Readability and acceptance of public relations releases from institutions of higher education

This study compared readability levels for PR releases used and not used by newspapers to determine if they differ in reading difficulty. Flesch scores and other readability measures were calculated. Releases used were easier to read. However, releases with longer paragraphs were more acceptable with shorter paragraphs.     

小品《不差钱》中的面子言语行为论略

小品《不差钱》中以大爷为核心形成了与小沈阳的合作与竞争关系、与鸭蛋的亲缘关系以及大爷、鸭蛋和毕福剑之间的"拟亲属化关系",四个人物因角色、目的的不同而在合作与竞争这种特殊的人际关系和争胜与攀附的真假亲缘关系中采取了刻意寻求"给面子"、大肆寻机"伤面子"、精心寻隙"损面子"、巧妙寻衅"撕面子"与居高力导"争面子"、设计铺垫"借面子"等具有戏剧冲突特征的面子言语行为策略,从而既展现了小品的语言艺术魅力,又展示了中华文化中面子观的精神内核和神韵。     

从语用学角度谈小燕子式的言语幽默

言语幽默可以使人与人之间的交流更加和谐,带给我们欢乐。本文从语用学合作原则入手,结合电视剧《还珠格格》中＂小燕子＂的经典语言,分析了幽默言语是如何产生及其言语效果,从而提高我们对幽默言语的欣赏能力和交际能力。     

试论石原莞尔的“不扩大”思想

石原莞尔作为"九·一八"事变的主要策划者,却在战后被免于追究战争责任,这主要归因于其暂缓侵华、集中全力建设"满洲国"等一系列被认为是属于"不扩大"的战略思想。但这种"不扩大"思想却隐含着一些更为深刻的谋略,明显带有渐进性、策略性因素,其险恶程度与东条英机战争战略的实施是难分高低的。     

Are emotions controllable? Maltreated and non-maltreated youth’s implicit beliefs about emotion and aggressive tendencies

Although child maltreatment places youth at substantial risk for difficulties with emotion regulation and aggression, not all maltreated youth show these adverse effects, raising important questions about characteristics that discriminate those who do versus do not evidence long-term negative outcomes. The present investigation examined whether implicit beliefs about emotion moderated the association between maltreatment and aggression. Maltreated (n = 59) and community-matched (n = 66) youth were asked regarding their beliefs about emotion and aggressive behaviors. Beliefs about emotion were more strongly associated with aggression among maltreated youth, particularly physically abused youth. Maltreated youth who believed they had poor ability to control emotion reported significantly higher levels of aggression than comparison youth. However, maltreated youth who believed they had high ability to control emotion did not differ significantly in aggression from that of comparison youth. Findings offer unique insight into a factor that may increase or buffer maltreated youth’s risk for aggression and thus highlight potential directions for interventions to reduce aggressive tendencies.     

CBA球场观众攻击性行为的社会文化学背景探讨

运用文献资料法、调查法和数理统计法等研究方法,对CBA球场观众攻击性行为的社会文化背景进行分析。结果表明:⑴CBA赛事中对安保、物品和观众行为导向上缺乏有效的管理;⑵不同地域的观众在看球过程中其攻击性行为与其文化背景差异明显;⑶媒体误导是观众攻击性行为的重要诱因。本文提出共建良好的看台文化、创建第三方监管机制等对策。     

Instructor Clarity,Humor, Immediacy,and Student Learning: Replication and Extension

This study replicates and extends three widely cited instructional communication research studies regarding instructor clarity, humor, immediacy, and students’ learning: Richmond, Gorham, and McCroskey (1987), Wanzer and Frymier (1999), and Chesebro and McCroskey (2001). Students across four diverse institutions of higher education (N = 1,109) completed survey measures. Replication results suggest that findings from the original studies (clarity, humor, immediacy, and student learning) persist, and extension results, exploring verbal immediacy and perceived immediacy, reveal statistically significant correlations with the original studies’ variables. However, results of the replication and extension reveal measurement validity uncertainties that require further investigation.     

汉维语动词"价"对比及动词配价与语义要素问题

运用配价理论的一些基本原则和方法,对汉维语动词的"价"进行对比,说明动词的搭配关系对句子语义要素之间的影响,进一步揭示汉维语动词的内在规律和特点。     

中共湖南党组织在抗日战争中的贡献

在湖南抗战的历史上,中共湖南党组织发挥了举足轻重的作用,推动湖南抗日民族统一战线的形成,掀起湖南抗日救亡运动的新高潮,为坚持长期抗战提供有力的保障,组织抗日武装队伍开展游击战争。中共湖南党组织不仅为抗日战争的胜利作出了重大的贡献,而且,为后来湖南的和平解放,为新民主主义革命的胜利奠定了坚实的基础。     

The differential antecedents of self-efficacy beliefs of novice and experienced teachers

Among the sources of teachers’ self-efficacy beliefs, mastery experiences are postulated to be the most potent. Thus it seems likely that other sources of self-efficacy would play a larger role early in learning when fewer mastery experiences are available. Among the 255 novice and careers teachers who participated in this study, contextual factors such as the teaching resources and interpersonal support available were found to be much more salient in the self-efficacy beliefs of novice teachers. Among experienced teachers, for whom an abundance of mastery experiences were available, contextual factors played far less important a role in their self-efficacy beliefs.