论19世纪英国浪漫主义诗歌的情感主义

情感主义是19世纪欧洲浪漫主义思潮的表现方法和创作理念的表现。早在18世纪,情感主义诗论便由约翰·丹尼斯提出,后来得到休·布莱尔和威廉·琼斯等人的发展。它反对新古典主义文论,并受到自然主义泛神论的极大影响,对19世纪英国浪漫主义诗歌有很大的促进作用,集中表现为审美主体与自然的“神性”的内在融合。     

英国14-19岁普通教育考试制度与高校入学机制的关系研究

本文研究了英国14-19岁阶段普通教育的考试制度及其与高校入学机制的关系.分析了其以资格证书为基础的考试制度的特点、经验和问题,为我国普通高中考试制度改革和高校入学机制改革提供参照.     

后疫情时代马拉松赛事的复赛路径

马拉松赛事对推进全民健身事业发展具有重要的引领作用.运用文献资料法、逻辑分析法等,以我国马拉松赛事现阶段的发展态势为出发点,围绕新冠肺炎疫情下马拉松赛事的发展困境及复赛路径展开研究.结论:疫情致使办赛主体运营遭受冲击、赛事衍生产业受到影响、疫后管理服务面临挑战等方面给马拉松赛事的发展造成困境;提出加强马拉松复赛前期保障...     

十九大精神融入“马克思主义基本原理概论”课教学的几点思考

党的十九大精神进课堂是高校思想政治理论课的价值诉求。十九大精神要第一时间进“马克思主义基本原理概论”课堂,必须要以教师为主导,全面准确领会文件精神,精心选择教学的着力点;以教材为本位,立足课程现有内容,细心找准教学的结合点;以课堂为阵地,坚持理论联系实际,努力提高教学的实效性,让十九大精神入耳入脑入心,并使之成为学生的行动自觉。     

我国空间治理体系现代化在“十九大”后的新态势

"立法为本、规划先行"是空间治理体系现代化的核心内容,能否合理规制国土空间、建设美丽家园是衡量执政能力和水平的重要标志。"十九大"后,我国空间治理体系和空间治理能力将加快科学化、法制化、系统化、民主化的进程。主要表现在:主体功能区的基础性地位将趋于增强,主体功能区规划将扮演发展类规划和布局类规划旋转门的角色,主体功能区战略将成为指引我国国土空间有序发展的长期性和稳定性的重大战略,主体功能区制度将在生态文明建设中发挥基础性制度的作用;覆盖全国国土的空间规划体系将基本建成,通过全国、省、县为中国基本空间规划单元,以跨省级行政区、跨地市、跨市县域的区域规划为补充的空间规划体系,规范国家和地方不同空间尺度的国土资源合理配置、空间结构合理组织、区域政策合理实施;以国土空间开发保护制度为核心的生态文明制度得以确立,实施增强空间管制能力、提升科学管理水平、扩大资源承载能力、改善生态环境质量和增强市场作用力度等五大行动。     

对虾白斑综合征病毒VP19基因的克隆和序列分析

以东海宁波海区收集的甲壳内侧出现白斑为特征的发病中国对虾为材料，从中分离出一株病毒(ZJ2001)，经电镜和动物试验鉴定为对虾白斑综合征病毒；用煮沸法一步获得病毒基因组DNA，以此基因组为模板，利用PCR技术，扩增病毒囊膜蛋白VPl9的基因，将扩增得到的基因克隆并测序．用DNATools软件对测得的序列分析表明：VPl9基因序列与GeneBank中的比较(AF309029)，其核苷酸同源性为99％，氨基酸同源性为98％．     

The impact of COVID-19 on teachers' transition practices for students with disabilities in Illinois,USA

Transition services are central in preparing youth with disabilities for opportunities in postsecondary education, employment and independent living. The life skills education acquired in school may be the only resources they receive to help them with this transition. With COVID-19, educational systems were interrupted, including the access of students with disabilities to service provision and transition services. This study aimed to investigate the impact of COVID-19 on teachers' transition practices for students with disabilities in the State of Illinois, United States and to identify factors associated with the differences in teachers' practices across eight domains of transition. Results indicated statistical significant differences in transition practices before and during COVID-19 in all eight domains. Gender, Race, School Closings & Type of School did not show significant associations with any of the eight domains. Emotional Disability was found to have a significant association with all eight domains, whereas Intellectual Disability did not show significant association with any of the eight domains. Grade level and teachers' educational level showed significant associations with certain domains. Future investigations into how COVID-19 changed teachers' transition practices for students with disabilities and the long-term impact that these changes will have on students' post-secondary outcomes are needed.     

The International Education Index: A global approach to education policy analysis,performance and sustainable development

Before the COVID-19 pandemic, the world struggled to address growing educational inequalities and fulfil the commitment to Sustainable Development Goal 4, which seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The pandemic has exacerbated these inequalities and changed how education functions, moving to online and hybrid methods. The challenges in global education highlighted and worsened by the pandemic make it necessary to re-evaluate education systems and the policies in place to support access, quality and equal opportunity. This article focuses on analysing education policies at a national level. It tests a pilot policy analysis tool, the International Education Index (IEI), developed as a starting point to begin this reconsideration and create an accessible and comprehensive way to evaluate national education systems to inform decision-making and policies in the new context. This research uses Ireland and Northern Ireland to test the IEI pilot tool. The IEI consists of 54 questions across nine indicators, including institutional frameworks, education strategies, digital skills and infrastructure, twenty-first century skills, access to basic social services, adherence to international standards, legal frameworks, data gathering and availability and international partnerships. Countries can score 108 points to be categorised as having developed, emerging or nascent national education systems. Ireland scored 94 and Northern Ireland 81, indicating that they have developed national education systems.     

Me,my child and Covid-19: Parents' reflections on their child's experiences of lockdown in the UK and China

Over the past 2 years, the world has been living through the unprecedented Covid-19 pandemic. Children have had to adapt to online classrooms and lessons of some sort, and many parents have been forced to work from home while supervising their child's home learning activities. We used participatory visual methods to understand how children and their parents have coped during this time, engaging parents as co-researchers to ask their child to photograph and/or draw pictures that represent their daily lived experiences over the lockdown period. We then asked parents to interview their children (24 in total, 13 in the UK and 11 in China), using the children's artwork as prompts, and finally we interviewed parents. Through the data collection process, parents captured their children's experiences and feelings since the coronavirus struck. The data was analysed using Foucault's theory of discourse to provide unique and comparative insights into children's experiences in the UK and China during this exceptional time. Ours is the first study to integrate parents' and children's views of Covid-19, drawing on parents as co-researchers. We argue that combining the data collection methods and drawing on parents as co-researchers enabled parents to gain insights into an understanding of their child's lived experiences throughout the pandemic that might otherwise have been unknown. These insights were often unexpected for parents, and have been grouped around themes of parental relief, anxiety and understanding.     

School closures and effective in-person learning during COVID-19

We document large temporal and geographical discrepancies among prominent trackers that measure in-person, hybrid, and remote schooling in the U.S. during COVID-19. We then propose a new measure of effective in-person learning (EIPL) that combines information on schooling modes with cell phone data on school visits and estimate it for a large, representative sample of U.S. public and private schools. The EIPL measure, which we make publicly available, resolves the discrepancies across trackers and is more suitable for many quantitative questions. Consistent with other studies, we find that a school’s share of non-white students and pre-pandemic grades and size are associated with less in-person learning during the 2020–21 school year. Notably, we also find that EIPL was lower for schools in more affluent and educated localities with higher pre-pandemic spending and more emergency funding per student. These results are in large part accounted for by systematic regional differences, in particular political preferences.