1932年国民党党营新闻机构的“现代化”改革研究

1932年,在蒋介石南京国民党集团的主导下,中央通讯社、《中央日报》、中央广播电台集中进行了以物质和技术的更新、组织结构的优化、新闻业务的专业化、媒体经营的实践和新闻观念的发展为特征的"现代化"改革。改革虽然基本达到了"提高中央宣传机构实力的同时塑造民主形象"的预期,但受制于诸多因素,三大党营新闻机构在对现代化的长期贯彻中,常常陷入进退两难的困境。     

Inclusion in Physical Education: Teacher Attitudes and Student Experiences. A Systematic Review

This is a systematic review article of 27 studies on what existing research tells us about the experience (or lack of experience) of inclusion in Physical Education (PE) among disabled students, which localised factors are promoting or hampering inclusion in PE and to what extent attitudes are decisive in these localised processes. Seventeen studies examined teachers’ attitudes and 10 studies examined students’ experiences. The analysis follows the guidelines recommended by Harden and colleagues for ‘view-studies’; systematic reviews based on both qualitative and quantitative studies. The main findings reveal that students with disabilities experience exclusion and a lack of belonging in PE, but in some of the most recent articles we find students with disabilities who ‘love PE’. PE teachers share the normative goal of inclusion but perceive it as impossible to achieve due to a lack of competence and a lack of resources, but mostly due to the presupposition of the constructed ‘normate’ PE student.     

论检察机关的地位

检察机关应当定位为法律监督机关,还是定位为公诉机关,一直是司法改革中有争论的问题。文章通过分析我国国家的权力结构,认为我国的检察权是专门的法律监督权。并且指出我们一方面要分清楚检察权与立法权、司法权的界限,明确中纪委监督、人大监督、行政监督和检察院法律监督的关系,防止检察权的过分扩张;另一方面要加强检察机关的合法的法律监督职能,从而更好的打击各种犯罪。     

结构与主体能动性：信息不平等研究的理论分野及整体性研究的必要

自信息不平等问题成为信息社会的重要课题以来,有关该问题的研究已经形成了若干理论类别.这些类别之分基本上继承了社会科学的传统分歧,特别是结构与能动性、宏观与微观之争.本文以英文相关文献为依据,剖析了信息不平等理论的主要分歧及局限,呼吁相关研究更多地采用整体性思路;通过引述当代最有影响的整体性社会理论(如布迪厄、吉登斯),表明整体性研究思路不仅符合信息不平等问题的复杂性和其作为重大社会问题的地位,而且符合当代最有影响的理论创新趋向.参考文献78.     

国内出版机构微博营销现状及其发展——以读客图书新浪官方微博为例

作为Web2.0的产物,微博既是有史以来最简易的信息发布工具,也是有史以来最高效的信息传播工具。新浪微博自2009年8月14日开启中国微博大幕,在吸引海量受众的同时,也引起包括出版机构在内的各大商业机构的关注及使用。本文以读客图书新浪官方微博为研究个案,在考察其微博营销实践的基础上,提出针对性建设方案,为国内图书出版机构微博营销提出值得借鉴的思考。     

我国民营企业治理结构的发展方向

委托代理问题是公司法人治理出现的前提条件。尽管我国民营企业以家族式的治理模式在国民经济转轨过程中获得了快速发展,但其所有权与经营权一体化、委托代理关系缺失,所有者与经营者不能相互制衡,从而阻碍了自己的进一步发展。因此,进行产权制度创新,构建企业内部委托代理关系,形成公司法人治理结构是民营企业进一步发展的方向。     

Tense Futures: The Work of Cultural Studies

Currently, scholars grapple with media that depict Third World women as either victims of unchanging contexts or agents of liberation. To explore how a widely distributed and popular documentary film can destabilize a First World gaze, this essay examines Iron Ladies of Liberia (ILL), which traced Ellen Johnson Sirleaf's first year as president of Liberia. ILL foregrounded women's rhetorical and political agencies to alter a postwar context, while it also situated their agencies within an enabling and constraining constellation of power relationships. Through its unique relationships between filmmaker and subject, ILL suggested a transnational feminist perspective on women in media.     

论高校人事代理关系——一种新的法律现象的思考

高校人事代理是高校人事制度改革的一种尝试。自1995年以来,它发展迅速。伴随着全国高校人事代理实践的展开,其理论研究也在不断发展。但是,目前高校人事代理学说纷呈,实践形式多样,人事代理关系非常混乱。在对其梳理和整合的基础上,指出在诸多的代理形式中只有高校和聘用合同受聘人委托的两种形式比较规范,值得提倡和推行,其他形式因其自身的缺陷不宜继续采用。     

国际标准书号升位对图书情报机构的影响

论文介绍了国际标准书号的沿革、结构，分析了国际标准书号即将升位的原因、升位的方式及对图书情报机构产生的影响。     

The Pedagogic Beliefs of Indonesian Teachers in Inclusive Schools

This research explores, for the first time, the pedagogical orientations of Indonesian teachers in the context of inclusive education. A mixed-method approach was used for an analysis of questionnaire data from 140 teachers and qualitative interviews from 20 teachers in four inclusive schools. The findings suggest that, in general, the implicit orientation of teachers is social constructivist. This orientation is also reflected in their reported classroom practices. Although less common, more directive pedagogical approaches appear to have an impact upon the flexibility of roles within two teacher inclusive classrooms. Whilst the number of disabled pupils within each class was a significant issue for interviewees, no pupils were deemed unteachable in their classrooms. Furthermore, what is described by the teachers as a “special pedagogy” typically entailed additional teaching time and modified assessments, and consequently could be framed as “good teaching for all”. The questionnaires also contained responses from student and special school teachers and support the view that teachers’ beliefs about inclusive pedagogy are mediated by experience and occupation.