新闻学专业本科生媒体实践需要处理的几个关系

新闻学专业本科生到媒体实践的时候应该处理好媒体实践与课堂教学之间的关系，基础知识与基本技能之间的关系，学生数量剧增与实习基地过少之间的关系，这对于学生的学习和以后工作有很大帮助。     

中国特色社会主义道路与世界文明发展

中国特色社会主义道路是以马克思主义为指导的发展道路,马克思主义的特性决定了中国特色社会主义道路离不开人类文明发展的大道,是参与经济全球化并对人类文明有巨大贡献的道路。     

我国高校英语大班教学的现状及对策

随着近年来高校不断扩招，师资短缺，许多学校的英语教学不得不以大班授课的形式来完成。本文首先阐述了大班教学带来的若干问题，然后提出了一些有针对性地解决方案及对策。     

略论实现党执政兴国要务与大学生中国化马克思主义教育

推进大学生中国化马克思主义教育是党实现执政兴国的＂希望工程＂,是党实现执政兴国的题中之义;推进大学生中国化马克思主义教育重在建设和创新。高校党委要负起政治责任,把实现党执政兴国要务的目标作为己任,切实加强对大学生中国化马克思主义教育的领导。     

破译幸福的密码——评析电视连续剧《老大的幸福》

人人渴求幸福,但不同的人对幸福有不同的理解,＂幸福百态,滋味自知＂。电视连续剧《老大的幸福》用小人物的人生、平凡的故事开掘人生的大道理,它很好地解答了社会转型期人们迫切关注而又不断追问的普遍问题：什么是幸福,怎样才能获得真正的幸福。     

‘Pains of imprisonment’: narratives of the women partners and children of the incarcerated

This paper focuses on an important line of inquiry in contemporary criminal justice social work research: the collateral consequences of incarceration in the Chinese context. It gives an insight into the impact of incarceration on families from an insider's perspective. An analysis of interviews with 10 partners and 10 children yielded three major themes concerning the impact of imprisonment: the problems associated with the imprisonment of a family member, the coping strategies used and views on the importance of maintaining family ties. It is hoped that this study will give practical guidance regarding what should be done, and how, to reduce the negative consequences brought about by the absence (temporary or permanent) of the imprisoned on their families, including both their partners and vulnerable children.     

英汉语言中数字模糊用法的文化因素分析

与一般的模糊语言用法相比,数字的模糊用法颇为微妙,更为复杂,需要从文化范畴,从语用角度来分析,理解,解释。本文从以下三个方面进行探讨:一、由于历史沿袭,某些数字被赋予了特定的、或是吉祥的、或是禁忌的意义,可以追溯到原始的自然崇拜或者宗教信仰;二、数字含义由具体意义演变为泛指意义,已经失去精确地数量含义;三、文学作品中倏格用以达到修辞效果。分析了数字模糊用法的文化因素,追溯其沿袭过程,并分析其具体用法和效果,以达到正确地理解和翻译目的。     

Fertility patterns of college graduates by field of study,US women born 1960–79

Building on recent European studies, we used the Survey of Income and Program Participation to provide the first analysis of fertility differences between groups of US college graduates by their undergraduate field of study. We used multilevel event-history models to investigate possible institutional and selection mechanisms linking field of study to delayed fertility and childlessness. The results are consistent with those found for Europe in showing an overall difference of 10 percentage points between levels of childlessness across fields, with the lowest levels occurring for women in health and education, intermediate levels for women in science and technology, and the highest levels for women in arts and social sciences. The mediating roles of the following field characteristics were assessed: motherhood employment penalties; percentage of men; family attitudes; and marriage patterns. Childlessness was higher among women in fields with a moderate representation of men, less traditional family attitudes, and late age at first marriage.     

Auditing biochemical research data: A case study

There is little documentation in the literature of how to conduct a data audit of laboratory research. The purpose of such an audit is to verify the extent to which the published data agree with the corresponding laboratory notebook data and whether the data thus examined appear to be sufficient to justify the published conclusions. A case study is presented, which demonstrates a step by step approach towards conducting a data audit of a published research study.     

European‐American and African‐American Mothers' Emotion Socialization Practices Relate Differently to Their Children's Academic and Social‐emotional Competence

The current study examines whether the relation between mothers' responses to their children's negative emotions and teachers' reports of children's academic performance and social‐emotional competence are similar or different for European‐American and African‐American families. Two hundred mothers (137 European‐American, 63 African‐American) reported on their responses to their five‐year‐old children's negative emotions and 150 kindergarten teachers reported on these children's current academic standing and skillfulness with peers. Problem‐focused responses to children's negative emotions, which have traditionally been considered a supportive response, were positively associated with children's school competence for European‐American children, but expressive encouragement, another response considered supportive, was negatively associated with children's competence for African‐American children. The findings highlight the need to examine parental socialization practices from a culturally specific lens.