徐无党辩诬与《新五代史》的重新定位研究初探

通过对欧阳修《答徐无党第一书》的重新解读、《新五代史》写作历史背景及其撰述宗旨的分析,对目前学界所流行的《新五代史》的注文没有反映出欧阳修"既重褒贬又重事实"的撰述思想进行了回应,得出"重褒贬轻事实"是《新五代史》的特点,《新五代史》注文完全反映了欧阳修的著述思想。     

信用证欺诈例外原则探析

信用证欺诈例外原则是为了防范信用证欺诈而创设的,它是在肯定信用证抽象独立原则的基础上形成的,信用证欺诈例外原则的形成和发展标志着信用证制度的不断完善和进步。文章对信用证欺诈例外原则的产生及理论基础、信用证欺诈例外原则的适用条件、信用证欺诈的救济途径、信用证欺诈例外的豁免等问题进行了初步探析,以期对防范信用证欺诈问题有所裨益。     

难以自拔的个人得救——《红字》刑台示众场景与圣经中类似场景比较

霍桑在《红字》的关键部位布设了刑台示众场景,该场景在组织人物、展示和推进情节中起到重要的叙事作用。从圣经中的类似场景入手,与《红字》中的三次刑台示众场景比较,发现两者的构成要素空间、人物和事件极为相似,都讲述审判—救赎的故事：圣经侧重于审判故事,《红字》则重在救赎故事。审判者的缺失是男女主人公悲剧的主要根源,这既是对圣经中类似场景的再现和颠覆,亦是一种延续与更新。     

《红字》中海斯特的形象分析

霍桑在文学史上占有非常重要的地位,特别是《红字》一直受到大家喜爱,其中所表现的女权主义倾向也吸引了众多目光。通过对霍桑作品《红字》中的海斯特.白兰的形象分析,阐述女权主义在海斯特身上的体现,并以此探究作者霍桑的女权思想。     

Writing and becoming [a teacher]: Teacher candidates’ literacy narratives over four years

This paper explores narrative inquiry practices in pre-service teacher education program. Written dialogue by teacher candidates provided deep and long term reflection during a 5-year initial teacher education program. This 4-year longitudinal study with 30 teacher candidate participants considers participants’ knowledge formation in becoming teachers, through writing and sharing of letters (with peers) of personal lived educational experiences, and personal stories of theory related to learning, teaching, and teaching practice over a significant period of time. The study discusses letter writing as a narrative inquiry practice in teacher education programs and implications of pre-service letter writing over a significant amount of time.     

The Imagery of Rose in The Thorn Birds and The Scarlet Letter

The Thorn Birds and Scarlet Letter both explore the theme of love and religion, and both show the skilful use of imagism and symbolism. This essay analyzes the common images of the two novels and compares their similarities and differences.     

Changing academic task persistence through a self-instructional attribution training program

The purpose of this investigation was to determine whether a self-instructional method of attribution training could effectively alter both academic task persistence and effort attributions for success and failure. Ninety children with low-effort attributions were identified and randomly assigned to three groups. The two experimental groups (experiential and formal presentation) were given training with two slightly different self-instructional procedure and compared to a control group receiving no such training. The results revealed that both experimental groups receiving the self-instructional attribution training evidenced significant differences from the control group in both academic task persistence and effort attribution.     

Interpreting WISC-R and McCarthy scatter: A caution

In this investigation, indices of scatter on the WISC-R and McCarthy Scales were examined for 20 educable mentally retarded and 20 learning disabled children in relation to a similar control group. The scatter found in the two exceptional samples was also compared to the variability found in the standardization samples of the WISC-R and McCarthy. Results indicated that the learning-disabled sample exhibited more WISC-R subtest scatter and McCarthy Scale variability than the standardization sample but not more than the control group. The implications of these findings are discussed.     

The effect of sensory modalities on learning

As the importance of modalities to learning becomes increasingly apparent, the dearth of modality tests and assessment techniques becomes a critical problem. A classroom model for assessing modality strengths is suggested in which students learn to spell nonsense words via six different modalities: visual, auditory, audiovisual, vocal, motor, and tactile. The technique was used and proven effective in a study involving 396 eighth-grade students. Results of the study indicated that the presentation modality did significantly affect the amount of information learned (F = 12.36, p < .01), and that the auditory and visual modalities were most effective for this particular learning task. It is felt that this assessment technique can facilitate application of modality theory in classroom teaching.     

Racial stereotypes revisited

Fifty-one black and 66 white college students were administered the Katz and Braly Checklist (1933) and instructed to select five adjectives that best described first themselves, second, black Americans, and third, white Americans. They then rated each adjective on a favorability scale from 1 to 5. Changes in the content of stereotypes were determined by calculating the 10 most frequently checked adjectives for black and for white Americans and comparing that with data from Katz and Braly (1933), Bayton (1941) and Maykovich (1972). Currently, black Americans are described as musical, loyal to family ties, very religious, progressive, ambitious, and quick-tempered. White Americans are described as intelligent, materialistic, ambitious, industrious, conventional, and conservative. The content of the white stereotype remained more stable over the years than the black stereotype. The white stereotype has slowly decreased in favorability over the years while the black stereotype has increased. Black and white students rated themselves more favorably than they rated the other or their own race.