《新时代交互英语》教学——构建基于网络的多元化英语教学模式

充分利用多媒体与网络技术发展带来的契机,采用新的教学模式改进原来的以教师讲授为主的单一教学模式,积极探讨构建基于多媒体与网络的大学英语教学模式将具有普遍的意义。我校利用《新时代交互英语》网络教学系统构建开放式和多样式的英语教学环境,使多媒体与网络教学作为传统课堂教学的延伸,丰富了大学英语教学模式,取得了不错的教学效果。     

论边缘意识形态的边缘性和多样性

在中国,自然地理的差异、开放的经济环境、众多的民族以及文化的多元,凡此种种因素使得主流意识形态框架下的边缘意识形态呈现出既融于主流文化之中又具有分化的张力。作为一种观念体系,边缘意识形态具有自己独特的性质和特点,多元文化的复杂适应性和综合化趋势,使得主流意识形态地位的巩固和发展离不开对于亚文化的整合,以此为思路,笔者从边缘性和多样性的视角对边缘意识形态的特征进行了尝试性的探讨。     

论地理环境对中华民族多元一体格局形成和发展的影响

“地理环境决定论”固然有失偏颇,然而,中华大地独特的地理环境对中华民族多元一体格局的形成和发展产生了重大影响,却是不容置疑的客观事实。本文在分析中华大地地理特征的基础上,初步探讨了地理环境对中华民族多元一体格局形成和发展的影响。     

《论语》语言的简约性与《论语》英译的多样性

《论语》语言简约性不仅是古代汉语的内在特征,更是孔子教育思想、哲学思想、美学思想和语言观的集中体现。对语言简约性的认同、接受与再现,反映出译者对孔子思想的理解与接受。文章选取多种英译本中的实例,论述原作语言简约性与《论语》翻译多样性之间的关系,指出语言与语境的简约与含混成就了翻译的多样性,而翻译多样性又弥补了明晰化翻译策略造成的译本阐释空间缩小的问题,目的语读者依然能够感受到原作的辞约义丰。     

庐山风景名胜区森林景观多样性现状分析与发展对策

在ARCVIEWGIS软件进行数据处理的基础上,针对庐山风景名胜区森林结构和类型单一、景观破碎化严重、郁闭度较大等问题,提出结合旅游项目,加强对森林景观的科学管理;根据优势度、破碎度与郁闭度综合情况,选择典型树种进行林相整合改造;发挥公众参与优势,严把质量关;加强森林资源保护等,提出森林景观多样性的发展对策。     

Linking institutions and firm-level outcomes: the roles of diverse innovative capability profiles in Germany's economy

Traditionally, scholars of comparative capitalisms expect a solid link between institutions and outcomes, such as exporting and innovation. For Germany seminal approaches rely on an ideal-typical firm-level profile with strong innovative capabilities and high traditional institutional embeddedness. Current literature on firm-level diversity in Germany exposes that the empirical links between institutions, de facto firm-level profiles, and their outcomes are not well understood. An analysis of 988 German firms reveals no direct link between institutional variables and outcomes. A latent class analysis identifies five innovative capability profiles, which display diverse institutional embeddedness patterns and outcome levels. The prevailing profile conforms to several traditional expectations about the ideal-typical German firm-level profile. However, a second profile achieves similarly high export and innovation rates without traditional institutional embeddedness. The analysis shows the importance of diverse innovative capability profiles for the de facto links between institutions and firm-level outcomes within Germany's economy.     

School counsellors and cultural diversity management in Spanish secondary schools: the role of relations with other educators and intervention models used in care of immigrant students

During the last 20 years, the influx of immigrant pupils in Spanish schools has taken up much of school counsellors’ agendas. This leads us to reflect upon the status and role of educational guidance in terms of cultural diversity management, particularly focusing on two elements that may potentially help understand the situation: relations with other educational agents and the intervention model applied. The field work for this study was carried out during an academic semester in four secondary schools in Huelva. In addition to the analysis of official school documentation, remarks and field notes, semi-structured interviews were carried out and a discussion group was held with the four counsellors. Counsellors are trying to overcome an intervention model that is mainly therapeutic in nature and make space in their schedules for a way of working that is more focused on prevention and advisory services, incorporating the participation of other educational actors. But this is not an easy task. The possibility of generating changes would encourage better integration of cultural diversity in the life of schools, rather than treating it as a negative/deficit view, as an occasional issue, individual and isolated from the sum of school activities and other members of the education community.     

Artistic separation versus artistic mixing in European multicultural cities

This introductory article discusses the diversification of diversity in Europe. It then looks at the tension between ethnic separation and ethnic mixing in urban Europe in general terms. The next section elaborates on a similar tension in the field of popular arts. Finally, the article presents the main insights of the contributions to the special issue.     

Diversity and social cohesion

The issue of diversity, in its broadest sense, is discussed here in its relation to social cohesion, cross-cultural relations, ingroup–outgroup relations and educational interventions. The main thesis of the paper is that real social cohesion in an ingroup rests on the acknowledgment of and the dialog with the diversities of the members of the ingroup itself. And that diversity relating to the outgroup and to the various members of the outgroup is understood and accepted, given that diversity among the members of the ingroup is also understood and accepted. This way, cross-cultural relations within an ingroup and between the ingroup and outgroups are fostered, which partly contradicts some traditional assumptions in social psychology research, according to which social cohesion in the ingroup is accompanied by hostility toward the outgroup. A study we conducted in Italian schools on youths’ attitudes toward multiculturalism with the use of focus groups indicated that most participants have lost or have never experienced a feeling of general social cohesion. It also indicated that lack of social cohesion creates fear and that fear can provoke aggression. Some considerations are presented aiming to help teachers foster social cohesion and positive cross-cultural contact in their classes.     

Creation of culturally responsive classrooms: teachers’ conceptualization of a new rationale for cultural responsiveness and management of diversity in Hong Kong secondary schools

Presently, there are a growing number of ethnic minority students in Hong Kong schools. This article examines teachers’ views of the cross-cultural experience of ethnic minority students, their influence on the performance of these students, and how the diverse learning needs of these students are being addressed. Qualitative data were collected from semi-structured interviews with 32 teachers from three secondary schools. This study shows that teachers struggle to conceptualize a new rationale for responding to cultural diversity. They develop a sense of intercultural sensitivity, promote cultural responsiveness to diversity, and strengthen the home–school connection. This article argues that, like students, teachers simultaneously engage in a cross-cultural process through which they learn the culture of ethnic minority students, relearn their own culture and reexamine the relevant rationale underlying cultural responsiveness. Finally, a framework for the creation of culturally responsive classrooms, based upon the teachers’ new rationale of cultural responsiveness, is proposed.