现代英语词汇的简化及其特征

现代英语发生了巨大的变化，主要形式之一就是英语词汇的简化。本文拟讨论现代英语词汇简化的形式、简化的原因、简化的特征及其使用范围，并且指出：英语词汇的简化是现代英语词汇发展与变化的主要趋势。     

论现代英语词汇的变化

随着英语国家在政治、经济、科技、文化、生活诸领域的迅猛发展,现代英语词汇发生了很大的变化.词汇数量的增长、新词的不断涌现和词义发展是英语词汇变化最显著的特征.本文主要对英语词汇变化的原因、词义的变化及新词组成的途径进行了探讨,并预测了现代英语词汇发展的趋势及原因.     

从构词法看英语词汇发展趋势

英语词汇的发展迅速，尤其是第二次世界大战结束以来，时代在变化，科技在发展，英语词汇中出现了大量新词和意义，复合词和派生词越来越多，笔者在文中探讨了复合词和派生词的发展原因及发展途径，从而对英语词汇的发展趋势进行了预测。     

英语词汇中的性别歧视分析——从MAN的实际应用谈起

近性别歧视是英汉语言中的共性问题。英语词汇在语言的发展过程中发生了巨大的变化，形成了当今的性别歧视现象。文章从MAN一词的实际应用谈起，对英语词汇中的性别歧视现象进行分析和阐述。     

浅谈英语词汇的变化

以历史的方法研究英语词汇及其变化和发展是一种科学的方法.对英语词汇的起源和英语各个重要历史发展阶段中词汇和词义变化的研究,对认识英语及其变化发展具有重要意义.     

新闻英语词汇特色探析

报刊英语具有鲜明时代特征和创新性,反映出英语词汇的最新发展变化。作为一种特殊文体,新闻英语在词汇的选用方面别具一格。文章通过新闻英语实例,探讨了新闻英语词汇的几个主要特点。     

论专有名词普通化

语言随着社会的发展而不断演变，在英语发展过程中，许多专有名词经过长期，广泛的使用最终转化为普通词语，本从词义变化的角度探讨英语词汇中的人名通过换称转化为普通名词的五种类型，希望能帮助读更好地掌握与人名有关的英语词汇。     

论英语词汇的发展变化

变化发展是语言的基本特点之一。英语词汇产生和发展的途径主要有创造全新单词、利用构词法产生新词、旧词新义和外来语的借入四个方面。     

社会历史变迁与英语的发展

英语起源于英国，其发展与英国历史的发展变迁息息相关。语言是社会的镜子，反映社会的发展变化，透过英语词汇及习语可以了解英国的历史，知晓历史发展的进程又有助于我们更好地掌握语言。     

浅析英语词汇变化的社会因素

英语的发展是个动态的过程,在这个过程中,英语词汇的变化会受到诸如社会发展和环境、社会阶层和地位、性别、言语社团差异等诸多因素的影响,一些词汇逐渐消亡,一些词汇保留下来并发生变异,同时产生一些符合新时代发展需求的新词汇。随着社会的发展,英语逐渐呈现动态和创新的发展态势。本文对英语词汇变化的社会因素进行了分析,有利于英语词汇的学习。     

Practices and opinions reported by coordinators of graduate programs

Information is presented about the organization of graduate studies, based on questionnaire responses of 582 coordinators of Canadian graduate programs. These coordinators, who were representative of disciplines and geographic regions, provided information about a wide range of matters, including enrolments, staff, admissions, supervision, research, publications, financial support, teaching experience, and completion rates and times. Many substantial differences were noted among the percentage frequencies of responses for departments classified by discipline and size. For example, students were perceived to choose their doctoral theses topics themselves much more frequently in education, social sciences, and humanities than in engineering, medical sciences, physical sciences, and biological sciences. Also, departments with smaller numbers of full-time graduate students tended to provide all doctoral students, with some teaching experience to a greater extent than did larger departments.     

实践的自由与美的范畴

人，作为个体的生存，从实践（以物质生产为中心）出发才逐步生成，而在实足走向创造的过程中，人们才不断达到一定的自由境界。正是人的实践－创造的自由使自然人化，人也人化，从而产生出人对现实的审美关系；这种审美关系体现对象之上就是美，而体现在人本身之上则是美感。人类的实践－创造的自由同样是一个历时性的过程和一个共时性的结构，因此，它不仅有不同的自由程度和不同的自由境界，而且还有自由，反自由，不自由，准自由等几个维度；与这些不同的自由给度相关便形成了美，丑，柔美，刚美，悲剧性，喜剧性，滑稽，幽默的相应的美的范畴，并形成各个美的范畴之间的过渡，转化，对应等关系，从而形成一个完整的美的范畴体系。     

论罗蒂协同性实用主义的反哲学本性

理查德·罗蒂立足后现代主义、解构主义、文化自由主义、相对主义和后哲学文化论,建立的协同性实用主义,批判分析哲学、现象学、传统的认识论、反映论、符合论和真理观,肯定解释学的功能与教化作用,否定客观性、绝对性、永恒性和不变性,反对理性主义、科学主义和实在论,主张解构形而上学,创立无冕哲学,提倡工具主义、约定主义、实用主义、多元主义,以及心灵与社会的协同性作用。     

劳伦斯与非理性主义

以叔本华、尼采、弗洛伊德为代表的非理性主义是劳伦斯小说创作的思想基础。受叔本华影响,劳伦斯把生存意志作为人物行动的基本动力,这主要表现为向性力和精神占有欲。受尼采影响,劳伦斯赞美躯体,重视生命的内在能量和自我超越性,并与基督教决裂,成为西方基督教道德观的激烈批判者。劳伦斯在性与无意识这两个领域,对弗洛伊德精神分析理论有接受,也有超越。弗洛伊德与劳伦斯都把性、无意识与文明对立起来,但弗洛伊德进行的是否定性研究,强调对其疏导和控制,劳伦斯则认为性与无意识是原初的创造性力量,是生活的源泉,是对抗人之社会化和理性化的正面力量。非理性主义丰富和深化了劳伦斯对现代人心理世界的理解,加强了他的小说的社会批判力量。     

湘东南栖霞组底部史塔夫(Staffela)类动物群的发现

着重描述湖南邵东保和堂柳东早二叠世早期栖霞组底部首次发现的史塔夫 (Staffella)类动物群 ,共 5属 2 0种 ,这五属分别是史塔夫亚科的 Staffella,Pseudoendothyra,Nankinella和卡勒亚科的 Sphaerulina,Pisolina.该类动物群笔者曾命名为 Pseudoendothyra jazvensis带 .这一发现不仅填补了湘东南栖霞组生物地层学研究的空白 ,而且对我国南方石炭、二叠纪的生物地层划分提供了新的依据     

论教法设计的七要素——兼答美国人校长拉塞尔·S·比彻

作为教法中的教学模式系统,是由要素构成的。已有的成功的教学模式,其所构成的共同要素是:目、趣、序、思、练、诊、结七者。     

Opening Possibilities in Experimental Science and its History: Critical Explorations with Pendulums and Singing Tubes

A teacher and a college student explore experimental science and its history by reading historical texts, and responding with replications and experiments of their own. A curriculum of ever-widening possibilities evolves in their ongoing interactions with each other, history, and such materials as pendulums, flame, and resonant singing tubes. Narratives illustrate how questions, observations, and developments emerge in class interactions, along with the pair’s reflections on history and research. This study applies the research pedagogy of critical exploration, developed by Eleanor Duckworth from the interviewing of Piaget and Inhelder and exploratory activities of the 1960s Elementary Science Study. Complexity as the subject matter opens up possibilities which foster curiosity among participants. Like Galileo, Tyndall, Xu Shou, and others, this student recurrently came upon new physical behaviors. His responses to these phenomena enabled him to learn from yet other unexpected happenings. These explorations have implications for opening up classrooms to unforeseen possibilities for learning.

Teaching . . . is more about a conscientious participation in expanding the space of the possible by creating the conditions for the emergence of the not-yet-imaginable. . . . Teaching, like learning, is not about convergence onto a pre-established truth, but about divergence - about broadening what can be known and done. In other words, the emphasis is not on what is, but what might be brought forth. Teaching thus comes to be a participation in a recursively elaborative process of opening up new spaces of possibility while exploring current spaces. (Davis & Sumara, 2007, p. 64)

     

A view of Newton as a mathematician

In this article, we present certain topics such as quadrature of planar regions, introduced prior to the invention of calculus by Newton, and consider his other mathematical contributions, to binomial theorem and infinite series, cubics, theory of equations and imaginary roots. As the development of calculus and its enormous applications are well known, we will not discuss much about it. Earlier, he was in TIFR, Bangalore. His research interests include partial differential equations, homogenization, controllability and control problems, analysis, etc.     

基于ICM理论的隐性衔接语篇连贯解读

隐性衔接语篇连贯指的是不含显性衔接手段,如替代,省略,重复等,实现语义连贯的语篇。作为一种特殊的语言现象,隐性衔接语篇也是一种心理上的表征,是人类对认识世界的经验总结从语言上的反应。理想化认识模型（ICM）是人们在特定的文化背景中对某领域中的经验和知识所作出的抽象的、统一的、理想化的理解,它具有关联性、选择性、典型性,体验性等特征。正是因为人类对认知世界的体验,形成各种认知模型（CM）,而认知模型（CM）稳定而有规律,具有典型性特征。在认知过程中,各种认知模型（CM）之间的互相关联与相互选择,正好为人们解读隐性衔接语篇提供了认知上的新视角。     

Nanotechnology and Nanoscale Science: Educational challenges

Nanotechnology has been touted as the next ‘industrial revolution’ of our modern age. In order for successful research, development, and social discourses to take place in this field, education research is needed to inform the development of standards, course development, and workforce preparation. In addition, there is a growing need to educate citizens and students about risks, benefits, and social and ethical issues related to nanotechnology. This position paper describes the advancements that have been made in nanoscale science and nanotechnology, and the challenges that exist to educate students and the public about critical nanoscience concepts. This paper reviews the current research on nanotechnology education including curricula, educational programs, informal education, and teacher education. Furthermore, the unique risks, benefits and ethics of these unusual technological applications are described in relation to nanoeducation goals. Finally, we outline needed future research in the areas of nanoscience content, standards and curricula, nanoscience pedagogy, teacher education, and the risks, benefits, and social and ethical dimensions for education in this emerging field.