Cultural Aspects Make Nida‘s Functional Equivalence Theory Awkward and Untenable

美国现代著名翻译理论家尤金·奈达(Eugene A.Nida)的“功能对等理论”,即“译文读者对译文的反应等值于原文读者对原文的反应”在西方和我国翻译理论界颇有影响.本文试图从文化背景和文化交流的角度对该理论进行分析并探讨了该理论的“局限性”和“片面性”.     

Comparison Between Burns’ and Poe’s Love Poetry

Love and poetry go together like kissing couples and surely nowhere is this intense relationship better illustrated than in the life and works of Robert Burns and Edgar Allan Poe. And this paper will do some comparison between Burns’ and Poe’s love poetries.     

Words worth’s Poetry:from Nature and beyond Nature

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Internationalization of Japanese higher education in the 1980‘s and early 1990‘s

The Japanese response to its recognition that the countrys economicachievements implied that it should increase its interaction with theworld-wide community is analysed with particular reference to developmentsin the 1980s and early 1990s. Attention is particularly drawn to thesignificant part played by Japanese government initiatives aimed atincreasing the number of foreign students coming to Japan to study and atfacilitating the employment of foreign nationals as members of faculty inJapanese universities. Curricular developments within Japanese universitiesincluding undergraduate programs with an international flavour intended forJapanese students and the development of several graduate schools with afocus on international development are detailed. Programs on Japaneselanguage and culture, some aimed at Junior Year Abroad students mainly fromthe USA, are noted as well as the steps taken to smooth the path of foreignresearchers seeking to complete doctoral studies in Japan.Inter-governmental and inter-university agreements are described includingprojects aimed at training scientists and other specialists from developingcountries which include training in Japanese institutions. The paperidentifies a complementary movement by foreign institutions, mainly in theUSA (prompted in part by awareness of Japan's mounting trade surplus withthe USA) to establish branches in Japan; it is shown that such developmentswere encouraged by Japanese municipalities, especially those anxious tore-vitalize their communities. The conclusion reviews the whole developmentand adds a note on problems which may lie ahead in the future.     

Vygotsky’s ‘Thought and Word’

The last chapter of Vygotsky’s last book, Thinking and Speech, is a compressed argument about the construction of consciousness through the internalisation of language. This article comments on Vygotsky’s analysis of the ‘voyage into the interior’ undertaken by oral speech as it is internalised and abbreviated into ‘inner speech’, and then further concentrated as non-verbal thought. The article focuses on the part that literature and especially poetry play in Vygotsky’s argument in this chapter, and suggests that in exploring the condensed semantics of inner speech Vygotsky is implicitly describing how poets turn private thoughts into ‘symbols for others’. It concludes with a commentary on Vygotsky’s use of Mandelshtam’s poem ‘The Swallow’, from which he draws his epigraph.     

浅谈在“体教结合”中如何加强足球后备人才的文化知识传授

本文就目前国内开展的全国校园足球活动进行分析,就如何在走体教结合之路中加强足球后备人才文化知识的传授进行论述,希望为我国培养出更多的足球人才提供一些思考。     

Florence Nightingale and Nurses＇ Day 弗劳仑斯·南丁格尔和护士节

弗劳伦斯·南丁格尔，现代医护的创始人，于1820年5月12日生于意大利的一个富商之家，她的生日被定为护士节。目的在于激励广大护士继承和发扬护理事业的光荣传统，以“爱心、耐心、细心、责任心”对待每一位病人。     

Multiple Schubert‘s Updating Matrix and Its Compact Representation

Schubert‘s method for solving systems of sparse equations has achieved a great deal of computational success.In this paper,Schubert‘s method was extended to multiple version,and the compact representation of multple Schubert‘s updating matrix was derived.The compact representation could be used to efficiently implement limited memory methods for large problems.     

Children’s Self‐documentation and Understanding of the Concepts ‘Healthy’ and ‘Unhealthy’

The present paper describes a study in which 13 children aged 9–11 years, of diverse ethnic, linguistic, and socio‐economic backgrounds, were asked to use a digital camera and small notebook to document the range of things they consider to be healthy and unhealthy. Using open‐ended interview questions, the children were then asked to explain each item, including what it was, why they chose it, and why they thought it was either healthy or unhealthy. The range of definitions of ‘healthy’ and ‘unhealthy’ invoked by the children was surprisingly broad, encompassing not only illness and proper nutrition, but also environmental health, mental health, cleanliness, and other meanings. Findings across all 13 children are displayed, and a case study of one child serves as a detailed example of the types of meanings children ascribe to the words ‘healthy’ and ‘unhealthy’, as well as the kinds of analyses being employed on these data. The theoretical implications of these results for research on children’s ideas about health, as well as implications for the design of health interventions, are discussed.     

Religious education,conflict and diversity: an exploration of young children’s perceptions of Islam

This article explores the way pupils in English primary school perceive Islam through discussion of Islam in the media. The research suggests that pupils are aware of Islam as a world religion and of many of the images and popular discourses associated with Islam. The research also suggests that while a minority of pupils expressed explicit racist or prejudiced views about Islam many pupils appeared to perceive Islam and Muslims as ‘foreign’ and ‘alien’. The article questions the effectiveness of an approach to teaching Islam that does not include pupil’s negative preconceptions of religion and which focuses on presenting an idealised or monolithic version of Islam.     

Albert Einstein and Moscicki＇s Patent Application

Much was said and written during the 2005 World Year of Physics about Einstein＇s work in the Bern, Switzerland, Patent Office（Fig. 1）. He took the post（Technical Expert 3rd Class）there after completing his studies at the Zurich Polytechnic（later called ETH） in 1900 and being unsuccessful in his attempts to obtain a university position. However,little seems to be known of the patent applications he examined during his five years at the office in Bern. This paper discusses one of those applications--one that was submitted by rather remarkable individual.     

‘Nature’ and the ‘environment’ in Jamaica’s primary school curriculum guides

In cases where environmental education is institutionalised within schools, the curriculum can affect what and how students learn about ‘nature’ and the ‘environment’. In Jamaica, schools are considered important settings for environmental education; the curriculum therefore includes environmental issues. Using content analysis, representations of ‘nature’ and the ‘environment’ in the nation’s primary level Curriculum Guides were examined. Findings indicate that although many units emphasise an anthropocentric view of nature, this is tempered by depictions of nature’s fragility and, in some instances, nature’s ‘divine’ dimensions. Several curricular units also facilitate student’s creative engagement with nature, allowing for multiple views of the natural world.     

文化教学在高中英语阅读教学中的应用

<正>在英语阅读的过程中,我们必须掌握文化背景知识。要想准确无误地理解作者所要传达的信息,除了要拥有词汇和语法知识之外,还必须了解相关的文化背景知识,所以文化教学在英语语言学习中起着很重要的作用。但是目前在高中进行的文化教学并未取得预期的效果。初中教师的文化教学意识薄弱,学生很少接受相关文化背景知识的教学,这为高中实施文化教学增加了不小的难度。然而如今,文化背景知识的重要性随着国与国之间的频繁交往日益体现出来,成为一个不容忽视的问题。     

Tomorrow’s a mystery: constructions of the future and ‘un/becoming’ amongst ‘early’ and ‘late’ career academics

Abstract

Constructing a secure sense of a professional future has become increasingly difficult for early career researchers, whilst concerns about present and future job in/security have also been expressed in relation to already-established academics. In this paper, we draw on qualitative data from a U.K. study to explore everyday conceptualisations of the future for both ‘early career’ and ‘late career’ academics, in the context of increased fears and actualities of occupational precarity. We utilise theories of the social construction of time, as well as a conception of precarity and ‘precarization’ utilised by Butler (2009a, 2009b) and Lorey (2015), relating to ‘politically induced’ forms of insecurity that are a direct product of neoliberalism. The research reveals a variety of forms and levels of concern and anxiety by both groups for their own futures, and for the future of the academy as a whole.     

Getting ‘foolishly hot and bothered’? Parents and teachers and sex education in the 1940s

The reluctance of parents to provide sex education has been a problem for educators since the first attempts at the modernisation of sex education in the early twentieth century, yet the sexual needs, desires and fears of parents are rarely even mentioned in pedagogical debates. This article examines the intense anxiety and embarrassment felt by both parents and teachers when they tried to provide sex education in mid-twentieth-century England. The gendered sexual cultures of women and men and the way in which these shaped responses to the pubertal experience of girls and boys are described. Sex education was a rational progressive discourse; the response of sex educators to resistance and rejection of what they offered was to present ‘rational’ arguments explaining that these anxieties are unnecessary and can thus be abandoned. Waves of popular emotion concerning child sexual abuse since the 1980s demonstrate the continuing relevance of this fear and anxiety, emotions that shaped the course of sex education over the past century.     

Teaching a Selection of Heaney’s Troubles Poetry to Upper Post-primary Pupils in Northern Ireland’s Divided Schools: Educational Contexts and Pedagogical Opportunities

Centred on a carefully chosen selection of Heaney’s Troubles poems, this paper explores pedagogical opportunities that the poems present in the context of upper post-primary classrooms in Northern Ireland’s divided schools. Five poems are evaluated in total. These are: ‘The Other Side’, ‘A Constable calls’, ‘The Toome Road’, ‘The Strand at Lough Beg’ and ‘An Ulster Twilight’. While these five poems represent only a small selection of Heaney’s Troubles poems, they nonetheless cover an interesting spectrum in terms of their politico-cultural perspectives. The analysis of the poems focuses on exploring how teachers could use the poems to enable pupils to examine their traditional identities and allegiances and perhaps re-evaluate them in the light of new insights provided by the poems. While suggestions for this pedagogical exploration is at the heart of the paper, the early section establishes some relevant theoretical and educational contexts and the concluding section situates the paper in the context of previous, related curricular initiatives with Northern Ireland. It is to be hoped, finally, that the curricular initiative proposed by the paper could contribute, if even in a small way, to the ongoing search for peace and reconciliation between Northern Ireland’s two main, and still divided, communities.     

The Swedish ‘people’s school’ in Finland and the language question: homogenization and differentiation

This paper presents an historical overview of issues around the language of instruction and the curriculum of mother‐tongue education for the Swedish‐speaking minority in Finland during the half‐century after the establishment of the public school in 1866. In a linguistic‐ and culturally‐diverse society like that of Finland it has not been self‐evident that the question of language as a medium of instruction and as a school subject would be understood and shared in the same way by Finns and Swedes. This paper focuses on two collective themes, homogenization and differentiation. Homogenization stands for forces aiming at securing equal opportunities for education, regardless of vernacular languages and cultures. Differentiation refers to the possibility of accommodating the education to specific needs of the Swedish‐speaking population.     

Reflections on outdoor education and English ‘Indigenous Organic Fascism’ in the 1930s

The 1930s in England saw the emergence of what has been called an ‘Indigenous Organic Fascism’. This ideology was based on deeply articulated concerns for both the natural environment and a perceived threat to a cultural and spiritual connection to the land. This article reviews these perspectives and explores the ideas of English Fascism for a rural and thereby cultural revival. The article reviews how such environmental concerns became practically expressed in a range of enterprises in outdoor engagement with young people in an attempt to counter the desultory effects of capitalism and urbanisation. Some initiatives were based on summer camps with regular organised activities; others sought to promote deeper, spiritual connections to the natural environment. It is suggested that how such an intolerant and elitist ideology came to see such deep connections to the environment as central to their articulation may be of interest to contemporary practice in outdoor learning and that critical reflection, review and interrogation of some of the terms we use is a way of safeguarding unintentional misinterpretation in uncertain times.