Journal of Deaf Studies and Deaf Education Advance Access published July 6, 2005 Early Manu
- 格式:pdf
- 大小:78.67 KB
- 文档页数:9
JIAN NAN WEN XUE臣下百吏莫不宿道乡方而务,是夫人主之职也。
若是,则一天下,名配尧、禹。
”从另一方面阐明了依法执政实为“人主之职”,也是“一天下”的必由之路。
因此,虞舜之道有关“求中”与“得中”的实践,可以概括为三个方面:首先注重的是家庭生活中的和睦之道,其次是社会生活中人与人的平等互助,再次是在对外关系中和平共处。
特别是在对三苗的关系处理上,虞舜不仅主张义征三苗,施大德于三苗,以“仁义”取胜,而且把自己的遗体埋在南方,以保证民族和解,不起战事,最终解决了长期以来南北对立的局面,最终实现了华夏、东夷、三苗三大部族的统一,为夏王朝的建立奠定了坚实的基础。
《吕氏春秋·尚德》:“三苗不服,禹请攻之。
舜曰:‘以德可也。
’行德三年,而三苗服。
孔子闻之曰:‘通乎德之情,则孟门、太行不为险矣。
故曰德之速,疾乎以邮传命。
’周明堂,金在其后,有以见先德后武也。
舜其犹此乎?其臧武通于周矣。
”《盐铁论·论功》也说:““有虞氏之时,三苗不服,禹欲伐之,舜曰:‘是吾德未喻也。
’退而修政,而三苗服。
”这些论述说明,虞舜在处理内外关系与民族矛盾时,秉持“以和为贵”与“以德服人”的方针,取得了较好效果。
三尧历史意义及其现代启示中华文明从一开始就把和谐作为价值观的最高准则。
追求和谐,是中华文化精神和民族精神的一个显著特点。
中国人以和为贵、以和为善、以和为美。
和谐文化造就了中国人崇尚和谐、爱好和平,主张多民族和睦共存,多元文化融合共生,重视人自身、人与人、人与社会、人与自然统一性的文化传统。
而造就这一文化传统的最早源头,应该就是虞舜文化。
虞舜文化是中华传统文化的重要母源,且对历代执政者的治民理念及其具体措施均有深远影响。
纵观历史,中国古代凡是长治久安的时期,执政者都高度重视依法施政。
立法历来为执政者所重视,早在神农炎帝时期就出现了《政典》、《黄帝四经》等法律文献。
自尧舜至夏商,在不同历史时期的发展过程中一直不断出现一些具有重要意义的文件,其中如《尧典》、《舜典》、《大禹》、《皋陶谟》等,有学者认为都是具有“宪法性意义”的法律文献。
B OSTON U NIVERSITY Center for Energy and Environmental Studies Working Papers SeriesNumber 9501 September 1995 THE CAPITAL THEORY APPROACH TO SUSTAINABILITY:A CRITICAL APPRAISALbyDavid Stern675 Commonwealth Avenue, Boston MA 02215Tel: (617) 353-3083Fax: (617) 353-5986E-Mail: dstern@WWW: /sterncv.htmlThe Capital Theory Approach to Sustainability:A Critical AppraisalDavid I. SternBoston UniversityNovember 1995______________________________________________________________________________ Center for Energy and Environmental Studies, Boston University, 675 Commonwealth Avenue, Boston MA 02215, USA. Tel: (617) 353 3083 Fax: (617) 353 5986, E-Mail: dstern@The Capital Theory Approach to Sustainability:A Critical Appraisal______________________________________________________________________________ SummaryThis paper examines critically some recent developments in the sustainability debate. The large number of definitions of sustainability proposed in the 1980's have been refined into a smaller number of positions on the relevant questions in the 1990's. The most prominent of these are based on the idea of maintaining a capital stock. I call this the capital theory approach (CTA). Though these concepts are beginning to inform policies there are a number of difficulties in applying this approach in a theoretically valid manner and a number of critics of the use of the CTA as a guide to policy. First, I examine the internal difficulties with the CTA and continue to review criticisms from outside the neoclassical normative framework. The accounting approach obscures the underlying assumptions used and gives undue authoritativeness to the results. No account is taken of the uncertainty involved in sustainability analysis of any sort. In addition, by focusing on a representative consumer and using market (or contingent market) valuations of environmental resources, the approach (in common with most normative neoclassical economics) does not take into account distributional issues or accommodate alternative views on environmental values. Finally, I examine alternative approaches to sustainability analysis and policy making. These approaches accept the open-ended and multi-dimensional nature of sustainability and explicitly open up to political debate the questions that are at risk of being hidden inside the black-box of seemingly objective accounting.I.INTRODUCTIONThe Brundtland Report (WCED, 1987) proposed that sustainable development is "development that meets the needs of the present generation while letting future generations meet their own needs". Economists initially had some difficulty with this concept, some dismissing it1 and others proliferating a vast number of alternative definitions and policy prescriptions (see surveys by: Pezzey, 1989; Pearce et al., 1989; Rees, 1990; Lélé, 1991).In recent years, economists have made some progress in articulating their conception of sustainability. The large number of definitions of sustainability proposed in the 1980's have been refined into a smaller number of positions on the relevant questions in the 1990's. There is agreement that sustainability implies that certain indicators of welfare or development are non-declining over the very long term, that is development is sustained (Pezzey, 1989). Sustainable development is a process of change in an economy that does not violate such a sustainability criterion. Beyond this, the dominant views are based on the idea of maintaining a capital stock as a prerequisite for sustainable development. Within this school of thought there are opposing camps which disagree on the empirical question of the degree to which various capital stocks can be substituted for each other, though there has been little actual empirical research on this question.There is a consensus among a large number of economists that the CTA is a useful means of addressing sustainability issues.2 Capital theory concepts are beginning to inform policy, as in the case of the UN recommendations on environmental accounting and the US response to them (Beardsley, 1994; Carson et al., 1994; Steer and Lutz, 1993). There are, however, a growing number of critics who question whether this is a useful way to address sustainability (eg. Norgaard, 1991; Amir, 1992; Common and Perrings, 1992; Karshenas, 1994; Pezzey, 1994; Common and Norton, 1994; Faucheux et al., 1994; Common, 1995). The literature on sustainable development and sustainability is vast and continually expanding. There are also a large number ofsurveys of that literature (eg. Tisdell, 1988; Pearce et al., 1989; Rees, 1990; Simonis, 1990; Lélé, 1991; Costanza and Daly, 1992; Pezzey, 1992; Toman et al., 1994). I do not intend to survey this literature.The aim of this paper is to present a critique of the capital theory approach to sustainability (CTA henceforth) as a basis for policy. This critique both outlines the difficulties in using and applying the CTA from a viewpoint internal to neoclassical economics and problems with this approach from a viewpoint external to neoclassical economics. I also suggest some alternative approaches to sustainability relevant analysis and policy. The neoclasscial sustainability literature generally ignores the international dimensions of the sustainability problem. I also ignore this dimension in this paper.The paper is structured as follows. In the second section, I discuss the background to the emergence of the capital theory approach, while the third section briefly outlines the basic features of the approach. The fourth section examines the limitations of the CTA from within the viewpoint of neoclassical economics and the debate between proponents of "weak sustainability" and "strong sustainability". The following sections examine the drawbacks of this paradigm from a viewpoint external to neoclassical economics and discuss alternative methods of analysis and decision-making for sustainability. The concluding section summarizes the principal points.SHIFTING DEBATE: EMERGENCE OF THE CAPITAL THEORY II. THEAPPROACHMuch of the literature on sustainable development published in the 1980's was vague (see Lélé, 1991; Rees, 1990; Simonis, 1990). There was a general lack of precision and agreement in defining sustainability, and outlining appropriate sustainability policies. This confusion stemmed in part from an imprecise demarcation between ends and means. By "ends" I mean the definition ofsustainability ie. what is to be sustained, while "means" are the methods to achieve sustainability or necessary and/or sufficient conditions that must be met in order to do the same. As the goal of policy must be a subjective choice, considerable debate surrounded and continues to surround the definition of sustainability (eg. Tisdell, 1988). As there is considerable scientific uncertainty regarding sustainability possibilities, considerable debate continues to surround policies to achieve any given goal.Sharachchandra Lélé (1991) stated that "sustainable development is in real danger of becoming a cliché like appropriate technology - a fashionable phrase that everyone pays homage to but nobody cares to define" (607). Lélé pointed out that different authors and speakers meant very different things by sustainability, and that even UNEP's and WCED's definitions of sustainable development were vague, and confused ends with means. Neither provided any scientific examination of whether their proposed policies would lead to increased sustainability. "Where the sustainable development movement has faltered is in its inability to develop a set of concepts, criteria and policies that are coherent or consistent - both externally (with physical and social reality) and internally (with each other)." (613). Judith Rees (1990) expressed extreme skepticism concerning both sustainable development and its proponents. “It is easy to see why the notion of sustainable development has become so popular ... No longer does environmental protection mean sacrifice and confrontation with dominant materialist values” (435). She also argued that sustainable development was just so much political rhetoric. A UNEP report stated: "The ratio of words to action is weighted too heavily towards the former" (quoted in Simonis, 1990, 35). In the early days of the sustainability debate, vagueness about the meaning of sustainability was advantageous in attracting the largest constituency possible, but in the longer run, greater clarity is essential for sustaining concern.In the 1990's many people have put forward much more precisely articulated definitions of sustainable development, conditions and policies required to achieve sustainability, and criteria toassess whether development is sustainable. This has coincided with a shift from a largely politically-driven dialogue to a more theory-driven dialogue. With this has come a clearer understanding of what kinds of policies would be required to move towards alternative sustainability goals, and what the limits of our knowledge are. There is a stronger awareness of the distinction between ends and means. Most, but not all (eg. Amir, 1992), analysts agree that sustainable development is a meaningful concept but that the claims of the Brundtland Report (WCED, 1987) that growth just had to change direction were far too simplistic.There is a general consensus, especially among economists, on the principal definition of sustainable development used by David Pearce et al. (1989, 1991): Non-declining average human welfare over time (Mäler, 1991; Pezzey, 1992; Toman et al., 1994).3 This definition of sustainability implies a departure from the strict principle of maximizing net present value in traditional cost benefit analysis (Pezzey, 1989), but otherwise it does not imply a large departure from conventional economics. John Pezzey (1989, 1994) suggests a rule of maximizing net present value subject to the sustainability constraint of non-declining mean welfare. It encompasses many but not all definitions of sustainability. For example, it excludes a definition of sustainability based on maintaining a set of ecosystem functions, which seems to be implied by the Holling-sustainability criterion (Common and Perrings, 1992; Holling, 1973, 1986) or on maintaining given stocks of natural assets irrespective of any contribution to human welfare. A sustainable ecosystem might not be an undesirable goal but it could be too strict a criterion for the goal of maintaining human welfare (Karshenas, 1994) and could in some circumstances lead to declining human welfare. Not all ecosystem functions and certainly not all natural assets may be necessary for human welfare. Some aspects of the natural world such as smallpox bacteria may be absolutely detrimental to people. In the context of the primary Pearce et al. definition, the Holling-sustainability criterion is a means not an end.The advantage of formalizing the concept of sustainability is that this renders it amenable to analysis by economic theory (eg. Barbier and Markandya, 1991; Victor, 1991; Common and Perrings, 1992; Pezzey, 1989, 1994; Asheim, 1994) and to quantitative investigations (eg. Repetto et al., 1989; Pearce and Atkinson, 1993; Proops and Atkinson, 1993; Stern, 1995). Given the above formal definition of sustainability, many economists have examined what the necessary or sufficient conditions for the achievement of sustainability might be. Out of this activity has come the CTA described in the next section. The great attractiveness of this new approach is that it suggests relatively simple rules to ensure sustainability and relatively simple indicators of sustainability. This situation has seemingly cleared away the vagueness that previously attended discussions of sustainability and prompted relatively fast action by governments and international organizations to embrace specific goals and programs aimed at achieving this notion of the necessary conditions for sustainability.III. THE ESSENCE OF THE CAPITAL THEORY APPROACHThe origins of the CTA are in the literature on economic growth and exhaustible resources that flourished in the 1970s, exemplified by the special issue of the Review of Economic Studies published in 1974 (Heal, 1974). Robert Solow (1986) built on this earlier literature and the work of John Hartwick (1977, 1978a, 1978b) to formalize the constant capital rule. In these early models there was a single non-renewable resource and a stock of manufactured capital goods. A production function produced a single output, which could be used for either consumption or investment using the two inputs. The elasticity of substitution between the two inputs was one which implied that natural resources were essential but that the average product of resources could rise without bound given sufficient manufactured capital.The models relate to the notion of sustainability as non-declining welfare through the assumption that welfare is a monotonically increasing function of consumption (eg. Mäler, 1991). The path ofconsumption over time (and therefore of the capital stock) in these model economies depends on the intertemporal optimization rule. Under the Rawlsian maxi-min condition consumption must be constant. No net saving is permissible as this is regarded as an unjust burden on the present generation. Under the Ramsey utilitarian approach with zero discounting consumption can increase without bound (Solow, 1974). Here the present generation may be forced to accept a subsistence standard of living if this can benefit the future generations however richer they might be. Paths that maximize net present value with positive discount rates typically peak and then decline so that they are not sustainable (Pezzey, 1994). Pezzey (1989) suggested a hybrid version which maximizes net present value subject to an intertemporal constraint that utility be non-declining. In this case utility will first increase until it reaches a maximum sustainable level. This has attracted consensus as the general optimizing criterion for sustainable development. Geir Asheim (1991) derives this condition more formally.Under the assumption that the elasticity of substitution is one, non-declining consumption depends on the maintenance of the aggregate capital stock ie. conventional capital plus natural resources, used to produce consumption (and investment) goods (Solow, 1986). Aggregate capital, W t,and the change in aggregate capital are defined by:W t=p Kt K t + p Rt S t (1)∆W t=p Kt∆K t + p Rt R t (2)where S is the stock of non-renewable resources and R the use per period. K is the manufactured capital stock and the p i are the relevant prices. In the absence of depreciation of manufactured capital, maintenance of the capital stock implies investment of the rents from the depletion of the natural resource in manufactured capital - the Hartwick rule (Hartwick 1977, 1978a, 1978b). Income is defined using the Hicksian notion (Hicks, 1946) that income is the maximum consumption in a period consistent with the maintenance of wealth. Sustainable income is,therefore, the maximum consumption in a period consistent with the maintenance of aggregate capital intact (Weitzman, 1976; Mäler, 1991) and for a flow of income to be sustainable, the stock of capital needs to be constant or increasing over time (Solow, 1986).The initial work can be extended in various ways. The definition of capital that satisfies these conditions can be extended to include a number of categories of "capital": natural, manufactured, human, and institutional.4 Natural capital is a term used by many authors (it seems Smith (1977) was the first) for the aggregate of natural resource stocks that produce inputs of services or commodities for the economy. Some of the components of natural capital may be renewable resources. Manufactured capital refers to the standard neoclassical definition of "a factor of production produced by the economic system" (Pearce, 1992). Human capital also follows the standard definition. Institutional capital includes the institutions and knowledge necessary for the organization and reproduction of the economic system. It includes the ethical or moral capital referred to by Fred Hirsch (1976) and the cultural capital referred to by Fikret Berkes and Carl Folke (1992). For convenience I give the name 'artificial capital' to the latter three categories jointly. None of these concepts is unproblematic and natural capital is perhaps the most problematic. Technical change and population growth can also be accommodated (see Solow, 1986).Empirical implementation of the CTA tends to focus on measurement of sustainable income (eg. El Serafy, 1989; Repetto, 1989) or net capital accumulation (eg. Pearce and Atkinson, 1993; Proops and Atkinson, 1993) rather than on direct estimation of the capital stock.5 The theoretical models that underpin the CTA typically assume a Cobb-Douglas production function with constant returns to scale, no population growth, and no technological change. Any indices of net capital accumulation which attempt to make even a first approximation to reality must take these variables into account. None of the recent empirical studies does so. For example, David Pearce and Giles Atkinson (1993) present data from eighteen countries on savings and depreciation of natural andmanufactured capital as a proportion of GNP. They demonstrate that only eight countries had non-declining stocks of total capital, measured at market prices, and thus passed a weak sustainability criterion of a constant aggregate capital stock, but their methodology ignores population growth, returns to scale or technological change.IV.INTERNAL APPRAISAL OF THE CAPITAL THEORY APPROACHIn this section, I take as given the basic assumptions and rationale of neoclassical economics and highlight some of the technical problems that are encountered in using the CTA as an operational guide to policy. From a neoclassical standpoint these might be seen as difficulties in the positive theory that may lead to difficulties in the normative theory of sustainability policy. In the following section, I take as given solutions to these technical difficulties and examine some of the problems inherent in the normative neoclassical approach to sustainability.a.Limits to Substitution in Production and "Strong Sustainability"Capital theorists are divided among proponents of weak sustainability and strong sustainability. This terminology is confusing as it suggests that the various writers have differing ideas of what sustainability is.6 In fact they agree on that issue, but differ on what is the minimum set of necessary conditions for achieving sustainability. The criterion that distinguishes the categories is the degree of substitutability believed to be possible between natural and artificial capital.7The weak sustainability viewpoint follows from the early literature and holds that the relevant capital stock is an aggregate stock of artificial and natural capital. Weak sustainability assumes that the elasticity of substitution between natural capital and artificial capital is one and therefore that there are no natural resources that contribute to human welfare that cannot be asymptotically replaced by other forms of capital. Reductions in natural capital may be offset by increases inartificial capital. It is sometimes implied that this might be not only a necessary condition but also a sufficient condition for achieving sustainability (eg. Solow, 1986, 1993).Proponents of the strong sustainability viewpoint such as Robert Costanza and Herman Daly (1992) argue that though this is a necessary condition for sustainability it cannot possibly be a sufficient condition. Instead, a minimum necessary condition is that separate stocks of aggregate natural capital and aggregate artificial capital must be maintained. Costanza and Daly (1992) state: "It is important for operational purposes to define sustainable development in terms of constant or nondeclining total natural capital, rather than in terms of nondeclining utility" (39).8 Other analysts such as members of the "London School" hold views between these two extremes (see Victor, 1991). They argue that though it is possible to substitute between natural and artificial capital there are certain stocks of "critical natural capital" for which no substitutes exist. A necessary condition for sustainability is that these individual stocks must be maintained in addition to the general aggregate capital stock.The weak sustainability condition violates the Second Law of Thermodynamics, as a minimum quantity of energy is required to transform matter into economically useful products (Hall et al., 1986) and energy cannot be produced inside the economic system.9 It also violates the First Law on the grounds of mass balance (Pezzey, 1994). Also ecological principles concerning the importance of diversity in system resilience (Common and Perrings, 1992) imply that minimum quantities of a large number of different capital stocks (eg. species) are required to maintain life support services. The London School view and strong sustainability accommodate these facts by assuming that there are lower bounds on the stocks of natural capital required to support the economy, in terms of the supply of materials and energy, and in terms of the assimilative capacity of the environment, and that certain categories of critical natural capital cannot be replaced by other forms of capital.Beyond this recognition it is an empirical question as to how far artificial capital can substitute for natural capital. There has been little work on this at scales relevant to sustainability. However, the econometric evidence from studies of manufacturing industry suggest on the whole that energy and capital are complements (Berndt and Wood, 1979).In some ways the concept of maintaining a constant stock of aggregate natural capital is even more bizarre than maintaining a non-declining stock of total capital. It seems more reasonable to suggest that artificial capital might replace some of the functions of natural capital than to suggest that in general various natural resources may be substitutes for each other. How can oil reserves substitute for clean air, or iron deposits for topsoil? Recognizing this, some of the strong sustainability proponents have dropped the idea of maintaining an aggregate natural capital stock as proposed by Costanza and Daly (1992) and instead argue that minimum stocks of all natural resources should be maintained (Faucheux and O'Connor, 1995). However, this can no longer really be considered an example of the CTA. Instead it is an approach that depends on the concept of safe minimum standards or the precautionary principle. The essence of the CTA is that some aggregation of resources using monetary valuations is proposed as an indicator for sustainability.The types of models which admit an index of aggregate capital, whether aggregate natural capital or aggregate total capital, is very limited. Construction of aggregate indices or subindices of inputs depend on the production function being weakly separable in those subgroups (Berndt and Christensen, 1973). For example it is only possible to construct an index of aggregate natural capital if the marginal rate of substitution between two forms of natural capital is independent of the quantities of labor or capital employed. This seems an unlikely proposition as the exploitation of many natural resources is impractical without large capital stocks. For example, in the production of caught fish, the marginal rate of substitution, and under perfect competition the price ratio, between stocks of fresh water fish and marine fish should be independent of the number of fishingboats available. This is clearly not the case. People are not likely to put a high value on the stock of deep sea fish when they do not have boats to catch them with.If substitution is limited, technological progress might reduce the quantity of natural resource inputs required per unit of output. However, there are arguments that indicate that technical progress itself is bounded (see Pezzey, 1994; Stern, 1994). One of these (Pezzey, 1994) is that, just as in the case of substitution, ultimately the laws of thermodynamics limit the minimization of resource inputs per unit output. Stern (1994) argues that unknown useful knowledge is itself a nonrenewable resource. Technological progress is the extraction of this knowledge from the environment and the investment of resources in this activity will eventually be subject to diminishing returns.Limits to substitution in production might be thought of in a much broader way to include nonlinearities and threshold effects. This view is sometimes described as the "ecological" viewpoint on sustainability (Common and Perrings, 1992; Common, 1995) or as the importance of maintaining the "resilience" of ecological systems rather than any specific stocks or species. This approach derives largely from the work of Holling (1973, 1986). In this view ecosystems are locally stable in the presence of small shocks or perturbations but may be irreversibly altered by large shocks. Structural changes in ecosystems such as those that come about through human interference and particularly simplification, may make these systems more susceptible to losing resilience and being permanently degraded. There is clearly some substitutability between species or inorganic elements in the role of maintaining ecosystem productivity, however, beyond a certain point this substitutability may suddenly fail to hold true. This approach also asks us to look at development paths as much less linear and predictable than is implied in the CTA literature.All things considered, what emerges is a quite different approach to sustainability policy. It is probable that substitution between natural and artificial capital is limited, as is ultimately technicalchange. Additionally the joint economy-ecosystem system may be subject to nonlinear dynamics. This implies that eventually the economy must approach a steady state where the volume of physical economic activity is dependent on the maximum economic and sustainable yield of renewable resources or face decline ie. profit (or utility) maximizing use of renewable resources subject to the sustainability constraint. As in Herman Daly's vision (Daly, 1977) qualitative change in the nature of economic output is still possible. Sustainability policy would require not just maintaining some stocks of renewable resources but also working to reduce "threats to sustainability" (Common, 1995) that might cause the system to pass over a threshold and reduce long-run productivity.The notion of Hicksian income originally applied to an individual price-taking firm (Faucheux and O'Connor, 1995). However, even here it is not apparent that the myopic policy of maintaining capital intact from year to year is the best or only way to ensure the sustainability of profits into the future. If a competing firm makes an innovation that renders the firm's capital stock obsolete, the latter's income may drop to zero. This is despite it previously following a policy of maintaining its capital intact. The firm's income measured up to this point is clearly seen to be unsustainable. In fact its policy has been shown to be irrelevant to long-run sustainability. In the real world firms will carry out activities that may not contribute to the year to year maintenance of capital and will reduce short-run profits such as research and development and attempts to gain market share.10 These activities make the firm more resilient against future shocks and hence enhance sustainability.b.Prices for AggregationSupposing that the necessary separability conditions are met so that aggregation of a capital stock is possible, analysts still have to obtain an appropriate set of prices so that the value of the capital stock is a sustainability relevant value. The CTA is more or less tautological if we use the "right" prices. However, these correct "sustainability prices" are unknown and unknowable. A number of。
ContentsAbstract (i)摘要 (iii)List of Tables (iv)List of Abbreviations (v)Chapter One Introduction (1)1.1Background of the Study (1)1.2Purpose of the Study (2)1.3Significance of the Study (2)Chapter Two Literature Review (4)2.1The Overview of the Length Approach (4)2.1.1The Overview of the Length Approach Aboard (4)2.1.2The Overview of the Length Approach at Home (5)2.2The Overview of the Writing Teaching (7)2.2.1The Overview of the Writing Teaching Abroad (7)2.2.2The Overview of the Writing Teaching at Home (9)Chapter Three Theoretical Foundations (12)3.1Output Hypothesis (12)3.2Constructivism (16)3.3Krashen's Affective Filter Hypothesis (19)Chapter Four Research Methodology (24)4.1Research Questions (24)4.2Subjects (24)4.3Instruments (24)4.3.1Questionnaires (24)4.3.2Tests (25)4.3.3Scoring criteria (25)4.4Procedures of the Experiment (26)Step One:Preparing (26)Step Two:Training (27)Step Three:Evaluating (31)4.5Data Collection and Analysis (31)Chapter Five Results and Discussion (33)5.1Results and Discussions of the Writing Tests (33)5.1.1Results and Discussions of the Pre-test (33)5.1.2Results and Discussions of the Post-test (34)5.2Results and Discussions of the Questionnaires (37)Chapter Six Conclusion (42)6.1Major Findings and Implications (42)6.2Limitations (42)6.3Suggestions for Future study (43)References (vi)Appendix I Questionnaire about Learner Attitudes towards the Length Approach (ix)Appendix II Pre-test (xi)Appendix III Scoring criteria (xii)Appendix IV Post-test (xiii)Appendix V A student's writing compositions (xiv) (xv) (xxii)Acknowledgements (xxiii)AbstractEnglish writing,as one of productive skills and communication ways of students'language,is anessential aspect in English learning and teaching.However,writing teaching has always been considered asin foreign language teaching.For many years,researchers have devoted themselves to find out “bottleneck”effective ways to solve this problem and many approaches have been put forward,such as productapproach,process approach and genre approach etc.To some extent,these approaches have improvedE nglish writing students’w riting proficiency.However,the current situation of college students’performance in China is still far from satisfactory.A majority of students lack enthusiasm and are not interested in writing.Given problems existing in English writing,it is urgent to find out new effective ways so as to comprehensively improve students'writing ability.Recently,a new approach-LA,based on some important L2theories as well as the insightful analyses of the situation of writing teaching in China,was initiated by Professor Wang Chuming.The basic assumption of this new approach is that the teachercurrent level of foreign language. constantly adjusts the writing requirements on the basis of students’Through gradually increasing the number of words in composition,students are encouraged to writeincreasingly long compositions so as to strengthen their sense of achievement,enhance their confidence intheir ability to learn foreign language,stimulate further learning and eventually ensure progress in foreignlanguage learning.This new approach has attracted great attention both at home and abroad.The currentstudy,on the basis of the previous researches,aims to investigate the feasibility and validity of applying LAto high school English writing teaching,hoping to change the current situation in writing field and improvestudents'writing confidence and proficiency of their English.80students coming from two parallel classesof high school in Minghu school in Taian participated in this research.By employing instrumentscontaining two English writing tests,two questionnaires and SPSS(Statistical Program for Social Science17.0),this thesis adopted quantitative and qualitative analysis methods in order to answer the followingresearchquestions:1.Can the application of the length approach help senior high school students develop theirself-confidence in their English writing?2.Can the application the length approach in English writing help senior high school students improvetheir writing proficiency in their English writing?After fourteen weeks'experiment,the author comes to the conclusion as follows:i。
Of Studies译文对比赏析一、原作写作风格Of Studies的语言风格和现代英语颇为不同。
与时文相比,它显得有点像古文。
全文以读书(study)为中心展开讨论,环环相扣,意思逐层递进。
文字精炼,语言简约、潇洒、比喻恰当,富于想象力,处处透露出美感与智慧,说服力十足,论断分明,尤以富含哲理的名言警句见长,字里行间饱含自信。
不时结合使用拉丁文,使文章带有古香古色的韵味,书卷气十足。
二、对比分析严复提出翻译要做到信、达、雅,对于散文,我认为译者在做到信、达的同时,更要注重雅。
在通篇的行文上,要追求风格的一致性。
如前文所言,该散文语言精炼,文章短小精悍,所以翻译的难处在于再现语言简约优美风格的同时又不失其说服力,实现刚和柔的完美结合。
在此,我将挑选王佐良和廖运范的译文(以下简称为王译和廖译)来作比较分析。
1.对比一下两篇译文的风格王译采用半文半白的语言形式,四字词的使用频率高,语言简洁,与原文的风格十分接近,而廖译则用现代汉语的形式,使文章显得十分通俗易懂。
如果按照奈达所提倡的意义的对应必须优先于文体上的对应这一言论来分析这两篇译文,那么这两篇译文都忠实于原文,在读者中产生的效应是相当的。
但是,若按照科勒提出的对等观点来研究翻译对等和等效的问题,那么王译就脱颖而出了。
科勒所提出的除了外延对等(denotativeequivalence),主要研究词汇方面;还包括内涵对等(connotative equivalence),即文体对等,关注文体效果,古体的或是平实的;语篇规约对等(text-normative equivalence),关注不同交际场景的用法;语用对等(pragmatic equivalence),指为特定的读者群进行翻译和形式对等(formal equivalence),针对的是韵律、隐喻和其他修辞手法的对等。
王译在做到词汇、文章意义对等的同时,采用半古文的形式,凸显了文体风格的对等,译文中再现原文的排比句和其他的修辞手法,实现了翻译的形式对等。
CCF推荐的国际学术会议和期刊目录修订版发布CCF(China Computer Federation中国计算机学会)于2010年8月发布了第一版推荐的国际学术会议和期刊目录,一年来,经过业内专家的反馈和修订,于日前推出了修订版,现将修订版予以发布。
本次修订对上一版内容进行了充实,一些会议和期刊的分类排行进行了调整,目录包括:计算机科学理论、计算机体系结构与高性能计算、计算机图形学与多媒体、计算机网络、交叉学科、人工智能与模式识别、软件工程/系统软件/程序设计语言、数据库/数据挖掘/内容检索、网络与信息安全、综合刊物等方向的国际学术会议及期刊目录,供国内高校和科研单位作为学术评价的参考依据。
目录中,刊物和会议分为A、B、C三档。
A类表示国际上极少数的顶级刊物和会议,鼓励我国学者去突破;B类是指国际上著名和非常重要的会议、刊物,代表该领域的较高水平,鼓励国内同行投稿;C类指国际上重要、为国际学术界所认可的会议和刊物。
这些分类目录每年将学术界的反馈和意见,进行修订,并逐步增加研究方向。
中国计算机学会推荐国际学术刊物(网络/信息安全)一、 A类序号刊物简称刊物全称出版社网址1. TIFS IEEE Transactions on Information Forensics andSecurity IEEE /organizations/society/sp/tifs.html2. TDSC IEEE Transactions on Dependable and Secure ComputingIEEE /tdsc/3. TISSEC ACM Transactions on Information and SystemSecurity ACM /二、 B类序号刊物简称刊物全称出版社网址1. Journal of Cryptology Springer /jofc/jofc.html2. Journal of Computer SecurityIOS Press /jcs/3. IEEE Security & Privacy IEEE/security/4. Computers &Security Elsevier http://www.elsevier.nl/inca/publications/store/4/0/5/8/7/7/5. JISecJournal of Internet Security NahumGoldmann. /JiSec/index.asp6. Designs, Codes andCryptography Springer /east/home/math/numbers?SGWID=5 -10048-70-35730330-07. IET Information Security IET /IET-IFS8. EURASIP Journal on InformationSecurity Hindawi /journals/is三、C类序号刊物简称刊物全称出版社网址1. CISDA Computational Intelligence for Security and DefenseApplications IEEE /2. CLSR Computer Law and SecurityReports Elsevier /science/journal/026736493. Information Management & Computer Security MCB UniversityPress /info/journals/imcs/imcs.jsp4. Information Security TechnicalReport Elsevier /locate/istr中国计算机学会推荐国际学术会议(网络/信息安全方向)一、A类序号会议简称会议全称出版社网址1. S&PIEEE Symposium on Security and Privacy IEEE /TC/SP-Index.html2. CCSACM Conference on Computer and Communications Security ACM /sigs/sigsac/ccs/3. CRYPTO International Cryptology Conference Springer-Verlag /conferences/二、B类序号会议简称会议全称出版社网址1. SecurityUSENIX Security Symposium USENIX /events/2. NDSSISOC Network and Distributed System Security Symposium Internet Society /isoc/conferences/ndss/3. EurocryptAnnual International Conference on the Theory and Applications of Cryptographic Techniques Springer /conferences/eurocrypt2009/4. IH Workshop on Information Hiding Springer-Verlag /~rja14/ihws.html5. ESORICSEuropean Symposium on Research in Computer Security Springer-Verlag as.fr/%7Eesorics/6. RAIDInternational Symposium on Recent Advances in Intrusion Detection Springer-Verlag /7. ACSACAnnual Computer Security Applications ConferenceIEEE /8. DSNThe International Conference on Dependable Systems and Networks IEEE/IFIP /9. CSFWIEEE Computer Security Foundations Workshop /CSFWweb/10. TCC Theory of Cryptography Conference Springer-Verlag /~tcc08/11. ASIACRYPT Annual International Conference on the Theory and Application of Cryptology and Information Security Springer-Verlag /conferences/ 12. PKC International Workshop on Practice and Theory in Public Key Cryptography Springer-Verlag /workshops/pkc2008/三、 C类序号会议简称会议全称出版社网址1. SecureCommInternational Conference on Security and Privacy in Communication Networks ACM /2. ASIACCSACM Symposium on Information, Computer and Communications Security ACM .tw/asiaccs/3. ACNSApplied Cryptography and Network Security Springer-Verlag /acns_home/4. NSPWNew Security Paradigms Workshop ACM /current/5. FC Financial Cryptography Springer-Verlag http://fc08.ifca.ai/6. SACACM Symposium on Applied Computing ACM /conferences/sac/ 7. ICICS International Conference on Information and Communications Security Springer /ICICS06/8. ISC Information Security Conference Springer /9. ICISCInternational Conference on Information Security and Cryptology Springer /10. FSE Fast Software Encryption Springer http://fse2008.epfl.ch/11. WiSe ACM Workshop on Wireless Security ACM /~adrian/wise2004/12. SASN ACM Workshop on Security of Ad-Hoc and Sensor Networks ACM /~szhu/SASN2006/13. WORM ACM Workshop on Rapid Malcode ACM /~farnam/worm2006.html14. DRM ACM Workshop on Digital Rights Management ACM /~drm2007/15. SEC IFIP International Information Security Conference Springer http://sec2008.dti.unimi.it/16. IWIAIEEE International Information Assurance Workshop IEEE /17. IAWIEEE SMC Information Assurance Workshop IEEE /workshop18. SACMATACM Symposium on Access Control Models and Technologies ACM /19. CHESWorkshop on Cryptographic Hardware and Embedded Systems Springer /20. CT-RSA RSA Conference, Cryptographers' Track Springer /21. DIMVA SIG SIDAR Conference on Detection of Intrusions and Malware and Vulnerability Assessment IEEE /dimva200622. SRUTI Steps to Reducing Unwanted Traffic on the Internet USENIX /events/23. HotSecUSENIX Workshop on Hot Topics in Security USENIX /events/ 24. HotBots USENIX Workshop on Hot Topics in Understanding Botnets USENIX /event/hotbots07/tech/25. ACM MM&SEC ACM Multimedia and Security Workshop ACM。
Journal of Literature and Art Studies, ISSN 2159-5836December 2014, Vol. 4, No. 12, 1129-1133The Influence of Confucius’ Moral Standards on Wellbeing ofAcademics in Higher Education in China in the Context of theChinese Dream*MA Wen-ying, LIU XiChangchun Univesity, Changchun, ChinaThe Chinese Dream, adopted by General Secretary Xi Jinping, was used and spread in China. It is about Chineseprosperity, collective effort, socialism and national glory. It is also about the welfare, wellbeing, and quality of lifeof every Chinese. Academics in higher education in China are facing changes both across the globe and in China,they must take the challenges. This paper does research on wellbeing of the academics from the aspects of thedefinition of wellbeing, the situation both in the world and in China, the Chinese concept of happiness, the possibleinfluence of Confucius moral standards on wellbeing of Chinese. This paper may help school leaders implementpolicies that foster effective work environment in the new era in China.Keywords: wellbeing, Confucius’ moral standards, the Chinese dream, academics, higher education, ChinaAll Rights Reserved.IntroductionIn general use the term wellbeing describes a person’s state of happiness (Diener, 2009). Current research on wellbeing has been derived from two general perspectives: hedonism (Kahneman, Diener, & Schwarz, 1999) andeudaimonism (Waterman, 1993). Hedonism posits that wellbeing is pleasure attainment and pain avoidance.Eudaimonism focuses on self-realisation and emphasises that wellbeing is the personal fully functioning. Thehappiness and pleasure of hedonism are obtained from the successful pursuit of human goals, while the happinessand pleasure of eudaimonism arise from integrity to one’s true self, which is understood to be natural anduniversal. Thus people’s wellbeing is seen as a psychological state, and it is interpreted as a fulfilment of a naturalhuman potentiality, needs to be nurtured by society and culture in order for individuals to feel happy. Therefore,people’s wellbeing is dependent on their adjustment to the values and norms of their culture. Diener and Suh(2000) formulated this cultural relativistic position in the following way: “If societies have different sets of values,people in them are likely to consider different criteria relevant when judging the success of the society” (p. 3). Bythe success of the society they mean the ability by which the society provides for conditions for people to* This paper is a part of the results of the academic project “Research on psychological rights of lecturers in higher education inChina”.MA Wen-ying, Ph.D., associate professor, School of Foreign Languages, Changchun Univesity.LIU Xi, M.A., lecturer, School of Foreign Languages, Changchun Univesity.1130THE INFLUENCE OF CONFUCIUS’ MORAL STANDARDSaccomplish their own values and goals. As the values and goals are predetermined by their society, the betterpeople are adjusted to their social environment, the better their sense of wellbeing.This paper aims to do research on wellbeing of academics in higher education in China. China is in a new era with the development in economy and international relations. The Chinese Dream, adopted by President Xi,Jinping as a slogan began to be used and spread in the whole China. In this case, how do the academics in theuniversities work and how do they perceive their wellbeing under this context? Let’s begin to discuss the issuewith the situation of academics in higher education in China.The Chinese Dream and the Situation of Academics in Higher Education in ChinaThe “Chinese Dream” has been a popular topic of recent days. It embodies the aspiration of all Chinese people for a beautiful country and better life. The Chinese Dream was elaborated by General Secretary Xi Jinpingat the closing ceremony of the 1st session of the 12th NPC, 2013. President Xi has described the dream as“national rejuvenation, improvement of people’s livelihoods, prosperity, construction of a better society andmilitary strengthening”. Xi Jinping has also claimed that the Chinese dream is about Chinese prosperity,collective effort, socialism and national glory. In short, the Chinese dream is about the welfare, well-being, andquality of life of every Chinese today and in future.To the academics in higher education in China, their work is complex, and located in contexts that are both demanding (of knowledge, classroom management, and teaching skills) and emotionally and intellectuallychallenging” (Day, 2005, p. 13). They are facing new changes both across the globe and in China. In the world, inthe 21st century, change is a constant in institutions of higher education across the globe and no less so in China. All Rights Reserved.According to Lee (2008), the changes are changes in the university students (e.g., greater diversity, higherproportion of women, and greater concern for future employment); changes in the professoriate (e.g., greaterdiversity and increase in vulnerability due to increases in part-time and sessional appointments); changes inacademic administration (e.g., administrators increasingly professionally trained as administrators rather than asacademics); and internationalisation (increase in the number of foreign students as well as closer links amonguniversities).In China, the Fourth National Education Conference, which was held in July 2010, presented an outline of China’s education reform and development with mid-term and long-term projections. The aim is to build amodern education system and to become a strong society through increasing the quality of education (Han, 2010).To achieve the required quality of education, policies have been introduced that have two primary foci:enhancing the teaching capability of lecturers and further implementing educational reform. That is, on the onehand, personnel, lecturers, and administrators must change their methods of teaching and conductingadministration. On the other hand, from the perspective of the institutions, the management system must betransformed to be consistent with educational reforms. Following the institution of the new national policies,educational leaders and administrators have been encouraged to adopt management policies in which traditionalChinese culture, socialist values, and modern entrepreneurial values are integrated.The changes across the globe and in China create a pervasive sense of unfamiliarity for academics who have lived their lives in those context. They are facing new challenges. As the academics’ values and goals are shapedTHE INFLUENCE OF CONFUCIUS’ MORAL STANDARDS1131by the Chinese culture. It might be expected that the better the academics are adjusted to their social environment,the better their sense of wellbeing.The Concept of Confucius on Wellbeing and HappinessConcepts are moulded by culture. Chinese culture has its own cultural perspectives on wellbeing. 福or福气(fu or fu qi) is the happiness in Chinese ancient thoughts (Lu, 2001). Fu appeared as early as the boneinscriptions of the Shang Dynasty. It meant “presenting the filled wine container at the altar” (Bauer, 1976). Theoriginal meaning of Fu was the desires expressed by humans when they worshiped a god.Later, in the Shang Shu (a book of documents) in Zhangguo phase (475-221 BC) in the history of China, the word “fu” meant “longevity, prosperity, health, peace, virtue, and a comfortable death” (Wu, 1991). In anotherimportant ancient work, Classic of Ritual, “fu” meant “fortunate, lucky, smooth and free of obstacles”. Thissuggests that the Chinese people’s conception of happiness seems to include material abundance, physical health,virtuosity and peaceful life.In the history of folk philosophies of China, there were three philosophies which influenced Chinese concepts of happiness: Confucianism, Taoism and Buddhism (Lu, 2001). These are now addressed in turn.Confucius was the first Chinese philosopher to formulate a thought system (Lu, 2001). In The Book of Conversations, which records dialogues with his disciples, Confucius did not talk about 福(fu), rather, heproposed 礼(li), meaning ritual, as the most important concept of his system. Confucians valued ritual morethan mundane happiness. Confucius spent his life touring countries, introducing his thoughts on Chinesehumanism to each ruler. He suggested that a wise ruler should rule with “virtue” and treat people equally by using礼(li). People can then regard virtue and礼(li) as matters of personal concern in their social categories. All Rights Reserved.Confucian philosophy postulates that happiness is integral in accomplishing life goals; accumulating materialresources by hard work and frugality; obtaining respectable social status by intellectual labour; having a virtuouslife by suppression of selfish and earthly desires; and ultimately, fulfilling one’s social duties. In summary,“Confucians regarded happiness as spiritual, not material; as moral, not circumstantial; as self-identified, notother-judged” (Lu, 2001, p. 411). This discussion turns now to Taoism—another of the three major systems ofChinese thought.Taoism rejects the philosophy that material happiness leads to satisfaction and the Confucian idea of happiness as constant self-cultivation to achieve moral greatness. Taoists advocate that everything in the universemust follow道(tao), which was interpreted as a great natural force that made everything start in the first place.Taoism posits无为(wu wei),which means not-doing, and asserts that perfect happiness is the absence ofhappiness, and perfect glory is the absence of glory. Happiness in Taoism is to liberate human beings from alldesires, through following the natural force of not doing anything, accepting fate calmly and facing life with apeaceful mind. They called this state天人合一(tian ren he yi). Taoists have a lifestyle of withdrawal, isolation,and quietness. Happiness in Taoism, therefore, “is not an emotional feeling of joy, rather, it is a cognitive insightand transcendence” (Lu, 2001, p. 411).In contrast with Confucianism and Taoism, Buddhism is not an indigenous Chinese philosophy. However, it influenced Chinese beliefs for over a thousand years after it was introduced from India in Tang Dynasty.Buddhism argued that “there is no such thing as absolute, lasting happiness in life, all existence on earth was1132THE INFLUENCE OF CONFUCIUS’ MORAL STANDARDSpoisoned by unhappiness from the very start, and only ‘nirvana’ can offer salvation” (Lu, 2001, P. 412). Afternirvana, humans can not only turn away from the world, but also from happiness itself. Buddhism posits thathumans lift their souls to reach nirvana and eternal happiness through physical exercises, meditation, doingcharitable deeds and eliminating all human desires (Lu, 2001).According to Lockett (1988), Chinese traditional cultural heritage—Confucian of moral standards regulate Chinese behaviour in the greatest extent. It influenced Chinese wellbeing in the following six aspects: harmony;group orientation; guanxi (relationships); self-learning and diligence. How these Confucian moral standardsinfluence the wellbeing of academics in the context of the Chinese Dream will be discussed in the followingparagraphs.HarmonyConfucianism emphasises harmony as a social standard (Ginsberg, 1975). This can be traced in some old sayings in China. For example, 国泰民安(guotaiminan), refers to the country being prosperous and peopleliving in peace. 安居乐业(anjuleye) refers to people who live and work in peace and contentment. 家和万事兴(jiahewanshixing) refers to harmony between family members and how this makes everything prosper. Thesesayings express social harmony in Chinese society. In the university, academics view their schools as a big familyand try to build and maintain harmonious relationships (Liu, 2003). Chinese believe that harmony contributes tounity in resolving problems. 同舟共济(tongzhougongji) refers to working together with harmony andfaithfulness in times of difficulty in the school. Academics are expected to go through “thick and thin” with theiruniversity (Han, 2010).Group OrientationAll Rights Reserved.Collective outcome or group orientation is another Confucian social moral standard (Earley, 1989).Confucianism emphasises that a human being is not an individual, but rather a member of a family; people in thesociety are interdependent. The family in Chinese can be translated into家(jia). A group is a big family, which inChinese means大家(dajia). Country refers to national family, which in Chinese means国家(guojia). Therefore,being a member of a family, one is expected to contribute to the betterment of the family (Liu, 2003). Conformityto group orientation means individuals are subordinate in their personal interests with respect to the goals of thegroup (Earley, 1989). In the university, high levels of group orientation can enhance academics’ collectiveidentity; thus increase the group potency and performance (Han, 2010).GuanxiGuanxi means “relationships”. It can be found in伦(lun), which “are moral principles regarding interactive behaviours of related parties” (X. Chen & C. C. Chen, 2004, p. 308). Guanxi involves positive relationships at theinterpersonal level and at the level of the group. By belonging to a community and being aware of what is goingon, academics feel secure and develop a sense of harmony with the lecturers’ group.DiligenceThe next social moral standard in the Analects of Confucius (Yuan, 2001), which is a record of the words and behaviours of Confucius and his students, is a diligent work ethic. Confucian thought postulates that “when aperson is given a great responsibility, heaven may test him with hardship and frustrated efforts in order to toughenhis nature and show up his inadequacies” (Han, 2010, p. 40). Consequently, a sense of diligence transcends theTHE INFLUENCE OF CONFUCIUS’ MORAL STANDARDS1133whole life of the Chinese individual. Confucian thought states that diligence brings fortune. Therefore, thosepeople who are diligent and endure the hardship of favourable or unfavourable conditions are respected. In theschool, lecturers are likely to be diligent and persistent in work so that they may contribute to the betterment ofthe school.Self-learningSelf-learning or education is another social moral standard emphasised by Confucian thought (Yuan, 2001).Influenced by Confucians, Chinese employees develop themselves in order to achieve their educational goals.Academics learn knowledge and skills to adapt changes in the external environment. Thus, self-learning plays animportant role at work in acquiring, reflecting, contributing, and carrying out knowledge to reach spiritual andmoral development.ConclusionThe wellbeing in higher education in China can be regarded as a mental state of satisfaction and contentment: as positive feelings/emotions; as a harmonious homeostasis; as achievement and hope; and as freedom from illbeing. The happiness is also a state of being where one maintains a harmonious relationship with oneself, andwith the environment. This harmonious relationship is of fundamental importance to one’s survival andwellbeing. The academics in higher education can achieve wellbeing through: the wisdom of harmony; thewisdom of group orientation; the the wisdom of guanxi; wisdom of diligence; and the wisdom of self-learning.ReferencesBauer, W. (1976). China and the search for happiness: Recurring themes in four thousand years of Chinese cultural history. New All Rights Reserved.York: The Seabury Press.Chen, X., & Chen, C. C. (2004). On the intricacies of the Chinese guanxi: A process model of guanxi evelopment. Asia Pacific Journal of Management, 21, 305-324.Day, C. (2005). A passion for teaching. New York: Routledge.Diener, E. (2009). Culture and well-being. Champaign: Springer.Diener, E., & Suh, E. M. (2000). Measuring subjective well-being to compare the quality of life of cultures. In E. Diener, & E. M.Suh (Eds.), Culture and subjective well-being (pp. 3-12). Cambridge, Massachusetts: A Bradford Book.Earley, C. (1989). Social loafing and collectivism: A comparison of the United States and the People’s Republic of China.Administrative Science Quarterly, 34, 565-581.Ginsberg, R. (1975). Confucius on ritual, moral power and war. Peace and Change, 3(1), 17-21.Han, B. (2010). Education programming: Monitoring fairness by reform. Outlook Weekly, 29, 21-24.Kahneman, D., Diener, E., & Schwarz, N. (1999). Well-being: The foundation of hedonic psychology. New York: Russell Sage Found.Lee, W. O. (2008). The repositioning of higher education from its expanded visions: Lifelong learning, entrepreneurship, internationalization and integration. Educational Research for Policy and Practice, 7(2), 73-83.Liu, S. (2003). Cultures within culture: unity and diversity of two generations of employees in state-owned enterprises. Human Relations, 56, 387-417.Lockett, M. (1988). Culture and the problems of Chinese management. Organization Studies, 9(4), 475-496.Lu, L. (2001). Understanding happiness: A look into the Chinese folk psychology. Journal of Happiness Studies, 2, 407-432.Waterman, A. S. (1993). Two conceptions of happiness: Contrasts of personal expressiveness (eudaimonia) and hedonic enjoyment.Journal of Personality and Social Psychology, 64, 678-691.Wu, Y. (1991). The new transcription of “Shang Shu”. Taipei: Shan Min Books.Yuan, Z. S. (2001). Translations on Four Books and Five Classics (Si-Shu-Wu-Jing). Beijin: Xiangzhuan Press.。
1. The company tried to get rid of its financial difficulty by diminishing the number of employees.2. Susanna did not hear the knock on the door because she was immersed in her reading and knew nothing beyond the book.3. I have preserved the photo for 20 y ears, which brings back happy memories of my early childhood.4. I like to take a walk along the beach in leisure time so as to look for beautiful shells as the tide recedes.5. In order to ensure the practice of having six classes in succession before noon on Sunday, even the lunch hour was pushed back to 3 p.m.6. Here and there in the suburbs are newly built houses in clusters, which reduces the gap between and urban and suburban areas.7. Experts believe that children at the age of two to three are able to learn any language if they are exposed to it.8. The revolutionary government acts on behalf of the masses and against the privileged few.9. The ambitious official is unwilling to turn the right over to someone else for fear that one would replace him.10. The famous movie star once said that she would rather have been remembered as a common person than as a celebrity.1. His actions do not correspond to his words.2. I’m writing on behalf of my mother, to express her thanks for your gift.3. The engine gives off smoke and steam.4. The diamond sparkles with brilliant light.5. Had it not been for your help, I would not have overcome the psychological pressures and tensions.6. It is time he took strong action against thosegangsters.7. He hasn't enough money for food, let aloneamusements.8. The crime was not discovered till 48 hourslater,which gave the criminals plenty of time to getaway.9. Without a proper education, people couldcommit all kinds of crimes.10. He betrayed his friends to the enemy.1. The changes our city underwent in the past fewyears are little short of miraculous.2. Every year about 78,000 women die fromcomplications related to childbirth.3. A remote-controlled bomb exploded outside ahotel near the town square yesterday, havinginjured at least 12 people.4. The government has promised to introducelegislation to limit fuel emissions from cars.5. Often there is no clear evidence one way or theother and you just have to base your judgment onintuition.6. A successful bone marrow transplant can helpcure cancers of the blood.7. The terrorist action has been condemned as anact of barbarism and cowardice.8. Professor Wang received the Presidential Awardfor his excellence in stimulating students’ creativeimagination.9. In recent y ears, some psychologists have tried toexplain intelligence from a biological standpoint.10. With policies and monitoring in place,we canensure that therapeutic cloning is used safely.11.Medical experts debated whether the cloning ofhuman beings should be permitted and what itspotential effects on society might be.12. Mr. Jones and his two sons are the joint ownersof the business.13. Four people were killed in the explosion, butpolice have not yet name the victims.14. Don't walk on that broken glass with bare feet,you will get hurt.15. She told me that the moon was made ofcheese. What nonsense!16. In the fierce fighting the lightly woundedrefused to leave the front line.17. In the last hundred y ears, the wind has wornthe rocks away.18. Though people say nobody can survive in suchan accident, she still clings to her belief that herson is alive.19. Let's call in the old granny for some minutes,she lives just in this neighborhood.20. She divorced with her husband because theyhad nothing in common.21. When you get some important information,make a note of it lest y ou should forget it.1.My job varies between the extremely tediousand the annoy ingly busy. On balance I think I’mhappier during the really busy times; no time tothink about how bored I am.2.It is the nature of the wise to resist pleasures,but the foolish to be a slave to them.3.I figure out a good team of dogs, hitched to alight sled, can haul 1,000 pounds of goods.4.In the story ,the little girl has a wickedstepmother, who makes her life a misery.5.Nothing ever becomes real till it isexperience-even a proverb is no proverb to you tillyour life has illustrated it.6.Nowadays almost all libraries are finding itincreasingly difficult to remain within their budget.7.You can increase a tyre’s grip in winter by slightlylowering its pressure.ke Superior, Huron, Erie, and Ontario areshared by the United States and Canada, and frompart of the boundary between the two countries.9. The police are investigating the three menallegedly involved in organizing and carry ing outthe bank robbery.10.I do not doubt in the least that inflation leads toeconomic decline.11.A blizzard was blasting great drifts of snowacross the lake.12.Tim say s just about everybody will be affectedby the tax increase, but I’m sure he’s exaggerating.1.Some 80 art masterpieces will be brought toSouth Korea for an annual French cultural festival.2.Ben’s very sensitive and emotionally fragile. Hecraves approval and will do almost anything to gainit even from complete strangers.3.As information bombards(轰炸) us, we must relyon our own experience and intuition to distinguishfact from fancy.4.He can get quite a big headache from listening toher nonsense, but he knows she just can’t help it.5.These window decorations are made from softflexible plastic. They cling to glass and other shinysurfaces like magic!6.Those who endure hearing loss are at adisadvantage, because they are unable to geteverybody sound signals.7.Once I knew I was experiencing acute panic oranxiety, I followed the tips recommended by mydoctor to deal with the sy mptoms.8.This dog is well trained-she’ll come running backto me every time I whistle to her.9.True, this football team is comparatively weak.But it is absolutely wrong to mock at their attempt to qualify for the World Cup Finals.10.It is said the corporation has already subtracteda number of expenditures from the total cost; y et it still runs as high as 300 million dollars.11.He had a favorite song he used to sing to us in the old days-“It’s a Sin to T ell a Lie”-and I shall alway s associate it with him.12.On bright spring day s, you can see lovely birds flutter among the bushes.1.Holding such a sporting event as the Paraly mpics (残奥会)will help arouse public awareness against discrimination(歧视)and indifferencetowards the disabled.2.If you are habitually impatient, then developing patience will not only benefit y our own life, but also the life of everyone around you.3.It’s still a mystery to me whether I became a writer because of my desire for solitudeor being a writer I became more solitary.4.Early this morning a seven-year-old girl was run over and crushed to death by a large pickup truck which went out of control on an icy road.5.“I feel like going for a walk. Won’t you join me?”“OK.”6.Five straight day s of heavy rains lashed southern California and Mexico last week, causing mudslides (泥流)and killing more than 35 people.7.My life experiences have merely served to confirm the wisdom of his remarks, so over the years they keep echoing in my mind.8.The Presidential candidate(总统候选人)paused during his speech while supporters waved their cards with campaign slogansto show their support.9.To a very real extent, Jean has betrayed her boyfriend’s trust and invadedhis privacy by checking his private communications.10.“If I’m going to weed the garden, who’s going todo the laundry?”11.An additional 100 million pounds is scheduledto rebuild the poorest section of the city over thenext five years.12.He tilted his chair backward and put his feet upon his desk while he was talking on the phone.1. A recent survey reveals a grim fact that everyyear in that asian country 78,0000 women die fromcomplication related to childbirth.2.When we are faced with a challenge, self-discouragementand self-encouragement can makea tremendous difference between a life of fear,frustration and alife of joy and harmony.3. When spring is at last freed from winter’sbond(束缚), silent birds arrive in their full songsand lifeless flowers burst forth in brilliant bloom.4. Behavior analysis is a natural scientific approachto the study of all behavior, and behavior analy stsare concerned with how our surroundings andpersonal histories determine who we are.5. A successful bone marrow transplant can helpcure cancers of the blood. It is a tragedy thatnearly one-third of all patients seeking a transplantare unable to find a donor whose bone marrowclosely matches their own.6. “In a sense, the stark reality of the financialcrisis provides arare opportunity to rethink aneconomic sy stem that has lost touch with the realworld,” said our professor of economics at a recentlecture.7. On the rare occasions when he consented to dointerviews, he usually sat silent and still, staringstone-faced(面孔铁板的) at puzzled journalists.8. In some ways, you’re like your mother. Shedidn’t care who she hurt, just as long as she gotwhat she wanted.9. Deaf dogs can manage surprisingly well, withtheir eyesight and sense of smell helping tocompensate for(补偿) their lack of hearing.10. These nursing homes are meant to give oldpeople a sense of dignity and worth, but in realitythey live in an isolated world cut off from bothfamily and the wider community.11. Is it sickening to think of a time when embryoswill be implanted in a man’s body, and develop.And be born, perhaps by caesarian section(剖腹产)?12. You can increase the life of your air-conditionerby performing simple, routine cleaning proceduresin accordance w ith the owner’s manual(手册).在感恩节的气氛中Amid the atmosphere ofThanksgiving, George was immersed in the diaryleft to him by his father, who died at sea after hecompleted two successive trips around the world.The diary brought back every moment George hadspent with his father and many of the specificthings his father did on his behalf. George's fatherused to impress on him the need to undergo allkinds of hardship in quest of excellence. He alsotaught him that nothing in the world could betaken for granted. Eventoday, George stillremembers how his father would quote Aesop'sfamous say ing "Gratitude is the sign of noble souls"and tell him to accord the greatest importance toit.我们到处都能看到Here and there we see youngartists who stand out from other people. They maybe in worn out jeans all the year round, or walkbarefoot / in bare feet even in winter, or drink toexcess, or cling to the fancy of creating amasterpiece without actually doing any creativework. In fact, many of them act like this just to lookthe part, or to be "in tune with" other artists. Theyhave forgotten that only through persistent effortcan one achieve success.1997年Dolly the sheep resulted from a cloningexperiment by a group of Scottish scientists in1997. A fierce debate on human cloning has eversince been going on. This contentious issue hasfocused on ethical and social implications of thetechnology:what the technology might do to thevery meaning of human reproduction,child rearing,individuality, etc.The majority of scientists are adamantly opposedto reproductive cloning and supporttherapeuticcloning for treating diseases. The reason is thattherapeutic cloning does not involve any type ofrisk to human life and actually providestremendous potential for the relief of suffering inhuman beings. Scientists believe that with politicsand monitoring in place to ensure that therapeuticcloning is used safely, we can all benefit from thisprocedure.He was scared by some ads.They may throw firecrackers at people.He should have put his wallet in a safer pocket. The man dislikes them but the woman sympathizes with them.Cancel his credit card and get a new one.Aisle——window——middleTwo business class tickets at reduced price.The British Airway s counter is Counter 26. Because he has a metal plate in his body. Security guards search her check-in baggage.The man paid last time.Reading the texts time and time again.He can’t remember people by sight.To remind the woman to take her key s when she leaves.His memory is declining.I was raised speaking English, but I also spoke Spanish at home. When I went to school for the first time, I was enrolled in ESL classes -- classes of English as a Second Language. I was also put in the Limited English Proficiency Program. In all these classes, I alway s got the highest grades. I was the best reader and speaker. There was no reason for me to be in any of those classes.When my parents discovered that I was in those classes instead of in regular classes with other English-speaking students, they went to the school administration to complain about the discrimination. The school had nothing to say. My parents tried to get me out of the ESL classes, but the school fought very hard to keep me there. And then we found out why -- for every student the school had in the ESL and Limited English Proficiency Program, they would receive $400. Thiswas pretty devastating. The school's only excusefor keeping me there was because I lived in aSpanish-speaking household, and that I wasinfluenced by the way my parents spoke. Myparents were outraged, but I remained in the ESLand Limited English Proficiency Program until I wasin the fifth grade.Then my parents transferred me to another schoolwhere they had friends. The new school gave mean English proficiency test. I aced it. So I didn'thave to attend those programs for non-nativeEnglish speakers. I was finally on the right track andback at the head of the class. The first school I hadattended would have never let me out of thoseprograms or even let me take the test. I was too""Spanish"" for them."An airline is an organization which providesaviation services for passengers and cargo. It ownsor leases airliners to supply these services and mayform partnerships or alliances with other airlinesfor reasons of mutual benefits.The scale and scope of airline companies rangefrom those with a single airplane carrying mail orcargo, to full-service international airlinesoperating many hundreds of airplanes of varioustypes. Airline services can be categorized asintercontinental, intra-continental, regional ordomestic and may be operated as scheduledservices or charters.These variations in the types of airline companies, their operating scope, and the routes they serve, make analysis of the airline industry complex. But one thing is certain: The industryis heavily influenced by the market now. In the past 50 years or so, the general trend ofownership has gone from government-owned or government-supported to independent, for-profit companies. This is a result of the government permit greater freedom. This trend is not yet consistent across all airlines in all regions. The demand for air travel services dependson other things: needs for cargo transportation,business passenger demand, leisure passenge rdemand, which are all influenced by macroeconomic activity in the market. These trends are highly seasonal, and often depend on day-of-week, or time-of-day. The industry is cyclical.Four or five y ears of poor performance are followed by five or six years of gradual improvement in performance.Six skills are recommended here to help youremember things better.1. Focus your attention. Often we forget things notbecause our memory is bad, but rather because wedo not concentrate or pay attention. For instance,often we don't learn people's names at firstbecause we aren't really concentrating onremembering them. If y ou make a conscious effortto remember such things, y ou'll do much better.2. Create vivid, memorable images. You rememberinformation more easily if you can visualize it. Ifyou want to associate a child with a book, try notto visualize the child reading the book – that's toosimple and forgettable. Instead, come up withsomething more dramatic, like the book chasingthe child, or the child eating the book.3. Repeat things you need to learn. When you wantto remember something, be it your newco-worker's name or your best friend's birthday,repeat it, either out loud or silently.4. Record important tasks. Write down what youwant to do in a diary. If you don‘t have a pen, wearyour watch on your right wrist or wear it upsidedown; this will help you remember the task. Youcan also leave y ourself a telephone messagereminding yourself of something important.5. Group things y ou need to remember. Randomlists of things such as a shopping list can beespecially difficult to remember. T o make themeasier, try categorizing the individual itemson thelist. If you can put 10 things into three groups, youcan remember them more easily.6. Organize y our life. Keep items that youfrequently need, such as key s and eyeglasses, inthe same place every time. Improved organizationcan help free up your powers of concentration sothat y ou can remember routine things.。
荣获“学术新星”称号展开全文中国人民大学第十三届研究生“学术新星”评选活动获奖名单公布。
博士生王鹏程(导师为雷雳教授)荣获“学术新星”称号。
中国人民大学第十三届研究生“学术新星”评选活动初评环节,评分人根据“公平避嫌”原则领取材料进行打分,复核人负责审核所有材料的真实性和有效性。
评分严格执行《第十三届中国人民大学研究生“学术新星”评选章程》。
经过初评,各学部排名前4位的同学进入答辩评审。
答辩评审环节于2019年5月17日举行,各学部邀请相关学科3-4名专家学者组成评委会,通过参评人自我陈述和专家提问两个环节进行综合评分。
组委会按照初评成绩占60%、答辩评审成绩占40%的比例计算最终成绩,并按照成绩排名评选出各学部“学术新星”与“学术新星提名奖”获奖人选。
王鹏程科研成果如下:迄今共发表SSCI论文25篇(其中10篇为第一作者, 2篇为共同一作和通讯作者,另有2篇作为通讯作者的文章已接收但尚未为见刊)、CSSCI论文4篇(2篇已接收未见刊);截止2019年8月13日,发表论文被外文引用超过100次。
2019年发表论文:1. Wang, P., Wang, X.,& Lei, L. (2019). Gender differences between student–student relationshipand cyberbullying perpetration: An evolutionary perspective. Journal of Interpersonal Violence. doi:10.1177/0886260519865970 [SSCI,JCR Q1区期刊,2018年影响因子3.064, 五年影响因子2.821]2. Wang, P.,Liu, S., Zhao, M., Yang, X., Zhang, G.,Chu, X., … Lei, L. (2019). How is problematic smartphone use related toadolescent depression? A moderated mediation analysis.Children and Youth Services Review. doi:10.1016/j.childyouth.2019.104384 [SSCI,JCR Q1区期刊,2018年影响因子1.684, 五年影响因子2.138]3. Wang, P., Wang, X.,Nie, J., Zeng, P., Liu, K., Wang, J., … Lei, L. (2019). Envy and problematicsmartphone use: The mediating role of FOMO and the moderating role ofstudent-student relationship. Personality and Individual Differences, 146, 136–142. doi:10.1016/j.paid.2019.04.013[SSCI, JCR Q2区期刊, 2018年影响因子1.997, 五年影响因子2.419,被外文引用3次(Google学术数据)]4. Wang, P., & Lei, L.(2019). How does problematic smartphone use impair adolescent self-esteem? Amoderated mediation analysis. Current Psychology. doi:10.1007/s12144-019-00232-x [SSCI, JCR Q2区期刊, 2018年影响因子1.468, 五年影响因子1.582,被外文引用1次(Google学术数据)]5. Yin, L., Wang, P., Nie, J., Guo, J., Feng,J., & Lei, L. (2019). Social networking sites addiction and FoMO: Themediating role of envy and the moderating role of need to belong. Current Psychology. doi:10.1007/s12144-019-00344-4[SSCI, JCR Q2区期刊, 2018年影响因子1.468, 五年影响因子1.582;共同一作、共同通讯]6. Wang, J., Wang, P., Yang, X.,Zhang, G., Wang, X., Zhao, F., … Lei, L. (2019). Fear of missing out andprocrastination as mediators between sensation seeking and adolescentsmartphone addiction. International Journal of Mental Health and Addiction. doi:10.1007/s11469-019-00106-0[SSCI, JCR Q4区期刊, 2018年影响因子1.420, 五年影响因子1.719; 共同一作、共同通讯]7. Wang, X.,Yang, J., Wang, P., & Lei, L. (2019). Childhood maltreatment, moraldisengagement, and adolescents' cyberbullying perpetration: Fathers' andmothers' moral disengagement as moderators. Computers in Human Behavior, 95, 48-57. doi:10.1016/j.chb.2019.01.031[合作文章,SSCI, JCR Q1区期刊]8. Nie, J., Li,W., Wang, P., Wang, X., Wang, Y., & Lei, L. (2019). Adolescent type Dpersonality and social networking sites addiction: A moderated mediation modelof restorative outcomes and affective relationships. Psychiatry Research, 271,96–104. doi:10.1016/j.psychres.2018.11.036 [合作文章,SSCI, JCR Q2区期刊]9. Yurdagül, C.,Kircaburun, K., Emirtekin, E., Wang, P., & Griffiths, M. D. (2019). Psychopathologicalconsequences related to problematic Instagram use among adolescents: Themediating role of body image dissatisfaction and moderating role of gender. International Journal of Mental Health and Addiction. doi:10.1007/s11469-019-00071-8[合作文章,SSCI, JCR Q4区期刊]10.楚啸原、理原、王兴超、王鹏程、雷雳。
annals of actuarial science soa jounral list -回复Annals of Actuarial Science is a prestigious academic journal published by the Society of Actuaries (SOA). It focuses on the discipline of actuarial science, which involves the application of mathematical and statistical methods in the assessment and management of financial risk.This article aims to provide a comprehensive understanding of the Annals of Actuarial Science journal, including its history, scope, submission process, and significance in the actuarial science community.History:Established in 2006, the Annals of Actuarial Science is a relatively young journal. However, it quickly gained recognition for itshigh-quality research papers and contributions to the actuarial science field. The journal publishes original research articles, rigorous academic papers, and insightful literature reviews.Scope:The journal covers a wide range of topics related to actuarialscience. It includes research on insurance, pension plans, risk management, financial mathematics, applied probability, and statistics. Actuarial science professionals and academics from around the world contribute to this journal, making it a comprehensive platform for the exchange of ideas and advancements in the field.Submission Process:Authors interested in submitting their work to the Annals of Actuarial Science journal must follow a rigorous submission and review process. The journal employs a double-blind peer-review system, ensuring the anonymity of both the authors and the reviewers. This process ensures the unbiased evaluation and selection of high-quality papers for publication.To submit an article, authors must adhere to the journal's guidelines, which include formatting, referencing, and citation requirements. They need to provide an abstract, introduction, methodology, results, discussions, and conclusion, following the standard structure of a research paper. Furthermore, the paper should demonstrate originality, significance, and contribution to the actuarial science field.Significance:The Annals of Actuarial Science journal is highly regarded in the actuarial community. It serves as a platform for academics, researchers, and professionals to exchange knowledge, share findings, and collaborate. The journal contributes to the advancement of actuarial science by publishing cutting-edge research, innovative methodologies, and empirical studies that enhance the understanding and practice of actuarial science worldwide.The articles published in the Annals of Actuarial Science are cited by scholars and professionals in various disciplines, including economics, finance, and insurance. The journal's impact factor measures its influence within the academic community, reflecting the number of citations its papers receive over a specific period. The high impact factor of the Annals of Actuarial Science attests to its significance and recognition in the field.Conclusion:The Annals of Actuarial Science, published by the Society of Actuaries, is a leading journal in the discipline of actuarial science.Its rigorous submission process, wide scope, and reputation make it an essential platform for researchers, professionals, and academicians in the field. The journal's published articles contribute to the advancement of actuarial science, enhancing the understanding and practice of this discipline. By publishinghigh-quality research, the Annals of Actuarial Science provides a valuable resource for individuals interested in actuarial science and related fields.。
Early Manual Communication in Relation to the Deaf Child’s Intellectual,Social,and Communicative FunctioningKathryn P.MeadowUniversity of California,BerkeleyThe basic impoverishment of deafness is not lack of hearing but lack of language.T o illustrate this,we have only to compare a4-year-old hearing child,with a working vocabu-lary of between2,000and3,000words,to a child of the same age,profoundly deaf since infancy,who may have only a few words at his command.Even more important than vocabu-lary level,however,is the child’s ability to use his language for expressing ideas,needs,and feelings.By the age of4 years,the hearing child in all cultures has already grasped the rules of grammar syntax that enable him or her to com-bine words in meaningful ways.There are those who feel that existing research points to the inability of the individual ever to recapture those phases of linguistic development that are bypassed (McNeill,1965;Sigel,1964).Data on the linguistic achievement of deaf adolescents and adults tend to confirm this notion.It is estimated that the average deaf adult reads at about thefifth grade level or even below(Furth,1966,p.205).An investigation of lan-guage comprehension of deaf students in73schools in Canada and the United States showed that only12%of the16-year-olds scored above thefifth grade level on the Metropolitan Achievement T ests—Elementary Battery (Wrightstone,Aronow,&Moskowitz,1962,pp.13–14).It has been suggested that the experiential defi-ciency resulting from communicative inadequacy in-fluences the personality characteristics that have been noted among the deaf.One of the most consistent findings is that deaf persons are less‘‘mature’’than hearing individuals with whom they are compared. Levine(1956),on the basis of a Rorschach study of normal deaf adolescent girls,described the complex that she summarized as‘‘emotional immaturity’’in terms of egocentricity,easy irritability,impulsiveness, and suggestibility(p.143).Neyhus(1964,p.325)char-acterized the deaf adults whom he studied(also using the Rorschach)as‘‘restricted in breadth of experience, rigid and confused in thought processes,and charac-terized by an inability to integrate experiences mean-ingfully.’’He found that the‘‘distorted perception’’noted in younger persons was apparent in adulthood as well.However,this characteristic was diminished at the older age levels,‘‘suggesting a delayed period of maturation in the deaf’’(Neyhus,1964,p.325). Altshuler(1964)described deaf persons as lacking in empathy,egocentric,and dependent,handling ten-sions with‘‘considerable impulsivity’’and without much thoughtful introspection(pp.63–64).The original article noted that the following persons gave a great deal of assistance in the development of the rating scale:Mr.Jacob Areanin, Mr.Bernard Bragg,Mr.Ralph Jordon,Mr.Erwin Marshall,and Mr.Hubert Summers.The author is grateful to Mr.Hartley Koch for administering Craig Lipreading Inventory and to Dr.William Craig who loaned thefilms and test forms that he developed.Kathryn P.Meadow-Orlans is now Professor Emerita at the Gallaudet University.When this paper wasfirst published in1968,Kathryn P.Meadow was a lecturer in Social Science at the University of California,Berkeley.‘‘This investi-gation was supported in part by a fellowship from the Vocational Re-habilitation Administration;Preliminary work was done while the author was a participant in an NIMH Training Program in Personality and Social Structure.Of the many persons who were helpful during the course of research,a particular debt of gratitude is due Dr.John A.Clausen, University of California(Berkeley);Dr.Hilde Schlesinger,Langley-Porter Neuropsychiatry Institute;Dr.Hugo Schunhoff and Mr.Myron Leonhoutis,California School for the Deaf(Berkeley).’’Originally pub-lished in the American Annals of the Deaf,113,29–41,it is reprinted here with permission of the publisher.Correspondence should be addressed to Kathyrn P.Meadow-Orlans(e-mail:kayorlans@).ÓConference of Educational Administrators Serving the Deaf.1968.All rights reserved. For permissions,please visit /permissions.html.doi:10.1093/deafed/eni035Journal of Deaf Studies and Deaf Education Advance Access published July 6, 2005On one hand,deaf persons have been found to be noticeably deficient in their educational and intellec-tual functioning,compared to hearing persons,in spite of apparently normal capacities.On the other hand,findings that indicate many deaf persons to be less mature and more dependent than comparable groups of hearing persons have been presented.Because not all deaf persons exhibit these responses,we may as-sume that there is nothing inherent in early profound deafness,which makes these deficiencies inevitable. Rather,we must look to environmental factors for ex-planations of developmental differences.Because of the occasional genetic transmission of deafness,there are families in which both parents and children are deaf.‘‘Nearly ten percent of all children born to deaf subjects’’in the survey of the deaf popu-lation in New Y ork State are also deaf(Rainer,Altshuler, &Kallmann,1963,p.27).The socialization experiences of these deaf children can be expected to differ markedly from those of deaf children with hearing parents.First, the emotional reaction of deaf parents to the birth of a deaf child is predicted to be less traumatic.Parental acceptance of and adjustment to the deaf child should be comparatively easier and more rapid.Second,most deaf children with deaf parents have a means of com-munication from earliest childhood because most deaf adults utilize the manual language of signs as a matter of course.1These two basic differences in the family envi-ronments of deaf children with deaf parents and those with hearing parents provide the basis for a research design approximating a‘‘natural experiment’’for testing some hypotheses about the basis of differences in levels of social and intellectual functioning in deaf persons.One reason for the presence of manual communica-tion in deaf families and the absence of manual commu-nication in hearing families with deaf children is related to a bitter controversy regarding the use of the language of signs with young deaf children.Most hearing parents are warned against the use of manual communication by the professionals with whom they come in contact.The reason for this prescription is the belief that if deaf children are not forced to rely exclusively on oral meth-ods of communication,they will not be motivated to learn speech and speech reading:‘‘the evidence is.... impressive that speech seldom develops if signs come first’’(DiCarlo,1964,p.115).Some social scientists,however,are not convinced that this statement is true. Furth(1966),for instance,said that the insistence that the early use of signs is detrimental to the acquisition of speech because they are easier for the deaf to learn relies on‘‘a mysterious doctrine of least effort....Carried to its logical conclusion,this would mean that infants who are allowed to crawl would forever lack the motivation to learn to walk.’’Altshuler and Sarlin(1963)and Kohl (1966)also believed that insistence on the exclusive use of oral communication with young deaf children has been carried to extremes.A comparison of the commu-nicative functioning of deaf children who were exposed to manual communication early in life and those who had no exposure to it in the early years should provide parents and educators with additional evidence in this sensitive area.The above discussion was designed to provide background for the rational behind the selection of three crucial dependent variables examined in the re-search to be reported here:(a)the intellectual or aca-demic functioning,(b)the social functioning,and(c) the communicative functioning of the deaf child.The major independent variable was defined as the parents’hearing status because this factor was believed to affect (a)the socialization climate and(b)the existence of a system of early family communication.Four studies have been reported,which have direct bearing on the present research.These are summarized briefly later.Previous Research With Specific Relevancefor This InvestigationStuckless and Birch(1966)used a matched-pair design very similar to the present one for comparing deaf chil-dren of deaf parents with deaf children of hearing parents.Of71deaf children with deaf parents infive different schools for the deaf,38who had been exposed to early manual communication as well as meeting other criteria were selected.These were matched with deaf children of hearing parents on the basis of sex,age,age of admittance to present school,severity of hearing impairment,and intelligence test scores.The authors found no significant differences between their two groups on scores for speech intelligibility or for‘‘psy-chosocial adjustment’’as measured by rating scales completed by teachers.Significant differences were2Journal of Deaf Studies and Deaf Education10:4Fall2005found on reading scores,speech reading scores,and on written language scores.In all cases,were achieved higher scores by children with‘‘early manual commu-nication.’’Stevenson(1964)compared the educational achievement of deaf children with deaf parents to the achievement of deaf children with hearing parents,us-ing all children of deaf parents enrolled at the California School for the Deaf(Berkeley)between1914and1961.Of the134(children of deaf parents)only fourteen were found to be weaker,educationally,than the children of hearing parents with whom they were compared....This would mean that90percent were better students and attained a higher educa-tional level than the children of hearing parents (thus)invariably possessed a very strong command of language.He found that only9%of the hearing parents ‘‘succeeded in going to college,’’compared to38% of deaf parents’children.In spite of some methodo-logical questions that might be raised,we can agree with Stevenson that‘‘the study is strong...enough to justify further study by other schools.’’Brill(1960)compared the adjustment of45deaf children of deaf parents to that of the same number in two other categories:(a)deaf children with deaf sib-lings and hearing parents and(b)deaf children with no deaf relatives.The two comparison groups were equated with the children of deaf parents on the basis of sex,age,and IQ scores.No significant differences were found for the group as a whole.However,when boys were compared separately,differences were sig-nificant with the children of deaf parents showing ‘‘better adjustment.’’‘‘Children with deaf parents and with deaf sibs have more ratings at both extremes, while those children who are the single deaf person in a family do not have as many extreme ratings’’(Brill, 1960,p.466).A subjective analysis of the28deaf families revealed‘‘at leastfifteen(who had26of the 45children)were families that had given very definite evidence of social and/or psychological maladjust-ment.’’Brill suggested that the maladjustment in the homes of such a large number of deaf children of deaf parents might more than offset the advantage of com-munication between parent and child.Quigley and Frisina(1961)compared day pupils to boarding pupils in residential schools.Although they did not set out to study children of deaf parents spe-cifically,they did a separate analysis of this subgroup. Among the120day students studied,there were16 who had deaf parents.Although the group with deaf parents had much poorer speech than the group with hearing par-ents,they had significantly higher scores infinger spelling and vocabulary...This group also had higher scores in educational achievement although not significantly so.The higher scores infinger spelling would be expected since this group with deaf parents would likely be exposed to much manual communication at home.Apparently,how-ever,this use of manual communication also aided them in vocabulary development,although it hin-dered them in speech development.There was no significant difference between the two groups in speechreading(Quigley&Frisina,1961,p.33).T wo other studies have touched peripherally on the influence of the presence of deaf relatives,in the deaf child’s family,but the focus is somewhat removed from the central concerns of this paper(Pintner& Reamer,1920;Titus,1965).Research Hypotheses for This ArticleOn the basis of the theoretical considerations and results from previous research outlined above,the fol-lowing hypotheses were formulated prior to the initi-ation of research procedures:Hypothesis 1.Deaf children of deaf parents com-pared to deaf children of hearing parents are more likely to show a higher level of intellectual functioning.Hypothesis 2.Deaf children of deaf parents com-pared to deaf children of hearing parents are more likely to show a higher level of social functioning, especially apparent in situations requiring‘‘maturity’’and‘‘independence.’’Hypothesis3.Deaf children of deaf parents,com-pared to deaf children of hearing parents,are moreEarly Manual Communication3likely to demonstrate a higher level of communicative competence,including competence in written and spo-ken,expressive and receptive language.Research Population and SettingAll the children included in this study were enrolled at the California School for the Deaf in Berkeley between January and September1966.This is one of the two residential schools for the deaf operated by the State. Minimum age for admission isfive-and-a-half.Pupils either graduate or must leave the school by the age of 21years.School population is approximately500.In January1966,60children(12%)who had both a deaf father and a deaf mother were enrolled.One was ex-cluded because the parents did not wish to participate. Thus,59deaf children with deaf parents formed the base of the study population.Each of these children was matched individually with a child of hearing par-ents.Matching was done on the basis of sex,age,IQ test score,degree of residual hearing,and family size.2Some attempt was made to equate family socioeconomic status family using the father’s occupation as a measure.Before the matching procedure was begun,chil-dren of hearing parents were eliminated from consid-eration if they had any of the following characteristics:1.deaf siblings2.racial or ethnic minority group membership3.secondary handicap(e.g.,physical condition in addition to deafness,which interfered with functioning)4.deafened after the age of2years5.deafness resulted from maternal rubella,Rh in-compatibility,or anoxiaAfter the children with these characteristics had been excluded,to the extent possible with the available re-cords,there remained approximately225children with hearing parents who formed the pool from which matched pairs were formed.The task of matching is an extremely laborious one,particularly when an attempt is made to control many variables simultaneously.Age and sex are the two variables on which most emphasis is placed in match-ing.The sex of the two members of the pair is the same in all cases:34pairs of boys and25pairs of girls. Fifty of the59pairs are matched within1year of age.Equating intellectual potential in the two groups is most difficult.The results of any intelligence test ad-ministered to a young child are of questionable reli-ability and validity;when the young child is also deaf, these difficulties are multiplied(Levine,1960;Vernon &Brown,1964).Every child who applies for admission to the school is given an intelligence test.The one used most often,and uniformly at the present time,is the performance scale of the Wechsler Intelligence Scale for Children.Forty-five pairs are matched within10 points on IQ test score;12pairs show a discrepancy of between11and15IQ points;1pair has a17-point discrepancy;and another pair has a20-point discrep-ancy.The mean IQ score for children of deaf parents is 111.5,whereas the mean IQ score for children of hear-ing parents is108.9.Eighty percent of the children with deaf parents have a‘‘profound’’hearing impair-ment(.80dB in the speech range of the better ear)as do71%of those with hearing parents(Flower,1964).The importance of family size to the socialization process has been summarized by Clausen(1966).An attempt was made to match children for this variable with the following success:44pairs were judged as having a‘‘satisfactory’’match,with a discrepancy of not more than one child;11pairs were‘‘intermediate’’in their match,with a discrepancy of two children;and 4pairs have an‘‘unsatisfactory’’match,with a discrep-ancy of more than two children.Because of the skewed occupational distribution of deaf adults(Lunde&Bigman,1959;L.Meadow,in press),it is difficult to compare the deaf and hearing fathers.It was decided to equate deaf fathers who were skilled craftsmen with hearing fathers who were classi-fied as professional,managerial,clerical,and sales workers.On this basis,40pairs were judged to have a satisfactory match,10pairs have an unsatisfactory match,and9pairs cannot be evaluated because father’s occupation was unknown for one pair member.Research Instruments and ProceduresA rating scale was devised,which included items deal-ing with intellectual,social,and communicative func-tioning(K.P.Meadow,1967,pp.336–340).Each student was rated independently by three separate raters.Of these,thefirst was the classroom teacher4Journal of Deaf Studies and Deaf Education10:4Fall2005and the second a dormitory counselor.Children in the fifth grade or above,who participated in the vocational training program,were rated by their vocational arts teacher.For the younger children,the third rating was completed by a different counselor.The three ratings were summed,scores ranked from highest to lowest and trichotomized for most of the analyses(referred to as ‘‘high,’’‘‘medium,’’and‘‘low’’scores).T o encourage raters to avoid the‘‘halo effect’’(Selltiz,Jahoda, Deutsch,&Cook,1963),the positive and negative ends of the scale were shifted at random for different items.In addition to teacher–counselor ratings for in-tellectual functioning,Stanford Achievement T est scores,administered by the school in May1966,were utilized for evaluating students in this area.The Craig Lipreading Inventory(Craig,1964)was administered to evaluate this area of communicative functioning.Research FindingsIntellectual FunctioningThere were32pairs of children for whom Stanford Achievement T est scores were available for both mem-bers.(These tests are administered only to children who are beyond the second grade in school.)The scores are expressed in terms of standardized‘‘grade level’’achievement for‘‘reading,’’‘‘arithmetic,’’and ‘‘grade average.’’T able1shows the results of a pair-by-pair comparison,evaluated by means of a t test of differences.The table shows that differences in grade level achievement,reading,and arithmetic,favoring children with deaf parents in each instance,were sig-nificant at the1%level of confidence or beyond.The average discrepancy in scores was.1year for grade level and arithmetic and.2years for reading.Three items included in the teacher–counselor rat-ing scale are relevant to the assessment of intellectual functioning:apparent intellectual functioning,appar-ent intellectual ability,use of intellectual ability,and apparent‘‘achievement motivation.’’The results of the matched-pair comparisons on these three items are shown in T able2.(Scores used in this comparison represent a summation of the ratings given by three raters,referred to as‘‘index ratings.’’)T eachers’and counselors’judgments of the relative intellectual abil-ity and use of ability show the same pattern as the Stanford Achievement T est comparisons:the children of deaf parents are judged to be of superior ability and performance(differences were significant beyond the 1%level for both of these items).Fewer discrepancies were found in the predicted direction for the item describing the child’s effort to achieve.Although the comparisons favor children with deaf parents in34of 56observations,this proportion could have been due to chance variation in7of100samples.In addition to the support that thesefindings give to the initial research hypothesis,they are of interest because of their relationship to previous comparisons of deaf and hearing subjects.As was stated earlier, a number of investigators have found deaf subjects to be‘‘immature’’compared to hearing subjects (Levine,1956;Neyhus,1964;Rainer et al.,1963). Several researchers have evaluated the‘‘social matu-rity’’of deaf children using the Vineland SocialT able1Matched-pair comparisons of Stanford Achievement T est scores:1966grade average,reading, and arithmeticMean difference (years)No.pairs tGrade average11.2831a 2.84**Reading12.2031 2.56**Arithmetic11.2532a One tied observation dropped from the analysis.**p .01.T able2Index ratings of intellectual functioning for matched pairs of children with deaf or hearing parentsRating scale item No.pairsNo.children with deafparents who rated higherWilcoxonT value zIntellectual ability5544(80%)255.5 4.31**Use of intellectual ability5436(67%)326.0 3.58**Works hard—strives to achieve5634(61%)619.0 1.46**p¼.07.**p .01.Early Manual Communication5Maturity Scale designed to measure the‘‘degree of independence or self-sufficiency.’’Avery(1948), Myklebust(1960),Myklebust and Burchard(1945), and Streng and Kirk(1938)all found that deaf chil-dren received lower scores on this scale than did hear-ing children.Myklebust(p.215)reported that the discrepancy between the two groups increased with age.It has been suggested that the immaturity that seemingly characterizes deaf children and adults may result from the high proportion who attend residential schools,where the development of independence and responsibility may be attenuated(Barker,1953).The results of this study suggest that there is noth-ing inherent in the condition of deafness itself—that is, in the lack of auditory contact with the environment—-which produces characteristics of immaturity that so many have noted.Because all subjects in this study are students of a residential school for the deaf,and there are significant differences among them,the fact of residential living by itself would not seem to lead necessarily to immaturity.Rather,we should look to other conditions in the deaf child’s environment to dis-cover those that produce differences within the deaf population,which may be as great as those between the deaf and hearing groups.(Of course,the hypothe-sized differences upon which this study was designed relate to the presence or absence of early communica-tion and the quality of family relationships.)Another similarly suggestive area is that repre-sented by the item‘‘appropriate sex role behavior,’’shown in T able3to be significantly more frequently rated higher among the children with deaf parents. Here,differences are attributable almost entirely to higher ratings given to boys with deaf parents(K.P. Meadow,1967,p.193).The New Y ork group found indications of a higher incidence of sexual maladjust-ment among their clinic patients than would be ex-pected(Rainer et al.,1963,pp.148,245).The significance of differences found in these crit-ical areas of‘‘social adjustment’’(maturity,sociability, and sex role behavior)is underscored by the absence of significantfindings for a number of traits for which there is no evidence of deaf–hearing differences. These areas included traits summarized as‘‘happy, calm,generous,obedient,kind,neat,mannerly,em-pathic’’(K.P.Meadow,1967,p.191).The absence of significant differences in these areas also provides support for the belief that the raters were not respond-ing merely to a‘‘halo effect’’in scoring children with deaf and hearing parents.Communicative FunctioningIf the deaf child is to communicate effectively with the hearing world,he must acquire facility in speech, speech reading,and writing.If he is to communicate effectively within the Deaf community,he must ac-quire both receptive and expressive facility infinger spelling and the language of signs.In addition,he should feel comfortable about his own communicativeT able3Index ratings of social adjustment variables for matched pairs of children with deaf or hearing parentsRating scale item No.pairsNo.childrenwith deaf parentswho rated higherWilcoxonT value zMature5639(70%)430.0 2.99** Responsible5538(69%)432.5 2.83** Independent5340(75%)281.0 3.85** Enjoys new experiences5536(65%)501.0 2.25* Friendly,sociable5542(65%)405.0 3.06** Popular with classmates5540(73%)434.0 2.82** Popular with adults5234(65%)427.0 2.38** Responds to situations withappropriate emotion5534(65%)535.5 1.97* Shows appropriate sex role behavior5433(61%)509.5 2.01* *p¼.05.**p .01.6Journal of Deaf Studies and Deaf Education10:4Fall2005skills,and be willing to use these skills to communicate with strangers,both deaf and hearing.All these items were included in the rating scale that teachers and counselors completed for this study.T able4shows the results of the matched-pair comparisons of chil-dren with deaf parents and with hearing parents on these items.The critical communicative areas,for most parents and educators of deaf children,are represented by speech reading and speech.T able4shows that the differences between children with deaf parents and those with hearing parents on these two variables are not significant.T wenty-two of46available score com-parisons favor children with deaf parents in ratings of speech reading ability;21of51comparisons favor children with deaf parents in ratings of speech apti-tude and performance.The analysis of the additional six items dealing with communicative skills shows that children with deaf parents are given higher ratings in a significant proportion of the comparisons.The results of the Craig Lipreading Inventory were essentially the same as those of the teacher–counselor ratings:no significant differences appeared in the scores of children with deaf parents and those with hearing parents.Of35pairs for whom a‘‘word score’’was available,differences favored children with deaf parents in18instances.Of22pairs for whom a ‘‘sentence score’’was available,differences were in the predicted direction in18instances(not statistically significant).Because of the great interest in the relationship between proficiency in oral and in manual communi-cative skills,scores on the Lipreading Inventory were compared to index ratings for other aspects of com-municative functioning.A significant positive relation-ship emerged between speech reading scores and ratings for speech,expressivefinger spelling,and lan-guage of signs usage.(Relationships with written lan-guage facility and receptivefinger spelling were in the same direction but were not statistically significant at the5%level of confidence.)Thesefindings fail to provide support for the notion that the knowledge and use of manual communication prevent the acqui-sition of speech reading skills.This contention is the heart of the oralist argument that forbids the use of manual communication with young deaf children.The findings of the present research agree substantially with those reported by Montgomery(1966),who stud-ied59prelinguistically deaf Scottish students and con-cluded that‘‘There are no negative correlations at all. Positive significant correlations are recorded between the manual communication rating and the Donaldson Lipreading T est’’(p.562).Like the present author, Montgomery concluded that‘‘There...appears to be no statistical support for the currently popular opinion that manual communication is detrimental to or incompatible with the development of speech and lipreading’’(p.562).Another variable that may well contribute to the deaf student’s communicative functioning is the extentT able4Matched-pair comparisons of index ratings for communicative functioning of children with deaf or hearing parentsRating scale item No.pairsNo.children withdeaf parents whorated higherWilcoxonT value zSpeech reading ability4622(48%)623.50.10Speech aptitude and performance5121(41%)758.00.89Faculty in written language4935(71%)263.5 3.47**Ability tofinger spell5450(93%)18.5 6.23**Ability to read others’finger spelling5249(94%)25.0 6.09**Ability to use the language of signs5546(87%)117.0 5.47**No apparent frustration from inabilityto communicate5639(70%)319.0 3.89**Willingness to attempt communicationwith strangers4530(67%)335.5 2.06**p¼.05.**p .01.Early Manual Communication7。