《孤独者》与鲁迅的人生选择

本文通过《狐独者》文本寻找鲁迅人生道路的转折点．认为《孤独者》是作者对专制意识形态传播和生产的最深处家族制度的否定，并在探讨知识分子与权力阶层的关系的基础上，于内心深处进行了一次“成为自己”的生存体验，从而确定了鲁迅此后与黑暗抗争的生存方式。     

有效的公司治理是现代企业制度建设的核心

公司是实现所有权、经营权有效分离的制度安排 国资委运营国有资本,按照十六大的要求要实行所有权、经营权分离,因此可以认为公司是国资委履行出资人资格的微观制度基础。一个大型的现代化生产组织涉及到多个利益主体,在市场竞争中这些大型经营机构承担巨大的风险,因此它的经营、管理和控制都属于高度专业化的领域。因而投资者愿意把投入的资源建立公司,把投入的资源委托给精心选择的有专门知识和技能的人来经营管理。在进行这种委托的时候实际上投资者必须在两个方面进行权衡,即由专业经营管     

我国教育策划研究的兴起与展望

教育策划研究的产生顺应了教育策划实践的需要,以现实的经验总结为起点,依托于一般策划理论,建立在理论界和社会公众初步认同的基础之上,受到国外教育策划理论与实践的影响;处于初创阶段的教育策划研究在理论建设、学会组织、课题项目和经费、专业研讨与宣传、出版物、现实影响方面取得了一定的成就,但也存在各种不足与问题;未来的教育策划研究在研究取向、研究应用、研究内容、研究角度和研究主体力量等方面将出现新的转变;要确保自身的健康发展,教育策划研究就应在坚持面向实践的同时,形塑自身的学科品性,组建学术团体,注重人才培养。     

叛逆与"回归"--关于一个大二学生逃课的叙事研究

一、引言从教育社会学的角度来看,逃课是一种典型的学生失范行为,是对教育习俗和教育规章的双重违背。这种越轨行为不如违法、犯罪行为危害性大,相关研究较少。但当逃课不再是个别行为,群体中大     

‘Research as dialogue’ and cross-cultural consultations: confronting relations of power

In this paper, we discuss methodological issues that emerged as we worked through a small empirical research project, ‘Engaging Aboriginal students in education through community empowerment’. Recent national policy statements (see, for example, MCEETYA 2000, NBEET 1995) argue the importance of education/research that keeps the locus of control within the Aboriginal community as a means to further the goal of self-determination and improve educational outcomes. In keeping with these recommendations, our project aimed to challenge assimilationist frameworks and sought to ‘empower’ members of the local Aboriginal community through participation in the project.     

关于加强人大对财政预算审查监督的法律思考

审查、批准财政预算并监督预算执行，是宪法和法律赋予各级人大及其常委会的一项重要职权，但囿于种种原因，人大审批监督预算的权力和其他权力一样并未得以有效行使。为建立一个廉洁高效的政府。为确保社会主义财政真正实现取之于民，用之于民，以健全配套法律，改革预算机制，理顺审计体制等方式不断推进和完善人大审查监督财政预算机制势在必行。     

Clinical detection and movement recognition of neuro signals

INTRODUCTION Human limbs are complex, delicate systems.Their reconstruction, both for appearance and forfunction compensations, proves to be complicatedprojects. With the development of science and tech-nology, both researchers and disabilities hope to haveartificial limb much more perky, comfortable, dex-terous and effective. Although thousands of pros-thetic limbs are commercially available worldwide,most of them, from mechanical styles to electricstyles, from motion controlled t…     

概率模型与Cauchy-Schwarz不等式

本文讨论了概率模型方法的基本思想,并利用概率模型法证明了分析中著名的Cauchy-Schwarz不等式。     

The effects of college students’ positive thinking,learning motivation and self-regulation through a self-reflection intervention in Taiwan

This quasi-experimental study examined the effects of a self-reflection intervention on college (college in this article refers to university-level education) students’ positive thinking, learning motivation and self-regulation in Taiwan. One hundred and two college students were selected to participate in an 18-week intervention forming the experimental group (EG) which emphasized providing main lecture, role-play, self-reflection activity, group discussion and group work. Another 179 college students from two other courses were selected as a comparison group. This study showed that supportive, resourced discussion with peers and instructor, self-reflection activities and assignment as a facilitative agent improved the EG students’ positive thinking, learning motivation and self-regulation. In addition, three structural equation models revealed that positive thinking had a strong and direct relation to Taiwanese college students’ pretest learning motivation (β?=?.85) and self-regulation (β?=?.77); learning motivation had a strong and direct relation to students’ pretest positive thinking (β?=?.86) and self-regulation (β?=?.81); and self-regulation had a strong and direct relation to students’ pretest positive thinking (β?=?.83) and learning motivation (β?=?.86). Instructional implications and research recommendations are discussed.     

Fostering scientific understanding and epistemic beliefs through judgments of promisingness

The evaluation of promisingness is central to knowledge building and knowledge creation but remains largely unexplored. As part of a design-based research program to support promisingness judgments, the present study implemented an intervention in a sixth grade science class, with the goal of exploring the potential of promisingness judgments to foster scientific understanding and epistemic beliefs. Aided by a Promising Ideas Tool and pedagogical supports designed for this intervention, students explored the concept of promisingness, judged the promisingness of their community ideas, and engaged in iterative cycles of idea refinement. Results indicated that students were capable of improving their understanding of promisingness and making promisingness judgments deemed sensible by domain experts. The conceptual understanding and epistemic beliefs displayed by students improved over the course of the intervention, and such improvement happened in tandem with students’ understanding of promisingness. The implications of this exploratory study and future research are discussed.