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The Nature and Impact of Late Imperial Chinese academies:A Review of Some Recent Publications in China

Frontiers of Education in China 2015年第4期10卷 634-656页

作者： Steven B.MILES Department of History Washington University in St.LouisSt.LouisMO 63130-4899USA

This review essay analyzes the historiography of Confucian academies(shuyuan)in imperial China,focusing on five representative books published in China between 2008 and 2014,including two new editions of books originally published in 1995 and *** five authors share a deep concern about the nature of academies,particularly their relationship with the state.A secondary theme that these books address is the impact that academies had on late imperial Chinese culture and *** together,these five works show how research on academies in imperial China has evolved over the past two decades.

关键词： academies shuyuan historiography imperial China

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Camillo Camilli＇s Imprese for the academies

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Journal of Literature and Art Studies 2018年第4期8卷 589-613页

作者： Liana De Girolami Cheney Independent Scholar Boston MA USA

This study examines the humanistic influence of ancient and Renaissance art in Camillo Camilli＇s Imprese of 1586. Camillo Camilli （ca. 1560-1615--his exact birth date is unknown） was an Italian poet of the sixteenth-century. His family came from Monte San Savino, Siena, and records mention that he died on July 13, 1615, in Ragusa. While personal documentation on Camilli＇s life is scarce there are substantial sources about his literary career as a translator, compiler and poet. Camilli wrote extensively. There are the five canti on Erminia e Tancredi which were collated with Tarquo Tasso＇s （1544-1595） unfinished poems, and his commentaries for Ludovico Ariosto＇s Orlando Furioso in 1584 and for Tasso＇s Gerusalemme Liberata in 1585. Under the influence of Tasso＇s writings and his involvement in the commentary of Gerusalemme Liberata （1585）, Camilli started formulating his concetto （conceit） of what an impresa is （badge, device or insignia）. The focus of this essay is on Camilli＇s Imprese for the academies. The whole collection of the lmprese consists of three volumes. The frontispiece to each volume depicts three different stage settings filled with classical ornamentation and bearing in the center of the lintel the impresa or insignia of Francesco Ziletti＇s printing company--a starfish surrounded by stars and bound by a ribbon. Camilli selected this image to announce through the imprese the significance of these famous men （uominifamosi） of the academy, granting them immortality and honor for their cultural and intellectual accomplishments.

关键词： Italian imprese emblems iconography symbolism famous men academies Camillo Camilli

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Strategies for College English Teaching in Military academies

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海外英语 2015年第4期 128-129页

作者： WANG Zi-yan The Basic Department of Nanjing Political College

As pointed out in College English Curriculum Requirements, the main objective of College English teaching and learning in military academies is to"develop cadets' ability to use English in a well-rounded way, especially in their listening and speaking abilities, so that in their future studies and careers they will be able to communicate effectively, and at the same time enhance their ability to study independently and improve their comprehensive cultural quality so as to meet the needs of PLA's modernization."This paper focuses on some effective strategies which may be of some practical use for the teaching and learning of the English language.

关键词： strategies college English teaching military academies

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简政放权：英国中小学校改革及其启示

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中小学学校管理 2012年第12期 6-11,51页

作者：郑彩华马开剑

英国大选后，新任教育大臣迈克尔·戈夫上任伊始就开始了对中小学校的教育改革，通过颁布《学园法案》并倡导中小学转变成为学园，鼓励创建“自由学校”，取消或关闭一些无助于学校提高教育质量的机构和组织等措施，力图消除学校管理中... 详细信息

英国大选后，新任教育大臣迈克尔·戈夫上任伊始就开始了对中小学校的教育改革，通过颁布《学园法案》并倡导中小学转变成为学园，鼓励创建“自由学校”，取消或关闭一些无助于学校提高教育质量的机构和组织等措施，力图消除学校管理中的官僚主义，赋予学校和教师更大的管理学校和课程的权力，让家长和学生有更大选择优质学校的权利，政府还设立学生补助金帮助处境不利学生，以改变英国中小学教育中的不平等和不均衡现象。英国政府简政放权促进中小学校全面提高教育教学质量和促进教育均衡的改革措施对我国也有启示。

关键词：英国中小学校改革学园自由学校学生补助金 UK basic education reform academies free school pupil premium

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