试析中西方建筑文化交流的非对称性

17世纪以来,中西方开始了大规模的文化交流。从建筑领域文化交流来看,中国的园林艺术、家具、瓷器等造型工艺对西方产生了重要影响,形成了所谓"中国艺术风格"。但是近现代以来,由于历史的原因,文化积淀与现代化进程的冲突,在建筑文化的中西方双向交流过程中越来越呈现出非对称特性,越来越多带有西方现代风格的建筑在中国拔地而起。在中西方建筑文化交流中,中国的"洋房子"首先从"教堂"开始,由于历史的原因和科学技术发展的过程制约,导致近现代以来中方建筑的思维"追随"西方建筑文化的理念,西方建筑文化仅仅接受、吸收和融合了中方建筑文化历史中的"园林""、亭台楼阁"等精致建筑文化这一极小部分。     

Distinction through visual art

Visual art is one of the fields where, according to Bourdieu, culture is used to reproduce the class structure. Like other items in the cultural repertoire, paintings, as major examples of visual art, imply social divisions in how they are engaged with by artists, critics and audiences. Within the Bourdieusian framework, cultural engagements with paintings are interpreted as indicators of social position, since appreciation depends on a trained capacity in the family and the educational system, which is often inaccessible to less powerful sections of the population. This would imply that the sorts of paintings favoured by working-class people differ from those preferred by the middle or upper classes. More recent studies have contested the view that a gulf exists between the art tastes of different classes in ways that reproduce the class structure. The argument of the omnivore thesis that distinctions between more popular and legitimate tastes have become blurred has predominantly been based on empirical references in the field of music. This article explores this thesis on the basis of data about visual arts in the Cultural Capital and Social Exclusion project. While some differences continue to be connected to social divisions of income, education and occupational groups, important similarities are found across the board, and certain significant differences appear to relate to factors other than social class, such as ethnicity, age and gender. It is also significant that some people appear disconnected from and disinterested in paintings.     

Predicting multicultural effectiveness of international students: the Multicultural Personality Questionnaire

The present study considered the reliability and validity of the 78-item revised version of the Multicultural Personality Questionnaire, a multidimensional instrument aimed at measuring multicultural effectiveness of expatriate employees and students. The questionnaire includes scales for cultural empathy, open-mindedness, emotional stability, social initiative and flexibility. Participants were native and foreign students of an international business school (N=171) in the Netherlands. The MPQ scales appeared to be more strongly predictive of adjustment of international students as compared to native students. Moreover, the instrument was able to explain variance in students’ adjustment beyond self-efficacy.     

文化资源的分层结构:惠州文化竞争力的一个解读框架

本文通过构造一个文化资源的分层结构框架, 相对简便地解读了惠州的文化竞争力源泉和     

课程改革与文化心理检视

文化心理是指经过长期文化积淀和文化熏陶而形成的一种心理习惯，它像基因一样潜藏在人的体内和心底，影响人的价值追求和人格品味。笔者从剖析文化心理入手，检视了当前课程改革中的观念障碍，并揭示了这样一个观点：课程改革乃至整个教育改革的薄弱环节应该从人们的文化心理中去发现，重塑文化心理是我们新课程改革中的首要任务。     

蛹虫草菌株的交配型鉴定及其部分栽培特征研究

目的:通过对23株不同蛹虫草菌株的交配型鉴定以及出菇性状、产量和栽培周期等指标的比较,选择出早期识别交配型的简洁方法及优良的菌株。方法:利用PCR和溴百里酚蓝脱色法鉴定不同蛹虫草菌株的交配型;通过序列比对及对溴百里酚蓝的脱色率比较,同时统计分析各菌株产量、子实体形态和栽培周期等农艺性状差异。结果:双交配型菌株对溴百里酚蓝的脱色率远高于单交配型菌株;单交配型CM-15、CM-16、CM-19的子实体产量最高,分别为17.52 g/瓶、17.80 g/瓶和18.96 g/瓶,生物学效率为58.4~63.2%,栽培周期66~69 d,但与双交配型CM-3没有显著差异。结论:利用溴百里酚蓝可以对蛹虫草交配型进行早期鉴定,但脱色率与产量等农艺性状间不存在显著相关性;CM-19为优良菌株。     

龟兹石窟波斯艺术元素与中外文化交流考论

龟兹作为丝绸之路上的重要驿站,波斯的织锦、银盘、金银币等工艺品,以及波斯的信仰和习俗,都曾在这里汇集。龟兹石窟中的人物形象、场景构图、装饰纹样、器皿造型、乐器形制及祆教题材,包含着典型的波斯艺术元素。追溯波斯艺术元素传入龟兹的历史、路线、方式及中介,可以还原波斯与龟兹文化交流的历史,明确图像移植背后的历史成因,探寻波斯艺术对佛教文化的构建作用。任何一个民族的文化能够繁盛和传承,都必然大量吸收其他民族的文化元素。尊重不同文化的价值,寻求理解与和谐共处,是面对多元文化时应有的心态。     

陈云对第二代中央领导集体形成的贡献

陈云为党的第二代中央领导集体的形成作出了杰出贡献：一是坚持思想路线上的拨乱反正,为党的第二代中央领导集体的形成奠定了思想基础;二是坚持政治路线上的拨乱反正,为党的第二代中央领导集体的形成奠定了政治基础;三是坚持组织路线上的拨乱反正,为党的第二代中央领导集体的形成奠定了组织基础.     

英汉习语体现的英汉文化异同研究

英汉民族不同的文化差异导致了语言差异。作为语言长期使用的结果,作为一种特殊的语言形式,英汉习语间存在着很大差异;由于语言发展的共同规律,英汉习语又有一些相似性。将英汉习语作对比研究,探讨英汉两种语言间的文化异同,达到人们对习语的正确理解和运用,加深文化理解,加强文化交流。     

Goal conflicts and self-regulation: A new look at pupils’ off-task behaviour in the classroom

In this paper, pupils’ misconduct in the classroom is interpreted as a change from on-task to off-task behaviour. This change entails a switch from a current learning behaviour to an activity that is more attractive to the student but that is seen as a discipline problem by the teacher. Thus, academic and non-academic goals of pupils rival one another. Motivational conflict theory is used to elaborate on the premise that a discipline problem is a consequence of goal shift. The theory is used to model off-task behaviour as a failure to coordinate academic and non-academic goals, to ask new research questions, and to draw practical conclusions about educational interventions. The paper closes with suggestions about how to strengthen pupils’ ability to coordinate goals and how teaching can fulfil the various needs pupils pursue.