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请以ThewholeworldarehelpingSoutheastAsia为题写一篇文章,介绍世界各国援助东南亚受海啸袭击国家的情况,内容要点如下:1.2004年12月26日印度尼西亚发生强烈地震,随后发生巨大海啸,海啸很快蔓延至东南亚其它国家,到目前为止已造成16.5万人死亡。 相似文献
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Z.N. Patil 《通化师范学院学报》2007,(11):66-70
Smith and Nelson （1985）, cited in Taylor （2003）, distinguish between intelligibility, comprehensibility, and interpretability. For them intelligibility has to do with word or utterance recognition, comprehensibility with word or utterance meaning, and interpretability with illocutionary force. 相似文献
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Z.N. Patil 《通化师范学院学报》2007,(10):40-44
The present paper is divided into eight sections:introduction,the global diffusion of English,perceptions of the new varieties,the issue of intelligibility,features that cause unintelligibility,need for a broader pragmatics,and pedagogical impli- cations,and conclusion,followed by the references.Not surprisingly,the global spread of English has generated varying perspec- tives on the nature and functions of its acculturated varieties.Broadly speaking,the debate has divided scholars into two camps holding diametrically opposing views on the multiple versions of English.On the one hand,some scholars view variations as symp- toms of linguistic degeneration and deterioration;on the other hand,some scholars legitimize them as inevitable manifestations ne- cessitated by the demands of the new cultural contexts.The normative view of the former camp stems,at least partly,from the problems the new forms of English pose in terms of international intelligibility.It is in this context that the paper examines the traditional,one-sided,native speaker-centred idea of intelligibility and the recent two-sided view of intelligibility that places the onus on both the native speaker and the non-native speaker.The argument of the latter camp is based on the premise that the new varieties require a broader pragmatic framework,because universal pragmatics is inadequate to describe them satisfactorily. Thus,the camp advocates a need for a language specific pragmatics,and a comparative pragmatics,in addition to the traditional universal pragmatics.Logically,the debate on phonological,lexical,grammatical,and discourse structure variations,and their le- gitimacy has prompted English language teaching specialists to have a fresh look at the goals and objectives of teaching English in the countries of the outer and expanding circles,and accordingly prioritize the teaching of national and regional varieties over that of the so-called native varieties.Thus,the paradigms of independence and centrality of the new varieties are replacing the paradigms of their dependence and marginality. 相似文献
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Murray Print 《Asia Pacific Journal of Education》2000,20(1):7-20
The Asia‐Pacific region has witnessed a substantial and frequently profound surge of interest in civics and democratic citizenship in recent years. This change has been driven by global forces and educational policy initiatives at national level in most countries and more localized levels in others. In turn these policies have been driven by a perceived need for a more active, participatory citizenry in a time of accelerated capitalism and globalization. A key feature of the policies in the region has been the deliberate inclusion of a set of values based on concepts of the ‘good’ citizen and democratic citizenship. This article examines these developments in selected countries within the region, with particular emphasis upon the values initiatives taken, in an attempt to make sense of the changing scene in civics education.
This article was prepared as part of a project funded by the Pacific Basin Research Center and Soka University. 相似文献
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Karen GUO 《Frontiers of Education in China》2021,16(1):60-78
The 2014 national curriculum of Australia is a significant initiative that the Australian government has taken in proposing a curriculum that stresses Australia’s engagement with Asia. In practice, this means that Asian cultures, beliefs, environments and the connections between Australia and Asia are embedded in the learning processes of Australian schools. This article provides an analysis of Australia’s engagement with Asia, which is a cross-curriculum priority in the Australian curriculum. In particular, using the example of China, the article examines the strengths, weaknesses, opportunities and threats (SWOT) analysis involved in Australia’s engagement with Asia from an educational perspective, especially during the global pandemic with the spread of COVID-19 affecting the world so significantly. The intent of this analysis is to map out the educational factors involved and consider what might happen to Australian students and schools as a result of their engagement with the educational cultures, beliefs and practices of China. This is connected to the two countries’ economic engagements and people-to-people ties. By considering some of the current discourses that shape the Australia-China relationships, possibilities are opening up to rethink educational positions. 相似文献
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People cried over their children whodied in the tsunam is in Chennai,India.On Sunday m orning,a strong earthquake(地震) hitIndonesia (印尼) and then bigtsunam is(海啸)followed.They soon wentonto other countries in the south and southeastAsia as wellas EastAfrica.Tsunam isare especially dangerousforchildren.By W ednesday,nearlyol60,000people died because of the tsunam is.One third of them werechildren.Children m ake up atleasthalfofthe people in Asia.The hugewalls of water have wiped away … 相似文献
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Peta Salter 《Discourse: Studies in the Cultural Politics of Education》2015,36(6):781-794
Since 1969, over 60 Australian government and non-government policies, documents, committees, working parties and organisations have explored the need to ‘know Asia’. In schools, this engagement is conceptualised as ‘Asia literacy’ and disseminated in the emerging Australian Curriculum through the cross-curriculum priority ‘Asia and Australia's engagement with Asia’. However, ‘Asia literacy’ often struggles for purchase in Australian education. I argue that finding traction requires disruption of the dominant discourse of ‘Asia’ as a unitary construct and questioning what constitutes ‘Asia’. This article explores how discourse can be reconceptualised to open up space for schools to engage with ‘knowing Asia’. 相似文献
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近日举办的“2014上海AsiaYoung亚洲时尚盛典春／夏由松下电器倾情呈现”是面向普通公众的全球顶级兼时装、时尚、表演等文化盛会，知名模特艺人汇聚一堂，在上海大舞台为上海观众带来了一场时尚盛宴。 相似文献
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Kenneth King 《Prospects》2014,44(2):141-158
The article underlines the historic importance of the treatment of skills development, finally, by the Education for All Global Monitoring Report (GMR) team. Among the many challenges in its analysis are the multiple and overlapping meanings of the word skill, and the consequent difficulties of quantifying and monitoring efforts at skills development. The positioning of skills development within secondary education is a further area of huge diversity and contestation. Beyond this, the claimed relationships between skills and growth require careful teasing out. As important as any, however, are the relations amongst skills, work, and employment (and unemployment) in both the urban and rural informal sectors. The article argues that although GMR 2012 breaks a great deal of new ground in addressing skills development, it ends up being rather a school-based account of skill; very little attention is given to post-school skills development in the further education and training colleges of many societies. Equally, it underplays the impact of the wider macroeconomic environment on skills development. Finally, the article suggests that much can be learned from Asia, as well as for Asia, in this crucial world of skills development. 相似文献
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Jack D. Treuhaft 《Learning, Media and Technology》2000,25(1):51-55
Asia Pacific Economic Cooperation (APEC) is a voluntary organization of 21 members working to strengthen open multilateral trading systems by encouraging the flow of goods, and services, capital, and technology. Since 1994, APEC's Telecommunications Working Group (TEL) has been actively working to use online distance learning to help it achieve its goals. The diverse multicultural nature of the APEC environment makes online learning very different from most online learning environments. Algonquin College has designed, developed and delivered several online courses for the TEL. The purpose of this presentation is to outline the lessons learned in that process. 相似文献
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ZOU Li Michael SHERRADEN 《美中教育评论》2010,7(8):87-94
A growing number of national and local governments view child development accounts （CDAs） as an innovative policy tool for social and economic development. This article reviews the global landscape of CDAs, presents three CDA policy cases from Asia, analyzes main themes and discusses potential implications for China. 相似文献
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《International Journal of Educational Research》2002,37(6-7):643-651
The previous chapters in this special issue have analysed different aspects of the politics of history curriculum development in East Asia. This final chapter draws together some of the themes that emerge from these analyses. The first of these is the salience, in history curricula throughout the region, of primordialist conceptions of ethno-cultural and historical identity. The second, related to this, is the predominance among political elites of conceptions of history that emphasise the ‘correctness’ of received interpretations, rather than the critical process of historical analysis. The political constraints on curriculum developers mean that despite the recent interest shown across East Asia in more ‘skills-based’ approaches to teaching history, the prospects for implementing a pedagogy that truly encourages a critical approach to the past are likely to remain poor. 相似文献
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AndrewH.Wang 《高校文献信息学刊》1994,1(3):152-158
OCLC Online Computer Library Center, the largest library automation network in the world, links nearly 20,000 libraries in the Uaited States and 60 other countries and territories. Introducing a library automatian network of Chinese, Japanese, and Korean(CJK) characters in 1986, OCLC operates the largest CJK library network in the world in terms of the member of online CAK institutional asers. As of January 1, 1995, OCLC had 40 CJK users in the United States, Aastralia, Hong Kang and Taiwan. As of October 1, 1994, there were nearly 850, 000 unique CJK bibliographic records in the OCLC database. OCLC is interested in sharing the CJK bibliographic records, especially in loading CJK records created in Asia into the OCLC database. To this end, OCLC has entered into an agreement with the National Central Library, Taiwan; the National Library of China, and Waseda University, Japan, and is in negotiation to load the Japan-MARC records. Sharing of CJK bibliographic records between libraries in Asia and those in the United States is a complex task as the CJK records created in Asia and those created in the United States are not compatible. This paper explains the specifieatioas of the OCLC CJK records, and lists eight areas where the incompatibility exists. The following five areas of incompatibility are due to different cataloging practices: 1. AACR2; 2. name and subject authorities;3.romantzation; 4.subject headings; and 5.ctassification schemes. Three additional areas of incompatibility are technical in nature; 6.MARC format; 7.character set; and 8.internal code. 相似文献
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James Tooley 《牛津教育评论》2013,39(4):446-463
The phenomenon of low-cost private schools ‘mushrooming’ in poor areas of sub-Saharan Africa and South Asia, and elsewhere, is now well-documented. Findings from research by the author’s teams and others show that these schools are serving a majority (urban and peri-urban) or significant minority (rural) of the poor, including significant proportions of the poorest of the poor. Concerns are raised in the literature about their implications for social justice. In The Idea of Justice, Amartya Sen asks us to rethink ideas about justice; instead of the quest for a Rawlsian ‘transcendental institutionalism’, he argues for a comparative approach, grounded in the practicalities of human behaviour. Linking Sen’s ideas on justice with the grassroots privatisation leads to the tentative conclusion that those concerned with promoting social justice could agree to help improve access to, and quality in, the low-cost private school sector, rather than focus on the public education sector. Paradoxically, this could be true even for those whose ideal is an egalitarian public education system. 相似文献
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This study analyzes higher education research in Asia since the 1980s, based on internationally indexed publication data, focusing on research approaches and themes. The analysis is based on scientometrics, science visualization, and social network analysis measures and methods. We find an increase in the number of higher education publications in both specialized and non-specialized higher education journals, although at a much faster rate in the latter. Based on the results of a community algorithm, research themes were grouped into two research approaches in line with theoretical expectations on the organization of higher education research: (1) teaching and learning approach and (2) policy approach. We found these approaches to have an equivalent representation in both specialized and non-specialized journals, although the system policy theme is found to be highly influential of other themes in specialized journals. However, a scholarship schism between the approaches is evident. Further, in the 1980s, the policy approach was dominant in Asia, while in the 2000s there is greater focus on the teaching and learning approach. A further analysis of eminent researchers of higher education in Asia confirmed the schism and indicated a slight cross-fertilization between higher research approaches, but also found evidence of the isolation/atomization of these scholars. 相似文献
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The past fourteen years have seen a significant rise in the percentage of Asia–Pacific papers on educational technology (ET) published internationally: from 13.7 % in 2000 to 38.4 % in 2013. This study seeks to identify the overall trends and gaps in this research. Of the 4,332 articles published in five selected international journals between 2000 and 2013, 1,137 (26.2 %) from the Asia–Pacific region [the Asia–Pacific (AP) region includes countries specified by UNESCO and Western Asia (Middle East) countries defined by United Nations] were selected for analysis. It was found that the majority of these came from Taiwan, Korea, Australia, Singapore and China, revealing a need for more studies from such countries as Japan and Indonesia, West and Central Asia and the Pacific Islands. The papers most commonly addressed issues at the micro-level in formal education, particularly higher education, focusing on the introduction of digital technology into on- or off-campus settings. There were few macro-level studies into such areas as policy making, quality assurance or evidence of educational outcomes and impact. It is suggested that researchers should undertake more such comprehensive studies into ET integration, not only in formal education but non-formal, informal, incidental and implicit learning. 相似文献
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Dilrabo Jonbekova 《欧洲教育》2013,45(2):169-184
This paper examines employers’ perspectives about university graduates’ skills and preparation for employment in post-Soviet Tajikistan. It explores the mismatch between the skills university graduates acquire and the skills required in the job market, and addresses some of the underlying reasons for the perceived skills mismatch. Thematic analysis of interviews with employers’ and secondary data suggest that the quality of higher education has declined considerably over the past two decades, widening the gap between the skills acquired by university graduates and those required by employers. The findings show that despite a rapid expansion of the higher education sector in Tajikistan, an increasing number of individuals are obtaining degrees, but fail to demonstrate a basic understanding of their field of study. I argue that while the skills mismatch derives from the challenges faced by the education system, a latent labor market and a weak economy are also contributing to the skills mismatch. The goals set by politicians and policy-makers, envisioning the internationalization of education and the preparation of the graduates to be responsive to the local and global labor market needs, seem far from being achieved in the near future. Employers’ perspectives suggest that the reform of the education sector without the creation of more decent job opportunities will likely exacerbate the current skills mismatch in Tajikistan. 相似文献