论《心是孤独的猎手》中的叙事视角

麦卡勒斯作品的孤独主题一直占据评论界的中心,其引申出的女性主义、诗性特征以及文化背景义涵都得到了充分的拓展。麦卡勒斯的天才不仅体现在其敏锐深刻的洞察力上,也体现在其独特精致的叙事技巧上。麦卡勒斯作品《心是孤独的猎手》的叙事视角具有多变性特征,主要表现在第三人称外视角的应用,零视角的应用,以及内视角的应用等方面。三种视角巧妙地来回切换,体现了作者独具匠心的创作理念。     

网络环境下跨区域合作推动欠发达地区教师专业发展的研究——以震后灾区教育重建为例

教育的均衡发展是未来相当长一段时间内教育改革与发展的战略选择,也是解决义务教育多重矛盾和问题的根本手段。欠发达地区教育的发展是教育均衡发展的重要内容,而其核心则体现于教育质量的提升。只有区域教师的专业发展实现了,区域内的教学水平和教育质量才能得到提高。除了实施以校本、校际和区域发展为主题的教师群体发展外,进行跨区域的教师专业发展不仅具有重要的现实意义,也将成为未来教师专业发展的重要趋势。实施跨区域的教师专业发展,可借助网络技术实现资源共享和可持续发展,从而形成稳妥有效的跨区域教师发展机制,这不仅可以促进教师的身心健康发展,也能有效保障教师以平等的心态参与教学改革和教学研究,不断完善自我专业素质,带动更多的教师发展,从而推动欠发达地区教育的均衡发展。     

复杂性视野中的中长跑竞技能力及其建构

复杂性视野中,中长跑竞技能力结构的多层次性表明其构成要素在结构中的不同作用与地位;整体性体现各构成要素之间的有机联系及相融;非衡性则决定了运动员的竞技能力具有个性化属性。上述结构特征决定了中长跑竞技能力建构应以信息系统的开放为先导,促进竞技能力建构由被组织向自组织转变;推进竞技能力建构系统要素间的相互作用,提升自组织系统的演进动力;坚持非衡性、非线性和非同步发展理念,设计"个性化的竞技能力建构模型"。     

国外认知视角的信息行为研究现状分析：基于文献计量

综合运用词频统计及社会网络分析的方法,以国外2001～2010年发表于图书馆学情报学（LIS）领域主要学术刊物从认知视角展开的关于信息行为研究的733篇论文为样本,对其摘要进行了文献计量分析。通过聚类分析,析出了本领域研究的4个主要子领域和3个相关问题,从整体上勾画了认知视角信息行为研究的全貌i通过对共词网络中心性的分析,检出了十年来认知视角信息行为研究的热点问题。     

Urban primary school headship in England: an emotional perspective

This paper explores some of the reasons that primary head teachers in urban schools give for staying in a highly complex and demanding professional occupation. The paper is divided into two sections. The first section contains an overview of what is involved in primary headship in the English setting and what is distinctive in the urban setting and its impact on headship. The second section of the paper draws on a small exploratory study to consider some of the key factors that influence urban primary school head teachers to stay in their posts. The paper details the emotional complexities and costs involved in this work, focusing on resilience, commitment, and the rewards of doing what is seen as a worthwhile job, which all contribute towards retention in a challenging profession.     

The mitigating effect of work-integrated learning on graduate employment in South Africa

Abstract

This article seeks to provide theoretical insight into supply and demand factors within higher education and how these relate to each other and to graduate unemployment within the South African context. Research was undertaken primarily to determine the graduate unemployment rate at a higher education institution in South Africa and secondly to ascertain whether work-integrated learning (WIL) had an effect on graduate unemployment. Statistical analysis revealed that the graduate unemployment rate at a certain higher education institution in 2011 was 46% while WIL reduced graduate unemployment. The unemployment rate for students who had had no WIL was 63%, whereas the unemployment rate for those who had complete WIL in the course of their higher education training decreased to 26%. Findings supporting the mitigating influence of WIL are a potentially valuable contribution to policy and practice in higher education.     

User acceptance of mobile e-government services: An empirical study

The traditional focus of e-government services research has been on non-mobile services but now with the incorporation of mobile services more people are able to access these Mobile e-government services (m-government services). In addition, such services are critical for improving user-to-government communication effectiveness and maintaining relationships. The purpose of this study is to identify the factors that determine user acceptance of these services. Based primarily on the theory of planned behavior and supplemented by the mobile communication perspective, a sample of 331 users of m-government services in Taiwan was tested. The findings show that perceived usefulness, perceived ease of use, trust, interactivity, external influence, interpersonal influence, self efficacy, and facilitating conditions are critical factors. This study has given us a better understanding of critical mobile communication factors in improving user acceptance of m-government services. Implications and recommendations for research and practice are also presented and discussed.     

Implicit and Explicit Use of the Strengths Perspective in Social Work Education

Most of the literature on the strengths perspective has addressed issues of practice; far less has been written about the role of the strengths perspective in social work education. Empirical studies have tended to focus on content analysis of texts and syllabi rather than data obtained directly from social work faculty. To address this gap, the author conducted a study of faculty teaching Master of Social Work foundation courses. Findings indicate that instructors vary in how implicitly or explicitly they use the strengths perspective, using a range of concepts to capture the notion of strengths. They consider the strengths perspective most useful as a mediator between theory and topic, serving a different function in different courses.     

Between two stories: assessment of and for learning

The study was conducted in a school for special education with small classes of six to 12 students. The aim was to illuminate how students’ understanding of written assessments could be related to assessment for learning. Twenty-nine students were asked to describe their understanding of written assessment in three different subjects and, further, to describe their perceptions in follow-up interviews. The two-step analysis first focused on individual understanding. Thereafter Vygotsky’s zone of proximal development (ZPD) was used as analytical tool. In the first analysis three categories were identified. Students’ understandings were related to subject matter knowledge, generic skills and attitudes. The findings of the second analysis indicated that written assessment often lacked formative features and cannot be seen as learning in the ZPD. Difficulties with schoolwork were seen as problems of the individual and the measures were directed towards the student. Even though the guidelines ask for a relational perspective a categorical perspective sometimes was adopted in the assessments. The implications of the study relate to the ways teacher’s assessment competences can encompass students’ understanding and how this can be translated into action.     

试析柴可夫斯基《儿童钢琴曲集》创作风格及音乐情绪的把握

《儿童钢琴组曲》是柴可夫斯基针对儿童演奏者或钢琴初学者而创作的内容丰富的24首乐曲。每一首乐曲都反应了孩子不同年龄阶段的性格特点。24首乐曲备有特色,表现出孩子在生活中喜怒哀乐不同的情绪及生活场景。在演奏每首乐曲时要理解作者的创作意图、刻画怎样的音乐形象和音乐场景,因此要运用不同的演奏速度、力度、触键方法来准确的诠释。