宫内节育器异位妊娠原因的临床分析

通过对4年来就诊的858例异位妊娠病人的临床资料进行综合整理,分析放置宫内节育器(IUD)140例与异位妊娠发生率的关系,认为带宫内节育器的妇女易并发盆腔炎症,其异位妊娠的发病率增加,误诊率增高,因此放置宫内节育器前了解适应症和禁忌症是至关重要的.     

哺乳期放置MCu宫内节育器避孕效果临床观察

目的：探讨哺乳期放置MCu宫内节育器的避孕效果。方法：选择生育二孩哺乳期身体健康育龄妇女放置MCu宫内节育器。结果：放置MCu宫内节育器2年带器妊娠率占20%;脱环率占0．5％;因症取出率占3％;累计续用率占96．5％。结论：MCu宫内节育器避孕效果可靠,适合哺乳期放置,值得推广。     

B超诊断宫腔内节育器位置的临床探讨

宫内节育器上缘距宫底距离在1.0-2.0cm之间的带器妊娠率为0;宫内节育器上缘距宫底距离>2.0cm,带器妊娠率为28.1％。本文通过对152名宫腔内放置节育器龄妇女B超检查结果的总结分析,得出宫内节育器在宫腔内上缘距宫底的距离>2.0cm定为宫内节育器下移。     

宫腔内节育环合并宫角妊娠二例分析

近年来国内外对宫内节育器并发异位妊娠屡有报道,但合并宫角妊娠较为罕见。本文指出,早期诊断及时手术,是治疗宫角妊娠的主要措施。     

吉妮宫内节育器80例临床观察

目的:探讨新型宫内节育器的避孕效果。方法:2002年8月～2003年3月在我院放置吉妮环80例,所有患者门诊随访,了解临床效果。结果:带器妊娠1例,脱落1例,因症取环4例,月经量增多23例,经期延长8例,排卵期出血3例,肛门坠胀2例,续用率92.4%。结论:吉妮宫内节育器是值得临床推广使用的避孕工具。     

422例米非司酮合并米索前列醇终止早孕副反应的分析

米非司酮合并米索前列醇终止早孕 ,已成为避孕失败的补救措施之一。与人工流产相比 ,是一种简便、痛苦小、安全有效的非手术终止妊娠的方法。现在已普遍应用于临床 ,但服药后可能出现副反应 ,如流产不全致失血性休克、宫腔感染等 ,后果严重 ,应引起临床医生的高度重视 ,现将药物流产副反应及其发生的原因分析如下。1　临床资料1.1　一般资料　本组 4 2 2例 ,年龄 2 0～ 38岁 ,经Ｂ型超生波确诊为宫内妊娠 ,停经天数≤ 4 9ｄ ,其中宫内放置节育器者 35例 ,均在服药第四天取出 ,未放置节育器者 387例。均自愿要求药物流产 ,随诊记录完整的健康…     

园型T型宫内节育器取出80例分析

自我国开展计划生育以来,各种避孕措施皆以在临床应用,使用最广泛的是宫内放置节育器。现就我院1994年取出的园型,T型节育器各40例报道如下: 临床资料 取出的园型节育器中的40例中年龄最小的28岁,最大的55岁,平均带环时间为5.7年。取出T型宫内节育器40例中,年龄最小     

T型宫内节育器200例临床分析

宫内节育器(1up)是我国育龄妇女主要的节育措施,因其安全,简便,经济有效,而倍受广大群众欢迎,我院自1986年广泛使用Tcu220型宫内节育器随机抽取200例分析如下. (一)年龄均在20～40岁,官腔深度6.0～10cm,其中90％以上在7～9cm,放置时间:(1)月经干净后3～7天。(2)产后满3个月。(3)人工流产术后同时。(4)中期妊娠引产和自然流产后正常转轻者;(5)剖宫产术半年后月经正常者;现     

异位妊娠103例临床分析

异位妊娠是妇产科常见的急腹症之一,如不及时诊断和积极抢救,可危及生命。本文就我院1995年2月至1997年2月经手术及病理证实的异位妊娠103例分析如下。1 临床资料1.1 一般情况 本组年龄24～44岁,平均28.6岁。孕产2次或2次以上者56例,占54.4％;孕产1次者33例,占32.1％;置宫内节育器(IUD)者37例,占35.9％。有腹部手术史者34例,占33％;其中绝育术者16例,占47％,剖腹产史者9例,占26.4％,宫外孕史者7例,占20.6％;另有2例分别为阑尾炎切除及     

超声诊断宫内外复合妊娠30例分析

回顾性分析浙江大学医学院附属妇产科医院超声科2012年1月至2012年12月发现并证实的30例宫内外复合妊娠的超声资料,按异位妊娠位置、卵巢形态、回声胜质、血流情况等项目进行归类和计算,探讨超声早期诊断宫内外复合妊娠的方法,认为超声对宫内外复合妊娠的早期诊断意义重大。     

浅议汉语歌词中隐喻的语言特色

在所有的隐喻语言使用中,歌词隐喻是最值得一提的。它不仅是口语隐喻的升华,也是文学隐喻的平民化,它兼有两者的优点又别具风格,堪称隐喻语言的一朵奇葩。具体分析歌词隐喻的语言特色及其与其他隐喻语言之不同之处,意在为歌词隐喻的理解和分析创造一新的视角。     

Metaphors of knowing,doing and being: Capturing experience in teaching and teacher education

In this article, Bateson's idea of human beings thinking with metaphors and learning through stories is examined as it played out within accumulated educational research studies. Five storied metaphors illuminating knowing, doing and being are highlighted from five investigations involving different research teams. In the cross-case analysis, the importance of narrative exemplars emerges, along with the significance of metaphors serving as proxies for teachers' experiences. The plotlines of the metaphors, the morals of the metaphors and the truths of the metaphors are also discussed. In the end result, the value of metaphors in surfacing teachers' embedded, embodied knowledge of experience is affirmed as well as the deftness of the narrative inquiry research method in metaphorically capturing pre-service and inservice teachers' storied experiences.     

认知视域下英语商业新闻标题隐喻研究———基于 China Daily 的研究

隐喻分为方位隐喻、本体隐喻和结构隐喻,以China Daily商业新闻标题为语料,探索人们在经济领域的认知规律.研究结果表明：在英语商业新闻领域中,结构隐喻运用范围最广,是人们理解商业领域概念的重要手段.方位隐喻包括up-down隐喻;本体隐喻包括容器隐喻和人体隐喻;结构隐喻则包含战争隐喻、交通隐喻、天气隐喻、医疗隐喻和饮食隐喻.在同类型隐喻中,“up”隐喻、“eye”隐喻和“war”隐喻分别占据主导地位,突显商业领域中人们更关注“向上”趋势,时刻保持“敏锐的洞察力”以及“商场如战场”的竞争理念.     

The epistemic role of novel metaphors in teachers’ knowledge constructions of school reform

In this article, a parallel is drawn between Steven Hawking’s use of common and novel metaphors in his evolving explanation of the theory of the universe and the similar use of common and novel metaphors by educators in four school contexts attempting to illuminate their experiences of school reform storied and restoried over time. The epistemic role of novel metaphors is unpacked through examining the plotlines of the metaphors, the morals of the metaphors, the freedom of the metaphors and the teacher knowledge implications resident in the live metaphorical utterances. Through the use of self‐selected novel metaphors, both Hawking and the educators merged propositional and non‐propositional knowledge that was bound up in persons—and communicated across people—in deceptively simple, though infinitely complex, ways.     

从概念隐喻看英汉文化

隐喻是一种认知模式,与人类的思维和经验有着密不可分的关系。由于人们生活经验的相似性,不同的语言存在相似的概念隐喻,但由于受到特定的地理和社会环境的影响,不同语言的隐喻又体现出自身的民族特色。文章从对英汉本体隐喻、方向隐喻和结构隐喻中的一些概念隐喻进行对比研究,来分析地理和社会环境对语言的影响。     

隐喻的认知能力与跨文化翻译

隐喻不仅是一种语言现象,更是人们认知世界的一种重要的思维与行为方式。由于语言中隐喻的普遍使用,从某种程度上来说,跨文化翻译就是将原语中的隐喻转换成目的语中的隐喻的一种活动。因此,译者的隐喻认知能力对翻译的质量和效率具有决定性作用。译者可以从文化习得、概念隐喻的习得和语境分析三个方面来提高其隐喻的认知能力。     

英汉隐喻跨文化对比与翻译策略探讨

隐喻作为一种语言现象和认知现象在日常生活中无所不在。它更是一种文化现象,不同文化背景下的隐喻蕴涵着各民族特有的文化内涵和思维方式。隐喻的翻译尤其复杂。通过对英汉语言中的隐喻进行跨文化对比发现,常用的隐喻翻译策略有:直接对应策略、转换喻体的归化策略、保留喻体的异化策略和舍弃喻体保留喻义的策略等。     

从关联理论视角下探究隐喻在广告中应用

该文运用实例证明了关联理论对广告隐喻,包括文字隐喻和图画隐喻,有极强的阐释力,并从关联理论的角度分析了隐喻如何作用于广告受众,使其获得最佳关联。     

On Translation of Animal Metaphors

Metaphors have been described as a central role of our cognitive apparatus. It is central to our understanding of how language, thought and discourse are structured. Animal metaphors as an important part of metaphors take advantage of the animals’ characteristics to describe a person or a thing vividly and chiefly. Sometimes animal metaphors will give people a humorous and novel picture. In linguistics, it can fill in the vacancy in languages, and make the expression exact and visually. Metaphor is kind of figure of speech. The thesis analyzes the function and style of metaphor and discusses the metaphors’ structure in grammar. How we understand the animal’s meaning is the key to translate the animal metaphors. All the animal words have both denotative meanings and connotative meanings. In most cases, the animals connotative meanings are the same or similar. People usually have the same idea about the animals; therefore, even the people who do not know English can understand some animal metaphors However, due to his tory, religion, phonetics, geography, life style, aesthetics and social psychology, the animals’ connotative meanings are different or even con trary. Facing these problems, how we translate the animal metaphors. I find four methods: adaptation, simile with explanation, paraphrase, and annotation. Adaptation is very efficient for the animal metaphors, which have counterpart in Chinese. Simile-with-explanation is the commonest method to translate animal metaphors, which are similar across the cultures easy to comprehend. Paraphrase is the last method to translate animal metaphors, and especially it can deal with any case that the animal metaphors are profound. Annotation is used to trans late animal metaphors in context, particularly in written English. Using the four methods, we can translate animal metaphors successfully. And while we are doing translation, we should understand English animals’ name very well, and pay attention to the Chinese animals’ meaning to make sure our readers understand the author’s in tended meanings. The thesis consists of five parts. The first part of the thesis states the significance and necessity of topic, problems to be solved in the thesis, and the framework of the thesis. The second part is literature review. The third part analyzes the animal vocabulary’s meanings. The fourth part gives four methods to do the animal metaphors translation. The conclusion part reviews the whole thesis and points out the weakness to be improved.     

从认知角度看英汉空间隐喻

人类的生活中存在着大量的隐喻,它作为一种重要的认知方式,在不同的语言中,必然兼有共性和个性。莱考夫根据隐喻的概念系统,把隐喻分为结构隐喻、方位（空间）隐喻、本体隐喻三类。认知语言学界普遍认为,在所有隐喻中,空间隐喻对人类的概念形成具有特殊的、重要的意义,因为多数抽象概念都是通过空间概念来表达和理解的。本文从认知的角度,通过描写与解释相结合以及对比分析的研究方法对汉英语里大量存在的空间隐喻进行对比分析,来考察汉英两种语言在空间关系的选择和表达形式方面以圾对状态、时间、数量、社会关系等方面的空间隐喻化认知的异同,深人分析隐藏在其后的原因,以对期研究语义引申和第二语言习得教学中母语干扰问题有一定的启发。