灵视——华兹华斯诗艺建构的核心

华兹华斯是一个灵视诗人。华氏的灵视力首先表现在其作品中强烈的生命意识：诗人坚信世间万物皆有神性,死亡是生命的延续;同时,华兹华斯的灵视力使他把自然当作传达情感的强有力的工具,在诗人的眼中,自然是人类接近上帝的媒介,是人类灵魂的导师,最能激发想像力的工具,是人类精神的伊甸园;华兹华斯还是是一个热衷于描写人类精神世界的大师,他喜欢选择贫苦的农夫、儿童、心智不全者以及老人作为他文学创作的对象,通过对他们精神世界的探索,诗人成功的展示了那沉静而永在的人性的悲曲中所渗透的人性的崇高。     

基于平昌冬奥会赛况及主场优势对我国雪车和钢架雪车发展的启示

通过分析平昌冬奥会雪车和钢架雪车的赛况及主场优势,探索雪车和钢架雪车的发展规律,力求为我国雪车和钢架雪车项目的发展提供借鉴和参考。收集整理雪车和钢架雪车项目基本信息、平昌冬奥会赛况、获奖运动员信息及主场优势。研究发现：平昌冬奥会雪车和钢架雪车项目获奖运动员身材高大、年龄偏高;雪车和钢架雪车项目运动员跨界、跨项比例非常高;初学雪车和钢架雪车的年龄与运动成绩无直接联系,有丰富运动经历、运动水平较高、年龄略小（20岁以下）的其他项目运动员（田径）可转雪车和钢架雪车,且运动成绩提升速度快,通常在训练两年后,可达世界高级水平;雪车和钢架雪车训练和比赛的赛道极其稀缺,有限的赛道集中在东道主国家,这些国家的运动员较其他国家运动员有更多的时间熟悉赛道,这可能在一定程度上增加获胜的几率。     

David Foster Wallace on dumb jocks and athletic genius

David Foster Wallace was genuinely troubled by what he perceived to be a serious incongruity in the mental lives of elite athletes. To perform with grace and beauty, elite athletes must be ‘geniuses,’ yet in conversation and prose these same athletes often exhibit such vapidity and banality that he was tempted to simply write them off as unintelligent or worse. In response to this puzzle, Wallace developed different philosophical conceptions of the elite athlete aimed at bridging the gap between genius and dumb jock. For Wallace, this was an exercise designed to help him live a more compassionate life.     

国内外社会分层与社会流动视域下的体育研究综述

在梳理国内外有关社会分层与社会流动和体育的研究基础上,提出应加强社会分层与社会流动和体育的基础理论研究,研究内容逐渐丰富、视野逐渐开阔,研究方法多元化、由定性研究转向定量研究、建立统计模型,关注运动员的家庭阶层背景及社会流动路径等主要观点。     

我国赔偿法中精神损害赔偿制度建立的必要性——以人权保护为视角

是否应该在我国国家赔偿法中建立精神损害赔偿制度一直是法学界争论的焦点。我国国家赔偿法中精神损害赔偿存在缺失,笔者认为以人权保护为出发点,在我国的国家赔偿法中应确立国家侵权的精神损害赔偿制度,以求在司法实践中充分地保护公民的权利,构建更为和谐的法制社会。     

‘I'm not going to be in Japan forever’: how Filipina immigrant youth in Japan construct the meaning of home

This article, based on an ethnographic study of five Filipino-born daughters of Filipina migrant workers in Japan, discusses how these young women construct understandings of home as they navigate the borderlands between the Philippines, Japan and the US. The study reveals the ways in which these young women negotiate the possibilities and constraints of their homeland in the Philippines, their new land of Japan and an imagined future home in the US. Their senses of safety, economic security, community and cultural/linguistic affirmation all affected how they understand these countries as potential and possible homes. The study reveals how these youth search for and build homes across multiple spaces and the struggles they encounter within that search.     

难以逃离的瘫痪——从空间批评视角解读乔伊斯的《阿拉比》

空间批评关注空间的社会文化等属性,文本中的空间是一种蕴含多维意义的指涉系统。乔伊斯在其短篇小说《阿拉比》中分别从景观空间、社会空间和个体空间三个角度呈现精神瘫痪的都柏林。景观空间反映出都柏林社会的沉闷压抑、毫无生气、令人窒息;社会空间为情节提供了发展的广度;个人空间则折射出主人公压抑的心情。这三种空间成为小说中的一种指涉系统,成功地展现了都柏林这座瘫痪中心的全景。     

文化产业含义和特征研究述评

我国学者对文化产业概念的含义和文化产业基本特征的认识,虽然有一些细微的差别,但大多数学者在其研究过程中所使用的主要理论和基本方法高度一致,其研究结论也大同小异。目前研究存在的不足是：研究成果比较零碎,尚未形成一个有影响力的理论体系;大多数的研究都拘泥于经济学和管理学的视角,而从社会学、文化学、历史学等多学科的视角进行系统研究的成果太少。研究的深度不够,缺乏突破性的研究成果。     

个体自由主义飘零者--五龙形象分析

五龙是苏童枫杨树系列中颇具转折点的一个人物,是逃亡和还乡主题第一次结合的产物。从五龙逃亡——复仇——毁灭——还乡的生存心态和生命际遇,我们可以看出苏童对于人类在从农业社会向工业社会转化中出现的思想矛盾和行为冲突进行的揣摩和思考。     

The Literacy Early Action Project (LEAP): exploring factors underpinning progress with literacy for a child in his first year of school

In this article, Anthony Feiler, senior lecturer in the Graduate School of Education at the University of Bristol, and Elaine Logan, lecturer in early years education at the City of Bristol College, present a case study of a child who made strong progress with literacy during his first year at school. The child and his family participated in the Literacy Early Action Project (LEAP), a home-visiting scheme for children judged by school staff to be at risk of struggling with literacy. A teaching assistant made weekly home visits during the year and developed literacy support activities with the child's mother and grandparents. Five key factors underpinning the child's progress are identified here: the flexibility in the teaching assistant's approach that enabled extended family members to become engaged in literacy support; the teaching assistant's sensitivity to family culture; the playful approach to learning adopted by the teaching assistant; putting the child at the centre of the intervention; and the existence of a school culture that strongly promoted involvement for parents. Anthony Feiler and Elaine Logan conclude that teaching assistants in the UK might be given more scope to develop support strategies for early childhood education that involve collaborative work with parents.