China’s popular nationalism on the internet. Report on the 2005 anti‐Japan network struggles 1

Abstract

In April 2005, waves of anti‐Japan protest swept China and South Korea. In China, hundreds of thousands of people took to the streets in more than 40 cities to protest against Japan over its irresponsible attitude toward the history of colonial rule and war crimes of 60 years ago. Despite the protest having a strong ground and its action being generally non‐violent and peaceful, it was then severely condemned by many Western critics and media as chauvinistic and irrational, and as being manipulated by the Chinese government to legitimize its rule. Against such a notion, this essay attempts to work with China’s ‘popular nationalism’ (renmin minzu zhuyi), and considers its space as an autonomous political domain that is independent of the state nationalism. The ‘cyber‐nationalism’ (wanglu minzu zhuyi), this paper argues, not only challenges the state monopoly over domestic nationalist discursive production, but also opens up new possibilities for performing common people’s ‘public discursive right’ (gonggong huayu quanli). Far from being a homogeneous unity, the online campaign is characterized by free exchange of information and lively debate over the boycott strategy.     

Resilience strategies for new teachers in high-needs areas

This qualitative study investigates strategies of resilience exhibited by fifteen novice teachers employed in high-needs areas, such as in urban and rural contexts and in special education. Findings indicated that teachers utilised a variety of strategies, including help-seeking, problem-solving, managing difficult relationships, and seeking rejuvenation/renewal. These strategies assisted beginning teachers in building additional resources and support; however, the burden for success and securing resources fell on teachers themselves. Furthermore, the researchers recognised that resilient teachers demonstrated agency in the process of overcoming adversity. Implications for future practice and research are discussed.     

美国早期教育课程模式与当代中国早期教育课程改革

美国早期教育课程模式可以分成三种理论流派,并可以形成一种早期教育课程模式的“连续体”。我国20世纪80年代以来受美国早期教育课程模式影响开展了三次幼儿园课程改革,取得了一些成就,但也存在流于形式的问题,我们应坚持从国情出发,认真处理好继承与发展的关系,促进课程模式的开放与整合,实现本土化。     

关于Mark Rams问题

Mark Rams在[1]中提出公开问题,双边Noether环R,在什么条件下,每个有限生成自反模投射?本文给出一个充要条件,同时,还讨论与Mark Rams问题相关的即每个有限生成自反模内射,每个有限生成无挠模平坦、投射、内射等环的特征。     

论三线典藏制下的藏书分配

探讨有关三线典藏制下的藏书分配问题，提出一个动态的典藏管理模式，使馆藏文献能充分地利用，以满足读者的需求。     

美国留学300问（六）

持F-1学生签证的权利与义务有哪些？ 答：F-1学生签证的权利与义务如下： 1）需如1-20所标示之日期及学校报到。 2）在美期间必须是全时（full time）学生，可以转学但需保证全时学生身份。 3）可在校内打工，如经允许可在校外打工或实习。     

Validating ‘optimizing’ concepts: the importance of personal resolve,effective functioning,and academic striving

Abstract

Capitalising on current research progress, we explored via means of structural equation modelling (SEM), the operational nature of three newly developed optimising concepts: personal resolve, effective functioning, and academic striving. We conceptualised self-efficacy as a source of origin, and effort expenditure and motivation towards learning as adaptive outcomes of the three mentioned concepts. Correlational responses from Taiwanese university students (N?=?1010) affirmed our hypothesis regarding the operational nature of personal resolve, effective functioning, and academic striving – for example – (i) self-efficacy as a source of origin of personal resolve, effective functioning, and academic striving, and (ii) the effects of personal resolve and academic striving on effort, and the effects of effective functioning and academic striving on motivation towards learning. This significant evidence, overall, contributes to the study of optimal achievement best.     

Digital Photography and Journals in a Kindergarten-First-Grade Classroom: Toward Meaningful Technology Integration in Early Childhood Education

To explore meaningful and effective technology integration in early childhood education, we investigated how kindergarten-first-grade students created and employed digital photography journals to support social and cognitive reflection. These students used a digital camera to document their daily school activities and created digital photo journals to represent their experiences. Ethnographic video data, field notes, and student journals were examined using a grounded theory approach. Results reveal that when students took pictures, they successfully negotiated their dual roles of photographer and participant in other activities. In the process, the children meaningfully integrated technology into their classroom activities, as well as transformed the nature of the social space surrounding the computer where children created their journals. Furthermore, the journals illustrated children's complex and varied types of cognitive and social reflections. Based on these results, we discuss implications for meaningful technology integration in early childhood education.