从词汇角度分析小说风格翻译——以《苔丝》三个中译本为例

该文试图从词汇角度分析托马斯·哈代所著《苔丝》的风格翻译,三个中译本的作者分别是张谷若、孙法理和吴笛。从典故和方言翻译的层面,通过文本材料比较三个中译本在词汇方面的异同,作者发现,在小说风格翻译实践中,有些译者在翻译过程中忽视了带有文体价值的词汇的文体标记,故而译本未能忠实反映原文风格。通过对比分析,作者认为,张译在传达原作的典故文化方面更胜一筹,而吴译在方言翻译方面更忠实于原作的语言风格。     

聚焦中国成人教育领域近十年之研究问题——基于复印报刊资料《成人教育学刊》的分析

中国人民大学书报资料中心出版的《成人教育学刊》是我国高质量成人教育研究的集大成者。2001—2010年间《成人教育学刊》共载文章1797篇,通过对所栽文章进行详尽的统计和分析后发现：我国成人教育研究群体相对集中,但尚未形成足够规模的稳定核心作者群,大量的成人教育实践者没有参与到研究中;研究内容覆盖面广,呈现多样化发展态势,研究质量水平稳定,但研究深度不足;研究方法逐步走向规范,但规范化程度较低,实证研究相对匮乏,合作研究较少。这些现实的问题迫切地要求我国成人教育在未来的发展中应进一步拓展成人教育研究者的范围,夯实研究力量,优化研究内容,创新研究方法,挖掘研究深度,切实提高研究质量,以促进我国成人教育的可持续发展。     

学科交叉背景下综合类科技期刊发展策略——《科技导报》办刊实践分析

【目的】 探索学科交叉创新背景下,综合类科技期刊发展的策略。【方法】 阐述了近年来《科技导报》采取的一些办刊措施：重视交叉学科的发展,加强其在促进科技创新、学科交叉中的作用;合理布局栏目,形成期刊特色;专题策划聚焦科技热点,增加期刊内容的集中度;利用主办单位优势资源,汇聚优质学术资源,加大期刊推广宣传。【结果】 这些措施提高了综合类期刊的竞争力和社会影响力。【结论】 《科技导报》的办刊思路和做法为新形势下的综合类期刊发展提供了一定的借鉴和经验。     

《雅舍小品》概观

《雅舍小品》作为梁实秋的散文代表作,题材丰富,视角独特,具有很强的艺术性和感染力。本文尝试从四个方面——透视人性弱点和生活陋习,嘲讽现实世象和丑行恶德,主张积极的人生态度,抒发深厚的思乡之情——对其进行概要的论述。     

心理咨询与治疗中的正念训练

正念训练源于佛教。在西方,从上个世纪七十年代末开始,正念训练被应用于心理咨询与治疗和身心健康的多个领域。目前,已经有很多关于疗效的实证研究。本文对正念训练的历史与现状、心理机制、临床应用,以及主要技术作了简要的介绍。     

博士学位论文双盲评审信息化建设的探索与实践

依据系统集成、面向服务、数据安全、专家库构建四大原则,对博士学位论文双盲评审工作进行了网络信息化的探索与实践,极大地降低了管理强度,缩短了评审周期,节约了管理成本。在总结两年来系统运行情况及存在问题的基础上,提出了优化网络部署、建立短信平台、拓展评审区域,全面实现"学位论文评审工作网络信息化"的建议。     

2000年以来我国推荐书目研究述评

文章以整体评述、文献计量学、统计数据分析、典型事例引证等方法对2000年以来我国推荐书目研究的进展、研究方向、研究的不足等进行述评。参考文献84。     

《独立评论》 成功之道

《独立评论》是20世纪30年代中国最有影响的政论刊物之一。其成功之处在于得到读者的认可、高层的关注,以及发行量大、覆盖面广;其成功之道在于具有独立的编辑人格、办刊经费的自给、拥有高水平且相对稳定的作者群、秉持时效意识与开放精神。     

A systematic review of the state of the literature on sexually exploited boys internationally

This systematic review assessed the current state of the literature on sexually exploited boys internationally. We aimed to describe what is known about sexual exploitation of boys, identify gaps in the literature, provide implications for practice, and make recommendations for future research. Multiple database searches were conducted using a combination of controlled vocabulary and keywords to capture child and adolescent sexual exploitation. Our search identified 11,099 unique references and excluded studies that did not include male participants less than 18 years old or disaggregate results by relevant age groups and/or by sex. This review identified 42 studies from 23 countries, providing evidence that sexual exploitation of boys is an issue in both high- and low-income countries. Seventeen articles had sexual exploitation as their primary variable of interest, the majority of which sampled boys who accessed services (i.e., shelters, health care, social, and justice services). Boys’ experiences of sexual exploitation varied in terms of venue, exploiters, and compensation. Compared to their non-sexually exploited peers, sexually exploited boys more commonly reported experiences of child abuse, substance use, conduct problems, and mental health problems such as anxiety, depression, and self-harm. Despite increasing evidence that boys are sexually exploited around the world, the current literature provides limited data about the antecedents, sequelae, and the specific features of sexual exploitation experiences among boys. Further research is needed to inform, policy, social services and health care delivery specific to the needs of sexually exploited boys.     

‘They get a qualification at the end of it,I think’: incidental workplace learning and technical education in England

Workplace learning is increasingly central to the international lifelong learning agenda but has made limited contributions to full-time vocational education in England during the last 30 years. A more central role is envisaged within the technical education proposed by the 2016 Sainsbury Review and Post-16 Skills Plan, with access to work placements dominating discussion of policy implementation. A multicase study of workplace learning among post-16 students in England on current ‘study programmes’ was mapped to four of the technical routes designated by the Sainsbury Review and Skills Plan, using documentary, observation and interview data. The study drew on theorisation of the workplace as the site of situated or incidental learning, whilst noting that its opportunities are differentially allocated according to organisational or personal differences, in ways that have particular implications for young people on placements. Whilst access to more advanced learning opportunities was secured through planned, collaborative approaches, reliance on incidental learning offered more routinised experiences to students less prepared for autonomous learning. The study indicates that questions of access, knowledge and pedagogy remain to be addressed if plans for ‘technical education’ in England are to provide meaningful learning opportunities and support transitions to fulfilling work.