品牌翻译中数字文化负载词的跨文化比较

品牌翻译作为一种跨文化交际行为 ,不仅涉及到品牌的语义层面 ,更关系到品牌的文化层面。数字词是负载文化的一种特殊形式 ,具有丰富且细微的文化内涵 ,容易导致不同文化语境中的消费者对品牌的英汉语际翻译的解读产生偏差。从跨文化比较角度 ,对数字语义层面所蕴含的文化信息进行历时与共时分析 ,凸现品牌翻译的跨文化交际功能     

Sponsored and contest modes of social reproduction in selective community college programs

Theoretical constructs derived from the work of Turner (1960) and Hopper (1971) are discussed to clarify how community colleges may contribute to the social reproduction—the perpetuation and legitimation—of inequalities in wealth, power, and status. Data collected on two selective-entry community-college-allied-health-career programs are presented to illustrate the utility of examining the structural effects and ideological bases of educational programs in terms of contest and sponsored modes of social reproduction. Findings indicate that ethnic group inequalities are reinforced in both programs, but in different ways. In one program, nonwhites are discriminated against at the admission stage; but when they are admitted, white and nonwhite students receive equivalent sponsorship toward completing the degree. In the other program, nonwhites are not only less likely to be admitted, but among those admitted, nonwhites are more likely to drop out or be eased out before completing the contest. The ideologies of implementation and legitimation drawn upon by key gate-keepers to explain each program appear to correspond to the systems of social reproduction evidenced in the respective program's structural effects.An earlier version of this paper presented at the Annual Meeting of the American Educational Research Association, Montreal, April 11–15, 1983.     

Factors related to resilience of academically gifted students in the chinese cultural and educational environment

This study examined variables in three domains (personal, parent support, and peer support) for their relationships with the resilience of academically gifted students in the Chinese cultural and educational environment. The participants were 484 academically gifted students in two highly competitive secondary schools (so‐called “key” schools) in a metropolitan city in southern China. The constructs measured in the personal domain were resilience, hope, creativity, and curiosity. The constructs measured in the domain of parent support were parent trust, parent communication, and parent alienation. The constructs measured in the peer support domain were peer trust, peer communication, and peer alienation. Three nested regression models showed that the personal constructs (hope, creativity, and curiosity) were all related to the resilience of the academically gifted students. Parent support variables did not exhibit predictive effects over and above that of the personal constructs, but peer support variables did show additional predictive effects over and beyond personal variables and parent support variables. Explanations and implications were discussed for the findings, and some limitations of the study were also discussed.     

Concept maps and Vee diagrams: two metacognitive tools to facilitate meaningful learning

This paper describes two metacognitive tools, concept mapping and Vee diagramming, and reports on research utilizing these tools from grades one through university instruction. The psychological and epistemological foundations underlying these tools is presented briefly. The issues of the dominantly rote-mode nature of much school learning and the resistance of studients (and teachers) to move to meaningful learning strategies fostered by concept mapping and Vee diagramming are discussed. The data available to date from a variety of qualitative and quantitative research studies strongly support the value of these metacognitive tools both for cognitive and affective gains.     

Comments from the Editor: The End of Teacher Evaluation?

Commentary

Comments from the Editor: The End of Teacher Evaluation?     

Pedagogical Bricoleurs and Bricolage Researchers: The case of Religious Education

This article reconceptualises school teachers and pupils respectively as ‘pedagogical bricoleurs’ and ‘bricolage researchers’ who utilise a multiplicity of theories, concepts, methodologies and pedagogies in teaching and/or researching. This reconceptualisation is based on a coalescence of generic curricular and pedagogical principles promoting dialogic, critical and enquiry-based learning. Innovative proposals for reconceptualising the aims, contents and methods of multi-faith Religious Education in English state-maintained schools without a religious affiliation are described, so as to provide an instance of and occasion for the implications of these theories and concepts of learning. With the aim of initiating pupils into the communities of academic enquiry concerned with theology and religious studies, the ‘RE-searchers approach’ to multi-faith Religious Education in primary schools (5–11 year olds) is cited as a highly innovative means of converting these curricular and pedagogical principles and proposals into practical classroom procedures. These procedures are characterised by multi-, inter- and supra-disciplinarity; notions of eclecticism, emergence, flexibility and plurality; and theoretical and conceptual complexity, contestation and context-dependence.     

On the Relation between Social Information Processing and Socially Competent Behavior in Early School-Aged Children

This article tested the hypotheses that (1) children's behavioral competence is a function of patterns of social information processing; (2) processing correlates of behavior occur at each of 5 steps of processing within each of 3 social situations; (3) measures at each step uniquely increment each other in predicting behavior; (4) the relation between processing and behavior is stronger within than across domains; and (5) processing patterns are more sophisticated among older than younger children and the processing-behavior relation is stronger among older than younger children. Videorecorded stimuli were used to assess processing patterns (encoding, interpretational errors and bias, response generation, response evaluation, and enactment skill) in 3 domains (peer group entry, response to provocation, and response to authority directive) in 259 first-, second-, and third-grade boys and girls (ages 6–9 years). Ratings of behavioral competence in each domain were made by peers and teachers. Findings generally supported hypotheses, with the magnitude of relations being modest.