Exploring ‘Gift’ Theories for New Immigrants' Literacy Education in Taiwan

This paper addresses ‘the gift’ as the central concept in a discussion about the literacy education for new immigrants that has been developing in Taiwan since the early 1990s. The point of departure for this discussion is the advent of international marriages that are the consequence of new arrivals from Southeast Asia and China, and their effect guest/host relationship. In the first half of the article, I apply Marcel Mauss' idea of gift in order to examine the interactions within this host/guest relationship, engaging the ideologies that underpin the new immigrants' literacy education, and the ways in which new immigrants are identified in Taiwanese society. In the second half of this article, I use Jacques Derrida's critique of Mauss' theory of the gift to explore Derrida's own idea of the gift, with the particular objective of evaluating the question of how national identity in Taiwanese society relates to the new immigrants' literacy education policy.     

The development of research supervision: “Turning the light on a private space”

Educational development for research supervisors is still a recent phenomenon. Early optional sessions on research supervision have now been replaced, particularly in the UK, continental Europe, and Australasia, by comprehensive and, in some cases, mandatory programs. Yet some of these programs focus solely on the administrative roles and responsibilities of supervisors, attempting to provide technical “fixes” that deny the genuine difficulties and complexities involved in supervision relationships. Some research supervisors resent the intrusion of educational developers into what many of them have regarded as a private pedagogical space. They interpret such programs as further instances of the quality assurance agendas of governments and university administrators, and are justifiably suspicious of what some describe as the colonial underpinnings of educational development. These reactions create tensions for educational developers. This article explores why educational development can be problematic for research supervisors. It then charts some current supervision educational development programs that seek to go beyond administrative interpretations of supervision. Finally, it examines whether the “Compassionate Rigour” supervision program, developed to address these difficulties, manages to respond respectfully and sensitively to supervisors’ educational development needs.

Le développement pédagogique des superviseurs de recherches demeure un phénomène récent. Les séances optionnelles portant sur la supervision de recherches de jadis ont été remplacées, particulièrement au Royaume‐Uni et en Australasie, par des programmes approfondis et, parfois, obligatoires. Pourtant, certains de ces programmes se concentrent seulement sur les rôles et les responsabilité des superviseurs au plan administratif, cherchant de la sorte à fournir des ‘trucs’ qui ne tiennent pas compte des difficultés et complexités réelles sous‐jacentes aux relations de supervision. Certains superviseurs de recherches n’apprécient guère l’intrusion des conseillers pédagogiques au sein de ce que d’aucuns considèrent être un espace pédagogique privé. Ils interprètent de tels programmes comme des composantes additionnelles des programmes de maintien de la qualité mis en place par les gouvernements et les administrations universitaires. Ces superviseurs redoutent, à juste titre, ce que d’aucuns décrivent comme les bases coloniales du développement pédagogique. De telles réactions instaurent créent des tensions pour les conseillers pédagogiques. Cet article explore pourquoi le développement pédagogique peut apparaître problématique aux yeux des superviseurs de recherches. Ensuite, il décrit certains programmes actuels de développement pédagogique reliés à la supervision qui cherchent à dépasser les interprétations strictement administratives de la supervision. Finalement, il examine le programme de supervision ‘Compassionate Rigour’, développé dans le but de palier à ces difficultés, pour voir si celui‐ci répond à la fois respectueusement et sensiblement aux besoins des superviseurs en matière de développement pédagogique.     

分离式语音礼品盒录放系统的设计

针对传统礼品盒语音单调的缺点,设计了一种新型录放分离式数字化语音礼品盒系统。文中首先对语音处理技术进行了分析,然后提出了分离式语音礼品盒系统的详细设计方案,最后,对系统语音的录制进行了测试并对语音的回放进行了MATLAB效果仿真。     

论福禄培尔的创造教育思想

福禄培尔从人的创造本质出发,阐发了自我表现是人的本质的自我表现,儿童的活动是创造本能的基础,明确提出了培养人的创造性的教育目的观,指出了艺术、游戏、恩物在儿童创造力培养过程中的地位与作用。福禄培尔的创造教育思想对我们今天的教育具有重要启发意义。     

企业技术创新问题初探

简要分析了我国企业技术创新方面存在的几个主要问题,从观念创新、环境创新、组织创新、技术创新模式、技术创新投入和人力资源等方面提出了企业技术创新的一些观点.     

丽江宝山石头城村的礼金“三级交往圈”

在当下的石头城村。传统礼俗尤其是礼金交往在当代的社会经济文化冲击下呈现出一个“三级交往圈”。尤其是第三级交往圈的出现,表明传统礼俗中“重义轻利”的“互惠”式交往模式。正在现实的发展中产生明显的变化。这就是当前石头城村的礼物交换现状;既保持原来按“差序格局”建立的礼物流动的原则。又出现了新的以利益驱动为标准的“差序格局”。社会成员通过“人情＋利益”的机制整合在了一起。     

转型期中国城市居民礼物交换模式与特征初探

礼物交换与社会文化背景有着密切的关系,礼物交换在社会生活中特别是在维持和改善人际关系上扮演着极其重要的角色。转型期中国的礼物交换呈现出与以往不同的特点。以城市居民间的礼物交换为例,礼物可以分为四种类型:情感表达型礼物、情感工具型礼物、情感投资型礼物、交易型礼物。礼物交换不但起到了社会关系润滑剂的作用,也催生了社会资本。并且,送礼行为越来越工具理性化,而不像过去那样出于情感考虑。     

Regarding the Dead: A Model for Anatomical Gifting Outside the Traditional Medical School Setting

In 2017, Elon University became one of very few universities in the United States without a medical school to have an in-house Anatomical Gift Program (AGP). The program accepts first-person-consenting individuals only and within 2.5 years has become self-sufficient, supporting anatomy curricular needs of its physical therapy, physician assistant, and undergraduate biology and anthropology programs (n = 21 donors annually). This paper describes the timeline, costs, and benefits of developing an in-house AGP at a university without a medical school. Policy development, public outreach, equipment needs, and cost benefits are discussed. Within 2.5 years of program opening, the AGP Director delivered 161 educational outreach presentations at 86 different venues across the state providing information on anatomical gifting. The program registered 320 individuals (60% female, 40% male) and enrolled 41 deceased donors (69% female, 31% male; average age of 74.6 at time of registration and 74.8 at donation). During the first seven months of the program, donor preparation costs (with outsourcing for transport/donor preparation/document filing/serology testing/cremation) averaged US$ 2,100 per donor. Over the past 23 months, donor preparation has been completed on site, lowering the cost per donor to US$ 1,260. Other costs include personnel salaries, legal fees, and outfitting of the anatomy laboratory and preparatory room. Program benefits include support of anatomy education on campus, assurance that all donors have given first-person consent, and faculty/student access to donor-determined health, social, and occupational information. Faculty, staff, and students contribute to the daily operations of the AGP.     

侗族婚姻交换律对分形理论的阐释

通过侗族婚姻交换来阐明西方数学分形理论在婚姻交换模式中的运用,并将它作为文化人类学方法论来探讨,这不论是对文化人类学基础理论研究,还是对人类婚姻理论的建构都是一种可以借鉴的新方法,也可以说是一个值得探讨的新问题。     

遗产归扣制度本土化构建研究

遗产本是逝者留给亲人的慰藉和宝贵的精神财富,却经常成为引发家庭矛盾的导火索,其中主要原因是遗产分配之间的实质不公。诉诸实践中的种种问题,我国亟需引入遗产归扣制度予以规制日益增多的继承纠纷。在党中央全面推进依法治国和《民法典》实施之际,在保留继承制度特色的前提下,结合民族优势对归扣制度予以改进移植,使其契合现代继承法理论发展之动向,是实现我国继承法法律制度现代化的必由之路。