论国民党基层组织的缺陷

学术界关于国民党基层组织的研究方兴未艾,从基层党政关系入手进行探究,认为国民党基层建设方面存在以下缺陷:党政权力链条在纵向、横向上存在断裂、城市和农村党政组织建设比例失调,正是这样的缺陷造成了国民党基层权力的"真空化"。而造成如此缺陷的原因则是:(1)国民党意识形态的缺陷;(2)组织制度的缺陷;(3)清党运动造成的权力断层。通过以上分析,我们看到国民党基层统治的困乏,其结果是形成了"上层国民党、下层共产党"的政治局面,这一局面产生的影响有:政治统治的合法性基础流失、政治统治的效力式微和政党竞争处于劣势。进而对中国近代的政治格局的演变产生了深远意义。     

Occupational transitions as a relational project

Looking at ‘biographical learning’ as part of a work transition, the aim of this paper is to investigate how social relations enable and constrain such a learning process in outplacement clients. To examine the process, its character and social conditions, the study draws on interviews with workers who had been made redundant and were enrolled at an outplacement agency. The interviews were analysed using a comparative cross-case analysis. A distinction was made between ‘strong’ (long-term and intimate), ‘weak’ (short-term and non-intimate) and ‘formal’ (e.g., professional counsellors) relations. Findings showed that strong and formal relations were rather influential on people's engagement in biographical learning while weak relations were important to the straightforward career. Since transitions in late modern society has become not only a passage but also a learning option, the different sources and functions of social relations should be considered a vital part of outplacement counselling. Future research should examine more closely both parties in strong relationships and the (joint) process of career decision-making inherent in occupational transitions.     

How Big is Your Effect Size: Doing Research in the Classroom

It would be impossible to preface what follows with one of those ‘disclaimers’ that insist ‘the views and opinions expressed in this article are those of the author and do not reflect the views of…’ This would not only be disingenuous, it would deny the history that I draw on to make an argument about teaching, learning and research. Twenty-five years ago I came to the Institute of Education to do an MA in Language and Literature. My tutors were Jane Miller and Tony Burgess. Since 1989 I have been working at the Institute as a member of what used to be called the English department, largely as a PGCE (Postgraduate Certificate in Education) and MA tutor. My ideas about classrooms as places where creativity and cultural making are defining characteristics have grown out of my work here, the time I’ve spent in classrooms and working with trainee teachers and MA students. As important have been the conversations I have had with colleagues in the Institute and the writing I’ve done with them. This history has its roots in the work of James Britton and Harold Rosen and their insistence that we have no choice but to ‘begin from where the children are’ (Britton, J. [1970 Britton, J. [1970] 1975. Language and Learning. Harmondsworth: Penguin. [Google Scholar]] 1975 Britton, J. [1970] 1975. Language and Learning. Harmondsworth: Penguin. [Google Scholar]. Language and Learning. Harmondsworth: Penguin, 134), to see the linguistic and cultural resources that pupils bring with them to the classroom as the foundation for learning. John Yandell’s work is part of this history, particularly his many studies of the ways in which students illuminate and make sense of the literature they encounter in the classroom. ‘The text, the classroom and the world outside’ is the sub-heading of Chapter 6 of his book The Social Construction of Meaning: Reading Literature in Urban English Classrooms (Yandell, J. 2013 Yandell, J. 2013. The Social Construction of Meaning: Reading Literature in Urban English Classrooms. Abingdon: Routledge.[Crossref] , [Google Scholar]. The Social Construction of Meaning: Reading Literature in Urban English Classrooms. Abingdon: Routledge.) and it signals a clear link between John’s work and the Bullock Report of 1975, with its insistence that no child should be expected to ‘cast off the language and culture of the home as he crosses the school threshold, nor to live and act as though school and home represented two totally different cultures which have to be kept firmly apart’ (Bullock, A. (Chairman). 1975 Bullock, A. (Chairman). 1975. A Language for Life. The Bullock Report: HMSO. [Google Scholar]. A Language for Life. The Bullock Report. HMSO, 286).     

印第安民族的声音——后殖民视阈下《权力》的解读

在小说《权力》中,当代印第安作家霍根将殖民话语的颠覆与印第安话语的重建通过阿玛的故事有机结合起来,一方面以后殖民的反话语策略讲述了阿玛对白人基督教文化的抵抗,另一方面则表现了印第安土著部落对自身话语权的重建,试图书写被殖民话语歪曲、抹杀的印第安文化,寻找印第安身份,恢复印第安民族应当拥有的地位和话语权。     

权力的理性分析及法律规制

关于权力的理论研究和社会实践告诉我们这样一个结论：权力的存在是必要的,同时又是有害的。权力有力且有利,这就需要我们思考一个问题：＂谁有权力＂,＂为谁谋利＂？我们不能将权力行使者视为权力所有者,更不能将维护权力行使者的利益作为权力设定和运行的最终目的。法律与权力关系密切,法律通过对权力领域的渗透,将权力关系纳入法治轨道。     

Schools,teachers and community: cultivating the conditions for engaged student learning

This paper reveals the nature of the actions, discussions and relationships which characterised teachers’ and associated school personnel’s efforts to engage poor and refugee students through a community garden located in a school in a low socio-economic urban area in south-east Queensland, Australia. These actions, discussions and relationships are described as both revealing and producing particular ‘practice architectures’ which help constitute conditions for practice—in this case, conditions for beneficial student learning. The paper draws upon interview data with teachers, other school staff and community members working in the school to reveal the interrelating actions, discussions and relationships involved in developing and using the garden for academic and non-academic purposes. By better understanding such interrelationships as practice architectures, the paper reveals how teachers and those in schooling settings learn to facilitate student learning practices that likely to assist some of the most marginalised students in schooling settings.     

Playing with power and privilege: Theatre games in teacher education

In preparing White teachers to educate a diverse society, teacher educators must help them see the veil which colors their views of the world and privileges them. This study explores the need for playing with power and privilege to deconstruct the concept of meritocracy and challenge the idea of one-ness, thereby fostering more conscious locations of White pre-service teachers. It proposes that Boalian theatre games can serve as powerful yet playful and innovative approaches for accessing values and beliefs shaping pre-service teachers’ views of the(ir) world, influencing their roles as teachers and the pedagogies in which they plan to engage.     

论茶马古道上的民族茶文化交流与和谐之美

建设和谐社会,需要中华民族的优秀传统和文化的支撑。兴于唐宋的茶马古道遍布云南全境,成为中原内地联结西南边疆的文化走廊,是茶促进了多元民族文化在边疆的传播,各民族茶礼、茶俗、茶艺、茶道中的传统美德对历史上边疆和谐民族关系及社会发展产生了重要影响。     

论社会发展逻辑的意义、标准及其阶段划分

一部人类社会发展史就是一部人类社会发展逻辑的演进史。这种逻辑贯穿社会历史发展的始终,有一套相对完整的体系,是该社会历史时期最强大的支配力量。人类社会依次经历神灵支配的原始社会、权力支配的古代社会、资本支配的近现代社会,未来将建立起超越资本逻辑的以人的发展为逻辑主线的社会。明晰这种逻辑就可以抓住社会发展的红线、准确定位社会发展阶段,明确当前社会发展和建设的重点,更好地推进我们的现代化进程。     

我国构建民营企业新型劳资关系的实践

国内学术界对现阶段我国民营企业劳资关系的性质、原因、特征和解决思路进行了广泛的研究和讨论.我国正加紧采取措施解决民营企业劳资关系问题,构建新型劳资关系.其实践又主要从加强立法、维护劳动者的权益、劳动力市场运行、提升劳动者福利水平、企业文化建设等方面开展.一些企业正在进行构建新型劳资关系的新尝试,即创立雇主品牌.雇主品牌是一种无形资本,是人本管理的重要内容.民营企业创雇主品牌要先做最佳的企业雇主.