现代反证:美学与艺术的求解之路

现代西方艺术、美学理论肇源于资本主义社会危机的全面爆发、文化价值与信念的理性家园崩溃和个体化生存处境无序、迷狂、隐晦、渺茫、恐怖的状态。艺术与理论打破一切确证为定律和模式的古典神话，呈现为感性茫乱和对于规则的消解。美学无疑成为现代西方社会拯救自我，构建绿色精神生态园，表达生存欲望和终极心灵自慰的命题式游戏。     

《西方经济学》课程教改思路探析

在西方经济学的教学过程中，教师应从讲授西方经济学的源流入手，帮助学生明确其在经济学学科中的地位和发展趋势，从而明确价格理论和国民收入决定理论为什么是微、宏观的中心理论，全面了解西方经济学的一些基本规律。同时，引导学生联系中国社会主义市场经济发展的实际，进一步分析西方经济学发展的逻辑和规律，为学生理解、把握转型期中国社会经济的实质提供理论基础。     

西方经济增长理论评述

西方经济增长理论评述李变花对西方经济增长理论的分析和评价不仅具有重大的理论意义，而且具有重大的实践意义，对于我国社会主义市场经济体制下的经济增长理论和模式的创立，推动中国经济持续快速健康发展具有重大的参考价值。本文将对西方主要经济增长理论及模型进行介...     

西方经济学与中国经济改革

近年来，在我国学术界存在着一种相当突出的不良倾向，即由过去对西方经济学盲目批判的倾向转向对西方经济学盲目崇拜的倾向。并且，随着社会主义市场经济的发展，科学的理论决策作用的强化，如果不加批判地盲目套用西方经济学理论来指导中国的经济改革，其对中国经济发展前途的影响将是贻害无穷的。因此，如何客观地看待西方经济学以及发挥西方经济学对中国经济改革的借鉴作用，将是经济理论工作者必须认真思考的重大课题。一、资本主义市场经济有其自身的历史发展过程，研究西方市场经济理论不能只讲市场经济一般而不讲具体比较成熟的市场…     

浅析东西主流经济学的异同

长期以来，由于东西方意识形态的根本对立，导致了理论界长期把东西方经济理论置于对峙地位，随着世界经济一体化潮流的不断增强，重新认识东西主流经济学理论已成为经济学理论的重要课题，这里主要从马克思主义经济学对代表的东方经常学和以凯恩斯，萨缪尔森为代表的西方经济学理论入手，立足于东西主流经济学理论的理论性质，理论基点以及两种经济理论对社会经济现象进行剖析的角度，方法，形式等方面比较研究，揭示和阐明两种经济理论的异同。     

我国经济学界关于西方经济理论的争论

我国经济学界关于西方经济理论的争论王健近年来，我国经济学界展开了一场关于西方经济学理论的争论，争论起因于在建立社会主义市场经济的过程中如何借鉴西方经济理论。建立社会主义市场经济是一项开创性的事业，没有现成的经验可以利用，需要借鉴发达市场经济国家的经验...     

浅析人民币汇率在国际压力下面临的选择

改革开放以后，中国的经济突飞猛进，然而一些西方发达国家却针对中国抛出了所谓“中国威胁论”，并要求中国政府重新评定人民币价值，实现人民币汇率的上浮。面对国际压力，中国政府需要沉着应对。     

人民币汇率升值刍议

从国际汇率决定理论进行分析，阐述在当今人民币不能升值的因素及对国家经济战略的影响．探讨了人民币可能的未来走向。     

人民币汇率决定模型及对现阶段货币政策的若干建议

本文根据现阶段我国宏观经济运行面临的实际情况,吸收西方汇率决定理论的合理部分,运用经济计量方法建立现阶段我国人民币汇率的决定模型,对现阶段我国人民币汇率走势进行预测和分析,并在此基础上对现阶段货币政策提出若干建议。     

评西方经济学的基本理论框架

评西方经济学的基本理论框架杨德明应以科学的态度对待当代西方经济学７０年代末期以来，我国西方经济学研究界根据马克思主义基本原理，一贯对西方经济学采取一分为二的态度。当代西方经济学的正统学派，作为当代西方国家居统治地位的垄断资产阶级的意识形态，是为西方国...     

高等教育质量的生成与保障

高等教育质量的生成与保障直接关乎高等教育质量的优劣。本研究提出,高等教育质量的生成特征主要包括生成过程的非连续性、生成要素的主体间性、生成规格的不确定性、生成结果的难检测性。高等教育质量的生成机制包括价值、链接、评价三方面。高等教育质量的保障须防止工业化生产模式对高等教育质量生成系统的过度影响,应更加突出人员素质及其培育的特殊重要性,充分发挥基层的自主权。     

The Bender Gestalt Test: A review of reported research with school-age subjects, 1966-1977

The past 11 years of published research investigating the use of the Bender Gestalt Test with school-age children are reviewed. Seen as a psychometric instrument, scored according to standardized procedures, this recent work does not conclusively support the use of the test for prediction of school achievement. Nor does it offer any substantial support for individual diagnosis of neurological impairment or emotional disturbance. Test scores from group and individual administration appear equivalent. Deprived and minority group performance has differed significantly from the Koppitz norms in a number of studies and bears further investigation.     

实践的本体论意义的确证——对实践在马克思主义哲学中地位的思考

马克思主义哲学本体论是物质本体论 ,非传统的自然本体论 ,是以实践为基础的崭新世界观。实践在马克思主义哲学中具有本体论意义 ,对实践及其地位的探解构成马克思主义哲学最基本的内容。     

人道主义:黑格尔美学的一个特征

人需要艺术来确证自己,艺术的理想就是表现人与自然的联系;艺术美的创作,就是塑造理想 的性格。只有人的生命才是艺术表现的内容,人是艺术的中心;自然美"在于它所唤醒的心情",艺术美就 是通过感情形式得到显现的形象,艺术美高于自然美--这便是黑格尔美学的深刻浓郁的人道主义思想。     

The Teleological Concept of the Physical Qualities of Man

Despite considerable research, the question of whether obese individuals are more metabolically efficient than their nonobese counterparts has not been conclusively answered. This paper examines the research on energy expenditure in obesity, particularly the resting metabolic rate (RMR). Because of the paucity of research using obese males as subjects, the paper focuses on obese females. Absolute RMR has been found to be higher in obese than in nonobese women, RMR per kg fat-free mass is often similar between the groups, and RMR per kg body weight is typically lower in the obese. Formerly obese women often have reduced energy requirements, suggesting a degree of energy efficiency. Factors that affect energy expenditure, and which might account for the lack of consistent findings in RMR studies of the obese, are discussed. These include (a) diet and exercise, (b) genetics, (c) age of obesity onset, and (d) the composition of body weight. Implications for research are presented.     

Time to the doctorate: Multilevel discrete-time hazard analysis

Secondary data on 1,028 graduate students nested within 24 programs and admitted into either a Ph. D. or Ed. D. program between 1990 and 2006 at an American public university were used to illustrate the benefits of employing multilevel discrete-time hazard analysis in understanding the timing of doctorate completion in Education and the factors related to this timing. While no single factor was found that explains conclusively the timing of doctorate completion, this analytic technique, which takes into account the clustering of students within programs and includes information about students who do not graduate by the end of the observation period (censored cases), revealed that the median time-to-doctorate was 5.8 years, with the fifth and seventh years as periods students were most likely to complete the doctorate. A student’s master’s GPA at admission, the proportion of female students in the program, and the mean GRE quantitative score in the program were each positively associated with the odds of doctorate award whereas the size of the department housing the program had a negative association. Implications for research and practice are discussed.     

PLANNING FOR THE FUTURE

The American-Jewish communal environment is complex and changing. It has both a historically unique voluntary nature and a multitude of educational providers. This combination creates many operational and perceptual challenges for Central Agencies for Jewish Education (CAJEs or BJEs). Among these challenges are to:

? interpret conclusively why current central agency activities are appropriate and necessary; and

? to project what central agency roles and responsibilities ought to be in the future.     

The Use of Online Support Groups to Seek Information about Chronic Illness: Applying the Theory of Motivated Information Management

The growing number of adults living with chronic illness, combined with the increased availability of illness-specific online support groups, is changing the way individuals seek information about their chronic illnesses. This study utilized elements of the theory of motivated information management (TMIM) to examine how individuals decide to seek information about their chronic illness from online support groups. Adults with chronic illness who had visited at least one online support group in the last six months completed an online survey. Structural equation model findings revealed that, although uncertainty discrepancy about a chronic illness did not predict negative emotional response, both target efficacy and communication efficacy were positively related to information-seeking. Findings aid in explaining specific processes individuals go through when deciding to visit online support groups to gather information about their chronic illnesse, but cannot conclusively support TMIM in this context.     

从《蝇王》的象征手法看戈尔丁的小说主题

《蝇王》是当代英国小说家威廉.戈尔丁的代表作,自1954年问世以来颇受世人关注,戈尔丁也因此而荣获1983年诺贝尔文学奖。在这部作品中,作者构拟了一套象征体系,从设置的背景、选择的人物到安排的情节以及一系列的事物,都具有深刻的象征意蕴。正是通过对象征手法的充分运用,戈尔丁站在人类发展的高度审视现实,概括而形象地反映了他所处时代和社会的重要特点,深刻地揭示了人心的黑暗这一主题。     

LD, interpersonal understanding, and social behavior in the classroom

This study used Baron and Kenny's (1986) criteria for mediation to investigate the extent to which interpersonal understanding mediates the relation between learning disabilities (LD) and social adaptation in the classroom. Twenty-two children with and 22 children without a diagnosis of LD completed a semistructured developmental clinical interview measure of interpersonal understanding. They were also rated by their fourth- and fifth-grade teachers on a measure of social adaptation in the classroom. Interpersonal understanding and social adaptation in the classroom were found to be positively correlated. Children with LD exhibited less interpersonal understanding and social adaptation. Although this group difference on social adaptation was greatly reduced when interpersonal understanding was statistically controlled, it remained statistically significant. These results suggest that reduced social adaptation in the classroom and lower interpersonal understanding are both associated with a diagnosis of LD. However, they do not conclusively support the claim that interpersonal understanding mediates the relation between LD and social adaptation. Thus, whether the social difficulties of people with LD stem from the same complex phenomena that produce these people's learning problems remains an open question.