“层累地造成的中国古史”及其修辞

文章旨在就顾颉刚先生《古史辨》第一册的生产语境与编纂形式对《古史辨》进行重新解读。语境分析部分,由顾颉刚、胡适和钱玄同据书信讨论构成的学者小社群,进而到"古史辨"派与其反对者的论争,随着语境分析的扩大,从而呈现理解《古史辨》的不同维度。此外,笔者认为编纂形式本身亦可视作一种文本,而《古史辨》以书信体为主的编纂形式则极具编纂者的良苦用心,对这种独特的编纂形式的解读或可透露出零星隐秘的信息。     

Robust Model Selection for Stochastic Processes

We address the problem of robust model selection for finite memory stochastic processes. Consider m independent samples, with most of them being realizations of the same stochastic process with law Q, which is the one we want to retrieve. We define the asymptotic breakdown point γ for a model selection procedure and also we devise a model selection procedure. We compute the value of γ which is 0.5, when all the processes are Markovian. This result is valid for any family of finite order Markov models but for simplicity we will focus on the family of variable length Markov chains.     

概念隐喻的认知多维性

运用Lakoff和Johnson的概念隐喻理论,解释了隐喻作为认知世界的具体方式的形成过程,指出隐喻贯穿于人类日常行为和思维中,概念系统的构建具有隐喻相似性;同时,基于个体喜观性不同、语境和文化不同,概念隐喻又具有认知多雏性。     

认知语境与反语阐释

认知语境是人类从认知科学的角度对语境的形成与功能机制所作出的解释,听话人通过认知语境能够识别并阐释反语,在反语交际过程中认知语境承担着制约和解释功能,其制约功能主要是指认知语境对说话人使用反语和听话人理解反语的制约,主要体现为表达形式和意义选择两方面,其解释功能主要体现为认知语境使词汇意义具体化,认知者通过认知语境推理可以得知反语说话人通过反语想要表达的意向。     

翻译实践中的语篇意识

从语篇角度入手探讨了语码转换过程中的翻译策略和技巧,强调翻译是一个动态的策略选择过程。由于语篇本身以及与语篇外因素相互作用的结果,语言间语篇结构和文体的差异给翻译策略的选择和翻译技巧的采用造成了困难。本文也说明了语篇功能、语域和语境在语篇翻译时的作用,认为对同一个翻译问题采取多层次、多视角的思路有助于提高译文质量。     

言语交际过程中意旨性语境偏差及其作用的理据

语境决定了言语交际过程中言语意义的释义和解读,在特定的环境下,交际者(communicator)会有意识、有目的地对构成语境的因素进行重新构建以制造语境偏差;意旨性语境偏差可以通过改变交际双方的身份、行为的主体和对象、命题的偷换以及时间和空间的重组等语境因素来达到交际者善意的、非善意的或是恶意的蒙蔽和欺骗对方的交际目的.     

School-Based Intergenerational Programs

Abstract

This paper focuses on experiences learned from being involved in the development of a sustainable school-based intergenerational program that simultaneously incorporated lifespan education into a Grade 2-3-4 curriculum. The program operated in an Australian primary school. A model was developed through this initiative that involved a tripartite collaborative partnership between school, university educators, and the primary school community (in particular its older adults). Older adult volunteers from the school's community were invited to teach students. Program monitoring consisted of contextual and observational analysis ensuring the program was sensitive to school culture and took account of participants' experiences. This monitoring process occurred throughout the planning, development, and implementation stages. Although school educators were always pressed for time, all participants actively contributed to the program. All of the educators saw purpose and worth in having the program. Ongoing support from teachers, the principal, and university personnel plus the provision of additional resources contributed to high student involvement and the overall success of the initiative. Having a school-based coordinator was found to be necessary, yet, for school educators, problematic because of constraints on their time. The findings from this project indicate that the older adult volunteers were enriched by their involvement in the program and able to provide meaningful learning experiences for students. As well, the study suggests that educators would be better prepared for implementing this area of learning opportunities if lifespan education were provided in their undergraduate and post-graduate courses as well as in professional development initiatives.     

What constitutes youth organizing? Exploring the role of conservative contexts in understanding practice

Context shapes how we come to understand activities, possibilities and constraints in youth organizing. Although there is increasing interest in youth organizing, little attention has been paid to the practice of youth organizing within socially conservative contexts, or to how such contexts shape the roles, perspectives, and actions of young people and of adults. Drawing on case examples of youth organizing work in Mississippi and Fresno, California, this article explores the importance of context as a core element in understanding youth activism and considers how a broader framework for understanding youth organizing through diverse contextual lenses can benefit the field.     

‘The Times They Are A Changing’—Post Qualifying Training Needs of Social Work Managers

The article will focus on the changing role of social work managers in the light of recent legislation and policy; the integration agenda; the changing relationship between statutory and voluntary agencies; and the rising expectations of service users and carers. It will link these changes to the ongoing political and societal context in which social work is practised. The importance of effective social work management will be emphasised in the context of the recent enquiries into the deaths and long‐term abuse of service users. It will consider the issues for training and development of social work managers and will conclude by considering the issues for providers of training and development, with particular reference to post qualifying academic social work management courses. It will highlight the types of learning experiences social work managers require, outline consultations with students and agencies, and suggest issues for the future.     

Back to the Future of Social Work: Child and Adolescent Mental Health and the Post Qualifying Curriculum in England and Wales

The first social work course to focus on children's mental health in the UK began in 1929 at the London School of Economics and Political Science. The subsequent child guidance movement spawned the genesis of child and adolescent mental health services (CAMHS) where social workers held a pivotal and much-respected role among multi-disciplinary teams. This role has been undermined in recent years. Post qualifying social work education and training needs to recognise and reflect the potential social work contribution to modern CAMH services to enable social workers in England and Wales to engage and contribute to supporting the increasing numbers of troubled young people. This paper sets out a rationale, knowledge base and outline content for ways in which the post qualifying social work curriculum can be developed to equip social workers with the necessary skills to engage purposively in this area.