英语的全球化与语言的多样性

伴随全球化进程,英语已成了当今世界的主导性语言,并在全球范围传播和普及。英语的全球化给世界语言多样性的生态样式带来了极大的破坏。因此,及时采取措施对策,反对英语的霸权,保护世界语言多样性的生存样式已是刻不容缓。     

Undoing diversity: knowledge and neoliberal discourses in colleges of education

In this article we analyze discourses of ‘diversity’ in colleges of education in Chile. We contend that the use of discourses of diversity, as reproducing the separation between mainstream subjectivities and those uncontained by the category of normal, is one of the ways universities align themselves with the rules of a democratic society, based on ideas of multicultural understandings and tolerant communities proliferated by inter-governmental institutions such as the Organization for Economic Cooperation and Development (OECD) and others. Our interest is to question the marginalization of cultural politics through the intensification of these discourses. At the same time, we explore the relations between the advancement of neutral discourses of difference and the value-free practices expressed in neoliberal educational agendas. We use discourse analysis to read interviews with future teachers. We understand students’ narratives as perpetuating normative ways of thinking and legitimating those knowledges promoted by institutional curricula.     

The political economy of higher education in the era of neoliberal globalization: Latin America in comparative perspective

During the last two decades, Latin American universities have experienced intense pressure to abandon the main principles established in the 1918 Córdoba Reform (i.e., autonomy and autarchy). While funding for public higher education has declined, they are pressured to relinquish a large portion of institutional autonomy in order to accommodate to market demands and to a new set of control strategies emanating from the state.We argue that current changes in Latin American higher education cannot be examined in isolation from larger political and economic changes in the region, which in turn are related to the dynamics of globalization. After the decline of socialist and welfare-state models, neoliberal regimes have become hegemonic in many parts of the world. In most countries, changes in financial arrangements, coupled with accountability mechanisms, have forced universities to reconsider their social missions, academic priorities and organizational structures. Concerns about equity, accessibility, autonomy or the contribution of higher education to social transformation, which were prevalent during previous decades, have been overshadowed by concerns about excellence, efficiency, expenditures and rates of return. The notion that higher education is primarily a citizens right and a social investment – which has been taken for granted for many decades – is being seriously challenged by a neoliberal agenda that places extreme faith in the market.Though we focus on the international dimension of university change, it is important to note that global trends are promoted, resisted and negotiated differently in each national context and in each individual institution. In the emerging knowledge-based society, the polarization between North and South is expected to increase even further if the scientific and technological gaps are not narrowed. Latin American universities have a crucial role to play in this regard. The paper is organized in two parts. The first describes the context of university change, focusing on issues of globalization and neoliberalism. The second examines the main features of university restructuring in comparative perspective, with a particular focus on Latin America.     

Rhythmic movement as a tacit enactment goal mobilizes the emergence of mathematical structures

This article concerns the purpose, function, and mechanisms of students’ rhythmic behaviors as they solve embodied-interaction problems, specifically problems that require assimilating quantitative information structures embedded into the environment. Analyzing multimodal data of one student tackling a bimanual interaction design for proportion, we observed the (1) evolution of coordinated movements with stable temporal–spatial qualities; (2) breakdown of this proto-rhythmic form when it failed to generalize across the problem space; (3) utilization of available resources to obtain greater specificity by way of measuring spatial spans of movements; (4) determination of an arithmetic pattern governing the sequence of spatial spans; and (5) creation of a meta-rhythmic form that reconciles continuous movement with the arithmetic pattern. The latter reconciliation selectively retired, modified, and recombined features of her previous form. Rhythmic enactment, even where it is not functionally imperative, appears to constitute a tacit adaptation goal. Its breakdown reveals latent phenomenal properties of the environment, creating opportunities for quantitative reasoning, ultimately supporting the learning of curricular content.     

Unconventional sources as a new convention: The shifting paradigm of undergraduate writing

Recent research has remarked upon the widespread use of Internet sources by undergraduate students in support of their written ideas. Results of this research indicate there is a tendency for some students to cite sources whose content meets their expedient needs, while ignoring standards of rigor typically required for academic citation. Despite this tendency, the present study explores whether Web sources which would normally be considered unconventional for academic citation, in fact, offer enriching content. This study isolates the unconventional Web references from three second-language students' research papers for qualitative analysis. Results indicate that although the cavalier use of Web sources by students remains a serious concern, unconventional sites can sometimes be an unusually rich source of information. Such a finding has implications for how students are taught to consider Internet sources. Specifically, it is suggested that sites normally considered unconventional not be summarily dismissed as potential sources of information.     

Internationalization as a response to globalization: Radical shifts in university environments

This case study probes recent developments in a number of academic and non-academic aspects of a private research university in response to current globalization trends. Under the name of internationalization, university administrators and external firms are emerging as powerful decision-makers shaping academic content and even academic governance. This is manifested in student recruitment and in the hiring of prestigious professors and researchers to increase university reputation and thus to appeal to more students and secure more research funds. Among disciplines central to economic and technological globalization, such as communication, business, and engineering, patterns of convergence are emerging. Rather than internationalism, internationalization is found to prevail, and internationalization is found to signify predominantly a search for student markets domestically and abroad rather than positioning the university’s knowledge at the service of others in less advantaged parts of the world.     

Judging plagiarism: a problem of morality and convention

This paper considers the problem of plagiarism as an issue of morality. Outrage about student plagiarism in universities positions it as dishonesty and a transgression of standards. Despite this, there has been little work analysing the implications of positioning plagiarism as a moral matter in the making of judgments about plagiarism and academic dishonesty. This paper sets the scene by reviewing research about the characteristics of students who cheat and analysing student and lecturer differences. It then discusses perspectives from moral behaviour, moral philosophy and moral reasoning. The paper concludes that emotion and reason are brought to moral judgments, and so makes a case for those who are making judgments about plagiarism to reflect on whether they are faced with a matter of morality or convention. Greater awareness of the domains of convention and morality, the issues of justice and care, the roles of emotion and reason and what is involved in making judgments, will open ways of understanding reactions to plagiarism so that better ways to deal with accusations and make judgments can be developed.     

从经济全球化透视当代资本主义的命运

经济全球化是当今世界发展的大趋势,而经济全球化与当代资本主义的命运是息息相关的。经济全球化使资本主义有了新变化,但这不仅没有消除反而加深了资本主义的固有矛盾,并且使资本主义出现了新的矛盾和危机,经济全球化为社会主义和共产主义的胜利准备着条件,从而进一步加快了资本主义的灭亡。     

Antibiotic resistance of bacteria: A global challenge

Bacterial resistance to antibiotics poses a serious challenge to the prospect of chemotherapy. Rational use of antibiotics is most desirable but it cannot provide a permanent solution to the problem. In this article the biochemical and genetic basis of antibiotic resistance in bacteria is discussed with examples. The non-clinical aspects of antibiotic-resistance are also dealt with in brief.     

全球化对职业教育的挑战与对策

一、全球化的概念 全球化涵盖不同的领域,人们听到全球化这个词时最普遍的理解是经济的全球化,在这方面全球化被理解为一个有力武器,在世界各地提高经济效益并促进统一标准的确定。在全球范围内成功的生产模式的基本特点越来越接近,不符合国际标准的生产和管理方式不能长期继续存在,发达国家先进的生产方式将辐射到整个地球。但是,从社会发展的角度来看经济上的全球化也有其负面影响,如中国入世后在相当一段时间内失业率将面临上升的趋势,特别在农村地区,因为传统的农业将顶不住国外大量产品的进攻,此类情况非常复杂;另外,农村大量剩余劳动力涌向城市,从劳动力的能力结构来看入世将推动劳动密集型产业的发展,培训这些人的职业技能是当务之急。     

汉中历史文化名城的资源与开发

历史文化名城汉中,凝结了汉中地区光辉灿烂的五千年文明。她走过了汉中郡、兴元府、汉中府和汉中道等不同的历史时期,留下了两千余年的古老历史。要加快建设历史文化名城,突出汉中的历史文化风貌和山水城市特色。     

Meet the phallic teacher: designing curriculum and identity in a neoliberal imaginary

This paper introduces the concept of the phallic teacher, a spectral figure negotiated in teachers’ everyday work and in school-based disciplinary communities of practice. Reporting the findings of a 3-year Australian doctoral study completed in 2014, the paper looks closely at how English teachers design both curriculum and identity in an environment where feminist and poststructuralist work of the late 20th century seems to have lost traction. These observations made here are based on empirical research in a Victorian school, combined with autoethnographic writing and other materials connecting teachers’ and researchers’ lives to the broader cultural postfeminist debate. The paper makes room for an absent subject, the teacher, marginalised in neoliberal discourses of curriculum and critiques the masculinist hegemony of outcomes and standards-based education. This provides us with new ways to challenge increasingly dominant current paradigms and to conceptualise a different future in which the standpoints of teachers are privileged in curriculum theory and curricular innovation.     

Education as a global public good: the applicability and implications of a framework

This paper addresses a growing literature on global public goods theory, in particular the use of this framework to promote the equitable provision of goods and social services, such as basic education, on an international scale. Due to a lack of research into this theory’s applicability to education, the author aims to discern how such a framework might be applied, and its possible policy implications, focusing on universal access initiatives and the debate on private provision of schooling. The paper further questions the appropriateness of using global public goods theory given certain critiques.     

Adult learning and education as a response to global challenges: Fostering agents of social transformation and sustainability

International Review of Education - This article explores the potential of adult learning and education, its pivotal role in addressing social transformation and promoting global-local...