北京:中国社会科学出版社,1989.

国家的经济职能是国家的基本职能之一,它同国家本身一样,有一个产生和发展的历史过程.随着社会形态的变更,国家职能的扩展和完善,国家经济职能的表现形式也多种多样.本文通过对中国奴隶社会、封建社会国家经济职能表现形式及其特点的历史考察,旨在借鉴历史经验,总结历史教训,从中得到有益的启示,注重制度创新,完善我国社会主义市场经济体制下的国家经济职能.     

Studying culturally valued texts: teachers’ conception vs. students’ conceptions

This study is based on in-depth interviews with Israeli teachers and students studying culturally valued texts and focuses on their respective conceptions of Bible studies. The findings indicate that the students see their encounter with the Bible as first and foremost a process of cultural encounter with the text. On the other hand, teachers see their role as one of imparting knowledge and one which is almost devoid of any cultural dimension. The paper concludes that the teachers of Bible and other culturally valued texts should change their conception of their role from one focusing on the transmitting of knowledge to one focusing on intercultural mediating.     

Understanding: ‘Knowledge’, ‘Belief’ and ‘Understanding’

The following paper is intended as an exercise in friendly criticism of one of Harvey Siegel's and Mike Smith's (Knowing, Believing and Understanding, this volume). I'm in substantial sympathy with the general thrust of their paper and my remarks merely provide some criticism of their discussion's conceptual coherence and clarity and a correspondingly slightly adjusted version of what they have to say. My focus is limited to the conceptions of knowledge, belief and understanding and their inter-relationships in terms of which they offer suggestions to science educators.     

Seven Years After the Call: Students’ and Graduates’ Perceptions of the Re-envisioned Ed.D.

Given continued confusion about the Ed.D.degree, universities affiliated with the Carnegie Project on the Education Doctorate (CPED) have re-envisioned it using a set of guiding principles and design features. In this study, we investigated why students and graduates chose to pursue the Ed.D., what and how they learned, how they viewed themselves, and whether they perceived their programs to be aligned with CPED’s principles. Data were collected from 296 participants at 14 CPED institutions using an online survey. Results indicated respondents agreed that their programs were aligned with CPED principles, helped them meet their professional and personal goals, and developed them as scholarly practitioners.     

’There's no such thing as society . . .’: some problems with an individual approach to creating a Learning Society

This article reviews the current enthusiasm for an individual approach to creating a Learning Society in the UK, particularly as typified by the Royal Society of Arts (RSA) Campaign for Learning. While accepting that there are good reasons for policy makers wanting to place a greater emphasis upon the role of the individual learner, the article warns that major problems confront a more learner‐centred approach. These difficulties are reviewed on three fronts. First, parts of the vocational education and training (VET) system's institutional framework are not geared to meeting the needs of the individual user, and their governance structures afford little weight to the views of individuals and their representatives. Second, the economic case for individual upskilling is much weaker than many policy makers wish to believe. Third, an undue emphasis upon individual responsibility for learning runs the risk of ignoring the major structural and societal barriers that confront many adult learners. The article concludes that while an individual focus is important, it needs to go hand in hand with wider structural change ‐‐ aimed at reforming the VET system, stimulating greater demand for skill in the UK economy, and at tackling structural barriers that impede access to learning opportunities.     

Disturbing Reading: J.M. Coetzee's ‘The Problem of Evil’

A literary representation can give us grief. J.M. Coetzee's ‘The Problem of Evil’ follows the crisis of reading of his main character Elizabeth Costello as she struggles to comprehend discursive images of evil. Costello's trouble with reading is not attributed to a cognitive deficiency in her ability to read the text but to a psychical disturbance she experiences while reading. Thinking through our ‘disturbances’ while and after reading gives readers an opportunity to rethink reading as affected by the thoughts and words of others.     

Gen.MacArthur’s “Duty,Honor,Country” speech

阴影越来越长,我的生命也已走到了黄昏。我的时代虽已消逝得无影无踪.但仍然在我缅怀昔日的梦中闪耀。往昔的回忆如此壮美,有辛酸的泪水,也有昨日欣慰的微笑。我渴望聆听远处那悦耳的起床号,和隆隆的战鼓,尽管都已经听不到了。在梦里,我依稀又听见了炮轰、枪响,还有战场上那模糊、痛苦的低语。     

Death and Regeneration:On D. H. Lawrence’s Bavarian Gentians

As probably the most misread writer of the 20th century, D. H. Lawrence was not only a great novelist, but also a great poet, who should have shared the same importance as W. B. Yeats and T. S. Eliot."Bavarian Gentians"is one of his masterpieces, which was written in the last few months of his life along with some other poems on death, heaven and hell, including The Ship of Death, Glory of Darkness and Song of Death. The mythological poem, a bit mystic and surreal, embodies the view of Lawrence on death. This paper is trying to give a brief analysis on the images and theme of the poem.     

Mr. , Mrs. , Miss, and Ms.

大家都知道在英语中M r.,M rs.,和M iss的意思。M r.用在男子名字前,M rs.用在已婚女子名字前,M iss用在单身女子名字前。但是M s.到底是什么意思呢?当你不知道某女子是否已经结婚时,人们则在女子姓名前加上M s.。有些妇女声称M r.没有表明男子是否已经结婚。这是男子的优势。他们想要在这一点上和男子平等。于是,他们喜欢M s.这个单词。这些妇女认为他们婚否对于别人来说不是一件重要的事情。Y ou all know them eaning of M r.,M rs.,and M iss.M r.is used be-fore the nam e of m en.M rs.is for m arried wom-en and M iss is f…     

College students’ categorical perceptions of grades: it’s simply ‘good’ vs. ‘bad’

College students’ categorical perceptions of numeric and alphabetic grades were examined by assigning participants to one of four conditions: numeric grades alphabetic grades, numeric non-grades and alphabetic non-grades. They were then asked to give ratings for each possible grade or non-grade, using a 10-point scale. Factor analysis revealed that college students view both numeric and alphabetic grades as occurring in dichotomous categories, presumably either ‘good’ or ‘bad’. There were no neutral categories for course grades. Replications consistently yielded similar results, although specific boundaries between ‘good’ and ‘bad’ grades varied slightly.     

Woman’s Celibacy:Power or Alienation? Feminist Concerns in A.S.Byatt’s Quartet

As one of the most famous contemporary British women novelists, A.S. Byatt depicts the true situation of women in her"Frederica Quartet". The quartet involves some feminist issues such as marriage and celibacy, female power and women’s alienation. In the quartet, Byatt associates the mythical virgin images to the women figures in real life, and contemplates possible ways for women to survive and keep female power in a male-dominated society. It makes a detailed analysis on the recurring virgin images and the characterization of female characters in the quartet, aiming to analyze the theme of Byatt’s quartet and reveal her feminist concerns.     

‘Oh no,nothing, we didn’t learn anything’: sex education and the preparation of girls for motherhood,c.1930–1970

This article investigates how girls were educated about sex, pregnancy and childbirth during the years 1930 to 1970. Based on the results of 92 oral‐history interviews with Oxfordshire women, it explores how national debates surrounding sex education influenced what girls in Oxfordshire were taught. In addition, it examines how successful the women themselves thought this education had been in equipping them for maternity and whether they believed women could indeed be educated for motherhood.     

‘We are inclusive. We are a team. Let's just do it’: commitment,collective efficacy,and agency in four inclusive schools

Implementation of inclusive education for children with disabilities continues to vary across and within Canadian provinces and territories leading us to question why some schools move forward while others maintain traditional segregated approaches. Drawing from Appreciative Inquiry methodology, this study used semi-structured interviews to gather and document successful practices within four inclusive elementary schools within a Canadian province. Interviews were conducted with students, parents, teachers, educational assistants, and principals. Thematic analysis revealed a common belief in the central importance of learning and relationships for all students, shared commitment to inclusion, general classroom teacher responsibility, and collaborative team work characterised by a belief in collective efficacy. The predominant finding in this study was individual and collective agency that transcended themes. Participants reported ongoing and conjoint processes of planning, teaching, reflecting on current practice, sharing knowledge and ideas, solving problems together, and attending to relationships.