布雷顿森林体系与美国霸权     

何岚 《扬州教育学院学报》2004,22(2):39-44

战后美国的超级大国地位奠定了其作为布雷顿森林体系的主要设计师地位,美国得以在这一体系中贯彻其门户开放型新殖民主义的全球扩张战略。另一方面,布雷顿森林体系也是经济全球化趋势与国家垄断资本主义发展的产物,美国因此成为牵引全球化的火车头。美国主导之下的布雷顿森林体系进一步加强了美国的经济、政治霸主地位。  相似文献   

从《红与黑》看司汤达的心理分析     

谌华 《武汉职业技术学院学报》2004,3(2):48-50

本文以《红与黑》为例，深刻剖析了法国杰出的心理小说大师司汤达独具一格的心理描写技巧，力求深层次地探究司汤达现实主义心理分相反的深度和力量。  相似文献   

Stories of Haka and Women’s Rugby in Aotearoa New Zealand: Weaving Identities and Ideologies Together     

Farah Rangikoepa Palmer 《国际体育史杂志》2016,33(17):2169-2184

Abstract

Sociology and history are intimately related to each other and cannot be clearly separated or isolated from each other which resonates with a Māori view of time (the past, present, and future are not distinct entities) and realms (the spiritual and human in particular). This paper uses pūrākau and storytelling to explore how haka performed by strong women in tribal narratives, in Māori contexts, and in women’s rugby creates a more nuanced understanding of the embodied discourses associated with intersecting identities (gender, race, ethnicity, class) in and around the sport of rugby union. As a Māori woman, heavily invested in the sport of rugby union, how did the words and actions of Māori women from my past influence my present and my future and how was this embodied and experienced through haka? In particular, my 10 years as a member of the New Zealand women’s rugby team and my understanding of the histories or pūrākau (tribal stories) of strong women in te ao Māori (the Māori world) inform this paper. This will help to illustrate how history and sociology are intimately connected and highlights how intersecting stories told through time, from different perspectives can influence key learnings in sport.  相似文献   

永远的布鲁斯——评兰斯顿·休斯的《萎靡的布鲁斯》     

杨新宇 《读与写:教育教学刊》2007,4(5):16-17

兰斯顿.休斯无疑是20世纪最优秀的黑人诗人之一。对他诗作的研究成果在国内外也是汗牛充栋,然而大多数的研究侧重于他的代表作,即他中后期的作品,而对他的早期作品,即他的成名之作《萎靡的布鲁斯》重视明显不足。可无论从诗歌的形式和内容上来说,《萎靡的布鲁斯》对休斯后来的创作都起到了路标般的作用。而这种路标式的作用也正是任何一个休斯的喜爱者和研究者不可以忽视的。  相似文献   

宇宙的核式结构模型     

苏燕飞 《洛阳师范学院学报》2011,30(8):38-41

根据原子核式结构模型和量子力学理论提出和论述宇宙核式结构的模型,利用宇宙核式结构模型解释了宇宙膨胀现象、哈勃定律、宇宙的产生和演化、奇点等几个重大问题,并进一步说明负(反)质量物质的存在.  相似文献   

What successful black South African students consider as factors of their success     

Pentecost M. Nkhoma 《Educational Studies in Mathematics》2002,50(1):103-113

Black South African students have a poor success rate in school leaving mathematics examinations. Attempts have been made to shift teachers' practices from teacher-centredness to learner-centredness, in Black schools, in order to improve the situation. So far, the attempts failed to yield the desired results. This paper reports on the findings of a study that aimed at learning from students and teachers in Black schools, as to what classroom practices lead to success in school mathematics, in their impoverished context.This revised version was published online in October 2005 with corrections to the Cover Date.  相似文献   

循环林──森林资源良性循环的经营模式     

杨礼旦 《资源科学》1994,(2)

本文从探讨森林资源良性循环的概念和基本规律出发，提出了生态经济力与生态经济关系相适应是森林资源良性循环的基本规律。进而在分析常规林业的森林经营模式的弊端基础上，并根据森林资源良性循环的基本规律提出了循环林是森林资源良性循环的经营模式，并对循环林的类型、调整方法和经营要点作了探讨。  相似文献   

Naming beyond the white settler colonial gaze in educational research     

Django Paris 《International journal of qualitative studies in education》2019,32(3):217-224

In this article, I describe the ways educational research often calls us out our names, meaning that educational researchers often name communities not as they are but as the academy needs them to be along damaging logics of erasure and deficiency. I use Morrison’s concept of the White gaze, Tuck’s concepts of damage-centered and desire-based research, and other contemporary scholarship on settler colonialism, White supremacy, and education to offer ways of naming in educational research beyond the White settler gaze. Finally, I look to hashtag naming in current social movements (e.g. #BlackLivesMatter, #DearNativeYouth #NotYourModelMinority) to imagine educational research that understands the naming of the communities of our work as informed by movement speech, the sort of naming that can save lives and show us and others who we are and desire to be.  相似文献   

Queer Intercultural Relationality: An Autoethnography of Asian–Black (Dis)Connections in White Gay America     

Shinsuke Eguchi 《Journal of International and Intercultural Communication》2015,8(1):27-43

For this critical intercultural inquiry, I as an Asian/Japanese transnational cisgendered gay man write my autoethnography of queer (or non-heteronormative) Asian–Black (dis)connections. Specifically, I challenge, interrogate, and problematize my queer intercultural production of desire and attraction as I engage in my critical autoethnographic interrogation of dialogues with five Asian/Japanese transnational gay men who have previously engaged in queer Asian–Black relationality. In so doing, I intend to create a potential point of departure to decenter the discursive and material effects of White gay normativity in the knowledge production of Asian queer male desire and attraction.  相似文献   

Differential effects of norm-referenced and self-referenced feedback on performance expectancies,attributions, and motivation     

Wendy McColskey  Mark R. Leary 《Contemporary educational psychology》1985,10(3):275-284

When feedback is provided to students in a norm-referenced manner that compares the individual's performance to that of others, people who perform poorly tend to attribute their failures to lack of ability, expect to perform poorly in the future, and demonstrate decreased motivation on subsequent tasks. The present study examined the hypothesis that the deleterious effects of failure might be attenuated when failure is expressed in self-referenced terms—relative to the individual's known level of ability as assessed by other measures. In this study, subjects received feedback indicating that they did well or poorly on an anagram test, and this feedback was described as either norm-referenced (comparing the individual's performance to that of others) or as self-referenced (comparing performance to other measures of the individual's ability). As predicted, compared to norm-referenced failure, self referenced feedback resulted in higher expectancies regarding future performance and increased attributions to effort. Contrary to expectations, attributions to ability were not affected. The implications of the results for the structure of academic feedback are discussed.  相似文献