2011年新闻传播法研究综述     

蔡斐 《国际新闻界》2012,(1):19-23

2011年新闻传播法研究,在新闻传播法制史研究、新闻立法问题研究、新闻(言论)自由问题研究、传媒与司法问题研究、新闻传播权利研究、新兴问题研究等6大方面取得了不少成果,但是也存在一定的缺陷,可谓收获与问题并存。  相似文献   

The Origins of Subjectivism     

《Journal of moral education》2012,41(3):191-200

Abstract:

A pervasive and persistent subjectivist slogan concerning the nature of right action, uttered most commonly by new students of moral philosophy, is stated and its absurdity exposed. The sources of its pervasiveness and persistence are probed, and are found to lie in the confusion of an uncontroversial conceptual feature of morality with a superficially similar over‐estimation of the moral status of the individual conscience. The non‐primacy of the conscience is briefly demonstrated; and it is suggested that exposure of the sources of the slogan frees one from the tendency to be taken in by it.  相似文献   

从义务论谈人权     

黎松 《四川职业技术学院学报》2012,22(3):27-29,55

人权即人所平等享有的最基本、最基础的权利,它本身就具有普世性和基础性的特点。从义务论的角度,人权被赋予了新的内涵和特点。从人权获得来看,人权是一种绝对性的权利;从人权遵守的角度来看,人权是一种无条件性权利。从人权呈现的特点来看,人权体现为一种自律性、必然性和强制性的权利。这对于人权的理解和把握将具有重大的价值。  相似文献   

李贽《童心说》及其“真”与“假”     

周哲良 《四川职业技术学院学报》2012,22(3):53-55

李贽《童心说》提出童心是"最初一念之本心","童子者,人之初也,童心者,心之初也"理解"童心"最根本的关键点在于"无本之末"和"最初一念之本心"。李贽的童心来源于佛家,指"父母未生之时",带有人的生理欲望的自然之心,与"闻见道理"之心相对,以反对"天理"。与此相应,《童心说》中的"真"与"假"也非一般意义的"真"和"假","真"是指未被遮盖、未丧失的人的自然天性;"假"即指丧失自然天性而"闻见道理"主于其内,其形式为真,内涵则因丧失自然天性而变为假。  相似文献   

“实境耦合”模式下的服装营销方向课程改革探索     

黄娜  李琴 《青岛职业技术学院学报》2012,(5):25-28,45

"实境耦合"人才培养模式是实现青岛职业技术学院"教&学以致用"办学理念的重要体现,也是"修能、致用"院训核心思想的体现。只有沿着这条路去走,才能培养出"技高品端"的有用人才,这也是服装营销方向课程不断调整和完善的过程。服装营销方向课程改革的实质,就是在实践中不断探索如何更好地育炼高素质技能型人才,更好地满足社会对高素质综合型应用性人才的需求。  相似文献   

The cost and financing of the right to education in India: Can we fill the financing gap?     

Santosh Mehrotra 《International Journal of Educational Development》2012,32(1):65-71

India's Parliament passed the Right to Education Act in 2009, which entitles all children 6-14 years old to at least eight years of schooling. This paper examines the cost of achieving this right to education, and asks whether India can fill the financing gap that must be filled if the right is to be realized. The paper notes the very considerable increase in central and state government allocation implied by the Act, and finds that there will be difficulties in finding the resources, given the large fiscal deficit occasioned by the global economic crisis. However, the paper goes on to suggest a series of measures that can be taken so that the right to schooling is no more denied or delayed.  相似文献   

Teacher education,the global financial crisis,frogs and bicycles     

《Educational research; a review for teachers and all concerned with progress in education》2012,54(2):213-224

Background:?The extent to which the global financial crisis (GFC) has impacted upon teacher education in universities in Australia is potentially, like most other aspects of teacher education, a contested area.

Purpose, aims/questions:?The aim of this article is to examine the impact the GFC along with other funding constraints, has had on teacher education in Australia.

Sources of evidence:?On the surface we could cite some aspects of teacher education which may point to a significant impact of the GFC such as funding from the government not keeping pace with other OECD countries' spending on higher education in general and teacher education in particular, increased pressure to find appropriate practicum placements for students, increased staff/student ratios, reduction of hours for teaching in university courses, obsession with profit margins and cost-driver budget models. However, all of these issues were evident or at least immanent before we started hearing about the GFC. Alistair Mant in his book Intelligent Leadership (Crow's Nest, NSW: Allen and Unwin; 1997) employs the metaphor of frogs and bicycles to describe organisations and systems. Universities and most organisations are in fact more naturally like frogs than bicycles. They are organic in that all parts interact to create the whole and they are complex systems, which are not susceptible to technical, machine-like approaches. A bicycle is a machine and a frog is a living thing.

Main argument:?Governments view universities as bicycles or machines, and this thinking is further reinforced through the introduction of a market forces model. Teacher education when treated as a bicycle when it is really more of a frog, shows signs of adaptation for as long as it can cope with various bits being cut off, but then will become unsustainable. While the impact of the GFC in Australia generally was much less severe than in many other countries, the continued starving of teacher education of adequate funding over a long period has taken its toll as reflected in unduly high staff student ratios, an over-reliance on casual staffing, insufficient funds to support the requirements of practicum placements, unrealistic staff workloads, lack of succession planning and inability to innovate.

Conclusion:?The issues discussed in this article are likely to be attributable to a highly successful and prolonged period of economic rationalism and policies, which emanate from New Right ideologies. The influence of neo-conservative and neo-liberal policies is well in evidence in universities generally and in Australia, successive governments have underfunded higher education.  相似文献   

《狂人日记》主题新探     

陶一权 《湖北广播电视大学学报》2012,32(7):80-81

在接受美学理论的观照下,重新解读鲁迅先生的《狂人日记》。对潜藏着许多不确定之域的小说文本,努力进行意义建构,探寻新的意蕴。不惑于作家自己说的‘意在暴露家族制度和礼教的弊害’之说,从文本内在情节结构和发展脉络着手,发现作品直刺人性的黑暗、呼唤真人出现这一新的主题。小说也因此具有了永恒的价值与意义。  相似文献   

汉语动结式的核心   总被引：2，自引：0，他引：2  

熊仲儒  刘丽萍 《暨南大学华文学院学报》2005,(4):39-49

动结式是句法派生的复合词，其句法核心是为动涮选择论元的功能范畴。将核心确认为功能范畴，不仅可以满足复合蒯的彳了向核心规则，而且可以让核心的信息真正地在复合词中得到保留，如题元信息、范畴信息等。更重要的是，可以借助句法核心解释动结式的句法行为。  相似文献   

沉默权在我国能否确立的问题研究     

尚华 《安徽师范大学学报(人文社会科学版)》2001,29(1):120-123

沉默权是犯罪疑人、被告人对司法工作人员的讯问抿绝回答的权利，它是当代世界许多国家刑事司法制度中体现人权保障的重要内容。但中国立法并未规定犯罪嫌疑人、被告人享有沉默权，随着中国刑事诉讼制度逐步与国际接轨，在我国能否确立沉默权已成为一个急需解决的问题。  相似文献