共查询到20条相似文献，搜索用时 520 毫秒
1.
文本的类型很大程度上决定了译者对翻译策略的选择,纽马克将文本划分为表达型、信息型和呼唤型三种类型,对翻译实践有着重要指导意义。本文聚焦于信息型文本的翻译补偿,通过翻译补偿的实际案例阐释信息型文本四个层面的翻译补偿。 相似文献
2.
By the application of life cycle assessment（LCA） methodology, this paper estimates the environmental impacts of production and disposal of traction motors used in electric vehicles in China. The results show that the total energy use, the criteria emissions and the greenhouse gases（GHG） emissions of a traction motor production and disposal are about 2,899,MJ, 4.5,kg and 259.5,kg per motor, respectively. Among the regulated emissions, the SOxemission ranks first by total mass, followed by CO, PM10, NOx, PM2.5, and volatile organic compound（VOC）. The motor material production stage accounts for most of the energy consumption and emissions, followed by the assembly stage and the end-of-life disposal stage. In this study, the environmental performance analysis is extended to the comparison between the use of secondary material and primary material for the material production stage. It is found that using 100% secondary material results in a 52.9% reduction in energy consumption, a 49.8% reduction in regulated emissions, and a 49.3% reduction in GHG emissions compared with the use of 100% primary material. 相似文献
3.
Regis Terpend Ph.D. Thomas F. Gattiker Ph.D. Scott E. Lowe Ph.D. 《Decision Sciences Journal of Innovative Education》2014,12(2):149-173
Faculty and students are increasingly faced with the opportunity to use electronic versions of textbooks (e‐texts). Despite the advantages of e‐texts and recent advances in technology, evidence suggests that students are still reluctant to adopt and use e‐texts. This situation leads us to investigate two research questions: What factors contribute to students’ acceptance of e‐texts? Are there differences between hardcopy texts and e‐texts when it comes to course grade? We draw on a variety of perspectives (i.e., psychology, management information systems, economics, environmental studies) to build a framework that allows us to determine the motivations of students for adopting e‐texts, and the learning outcomes of e‐text adoption. Data was collected via a survey administered in the business school of a metropolitan university with approximately 20,000 students, located in the western United States. Results suggest that perceived ease‐of‐use and the price of e‐texts relative to hardcopy texts are two key motivators in e‐text adoption, while perceived usefulness, Internet self‐efficacy and environmental concerns are not significant motivators. However, there was no significant difference in the grades of e‐text adopters compared to hardcopy adopters. We conclude this paper by discussing the implications of our findings for educators. 相似文献
4.
现代主义文本在文体上把语言作为一种物质材料，进行任意的组合；在结构上与侍统文学结构相背离；在写作手法上多用拼贴与暗示的方法；文本语域也常常变换。 相似文献
5.
In many contemporary texts boundaries are broken down. Words and image convey multiple meanings, lending themselves to postmodern readings, in the sense that they encourage readings that reject a single interpretation and instead hold in suspense the possibility of multiple readings co‐existing. This article explores how these texts allow the consumer/reader the opportunity to actively engage, and in a sense therefore to produce, the cultural event rather than being merely the passive receiver of it. It raises implications for the way that such texts are considered in schools. 相似文献
6.
Emilia Luukka 《Scandinavian Journal of Educational Research》2019,63(2):198-213
Although the number of studies on literature in language education has increased in the past two decades, the subject is still in need of empirical research. This case study examines literary texts, their selection, frequency, and functions in Finnish general upper-secondary English as a Foreign Language (EFL) education. The data was collected from 21 Finnish EFL teachers using a survey, and the content was thematically analyzed. In these contexts, literary texts had a marginal role. The texts were mostly twentieth-century poetry and novels. Selections by teachers were primarily based on the texts. Often students chose texts independently. Literature was mainly used to teach language, particularly reading skills, and secondarily as content. In light of EFL teaching, the results suggest a need for a conceptual expansion of literature, the wider use of literary texts with visual components, and the use of literary texts for developing students’ intercultural competence. 相似文献
7.
Sylvia Pantaleo 《English in Education》2015,49(2):113-129
8.
西域、敦煌出土的为数相当丰富的古代回鹘语佛教文献，是古代回鹘佛教研究的 第一手也是最为重要的资料，引起了国际学术界的广泛重视，涌现出大量的研究成果，填 补了西域佛教史研究的许多空白，可以说，回鹘佛教文献的研究，是２０世纪西域佛教史研 究中成果最为辉煌的领域。 相似文献
9.
介绍了美国目前限制和减少温室气体排放的方法和政策及其影响,并在分析温室气体排放和全球气候变化的科学数据的基础上,对现行政策进行评述并追踪美国在减少温室气体排放方面所做的努力及这些努力中潜在的可能具有的政策效力。 相似文献
10.
Virginia Worley Stacy Otto Lucy E. Bailey 《Educational Studies A Journal of the American Educational Studies Association》2013,49(2):192-223
Rather than using literary texts to evidence an analytic argument, within this piece we read Julia McNair Wright's (US, 1840–1902), Sidonie-Gabrielle Colette's (France, 1873–1954), and Willa Cather's (US, 1873–1947) texts through theoretical lenses that expose their educational meaning and value and that create conversation among them concerning girls’ and women's educations. While we do not claim that one can generalize these women's works and lessons to every life, we contend that these women and the literary products they created offer girls and women powerful lessons about resistance, subversion, and nurturing one's intellect, lessons that in some ways transcend class and race in particular. First, we define and explain Bruner's concept of the more using Rosenblatt, Gallagher, and Gardner's theories and findings to illuminate his concept. Next, we identify and examine three themes that emerge across these authors’ texts—subverting through the everyday, becoming one's own steward, and moving from survival to self-actualization. Establishing these themes first in Wright's texts, we then use them to frame Colette's and Cather's fiction and support these themes by focusing on one lesson that emerges from each author's work(s). Finally, we ask what one might learn about educating girls and women from these texts and others whose educative meaning and value remain hidden. 相似文献
11.
Victoria Carrington 《British Journal of Sociology of Education》2004,25(2):215-228
In post‐industrial societies saturated with the multimodal texts of consumer culture—film, computer games, interactive toys, SMS, email, the internet, television, DVDs—young people are developing literacy skills and knowledge in and for a world significantly changed from that of their parents and educators. Given this context, this paper seeks to demonstrate the necessity of rethinking and extending traditional notions of text and literacy, and consider the social and cultural implications of such a shift. 相似文献
12.
Dake Zhang Denise K. Whitford Hsien‐Yuan Hsu Yan Wang 《Journal of Research in Special Educational Needs》2020,20(3):265-276
This study examined the roles of hard variables and soft variables in determining college teachers' intentions to pursue a special education career and education majors' actual decisions to major in special education. This study surveyed 243 college students taking special education courses at a state university, including 213 education majors. The survey questions included four blocks of variables, pertaining to demographics, training and work experience, soft variables (i.e., personal connections to people with disabilities, personal value and commitment and perceived social support) and hard variables (i.e., estimated salary, workload, professional development opportunities and job security). Results suggest that (1) after controlling for other variables, hard factors such as salary did not add significant contributions to college students' intention or education majors' actual action to pursue a special education career; (2) soft variables, such as value, commitment to special education and perceived social support, significantly predicted college students' intention to pursue a special education career, but did not significantly influence education majors' actual decision to choose a special education program, and (3) workloads significantly affect education majors' decisions making decisions of enrolling in a special education program. Implications are discussed about the importance of enhancing soft‐variable aspects of working conditions for special education recruitment and retention. 相似文献
13.
Frank Serafini 《Children‘s Literature in Education》2010,41(2):85-104
This article presents a tripartite framework for analyzing multimodal texts. The three analytical perspectives presented include:
(1) perceptual, (2) structural, and (3) ideological analytical processes. Using Anthony Browne’s picturebook Piggybook as an example, assertions are made regarding what each analytical perspective brings to the interpretation of multimodal
texts and how these perspectives expand readers’ interpretive repertoires. Drawing on diverse fields of inquiry, including
semiotics, art theory, visual grammar, communication studies, media literacy, visual literacy and literary theory, the article
suggests an expansion of the strategies and analytical perspectives readers being to multimodal texts and visual images. Each
perspective is presented as necessary but insufficient in and of itself to provide the necessary foundation for comprehending
texts. It is through an expansion of the interpretive strategies and perspectives that readers bring to a multimodal text,
focusing on visual, textual, and design elements that readers will become more proficient in their interpretive processes. 相似文献
14.
Anna Kouppanou 《Educational theory》2016,66(4):499-518
In this essay Anna Kouppanou expands the notion of metaphor from its received meaning to refer to an embodied and material process of connectedness that transforms the domains that it brings together. Because of metaphor's reliance on materiality and exteriority Kouppanou turns to literary texts, which she calls “metaphoric machines.” In doing so she sheds light on the specific way texts, as reading/writing technologies, work through metaphorical processes of association. Through the study of print and electronic literary texts Kouppanou shows that every medium brings contents and domains, such as space and time, together and indeed in specific ways, allowing different forms of association, selective organization, and filtering of information. She also underlines that the mappings between these domains often take place unexpectedly and not always between their respective parts. Finally, she discusses the need for literacies that make the reader/writer/user aware of the metaphorical‐associative power of texts. 相似文献
15.
依照《汉书·艺文志》图书分类法，参考汉代出土文献研究成果，以文献文化史视角梳理、分析《论衡》所引"诸子类""诗赋类"文献，鸟瞰王充的知识来源与阅读视野。同时，将上述文献细分为王充"读过""可能读过""仅作为论据提及，难以断定是否寓目原书"等情况详加申述，指出部分文献对《论衡》话语表达、学术建构的影响，并在具体论述中补充、修订若干前人的观点。 相似文献
16.
Elisabetta Adami 《Literacy》2011,45(1):44-50
Responding to ‘In defence of writing’ by Håvard Skaar, published in issue 43.1 of this journal (April 2009), the present article argues that (1) compared with text production ‘from scratch’, producing texts through copy‐and‐paste requires a different type of – rather than less – semiotic work, and that (2) digitally produced writing may involve the same amount of semiotic work as texts produced through digitally retrieved images. Supporting the argument with data drawn from the writer's teaching experience in three first‐year graduate courses of Scientific English for the Health Professions, the article discusses the changes in the abilities that are foregrounded/backgrounded (more/less required and developed) in the use of copy‐and‐paste for text production. The results indicate that rather than privileging one mode over another, the learners' semiotic work can be better assessed through a multilayered process of re‐signification and re‐elaboration of texts and contents into multiple modes. The conclusions suggest new priorities for teaching, learning and assessment in the light of the changes in our contemporary semiotic landscape. 相似文献
17.
互文性是语篇的根本属性之一,但不同语体类型的语篇由于交际意图的差异,在与其他文本发生互文关系时会有不同特点。论文以新闻语篇和广告语篇为例,探讨两种语体类型的语篇在互文实现模式上的差异,归结其语篇结构的基本特征。 相似文献
18.
文学文本的意义在"本我"的基础上因读者而异。文本的意义有"语码意义""语用意义"和"阐发意义"三个层次,文学阅读也有相应的三层境界。文学文本的传播目标不够精确,其语境也更为开放,这为设计文本召唤机制、激发定向阅读提供了操作空间。 相似文献
19.
卢伟峰 《福建教育学院学报》2013,14(2):34-37
"言""文"相生,"文""言"统一,一堂成功的文言文教学课,必定是文与言的巧妙融合。倘若能做到言与文的来回穿梭,教与学也就乐在其中。如何让言文穿梭成为教学的常态,本文试图从紧抓文眼、梳理文脉、朗读揣摩、咬文嚼字四个方面来作初步探索。 相似文献
20.
AbstractPopular media often reports on the carbon footprint of certain activities, items or people. We were curious to explore how people make sense of these news pieces, and specifically, whether and how carbon literacy (CL) and quantitative literacy (QL) influences their reasoning. We interviewed and surveyed students of various backgrounds using simulated news pieces of three carbon footprints: that of Facebook, that of the US dairy industry, and that of the US chocolate industry. We found that being highly carbon or quantitatively literate influenced participants’ reaction – but only while they were gathering information about the prompts. The effect of literacies disappeared when they were asked to decide whether the carbon footprint was worrisome or which they would tackle first as a policy-maker. We describe and categorize the strategies students used to make sense of carbon footprints, and link the frequency of using particular strategies to their carbon and quantitative literacy. Implications for future research and environmental education are discussed. 相似文献