功能对等理论下的景区标识语汉英翻译评析

从功能对等翻译理论角度出发,评析柳州景区标识语翻译,提出一些建议,旨在引起政府有关部门的重视,进而联合地方高校的专业人士,对旅游景点标识语的英文翻译进行纠错改正。     

教育认知诊断测验的信度和效度研究评述

信度和效度是衡量一个测量工具质量的关键指标,教育认知诊断测验中的信度和效度研究近年来受到研究者的关注。诊断测验的信度系数基本上源自基于α系数的属性信度系数、经验属性信度系数、四分相关系数、模拟重测一致性和分类一致性指标;效度系数主要包括模拟判准率、分类准确性和理论构想效度等。教育认知诊断测验的信度和效度研究较新,仍存在着一定的不足且缺乏全面的比较研究,更缺少系统的评价体系。     

不纯正不作为犯的等置性分析

不纯正不作为犯的核心问题是不作为与作为的等置性,即对存在结构上不同的两种行为样态适用同一个构成要件进行评价。正是基于等置性,才承认特定的不作为可以成立通常以作为形式实施的犯罪。所以,只有解决了将二者等置评价这一基础问题,才给不纯正不作为犯的成立和对不作为者的定罪科刑提供正当性。等置性如何贯彻在不纯正不作为犯中,即等置性在不纯正不作为犯中的体系地位如何?梳理若干重要的关于等置性体系地位的观点,并对这些观点进行评价。在此基础上,具体地分析成立不纯正不作为犯所要求的等置性的内容。     

奈达的等效原则在《哈利波特》中的应用

随着中西方文化交流的不断加强,电影传媒作为一种特殊的交流方式正在越来越引起人们的兴趣。随之而来的是电影字幕翻译产业的蓬勃发展。在众多的翻译理论中,奈达的等效原则展示了它的绝对引导价值。此项研究以哈利波特为文本探讨等效原则在其中的应用,期望能对译者的翻译工作提出一些建设性的意见。     

浅谈国际商务英语翻译中的文化信息等值

文化信息等值一直是国际商务英语翻译中所追求的.然而,文化差异总是导致国际商务英语翻译中原文文化信息的丢失、扭曲的发生 翻译等值问题一直是西方现代翻译理论中的核心问题.但是,大家对翻译等值概念本身的界定,以及对其在翻译理论与实践中的价值和作用的认定却不尽一致,有的甚至相差甚远,由此引发的争论似乎也未见停止.本文对文化差异引起的国际商务英语翻译中文化信息不等值的几种情况,以及因文化差异而对一些翻译进行相应的调整等问题进行了浅谈.     

论惯性质量与引力质量

物理学中,质量通常是用来指物质的性质,在实验上,两种质量（惯性质量和引力质量）是一致的。因此牛顿力学中并没有对惯性质量和引力质量进行严格的区分。两种质量的等效性通常被称为伽利略等效原理或弱等效原理。爱因斯坦从这一原理出发,得到了广义相对论,明确指出这两者的一致性不是偶然的。本文论述了两者在牛顿力学里的表现和出现的困难,进一步讨论了惯性质量和引力质量在爱因斯坦理论中的统一,最后提出二者的等效性需要等待广义相对论正确性的最终确认。     

Validity and reliability testing of the Chinese (mainland) version of the 39-item Parkinson’s Disease Questionnaire (PDQ-39)

The 39-item Parkinson’s Disease Questionnaire (PDQ-39) has been tested in many languages, but not in Chinese mainland. We aimed to assess the Chinese (mainland) version of the PDQ-39. Seventy-one subjects with Parkinson’s disease (PD) completed the PDQ-39 and the Medical Outcomes Study 36-item Short Form Health Survey (SF-36). All subjects were retested with the PDQ-39 a week later. The united Parkinson’s disease rating scale (UPDRS) and the Hoehn and Yahr (H &; Y) scale were also used to evaluate the subjects. Reliability was assessed by Cronbach’s α and intra-class correlation coefficient (ICC). Validity was examined in terms of agreement with SF-36, UPDRS, and H &; Y scales. The Chinese (mainland) version of the PDQ-39 demonstrated acceptable reliability (Cronbach’s α: 0.84–0.88; ICC: 0.56–0.82). The item-total correlations (0.33–0.88) and scaling success rates (77.56%) indicated satisfactory convergent and discriminant validity of the PDQ-39 items. The correlations between related constructs of the PDQ-39 and UPDRS (r=0.44–0.68) and between those of the PDQ-39 and SF-36 (r=(−0.46)-(−0.69)) were all statistically significant (P<0.01). Except for stigma, cognitions, and bodily discomfort, all other dimensions of the PDQ-39 significantly discriminated patients at different H &; Y stages indicated by the H &; Y scale. Although our observations indicate that some problematic subscales of this version of the PDQ-39 could be improved upon, this study suggests acceptable reliability and validity of the Chinese (mainland) version of the PDQ-39.     

翻译中的思维模式“对等”

著名翻译学家尤金·奈达提出的动态对等理论对中西方翻译理论的发展影响深远。文章以中西方思维模式差异为切入点,发掘务达动态翻译理论的实质和精髓,认识其理论在文化视角方面的局限性;提出译者在翻译的具体操作过程中应该充分发挥主观能动性,辩证地运用动态对等翻译理论,实现思维模式的“对等”。     

功能对等理论视角下电影翻译中文化意象的处理

东西方文化的差异导致了某些文化意象的不等值,在电影翻译中若采用直译的手法,会给观众造成理解障碍。结合奈达的功能对等理论,译者应对文化意象做恰如其分的修润和重构,才能使译文在有限的时间内传达于观众。     

Who is the expert? Construct and criteria validity of student and teacher ratings of instruction

In this article, we examine the construct and criteria validity of student and teacher ratings as indicators of instructional features. As parsimonious measures, student and teacher reports are frequently used to assess aspects of the learning environment. From a methodological perspective, however, both approaches have been questioned. Whereas student ratings are occasionally criticised as being undifferentiated and easily influenced by personal preferences, teacher reports are sometimes considered to be biased by self-serving strategies or teaching ideals. Instead of pitting one method against the other, our study aimed at establishing the specific value of each approach. The analyses draw on data from a German extension to the 2003 PISA assessment, in which 288 mathematics teachers and their students completed questionnaires using identical items to tap various aspects of instruction. Mean student ratings were computed for each class. Exploratory and confirmatory factor analyses revealed specific conceptual structures for student and teacher ratings, with teachers elaborating on the use of tasks and methods, and students focusing on their teacher’s support in personal and learning matters. Three shared dimensions were also established: occurrence of classroom management problems, degree of cognitive autonomy during lessons, and tempo of interaction. Teacher/student agreement on these dimensions varied across constructs, with considerable agreement on classroom management, low agreement on cognitive autonomy, and no significant agreement on whether or not the interaction tempo was appropriate. Accordingly, correlations with external criteria (student motivation, teacher motivation, mathematical achievement scores, and characteristics of the tasks set in class) also varied across constructs. We conclude that student and teacher ratings are best suited to tapping different aspects of the learning environment, and recommend that care be taken in choosing a data source appropriate for the construct to be measured.