轻盈的理性与沉重的肉身——兼论丁玲写作的现代性

丁玲以“代替自己给这社会做一个分析”的写作方式,建构女性自我的历史主体性时,表现出女性意识与政治意识的血肉般的内在牵连;并在人类性和现代性所构成的坐标轴上,展演着对于女性自我及其存在的哲学性反思。面对轻盈的理性与沉重的肉身之间与生俱来的动荡和冲突,丁玲写作的现代性可以表述为丁玲的女性之思、身体之思。     

郭璞注"轻重"释义

郭璞在其注中涉及到语音的“轻重”现象,人们对“轻重”的含义看法不一,且多把郭璞训诂中的“轻重”和音韵学中的“轻重”混同。从现代语音学的观．董来看,郭璞注中的“轻重”实际上是一个听觉概念。     

Speech and the talking pictures

This essay examines the rhetoric of the Moral Majority, Inc., arguing that its appeal is a function of its romantic form. It suggests that romantic rhetoric invites auditors to participate in an idyllic world of simplified moral constructs, provides them with an opportunity to simultaneously elevate themselves above the morally imperfect world which surrounds them and remain an active part of that world, and establishes criteria for evaluating claims of truth and falsity which transcend concepts of empirical verifiability.     

论电影观众先在结构中的文化因素

人浸泡在化之中，化渗透在人的精神骨髓之内。观众欣赏作品的好坏、真实与否的标准，实际上是一个化的标准。人生活于社会之中，由于诸多的不同元素相互交织，融合成一个民族特有的化心理结构。中国化从伦理出发，伦理化使中国化注重人际关系，追求人生境界和人格的自我完善，这显然不同于西方的追求无限，在这样的化制约下，中国观众有着独特的先在结构中的化因素。     

轻逸与沉重的肉身——试谈赵玫《上官婉儿》的身体伦理叙事

给我一个支点,我便可以撬起地球。赵玫在《上官婉儿》中利用身体这个支点,解构了传统男性对女性身体的善恶分明的伦理叙事,而建立了独特的女性身体伦理叙事。探讨这一身体伦理叙事是什么,并进一步深度阐释由身体辐射出的独特生死观和灵与肉冲突在当代的意义。     

Television and the Teacher

We are frequently reminded that ‘Telévision is people’. This, like so many short statements, is over-simplified and only partly true. The most superlatively produced and presented television in the world would fail if the studio, transmission and reception equipment and the supporting administrative machine were unequal to the demands made upon them. However, in the long run, success does depend on the human factor—the quality of the people involved—and this applies equally to any kind of television operation, whatever its size or purpose, although obviously different kinds of people with different backgrounds and qualifications will be required to satisfy the needs of a medium which is used to cover the whole span of communication. It must always be remembered that the glamour—one might almost say magic—which attaches to television and has a good deal to do with its impact, confers no special privileges on the participants. The medium is strictly neutral and will direct its impersonal and unerring spotlight on the bad just as easily as the good. The ‘hardware’ provides the opportunity; it is up to the people involved to make the best use of it.     

Educational Television in the Nineties: a global survey

This article describes the results of a global survey about the most critical issues facing educational television in this decade. Over 100 responses were received, and every continent was represented. Reactions indicated that the most critical problems were associated with limited funding, inadequate staffing, outdated equipment, insufficient broadcasting time and declining levels of government support. Lack of equipment in schools and insufficient teacher training were also cited as major concerns. Solutions to these problems were also solicited on the survey. There were some interesting suggestions, which included more corporate partnerships, international co‐productions, ‘media literacy’ training for teachers, and the establishment of a global educational television consortium.     

Serial Monogamy: Extended Fictions and the Television Revolution

Changes in television technology have fostered changes in how we view fiction on television. This article explores some of these changes in the context of the teenage series, Felicity (WBTV, 1998–2002). It draws comparisons with the experience of reading series fiction in print, referring to the children’s print series, The Beverly Gray College Mystery Series (Burt, Grosset & Dunlap, 1934–1955). The article also looks at the impact of the Internet on series reading and viewing.     

陕西广播电视大学人文素质教育面面观

陕西广播电视大学一向注重施行人文素质教育,较为自觉主动地跳出了广播电视大学在施行人文素质教育方面由被动到主动,再由主动到自觉的一般规律,走出了一条积极施行人文素质教育的光明道路。所谓人文素质教育,就是主要运用人文科学知识和人文景观资源激发人的感觉器官和神经系统,促使人的心理向真善美方向发展。人文是内容,素质是目标,教育是手段。陕西广播电视大学自觉积极施行的人文素质教育,固然得力于三秦大地厚重的传统文化历史积淀这一人文地域优势,更得力于学校党政领导班子的卓越见识。     

Educational Television in Israel: spotlight on the future

The author was based at the Educational Television Centre in Tel‐Aviv with a remit to study the development of educational television in Israel from its inception in 1966. The article briefly discusses the political and technological factors which led to the development of an educational television channel in Israel. At that time television in Israel consisted solely of educational television broadcasts in the mornings and afternoons. This was extended when the Israeli Broadcasting Authority started to broadcast on the one Israeli channel in the evening slot. The article concentrates on the recent development of educational television and its bid for a new niche in the constellation of Israeli broadcasting. Inevitably the development and future of educational broadcasting is intimately linked with Israel's religious and political schisms and its military and cultural preoccupations. At the moment Israel still only has one television channel, although test programming has been piloted on a second channel. This article explores the future options open to the Educational Television Centre in the context of satellite and cable broadcasting and the development of a second channel. Evidently the factors affecting the future of broadcasting in Israel are not dissimiliar from those which now face the UK, given the publication of the 1988 White Paper on Broadcasting     

电视传播：在技术与文化之间

电子传播媒介的普及已突破技术进步的层面而对人类社会的政治、经济和化运作产生了深刻变革。本从历史、化与现实的视野中透视传媒话语的权力构成及其社会化成因，以及对大众生存的控制。     

Graphic symbols as "the mind on paper": links between children's interpretive theory of mind and symbol understanding

Children gradually develop interpretive theory of mind (iToM)—the understanding that different people may interpret identical events or stimuli differently. The present study tested whether more advanced iToM underlies children’s recognition that map symbols’ meanings must be communicated to others when symbols are iconic (resemble their referents). Children (6–9 years; N = 80) made maps using either iconic or abstract symbols. After accounting for age, intelligence, vocabulary, and memory, iToM predicted children’s success in communicating symbols’ meaning to a naïve map‐user when mapping tasks involved iconic (but not abstract) symbols. Findings suggest children’s growing appreciation of alternative representations and of the intentional assignment of meaning, and support the contention that ToM progresses beyond mastery of false belief.