明代状元的年龄魁龄与魁后生存时间分析

文章在提供全部状元夺魁年份及其中绝大部分人生卒年资料的基础上，分析了他们的年龄、魁龄、魁后生存时间的分布情况，得出其平均年龄、魁龄、魁后生存时间分别为59．53岁、34．58岁和24．45年。     

士人的痛苦旅程--从遗山词看元好问的悲剧心理

向往山林，却放不下仕途与国家；渴望建功立业，却又无所适从，作为金代的坛盟主——元好问，其悲剧的一生中，无时不在表现这样的一种传统士人的无以摆脱的宿命轨迹。从遗山词的创作历程来看，很明晰的体现出这样的一个特点。     

调动青年学者对科技期刊发展积极性的实践与思考——以《遥感学报》为例

青年学者是最具创新活力的群体,是科研工作的中坚力量,如何调动青年学者在科技期刊出版、学术传播交流的参与热情和积极性,对于科技期刊高质量发展至关重要。近年来,《遥感学报》在同行评议、期刊出版、学术成果传播交流等方面进行了探索和尝试,通过多形式、多举措和青年学者进行“密切互动”,提升了本刊的学术质量以及品牌影响力,继而为我国科技期刊在激发青年学者参与热情方面提供相关参考。     

图书馆“阅读推广人”模式的实践探索——以沈阳师范大学图书馆为例

[目的/意义] 以沈阳师范大学图书馆"阅读推广人"行动计划为例,探索高校图书馆以阅读推广人为引领的阅读推广新模式。[方法/过程] 基于对阅读推广人概念、人员构成现状的分析,介绍图书馆阅读推广人方案的实施过程和效果,在总结活动经验、得失的基础上,提出阅读推广人活动持续发展的四点思考。[结果/结论] 阅读推广人以其发挥的无与伦比的推动作用,成为全民阅读工程产生的文明使者,是阅读推广活动中重要的人才保障,其由业余兼职走向崭新的专门职业不无可能。     

唐五代诗僧文学研究综述

从20世纪70年代末至今,以90年代中期为界,唐五代诗僧文学研究可分"单兵作战"和"集团军作战"两个阶段,诗僧及其文学研究范围不断扩大,研究不断深入,然而仍存在着对诗僧文学重要性认识不足、研究基本资料不足和研究者学养不足等问题,研究还存在很大的深入空间。     

Powerful Actor and Hesitant Institutionalization: The State in the History of Turkish Football

We examine the validity of the assumptions of the new institutional theory about the state over the history of national football league as an institutional field in Turkey. The state is not out of the field, on the contrary, at the centre of the field, and is not an ordinary actor but the most important one although the intensity of the state’s impact changes from time to time. Sometimes, the state founds the football clubs and administrates them directly, decides who will be the champion; and sometimes, authorizes the regulative agency and gives autonomy. However, despite the state’s coercive power on the ground, the Turkish football field is still far from being fully institutionalized with its fluctuating structure.     

浅论先秦文人的进退选择

探讨先秦人在特定的时代背景，物定的环境氛围中作出的在仕途上的不同选择，从侧面折射出先秦人的复杂心态，也可窥见先秦人不同的人生观，价值观。     

浙东学术宁波研究述论

自上世纪九十年代以来,宁波以其独特的地缘,政府的支持,研究者的辛勤耕耘,在浙东学术研究方面取得了一定的成绩。对宁波浙东学术文化加以地域化研究,既显现了浙东学术研究的局域特征,也有助于提高浙东学术研究的整体水平。     

"学而优则仕"辨析

以《论语》中的信息为依据,分析孔子设学授徒同弟子从政的关系及孔子荐才之道,进而对“学而优则仕”命题加以分辨。     

The impact of John Dewey on the teacher education system in Turkey

This study discusses the impact of John Dewey (1859–1952) on Turkey's teacher education system. In so doing, it heavily relies on the commissioned report “The Report and Recommendation on Turkish Education” prepared by Dewey in 1924. This paper documents Dewey's ideas about teacher education in Turkey and analyses their take up in practice. Based on the research findings, it could be argued that Dewey had a considerable impact on the transformation of teacher education system in Turkey. His most visible impact was best observed in the policies and practices in the training of village teachers. The Village Institutes Project, launched in the early 1940s to introduce a model specific to Turkey, was extensively based on Dewey's recommendations. In the Republican Era, Dewey's ideas and thoughts on education have been eagerly observed and implemented by Turkish authorities, who have openly recognised his competence and authority in the field of education. His impact on Turkish education system is still visible as the present policy makers make reference to his works.