开篇笑话

需要安静我去过医院了。丈夫对妻子说。医生怎么说?妻子问。他让我好好休息,要绝对安静。这是他给开的安眠药。好的,我会照顾你按时服药的。不,这药是给你开的。丈夫说。     

师魂之姿——写在第二十四个教师节来临之际

人的魂魄是没有形状的。唯物主义者从来都如是认为。可是,有的时候,人的魂魄却以一种异乎寻常的形状展现。比如师魂。没有预告。没有约定。没有号召。2008年5月12日14点28分,师魂,竟不约而同地以令人撕心裂肺的姿势,横空示人。     

父母和子女

代沟永远都是存在的,有人说。我和我的儿子，或者女儿，是无话不谈的朋友。朋友是可能的。但无话不谈，就可疑了。不同的生活是为不同的人而设计的。一代人有一代人的价值观、人生观、审美观、世界观，有各自不同的趣味和兴奋点。许多人对子女的了解。其实是相当的肤浅．常常只是一厢情愿。     

我一直,为你站在诗的第一行

正我喜欢环形。因为我希望那是你旅途的轨迹。你更像一个旅行者,整整行囊就踏上了世界。我们老掉的音符和褪了色的笑颜被埋在毕业季的夏天。可人们忘了世界是流动的。它是铁轨上呼啸而过的列车,号角留给前方,寂冷留给历史。它轰鸣着就把我无声的中学时代愈甩愈远。我追赶不上。而你在世界上。我在我们初次遇见的校服时光里。一个因     

仁爱

仁爱定义——按他人需要的方式用语言或行为表关切。目标我要做到——主动发现他人的需要。乐意为他人的需要付出自己的精力和时间。明白并学会使用爱的正确语言。无条件地关爱他人。原谅伤害过自己的人。     

完美的新年娃娃

辛迪是一个完美的新年娃娃。辛迪知道自己是很特别的。华丽的衣服完美地套在她的身上。她长着一双完美的眼睛,两只眼睛间的距离也完美无缺。而最完美的地方是她的笑容。她笑的时候露出了最完美的牙齿。新年就快到了。辛迪正期待着新主     

描写秋天的佳句

正我认为秋天是一年中最美的季节。秋天时叶子变黄。在秋天的晚上,我感到一丝凉意。秋天里树木都是光秃禿的。今天的天气已露出了一丝秋天的气息。九月的天气确实像秋天了。     

那些和初雪有关的句子

十二月。京都。还有那部期待了很久的日韩合拍的电影。你知道我是个很没出息的人。所以在向往已久的济洲岛和有你的京都中,我选择了后者。听说,每年的四月,济洲岛到处都会开出大片大片金黄色的油菜花。     

浅谈高校后勤社会化改革

一．办学模式的历史性转变 我国的高校后勤是在计划经济环境中发展起来的。形成了一种自我配套的特殊的体制结构形态。这种模式与现在的高教事业既有相适应的一面。又有不相适应的一面。而且随着高校的发展．不相适应的一面日益凸显出来。特别是其供给制、福利型“小而全”的特征。封闭式的自我配套服务的运作方式．造成效益低下。人财物资源得不到有效利用。所需投入经费不足与浪费。因此。以社会化为方向改革高校后勤的管理体制势在必行。     

一路走去

携一身久坐斗室的疲惫,他,走了出去,从喧嚣的城市,朝着黄昏中的原野走了出去,仿佛一只快乐的小鸟逃出牢笼。空气,空气是那么的清新,就像雨水洗过,洗过的森林。春泥散发出迷人的体味。植物吐纳出可人的馨香。农家屋顶炊烟袅袅,像一个扭着腰肢走秀的模特。田间小路,劳作一天归家的形影匆匆。屋檐下,夜归的燕子展翅,划出丽影。一路走去,风景,越来越美。一幅偌大的画卷,大自然巧夺天工的画卷,徐徐,在他面前,打开,展开,铺开。他,是幸运的,他破卷而入。美丽的风景让他疲惫渐消。脚步轻快,他踏歌而去。     

论《献给爱米丽的玫瑰》中爱米丽的异化及其成因分析

威廉·福克纳的短篇小说<献给爱米丽的玫瑰>中女主人公爱米丽是一位与外部世界和他人格格不入,内心充满冲突,生活在自我世界的囚徒.她是社会和历史的殉葬品,她在两种来自男性的定义中顺从,反叛,失去自我,从最初的"屋中天使"异化成了"魔鬼".试图从社会,他人和自我三个方面入手,揭示爱米丽的异化及其原因.     

论彝族女诗人安履贞及其《圆灵阁遗草》

安履贞是贵州毕节大屯余氏彝族文学家族的重要成员,更是知名的彝族女诗人。她有诗才,但性格内向,思想偏于保守,不多作诗,作诗亦不肯示人。内容主要是思亲、悼亡和闲适之作,大多自写胸臆、情感浓烈,语言清新朴素,偶尔用典,亦浅近贴切,诗风婉约细腻,别具风味。     

游走在社会的边缘——《所罗门之歌》里派拉特人物分析

小说《所罗门之歌》里具有传奇色彩的派拉特作为一个悲剧性人物,她守护着家族的历史,却并不完全了解家族的历史;她独立自强,一直坚守着黑人民族文化传统,却没能与时俱进、融入到现实社会中;她有着大爱,并随时愿意帮助别人,可却被排斥在黑人群体之外,实际上她一直游走在社会的边缘。     

苏珊·索尔比和谐生活的生态女性主义解读

在《秘密花园》中,苏珊·索尔比是一个次要人物,但她却在各位主要人物的生活中起着举足轻重的作用。备受赞誉的她不仅与身边所有人相处融洽,与大自然的关系更是非同一般。试从生态女性主义的角度追溯苏珊和谐幸福生活的源头,进而证明其幸福生活是她以自然之道待人接物,与自然和谐相处的必然结果。     

新旧思想碰撞结晶的怪胎--潘金莲

《金瓶梅》中潘金莲的形象有着特定而复杂的社会意义：她的道德和行为既符合当时封建统治阶级的极端享乐、争权夺利的思想意识，又冲击着封建统治阶级关于纲常人伦的社会堤防；表面上看她的行为是在追求个性的解放和自由，符合了资本主义萌芽时期的进步思想，而在实质上她是在千方百计地欺凌和迫害别人，破坏着别人的自由和幸福，所以又背离了那种新兴的潮流——她既继承了新旧思想中腐朽的一面，又破坏了新旧思想中那些合理的因素，她是新旧思想碰撞结晶而成的怪胎。     

CSE and the 16+: Teachers' Views

During the interview ‘Mary’ – who had last year been a school pupil and this year is a first‐year undergraduate on the new degree in Education (with Teaching Certificate) – talked at some length, and with considerable feeling, about how her main frustration as a female pupil had been what she saw as her systematic disenfranchisement from influence over the content and process of the schools' curricula which she had pursued over the previous thirteen years. Although she felt that all pupils suffered this lack of influence she was convinced that girls suffered disproportionately. [Some time later in the interview], when talking about the ‘teaching practice’ she had recently completed, ‘Mary’ described how her ‘music and movement’ work had met with ‘loud and disruptive’ reaction from some of the boys in the mixed class of 7–8 year‐olds, even though the majority of the children had clearly enjoyed and been engaged by the scheme she had designed. Faced with this rejection, and experiencing some anxiety about how the teachers and her tutor would assess her potential as a future teacher if she was not seen to be exercising what they would count as ‘good control’ of the class, ‘Mary’ resolved her ‘problem’ by designing an alternative scheme which the few boys would not (and did not) reject. Although the girls had ‘subsequently shown less interest’, their quiet acquiescence to what she offered them reduced her anxiety about her assessment as a teacher. When she related her pupil experience to her teaching practice experience ‘Mary’ was dismayed to realise that she had ‘reproduced for others precisely that frustration which [she herself] had experienced as a pupil’.

Extract from author's notes when evaluating a new pre‐service degree course, June 1983.     

张爱玲小说的颠峰与末路

张爱玲以中国传统小说特别《红楼梦》为底色,广收博采,中体西用,兼收并蓄,做到了艺术上的中体西用、中西合璧。张爱玲是一个中西文化功底都很扎实的富有现代色彩的作家。张家玲早期以《传奇》为代表的十九篇小说堪称其创作颠峰。这批小说在为人生、为社会的主流文学基础上,做出了新的开拓和贡献。其善写婚恋中男女的心理变化,大大丰富了现代文学的艺术手段;善写人性异化和心理变态,在现代文学中更是独树一帜。这批小说意象丰富,文字优美,耐人咀嚼,具有参差对照的艺术风格和苍凉美,以及中体西用、中西合璧的艺术取向。张爱玲晚年创作力衰退,其小说创作因滑波而走向末路,这除了因为抗战胜利之后政治环境的变化外,还要充分考虑到张爱玲赴美定居后的种种不利因素,首先是因为她远离祖国,举目无亲,连生存都成了问题,还谈何创作;其次是她无法融入美国社会,仅靠英文好,并不能写出切近社会生活的好作品;此外随着年龄的增长,俗务的缠身,张爱玲晚年创作力的衰退也符合自然规律,并不值得大惊小怪。     

In a Different Voice

Eleanor Metheny devoted more than four decades of her life to the profession of physical education. From an examination of her work, several major themes emerge in her speaking and writing—scientific, historical, feminist, and philosophical. Ideas are overlapping, sometimes even contradictory; yet she is recognized as one of the preeminent thinkers in the profession. Never satisfied with the status quo, she regularly challenged and cajoled her students and colleagues to examine the past, assess the present, and look to the future. She was both pragmatic and idealistic, but when she spoke, others listened—to ideas often articulated “in a different voice.” My purpose in this paper is not to evaluate those ideas but rather to describe them from my personal point of view and as I perceived them to have developed over time.     

ORDER AND CONTENT OF THE BIBLICAL COURSES IN A COLLEGE CURRICULUM∗

The man is a blue collar worker. He tells the story of his nine year old daughter. She said that the only thing she really wanted for Christmas was a pair of Vidal Sassoon Jeans. He explained to her that they really weren't wealthy enough to afford $40 jeans. Maybe Levis would do. “Forget it,” she said. “If I can't have what I want, I don't want anything.”

The man said that they saved up and got her the Sassoon jeans for Christmas. “But you know,” he mused, “she judges the others in her class on what kind of designer jeans they have. They form cliques based on their clothes. It's their way of being somebody, being acceptable, being ‘in’.”     

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.