试论伊丽莎白一世的天主教政策

伊丽莎白一世统治时期,天主教问题极为复杂。鉴于国内外形势,伊丽莎白一世针对天主教势力不同情况与活动方式采取了不同措施：对国内少数天主教徒的不法活动予以严厉镇压,对广大天主教徒进行说服教育,对海外渗透势力给予坚决打击,对国际上天主教势力由“冷战”逐渐转为公开的冲突。     

塞奥多西一世的统治特点

塞奥多西一世在乱世中消除蛮族军事威胁、平息内战分裂势力、维护帝国统一、深化君士坦丁一世开国的各项改革、推进以基督教尼西亚信经为核心的正统意识形态发展,成功避免了“三世纪大危机”中军阀割据局面的重现,扶大厦于不倒。他以强硬的政治手段延续和发展了帝国皇帝专制统治为核心的中央集权政治,并进一步推进帝国基督教化、改善军事作战体系、健全行政财政制度、力争拜占庭帝国社会物质和精神统一,对帝国千年发展做出贡献。     

民众心态对伊丽莎白一世婚姻外交政策的影响

民众心态是一国制定和实施对外政策的重要基础。伊丽莎白一世在处理对外政策方面,一直以婚姻谈判为手段,采取＂均势＂外交的战略,以维护英国的国家和民众的利益。特殊的执政环境,使女王非常重视当时英国的民众心态。民众心态对女王婚姻外交政策的影响,主要体现在女王与法国、西班牙的联姻问题上。     

女性话语与战争——从社会语言学角度分析伊丽莎白一世战前演讲的特点

语言代码不仅仅表示单纯语言学的符号意义．而是蕴含着复杂的社会因素和深刻的文化意义;伊丽莎白一世在迎战无敌舰队前的演讲作为历史上为数不多的经典女性演讲,将特定历史背蒂下的女性话语特点体现得淋漓尽致．并为英国日后取胜起到了重要作用。女王巧妙地通过大量使用第一人称、夸张意味的形容词,以及承认自己女性弱者地位的方法,做到了刚柔并济。本文旨在通过对其语言具体使用情况的分析,考察语言使用与社会文化之间的交互作用,说明语言实际使用过程中诸种语言文化现象与语言系统本身之间的紧密关系,     

伊丽莎白政府的外交政策与苏格兰问题的成功解决

本文论述了伊丽莎白政府1559—1560年在苏格兰问题上采取的循序渐进的干涉政策:适中的承诺,金钱和武器援助,公开武装干涉.在此基础上分析了英格兰取胜的根本原因:外交战略的调整;独立自主的外交政策;伊丽莎白女王与威廉·塞西尔相得益彰的合作.试图说明:苏格兰问题的解决使不列颠岛日益成为一个防御整体,在此基础上英格兰走出了一条全新的外交路线.     

试论弗朗索瓦一世的艺术收藏与赞助事业

弗朗索瓦一世是法国历史上一位颇受争议的君主,与其政治与军事上的毫无建树相比,他为法国文化与艺术作出了巨大的贡献。他是将意大利文艺复兴带到法国的倡导人,是法国崇尚艺术的先驱者,他更为法国日后艺术的发展及收藏事业打下了坚实的基础。本文将就弗朗索瓦一世本人及其艺术收藏与赞助事业的途径进行简要论述。     

团队领导听的技巧与艺术

概括起来,听的技艺大体上有这样十条:1、虚心听,诚心问 你想要听到别人真正的想法,特别是在听取自己下属的看法、意见时,态度是非常重要的。否则,就会出现拒谏饰非,造成灾祸。 虚心听,诚心问的基本出发点,就是要承认自己的不足、知识的有限、能力的不够,才能少些"自贤"、"自智","不知而以为知",才能达到聆听的目的。俗话说,心诚则灵。     

简论高校领导干部的领导艺术

随着人类社会步入21世纪，面对新形势的挑战，高校领导干部如何提高自身的领导艺术，是一项关系提高执政能力．调动各个方面积极性，完成高校根本任务的大问题。本文就统御成员、布置工作、谈话、主持会议、协调关系、与上级领导相处、合理利用时间、树立权威、解决难题和决策等十个方面的领导艺术问题进行了研究，希望能对提高我国高校领导干部的管理能力从而增强执政能力有所启迪。     

论教学是一门领导的艺术

"教学是一门领导的艺术"是对"教学是一门艺术"的再审视,是对教学本质的再发现,也是对教学实践乱象的再清理。"教学是一门艺术"承认并且鼓励教师的能动性和个性,但是,因边界与限度的模糊以及可操作性途径的匮乏而极易导致实践中的随意化,频生各种教学乱象。随着当代学习理论的新发展,对于教学本质的认识进一步深入,我们发现,教学不仅是师生共同的活动,需要师生合作,需要教师管理;更是教师领导学生学习活动的过程,需要教师为学生描绘能够产生共鸣的目标愿景,需要教师在课堂中组织学习共同体,需要教师激励学生不断进步,真诚激发学生的善意,充分释放他们的潜能。因此,领导艺术才更加契合教学的本质,也是对教学艺术的限定与修订。为了成功的教学,教师必须具备领导意识与领导能力,自觉担当领导角色。     

中专英语教学的技巧与艺术

近年来的中专英语教学处于非常被动和尴尬的境地,学生机械地背诵模仿,教师仍采取讲解和翻译式的授课模式.久而久之,学生感到乏味,大多数学生听说读写都过不了关,他们付出了努力,所学的却是"聋哑英语".这导致了大部分学生知难而退,放弃英语学习.为了改变这种现状,激发学习兴趣,我在教学中进行了一些改革尝试.讲究教学的技巧与艺术,给学生创设丰富的语言情境,让学生快乐地学习.经过一段时间的实践,收到了一定成效.     

‘I – from dreams to reality’: A Case Study of Developing Youngsters’ Self‐Efficacy and Social Skills through an Arts Educational Project in Schools

This is a case study of a one‐year arts educational project ‘I – from dreams to reality’ in which artists worked at school with teachers and learning at the school was planned through arts‐based, co‐operative teamwork during one extra school year of 10th grade students in Finnish basic education. The theme of the year was ‘I’, and so the project was designed to highlight everyone's own way of thinking and expressing art. The research task was to determine whether long‐term holistic arts pedagogy and artist co‐operation at school have any significant connection to students’ self‐efficacy and social skills. Data has been collected through students’ self‐evaluations before and after the school year. Altogether 40 students from 10th grade participated in this case study. Half of the pupils participated in an arts educational project called ‘I – from dreams to reality’ and half formed the control group. Artists worked with the test group weekly during a period of one school year (altogether nine months). Students’ self‐evaluations concerning their self‐efficacy and social behaviour were collected by e‐questionnaire. The measures used were Likert‐based evaluation scores of pupils’ self‐assessment of their self‐efficacy and social behaviour in everyday situations at school. According to the results, artist–teacher co‐operation and learning through the arts can be worthwhile experiences to develop students’ self‐efficacy and social skills.     

I Hate Writing: Making a Case for the Creation of Graphic Novels in the Caribbean English Classroom to Develop Students’ Creative Writing Skills

ABSTRACT

Caribbean students are repeatedly engaged in rigid forms of writing to meet the requirements of external exams, which often leads to negative attitudes to writing. With current shifts to multimodal and multi-literate texts to engage students’ multiple literacies in learning, students’ creation of graphic novels in Caribbean English classrooms can enable their engagement in meaningful creative writing. To illustrate this, I draw on my recent experiences with four inner-city boys at a Jamaican high school who showed marked improvement in their attitudes and their creative writing skills after creating graphic novels. The preliminary findings from my research suggest a need for more personalised learning strategies and for more opportunities for students to use their home language in Caribbean classrooms.