和谐社会视阈下的“民间舆论场”价值论

现实生活中存在并不完全重叠的“两大舆论场”：一是以主流媒体为主导并着力营造的“官方舆论场”;二是人民群众议论纷纷以网络舆论为当下代表的“民间舆论场”。和谐社会视阈下“民间舆论场”研究具有厚重的理论价值：一是为人民群众的话语诉求提供了广阔的场域和空间;二是为社会主义和谐社会建设提供一个新的切入点;三是为新时期提升党的执政能力提供新的战略路向。在和谐社会建设进程中,“民间舆论场”虽然存在自身的缺陷与不足,但其建设性还是值得肯定的,具有鲜明的实践价值,一是社会矛盾的“排气阀”,二是社会舆论的“引发剂”,三是社会文化的“影响源”,四是传统媒体的“解构器”。新媒体时代,必须加强对“民间舆论场”的科学引导,努力打通两大舆论场,形成舆论同向合力的有序发展格局,为和谐社会建设和中华民族伟大复兴的中国梦提供强有力的思想基础、精神力量和舆论支撑。     

论布迪厄教育社会学思想的理论渊源及理论框架

以布迪厄的著述和国内外对布迪厄的相关研究为基础文献,从布迪厄对现象学的借鉴、对法国认识论传统的借鉴,以及对结构主义的借鉴,考察了其教育社会学思想的三个主要理论渊源;从方法论、核心概念、理论支撑三个角度梳理了布迪厄教育社会学思想的主要架构,即“关系主义”是布迪厄教育社会学的方法论思想;“资本”“惯习”“场域”是布迪厄教育社会学思想的核心概念;文化资本理论是布迪厄教育社会学思想的重要理论支撑。布迪厄教育社会学思想的学术魅力就在于运用其特有的反思批判性思维,着力分析了存在于教育场域内的某种再生产逻辑：学校教育系统中存在的种种分类形式实际上是外部权力场域在教育场域内部的表现,并且这种分类通过教育场域内的独特运作机制得到了进一步的强化与合法化。     

信息世界中的图像和感知——信息类通识核心课程建设的实践探索

当前理工科特别是信息类的通识核心课程缺乏系统的建设,普遍没有教学团队的支持,理工科教师在承担通识类课程的时候通常注重传授知识,而较少深入思考,缺少整体性、综合性和广博性。文章在探讨跨学科的信息类通识核心课程组织、教学目标的基础上,指出教学模式应变"教"为"导",营造互动的课堂氛围,坚持将课程内容和现实问题相结合,以生动形象的影像资料配合课堂教学,并使用动手实验强化学习效果,开设小班讨论扩展学生思维。结果表明:革新后的信息类通识核心课程能有效增强学生逻辑思维能力,帮助学生领会信息技术所蕴涵的科学思想要点。     

我国奥运女子新兴田赛项目的忧虑与思考

运用文献资料和调查访问等方法，对我国女子三级跳远、撑杆跳高和链球三项新兴田赛项目开展的现状进行了较为系统的分析。研究指出，我国女子新兴田赛项目担纲运动员年龄偏大，专业队伍和后备力量的规模过小，以及国内竞赛没有与国际竞赛接轨等，已成为制约我国女子新兴田赛项目发展的主要因素。建立和完善促进我国女子新兴项目发展的训练和竞赛体制，已成为当务之急。     

田径理论考试质量分析与评价

采用教育测量的综合研究方法对天津体院９２级本科学生，第一学期田径理论考试的试卷、试题及成绩进行了分析与评价。结果表明：学生考试分数分布呈正态；试题难度和区分度偏低；试卷信度较高，内部一致性效度偏低。     

外电场作用下SiF4分子的特性研究

采用密度泛函B3LYP方法在6—31＋＋g（3df,3pd）基组水平上,优化得到SiF4分子在不同外电场下（-0．04～0．04a．u．）的基态稳定构型、偶极矩、HOMO能级、LUMO能级、能隙、谐振频率和红外光谱强度．结果表明,分子结构与外电场有着强烈的依赖关系,随着正向电场的增大,分子总能量和能隙都先增大后减小,分子偶极矩随正向外电场的增大先减小后增大,同时,外电场对SiF。分子的激发能、振子强度和红外光谱强度均有一定影响．     

‘Would you like a cup of coffee?’ Using the researcher's insider and outsider positions as a sensitising concept

This article uses the notion of a ‘sensitising concept’ in order to understand insider and outsider dynamics in cross-organisational field research. The analysis is based on a study of learning and innovation in the social and health care educations in Denmark. As these educations combine classroom training and workplace internships, the students and educators frequently cross organisational boundaries as part of their training and educating. In my attempt to understand the boundaries as learning and innovation resources, I reflect on my own shifting insider and outsider positions as a field researcher. It is argued that the researcher's experience of changing insiderness and outsiderness in cross-organisational field studies can serve as a starting point from where to investigate emotional and material aspects of boundary-crossing.     

The implications of the out-of-field phenomenon for effective teaching,quality education and school management

Abstract

The out-of-field phenomenon, that is the situation where teachers teach outside their field of expertise, adds complexity to the education environment and affects learners, colleagues, parents, governing bodies and school management. It puts extra strain on school management's responsibility to provide quality management and jeopardises effective teaching and quality learning. This article examines the implications of the out-of-field phenomenon for school management. An empirical investigation entailing the use of a qualitative approach was employed for the study. Data were gathered through semi-structured interviews with selected participants who shared their experiences of the phenomenon. Findings indicated that the out-of-field phenomenon and its implications should be recognised in order to provide effective and quality teaching, substantial teacher support and sufficient staff development programmes.     

Independent Study in History

Increasingly, instructional pedagogies in learning contexts from classrooms to boardrooms are couched within experiential learning paradigms. The field trip is a teaching pedagogy that draws on experiential learning. The author aims to demonstrate how a field trip to Sea Islands, South Carolina, presents an opportunity for undergraduate anthropology students to experience a learning continuum from course readings and films to a firsthand experience. The effectiveness of the field trip as an instructional pedagogy is assessed. Best practices for incorporating field trips into instruction are presented.     

A Methodology for Calculating Prestige Ranks of Academic Journals in Communication: A More Inclusive Alternative to Citation Metrics

The problem of how to rank academic journals in the communication field (human interaction, mass communication, speech, and rhetoric) is one of practical importance to scholars, university administrators, and librarians, yet there is no methodology that covers the field's journals comprehensively and objectively. This article reports a new ranking methodology based in empirical criteria. The new system relates independent measures of the prestige of the field's doctoral departments to information about where faculty members from those departments have published scholarly articles. This new approach identifies the field's most influential journals as those that more frequently publish the work of the field's top scholars and programs as perceived by their peers. This system was used to compute prestige weights (P-weights) for 65 communication journals. P-weights were found to be strongly correlated with ISI Web of Science journal impact factor scores and can be used to identify an overall prestige hierarchy for communication journals as well as prestige rankings by subject specialty.