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Linguistic influences on networks of professional communication and recognition among engineers at two Quebec universities were examined. It was hypothesized that chemists and engineers affiliated with the French medium University of Montreal and the Ecole Polytechnique would be less active in research and more likely to obtain scientific recognition locally and to feel professionally unrecognized outside Quebec compared to their colleagues at McGill University. The findings suggest that the localizing effects of using a medium of scientific training which is not the predominant language of international scientific communication and recognition (French) are ambiguous. Although chemists and engineers at the French medium institutions were less active researchers, their language of professional communication with other scientific communities was English and there was little sense of isolation.This research has been supported by grants from the Canadian Council and the Ecole Polytechnique of Montreal. The authors also wish to thank Miss Madeleine Palmer, Miss Daniella Quiniou and Miss Rosalba Casas for their help in data collection for this paper. 相似文献
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While Where the Wild Things Are may be Maurice Sendak’s most popular book, In the Night Kitchen is arguably the greater work. Though his journey in Wild Things shares many of the elements of Mickey’s adventure in Night Kitchen—swinging between the protagonist’s initiatory verbal assertions and silent, completely pictorial spreads that indicate his
eventual dominance over his environment—Max’s story is ultimately only a narrative of the self. Where the Wild Things Are is a beautiful exploration of how Max (the maximum boy) is able to use an imaginative journey to create an individual personality that fills the world around him. But Mickey
must confront something more than merely a projection of his own desires. Mickey, unlike Max, is diminutive in his fantasy
world, and his adventure is a true dream shaped willy-nilly by his lived experience, not a daydream tailored to defend the
ego. The story told as Mickey learns to navigate the Night Kitchen is essentially a social narrative—more realistic, more
challenging, and with greater overall dividends than Max’s adventure. We can see this in the ways In the Night Kitchen combines four sorts of ingredients—Sendak’s own life, the psychology of dreaming, popular culture, and the immigrant experience—into
a subtle, captivating tale of the self and society.
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| Eric S. RabkinEmail: |
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Gabriele Rabkin Stefanie Geffers Ulrike Hanemann Meike Heckt Marcus Pietsch 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(5):651-677
The authors of this article begin with an introduction to the holistic concept of family literacy and learning and its implementation in various international contexts, paying special attention to the key role played by the notions of lifelong learning and intergenerational learning. The international trends and experiences they outline inspired and underpinned the concept of a prize-winning Family Literacy project called FLY, which was piloted in 2004 in Hamburg, Germany. FLY aims to build bridges between preschools, schools and families by actively involving parents and other family members in children’s literacy education. Its three main pillars are: (1) parents’ participation in their children’s classes; (2) special sessions for parents (without their children); and (3) joint out-of-school activities for teachers, parents and children. These three pillars help families from migrant backgrounds, in particular, to develop a better understanding of German schools and to play a more active role in school life. To illustrate how the FLY concept is integrated into everyday school life, the authors showcase one participating Hamburg school before presenting their own recent study on the impact of FLY in a group of Hamburg primary schools with several years of FLY experience. The results of the evaluation clearly indicate that the project’s main objectives have been achieved: (1) parents of children in FLY schools feel more involved in their children’s learning and are offered more opportunities to take part in school activities; (2) the quality of teaching in these schools has improved, with instruction developing a more skills-based focus due to markedly better classroom management und a more supportive learning environment; and (3) children in FLY schools are more likely to have opportunities to accumulate experience in out-of-school contexts and to be exposed to environments that stimulate and enhance their literacy skills in a tangible way. 相似文献
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