用批评性语篇分析解读布莱尔的演讲

以批评性语篇分析理论为基础，以系统功能语言学为理论依据，从及物性、情态和预设三方面对布莱尔的演讲进行分析，从中可以看出语言是如何为意识形态服务的，从而很好地把握演讲者的政治意图。     

The process of updating engineering management science in an Australian regional university excellence in developing e-learning

The aim of the current paper is to share the processes in revising the courseware of the course of Engineering Management Science coded as ENG4004, in the Bachelor of Engineering (Mechanical, Mechatronics, Electrical and Electronic, Computer Systems, Instrumentation and Control), Bachelor of Engineering Technology (Mechanical, Building and Construction Management) programmes offered by the University of Southern Queensland (USQ), a regional Australian University with excellence in developing e-learning. The paper describes how the authors review the courseware of the course. The needs for the review are also explained. The assessments of the course were also studied and revised. The authors also estimated the costs involved in reviewing the course. At the same time, the paper also predicts the benefits that will be offered to students and the community including employers who are going to employ USQ graduates. It is finally concluded that the review is worthwhile and the actual costs to the university are minimal.     

论教育评价理论与实践的基本走向

当前,有关教育评价理论与实践的概念逻辑性不强,并且有些概念的提法有失偏颇,针对此种现象,本文从教育理论的特点出发,在此基础上,着重探讨教育评价各组成部分在这些理论的影响下的基本走向。     

Critical Cosmopolitan Educational Research: grounded and potentially transformational

Drawing insights from scholarship in social sciences and education and the author's reflective research accounts, this paper aims to illustrate how a critical cosmopolitan framework can provide an alternative way of looking at educational phenomena. More specifically, the goal is to explore the why, where, who, and how of Critical Cosmopolitan Educational Research.     

掀起大学逻辑学教学改革的第二次浪潮

在经历了第一次教学改革浪潮之后,我国大学逻辑学教学尚面临一些需要解决的重大问题,这就需要掀起第二次改革浪潮。第二次改革浪潮应将逻辑学教学的目标定位于批判性思维能力和气质的培养；课程的主要内容设定为论证的系统理论；整个逻辑学的课程体系由论证逻辑(非形式逻辑)和数理(形式化)逻辑构成；不同类型的学校和专业有不同的侧重点。     

“I Think About It All The Time”: A 12-Year-Old Girl’s Internal Crisis With Racism and the Effects on her Mental Health

I conducted an ethnographic study, situated within the conceptual framework of Critical Race Theory, which illustrates one child’s experiences with racism. The study was conducted in an urban after-school program, and explores issues of racism in both the school and community settings. Utilizing the storytelling aspect of Critical Race Theory, I explore the racial experiences of a 12-year-old African-American girl, and the dichotomous emotions of sadness and anger that emerge. I describe the risk to this child’s emotional well-being, and suggest a need within the mental health field to create a framework to deal with the trauma caused by racism. Amy L. Masko is affiliated with the Grand Valley State University. She is a professor of English Education, preparing pre-service teachers to teach elementary literacy. Dr. Masko’s research interests are in urban education, after school programs, and multicultural education. She is also an educational consultant in the area of diversity in education and literacy education. Address correspondence to Amy L. Masko, Grand Valley State University, 221 Lake Huron Hall Allendale, MI 49401; e-mail: maskoa@gvsu.edu     

具临界Sobolev指标的奇异椭圆方程在RN上解的存在性

文章克服了无界域上嵌入Hr1(RN)→L2*(RN)的非紧性困难及μ≠0时解的奇性问题,运用没有(PS)c条件的山路引理证明了一类具有临界Sobolev和Hardy指标的椭圆型方程的非平凡解的存在性问题.     

Critical incidents in pre-service EFL teachers’ identity construction process

ABSTRACT

Knowledge and human identity are socially constructed phenomena. Like other aspects of human identity, teacher identity is shaped through social influences. Some of the social influences that contribute to teacher identity development happen through critical incidents that teachers or teacher candidates experience. The current study, adopting a critical incident analysis perspective, attempts to ascertain the nature of the critical incidents that 49 pre-service teachers of EFL have experienced throughout their English learning process. It also tries to uncover the effects of these critical incidents on their English learning and teacher identity. The data for the research was collected using a Critical Incident Form developed by the researchers and focus group interviews. The findings indicated that pre-service ELT teachers’ early learning experiences included certain critical incidents. An inductive quantitative analysis of these incidents revealed that they can be categorized into three themes: people, context, and outcome. Exploring the nature of critical incidents and their role in the construction of English language teacher identity will hopefully be a benefit to teachers and teacher educators.     

二维正方晶格Ising模型的重整化群计算

用实空间重整化群方法计算二维正方晶格Ising模型，给出临界温度及临界指数。