俄维词语的形象色彩义比较研究

色彩义是附加在词的概念义之上的某种附加意义。论文主要在俄语和维吾尔语中有形象色彩意义的词义方面进行对比,阐明两种语言形象色彩义的异同点。     

俄维语词汇的感情色彩义对比研究

语言是表情达意的工具,词在传达概念意义的同时,还负载着说话人或操该语言的社团赋予的主观评价意义,这就是词的感情色彩义。俄语和维语中许多词都不同程度地带有感情色彩义。论文针对俄维两种语言中具有感情色彩意义的词汇进行对比与分析,试图找出两种语言词汇在表示感情色彩意义时的异同点。     

Malaysia: Review of Educational Events in 1998

1998 saw a period of consolidation in implementing the education agenda of the country. There was a focus on reforms for modernization, democratization, privatization and liberalization. Despite the economic downturn, the Ministry of Education introduced policies and measures to prop up and liberalize the education sector. Significant developments and events took place in public and private education alike.

New strides in public education which were phenomenal included the move to accord all school children 11 years of minimum public education. Yet another major change was the introduction of the ‘open certification’ system for the Sijil Pelajaran Malaysia (Malaysian School Certificate) examination. All pre‐university students are now required to sit for an English test called the Malaysian University English Test (MUET) from 1999.

In private education, the first branch campus of a foreign university, the Monash University Sunway Campus was set up in Kuala Lumpur, to be followed by Curtin University in Sarawak and the University of Nottingham in Semenyih. Private colleges which run twinning programmes with foreign universities have also been granted permission to conduct all of their degree programmes locally (i.e. all 3 years of study in Malaysia) to enable students affected by the economic slowdown and devaluation of the ringgit to qualify for foreign degrees at a much reduced cost. Malaysia's first virtual university, Universiti Tun Abdul Razak was launched by the Education Minister on 21 December 1998 to further consolidate Malaysia's education reform via information technology. Apart from analysing in greater depth the major education events cited above, this review will also cover a wider spectrum of significant events throughout 1998, from pre‐school to tertiary education and the attention given to teacher training and the teaching service.     

Why social workers do not implement decisions to remove children at risk from home

OBJECTIVES: The study explores why social workers do not always implement their decisions to remove children at risk from their homes. METHOD: Social workers in Israel filled out questionnaires for 96 children at risk at two points of time: when they began to consider whether or not to remove the child, they completed questionnaires tapping their own, the parents', and the children's features. Six months later, they reported their decision, whether or not they had carried it out, and if not, why not. RESULTS: Some 21% of the workers' decisions were not implemented, almost all of them decisions to remove. The main reasons given were the objections of the parents and/or the child. Decisions were implemented for all the children whose mothers were alcohol or drug addicts. Implementation was lower for older children, children who were uncooperative with the social worker, and for children whose parents were uncooperative. It was also lower among experienced workers than novices. CONCLUSIONS: Further study is required to examine the generalizability of these findings to other countries, to understand better the reasons for the non-implementation, and to follow-up on the consequences of the non-implementation.     

俄维词语的概念义比较研究

俄维两种语言中表示概念意义的词汇比较丰富,都有着各自不同的表达方式和手段,对此,就俄维丽种语言的词义概括客观事物的范围大小进行对比。