论中国当代小说的反讽艺术

反讽是人类文化发展中自我反思的必然结果 ,传统的文化逻辑与现代文化意识猛烈冲撞的文化背景导致了中国当代小说反讽形式的勃发。当代小说所普遍存在的言语反讽、情境反讽与结构性反讽等方式 ,构筑了多重反讽视境 ,从而促成了当代小说叙事艺术的超越性位移     

A conceptual framework to analyse the multiscalar politics of education for sustainable peacebuilding

A critical and more nuanced understanding of the multifaceted relationship between projects of peacebuilding and educational provision is starting to develop. Drawing on an epistemological and ontological anchor of critical realism, and a methodology informed by the application of cultural political economy analysis and the strategic relational approach to understanding educational discourses, processes and outcomes, we illustrate how the ‘many faces’ of education in conflict-affected situations can be better theorised and conceptually represented. In doing so, we link goals of peacebuilding to those of social justice, and reinvigorate the notion of education playing a transformative rather than a restorative role in conflict-affected contexts. Making such ideas concrete, we provide examples of how such an analytical framework can be employed to understand the multi-faceted relationship between education and projects of social transformation in conflict-affected environments across the globe.     

现代结构力学教学中的有限元法

分析了结构力学在土木工程专业中的重要性,尤其是有限元法的应用,将有限元法的学习与实践作为与经典结构力学同样重要的课程部分,构建教学重点并加强实践过程。强调理解"离散"与"集成"的思想和计算程序调试的过程,给出了有限元程序上机实践和ANSYS软件上机实践的建议,包括学时、重点内容、实践流程以及参考例题。     

现实主义:理论沃土和文本荒芜

现实主义作为一种艺术创作原则有着极其丰富的理论内涵，然而在我国当代的学创作实践中，却呈现出本荒芜的景象。本从精神追求和艺术手法两个方面入手，对现实主义的理论内涵和创作实践进行了分析，指出了现实主义在我国应该更加得到重视的事实。     

试论批判性是现实主义文学的应有品格

从高尔基用“批判现实主义”为19世纪现实主义学命名中引出现实主义的批判性问题,认为批判性不仅是19世纪现实主义学的特点,也是所有现实主义学的应有品格。并在对批判性进行必要的界定的基础上,从现实主义学的哲学背景,历史经验和当前境遇三方面进行了论证。     

"造境"、"写境"与《镜与灯》中文艺理论的四种类型

王国维在《人间词话》中的“造境”、“写境”与阿布拉姆斯在《镜与灯》中所提出的文艺理论的四种类型有诸多类似之处。“写境”在一定程度上类似于摹仿说,“造境”则在一定程度上类似于表现说。二者在理论表述上的差异。大概来自于我国民族文化的特色。     

中国古典小说与西方传统小说结构艺术之比较

中国古典小说与西方传统小说，由于文化土壤不同，在结构艺术上呈现不同的特征。中国古典小说深受史传文学的影响，其结构艺术呈现出以事件为中心结构全篇的态势，形成了以顺叙为主的封闲性系统。西方传统小说受神话与史诗的影响，以人物为中心结构全篇，形成开放式格局。民族文化心理的不同，又使中国古典小说在结局的处理上，多以喜剧来结束全篇。而西方传统小说却多是悲剧结局。     

肖邦《f小调幻想曲》结构形式之分析--初涉"混合曲式"结构基础的生成原理

肖邦《f小调幻想曲》由于其作品强烈深刻的英雄史诗般风格,创作中大量运用了庞大复杂的戏剧性手法,反映在结构形式上更趋综合多样化。文章分别从混合曲式生成的外部条件和内部条件,结合该具体作品的细部分析,探寻了混合曲式结构基础的生成原理。     

Risk Assessment and Optimisation of Blast Mitigation Strategies for Design and Strengthening of Built Infrastructure

A probabilistic risk assessment procedure is developed which can predict risks of explosive blast damage to built infrastructure, and when combined with life-cycle cost analysis, the procedure can be used to optimise blast mitigation strategies. The paper focuses on window glazing since this is a load-capacity system which, when subjected to blast loading, has caused significant damage and injury to building occupants. Structural reliability techniques are used to derive blast reliability curves for annealed and toughened glazing subjected to explosive blast for a variety of threat scenarios. The probabilistic analyses include the uncertainties associated with blast modelling, glazing response and glazing failure criteria. Damage risks are calculated for an individual window and for windows in the facade of a multi-storey commercial building. The paper shows an illustrative example of how this information, when combined with risk-based decision-making criteria, can be used to optimise blast mitigation strategies.     

Examining explanatory style for failure of direct entry and transfer students using structural equation modelling

This study tested the factor structure of the explanatory style for failure (ESF) using confirmatory factor analysis (CFA), tested measurement invariant across direct entry and transfer students, tested latent mean differences between these groups on the ESF factors, and tested a theoretical path model, whereby ESF explains variance in grades indirectly through one’s academic resourcefulness. A sample of 743 direct entry and 371 transfer students, with an overall mean age of 21.85 years, completed the ESF and a scale assessing academic resourcefulness, and year-end grades were attained. There was mixed support for the ESF 4-factor structure, though it was invariant across groups. Latent mean analysis showed that transfer students were less likely to attribute academic disappointments to lack of effort, bad luck, and lack of personal ability than direct entry students. Analysis of indirect effects showed that ESF indirectly predicted grades through academic resourcefulness.