叛逆自我

[ABSTRACT]提要 　　<叛逆自我>故事的主人公是被身在纽约的祖母带大的,她的父母是20世纪60年代哈佛大学的激进分子(radical student activists).满心期待父母会重新出现的他在没人管教的成长中成了一个亡命徒(outlaw),流亡过程中他学会了勇敢面对自己(bravely confronts his life).这部小说讲述了一段美丽却痛心的爱情(an achingly beautiful story of the love).我们选取了第一郭分的几段话给你提供意外、伤感的体验,文中没有用引用号圈起对话,而是单独成段,这也是一种常用的叙述方式.……     

SELF‐DISCLOSURE OF GIFTED YOUTH

This article aimed at showing the degree of self‐disclosure of high ability youth to various persons. The degree of self‐disclosure was expressed in six categories: Attitudes and Opinions, Tastes and Interests, Work or Studies, Personality, Money, Body. The above mentioned categories were used by the subjects in self‐disclosure to: Mother, father, brother or sister, fiancé or fiancée, best friend, grandparents, relatives, friend and strangers (they are target persons). The tested group consisted of 32 persons: 26 students in the fourth and fifth year of university and 6 university graduates.     

徽州文书中的几份卖身契

李元龙当子、卖子等六份徽州文书中不多见的卖身契,真实生动地揭示了当时徽州社会农民生活实态的一个侧面,对人们了解清代徽州社会制度、了解戴震思想产生的背景等等,都有重要的史料价值,更有历史的认识价值和现实的教育意义。     

SELF AND STUDENT EVALUATION OF ACADEMIC STAFF

At the University of Queensland a questionnaire to students for their evaluation of tutors’ and lecturers’ classroom presentation and classroom management has been in (increasing) use since 1982. The introduction of the evaluation questionnaire and the management of the evaluation system are based on the research lieterature on change. Student evaluations per se do not induce change. However, self evaluations focus staffs attention on their own perception as teachers, and possible discrepancies between self and student evaluation may then motivate staff to change.

Therefore self evaluation has been used in the evaluation of teaching schemesto facilitate change. Overall, there was no relationship between student ratings and staff self ratings on the question, “All things considered, how would you rate this staff member's overall effectiveness as a university teacher?” Both highly and poorly rated lecturers showed large discrepancies between their self perception and student perception. This emphasises the importance of using more than one source of evaluative information for decision makeing. An interview study found that nearly all those evaluated had implemented changes and felt positive about evaluation.     

具有断电自关闭功能的零功耗自保持电磁阀

本文全面介绍了电磁阀的工作原理。采用高性能的永磁材料和电磁铁联合作用原理设计研究具有自保持功能和自关闭功能的新型电磁阀，不仅可以实现保持状态的零功耗，并可用于具有欠费拒用功能的智能化仪表上。     

SELF CONCEPT DEVELOPMENT OF THE PARTIALLY SEEING 1

Self concept inventories were administered to 30 adolescent partially seeing Ss who were educated in a unit attached to a normal High School, and to a similar sample of normal stream pupils matched for age, sex and I.Q. The results indicate that there are no significant differences in self concept development between the two groups. It is suggested that the opportunities afforded for academic success, together with the feelings of achievement which accrue from an integration programme help to develop an adequate self concept in the partially seeing.

     

SELF‐ACCESS TELEVISION IN TRAINING FOR LABORATORY PROCEDURES

Much has been claimed for the effectiveness of self‐access television in the teaching of laboratory procedures, but it is not easy to obtain a satisfactory quantitative measure of its success. In the investigation described below, a completely objective assessment of student performance could be made and linked to each student's use of teaching material available on videotape.     

THE ROLE OF SELF‐ASSESSMENT IN STUDENT GRADING

While the educational benefits of student self‐assessment are being increasingly recognised and self‐assessment procedures introduced into post‐secondary courses of many different kinds, the use of self‐assessment for grading purposes is a more controversial matter. Is there a role for student self‐assessment in formal assessment proceedings? If there is to be a role, what should it be? This paper focuses on these questions and examines why a marking role for self‐assessment should be considered and what evidence is available on the reliability of student‐generated marks. The implications of these findings are considered and strategies are proposed to improve student markers reliability and to incorporate self‐assessment indirectly into the formal assessment process.     

SELF‐ACTUALIZATION IN GIFTED AND AGGRESSIVE YOUNG PEOPLE

A total of 80 students aged seventeen and eighteen (40 in each group) selected from several secondary schools took part in the study. It was assumed that the intensity of self‐acceptance among gifted young people is positively influenced by intellectual success, as well as by the following personality traits: internal locus of control, average or low level of anxiety, strong sensation seeking. There was a trend towards higher self‐actualization among gifted students (although statistically insignificant), while self‐actualizing students had an internal locus of control and a need for stimulation and varied experience. The assumption that lower anxiety and higher self‐acceptance are characteristic of young people with higher self‐actualization was not confirmed, which suggests that there is a need to intensify parents' and teachers' support for students coping with difficulties.