打破沉默，倾诉心声——评澳大利亚土著作家萨莉·摩根的《我的位置》

本文以萨利·摩根的《我的位置》为例,试图分析土著人是如何在寻找自己家园的道路上历经沉默、彷徨、好奇、言说最终实现自我价值的,文章分别对小说中的四个主要人物对待其土著身份和土著历史的态度进行了讨论,指出土著民族在经历了殖民主义、后殖民主义、多地文化主义之后,逐渐由自我束缚、压抑转变为主动去触动内心深处的“痛楚”,揭示出民族意识开始觉醒,民族身份得到确认。     

试论刑事诉讼中的无罪推定原则

当前,无罪推定原则不仅成为国际公认的人权标准,而且已成为国际刑事司法的基本原则。但是我国由于历史的原因,刑事诉讼方面虽然对这一原则的精神有所吸收,但与这一原则的完全适用却还有相当的距离,即我国法律远未建立完整的无罪推定原则。因此,阐述和分析无罪推定原则的历史渊源、含义、内容及其具体规则和要求等内容对于更好地理解无罪推定原则的内涵大有帮助。     

Teacher agency within the context of formative teacher assessment: an in-depth analysis

Teachers’ agency has an effect on their own learning process at the workplace. In this study we explored the extent to which teachers participating in a formative teacher assessment procedure developed a sense of agency. We investigated not only whether teachers participating in a such an assessment procedure experienced agency and thus felt in control of the learning process and able to pursue their learning objectives, but also whether agency was visible, by looking at decision-making in real time: did teachers take an active role in their own assessment, especially regarding the learning objectives to be pursued, during the assessment meetings? We found that teachers experienced a high level of agency while participating in the assessment procedure, but did not consistently show this during the assessment procedure.     

论沉默权的法理基础

现代法治国家刑事诉讼民主化不断发展 ,逐渐成为世界趋势 ,赋予被刑事指控人沉默就是一个重要内容。任何一项法律原则或制度的建立 ,必须有其理论依据 ,否则 ,就成了无源之水 ,缺乏其赖以存在的根基。沉默权的法理基础是 :法律面前平等 ,人权至上 ,程序公正     

汉英口译语篇中的沉默与教学启示

以人事部三级口译实务2005年5月汉译英的真题为语料,搜集了30个较好学生和30个较差学生的录音,分析发现,较好学生在口译过程中的沉默远远少于较差学生;同时,录音语料波形图显示,较差学生在每段翻译的中后部倾向于更多的沉默。对上述现象与受试者进行了访谈,总结出了产生上述现象的原因,并且提出了汉英口译中沉默的产生模型。最后,对汉译英口译的教学实践提出了建议。     

“Every time someone comes forward,it makes it easier for the next survivor to be heard”: Sport as a triggering agent to break the silence of child sexual abuse

This research explored cultures of silence around child sexual abuse (CSA). On July 10, 2018, in response to multiple sexual abuse cases occurring in sport, sport news site Deadspin published a reader letter detailing CSA. This article prompted others to comment by sharing their accounts of CSA. Through qualitative analysis of 47 posts, we analyzed CSA victims’ lived experiences, with a focus on how cultural and social forces silenced them. Results indicated that silencing of CSA victims occurred through three overarching mechanisms: (a) patriarchal master narrative; (b) trauma-related shame; and (c) systemic power. The results illuminate the cultural and social factors that CSA victims experience and provide opportunities for parents, family members, and other stakeholders to better understand these constraints. In doing so, victims can be better supported, and needed discourse on CSA can occur more frequently to help identify solutions to this pervasive social problem.     

论课堂沉默的教学价值

课堂沉默是一种教学现象,更是一种教学资源。认识课堂沉默,需要辩证地分析成因并挖掘其积极意义,让必要沉默机智化、消极沉默积极化、积极沉默显性化。     

试论新课标下语文教师在教学中的应变与缄默

应变能力是语文教师的重要素养。面对各种不同的见解,教师要做出具体的判断和引导需要应变能力;对课堂内容进行概括和整合需要应变能力;对富有个性和创造精神的思路和观点的评价和弘扬,同样需要教师的应变能力。没有机智应变能力,就无法促成教学的真正生成。语文教学中教师缄默的运用是学生个性发展的必然要求,是教师教学民主的具体体现,也是语文教学中的艺术形式。因此,应变与缄默是语文教师在教学过程中智慧和修养的呈现。     

陶渊明《饮酒·其五》的"禅那"意境

陶渊明的《饮酒.其五》把人和自然融为一体,把人对自然山水的感悟,对生命的感悟融入禅的境界,从而开辟了一个山水田园诗的全新的审美层面。     

大学英语课堂沉默研究

通过探索长期以来存在的英语课堂学生沉默现象,分析沉默的本质、语用功能及存在的原因,提出应对策略,从而有效地提高教与学双重效果。