Playing in the academic field: Non-native English-speaking academics in UK business schools

This paper draws on Bourdieu's concepts of field, habitus and capital to explore the ways in which working in English as a non-native language influences foreign academics' performance of academic habitus and the level of their symbolic capital necessary for the achievement of success within UK higher education. Empirically, it is based on interviews with 54 non-native English-speaking academics employed in UK business schools. Our findings point to advantages and disadvantages associated with being a non-native English-speaking academic, to strategies deployed by individuals to enhance their linguistic capital, and to the importance of language not merely as a tool of communication but as a key factor enabling individuals to perform academic habitus in the UK academic field. We reflect on whether, and if so, how, the UK academic field is changing as a result of the increased presence within it of non-UK-born academics and, in particular, the fact of their professional functioning in English as a non-native language.     

文权之争：前七子派与茶陵派关系原论

在研究茶陵和前七子派关系时,近人陈田提出了很有影响的“坛坫下移郎署”说。而之前的明清人则认为两派或是前后相承,或是前正后邪。追索康海父亲墓文写作这一标志性分裂事件,从写作权利“旧例”的被颠覆和前七子派记述者的预设叙事逻辑,可见其实质是争夺世俗文章的书写权利,并影响了中晚明的文学下移大势。然面对前七子的系列“进攻”,茶陵派则多是“虚应”和“暗战”。这与前七子出于茶陵派有关,更与流派论争并不一定流于现实斗争的表现特点有关。     

海南省中小学体育师资现状与发展对策研究

用分层随机抽样的方法对海南省中小学体育师资的现状进行了问卷调查,并进行了较深入的分析,提出了今后海南省中小学体育师资发展的目标和对策。     

当代美国中小学生道德养成的学校策略——托马斯·里克纳的理论与实践

托马斯·里克纳在确立尊重与责任为核心价值观的基础上,把由道德认知、道德体会与道德行为三要素有机结合而成的“品格教育”视为中小学生道德养成理论的核心内容。根据这一理论,托马斯·里克纳提出了开展隐性教育,营造校园道德文化气氛、课程教育、民主模式的课堂生活、故事讨论法及角色模拟训练等道德养成的途径和方法。这些理论与实践策略对当前我国中小学生道德教育有着重要的借鉴意义。     

从“传统”到“现代”:汉学形态的历史演进

汉学是以中国文化为原料,经过异质文化的智慧加工而形成的一种文化,它既是外国化了的中国文化,又是中国化了的外国文化。在汉学发展史上,传统汉学(Sinology)和现代汉学(Chinesestudies)是两种汉学形态:传统汉学从18世纪起以法国为中心,崇尚于中国古代文献和文化经典研究,侧重于哲学、宗教、历史、文学、语言等人文学科的探讨;而现代汉学则兴显于美国,以现实为中心,以实用为原则,侧重于社会科学研究,包括政治、社会、经济、科学技术、军事、教育等一切领域,重视正在演进、发展着的信息资源。以上这两种汉学形态既在演进中不断丰富发展着自己,又在日趋融合中创造着能够融通两种模式的汉学形态,这就是21世纪汉学发展的前景。     

论宋代琼州府学之兴

本文考察宋代琼州府学兴立始末,并分析其兴学历史背景,展示出海南地方官学的发展脉络。     

Release of Report on Development of Financial Assistance to Chinese Students in 2013

正On the morning of August 26,2014,Ministry of Education held a press conference to release the Report on Development of Financial Assistance to Chinese Students in 2013,which summed up the progress of fi nancial assistance to students in the past year.Total amount of financial assistance in 2013 increased 5%comparing to 2012.In 2013,students in preschool education(early childhood),compulsory education,     

略谈高校党校师资队伍建设

文章针对当前高校党校师资队伍建设的相关问题加以论述。     

“We're gonna get you through it”: The role of bonding social capital in the development of bridging social capital

Many programs that place low-income students of color in high-achieving college preparatory high schools seek to nurture bridging social capital, connections across class lines that provide leverage in the process of “getting ahead.” Bonding social capital, which focuses more on emotional support and “getting by,” is frequently characterized as less useful for social mobility. Drawing upon in-depth interviews with alumni from one such program, we challenge the notion of bridging and bonding social capital as discrete, countervailing forms of social capital, and demonstrate how the two may complement each other. Specifically, we find that bonding social capital served as a critical resource that students drew upon as they navigated their elite high schools in the face of racism and classism. In doing so, this bonding social capital ultimately facilitated the development of bridging social capital by encouraging student persistence at these institutions. Our findings support critiques of traditional accounts of social capital that devalue the capital possessed by marginalized communities and fuel deficit ideologies. Furthermore, they highlight the personal costs that youth may face in the pursuit of bridging capital, complicating the narrative of social mobility as an unmitigated good.     

Procedural (in)justice,emotions, and compliance

The procedural justice model has become widely recognized as a key crime prevention and reduction strategy, spurring its adoption across police agencies throughout the United States in an effort to address mounting concerns regarding police use of force. Recent critiques, however, have called attention to the need for greater examination of potential contributing factors that are underdeveloped in investigations of the procedural justice model, including the role of emotions. This article takes stock of interdisciplinary advancements to critically examine scholarly investigations exploring associations between procedural (in)justice, emotions, and compliance behaviors within the context of police-citizen interactions. In doing so, continued gaps are identified. Lastly, this article concludes by identifying future pathways and recommendations for the scholarly advancement of our understanding of emotions and their continued relevance to the procedural justice model.