口述历史相关的法律问题与应对措施     

熊咏梅  胡立耘 《新世纪图书馆》2014,(5):10-13,18

论文对我国口述历史法律问题的研究现状进行阐述,对口述历史过程中可能产生的法律问题进行具体分析,主要包括计划、执行、整理、发布和利用阶段所涉及到的具体法律问题.最后,提出口述历史过程中需要注意的相关法律问题,以及规避侵权的一些方法建议.  相似文献   

“铸剑戟以为农器”析     

章舜娇  林友标 《搏击·武术科学》2014,(5):14-15

文章借助古籍,对“铸剑戟以为农器”的含义进行解读,包涵“偃武修文”、“垂仁于王道”、兆民富庶的治国方略;是士子去国还乡、忧国忧民的感慨。当然,与铁器相关的农业工具,备受农夫的喜爱,也可利用作为战争时期的武器。  相似文献   

On Business Incubation     

王楠 《环球赛鸽科技》2014,(30)

The paper is organized in three parts. The first part is about the history and development periods of business incubation; the second one is on its three generations defined by scholars; and the third ...  相似文献   

中国环境史文献的分类问题初探     

吴寰 《保山学院学报》2014,33(6):1-10

中国环境史作为新兴的历史学分支学科,其发展和研究离不开历史文献的支撑,但由于环境史在历史学科中的特殊性,一些文献中不常被人关注的内容恰恰是环境史研究的重要史料.据史料中所见环境史信息的分布状况,按史料的来源、史料记述的内容、历史时间的纵向排列等不同的分类标准,可以将不同类型的环境史史料进行整合和分类.在具体的分类过程中,对口述史料、田野考察资料、考古史料和其他非文字史料等特殊史料和文献的处理也值得注意.环境史文献的分类进行梳理及研究,对推进环境史文献学的建构不无裨益.  相似文献   

晋定公、出公灭国夺邑系年辑证--西周末年至春秋时期晋灭国夺邑系年辑证之十     

邵炳军 《天水师范学院学报》2004,24(1)

晋定公八年(前504年),鲁定公帅鲁师侵郑,取郑所夺卫之匡邑而归之于晋,故晋始居有卫之匡邑;二十七年(前485年),晋赵鞅帅师侵齐,取齐之犁、辕二邑而还;晋出公二十二(前453年)顷,晋知瑶灭仇由。  相似文献   

浅析广播电视新闻写作口语化要求     

张旭红 《哈尔滨学院学报》2003,24(8):36-38

广播电视新闻用语是否上口适听、优美动人，是广播电视新闻能否顺利传播到听众中去的关键问题，也是广播电视新闻用语不同于报刊新闻用语的最显著特点。  相似文献   

《中国通史》正误二则     

唐明元 《自贡师范高等专科学校学报》2006,21(2):51-52

利用相关史料进行印证、分析。认为《中国通史》关于王昭君厦汲冢书考证之记载有误，并对其进行了纠正。  相似文献   

Topic variability and criteria in interpretational history teaching     

Bjorn Wansink  Sanne Akkerman  Theo Wubbels 《课程研究杂志》2017,49(5):640-662

This paper studies the teacher perceived applicability of historical topics for interpretational history teaching and the criteria teachers use to evaluate this applicability. For this study, 15 expert history teachers in the Netherlands striving for interpretational history teaching were purposefully selected. Teachers were asked to mention historical topics using a ranking task technique to rank topics in order of applicability and to elaborate on how the topics were ranked. The results showed a large variation in perceived applicability among topics, both within and between teachers. Eight different topic-applicability criteria were discerned in the teachers’ elaborations: (1) topic knowledge; (2) topic affinity; (3) topic constructedness; (4) topic deconstructability; (5) topic abstractedness; (6) topic sensitivity; (7) topic materials; and (8) topic inclusion in the history curriculum. We found that teachers tended to judge topics as applicable for interpretational history teaching partly depending on the degree of ‘canonised interpretativity’ in lesson materials and the curriculum, and to the degree to which they belonged to ‘cold’ (morally neutral) or ‘hot’ (morally sensitive) history. A theoretical implication of the findings is that interpretational history teaching is topic-dependent. Teachers can be supported to teach history as interpretation by structured pedagogies.  相似文献   

“满鲜历史地理调查部”与白鸟库吉东洋史学研究     

赵薇 《历史教学(高校版)》2011,(3)

白鸟库吉东洋史学研究的学术背景源于西方,研究方法受德国史学家路得维格.里斯影响,注重考据与实证,而纵观其整个学术历程,满鲜历史地理调查部的相关工作构建了其东洋史学研究的最初框架。本文将就满鲜历史地理调查部的设立过程与白鸟库吉东洋史学理念的发端、取得的成果与白鸟库吉东洋史学泰斗地位的确立、运作过程对白鸟库吉东洋史学研究的影响等方面进行探讨,力图廓清满鲜历史地理调查部与白鸟库吉的东洋史学研究之间的联系。  相似文献   

Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties   总被引：1，自引：0，他引：1  

Sonia Q. Cabell  Laura M. JusticeTimothy R. Konold  Anita S. McGinty 《Early childhood research quarterly》2011,26(1):1

The purpose of this study was to explore patterns of within-group variability in the emergent literacy skills of preschoolers who are at risk for academic difficulties. We used the person-centered approach of cluster analysis to identify profiles of emergent literacy skills, taking into account both oral language and code-related skills. Participants were 492 preschoolers (aged 42-60 months) enrolled in needs-based programs. In the fall of the academic year, children were administered eight measures of emergent literacy: four oral language measures (i.e., expressive and receptive grammar, expressive and receptive vocabulary) and four code-related measures (i.e., print concepts, alphabet knowledge, name writing, and rhyme). Controlling for age, hierarchical-agglomerative and K-means cluster analysis procedures were employed. Five psychometrically sound profiles emerged: highest emergent literacy (prevalence = 14%); three profiles with average oral language and differential code-related abilities (16%, 24%; 23%); and lowest oral language with broad code-related weaknesses (23%). Profiles were then compared on midyear teacher ratings of emergent literacy as well as end-of-kindergarten literacy performance; results provided convergent evidence of predictive validity. This study highlights the considerable heterogeneity of emergent literacy abilities within an “at-risk” group. The resulting profiles have theoretical and practical relevance when examining both concurrent relationships between oral language and code-related skills as well as longitudinal relationships between early patterns of performance and later reading achievement.  相似文献