隐喻理论对外语教学的启示

隐喻在传统上被作为诗学、修辞学的一部分内容,其研究已有二千多年的历史。如今隐喻研究已经突破了修辞范畴,被认为是人类认知的基本模式。隐喻理论所包含的认知意义如果被应用于语言教学中,必将为文化教学、词汇教学、篇章教学、阅读教学等方面带来新的生气。在外语教学中培养学生的臆喻能力将是改进外语教学的一种有效途径。     

Creating competencies through collaboration:: The case of EUREKA R&D consortia

This article discusses the originality of European EUREKA consortia. Formed at the initiative of member firms, these consortia generally adopt a decentralised structure. Their main purpose is to conduct applied research, with the ultimate goal of exploiting its commercial opportunities. The consortia strive to ensure collaboration among firms in different countries, and at times, from different industries. Examining the management of R&D consortia, this article focuses primarily on the creation of new knowledge and competencies and on the benefits that member firms can reap from collaboration. Based on 20 interviews with project managers, the article brings to light two main observations: (1) the leader's positioning is a determining factor, and (2) a perfect balance between the firm's technological development and the consortium's strategic orientation facilitates the acquisition of competencies.     

儿童社会认知能力的发展与素质教育

素质教育与社会认知这两个不同范畴内的概念并非平行 ,在素质教育体系中应包括社会认知能力的培养这一重要的内容。素质教育和社会认知能力的发展都能加快儿童社会化的过程。同时在素质教育中儿童社会认知能力的培养至少应具备方法的多样性、阶段性、个性化以及时代性的特征     

中小企业成长战略的探讨--江苏通润集团成长的个案分析

本文从江苏通润集团成长的历程探讨中小企业成长的机理.认为该集团的成长过程不仅是一个不断克服危机、积累资本的过程,而且还是一个捕捉机遇、培育核心能力的过程.通过对通润集团成长历程的剖析,揭示出中小企业成长的方式可以是多样的,企业资源的配置应在发展战略总目标的基础上,根据具体的环境变化来进行;说明了企业战略、产业转移与成长密切的相互关系以及培育企业核心能力的策略性步骤,为中小企业在经济全球化条件下的成长方式提供了可资借鉴的案例.     

知识管理与企业核心竞争力的培育

本文分析企业核心竞争力的知识属性,综合出核心知识竞争力和核心能动力是其构成维度,为利用知识管理培育企业核心竞争力提供了理论前提。并以复杂性科学理论为工具,根据企业核心竞争力培育过程中的知识流,指出了利用知识管理培育企业核心竞争力的具体措施,为知识经济形势下培育企业核心竞争力和建立它与知识管理的有机联系提供理论启示。     

大学英语跨文化交际能力培养

大学英语教学不仅是传授语言知识,还要培养学生应用英语进行跨文化交际的能力。本文从跨文化交际能力的构成要素出发,阐述了大学英语中跨文化交际能力培养的要求及方法。     

基于系统涌现机理的企业能力层次演进研究

基于复杂系统科学中涌现现象的机理,从全新角度对企业能力的层次演进进行了研究。文中对涌现现象进行了介绍并阐述了企业能力系统中涌现现象的存在,随后从势函数的角度对企业能力的层次演进进行了详细的分析,在此基础上提出了基于涌现机理的企业能力层次演进概念模型。     

Acknowledgement of client diversity and oppression in social work student supervision

An enduring theme of social work literature and education has been the need for workers to recognise and challenge oppressive structures and develop competence in working with diverse client groups. This paper reports the findings of a qualitative research project where student and field educator supervision sessions were recorded, with the view to examining how oppression and diversity were addressed in these sessions. The authors have used the term 'difference' to describe the breach between the student and client experiences. Examples of anti-discriminatory practice were identified in the recordings, however on occasions supervisors had difficulty in assisting students to acknowledge diversity and oppression in supervision. Four factors that related to addressing diversity emerged from the supervision material. These were: the struggle to unmask subtle themes of oppression; the use of questioning to raise student awareness and development of self-knowledge; using student biography to facilitate learning on 'difference'; and field educator use of self-disclosure during discussions on diversity. Successful approaches to anti-oppressive practice and responding to diversity are outlined.     

Patients’ competence to consent to neurobiological research

Progress has been made defining the standards for determining subjects’ competence to consent to research: abilities to communicate a choice, understand relevant information, appreciate the nature of the situation and its consequences, and manipulate information rationally. Available data show clearly that persons with mental illness display a spectrum of decisionmaking abilities, with many performing well, but some doing quite poorly. More attention now is required to identifying the degree of capacity required for competent consent to projects with varying risk/benefit characteristics. Practical means are also required for screening for subjects with impaired capacities, attempting to improve their performance, and providing substituted consent when their deficiencies are intractable.     

Preparation for practice--developing and assessing DipSW students' pre-placement competence 1

Social work enters the twenty-first century in very different circumstances to those which have prevailed through the major period of its development. We are now in an era that has been characterised as that of 'post-welfarism'. Using recent theories that focus on the ideological and structural aspects of the social changes within which contemporary social work is developing, this article examines the impact and implications of such changes for social work education. Some conclusions are drawn for a critical approach to thinking about the content and process of professional education.