民族文化元素在偶动画艺术创作中的应用

本文探讨了偶动画艺术创作与民族文化之间的关系,阐述了民族文化元素在偶动画创作中的具体应用方式。从题材、内容、风格等多个方面着手,探究如何以创新的思维方式与偶动画表现形式相结合,创造出更多具有影响力的国际性偶动画作品。     

中国现代经典长篇小说的审美构成与艺术贡献

中国现代经典长篇小说的审美构成源自于文学经典审美构成的四个要素,即审美性、时代性、典范性和永恒性,以之审视中国现代长篇小说的经典性及艺术贡献将使我们对中国现代长篇小说的历史地位有更为清晰的认识。     

Social and behavioral skills and the gender gap in early educational achievement

Though many studies have suggested that social and behavioral skills play a central role in gender stratification processes, we know little about the extent to which these skills affect gender gaps in academic achievement. Analyzing data from the Early Child Longitudinal Study-Kindergarten Cohort, we demonstrate that social and behavioral skills have substantively important effects on academic outcomes from kindergarten through fifth grade. Gender differences in the acquisition of these skills, moreover, explain a considerable fraction of the gender gap in academic outcomes during early elementary school. Boys get roughly the same academic return to social and behavioral skills as their female peers, but girls begin school with more advanced social and behavioral skills and their skill advantage grows over time. While part of the effect may reflect an evaluation process that rewards students who better conform to school norms, our results imply that the acquisition of social and behavioral skills enhances learning as well. Our results call for a reconsideration of the family and school-level processes that produce gender gaps in social and behavioral skills and the advantages they confer for academic and later success.     

Stepping stones: Principal career paths and school outcomes

More than one out of every five principals leaves their school each year. In some cases, these career changes are driven by the choices of district leadership. In other cases, principals initiate the move, often demonstrating preferences to work in schools with higher achieving students from more advantaged socioeconomic backgrounds. Principals often use schools with many poor or low-achieving students as stepping stones to what they view as more desirable assignments. We use longitudinal data from one large urban school district to study the relationship between principal turnover and school outcomes. We find that principal turnover is, on average, detrimental to school performance. Frequent turnover of school leadership results in lower teacher retention and lower student achievement gains. Leadership changes are particularly harmful for high poverty schools, low-achieving schools, and schools with many inexperienced teachers. These schools not only suffer from high rates of principal turnover but are also unable to attract experienced successors. The negative effect of leadership changes can be mitigated when vacancies are filled by individuals with prior experience leading other schools. However, the majority of new principals in high poverty and low-performing schools lack prior leadership experience and leave when more attractive positions become available in other schools.     

The role of ethnic identity in school engagement: perceptions of immigrant Tibetan adolescents in select US public schools

This purpose of the study was to ascertain the level of ethnic identity formation and its perceived role on school engagement for Tibetan adolescents enrolled in public schools in two Midwestern states in the USA. The journey of these students from culturally encapsulated schools from Nepal, Bhutan, and India to multiculturally diverse settings was one of the most fascinating facets of the Tibetan Diaspora. Subjects included 16 girls, 25 boys, and 2 who did not identify their gender. The multigroup ethnic identity measure was used to determine the level of ethnic identity formation of Tibetan students while a questionnaire gathered information on school engagement. The overall ethnic identity measure for this sample was high with a mean of 3.58, while the cognitive and affective aspect of the measure was also high with a mean of 3.56 and 3.74, respectively. The girls showed more emotional commitment to ethnic identity, as their mean score was 3.92, while boys scored 3.62. The results clearly corroborated findings and conclusions drawn by other scholars. School and community partnership contributed to the healthy ethnic identity development of adolescents who were thus encouraged to be more engaged in meaningful school activities.     

Fabulachia: urban,black female experiences and higher education in Appalachia

Abstract

This article draws on focus group conversations with black female college students attending a small, liberal arts institution in Kentucky. Based primarily on group interviews and discussions, as well as observations and analysis – a theoretical domain (referred to throughout the article as ‘Fabulachia’) emerged as a site-specific outcome of events and ideas regarding race, gender and identity experienced by the research participants. Specifically, ‘Fabulachia’ functions as a theoretical hybrid space in which urban (e.g. ‘ghetto fabulous’) black college student-voices find a sense of empowerment as they construct their own narratives of leaving ‘the hood’ to attend college in rural Appalachia. This project revises and updates previous research on race and rural identity/ies in order to situate the urban black female experience into an Appalachian context. Drawing on hip hop feminism and urban education based theoretical paradigms, the Fabulachia study seeks to give voice to black females in contemporary Appalachia, with attention to their self-proclaimed ‘ghetto fabulous’ identities honed in and through their urban upbringings. The unique experiences of (Fabulachian) black females are an important and largely absent part of larger conversations of the growing body of Urban education research that seeks to situate the black student/black youth and schooling experience in the US. In the Fabulachia study, a group of black female students shared personal narratives (part-oral history and part direct response) to prompts and queries about the role of hip hop culture, race and gender identity in their lives. They also discussed and debated what it means to be a black female in contemporary (often racist) Appalachia, and about how their families and urban surroundings influenced their processes of being and becoming in the context of higher educational achievement.     

Do peer effects mediate the association between family socio‐economic status and educational achievement?

Differences in levels of academic achievement according to socio‐economic status (SES), and parental education in particular, have been a persistent feature of Australian education systems. Young people with highly educated parents are more likely than their peers with low‐educated parents to attain high levels of achievement at school. Students with low levels of achievement are less likely than their high achieving peers to complete Year 12 and are more likely to experience negative post‐school outcomes. The SES of the neighbourhood, and in particular, the school attended, has also been found to have an effect on levels of both academic achievement and attainment. For this paper, we conduct analyses of National Assessment Program – Literacy and Numeracy test scores for four cohorts of secondary school students attending government schools in the Australian Capital Territory to examine the associations between parental education, school attended and levels of educational achievement. Our findings show that students with university‐educated parents achieve at much higher levels than their peers with low‐educated parents and that attending a school with a higher proportion of students from educationally disadvantaged families has a negative effect on educational achievement.     

独立学院学生大学英语学习心理与学习行为的调查研究

本文对独立学院学生在大学英语学习心理与学习行为方面的群体特点和存在的问题加以论述。     

2008年以来中国资本结构实证研究综述

资本结构问题是一个具有重大理论价值和实践意义的研究课题.资本结构与企业的税收、财务状况和代理成本直接相关,它不仅影响企业的资本成本和企业的总价值,而且影响企业的治理结构(企业相关利益者的利益权衡契约关系)以及经理行为,进而影响一个国家或地区的总体经济增长和稳定.中国资本结构的实证研究起步较晚.但是2008年以来也取得了一定的成绩.中国资本结构的实证研究主要包括两个方向,即资本结构的影响因素和资本结构与上市公司经营绩效之间的关系研究.与国外资本结构的研究相比,中国资本结构的实证研究还有待于进一步的深入.     

科技论文中基金项目多重标注归因分析及对策研究

科技论文中的基金项目标注对于项目成果评价、绩效评估具有重要的意义。目前,由于种类多样、管理部门分散的基金项目资助体系以及基金论文比进入期刊评价指标等原因,单篇论文受多个基金重复资助现象严重。此现象是基金项目资助体系和期刊评价指标体系共同作用的结果。故应进一步加强各类基金资助机构之间的信息共享,有效提高对同一项目多头申请经费的审核;增加对项目标注信息真实性和相关性的审查;加强对科研工作者学术规范的教育引导,提高科研工作者、管理者及相关人员的学术道德修养,从根本上杜绝基金项目成果标注中的学术不端现象。