情绪对初高中学生道德判断的影响

道德行为是道德判断的结果,而道德判断往往受到情绪的影响。愤怒和愉快是对个人行为产生影响的两种不同的典型情绪状态。通过采用情绪启动范式进行了实验研究,从愤怒和愉快两种情绪状态和情绪强度两个方面,对初高中生共444人的道德判断水平进行了考察。结果发现愤怒情绪状态下中学生的道德判断得分明显的高于愉快情绪状态,高中生的得分明显高于初中生,情绪的强度对中学生道德判断水平没有影响。     

论薄弱学校的发展与学生、教师发展的关系

薄弱学校的改造、提升是时代的发展要求。在薄弱学校的建设中,处理好学校发展与学生发展、教师发展的关系是十分重要的。强化教师队伍建设,谋求教师、学生、学校的共同发展,薄弱学校的发展最终是人的发展。     

关于新时期高校党校教育有效性的几点思考

在当前政治、经济、科学技术发展的新形势下,高校党校只有提高教育实效,才能实现党校的功能,保持党校的生命力。文章从党校教育内容、对象、形式、手段等方面,提出了高校党校提高教育实效的对策,即以教学内容体系的创新来实施“示范工程”;以扩展培训对象来实施“规模工程”;以教育形式和手段创新来实施“品牌工程”;以加强科学研究来实施“质量工程”。     

A Rejoinder to Peter M. Sales

This analytical article asks the question: to what degree did the media contribute to the Rwandan genocide and what might have been done about it? In examining the historical development of mass media in Rwanda, this paper argues that while hate media clearly contributed to the dynamics that led to genocide, its role should not be overstated. While it is commonly believed that hate media was a major cause of the genocide, instead it was a part of a larger social process. The use of violent discourse was at least as important as, for example, the availability of weapons in carrying out the genocide. Put another way, violent discourse was necessary but not sufficient by itself to cause the genocide of 1994. In arguing this thesis, Rwandan history is examined to demonstrate the processes of communication in the formation of destructive attitudes and behaviour. Next, analysis of the methods and content of propaganda campaigns is discussed. Finally, an overview of the requirements and organizations for third parties to conduct international communication interventions is presented in the last section.     

Myth and the small war tradition: Reassessing the discourse of British counter-insurgency

In recent years a number of commentators have posited that the British reputation for conducting small wars has suffered in the wake of setbacks in Iraq and Afghanistan. The argument here contests whether such a tradition can be truly said to have ever existed. A close examination of this supposed tradition reveals it to be a myth. In fact, rarely have the British armed forces claimed a facility for counter-insurgency or small war. Invariably, commentators outside the Army have ascribed the tradition to them. Most notably, commentators in the United States keen to discern practices of minimum force or rapid institutional learning generated the narrative of British COIN expertise. Ultimately, what this myth reveals is that, when deconstructed, it is political will, not an ingrained understanding of fighting insurgencies, that has determined Britain's success, or otherwise, in so-called small wars.     

Why did Sudan Lose a small war in Southern Sudan?

ABSTRACT

When on the wrong end of an asymmetry in the projection of hard power, weaker sides countenance the grim arithmetic of avoiding direct and massed confrontations. Invariably, insurgents have over the ages tended to employ indirect tactical methods to render their stronger opponents ineffective. Ultimately – interest asymmetry, regime type, asymmetries of strategy, and external intervention – combine in a complex interplay and pattern, to militate against a strong side. In Sudan, these factors interacted throughout the civil wars to produce regional autonomy and finally an independent South Sudan in 2011. Similar strategic logic had confronted many large African states battling insurgencies in Ethiopia, Angola, Nigeria, Zaire, and apartheid-era South Africa. Oftentimes, weakening public resolve has caused these governments to accommodate, capitulate or withdraw even if they try not to blink. Notwithstanding the regime type, it can be concluded that the majority of strong actors are prone to fail in a protracted, asymmetric conflict. Hence, the notion of linking victory in counterinsurgency to the degree of openness (democratic polyarchies); or closeness (totalitarianism) – is still valid but highly contestable in the case of Africa’s large dysfunctional states.     

做实“精品工程”，打造“精品学校”

学校工作是由一个个细节组成的,切实做好每一个细节,是提高办学质量的关键。多年来,小白杨中学在“精”字上做文章,在“细”字上下功夫,优化过程,彰显内涵。“精品工程”的建设,有力的促进了学校各项工作的蓬勃发展。短短几年间,学校迅速从上百所学校中脱颖而出,独树一帜。     

如何在学校体育教育过程中培养学生对体育的终身兴趣

青少年的健康是国家的财富,更是每一个人健康成长和实现幸福生活的根基。有了健康的体魄,就能为祖国和人民作出更大贡献,拥有更加幸福的生活。当前,我国正处于全面建设小康社会和构建社会主义和谐社会的新阶段,教育和体育事业面临一系列新的历史性课题。怎样培养学生对体育的终身兴趣以及学校体育教育过程、怎样帮助他们养成终身锻炼的习惯,这是现代体育工作者要深入思考和探讨的问题。     

后危机时代中国特色社会主义道路越走越宽阔

中国在全球率先战胜国际金融危机总体实现经济回升向好,彰显了中国特色社会主义强大的生命力。后金融危机时代世界经济发展将呈现出缓慢的复苏,世界经济复苏将是艰难曲折的。面对全球经济未来发展的不确定性,中国经济仍然具有加快发展的有利条件。中国成功战胜国际金融危机坚定了我们走中国特色社会主义道路的信心,在中国共产党的领导下坚定不移地走中国特色社会主义道路,后金融危机时代中国特色社会主义的道路越走越宽阔。     

对古代汉语教学改革的探索与实践

随着中学语文教学新大纲对中学语文教学提出了新目标、新要求,高等师范专业课程也应随之进行调整改革。古代汉语课程一方面教育学生提高认识、克服困难、努力学习;另一方面要求教师转变观念、改革教法、指导学法,激发学生学习积极性,提高教学质量;为解决好古代汉语教学与中学文言文教学之间的衔接问题进行了初步的探索与实践。