意象派对中国古典诗歌的借鉴——以庞德的《在一个地铁车站》为例

明显受到中国诗歌影响的意象派是美国新诗运动中最引人注目的一个派别,它对美国现代诗乃至20世纪世界诗坛产生了特殊的影响。意象派对中国古典诗歌所作的借鉴,可谓有得亦有失。庞德的《在一个地铁车站》,作为意象派的代表作,在意象的创造、处理方面深得中国古诗之奥妙,是一首著名的意境诗。由于意象派更看重意象本身,对意象的象征、暗示、比喻作用处理得非常隐蔽,一定程度上又会影响到诗作的深度和境界。     

Conscientious Consumerism Project in an Undergraduate Quality Management Class

This article describes a “conscientious consumerism” project that involves the student as the consumer to either commend or complain to a company about a recent product or service experience. This activity and presentation helps students develop an understanding of the commendation/complaint management process within organizations while adding realism with the student as the customer. Students initiate communication with an organization and maintain a timeline of all contacts, calls, e‐mails, letters, and visits to the company as they work to resolve or report their issue. The project begins early in the semester and concludes with a final registered, certified letter to the company CEO where students summarize the class project and praise processes or recommend any needed changes. When the project is presented, students learn how organizations manage and process customer feedback and complaints. Students have insightful comparisons of the implementation and execution of such processes within organizations. The project contributes to student learning and understanding of numerous key objectives of quality management including: how quality is managed in organizations, the strategic focus customer feedback can play in organizations, process management, voice of the customer, and benchmarking best compliment/complaint management practices.     

清代总理回疆事务参赞大臣治疆反思简

清代驻守在新疆南路的总理回疆事务参赞大臣,在长期的守边治边职位上,积累了熟悉邻边、团结人心与离任究过等较为丰富的经验;同时在具体实践中,也体现出一定的教训：偏袒优容少数民族首领、官员更换频繁、重军政略经济、战略要地各自为守等。通过对参赞大臣的治疆反思,以期为当今南疆乃至新疆的治理提供路径。     

论《在伊犁》系列小说中的声音世界

王蒙在《在伊犁》系列小说中营造了一个复杂的声音世界。其中,人物言语声音的设置对于文本的整体建构有更重要的作用。王蒙利用人物言语声音营建了民间声音世界和暴政声音世界,不仅传达了他对伊犁的温情回忆以及返观苦难时的节制表述,而且也折射出了他谅解的历史观和文化心态。     

The relative difficulty of signed arithmetic story problems for primary level deaf and hard-of-hearing students

This study determines the relative difficulty and associated strategy use of arithmetic (addition and subtraction) story problems when presented in American Sign Language to primary level (K-3) deaf and hard-of-hearing students. Results showed that deaf and hard-of-hearing students may consider and respond to arithmetic story problems differently than their hearing peers, with the critical dimension in problem difficulty being based on the operation typically used to solve the problem, not the story within the problem. The types of strategies used by the students supported the order of problem difficulty. The visual-spatial nature of the problem presentation appeared not to assist the deaf and hard-of-hearing students in solving the problems. Factors that may have contributed to this pattern of problem difficulty are discussed so that educators can better align mathematics instruction to the thinking of the deaf child.     

Introducing the DYNAMICS framework of moment-to-moment development in achievement motivation

This article introduces a new theoretical and psychometric framework describing moment-to-moment development and inter-dependencies of achievement motivation in terms of the situated expectancy-value theory, by introducing dynamical systems concepts into this line of research. As a first empirical example of a study using this framework, we examined whether task values, costs, and success expectancies measured in a learning situation (time point t) predicted themselves and each other at the next situation (t + 1; 27 min later) within a weekly university lecture.Situational task values, expectancies, and costs were assessed using the experience sampling method in 155 university teacher training students during weekly lectures for one semester, with three surveys during each weekly lesson. Data were analyzed with multilevel cross-lagged structural equation models.There were significant auto-regressions from one learning situation to the next in success expectancies and effort costs, but not in intrinsic, utility, or attainment value nor emotional or opportunity costs. There were no significant cross-lagged effects from one situation to the next in any of the measured situated expectancy-value components.As a framework to integrate dynamical systems concepts into the research on situated learning motivation, we expect the proposed DYNAMICS framework to have a substantial impact on further theory development.