建立对版制度维护档案真实

本所谓维护档案真实，意指维护档案馆出具档案证明的真实。     

于细微处见真章——学者口述史采访中的细节问题

口述史学与以文字书写的传统史学在技术路线上固然有所不同,然而有一点却是相同的,这就是历史细节的发掘与描写。历史事件都是由细节构成的,没有细节,就没有可信的历史。文章认为,学者是人类文明的创造者、记录者、传承者,对学者进行口述史采访,尤其应当注重细节发掘。《史记》之所以成为中国历史上一部具有划时代意义的史学巨著,与司马迁特别注重历史细节的记录与描写有关。通过学者口述史采访,我们一方面可以记录历史事件的具体发展过程,还原历史真相,补充第一手珍贵的历史资料;另一方面,还能感受到他们的道德情怀与人文精神,有助于传承与弘扬中华优秀传统文化。文章还结合中国记忆项目实践,介绍了对冯其庸、顾方舟、黄能馥、黄明信等学者进行口述史采访的具体细节。     

Supportive communication from bystanders of cyberbullying: indirect effects and interactions between source and message characteristics

Cyberbullying is an increasingly common experience that produces psychosocial consequences for targets. Interventions encouraging bystanders to support targets of cyberbullying are limited by a lack of focus on what to communicate. This study considers supportive messages that emphasize emotional comfort, attributions of responsibility, and beliefs that people can change as relevant to this context, and it examines how perceptions of messages differ based on whether support providers have or lack experience with cyberbullying. We extend research on the indirect effects model of supportive communication by randomly assigning participants (N?=?304), who self-identify as targets of cyberbullying, to message and source conditions and assessing their perceptions of messages, providers, and outcomes. Impressions of messages mediate their influence on outcomes, and the experiential similarity of support providers moderates these effects. Certain messages, notably those contending that bullies can change, are less effective when delivered by sources who lack experience with bullying.     

‘When words don't come easily’: personal narratives from adolescents experiencing shyness as an emotional and behavioural problem in the school context

The purpose of this article is to present narratives from 15 adolescents experiencing shy behaviour as an emotional and behavioural problem in the school context in light of narrative understanding. The investigation is intended to generate knowledge about this largely under‐researched phenomenon based on the personal accounts of those who are actually experiencing it. Their narratives are the foundation for a discussion regarding implications for future practice in the context of school in relation to this group.     

恩格斯与列宁关于真理问题探讨的比较

在马克思主义发展史上恩格斯和列宁都有关于真理问题的探讨,根据时代提出的问题,两人都在坚持真理上的唯物论和辩证法方面维护了马克思主义的历史地位。恩格斯在《反杜林论》中针对杜林的永恒真理强调真理的条件性,列宁在《唯物主义和经验批判主义》中针对俄国的马赫主义强调真理的客观性,列宁对恩格斯继承和发展的地方在于探讨了关于实践标准的辩证性问题。恩格斯和列宁的真理观自提出以来就受到了来自马克思主义内部和西方哲学界的质疑和挑战。关于真理问题的探讨是对马克思主义真理观的丰富和发展,在马克思主义发展史上以及对当前中国的社会建设具有重要的意义。     

‘They think that if you're a teacher here … you're not clever enough to be a proper teacher’: the courtesy stigma experienced by teachers employed at schools for pupils with behavioural,emotional and social difficulties (BESD)

A wealth of literature has identified that children with behavioural, emotional and social difficulties (BESD) and their families are frequently stigmatised due to the perceived controllable and ‘invisible’ nature of this special educational need (SEN). Yet little research has considered the impact of this stigma on another group of individuals, educational practitioners employed in BESD schools. This is despite these professionals working in close contact with pupils with BESD, a heavily stigmatised group, on a regular basis. This paper therefore, details a study which explored perceptions of stigma specifically with educational professionals employed in schools for pupils with BESD. Semi‐structured interviews with nine practitioners (including head teachers and class teachers with additional responsibilities) were conducted, all of whom had worked within the BESD sector for at least 10 years, with data being analysed via Interpretative Phenomenological Analysis (IPA). Findings revealed how educational practitioners employed in BESD schools experienced courtesy stigma, with many not being perceived as ‘proper’ teachers due to a discourse of care surrounding BESD. Other professionals reported much confusion from their mainstream colleagues and other individuals about how they could want to work with such ‘challenging’ pupils. This courtesy stigma was linked to the wider stigma surrounding BESD schools, which were often ignorantly perceived to be full of ‘bad boys’ or ‘absolute horrors’. This paper concludes by considering the implications of these findings for policy and practice, and provides recommendations for addressing the identified stigma towards practitioners employed in BESD schools.     

宋词主题之“悲秋”研究

在宋代时期,很多词人创作了大量以悲秋为主题的词作品。本文,对以悲秋为主题的宋词的情感模式进行解读,阐述了这些"悲秋词"的形成进行探源。     

The self experience of the gifted person: Theory and definitions

Recent articles on the gifted self are characterized by theoretical confusion and lack of definitional clarity. This article, anchored in current self psychology theory, defines the self experience as the person's subjective experience of organization and meaning, the maintenance of which is crucial to normal functioning. Interactions with others are a formative part of the self experience. Traits of giftedness, and the reactions of others to these, contribute to the gifted self experience. Social and emotional problems of giftedness, such as those that arise with asynchronous development and perfectionism, are based on a compromised sense of cohesion and unity of the self experience.     

浅谈艺术教学中的情感教育

艺术教学中,情感教育起着根本性的作用,在教学的全过程中,情感教育贯穿于教学的各个环节,因此,在艺术教学中教师应重视情感教育。