英语硕士论文中模糊限制语的调查与分析     

王晓红 《语文学刊:高等教育版》2008,(12):68-69

通过两个自建的英语硕士学位论文语抖库,研究者对其中出现的模糊限制语的频率、种类、分布规律等进行了定量和定性的对比分析。针对两者的差异及影响因素,本文提出切实可行的措施,期望能够在英语教学中增强中国英语学习者使用模糊限制语的意识及在英语学位论文写作中恰当运用模糊限制语的能力。  相似文献   

中国文化融入全球化的理性思考     

王瑜卿 《河北职业技术学院学报》2004,4(3):65-65,67

中国文化融入全球化是中国文化生存与发展的内在要求，这种要求体现在文化交往领域就是既要适应全球化的潮流，又要保持民族文化的个性。要做到这一点，就必须正确认识和处理文化开放与文化遗产继承、民族文化的个性与世界性方面的关系。  相似文献   

对我国同一权利主体专利重复授权问题的法律思考     

刘宁 《温州大学学报(社会科学版)》2007,20(3):22-27

一项发明创造只能授予一项专利权,这是包括我国在内的各国专利法普遍遵循的一项基本原则。因此,实践中出现的将同样的发明创造授予不同专利主体,进而产生专利的重复授权显然是违反专利法这一基本原则的。然而,对于同样的发明创造,由同一主体同时或者先后被授予两项以上的专利权是否属于专利重复授权,在我国学术界还存在较大分歧,进而影响了实务的统一。笔者认为专利重复授权,破坏了专利制度在专利权人与社会公众之间建立的利益平衡,侵害了专利技术使用人和社会公众的切身利益,建议对我国现行专利法律法规及部门规章做出适当修订。  相似文献   

梦里不知身是客——试论王鼎钧散文的“原乡”形象     

张震宇  高彩霞 《河北北方学院学报(社会科学版)》2001,(5)

“原乡”形象是古今中外文学作品中一个绵延不绝、历史弥新的主题。王鼎钧先生以其“经历七个国家,看五种文化、三种制度”丰富的人生阅历及“返身观照”的作家职业性敏感深情,融注对宗教的体悟和研究,构筑了其散文中独树一帜的“原乡”形象,并使这一形象成为具有现代文化特征的多种“原乡”形象的交叉和融汇。通过对王先生作品“原乡”形象的分析和研究,揭示其现代的本质和独特的审美理念。  相似文献   

“If You Want the History of a White Man,You Go to the Library” 1: Critiquing Our Legacy,Addressing Our Library Collections Gaps     

Jennifer Bowers  Peggy Keeran 《资料收集管理》2017,42(3-4):159-179

ABSTRACT

In 1864, the same year the University of Denver was founded by John Evans, then the territorial governor of Colorado and the superintendent of Indian affairs, a group of U.S. militia attacked and killed vulnerable members of the Cheyenne and Arapaho nations at Sand Creek. Using critical race theory and the feminist “ethic of care,” we critique our collections in terms of the massacre and absent Native American voices in order to develop a collecting philosophy and direction to acknowledge and address the gaps and to formulate strategies for teaching students to interrogate a predominately white institutional archive to give voice to the absent or silenced.  相似文献   

Genocide in the sculpture garden and talking back to settler colonialism     

Margret McCue-Enser 《Quarterly Journal of Speech》2020,106(2):179-204

ABSTRACT

In this essay, I explore how Native American rhetoric of resistance exposes the settler colonial logics that constitute a hegemonic force in the greater social imaginary. Focusing on two sites—the Minneapolis Walker Arts Center’s Scaffold exhibit and The Landing, a historic settlers’ village located twenty miles from the Walker—I assess both how settler colonialism is enacted in these spaces and how Native American activism represents a talking back to settler colonialism. I argue that examining places as networked arguments reveals the ways in which they can speak to each other and unsettle dominant ideologies. To better understand the settler colonial logics that Native American resistance rhetoric seeks to unsettle, I advocate for critical examination of how scholars and activists are constituted by those very centering logics.  相似文献   

初中英语教师引入母语进行教学的几点原因及其对教学的影响     

孙若红 《中国教育研究与创新》2006,3(12):45-46

母语是影响外语教学的一个重要因素。外语课堂中是否应该使用母语一直是有争议的。本文对初中英语教师引入母语进行教学的原因进行了调查分析，认为教学中正确恰当地利用母语，将有助于改进初中英语教学，有助于提高学生的英语水平。  相似文献   

论二爨碑中的年号及其书法艺术     

杨修品 《云南师范大学学报(哲学社会科学版)》2001,33(2):56-59

爨宝子碑和爨龙颜碑它们之所以享名于世，恰巧不是高深、精美。而是对传统文化、对中原文化、对汉族文化、对名人名作、对笔法技巧的逆反取向。  相似文献   

I ulu no ka lālā i ke kumu,the branches grow because of the trunk: ancestral knowledge as refusal     

Kapua L. Chandler 《International journal of qualitative studies in education》2018,31(3):177-187

Abstract

This paper will discuss the ways that Native Hawaiian scholars are engaging in innovative strategies that incorporate ancestral knowledges into the academy. Ancestral knowledges are highly valued as Indigenous communities strive to pass on such wisdom and lessons from generation to generation. Ancestral knowledges are all around us no matter where we are, they are evident and valued in every setting, whether out on the ocean and land or in a four-walled classroom. However, contrary to Indigenous beliefs, ancestral knowledges are continually threatened by formal education systems – institutions that would have us believe that they have no place in the university setting; whereby Indigenous ways of learning are replaced with Western forms. Ancestral knowledges are devalued due to the fact that most institutions of higher education are not multi-generational, reflecting a bias against elders and elder knowledge and an overemphasis on ‘new’ knowledge. Furthermore, these institutions are dependent on Western epistemologies and ways of thinking. Building upon my own experiences. This paper aims to unveil the ways in which Native Hawaiians have combated alienation and isolation of ancestral knowledges in higher education and to re-imagine what Native Hawaiian higher education could be. More specifically, I analyze exemplary practices at the level of individuals, community, and institutions to illustrate the ways that scholars have refused such exclusion of ancestral knowledges within the academy.  相似文献   

Native science,intercultural education and place‐conscious education: an Ecuadorian example     

Barbara Schroder 《Educational studies》2006,32(3):307-317

This paper explores ways to bring together local and global knowledge systems in the context of education. It first discusses the concepts of native science and of intercultural education, key ideas in Ecuadorian indigenous education today. Both of these concepts seek to unite the local and the global in new ways. It explores the views of Ecuadorian indigenous educators and leaders around issues of education and science. The primary need voiced by these individuals is that of defending their communities against various kinds of encroachment, economic as well as cultural, and the enterprise of education is viewed within this reality. Finally, the paper discusses the paradigm of place‐conscious education, which the author argues is a unifying conceptual framework that speaks to the concerns voiced by these educators as well as those of educators elsewhere.  相似文献