谢有顺的文学姿态及其对小说家关注的空白

谢有顺的学姿态是独特的，首先他是读是学爱好最后才是批评家，个人的写作状态处于游离状态，游离在作家与理论家之间，时刻呼唤当代大师梦想未来。这样的姿态得到了作家的尊敬和理论家们的宽容。他的梦想是给作品带来生命。他的学姿态给当今坛带来另一种新的气象，蕴含了一种有颠覆力的预言。即使他很有才华，但他也有关注的空白或说不愿深入的领域：比如说今天中国作家们并不太自由的物质精神人际关系生存环境，还有评价标准的过分格式化和泛化，以及对学史权力的忽视等等，这些都埋下他写作困境的伏笔。我的疑问是，他身上浓厚的大师情结，过分寻找追求大师的激情，会不会使自己成为造神运动中的一颗棋子?     

宁波市大气环境容量研究

根据宁波市现有大气污染源和长期气象资料，选用平流扩散模式和轨道烟流模式相结合计算宁波市ＳＯ＿２年日平均浓度与环境质量目标的差值。充分考虑当地大气污染物传输、扩散规律，采用简易的模式求取各单元的ＳＯ＿２平均允许排放量，即为该单元的ＳＯ＿２容量。其它气体污染物也可用同样方法计算，该方法简单、直观、能定量表示，计算结果比较符合宁波市的实际情况。     

《耶克尔》中卡恩的矛盾立场与商业化浪潮

亚伯拉罕·卡恩的《耶克尔—纽约贫民窟的故事》描述了19世纪末、20世纪初居住在美国纽约下东区犹太人的生活。该文试图从卡恩在小说中对犹太移民生活状况的描写和其自身的政治身份之间的矛盾出发,来分析卡恩隐藏的立场。本文认为卡恩合理化当时美国的排外风潮,用移民个人性格的缺陷来掩盖美国种族歧视现实的主要原因在于当时的商业化浪潮。     

Enacting Social Change Along the Cultural Identity Spectrum: Intercultural Identity Construction in Faith-Based Community Organizations

This study employs Cultural Identity Spectrum Theory to analyze identity construction and positioning of faith-based nonprofit organizations (FBOs). Intercultural communication studies have not adequately analyzed religion and identity, particularly as they intersect with socio-economic class and racial marginalization. Because religion is one of the most conflict-ridden social divides, the study situates FBOs as important (inter)cultural sites, and traces an FBO's Secular–Religious location on the Cultural Identity Spectrum to critically engage cultural discourses surrounding the organization, to shift its identity to serve historically marginalized groups. Building on the dialectical approach the study interrogates challenges of creating partnerships with diverse community stakeholders to promote enduring and far-reaching social change.     

The Effects of Argument Stance on Scientific Knowledge Inquiry Skills

This study investigates the effects of argument stance on knowledge inquiry skills. Sixty-two participants were assigned to three argument stance conditions (proponent, opponent, or control) to receive scaffolded argumentation practice on two science issues in random order. After the argumentation treatment, participants were asked to write down their own opinions regarding the claim. Their responses were analysed according to argument structure, argument content, methods of refutation, and number of new propositions. Results revealed that taking a proponent's stance increased the use of evidence in argumentation, while taking an opponent's stance enhanced both the use of evidence and alternative-based refutations to the claim, number of falsifications, and number of new propositions. This implies that arguing from an opponent's stance may increase the search for multiple causes behind observed phenomena and the need for evidence, thereby alleviating the confirmation bias in thinking.     

论思想政治课教学艺术的和谐美

和谐美是美的最高境界，创造教学艺术的和谐美是思想政治课教学的任务之一。文章主要论述教学内容与教学形式、教学内容与教学语言、教学内容与教态的和谐美，提倡建立一种深层次、高品位、高境界的和谐美。     

Approaches to Inquiry Teaching: Elementary teacher's perspectives

Learning science through the process of inquiry is advocated in curriculum documents across many jurisdictions. However, a number of studies suggest that teachers struggle to help students engage in inquiry practices. This is not surprising as many teachers of science have not engaged in scientific inquiry and possibly hold naïve ideas about what constitutes scientific inquiry. This study investigates teachers' self-reported approaches to teaching science through inquiry. Phenomenographic interviews undertaken with 20 elementary teachers revealed teachers identified six approaches to teaching for inquiry, clustered within three categories. These approaches were categorized as Free and Illustrated Inquiries as part of an Experience-centered category, Solution and Method Inquiries as part of a Problem-centered category, and Topic and Chaperoned Inquiries as part of a Question-centered category. This study contributes to our theoretical understanding of how teachers approach Inquiry Teaching and suggests fertile areas of future research into this valued and influential phenomenon broadly known as ‘Inquiry Teaching'.