现代主义之后环境艺术审美的理性思考

现代主义之后理性主义的审美潮流,将美的环境创造解析为一个原创构思的理性演绎过程。开拓环境潜在美学特征,尊重并保护环境自然与历史文脉,创造晶莹剔透高下曲折的动态三维空间与五彩缤纷绚丽多姿的动态三维图像,使之成为公众聚会的地方,体验诗意人生的摇篮与激发原创思维的智慧源泉。     

英语教师的教材评价及其意义——基于认知语篇分析的视角

研究旨在探析英语教师如何评价教材中的语言问题。采用认知语篇分析的视角，分析了9名有丰富教学经验的英语教师对选自国外和国内主编的英语教材中4段对话语料所作出的评价。一方面，对语料内容进行分析，显示出教师评价的焦点主要集中在4个方面，即语言、语境、教学和偏好；另一方面，对语料语言进行分析，从系统功能语言学的人际功能视角出发，归纳出了语料所使用的情态和评价词汇。结果发现：（1）教师在评价时表现出对教材内容持较高程度的不确定态度；（2）教师评价所使用的词汇不具体，大多集中在对语言真实性和正确性持肯定或否定态度等宏观层面上；（3）教师们总体上更愿意接受国内主编的英语教材。另外，对教材评价研究和英语教学提出了几点建议。     

A Study of Risk Relevance Reasoning Based on a Context Ontology of Railway Accidents

With the application of risk management and accident response in the railway domain, risk detection and prevention have become key research topics. Many dangers and associated risk sources must be considered in collaborative scenarios of heavy-haul railways. In these scenarios, (1) various risk sources are involved in different data sources, and context affects their occurrence, (2) the relationships between contexts and risk sources in the accident cause mechanism need to be explicitly defined, and (3) risk knowledge reasoning needs to integrate knowledge from multiple data sources to achieve comprehensive results. To express the association rules among core concepts, this article constructs two ontologies: The accident-risk ontology and the context ontology. Concept analysis is based on railway domain knowledge and accident analysis reports. To sustainably integrate knowledge, an integrated evolutionary model called scenario-risk-accident chain ontology (SRAC) is constructed by introducing new data sources. The SRAC is integrated through expert rules between the two ontologies, and its evolution process involves new knowledge through a new risk source database. After three versions of the upgrade process, potential risk sources can be mined and evaluated in specific contexts. To evaluate the risk source level, a long short-term memory (LSTM) neural network model is used to capture context and risk text features. A model comparison for different neural network structures is performed to find the optimal evaluation results. Finally, new concepts, such as risk source level, and new instances are updated in the context-aware risk knowledge reasoning framework.     

Expanding evaluator competency research: Exploring competencies for program evaluation using the context of non-formal education

The overlap of competencies between general program evaluation and specific contexts or content will always be reality because evaluators may need unique competencies to answer evaluation questions for particular contexts or content areas. Limited research exists that explores the essential competencies required by professionals who use evaluation as one part of their job portfolio, which leaves unanswered questions regarding the applicability of current evaluator competency models in such settings. We used a modified three-round Delphi technique to identify evaluator competencies for non-formal educators in Cooperative Extension (CE). Our panelists identified 36 competencies in the non-formal educational programming context for CE educators that they considered important to be included in evaluation capacity building efforts. We categorized our 36 identified competencies from the Delphi study into the five competency domains proposed by the American Evaluation Association. Our findings provide information to help guide professional development among non-formal educators related to program evaluation.     

Network visualization and problem-solving support: A cognitive fit study

This study examines the relative effectiveness of four different social network representations for improving human problem-solving accuracy and speed: node-link diagrams, adjacency matrices, tables, and text. Results suggest that visual network representations improve problem-solving accuracy and speed, compared with text. Among the visual representations, tables produced superior problem-solving outcomes for symbolic tasks and link-node diagrams produced superior problem-solving outcomes for spatial tasks. These results partially support a cognitive fit model of problem-solving support. There is not “one best way” to represent network data. Instead, it is important to match network representations and problem-solving tasks.     

语境与翻译中语义的选择

语境在翻译过程中对意义的理解起着至关重要的作用.本文从语境的概念、意义的特性入手,对语境与意义的选择,从语言语境与语义选择和非语言语境与语义选择两方面进行了探讨,从而得出结论:翻译中语义的选择不能脱离具体的语境而孤立存在.翻译即为结合具体语境的翻译.     

介词in的认知语义研究

在认知语言学的理论框架内,对介词in的语义进行了深入研究,确立了in的核心语义为其方位义,并通过进一步分析in的义项扩展过程证实in的核心方位语义通过隐喻及意象图示的转换等方式扩展到其他领域中而形成了in的众多的其他语义项.整个in的语义结构呈现出以方位语义为核心向外拓展的辐射语义网络结构.     

关联理论看幽默及对中国相声的话语分析

以语用学中Speber和Wilson所提出的关联理论为框架,从认知角度来解释幽默话语。指出理解幽默话语是人们通过对已知信息推理的不断修改与重考而找到最佳关联——幽默的真谛。同时因读者在理解时付出更多努力而获得补偿——开怀一笑。并以此为基础对传统幽默——中国相声进行分析研究,指出其幽默根源在于错误推理的表面合理性,即说话者选择的最佳关联与听话者心中的最佳关联产生鲜明的对照和冲突,旨在探求关联性和幽默之间的关系,以期待对言语幽默有更好的理解和欣赏。     

Concept mapping—An effective method for identifying diversity and congruity in cognitive style

This paper investigates the effects of cognitive style for decision making on the behaviour of participants in different phases of the group concept mapping process (GCM). It is argued that cognitive style should be included directly in the coordination of the GCM process and not simply considered as yet another demographic variable. The cognitive styles were identified using the Kirton Adaption-Innovation Inventory, which locates each person’s style on a continuum ranging from very adaptive to very innovative. Cognitive style could explain diversity in the participants’ behaviour in different phases of the GCM process. At the same time, the concept map as a group’s common cognitive construct can consolidate individual differences and serves as a tool for managing diversity in groups of participants. Some of the results were that: (a) the more adaptive participants generated ideas that fit to a particular, well-established and consensually agreed paradigm, frame of reference, theory or practice; (b) the more innovative participants produced ideas that were more general in scope and required changing a settled structure (paradigm, frame of reference, theory or practice); and (c) the empirical comparison of the map configurations through Procrustes analysis indicated a strong dissimilarity between cognitive styles.