What is Young Adult Fiction?

Belbin describes how he came to write novels for teenagers as a result of his reading when training to be an English teacher. He discusses the nature and function of Young Adult Fiction. He gives an account of his publications that demonstrates the variety of creative work that has allowed him to have a prolonged career, including YA novels for ‘reluctant’ readers and his first published ‘adult’ novel. He briefly summarises a conference about the state of YA Fiction, ‘Turning Point’, that he organised, and comes to a partial definition of the term ‘Young Adult Fiction’.     

《野草在歌唱》的生态女性主义解读

从生态女性主义的视角重读多丽丝.莱辛的处女作《野草在歌唱》,探索作品中女性和大自然复杂而紧密的关系,揭示女性和自然资源遭受男性压迫和掠夺的悲剧,解读作品中作者追求解放女性和自然,发展女性自我意识,构建一个两性平等、和谐生存的和乐世界的理想。     

Why Cultural Studies is the End of Thinking

Abstract

This article begins from a consideration of this issue’s contention that ‘central to politicized academic projects … is a critique of the cultural power of institutions’ and in particular pedagogical institutions. It argues that is clear enough what the Editor is thinking of here: he names ‘cultural studies’ as his prime suspect and from here it is not too far a leap to imagine that the pedagogical institution at which his ‘politicized academic projects’ take aim is the university. The article concedes that this might all appear to be superficially true, and that much of what is argued in it will up hold this hypothesis. However, the article does not wish to rush too quickly towards an unproblematic equation of cultural studies, or the ‘politicized academic project’ of a critical study of culture with something like a pedagogy of the popular. Equally, it proposes, we must distinguish rigorously between ‘a pedagogy of the popular’, pedagogy able to treat the popular, popular pedagogy, and popular culture as such. In this respect it argues that we would not wish to foreclose the impertinent question of ‘what is cultural studies?’ too early in an understanding of what it might mean to offer an institutional critique that takes the form of pedagogy. Much will depend upon what we mean by these vaguest of terms ‘culture’, ‘education’, ‘power’ and ‘pedagogy’ itself, none of which is at all straightforward even though a certain normative discourse renders such terms the cornerstone of national policy debates through which billions of human and financial capital are routed. The stakes in fact could not be higher in a ‘critique of the cultural power of [pedagogical] institutions’. Therefore, it is crucial that we make the effort to understand, or at least begin to unpack, a conjunction such as the one Bowman offers here that amalgamates ‘politicized academic projects such as cultural studies and politicized work in cultural theory and philosophy’. It argues that we will not be able to progress to a wider schema until we have some leverage on this relation. And this is what this article seeks to provide.     

What is a Significant Educational Experience?

This article analyses the nature of an educational experience by taking as its starting point Dewey's Art as Experience in order to identify what it is that counts as a significant or worthwhile experience. Dewey suggests that an experience needs to have an integral character in which the different phases of the experience are related and which tends towards a conclusion. Furthermore, an experience also needs to have the character of what Dewey calls an ‘undergoing’, an engagement with content which may be difficult or painful. It is suggested that this kind of experience may be seen in terms of a ‘light’ pedagogy in which content is allowed to unfold. This is contrasted with educational experiences that are ‘teacher‐driven’ or ‘learner‐driven’.     

责任原理在高职院校教师管理中的应用思考

当前高职教师管理中存在以下方面的问题：责任意识的缺失、教学能力的欠缺、教师权力受限制。针对上述问题,可以从加强教师责任意识的培养、提高教师教学能力的修炼、以及扩大教师权力的权限等方面着手改善。     

塔木德:施瓦布实践课程思想根源

布洛克认为,塔木德是施瓦布实践课程思想的根源:二者的实践本质在阅读探究层次是相通的,施瓦布的审议就是塔木德实践的一面镜子,多焦点概览教学法非常拉比式,塔木德是施瓦布的课程愿景。布洛克以他者视角,形塑具有伦理学意义的后现代课程观。     

赖简是莺莺预谋

闹简、赖简是莺莺的"主意",乃预谋为之,旨在考察张生的可靠性及环境的安全性,以便确认私定终身的可行性。先于楔子埋下伏笔,设置悬念,再以《闹简》、《赖简》照应,而《后候》、《酬简》则是莺莺得到满意考察结果后的进一步行动,是对悬念的解答。     

反思能力是幼儿教师专业发展的关键

反思能力对幼儿教师的专业发展具有重要的推动作用。幼儿教师要想获得专业发展,必须深刻认识反思的意义,了解反思能力及幼儿教师专业发展,理解反思能力对幼儿教师专业发展的意义。     

创建健康校园网络文化势在必行

随着社会的快速发展和科学的进步,传统教育模式被突破,网络教育教学已成为一股新的潮流。学生可以借助现代化的电子技术手段来接受了解最新科技文化研究成果,参与讨论,大大激发了学生潜能的发挥;但由于网络市场管理的不规范和网络法律法规制度的不健全,学生对网络的认识、利用也出现了很多急需解决的问题。如何净化网络市场,引导学生正确认识利用网络,创建健康的校园网络文化,这副重担就落在了每一个教育工作着的肩上。     

论仇兆鳌《杜诗详注》的进呈本性质与集大成特色

康熙时期,是一个对于学问"有宏纳众流气象"的时期,仇兆鳌《杜诗详注》走"集大成"的路子也正在此风会中。"集大成"不仅是《杜诗详注》表现出来的客观效果,而且也是仇氏"瞻天仰圣"注杜的初衷。因而,模仿朱子《诗集传》,把对儒家"温柔敦厚"诗教的维护寓于其"辑诗传"的做法,也在仇氏对历代评杜成果的把握中体现出来,而不是对诸家旧说的简单收集。仇氏既从思想层面对过去的旧说进行了一次"净化",也从学理的层面对诸家旧说进行了遴选,因而《杜诗详注》虽然是集解形式的注本,但毫无疑问也融贯着仇氏自家的理念。     

The Mean or Average Deviation is a Minimum when taken from the Median

The structure of students’ responses on a semantic differential instrument to certain facets of their university was analyzed by Tucker’s three-mode factor analytic procedure. Factors were identified and named for the R, P, Q and core matrices. Tucker’s procedure offers the investigator additional information in interpreting such response data. The additional information obtained from Tucker’s procedure over classical two-mode procedures, particularly the core box of interdependencies, was helpful in interpreting the semantic differential data.     

针对性是党的理论创新的鲜明特征

毛泽东思想、邓小平理论、"三个代表"重要思想和科学发展观都是针对中国的基本国情,针对中国革命和建设中存在的问题提出来的。针对性是中国共产党理论创新的鲜明特征。     

Academic literacies: the word is not enough

For Academic Literacies, the world is textually mediated; written texts and what informs them reveal elements such as subject-discipline practices. Furthermore, multi-modalities, for example, visual representation, inform written text, and multiple methods of inquiry, including interviews, shed light on written text production. In this article we argue that the word is not enough, and non-textual elements must also be considered. From multiple-discipline focused research, we present data from interviews and focus groups with Design and Nursing lecturers that explored student success holistically, not solely through, or for, written text production. We highlight non-textual elements key to both student success, and written text production, such as ‘empathy’, the ‘visual’, the ‘non-verbal’, and also the inability of text to reveal certain key features. We argue that rather than solely prioritise text, Academic Literacies approaches can more effectively help students succeed by holistically considering non-textual elements.     

《赫索格》主人公赫索格的心理分析

小说《赫索格》是索尔·贝娄的代表作。通过应用弗洛伊德的精神分析理论解读小说中主人公赫索格的神经质人格形成的原因和发展变化,试图给造成赫索格悲剧的原因以更为合理的诠释,为生活在与赫索格同样危机中的现代人提供一定的启迪。     

‘Jeesis is alive! He is the King of Australia’: segregated religious instruction,child identity and exclusion

Religious categorisation occurs at enrolment in Australian state-run (public) primary schools, with children segregated into religious instruction classes during their first week. Lesson content has no government oversight and, in some schools, options are limited to Christianity. The effect of this categorisation on children’s attitudes to religious diversity is not well researched but the role of religion in public schools is increasingly controversial. Social identity theory (SIT) considers cultural hegemony as a factor in individual identity construction. SIT posits that inter-group bias increases with in-group identification and suggests that categorisation itself is a source of prejudice. This paper explores the implications of SIT in the development of children’s strength of religious identity. An exploratory study suggests that a Christian emphasis at school may influence a child’s tendency to exclude those with different beliefs.     

Gendered Career Choice: is sex‐stereotyping the cause or the consequence?

The interaction between school pupils’ schematic representations of ‘social’ and ‘technical’ roles and the impact that the ‘sex‐typing’ of careers has on occupational choice were investigated using stimulus vignettes. Questionnaire data pertaining to occupational choice were collected from first‐year university students enrolled on courses designated as either ‘social’ or ‘technical’. The prototypical in‐group positions for the two occupational areas were calculated and used as the basis of vignettes depicting either a male or female school pupil experiencing difficulty in deciding whether to pursue a technical or socially oriented career. The vignettes were presented to 107 school pupils aged 16‐18 who were asked which career area they thought the target pupil was likely to choose. Results indicate that subjects were able to identify correctly the prototypical characteristics utilised in the vignettes and that these were of greater importance in their expectation of course choice than the ‘sex’ of the target pupil.     

当代大学生思想政治教育吸引力不强的增强对策

大学生思想政治教育实效性不高的一个主要原因就是吸引力不强。本文在探讨大学生思想政治教育吸引力不强的表现基础上提出了增强大学生思想政治教育吸引力的对策,以求提高高校思想政治教育的实效性。     

How is young children’s intellectual culture of perceiving nature different from adults’?

How is young children’s intellectual culture of perceiving nature different from adults’? What types of linguistic and gender characteristics appear in that phenomenon? What should be considered in pedagogical practice for young children given this understanding? Based on field‐based vignettes collected from multiple sites and situations that are natural to young children’s living and learning environment, the exploratory paper presents two major social cultural characteristics: (1) there is a pattern of linguistic discourse that presents a mismatch between young children’s and adults’ perceptions of the natural environment; and (2) a stereotypical gender‐doing seems to be prevalent in the process of young children’s knowledge construction about their natural environment.