论语内翻译中的译者阐释——兼评张爱玲《海上花列传》国语翻译

语内翻译不是简单的同一语言内部的语码转换过程,而是在同一语境内部,在保持一定时空距离的条件下,译者对原作做出的新的解释,并且是在对传统继承基础上的新的发展。这种继承与发展是语内翻译中译者阐释的结果,具体体现为译文与原文的同一性与差异性两个方面。张爱玲《海上花列传》的国语翻译集中体现了语内翻译中译者的阐释过程。     

关于"休谟问题"的新思考

“休谟问题”的焦点可以集中在所谓的“自然齐一律的假定”不可证明的问题上。休谟及同意休谟观点的哲学家们没有发现事实上人类头脑中有未经证明便确立的东西——原始的信念。如果我们不否认人类头脑中的确有信念这种东西,我们就不能否认人类头脑中有未被证实同时也是不证自明的东西——如果我们承认了这一点,休谟问题事实上已不复存在了。     

国家利益分析的建构主义视角

国家身份和利益是由国际社会中的政治文化建构的 ,这是以温特为代表的建构主义学派的基本观点。本文在温特基本理论假定的基础上 ,考察了规范建构国家利益的机制问题。一般说来 ,规范建构国家利益要经历规范起源、规范社会化和规范内化三个阶段。当然 ,规范能否成功实现国家利益的建构 ,还需要具备一定条件     

二阶非线性微分方程的非振动准则

证明了一个微分恒等式，利用它得到了二阶非线性微分方程的一个充要条件，改进了已知的非振动性结果．     

Environmental identity formation in nonformal environmental education programs

This paper explores experiences that remained salient in the memories of former participants in three nature-based programs in Colorado, five to forty years after childhood involvement. Interviews with program founders and staff, archival research, and observations of current activities provided an understanding of each program’s history, mission and educational approach. In this context, 18 former participants were interviewed about program experiences that they remembered and program impacts on their environmental identities and academic or career choices. Results were analyzed through the lens of social practice theory, which has significant implications for the design and evaluation of environmental education programs. Results showed that social practice theory is a useful framework for interpreting the development of a social environmental identity, but an ecological identity that forms through direct contact with the natural world is an important complementary concept.     

Use your imagination: what UK universities want you to think of them

In higher education research, theoretical approaches stressing isomorphism dominate the discourse on how higher education institutions ‘behave’ in their higher education and research systems. We argue that research should address both instances of similarity and differences. Using theoretical notions from institutionalism and the branding/marketing literature, and focusing on how UK universities are different and similar in their welcome addresses—as expressions of the institutions’ images—we are able to offer a balanced view of patterns of similarities and differences as well as share findings of patterns over time (2005–2015). Using quantitative and qualitative content analysis, our findings show overall high levels of homogeneity of images across the universities. But younger and less prestigious institutions were (both in 2005 and 2015) more inclined to show distinctive images.     

Tracing unique trajectories of participation for a ‘girl with ADHD’: from ‘unwilling student’ to ‘agentive learner’

ABSTRACT

The overall aim of this study is to explore how individual children with long-term school difficulties follow unique ‘trajectories of participation’ in special educational needs settings, sometimes in unexpected ways, and how this contributes to alternative forms of identification and processes of learning. The data draws on long-term video-ethnographic work, tracing trajectories of participation during the course of a school year for an individual girl with an ADHD diagnosis who is a newcomer to a special support school in Sweden. We use a multi-layered theoretical and methodological framework to learning, identities and participation as situated practices to explore how the focal girl, through her everyday participation in classroom contexts structured to amplify the student’s capabilities, gradually moves from an ‘unwilling student’ to an ‘agentive learner’. Through a multimodal interactional analysis, we demonstrate how the focal girl’s actions and the teacher’s scaffolding responses are interactionally organised, and the emotional and relational dimensions in the creation of participation frameworks for learning. It is argued that the student’s agency and emerging emotional engagement in school-based learning are intimately linked to the pursuit of building long-term learning relationships based on mutual trust.     

Learning,literacy and identity: ‘I don’t think I’m a failure any more’

The impact of participation in adult literacy programmes on learners’ identities is examined through an interrogation of their past and current experiences and the assessment of the effect of particular pedagogies. The findings show how learners’ positive experiences in their programmes had caused them to re-evaluate their previous understandings and enabled the construction of new identities as people that are able to learn. These changes had come about through the challenging of negative discourses, the creation of new figured worlds and imagined futures, and the use of a learning curriculum where learners’ experiences were utilized as positive resources.     

Jack in two boxes: A postmodern perspective on the transformation of persons into portraits

The paper explores issues surrounding portrayal in educational research and interrogates the notion of a life as a textual product, via an analysis of two short biographical narratives which happen to portray the same person — a British primary school head teacher nearing the end of his career. The discrepancies between these two texts point to the problematic nature of the relationship between person and portrait, and make visible some of the textual devices that writers/researchers use in order to achieve coherence and authenticity in biographical narratives.     

高校思想政治理论课的认同危机及对策思考

目前高校思想政治理论课的教育教学通过大学生的普遍正向认同来看已经取得了明显的成效。正向认同一般划分为强制性认同、利益性认同和观念性认同三个等级,它们对思想政治理论课的教育教学产生着正负两方面的影响。通过对三个认同等级及其在思想政治教育中的转变的分析,对思想政治理论课的改革和发展进行了一定的思考和探索。