首调唱名法的制度原则对理解西方音乐的启示

理解的对象是文本,音乐的文本指的是用符号记下来的乐谱按照规则而组成的乐句系统。因此,理解西方音乐的关键是对西方音乐文本制度的正确解读。首调唱名法的制度原则给予我们对理解西方音乐最大的启示是,"音"与"乐音"之间的重要区别,即"音"要在具体的音乐制度体系中才有意义。     

论误解

在诠释学传统中,误解仅具有消极的意义。然而,从误解的产生及诠释学对误解的批判角度来深入考察误解,我们会发现创造性的误解具有积极的意义,这一点在我们的文化传承和交流中有着重要的意义。     

图书馆效益取向研究

社会主义市场经济体制的建立和完善，使图书馆原有的效益观经受着前所未有的挑战。本文通过对图书馆工作评价标准的回顾，探讨了效益标准确立的意义，分析了图书馆投入产出的特征，指出整体效益即“社会经济效益”是市场经济条件下图书馆效益的价值取向     

扶贫陷阱与扶贫资金政府管理效率

始于上世纪80年代中期的中国政府扶贫战略是在农村土地制度改革的边际效应降低时推出的一项公共政策。长期以来,中国扶贫开发成效主要以年均贫困人口减少和扶贫投入的关系为评价指标。通过扶贫资金性质、管理及其在贫困村的实际运作,贫困人口数量和扶贫资金投入量之间的相关性等的实证研究,分析政府扶贫资金管理机制的不足,提出扶贫陷阱的概念以及跳出扶贫陷阱的几个选择。     

阐释学视角下的唐诗英译

阐释学是一种研究意义的理解和阐释的理论。文章将从现代阐释学中的前理解、视界融合和理解的历史性这三个方面来探讨它们在唐诗英译中的运用。     

中国信息产业发展的投入产出分析——以福建省为例

信息技术及其产业的发展已经成为世界经济新的增长点和国际竞争新的制高点，其作用越来越重要。依据最新权威分类，通过编制福建省信息产业投入产出表，计算出信息产业与其它产业之间的经济依存系数、产业关联系数和波及效果系数，可以看出福建省信息产业的发展取得了一定的成绩，但在国民经济中的地位仍不高，提出需进一步以信息化带动工业化，以工业化促进信息化，努力提升信息产业的地位，正确引导信息产业的集群化发展。     

证据客观性的信息解读

证据属性是证据法学理论中最基本的理论问题，而证据的客观属性则是证据法学理论中必须明确的一个重要问题，不少学者对证据的客观性一直争论不休。通过总结证据客观性的各种观点，对其产生争议之原因予以阐析，并以“事实信息理论”为依托，从证据是存贮有案件事实信息的载体这一定义出发，对证据的客观性予以信息解读，提出证据的客观性包括作为证据表现形式的物与人的客观性以及证据中案件事实信息的客观存在性，这两者统一于证据之中，都是一种客观存在。     

融英语写作于精读课教学探析

写作是大学英语学习中必不可少的一部分，同时也是大学生英语学习中较为薄弱的一个环节，忽视写作训练是导致学生英语写作能力较差的原因之一。本文针目前英语教学现状及学生在写作中常出现的问题，探讨如何结合精渎课教学，抓好基本功，掌握写作技巧，通过形式多样的写作训练，提高学生的写作水平。     

The Role of Second-Order Belief-Understanding and Social Context in Children's Self-Attribution of Social Emotions

Children's self-attribution of social emotions was hypothesised (i) to be related to their second-order belief-understanding and (ii) to be more strongly related to social- conventional than moral rule violations. Thirty children aged between 4 and 7 years were presented with Sullivan, Zaitchik & Tager-Flusberg's (1994) second-order false belief task and with four hypothetical scenarios in which they were required to imagine that they had violated particular moral and social conventional rules. As predicted, the self-attribution of social emotions was significantly related to second-order belief understanding, primarily in social-conventional rather than moral contexts.     

Italian Children's Understanding of War: A Domain-Specific Approach

Studies of children's conceptions of war, which have been carried out up to now mainly by asking for a definition of war and associating it with other notions, have found few age-related changes after the age of 6. Considering the complexity of the concept, and its embeddedness in the political conceptual domain, which emerges at around 11 years, we expect that greater differences should emerge if children's ideas on the causes and consequences of war, and the actors involved, are carefully assessed. Semi-structured interviews carried out with a total of 80 Italian children from 2nd to 8th grades confirmed this hypothesis. Many 2nd graders described war as a clash between collectives without structure, attributing all decisions about starting, the development of, and ending a war to the individual fighters and explaining these decisions (when they did) as due to emotions such as hatred, envy, revenge, or being tired or unwilling to fight any longer. Most 6th and 8th graders depicted war as a clash between nation-states, attributing decisions about its starting and ending to political authorities on the basis of political and economic reasons, and the actual fighting of battles to an organized army collaborating with, or subordinate to, political authorities. Many 2nd and 4th graders also showed a mixed pattern of answers, involving both political authorities and individual fighters, thus showing that the transition from the rudimentary backward conception to the more advanced one occurs through the piecemeal addition and deletion of concepts and beliefs.