理是社会组织管理的发展方向之一。高校作为社会重要组成部分,在内部评价方面存在对象空缺化、主体单一化、方法不确定化、体系抽象化和功能鉴定化等诸多问题,构建以绩效为核心的评价体系,需要坚持和谐性、客观公正性、可操作性、定量与定性相结合、动态性和共性与个性相结合等原则。     

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.     

Adolescents’ Educational Outcomes: Racial and Ethnic Variations in Peer Network Importance

Little attention has been paid to the role of peer social capital in the school context, especially as a predictor of adolescents’ academic outcomes. This study uses a nationally representative (N = 13,738, female = 51%), longitudinal sample and multilevel models to examine how peer networks impact educational achievement and attainment. Results reveal that, in addition to those factors typically associated with academic outcomes (e.g., school composition), two individual-level peer network measures, SES and heterogeneity, had significant effects. Although educational attainment was generally worse in low SES schools, for all ethnic groups higher attainment was associated with attending schools with higher concentrations of minority students. At the individual level, however, membership in integrated peer networks was negatively related to high school graduation for Asians, Latinos, and non-Hispanic whites, and to GPA for Asians and Latinos, as only African-American achievement increased in more racially/ethnically heterogeneous peer networks. Our results suggest that co-ethnic and co-racial peer friendship networks should not be viewed as obstacles to the educational accomplishments of today’s youth. In fact, in many cases the opposite was true, as results generally support the ethnic social capital hypothesis while providing little corroboration for oppositional culture theory. Results also suggest that co-racial and co-ethnic ties may mediate the negative effects of school choice, or more specifically of between-school socioeconomic segregation. Consequently, we conclude that school policies aimed at socioeconomic desegregation are likely to beneficially affect the academic outcomes of all race/ethnic groups.

Cross-Currents: Elizabeth von Arnim,Max Beerbohm and George Bernard Shaw

Abstract

When Elizabeth von Arnim’s novel Introduction to Sally appeared in 1926, the critical response was divided. Dame Ethel Smyth may have told von Arnim the book was her ‘masterpiece’ but some were less convinced; the reviewer in Punch, for instance, considered it ‘a coarse-grained fantasy’. By situating Introduction to Sally in a wider literary context that includes Max Beerbohm’s Zuleika Dobson (1911 Beerbohm, Max (1964a), ‘To Reggie Turner, 3 November 1911’, in Rupert Hart-Davis (ed.), Letters to Reggie Turner, London: Davis, p. 126. [Google Scholar]) and George Bernard Shaw’s Pygmalion (1914 Shaw, George Bernard (1914), ‘Pygmalion: A Romance in Five Acts’, Everybody’s Magazine, Vol xxxi, (5). [Google Scholar]), this article explores the personal connections between these three authors and the thematic cross-currents in these texts. Is von Arnim’s novel really as ‘coarse’ and ‘vulgar’ as some earlier critics suggest? Or is it a novel that successfully mixes the plausible with the artificial, the comic and the socially catastrophic, in ways that, more than a decade later, resonate with the work of her friends to highlight several continuing preoccupations?     

Gender and Vernaculars in Digital Humanities and World Literature

Abstract

This article discusses the large-scale and world-encompassing aspirations of digital humanities and world literature and their methodological accordance with the analysis of literature in smaller languages and of texts understood in social, transnational, and gendered contexts. Are Digital Humanities and World Literature establishing themselves as fields utilizing analytical tools that are at odds with the aims and perspectives of feminist literary history and reception history as a part of literary history? We argue that gender research and theory is insufficiently developed in both computational literary history and World Literature. An unproblematic understanding of translations, canonization, English as a global language, and the use of large-scale computational methods and formalized interpretive models is in many cases not beneficial for the understanding of texts by women writers or from feminist perspectives. Drawing on feminist criticism of computational methods and arguments for specialized rather than generalized knowledge about literary history, we propose that digitization in some form, be it a bibliographical database or digitization of a corpus of texts, may be thought of as part of the research process in projects oriented towards gender and cultural exchange.     

Modern poetry,popular song and their dangerous liaisons

Abstract

In this article, Tsuboi Hideto examines the mutually entwined pursuits of modern poetry and music in interwar Japan, focusing especially on the work of Nakahara Chūya, Kitahara Hakushū, and the People's Poetry group. Cutting across their respective distinctions within the poetry establishment, Tsuboi draws attention to these figures’ shared investment in symphonic, folk and popular music. In so doing, he identifies among them a prevailing concern for curating a poetic voice that might harmonize the conflictual registers of individual and collective expression and thereby attune the work of the poet to that of the ‘people’ more broadly. Meanwhile, the essay traces the currents of modernist and avant-garde thought in Japan and Europe that framed these poets’ engagements with music and sound. Tsuboi then illustrates the varying degrees to which these voices, forged within the cosmopolitan milieu of the Taisho period, bent toward the nationalizing project and later gave way to the chorus of wartime fascism and imperial expansion.     

“三型”马克思主义执政党:开拓党的建设新境界

党的十八大报告中首次提出"建设学习型、服务型、创新型的马克思主义执政党",而且将这个党的建设总目标写入了新修改的党章。从党的建设总目标的历史探索轨迹和党的建设总布局的形成发展轨迹看,从对执政党建设的理论意义和现实意义看,要把中国共产党建设成为学习型、服务型、创新型的马克思主义执政党确实是一项全新的重大课题。"学习型、服务型、创新型"既是一个系统的价值整体,同时,在这个系统中,又必须凸显全心全意为人民服务的根本宗旨,紧紧围绕改进服务方式、提高服务质量来加强学习、开拓创新,惟其如此,才能真正体现马克思主义执政党作为实现、维护和发展人民群众利益的工具的本质。