漫谈从英汉“诅咒语”看中西文化差异

英汉＂诅咒语＂在口语中为数不少,这些词汇其貌不扬却又活跃异常。仔细地研究两者之间的词义类型、用词源头和使用的语境就能发现,中西方两种文化在价值观、哲学传统、宗教信仰和民族性格等方面的差异。     

儒法两家治国思想的分歧和结合

儒家主张以德治国,推行惠政、薄敛、节用、爱人;重教轻刑,反对＂不教而杀＂;＂君使臣以礼、臣事君以忠＂,臣子不能欺君,但君主有错应犯颜谏争。法家主张以法治国,峭法严刑,＂重一奸之罪而止境内之邪＂;君主用＂术＂驾驭群臣;独揽大权建立专制,＂人主虽不肖,臣不敢侵也＂。汉武帝以后的统治者,根据封建统治的需要,＂德主刑辅＂,德治与法治结合,刚柔相济,成为中国传统的治国方略。     

浅析英译汉的五大技巧

英译汉是学生们在英语学习过程中经常遇到的棘手问题,本文通过介绍英译汉的五大技巧,试图探讨英汉两种语言在表达和思维上的差异,并举例详细示范上述技巧的运用,从而帮助学生提高英译汉的翻译水平,促进学生语言应用能力的发展。     

论海峡两岸职业生涯教育策略的差异

台湾职业生涯教育承袭欧美职业生涯教育的传统,在本土化的浪潮下,形成自己鲜明的特点;大陆沿着西方职业生涯教育的轨迹,也形成自己的特色。目前,海峡两岸职业生涯教育策略在研究方向、目标、原则、方法、内容等存在明显差异。从批判的眼光,通过这些差异的比较,不难发现大陆在职业生涯教育方面的短处,这对大陆职业生涯教育赶超台湾具有一定...     

解析电影《我们的家庭婚礼》中的文化差异与融合

跨文化冲突是不同性质的文化之间的矛盾性表现。美国电影《我们的家庭婚礼》讲述的是美国洛杉矶两个不同民族出身的美籍家庭在筹备儿女婚礼过程中,由于不同的文化而引发的种种矛盾和伤害。本文从民族主义和家庭建构的角度,对影片中的误解和冲突进行分析,试图寻求解决和避免文化冲突的方法。     

地方政府竞争、环境分权与环境污染--基于两步系统GMM与广义分位数的检验

随着中国经济发展水平的不断提高,环境分权对环境污染的影响有了新的变化,且这些变化多与地方政府竞争有关,因此本文利用2005-2016年省际面板数据,通过两步SYS-GMM和广义分位数对环境分权和地方政府竞争对环境污染的影响进行实证分析。结果发现：(1) 整体上环境分权、地方政府竞争与环境污染存在显著的正相关性,即环境分权体制下,地方政府竞争对环境的负面效应明显;(2)从不同的分位区间来看,地方政府竞争和环境分权对环境污染的冲击呈现出“促进低污染,抑制高污染”的倒“V”型特征;(3)地方政府竞争和环境分权对环境污染的影响在“东-中-西”空间分布上表现出抑制到促进的阶梯型转变。因此“央-地”政府应当利用现中国经济转型的战略机遇,进一步深化环境分权制度和地方政府竞争激励机制的改革,协调政府行为和环境之间的关系,为中国环境事业添砖加瓦。     

数据科学与大数据技术专业建设思考与洞见

数据科学与大数据技术专业作为一门在新工科背景下崛起的新兴学科,受到了学术界与教育界的广泛关注。本文围绕新工科背景下数据科学与大数据技术专业建设问题和近四年新专业获批数据,剖析新专业建设面临的问题,提出基于角色差异化的数据科学与大数据技术专业人才培养体系。     

差别定价的产业用地供应策略对产业结构升级的影响——基于中国277个城市的实证分析

“以地谋发展”模式下,地方政府主导土地配置,采取“低工业、高商住”的产业用地出让策略,实现了产业结构升级和经济增长的目标。然而,中国经济转型期,曾经推动产业结构升级的供地策略可能不再适应新时期发展要求。本文从理论出发,剖析地方政府供地逻辑,分析差别定价的产业用地供应策略在不同经济发展水平下对产业结构升级的影响差异,提出相应假说,基于门槛回归模型,并利用2011—2016年中国277个城市产业用地供应数据进行实证检验。结果表明,产业用地价格差异对产业结构升级的影响会随经济发展水平不同呈非线性关系,随着经济发展水平的提高,差别定价的产业用地供应策略对产业结构升级的影响效应将由正转负;产业用地供应向商住用地倾斜而产生的产业用地结构错配会显著抑制产业结构升级;提高土地出让市场化程度,降低土地财政依赖则有利于提升产业结构。据此本文建议,地方政府在制定产业用地供应策略时,要充分考虑所处的社会经济环境,而在参与土地市场活动时,要明确自身干预经济的局限性,更多地培育有效市场,注重提高土地市场化程度,避免过度依赖土地财政。     

学生个体差异:研究方法与基本结构

对课堂教学中学生个体差异的研究主要有两种方法:一是类型化研究,二是差异变量分析。其中差异变量分析是全面动态把握学生个体差异的较好方法。从影响学生学习的主体因素角度来分析,课堂教学中学生的个体差异主要包括基础性差异、动力性差异、操作性差异和方向性差异等四个方面,它们共同构成了课堂教学中学生个体差异变量的分析框架,为我们全面检视课堂教学中学生个体差异的真实状况提供了有效的检视工具。     

The evidence for the impact of policy on physical activity outcomes within the school setting: A systematic review

BackgroundDespite the well-established health benefits of physical activity (PA) for young people (aged 4–19 years), most do not meet PA guidelines. Policies that support PA in schools may be promising, but their impact on PA behavior is poorly understood. The aim of this systematic review was to ascertain the level and type of evidence reported in the international scientific literature for policies within the school setting that contribute directly or indirectly to increasing PA.MethodsThis systematic review is compliant with Preferred Reporting Items for Systematic Review and Meta-Analysis guidelines. Six databases were searched using key concepts of policy, school, evaluation, and PA. Following title and abstract screening of 2323 studies, 25 progressed to data synthesis. Methodological quality was assessed using standardized tools, and the strength of the evidence of policy impact was described based on pre-determined codes: positive, negative, inconclusive, or untested statistically.ResultsEvidence emerged for 9 policy areas that had a direct or indirect effect on PA within the school setting. These were whole school PA policy, physical education, sport/extracurricular PA, classroom-based PA, active breaks/recess, physical environment, shared use agreements, active school transport, and surveillance. The bulk of the evidence was significantly positive (54%), 27% was inconclusive, 9% was significantly negative, and 11% was untested (due to rounding, some numbers add to 99% or 101%). Frequency of evidence was highest in the primary setting (41%), 34% in the secondary setting, and 24% in primary/secondary combined school settings. By policy area, frequency of evidence was highest for sport/extracurricular PA (35%), 17% for physical education, and 12% for whole school PA policy, with evidence for shared use agreements between schools and local communities rarely reported (2%). Comparing relative strength of evidence, the evidence for shared use agreements, though sparse, was 100% positive, while 60% of the evidence for whole school PA policy, 59% of the evidence for sport/extracurricular PA, 57% of the evidence for physical education, 50% of the evidence for PA in classroom, and 50% of the evidence for active breaks/recess were positive.ConclusionThe current evidence base supports the effectiveness of PA policy actions within the school setting but cautions against a “one-size-fits-all” approach and emphasizes the need to examine policy implementation to maximize translation into practice. Greater clarity regarding terminology, measurement, and methods for evaluation of policy interventions is needed.