论大学生违纪处分的适度性

因高校行使处分权引发大学生起诉母校的案件层出不穷,对不同案件所折射出的现实问题进行理性的思考,有助于提升高校的管理水平。在假定高校处分合法性的前提下,探讨处分的适度性问题,通过不同主体对适度性判定的特点和价值的分析,提出高校应树立正确的处理理念、保证处分实体规则和程序规则的适度、提倡处分结果的透明、测评处分效果和完备处分救济的对策建议。     

试论诉讼时效的效力

文章采取比较研究的方法对各国诉讼时效的立法模式进行了深入的分析,指出传统的分类实在没有必要,其立法本质是一样的,并得出最直观的效力模式,即分为诉讼时效的直接效果和本体效果。这样简单化诉讼时效的效力还原了诉讼时效效力的本来面目,也是将来诉讼时效立法的最可行方向。     

Dimensionality and Disciplinary Differences in Personal Epistemology

A growing body of work addresses the nature of epistemological development and epistemological beliefs: how individuals come to know, the theories and beliefs they hold about knowing, and the manner in which such epistemological premises are a part of and an influence on the cognitive processes of thinking and reasoning. This study investigates the dimensionality of personal epistemology as hypothesized in a recent review of the literature as well as the nature of disciplinary differences. First-year college students responded to a set of questionnaires that included an adaptation of a domain-general epistemological instrument and a discipline-focused questionnaire. Results suggest that there is an underlying dimensionality to epistemological theories that cuts across disciplinary domains, but that students, at least by the 1st year of college, discriminate as to how these theories differ by discipline. Disciplinary differences were strong, suggesting that 1st-year college students see knowledge in science as more certain and unchanging than in psychology, are more likely to regard personal knowledge and firsthand experience as a basis for justification of knowing in psychology than in science, view authority and expertise as the source of knowledge more in science than in psychology, and perceive that in science, more than in psychology, truth is attainable by experts. This contradicts existing research that suggests that epistemological development is domain general and that epistemological beliefs do not differ by discipline.     

Disciplinary Differences in Student Ratings of Teaching Quality

Comparisons of large samples of course and teaching evaluation questionnaire data show consistent disciplinary differences. The current study examined the disciplinary differences in a theoretical model positing the impact of the perceived nature of teaching and learning environment on the development of generic capabilities by testing of (1) whether a common model of good teaching operated across disciplines and (2) the extent of deployment of teaching variables and their impact on learning outcomes. The sample consisted of 3,305 first and third year Chinese undergraduates of a university in Hong Kong, divided into four broad disciplinary groupings. Multiple-group structural equation modelling analysis showed configural invariance of the hypothesised model, suggesting a common model of good teaching across disciplines; and significant differences in the magnitude of structural paths and latent mean values across the four disciplinary groups were obtained reflecting differences between disciplines in the extent to which elements within the teaching and learning environment were brought into play. Possible reasons in terms of the epistemological nature of the disciplines were given to explain for the disciplinary variations.     

Disciplinary Differences in Self-Regulated Learning in College Students

The personal attributes of self-regulated learning are often described in terms of knowledge base, adaptive motivational beliefs, and appropriate use of cognitive and metacognitive strategies for learning. These attributes are usually assumed to apply across all disciplines and contexts, but there has been little research that has examined the disciplinary differences in these personal attributes of self-regulated learning. The present study examined college students’ knowledge, motivation, and self-regulatory learning strategies in humanities, social science, and natural science college courses. The sample included 380 college students from three different institutions. Students were given a measure of their course knowledge and a self-report measure of their motivational beliefs and use of self-regulatory strategies at the beginning and end of the semester. Three levels of achievement were created from final course grade and ANOVA's were used to examine the differences in knowledge, motivation, and self-regulation by achievement level and discipline. The results suggest that the components of knowledge, motivation, and self-regulation do distinguish high from low achievers in social and natural science courses, but not in the humanities courses. Results are discussed in terms of the generalizability of our models of self-regulated learning across disciplines and implications for measuring self-regulated learning in different disciplines.     

Perceived School and Neighborhood Safety, Neighborhood Violence and Academic Achievement in Urban School Children

Community and school violence continue to be a major public health problem, especially among urban children and adolescents. Little research has focused on the effect of school safety and neighborhood violence on academic performance. This study examines the effect of the school and neighborhood climate on academic achievement among a population of 3rd–5th grade students in an urban public school system. Community and school safety were assessed using the School Climate Survey, an annual City-wide assessment of student’s perception of school and community safety. Community violence was measured using the Neighborhood Inventory for Environmental Typology, an objective observational assessment of neighborhood characteristics. Academic achievement was measured using the Maryland State Assessment (MSA), a standardized exam given to all Maryland 3rd–8th graders. School Climate Data and MSA data were aggregated by school and grade. Objective assessments of neighborhood environment and students’ self-reported school and neighborhood safety were both strongly associated with academic performance. Increasing neighborhood violence was associated with statistically significant decreases from 4.2 to 8.7% in math and reading achievement; increasing perceived safety was associated with significant increases in achievement from 16 to 22%. These preliminary findings highlight the adverse impact of perceived safety and community violence exposure on primary school children’s academic performance.     

非物质文化遗产研究的学科化思考

以联合国教科文组织和各国政府为主体的非物质文化遗产保护运动持续已近十年了了,在学者的广泛参与下．它已从政治层面转向了学术层面。非物质文化遗产的保护实践、传统学科的发展革新和学者的安身立命等需求推动了非物质文化遗产学的学科化,即依据传统学科体系的视阈分层、对象分化和条件分用的规律和原则,以非物质文化遗产形态类型为学科骨架和形象,以代际传承的精神文化现象为研究对象,建立独立、完善的非物质文化遗产学科体系。     

英汉翻译中文化的差异

语言的差异是由文化的差异造成的，不同的文化特征带来不同的语言特征。翻译时应该充分重视语言中的文化因素，注意文化之间的类同和差异。     

英汉翻译中文化的差异

语言的差异是由文化的差异造成的,不同的文化特征带来不同的语言特征.翻译时应该充分重视语言中的文化因素,注意文化之间的类同和差异.     

称赞语的文化差异

称赞语这一重要的社会化载体从不同层面折射出有关社会化的取向，价值观念及人际间的社会关系。它受化因素的制约，同时与不同的语言规律有关。存在选词，句型结构等方面的不同。本着重从后进行英汉语化的比较。     

The Impact of After-School Peer Contact on Early Adolescent Externalizing Problems Is Moderated by Parental Monitoring, Perceived Neighborhood Safety, and Prior Adjustment

Unsupervised peer contact in the after-school hours was examined as a risk factor in the development of externalizing problems in a longitudinal sample of early adolescents. Parental monitoring, neighborhood safety, and adolescents' preexisting behavioral problems were considered as possible moderators of the risk relation. Interviews with mothers provided information on monitoring, neighborhood safety, and demographics. Early adolescent (ages 12-13 years) after-school time use was assessed via a telephone interview in grade 6 (N = 438); amount of time spent with peers when no adult was present was tabulated. Teacher ratings of externalizing behavior problems were collected in grades 6 and 7. Unsupervised peer contact, lack of neighborhood safety, and low monitoring incrementally predicted grade 7 externalizing problems, after controlling for family background factors and grade 6 problems. The greatest risk was for those unsupervised adolescents living in low-monitoring homes and comparatively unsafe neighborhoods. The significant relation between unsupervised peer contact and problem behavior in grade 7 held only for those adolescents who already were high in problem behavior in grade 6. These findings point to the need to consider individual, family, and neighborhood factors in evaluating risks associated with young adolescents' after-school care experiences.     

Disciplinary Differences and the Integration of Technology into Teaching

ABSTRACT

The preparation of teachers involves academics from across the disciplinary spectrum but research on the differences between academic disciplines has revealed that a faculty member's discipline is a major factor in shaping the several aspects of course planning and teaching. The purpose of this paper is to present a model for investigating disciplinary differences as they may relate to teaching with technology, thereby enabling more effective integration of technology into the curriculum. Components of the model include: the structure and ethos of the discipline; preparation for, and experience as, a teacher; faculty assumptions about students; faculty beliefs and perceptions about technology; and the environmental context.     

大学教师有效教学行为的学科差异与共性特征

基于2019年《中国本科教与学调查China College Teaching&Learning Survey(CCTL)》数据,根据学科知识特征分析不同学科教学发现:我国大学教师教学行为存在显著的学科差异,总体上人文学科与理学的学生评分高于工科、农医艺学科及社会科学;针对同类院校的学科差异分析发现,当前我国偏应用类学科的本科教学可能存在更多问题。因此,本科教学改革须重视:一是尊重应用型学科的知识特点,构建教师关注实践教学与研究的激励性制度;二是搭建产学研合作平台,提升应用型学科教师的教学能力。     

英汉文化差异下的广告翻译

广告作为一种应用语言,是现代社会中信息传播的媒介方式。广告翻译是不同文化的交流,是跨国文化的商品营销宣传活动。当今东西方文化交流中,往往由于英汉文化差异引起广告翻译的差异。因此做好广告翻译应把握原则和灵活的技巧与策略,以收达意传神等社会实效。     

跨文化交际中的文化差异

语言是反映民族文化的一面镜子。因此，要想使跨文化交际获得成功，就要求我们在学语言规则的同时，也要学其文化的交际规则。本文主要探讨由于思维方式不同而引起的汉英文化交际中常常出现的障碍和误解。     

中英文化差异在词语翻译中的体现

文章从词语这一语言基本形式在中英两种民族文化中的不等值现象，以及概念外意义差异等角度，通过举例子探讨了中英文化差异在词语上的体现及其对词语翻译的影响。本文肯定文化比较在跨文化翻译中的价值的同时，认真思索了翻译过程中积极比较文化差异，准确把握词语文化个性的跨文化意识。     

英汉翻译中的文化差异分析

翻译与文化有着不可分割的紧密联系,文化差异是翻译者在进行翻译时必须考虑的前提。翻译时不仅要注意中西文化的差异,还要了解不同文化现象背后的深层影响因素。所以我们在翻译过程中,不仅要了解它们的字面意义,更不能忽视它们的社会文化意义,不仅仅追求字面上忠实原文,更重要的是力求在词汇的文化内涵方面忠实于原文。     

从英汉谚语看中西文化差异

英汉谚语作为两种不同的语言瑰宝,由于谚语独特的文化而表现出明显的差异。本文借助一些典型的例子,从自然环境、生活方式、宗教信仰、道德观念、民族心理等文化侧面入手,探讨了英语谚语和汉语谚语之间存在的差异,并从中得到了一些有益的启示,可为英汉语言教学和跨文化交际提供一定的借鉴意义。     

礼貌原则的文化差异——中美交往中的语用问题

本文从语用学中礼貌原则的文化差异这个角度分析中美交往中出现的问题,总结出文化的差异可以直接体现在汉英礼貌原则对各自准则的内涵理解以及侧重选择上,并指出在大学英语教学中应加强文化教学,提高学生的英语社交语用能力.