论苏童笔下的“颂莲”式女性

苏童是少数几个尤其擅长写女性的男性作家。他对女性的心理描写和细节把握都处理得恰到好处,非常自然。他笔下的女性一改过往的温柔善良、知书达理,相反的,大多都阴暗猥琐、粗俗野蛮、善于妒忌,非常具有特色,成为中国当代女性小说的独有景观。苏童的几个从女性视角描写的女主人公具有很多的共同特征,他将这些女性称为“颂莲”式女性。     

英语写作中语块使用的实证研究

提高英语写作技能是英语教学的目标之一,但怎样提高写作水平是英语教学亟待解决的难题。将语块理论引入写作教学,为其提供了新的视角。采用SPSS17．0对140名学习者在写作中使用语块的数据分析,发现其特征如下：从语块使用频度上看,语块使用较少,仅占全文的1/3;从语块使用重复率上看,其重复率较高,接近语块总数的1/3,这表明学习者语块使用不够多样化,种类不丰富;从语块类型上看,短语语块使用较多,句子语块使用较少;从学习者水平上看,高分组限制语块使用较多,低分组固定语块使用较多。     

西周园林：从娱神到娱人的美育思想

西周园林反映了我国先秦美学思想从娱神到娱人的转变,即从崇拜神到肯定人的主体性,这种转变深深地影响了此后中国人的精神气质。一方面中国人极其重视个人的德行修养,另一方面又将这种自我修养与入世精神相结合,既富有深情,又执着,但又不至于走向自我否定的极端境地;既有一种“天下”情怀,以天下事为己事,又有一种“悲天悯人”的情怀,始终不曾远离底层。这些都是先秦美育思想在这一时期转变的结果。     

四川客家话与江津话、宜宾话入声演变比较

文章用四川客家话入声跟西南官话的江津话、宜宾话的入声作比较,联系各地方言入声现状,推导出入声演变的历史可以分作三个阶段,每个阶段又分作前后两期。     

试论吐蕃时期拉萨城市的形成及原因

拉萨,作为我国西藏自治区的首府,最初发展始于吐蕃王朝时期,后历代经历了不同程度的发展,其古老的历史文化在中国历史上占据着独特的地位。而吐蕃时期拉萨城市的发展又为历代的发展奠定了基础,故研究这一时期拉萨城市的变迁,对历代的拉萨城市研究和拉萨城市的规划都有重要的意义。文章试图利用历史地理的相关研究方法,分析了吐蕃时期拉萨古城的形成,认为其形成的原因主要是优越的地理条件,城市经济的发展,军事的促进和佛教的作用。     

Do men and women perform academic work differently?

Tertiary Education and Management - Why is the gender gap so large in researchers’ career progression? Do men and women have different priorities in their academic careers? This study...     

The academic writing process in Spanish universities: perceptions of students and faculty / El proceso de escritura académica en la universidad española: percepciones de estudiantes y profesores

Abstract

This paper is intended as an exploration of university faculty and students’ perceptions of a number of dimensions involved in the written composition of academic texts. We analysed the responses to scale 3 in the European Writing Survey (EUWRIT) (in its Spanish version: Encuesta Europea sobre la Escritura Académica, EEEA) by a group of social science and humanities students (n = 1,030) and faculty (n = 230) from nine Spanish universities. We then examined the similarities and differences in their perceptions and established a factorial structure of the different dimensions underlying the writing process. The data indicate that both groups concur in the value assigned to both changing ideas in the course of the composition process (although this process seems to be understood differently by each group) and the revision and feedback processes. The students, however, claim to be involved in more planning and previous reading activities than the teachers perceive them to be. The significance of these results for a process-oriented perspective in academic writing is discussed.     

Suprasegmental Phonology Development and Reading Acquisition: A Longitudinal Study

Previous studies implicate suprasegmental phonology in reading acquisition. However, little is known about how suprasegmental sensitivity develops or how it contributes to reading. Here, 130 Spanish primary-school children participated in this 2-year longitudinal study. Nonlinguistic rhythm, lexical-stress sensitivity and metrical-stress sensitivity, along with phonological awareness, vocabulary, nonverbal intelligence, and reading aloud, were assessed on five occasions. Results suggest that prosody abilities have different developmental trajectories and that prosody explains unique variance in reading beyond that explained by other factors. There was some evidence that the contribution of each prosody skill occurred at different phases in reading development. Nonlinguistic rhythm, lexical-stress sensitivity, and metrical-stress sensitivity assessed at the end of kindergarten, the start of Grade 1, and the end of Grade 1, respectively, predicted reading performance 6 months later. Nevertheless, sample size and reliability temper the conclusions that can be made. The implications of prosody skills for literacy development are discussed.     

Between Ritual and Spiritual: Teachers’ Perceptions and Practices Regarding Prayer Education in TALI Day Schools in Israel

The aim of this qualitative study is to describe teachers’ perceptions and roles in prayer education in TALI day schools in Israel, using in-depth oral Interviews, written questionnaires and written materials of the schools’ network. Two educational ideologies were identified: Belonging to the Jewish collective and Personal-spiritual ideology. While participants perceive the aim of Jewish education as enhancing students’ belonging to the Jewish collective, prayer education introduces a personal-spiritual aspect that was not typically a part of teachers’ discourse on Jewish education.