对意识形态领域反分裂斗争的思考

当前我国意识形态领域的反分裂斗争形势严峻，我们必须高度重视这场没有硝烟的战争，以“三个代表一重要思想为指导，加强对群众的宣传教育，特别是面对面教育，增强反分裂斗争的实效性，同时，要充分重视网络空间的反分裂斗争，抵制西方的“文化侵略”。     

The boundary-spanning role of a cooperative support organization: managing the paradox of stability and change in non-traditional organizations

This project provides an interpretation of how one cooperative support organization, the Nebraska Cooperative Council, discursively functions to help its constituent cooperatives consolidate resources in order to better intersect with organizations in a larger bureaucratic system. In analyzing qualitative data collected through in-depth interviews, surveys, and organizational documents, we found the paradox of stability and change a revealing prism through which to make sense of participants' experiences. We work toward locating and describing how the Council, through its boundary-spanning activities, helps cooperatives manage the paradox of stability and change while protecting their core participatory ideologies. By providing networks of learning, promoting the legitimacy of cooperative forms of organizing, and protecting cooperatives' interests, the Council is an entity helping cooperatives to reconcile their internal requirements for democracy with the external demands of the marketplace.     

研治中国思想史的必备书籍——读《中国学案史》

在中国历史编纂学漫长的演进过程中,学案体史籍在中国政治思想、学术文化方面占有极为重要的地位。陈祖武教授所著《中国学案史》无论是对中国学术思想主流的把握,还是对各个学案内容细致入微的分析考证,都提出了一系列具有创获意义的新见解,显示出卓越的识断,吸引研究者的注意,启迪人们在思想史、史学史和文献学诸方面以更多可以开拓的新领域。此外,该书表现出的尊重历史、实事求是的学风,对于今日的学风建设也有一定的影响。     

Game object model version II: a theoretical framework for educational game development

Complex computer and video games may provide a vehicle, based on appropriate theoretical concepts, to transform the educational landscape. Building on the original game object model (GOM) a new more detailed model is developed to support concepts that educational computer games should: be relevant, explorative, emotive, engaging, and include complex challenges; support authentic learning activities that are designed as narrative social spaces where learners are transformed through exploration of multiple representation, and reflection; be gender-inclusive, include non-confrontational outcomes, and provide appropriate role models; develop democracy, and social capital through dialogue that is supported by means of computer mediated-communication tools; and include challenges, puzzles or quests, which form the core of the learning process, where access to explicit knowledge, conversations, and reflection results in the construction of tacit knowledge. It is argued that the GOM version II can be used not only to support the development of educational computer games but to provide a mechanism to evaluate the use of computer games in the classroom.     

Motherhood as Contested Ideological Terrain: Essentialist and Queer Discourses of Motherhood at Play in Female–female Co-mothers' Talk

Framed by relational dialectics theory (Baxter), this investigation considered the meaning(s) of motherhood in female–female co-motherhood. Analysis identified two competing discourses: (1) discourse of essential motherhood (DEM) and (2) discourse of queer motherhood (DQM). Speakers' invocation of the DEM reinscribes the mainstream US cultural discourse that children can have only one authentic (i.e., biological) mother, whereas invocation of the DQM denaturalizes the DEM's presumptions of authentic motherhood as biological, interrupts monomaternalism, destabilizes the patriarch, and troubles the equation of biological with moral motherhood. Whereas interpenetrations of the DEM and DQM were typically sites of adversarial discursive struggle, in a few instances, the DEM and DQM rose above their antagonistic relationship, combining to create new meanings of motherhood.