Character Making on the Street

This article addresses four models of leadership that Christian communities may want to adopt to help them assess and articulate a more vibrant and dynamic youth ministry. In particular, this article will demonstrate that authentic Christian leadership for youth ministry is much more than teaching young people about pastoral skills, but requires a lifestyle that empowers adolescents to become responsible and genuine leaders in their schools, churches, neighborhoods, and communities.     

高职院校学报的编辑特色

高职院校学报应有别于普通高校学报 ,而体现出鲜明的地方性、应用性和实效性。设置特色栏目是形成高职院校学报编辑特色的有效途径。     

利用当地原料试制彩色大颗粒抛光砖

利用当地原料加予试制，通过合理选择生产工艺流程和有效控制生产工艺参数，以及通过调整大颗粒和基料的比例，调整大颗粒的颜色，完全可生产出优质、高产、低成本、产品系列化的彩色大颗粒抛光砖。     

论《歧路灯》中妻妾形象塑造得失

清代的李绿园在《歧路灯》中塑造了200多个人物形象,展示了当时社会形形色色的人物。本文着重分析该书主人公谭绍闻的妻妾孔慧娘、巫翠姐、冰梅的形象,研究李绿园对这3个人物塑造的得失之处,并从中见出其思想倾向对人物塑造的影响。     

让个性飞扬,让特色彰显——初中作文指导方法初探

作文是语文教学的最高表现形式。提高学生的作文水平，必须要求学生注重平时作文材料的积累，在个性、特色上做文章。     

高职工科CAI课件的制作方法

高职院校多媒体课件应达到一定的质量标准,具体制作工科课件,首先要结合课程实际情况编写课件制作大纲,依据大纲收集整理相关素材,再选择集成软件精心制作多媒体课件,最后还要对多媒体课件进行调试与完善。     

从示意性符号看先民造字思维的转变

示意性符号是汉字在一定发展阶段一种特殊的现象，它与文饰性符号有着本质的区别。示意性符号的产生早于文饰性符号；前者具有表意功能，后者不具有表意功能只则起着使汉字字体平衡、对称的作用；前者在汉字发展的过程中逐渐消失，后者则逐渐被添加、保留。透过示意性符号，可以看出当时人们的造字思维由具体向抽象转变的特征。     

Making “Second Generation,” Inflicting Linguistic Injuries: An Ethnography of a Mainland Chinese Church in Canada

ABSTRACT

Based on a larger ethnography, this article explores intergenerational relationships between First-Generation Immigrants and Second-Generation youth and focuses on psychological damages (Piller, 2016), particularly linguistic injuries, within a new mainland Chinese church in Canada. Specifically, I show why Second-Generation young people were largely separated into the English congregation, with little support from the parent generation in the Mandarin congregation. Drawing on language and non-language ideologies (Bucholtz, 2001) and semiotic processes of differentiation (Irvine & Gal, 2000), particularly fractal recursivity, focusing on relevant practices and discourses, I analyze and delineate linguistic injuries suffered and perpetuated by First- and Second-Generation members. Exploring their origins and manifestations, I tentatively define linguistic injuries as psychological damages caused by judgement based on language or language use at the interpersonal and institutional levels, but originated from “structures” such as ideology and legislation. Implications and future directions of this research are discussed.