中微子与泡利

在众多的亚原子粒子家族中,中微子是最令人捉摸不定的基本态粒子。它们虽然只参与弱相互作用,但它们似乎具有许多独特的性质,它们与粒子物理和天体物理的基本理论有着广泛的和至关重要的联系。泡利是第一个预言中微子存在的理论物理学家,他有着和中微子一样的迷,既琢磨不透,又魅力无穷。     

两个国家、两种多元正义论--M·沃尔泽与D·米勒多元主义正义论之初步比较

随着社会正义呼声的高涨,以美国政治哲学家迈克尔·沃尔泽和英国政治哲学家戴维·米勒为代表的多元正义理论迅速发展,在社会正义理论中独树一帜.沃尔泽和米勒在多元主义正义观的立论背景、理论基础、应用原则、研究范畴等方面既有共同之处,有存在一些不同见解.我们可以将沃尔泽的多元正义思想归结为"社会类型多元正义说",将米勒的正义思想界定为"社会情境多元正义说".     

《苏德互不侵犯条约》与二战的爆发

长期以来人们受苏联中心论观点的束缚，一直认为英法政府的绥靖政策导致了二战的爆发，从而忽视了《苏德互不侵犯条约》对二战爆发所起作用的探析，事实上，《苏德互不侵犯条约》的签订是直接导致第二次世界大战爆发的催化剂。     

也谈日本投降的条件问题

本对日本是“有条件投降”还是“无条件投降”进行了分析。以大量史实批驳了日本“有条件投降”的观点。指出,在保留天皇制问题上,盟国与日本的出发点根本不同。日本能够保留天皇制,是战后国际政治的客观形势造成的。     

杜波依斯与泛非运动

杜波依斯之所以一生钟情于泛非运动，是因为他看到了美国黑人争取平等权利的斗争与世界范围反对殖民主义之间的紧密联系。他赋予了泛非主义以实质性的内容，他在泛非主义运动中起了承前启后的作用，他所推进的泛非运动成为他一生中一座不朽的丰碑。     

肖斯塔科维奇

(Shostakovitch,D.D.1906-1975)苏联作曲家、苏联音乐界的主要代表人物。1906年6月25日生于彼得堡一个化学工程师家庭。自幼学习音乐,十四岁开始作曲,入列宁格勒音乐学院,从尼古拉耶夫·吏丹伯以及格拉诸诺     

赛义德和赛义德东方主义的共谋

赛义德及其重构的东方主义从其批判意识出发，通过放大传统东方主义的某些侧面而在某种程度上进行了重构。赛义德的批判陷入了私人化的误区，导致批判（所指）和批判主体（能指）分裂，因此批判就变成了赛义德自我建构的一种策略，而不再具有它所力图表征的意识形态特权。赛义德和西方之间实际上是一种雇员／雇主或生产者／消费者的关系。     

“格格不入”的审视者和批判者——萨义德与当代文化研究

萨义德在20世纪文化研究史上,有着举足轻重的地位。其学术思想中生长着一种具有强大批判性乃至颠覆性的力量。在当下的后现代语境中,萨义德以独到的眼光,审视东西文化交往的过去,为文学和文化研究提供了独特的洞见和启示。     

Project physics in N.S.W.

Conclusions Of all the aspects of classroom environment studied in this research, attention to the social relevance of physics had one of the strongest associations, in a positive sense, with each of the student outcomes. The research showed that positive student outcomes tended to be closely associated with low levels of frustration. Integration of experimental and theoretical aspects of physics tended to be accompanied by positive student outcomes. The integration could well go beyond using experiments merely to illustrate and/or verify principles and theories previously taught. At least in some topics, student understanding of physics could well follow upon and be the outcome of experiences gained during practical work, and some problem-solving by experiments could be given. Despite some inveitable tensions, teachers who favoured student autonomy were generally satisfied with their physics teaching. Moreover, their students reported more growth in personal development areas such as a sense of responsibility than did students who did not experience much autonomy. The multi-media characteristics of Project Physics makes it a particularly suitable approach for including student autonomy. The results indicated that academic achievement is not likely to suffer when attention is given to encouraging student initiative, sense of responsibility, improved study methods and persistence at a task. Such goals are long-term goals and working towards them tends to be accompanied by greater interest in and enjoyment of physics.     

Y. W. C. A. AND GIRLS

This design experiment in prayer education for Jewish students was motivated by a current educational concern: educating for spirituality and religious practice. Educators are tasked with formally nurturing spirituality (Wright 2001). It is known that attitude to religious observance may change during adolescence (Hyde 1963), thus attitude to prayer needs attention. The effects/consequences of prayer understanding reach beyond religious practice itself, to encompass issues of faith, identity, spiritual development and well-being (Sigel 2009). Here quantitative and qualitative analysis is used to measure the effects of a tefillah (prayer and its understanding) course on student attitudes to prayer.