汉语词的理据特点

汉语词的理据包括意味形式和内在形式两大类。其中内在形式理据是主流，具有意合性特点。本文通过实例对汉语词的理据特点及其理论和实践意义进行了描述。     

论中国神话中"天"的原型意义

荣格和弗莱的原型批评为进行人类化和学深层结构的整体性研究，提供了独特的视角。本认为，探究中国化精神内核，审察神话原型“天”的隐喻意义，至为重要。在此。力图追根溯源。透析远古神话中“天”的概念及其天人关系，提出对中国化的一种解读。     

政治代理人的问题行为及其法律控制

政治代理人滥用公权力委托给自己的权力，在权力转移中从公共资源需求方手中获取自己与委托人之间的契约之外的私人利益，并使委托人的利益受到损害，我们把这一行为称之为政治代理人的问题行为，由于此行为之主体的特殊性，行为的隐蔽性，责任的模糊性，因而极具政治危害性，仅靠道德说服教育的手段来解决其问题行为已显得软弱无力，且不能达到预期的效果，应将法律作为重要的手段，迫使政治代理人在法律的权威约束下对权力的行使做出合理的选择。     

刍议海涅定理在分析学中的作用

讨论了海涅定理在数学分析、实变函数与泛函分析中的作用 ,并对相关问题作出了相应的阐释 .     

儿童假扮游戏中的认知技能发展

假扮游戏的出现、发展到成熟伴随儿童的认知发展．儿童需要具备必要的认知技能才能参与假扮游戏,与假扮游戏有关的认知技能主要包括:社会参照、解读意图、分离、符号化假扮、角色扮演等．假扮游戏与儿童认知发展是一个交互作用的过程,作用的起点是假扮行为的出现．     

素质教育如何化虚为实

由于不少人还不明白素质教育的实质和内涵,没有相应的硬件建设和相应的课程和教材,以致于素质教育难以真正实施。要使素质教育化虚为实,必须探索素质教育的最佳切入点,大幅度增加教育投入,逐步完善社会用人制度与教育评价体系,加大政府干预力度,规范素质教育内容,规范教学管理,提高教师的素质。     

英语"将来时间"多种表达方法异同

“将来时间”的多种表达法往往令学生无所适从。如何使学生尽快掌握“将来时间”表达法是英语教学者的职责和义务。通过比较和归纳 ,可使学生对“将来时间”的表达法有所理解。     

Influence of improved teaching practices on student satisfaction ratings for two undergraduate units at an Australian university

To track the quality of instruction delivered at the University of Western Australia, the university surveys all units using its Students’ Unit Reflective Feedback (SURF) metrics, and faculties use these metrics to benchmark student satisfaction. Consequently, teaching staff are actively encouraged to adopt teaching practices that will increase the average levels of these metrics. Using a ‘before-after’ approach, we compared these metrics before and after the implementation of improved teaching practices that addressed specific weaknesses identified through student responses for two undergraduate units. Despite the implementation of improved teaching practices, SURF scores did not increase significantly for the two units assessed, due possibly to the components of the academic programme covered by the SURF questions, the field-based nature of the units, and the difficulty in measuring an increase in the SURF scores of units which already score highly. This poor sensitivity of the SURF metrics to the implementation of improved teaching practices could have implications for their use for performance assessment by the university.     

Identity policies of education: struggles for inclusion and exclusion in Peru and Colombia

ABSTRACT

Policy initiatives that seek to account for ethno-cultural differences in education and schooling have become increasingly popular over the past few decades. These include affirmative action measures and bilingual education models. The rationale for the implementation of these policies focuses on their potential to rectify historical discrimination by both levelling horizontal inequalities and granting equal value to different cultures and languages in the schooling process. In this framework, however, ethnic communities are often treated as discrete and static social aggregates, and social heterogeneity and spillover effects between groups are disregarded. This paper draws on empirical case studies from Colombia and Peru to show how identity policies of education can increase inter-ethnic competition, leading to protracted social conflicts. These outcomes, beyond negatively impacting local communities, raise important dilemmas surrounding the theoretical and operational foundations of these popular policy measures.     

举证责任与证明责任

举证责任与证明责任的关系问题一直是法学界争论的一个热点。众说纷纭，莫衷一是，但概括起来，主要有以下三种观点：同一说，证明责任即举证责任；从属说，两者是从属关系；举证责任与证明责任是两个不同的概念。笔者认为，举证责任与证明责任含义不同，两者之间既有联系又有区别。