从印象主义到康定斯基

从印象主义到康定斯基是绘画从具象走向抽象的重要阶段,印象主义第一个冲破传统的阻力,减弱了绘画以外因素的干扰,如:宗教、文学等,发现了色彩本身的价值,确立了绘画的独立地位.康定斯基第一个冲破传统绘画具象性的阻碍,发现了艺术中的精神价值,对后来的抽象绘画产生了巨大的影响.     

On the "Oedipus Complex" in Sons and Lovers—Mother is a lover of her son

Sons and Lovers is one of Lawrence’s most famous novels.It mainly concerns about the love affairs among the main character—Paul,his mother and his two girlfriends.The mother’s strange love has affected the boys for a long time,which even has made him lose the ability to love other girls.As a result,Paul gradually has the"Oedipus Complex"towards his mother,and it has influenced the whole lifetime of himself.During the competition of grasp the heart of Paul,Miriam and Clara are all the losers,while they both can’t drag Paul out of the influence from his mother.It is not until the death of his mother does Paul finally escape from the control of his mother.All the origins can be concluded into one thing—that is the Paul’s"Oedipus Complex"towards his mother.What is the"Oedipus Complex",and how does it reflect in the main content?How does it influence the emotions of Paul step by step?This essay will elaborate it in detail.     

秀珍菇原生质体的分离与再生的研究

通过对秀珍菇原生质体的分离与再生的影响因素的试验研究,表明以0.6M甘露醇为渗稳剂用1%纤维素酶 1%蜗牛酶,30℃酶解3～4小时原生质体产生最高,原生质体再生则以0.6M甘露醇或0.6M蔗糖为渗稳剂较好。     

高更的艺术美学观初探

保罗·高更是 19世纪法国后印象主义绘画代表人物 ,他用感性的方法去观察自然、解释自然 ,形成了自己的艺术美学观。高更认为 :自然是和谐、统一和有序的 ;艺术能够促使人的感情升华 ,在艺术中是“激情第一 ,理智第二” ;艺术可以作为一种由感性通向理性、超越感性本身的途径。     

受众：历史渊源和研究起缘

受众,是传播研究中最基础的概念之一。首先对受众的历史渊源、现代受众的产生进行了追溯,进而分析了受众学说建立的社会背景和理论前提,认为在促进传播研究的"受众"研究诞生的诸因素中,有两个因素是重要的:一是统计学方法的应用;另一是"大众社会"理论的兴起。在受众学说的产生过程中,拉扎斯菲尔德作出了重要贡献。     

当代经济学的集大成者——保罗·A·萨缪尔森的成就和影响

1970年诺贝尔经济学奖获得者保罗·A·萨缪尔森是美国当代著名的经济学家，后凯恩斯主流经济学派的主要代表，新古典综合派的奠基人．他所研究的内容涉及经济学的各个领域，是世界罕见的多能学者．     

第一个得到藏经洞文书的外国人

敦煌藏经洞发现之后，各国的盗窃骗买者，将藏经洞大部分文书劫往国外。第一个得到敦煌文书的外国人是谁，又是谁把藏经洞发现的消息传到新疆，各种著作众说不一。谢稚柳先生在《敦煌艺术叙录》中说是一位比利时人。这位比利时人，本文认为是曾给德国地理学家李希霍芬当过翻译和助手、并在中国做官的──保尔·施普灵盖尔特。     

Deconstruction as Narrative Interruption

Because of the way it prioritizes interruption and calls into question the very possibility of producing coherent, selfcontained narratives, the deconstructive work of Jacques Derrida is often thought to be intrinsically anti-narrative in its very structure; and yet there are those who insist that, to the contrary, deconstruction is a narrative exercise through and through. I maintain that both interpretive approaches fall prey to a serious misunderstanding of deconstruction. I will show that deconstruction should be viewed neither as a simple affirmation nor negation of narrative but rather as a radical perplexity in the face of narrative. Indeed, any serious engagement with deconstruction requires that we call into question the very nature, function, and limits of narrative practice.     

The View from Rapunzel's Tower

The fairy tale Rapunzel has captured the imagination of numerous writers and illustrators, particularly in recent years. Complex in origins and rich in possibilities, the tale has been interpreted in diverse ways that emphasize authentic issues relating to mothers and daughters, husbands and wives, love, longing, temptation, maturation, and responsibility. Poets, novelists, short-story writers, musicians, and illustrators have all found inspiration in Rapunzel. This essay concentrates in particular on the interpretations of three picture book artists, Felix Hoffmann, Trina Schart Hyman, and Paul Zelinsky, in an attempt to better understand both the significance of the tale and the ways in which artists interpret and illuminate stories.     

Comparative functions of preschool learning style and IQ in predicting future academic performance

Early assessment programs frequently rely on intelligence tests for making predictions regarding children's future school performance. Unfortunately, IQ scores provide little information to those who must develop educational interventions tailored to the unique ways in which children respond to learning situations. Alternatively, measures of children's learning style focus on distinct patterns of learning-related behavior manifested in classroom settings. Each dimension of learning style is composed of observable skills that are potentially teachable or alterable through available instructional procedures. In order to examine the relative contributions of learning style dimensions, IQ, and their interactions to the prediction of subsequent performance, 100 kindergarten children were evaluated by teachers using the Study of Children's Learning Styles scale and were administered the Kuhlmann-Anderson Intelligence Test. Fifteen months later the children's first-grade achievement was determined through standardized tests and teacher-assigned grades in reading, language, and mathematics. Relationships between the predictor and criterion variables were studied through patterns of bivariate correlations, canonical variate loadings, and standardized regression weights. Although IQ was found the better predictor, learning styles accounted for appreciable and statistically significant proportions of the variability in later achievement. The learning style dimensions functioned differentially across areas of achievement to enhance overall prediction either by complementing or interacting with the predictions afforded by IQ. The results are examined in the light of earlier research on learning-related behavior.