英语的世界性及其历史文化特征探析

随着全球一体化步伐的加快,英语作为一种世界性语言,传播与运用速度越来越快。因此,越来越多的人使用英语,融合了地方方言与文化特性,逐渐将英语语言转变为更易理解、更易普及的语言。为了更好地认识、了解、运用英语,本文将主要对英语的世界性特征以及历史文化特征进行深入分析与探讨,进一步推动英语在全世界范围内的广泛应用。     

论艺术史的影视形状

艺术史纪录片开启了学术界与大众之间的知性之窗和审美之窗。优秀的艺术史纪录片是触及艺术本质的,是可以引发人对艺术与人生进行深刻思考的,并非只是赏心悦目的,光鲜亮丽的,甚至冠冕堂皇的。一个好的艺术史纪录片不论从立意、拍摄还是主持,都应该是率性的,是发自本真的情感流露。     

闻一多新诗中的民族化建构思想研究

强调中西艺术的融会贯通,这是闻一多的一贯主张。闻一多认为,只有时时刻刻想着我是个中国人,才能做出真正的中国的新诗,因此,在他短暂的诗歌创作生涯中,他始终把新诗的民族性建构作为旨归并长期躬耕于此,他的诗歌表现了对民族历史与文化的关注,对祖国的热爱与对祖国命运的忧虑,对人民命运的同情与对黑暗势力的控诉,在内在精神方面呈现出显著的民族性。     

中国特色社会主义理论创新的历程及启示

改革开放以来,中国共产党人在将马克思主义基本原理与中国社会主义建设的实际相结合的过程中,对怎样建设、巩固和发展社会主义这一马克思主义发展史上百年探索的时代课题,进行了艰辛的探索,创立了中国特色社会主义理论体系,并第一次对它做了系统的回答。这一探索和回答的过程,是不断进行理论创新的过程。它启示我们,理论创新必须要做到坚持原则、面对时代、尊重实践,只有这样才能使中国特色社会主义事业焕发出蓬勃生机。     

基于“三性”整合的马克思主义理论教育教学的创新

马克思主义理论教育教学应以创新思想为指导,遵循历史整合性、现实整合性和实践整合性的＂三性＂整合路径。只有这样,马克思主义理论的教育教学效果才能得到质的提高。     

马克思主义时代化的历史必然及其进程

马克思主义时代化是一个根植于现实的土壤,在实践中不断拓展,在理论上不断丰富的命题。它之所以发生,是理论自身的内在要求和实践发展的客观需要。探索其历史进程,总结经验教训,才能更有效推进马克思主义时代化发展。解放思想、实事求是是推进马克思主义时代化的思想基础,科学对待马克思主义是它的理论前提。以解决时代问题为中心是它的基本目的,坚持世界眼光科学判断世界形势是它关键所在。     

Trains,chains, blame,and elephant appeal: A case study of the public relations significance of Mary the Elephant

Using the media coverage of the hanging of Mary the Elephant, the purposes of this article are to discuss the major implications of the press agentry model of public relations, the impact of corporate decisions on the reputation of its surrounding community, and how the values related to societal issues such as animal cruelty change over time. Findings reveal that public pressure, intense police attention, and the counsel of a master press agent led the circus owner to make the decision to hang Mary and ultimately adulterate the reputation of the town of Erwin, Tennessee indefinitely.     

Parent-worker relationships in child welfare social work: a Belgian case study

The involvement of parents within child and family social work has become an important research topic during the past few decades. Within this research, a lot of attention is paid to partnership, which is recognised as a dominant concept in current thinking about the parent–worker relationship in present-day practice. The debate on parent–worker relationships, however, seems to be mainly focussed on the individual relationship between the parent and the social worker. Based on a historical analysis of policy documents on a Belgian child and family welfare service, this article offers a historical and sociopolitical contextualisation of the current debate on the parent–worker relationship. The analysis reveals that sociopolitical ideas about the responsibilities of the state, the community and the private family have induced a continuous reflection on which children and parents should be seen as the most appropriate clients for a particular service, as well as an ongoing development of diagnostic instruments to legitimise inclusion and exclusion of families within child and family social work. Consequences for parent–worker relationships in child and family social work are discussed, as well as some implications for future research on child and family social work practices.     

Looking at their side of the conflict? Effects of single versus multiple perspective history teaching on Jewish and Arab adolescents’ attitude to out-group narratives and in-group responsibility

In the last decade, the issue of teaching the Palestinian perspective on the Jewish–Arab conflict in Israeli schools gave rise to considerable debate and competing curricula. A quasi-experimental study compared the effects of these competing approaches on learners’ attitudes to out-group narratives and perceived in-group responsibility (IR). A total of 176 Israeli Jewish and Arab participants were randomly allocated into teaching approaches differing in method of engagement with historical narratives (single authoritative narrative, empathetic dual narrative, and critical analysis of conflicting sources). Results revealed effects for teaching approach and majority–minority status. Engagement with a single authoritative narrative decreased interest in out-group perspectives while empathetic engagement with out-group and in-group perspectives increased it, though the effect was more pronounced for members of the Arab minority than for those of the Jewish majority. Among Jewish participants, an empathetic teaching approach led to a decrease in perceived IR while the critical approach led to the opposite outcome. The trends were inverted for Arab participants. Engagement with historical perspectives also moderated the impact of interest in out-group perspectives on acceptance of IR. Educational implications point to the harmful effects of enforcing a single narrative in conflicted societies and to the beneficial outcomes of multiple perspective teaching.