酒对李白诗歌创作的影响探析

酒对于李白来说,是其诗歌创作借以表达的外在因素和躯壳。酒对其诗歌创作影响甚巨,激发诗歌创作的灵感,催化诗歌创作的豪情。这样才使其创作犹如百川奔流、龙吟虎啸般的气势倾泻而出,在盛唐诗史乃至中国文学史上树立了一座后人难以逾越的丰碑。     

黄遵宪现实主义诗歌及其形成原因探析

黄遵宪是中国近代诗歌史上创作成就突出的诗人,其诗是中国现实主义诗歌传统在近代的一声洪亮的回响。现实主义创作思想在其诗歌创作中得到鲜明的贯彻与落实。而其明晰的诗歌创作思想及独特的生活经历也给他的诗歌创作的现实主义取向以重要影响,成为其诗歌创作现实主义特色形成的重要原因。     

试论中国古典诗歌对庞德诗歌创作与翻译的影响

庞德是20世纪美国意象派诗歌运动公认的领袖,其诗歌创作对英美现代诗坛产生了深远的影响.然而究其渊源,应归功于中国古典诗歌.文章从中国古典诗歌赋予其诗歌创作与翻译灵感、拓宽其诗歌创作与翻译视野、丰富其诗歌创作与翻译理论等方面入手,探讨其对庞德诗歌产生的重要影响.     

用嘶哑的喉咙歌唱"现代中国"——论艾青在1940年代的诗歌创作

作为七月诗派中坚力量的艾青,其诗歌创作的真正开始和成熟是在1940年代。他把现实主义诗歌创作风格和浪漫主义、现代主义诗歌创作技巧融汇在一起,以自己的诗歌创作建构起了一个宏大的“现代中国”形象,同时也体现了现实主义诗歌在1940年代所能达致的成就。     

用嘶哑的喉咙歌唱“现代中国”—论艾青在1940年代的诗歌创作

作为七月诗派中坚力量的艾青,其诗歌创作的真正开始和成熟是在1940年代。他把现实主义诗歌创作风格和浪漫主义、现代主义诗歌创作技巧融汇在一起,以自己的诗歌创作建构起了一个宏大的“现代中国”形象,同时也体现了现实主义诗歌在1940年代所能达致的成就。     

浅析顾城的诗歌创作特色

顾城是我国新时期朦胧诗派的代表人物,被称为＂童话诗人＂。本文试从顾城的诗歌创作经历着手,进而探求其诗歌创作特色。     

闽中诗派对明代翰林诗歌创作的影响

闽中诗派是明初诗歌创作的重要力量,其成员高棅在翰林二十余年,编选《唐诗品汇》,为明代的翰林院诗歌创作确立了宗师对象,影响深远。闽中诗派因其科举繁荣而作家成员众多,在正统以前,深刻地影响了翰林院的诗歌创作。     

边缘语境下的游牧式承德诗写

承德诗歌创作是一种处于边缘语境下的游牧式承德诗写状态。探讨其衍生之路可以发现,承德诗歌创作是历史边缘下的游牧诗写。探讨其不在场的在场,承德诗歌恰好处于河北省行政区域边缘下的游牧诗写。在当下网络传媒时代,承德诗歌创作正一觉醒来,成为网络冲击波下的游牧诗写。     

莱斯·马瑞:童年生活对其诗歌创作的影响

莱斯.马瑞是当代澳大利亚著名诗人。他的童年生活经历对其诗歌创作有着很大的影响。本文从对他的童年生活与其诗歌创作之间的关系探讨了马瑞诗歌创作的背景与形成,从而为展开对莱斯.马瑞的进一步研究奠定基础。     

“当下关注”与回归“诗史”传统——兼论王学忠诗歌创作对当代诗歌创作的启示

当代诗歌创作越来越关注个人意识,关注形而上的追求,但相对于中国当下复杂多元的现实,在个人的主观世界遨游显然还很不够。把当代中国的社会变迁纳入诗歌表现的范围,用诗歌来展示当代生活的种种方面,尤其是底层人们的生活状态,是一个入世的诗人的使命。当知识分子诗人在书斋中与当代生活愈行愈远之时,工人出身的诗人王学忠却拿起了他的诗笔。尽管其创作在艺术上还显得直白、粗粝,但其诗歌创作与当代生活的血脉联系却使其诗具有一种生命力,这种生命力是当代诗歌的希望和火种。文章从"诗史"传统和历史意识两方面探讨诗歌创作的出发点,借此探讨王学忠诗歌创作对当代诗歌创作的启示和意义。     

钦州湾表层海水温度盐度及pH值时空变化

根据2009年春夏秋冬4个季节调查资料,分析钦州湾表层海水温度、盐度及pH值的季节变化和分布特征。结果表明：钦州湾海水平均温度春季20．4℃,夏季30．1℃,秋季16．0℃,冬季14．6℃,变化特征与气温的季节变化相同,空间分布为夏秋季河口区的水温都略高于湾口区,而春冬季则相反。海水平均盐度春季20．067,夏季17．975,秋季23．864,冬季23．660,表现为秋季〉冬季〉春季〉夏季,各季节空间分布总体表现为河口区低,湾口区高的趋势。海水pH平均值春季7．82,夏季8．11,秋季8．01,冬季8．10,全年空间分布高值区均出现在大风江口外海域。钦州湾海水比较适宜大蚝、对虾、文蛤等广温广盐性品种的海水养殖。     

Emotional abuse in childhood and suicidality: The mediating roles of re-victimization and depressive symptoms in adulthood

This study examined the effects of emotional abuse in childhood, along with physical and sexual abuse, on suicidality in adulthood, and whether and how emotional abuse and depressive symptoms in adulthood mediate the association between the childhood emotional abuse and suicidality. The data were drawn from the 2012 Korean General Social Survey, a nationally representative survey with a multistage area proportional probability sampling method. Random effects regression and the Sobel test were used to analyze the relationships between childhood emotional abuse and suicidality and the mediating effects. Random effects models showed that emotional abuse in childhood was positively associated with suicidality in adulthood, even after controlling for physical and sexual abuse in childhood. Emotional abuse and depressive symptoms in adulthood mediated the association between emotional abuse in childhood and suicidality. Depressive symptoms also mediated between emotional abuse in adulthood and suicidality. These findings suggest that emotional abuse in childhood has indirect harmful effects on suicidality in adulthood. It increases suicidality through higher occurrences of re-victimization and depressive symptoms in adulthood. Practitioners and policy makers should recognize that experiences of emotional abuse in childhood may result in re-victimization in adulthood, which, in turn, lead to suicidality. Early intervention programs to reduce the likelihood of experiencing re-victimization may be critical for people exposed to emotional abuse in childhood.     

行业特色院校英语学科与专业建设互动机制的建立——从中、美英语学科与专业设置的差异谈起

我国现行的学科与专业目录包括1997年版《授予博士、硕士学位和培养研究生的学科、专业目录》、2012年版《高等学校本科专业目录》以及2011年版《学位授予和人才培养学科目录》.美国的学科与专业目录被称为Classification of Instructional Programs（CIP）.美国的学科、专业分类系统无论在编制理念上还是技术上都比较完善和成熟,它给我国行业特色院校英语学科与专业互动机制的建立带来了一定的启示.美国加州大学洛杉矶分校（UCLA）的语言学科的院系设置和课程设置,也为我国行业院校英语学科的建设提供了宝贵经验.     

20世纪90年代我国区域高等教育公平与效率变化的实证研究

公平和效率是各国高等教育发展中存在的重要问题之一。一般认为公平和效率在理论上和宏观上是可以统一的，并能够得到协调发展和可持续发展。然而，从微观和实践层面上分析却往往会发现存在一种矛盾现象，似乎是一个不可调和的两难问题。我国省(市)高等教育发展的公平与效率就是当前急需关注的一个典型的、具体的问题。通过对反映我国1999年和2000年各省(市)高等教育和经济发展状况的多指标进行聚类、相关等统计分析，考察了我国20世纪90年代高等教育区域公平和效率的发展变化特征，并通过对二者量化关系的揭示，对我国省(市)20世纪90年代高等教育公平与效率问题进行了实证分析和评估，并对我国未来省(市)高等教育的进一步发展提出了相应的对策和建议。     

A comparative examination of schools' responses to bereavement and the associated needs of the school community in Galway,West of Ireland and Derry,Northern Ireland

The aim and objective of this study is to examine and compare how schools in Galway, Republic of Ireland and Derry in the North of Ireland (cities located within two independent jurisdictions in Ireland) manage and respond to bereavement. To carry out a survey of schools, the ‘Loss in Schools’ questionnaire is considered the most suitable tool. The questionnaire, which contains 10 questions designed to unearth pertinent issues including the needs and concerns of schools, had previously been administered in studies in Hull. Sixty questionnaires were administered in both Galway and Derry, with a return of 38 and 35, respectively. This study illuminates important aspects of the topic. The schools in both Galway and Derry rate bereavement (and parental separation) as highly important in terms of priorities. In terms of policy, some of the respondents in both study sites report that loss is included in their school's policy documents but not formally included in the curriculum. A designated staff member (who would speak to the pupil experiencing the death of a family member or significant other) is evident in 37% of Derry schools and 23% of Galway schools. Some members of staff in both study sites have attended training in bereavement, although the courses are relatively short term. Schools request assistance from other agencies outside the formal schools arena in times of need. In Galway the psychology services are most commonly consulted, while in Derry the Western Education and Library Board Bereavement Counselling teams and Cruse Bereavement Care are identified as additional resources from which help is sought. This paper outlines recommendations on schools' training needs in the area of child bereavement and the request for support to help further develop and formalise school policies.     

Trust in top management and immediate supervisor: The relationship to satisfaction,perceived organizational effectiveness,and information receiving

Utilizing 2068 individuals in 60 organizations in the U.S. and Italy, this study (a) examines the overall relationship between trust in top management and immediate supervisor and overall estimates of satisfaction and perceived organizational effectiveness, (b) compares the amount of variance in satisfaction and effectiveness that can be explained by trust in top management to the amount of variance explained by trust in immediate supervisor, and (c) clarifies the role of information receiving as a predictor of trust in top management and immediate supervisor. Results of a canonical correlation analysis indicated that the canonical equation explained 49% of the variance in the linear composites (Canonical R = .69, p < .001). Trust in top management was more strongly associated with satisfaction and effectiveness than was trust in immediate supervisor. Tzvo separate multiple regression analyses indicated that after controlling for geographic location of company and type of industry, information received about job and organizational issues uniquely explained 26% of the variance in trust in top management and 13% of the variance in trust in immediate supervisor.     

Impact of philosophical enquiry on school students’ interactive behaviour

To be effective, thinking skills interventions are likely to require specific fine-grain changes in the quantity and quality of teacher–pupil and pupil–pupil dialogue in the classroom, but these are difficult to establish. This study investigated the effects of collaborative philosophical enquiry over time on quantity and quality of interactive dialogue in 180 children aged 10 in 4 intervention and 2 comparison primary (elementary) mainstream classes in 6 schools in Scotland. Participating teachers received initial and follow-up professional development. Matched comparison classes received regular teaching. Video recordings of teacher-led and pupil–pupil classroom discussions before, and 7 months into, participation in the programme were analyzed. These were related to a theoretical model of the process. Changes in intervention classes included increased use of open-ended questions by the teacher, increased participation of pupils in classroom dialogue, and improved pupil reasoning in justification of opinions. There were no changes in comparison classes. Variation in degree of change between intervention schools was evident. Implications for future research, policy and practice are outlined, particularly for enhancing consistency and expanding the programme.     

孔子的语言观和语言美

孔子是哲学大师,亦是语言大师。《论语》的巨大影响,在于其思想之精深,亦在于其语言之魅力。孔子的语言观具有几个特点：一是言行一致,二是名实一致,三是文质一致,四是时中的方法,五是老实的态度。孔子的语言具有多方面的美学特征：一是匀称美,二是气势美,三是弹性美,四是睿智美,五是自然美,六是崇高美,七是刚力美,八是人格美,九是无言美。孔子的语言观极具原创性,进而影响其思想;孔子的语言美颇有吸引力,进而传播其思想。其语言的深邃和美相得益彰,凸显孔子思想的伟大。     

Effects of homework motivation and worry anxiety on homework achievement in mathematics and English

Direct and mediating effects of homework worry anxiety on homework effort and homework achievement and the differences in the structural relations among homework motivation constructs and homework achievement across mathematics and English homework were examined in 268 tenth graders in China. Homework motivation included task value, homework self-efficacy, homework worry anxiety, and motivation application. Homework accomplishments were rated by mathematics and English teachers. Homework value had positive effects on homework effort and worry anxiety in both subjects. Homework self-efficacy had positive and negative effects on homework effort and worry, respectively. Homework worry mediated the relation of homework value to effort and to achievement; the relation was more prominent in mathematics than in English homework. The mediating effects of worry anxiety in the relation of self-efficacy to homework effort and to achievement were significant only in mathematics. The domain specificity and direct and mediating effects were discussed in the cultural and educational context.     

何止诗中有画画中有诗——艺术关系论略

各种艺术都是相通的,相互渗透的。除了"诗中有画,画中有诗",还可以说"诗中有乐,乐中有诗","诗中有舞,舞中有诗","诗中有建筑,建筑中有诗",以及"乐中有画,画中有乐","乐中有舞,舞中有乐","乐中有建筑,建筑中有乐"等。各种艺术的互动和配合,主要发生在想象艺术与听觉艺术、视觉艺术之间,以及听觉艺术与视觉艺术之间。书法地位独特,与其它各种艺术都可能相通互动。