孤独:破解库切的密码

执着于自传的作家,是源于自满还是源于孤独?库切肯定不是前者.如果真的,每位作家都有自己的密码,那么笔者探求到的破解库切的密码就是孤独.孤独,库切作了表象和深层两个层面的处理.现实层面的孤独包括爱情、亲情的缺席.而精神层面的孤独是更深层的,它表现为无归属感而生的空虚和无法交流而生的焦虑.     

School-age passwords: C.I.A.

CIA does not stand for what you ordinarily would think, The Central Intelligence Agency! These initials can be quite meaningful to caregivers and definitely beneficial to school-agers who are involved in before and after school care. CIA—Creativity, Imagination and Anticipation! These are key words and functions which can enhance a school-age program.     

C. S. E.: an examination of reading?

This study examines the readability of a selection of C. S. E. papers taken from the areas of Humanities, the Sciences and practical subjects. The readability formula used was the Fry Graph, this being applied to the whole of each paper, thereby avoiding problems of sampling. In each subject, the papers for 1982 and 1983 were studied. The papers in English Literature, Mathematics, Needlecraft, Science and Woodwork all had a reading level considerably lower than the chronological age of the candidates for whom the examination is intended, only History having scores at or above that age level. The papers in the Sciences and practical subjects were found to be quite consistent in their readability levels, both internally and from year to year. The English Literature questions were consistent but those papers included passages from set books whose reading levels varied quite considerably. The History papers were rather less consistent than the others, although even there a fair measure of agreement was to be found.     

轮椅下的女性和自然——《查特莱夫人的情人》的生态女性主义解读

文章从生态女性主义视角解读劳伦斯具有争议性的小说《查特莱夫人的情人》,以揭示其深刻的社会、文化和生态内涵,帮助读者从一个新的角度来重新理解这部作品,借此凸显劳伦斯自然观及女性观的合理成分。     

Advancement of Preschoolers' Resilience: The A. R. Y. A. Project

While it is well known that resilience develops from a young age, specific interventions that might promote resilience in very young children remain to be developed. The A.R.Y.A. Project addresses 4-year-old inner-city kindergartners. The project comprises individual sessions, 20 minutes each, and group sessions (involving either part of or the entire kindergarten)—lasting altogether for an approximately 8-month period. In both the individual and group sessions, children learned and discussed various topics concerning animal stress and coping behavior. Subsequently, they are guided to adapt this knowledge to their own personal life. First-year evaluation indicates that both kindergarten teachers' and parents' evaluations as well as children's responses support the assumption that the project positively affects children's resilience.     

List of books reviewed B.J.E.S. 42:4

ABSTRACT

Since gratitude is a significant pro-social quality or virtue, it might be (and has been) considered of some educational concern. However, while it clearly needs to be understood as a response that is in some sense required or owed towards benefactors, gratitude would hardly seem genuine unless it is freely and perhaps joyfully given – perhaps on the basis of some specific grateful emotion. Despite some academic appreciation of tension between these aspects of gratitude, the psychological and normative implications of what we shall call here the ‘paradox of gratitude’ for its learning or acquisition have been less thoroughly explored. Following some consideration of rival educational perspectives on this tension, this article argues that the best route to its resolution may be to surrender the idea of a distinct pro-social emotion or sentiment of gratitude.