试析《傲慢与偏见》的修辞技巧

以修辞性叙事理论为指导,从《傲慢与偏见》故事中的事件配置方式切入,探讨了简·奥斯丁对叙事技巧的选择与文学阅读效果之间的联系。     

Does negative media representation shape adolescents' discrimination towards Syrian refugees through threat perception and prejudice?

The current study examined whether adolescents' desired social distance from Syrian refugees is shaped by negative media representation about refugees through threat perception and prejudice. Participants consisted of 587 Turkish high (M_age = 14.81, SD = 0.97) and middle school (M_age = 12.19, SD = 1.01) students. Negative media perception was measured in different contexts: TV programs, news, newspapers/magazines, and social media. Adolescents' desired social distance from Syrian refugees was measured through their preference for how socially distant from a Syrian peer in their neighborhood and school they wished to be. Perceived threat and prejudice were examined as possible mediators of the relationship between media exposure and discrimination. Results showed that more negative media representation was related to perceived threat and greater prejudice, which led to greater desired social distance from refugees. Findings provide important implications about how media can be an important tool in shaping intergroup attitudes towards Syrian refugees during adolescence.     

Making learning visible in kindergarten classrooms: Pedagogical documentation as a formative assessment technique

This study investigated interactions between pedagogical documentation—a formative assessment technique and instructional intervention designed to increase student learning by recording children’s experiences—and kindergarten children, families and teachers in the UAE. The study sample comprised six teachers in six kindergarten classrooms, 141 kindergarten children and 67 parents. The major data-gathering techniques were participant observation, semi-structured individual interviews, focus group interviews and parent questionnaire. The results revealed that pedagogical documentation has the potential to improve children’s learning, contribute to teachers’ awareness of learning processes and help parents gain a better understanding of learning processes in their children’s education.     

A new educational model and the crisis of modern terminologies: a view of Egypt in the nineteenth century

Abstract

The beginning of modern Arab education coincided with the Arab Awakening in the nineteenth century. The modern educational system witnessed its most important developments in the Arab world, as shown by the case of Egypt, under the Ottoman Empire. Examining a new model of education as shown in the literary sources of the Arab Awakening, one finds that there were difficulties in presenting the various scientific texts in a lecture format. The students were unfamiliar with the new scientific terminologies, and the professors, in turn, did not have suitably accurate scientific terms within the Arabic language. This article discusses the crisis of terminologies that challenged the development of a new educational system. It also describes the expertise acquired by local scholars from foreign experts during their educational missions to Europe. The knowledge they gained enabled them to modernise the Arabic language upon their return. Eventually some of the terminology used within the new educational system filtered through to everyday use within the wider culture.     

论《傲慢与偏见》中人物的讽刺因素

如同奥斯丁其他的作品，讽刺在《傲慢与偏见》中就好像反映社会及人类本质的隐形显微镜，通过对有限的乡村生活的具体描写，体现了18世纪英国人与人之间的社会关系。在这篇文章中，讽刺因素如何体现在不同人物及机智的对话中将逐一进行讨论。总之，讽剃在《傲慢与偏见》中扮演着决定性的角色，正是奥斯丁对讽刺完美的运用才使其成为经久不衰的名作。     

轻松诙谐的喜剧艺术 细致入微的讽刺风格——对简·奥斯丁作品风格的评析

作为19世纪英国文学界最受读者欢迎的作家,简·奥斯丁以其作品中轻松诙谐的喜剧艺术、细致入微的讽刺风格而备受世人喜爱。《傲慢与偏见》作为简·奥斯丁讽刺艺术使用最完美、最富有幽默性语言的经典作品,以它为代表解读作者的作品风格。简·奥斯丁的作品作为文学史上的巅峰之作,在带给我们幽默的喜剧世界的同时,其中蕴涵的讽刺更值得我们现在乃至将来的人们深思,引人发醒、敲响警钟。     

A Historical Note to the Public Library Quarterly

No abstract available for this article.     

Challenges to the Global Concept of Student-Centered Learning with Special Reference to the United Arab Emirates: ‘Never fail a Nahayan’

Student-centered learning has been conceived as a Western export to the East and the developing world in the last few decades. Philosophers of education often associate student-centered learning with frameworks related to meeting the needs of individual pupils: from Deweyan experiential learning, to the ‘pedagogy of the oppressed’ and other social justice orientations. Yet student-centered learning has also become, in the era of neoliberal education, a jingoistic advertisement for practices and ideologies which can be seen to lead to a global devaluation of the educational profession, and the bolstering of the view of the student as a customer. In this article, I want to disentangle these views and explore some limitations of either model of student-centered learning. To add context, I consider education in the United Arab Emirates (UAE) today, which provides an extreme example of the risks involved with prioritizing student’s self-identified needs and interests above all else, as in an idealized or exaggerated student-centered concept. I conclude with brief comments on amending the philosophical concept of student-centered learning to be useful in diverse contexts today.     

A Methodological Nomad and an Accidental Scholar

Many of us end up in academia through diverse routes. In this brief contribution to the issue’s highlight of scholars in the Central States region, John Baldwin demtails his own circuitous path to academia and highlights the multi-disciplinary work he brings to his research on issues of culture, identity, and tolerance.     

How the Central Intelligence Agency recruited Arab Detroit: Government communication,interpellation and citizenship

In 2009, the Central Intelligence Agency (CIA) employed a multipronged communications campaign to encourage Arab Americans in Detroit, MI, to apply for employment. Adapting Althusser’s notion of interpellation, this article examines how this government agency’s communications exacerbated the conditional, incomplete status of Arab American citizenship in post-9/11 America. At this precarious time, facially inclusive gestures can be understood as exclusive practices. This beckons more scholarly attention to how government communication implicates citizenship.