钢琴演奏中手腕技巧与声音

钢琴演奏中手腕技巧训练与对声音的完美追求是相辅相成的,是教学中最基础,同时也是较复杂的课题,剖析并研究手腕的生理结构及运动机能,会积极有效地促进手腕技巧的具体训练,提高手腕的多种弹奏能力,从而改善弹奏声音,使弹奏的每一个音既准确又生动。     

试论日本航运技术创新中的官民协作

技术创新是航运发展的主要动力。战后,日本政府和航运业界在焊接技术、大型船技术、高速船技术、船舶自动化技术和经济型船技术等航运技术创新方面紧密协作,从而使日本改变了战后初期航运技术落后的局面,并紧跟世界航运发展潮流,甚至走在前列。其经验值得我们借鉴。     

Race and opportunity in a public alternative school

This qualitative case-study explores questions about the stratifying role of public alternative schools created for ‘at-risk’ youth by analyzing the school experience of students who attend a single continuation high school and the process of student enrollment and referral to that school. Drawing on the concept of whiteness as property, this article demonstrates how the continuation high school maintained and protected the property functions of whiteness through acts of symbolic violence and the systematic removal of non-white students from the school district’s mainstream high school. Instead, students were placed in a substandard alternative school lacking in material and intellectual resources. Furthermore, teachers, counselors, and administrative staff at the mainstream and continuation high schools alike drew upon the racial ideology of merit to rationalize the overrepresentation of non-white youths at the study school and to ‘deracialize’ the student referral process.     

"后世俗社会"的批判理论——哈贝马斯与宗教

社会批判理论的主要代表尤根·哈贝马斯最近几年来频繁讨论与宗教信仰及其社会作用有关的话题,本文在澄清这些讨论的具体语境的基础上,着重探讨哈贝马斯在"内部超越"观念的语言学转译、"后世俗社会"对宗教传统的世俗转译、实现"内部超越"的社会文化条件观念等方面的观点,并设法表明,哈贝马斯以"超越性"的内在化作为重点的社会批判理论,有助于我们思考中国文化的当代意义,思考中国文化与西方文化进行沟通的文化前提,甚至还可能有助于我们思考马克思主义中国化的文化前提.     

论西安事变和平解决后的和平问题

西安事变和平解决后,蒋介石国民党违背诺言,东北军内部意见分歧,国内局势紧张,内战阴云又起.为了巩固国内和平,实现全国抗战,中国共产党作出了不懈的努力.探讨这一问题具有重要的意义.     

Using best available science to protect critical areas in Washington state: challenges and barriers to planners

Urban development has profound impacts on ecological patterns and processes making the scientific information required for developing environmental ordinances central for mitigating these negative ecological impacts. Washington State requires that planners use the best available science (BAS) to formulate land use ordinances as part of the state’s Growth Management Act (GMA). We present empirical findings describing challenges to planners in defining “best available science” and using BAS to create local ordinances that balance development needs with natural resource protection. We interviewed city and county planners (and their consultants) in western Washington to determine what they find useful about BAS, whether or not BAS is applicable to their jurisdictions, and what constraints they experience in reviewing and using BAS to create or update their land use ordinances. Our results suggest that applying the BAS requirement is particularly difficult in urban areas. Specifically, planners had difficulty applying results from research conducted in systems dissimilar to their urban landscapes. These challenges to planners were exacerbated by (1) a lack of resources and (2) political tensions among stakeholders with competing values in urban settings. We conclude with recommendations for improving the consideration of science in statewide land-use planning.     

Students’ conceptualisations of critical reflection

Critical reflection involves the identification of deeply seated assumptions about the social world and the individual’s connection with it; however, its scope and practice are contested. While ambivalence about its definition remains, critical reflection is described as a threshold concept in social welfare and social work education. This study investigated students’ conceptualisations of critical reflection by analysing the ‘learned’ critical reflection curricula of five core units in an Australian University. A content analysis of 162 assignments submitted by 86 students in 2013 and 2014 was conducted. Findings revealed students conceptualised critical reflection as a process that raised self-awareness, supported the application of theory in practice and, reinforced aspects of their professional identity. However, students adapted the process to fit their purpose and, when personal views clashed with professional practice, rather than examining the tensions that emerged, students privileged professional practice and silenced their personal views. Students did not engage with critical reflection to foster social change; rather their utilitarian approach positioned them to demonstrate competence in professional procedures. These findings highlight the influence of the contexts within which critical reflection is practised and informs the further development of the authors’ pedagogy.     

An integrated model of national HRD and critical HRD: considering new possibilities for human resource development

Though both National Human Resource Development (NHRD) and Critical Human Resource Development (CHRD) have received an increasing amount of attention, only two published works have used an explicitly critical approach to discuss NHRD norms, policies, and practices. The purpose of this article was to examine and articulate the relationship between NHRD and CHRD and make a case for the importance of that relationship to the field of HRD. We identify some commonalities between NHRD and CHRD, including the shared priorities of context, culture, and empowerment, which provide a strong foundation for future focuses on theory-sharing, global awareness, holistic and socially conscious economic development, negotiated power and performance, and emancipation in HRD research and practice.     

‘They were constantly on the losing side of things’: the pedagogical power of an African-American teacher candidate bearing witness in teacher education

The stories of students and teacher candidates of Color (Just as singular racial/ethnic identities are capitalized (i.e. African-American, Asian, Latina, Native American etc.), I capitalize Color to honor the various identities that many ‘non-white’ people hold near and dear. I recognize the nuances in doing so- such as the reality that the term ‘people of Color’ actually erases identity while the term also highlights a shared experience (though also nuanced) of being ‘non-white’ in a white supremacist society.) hold powerful lessons and insights for teacher education programs and educational reform efforts. Yet, rarely do educators and policy-makers solicit or critically engage the educational narratives of these stakeholders. In particular, research confirms that we know little about how students’ of Color educational experiences are impacted by race(ism) and culture and how those experiences subsequently inform their ideas about teaching. This study, framed by critical race theory (CRT), examines an African-American (African-American is used intentionally here as this is how Ariel identifies racially.) teacher candidate’s racialized K-12 and postsecondary school experiences to more fully understand the connection between lived experience and developing teacher identity. Ariel’s story reflects her own school experiences; her focus on her peers’ school experiences when asked about her own; and how those experiences, informed by race and culture, contribute to her development of pedagogy. Analytical considerations illustrate that memory and remembrance, witnessing and bearing witness, and testimony are deliberate and powerful acts in the development of pedagogy and should be central to teacher education curriculum.     

Traditional,Problem-Solving and Critical Theory: An Analysis of Horkheimer and Cox's Setting of the ‘Critical’ Divide

Abstract

Robert W. Cox's dictum that ‘(t)heory is for someone and for some purpose’ (emphasis in the original) is said to be the most-quoted line in International Relations (IR) theory. Yet whilst this spurred a revolution in critical thinking in IR, it echoed a far older conception of Critical Theory advanced by Max Horkheimer in the 1930s that claimed there is ‘no theory of society?…?that does not contain political motivations'. Both sentiments emphasize the relation between knowledge and human interests, and yet both formulate two distinct—though allied—ways of approaching ‘critical’ theorizing. In order to understand the similarities and differences in their approaches, this paper draws out three loci of difference between Cox and Horkheimer regarding the question of emancipation: (i) the epistemological relation between ‘critical’ and ‘Problem-Solving’ (Cox) or ‘Traditional Theory’ (Horkheimer); (ii) the emphasis placed on transformation and historical process; and (iii) the importance of intersubjectivity in how each approach emancipation. It is argued that by actively combining critical (dialectical) approaches across the social sciences, broadening human agency through civilizational dialogue, and retaining a commitment to emancipatory (and visionary) political futures based on human association, that Critical International Theory can maintain ongoing relevance in IR.