“都市大众小说”的命名及源流分析

在1941年至1945年这一独特的历史时期，上海出现了一批颇具轰动效应的作家与作品，以往对这类作家作品的研究，存在着概念模糊，命名无序以及格局分散等偏颇之外，为此，有必要从整体的角度对这一学现象进行再定义和梳理。     

元代下层文人选择杂剧的心态试探

元代下层文人对杂剧艺术的选择，促进了杂剧的大繁荣。他们在选择杂剧的过程中，或隐或显地呈现出了各种心态，主要有宗教的解脱心态、生存的边缘化心态、娱乐的自适心态和价值的凸现心态。     

投标单位工程量清单综合单价问题的探讨

在工程量清单投标中,灵活运用综合单价会给投标单位带来显著的经济效益。     

孤吟山鬼语愁心频折幽芳怨摇落——王沂孙后期词艺术解析

王沂孙后期词的杰出成就是他在清代词坛“声名鹊起”的根本原因。词人在后期咏物词中,借物写心,超越了喻象与喻义之间的复杂含混性,成功地塑造了物我混一的艺术形象;在艺术情感表达上,运用移情诸手法,借助特定的意象群,来营造凄凉哀怨的情感氛围,传达其郁愤怨恨之情。二者共同作用,使其词作产生了强烈的艺术感染力,引起后人的共鸣与认同。     

自主创新:经济社会发展和增强综合国力的重要支撑点

在经济全球化条件下,提高我国科技的自主创新能力对于进一步发展社会生产力、促进经济结构调整、保护自然环境、提升经济竞争力具有十分重要的意义。文章分析了我国科技自主创新的现状,提出了提高我国科技自主创新能力的对策。     

论教育技术工作者的人文、实践与创新关怀

在推动教育信息化的过程中,教育技术工作者正以极大的热情投入到理论与实践的研究中。为此,本文试图从当前教育技术工作者的工作现状中,探寻教育技术工作者对实践的关怀,且分别从教育技术工作者自身、教育技术理论与实践以及教育技术实践创新三个方面构建中国本土化的“学习支持服务系统”。     

探情传情,拨动学生情感的琴弦

语文教学必须以美学观点把握课文的情感基调，认真分析教材。处理教材，在教学中通过各种方法，把学生带入文章的意境，引起学生的共鸣，拨动学生情感的琴弦，激发其对语文学习的兴趣与爱好，从而达到学习语文知识，陶冶美好情操，培养高尚品格，获得欣赏美，创造美的能力的目的。     

戴望舒与李商隐的情诗比较

文章通过戴望舒，李商隐的情诗比较，力图揭示戴望舒诗歌的传统渊源，作为乱世中的苦难诗人，从深层讲，悲苦的末世情怀是戴承继李的内在因素。至于戴望舒情诗的感伤特质，则从他与李难诗人，从深层讲，悲苦的末世情情是戴承继李的内在因素。至于戴望舒情诗的感伤物质，则从他与李商隐相似的爱情观和情诗氛围的营构得以体现，其区别则在情感和情绪分别成为李，戴表现的不同侧重点，另外，由于他们客观上面临着查相同的艺术上的反判任务，因而导致俩人对含蓄诗美的追求，其结果是造成他们情诗艺象的多义性，略有不同的是，李商隐爱用典，而戴望舒偏爱传统意象。     

Adopting Cut Scores: Post-Standard-Setting Panel Considerations for Decision Makers

Standard-setting studies utilizing procedures such as the Bookmark or Angoff methods are just one component of the complete standard-setting process. Decision makers ultimately must determine what they believe to be the most appropriate standard or cut score to use, employing the input of the standard-setting panelists as one piece of information among multiple sources. However, guidance for weighing the various components is limited. The current article describes considerations about data that are used to make standard-setting decisions, as previously outlined by Geisinger (1991) . The ten points provided by Geisinger have been expanded as they relate to shifts in educational policy and practice in educational measurement. They have been amended with six new components as well. The new considerations addressed are smoothing across grades, raising standards in progression (over grades or over time), opportunity to learn or instructional validity, input from other groups, equating or linking to previous standards, and organizational vision and goals .     

Couples' affective orientations and their verbal abusiveness

Four measures of affective orientation: awareness of affect as information, posses‐sion of positive feelings, and expression of positive and negative emotions were employed to examine the relationships between functional males’ and females’ affective orientations and the level of verbal abuse reported in their relationships. Females reported having higher levels of affective awareness on all four measures of affective orientation. Contrary to expectations, males’ and females’ awareness of affect as information to guide interactions and positive feelings were not associated with reported verbal abuse. Males’ and females’ expressions of negative emotions, however, were significantly negatively associated with verbal abuse in the relationships. Males’ positive emotional expressiveness was significantly negatively associated with self‐reported verbal abuse in the relationship. Functional males and females reported experiencing similar levels of verbal abuse within their relationships.