从第二语言习得观点试探教师在英语教学中完全用英语的必要性

在语言学家Chomsky的普遍语法的理论下所发展出来的语言习得理论认为母语的习得大多依赖与生俱来的语法知识。作者认为第二语言习得以L2思考之前,其思考模式依赖L1和L2间双向的翻译,而非真正的以L2思考。为了使学习者能及早进入以L2思考的阶段,教师在教学时完全使用目标语言是必要的做法。     

网络二语教学中的有效互动分析

在二语学习中,互动是提高教学质量和学习效率的重要手段之一.在网络教学中,公告栏、留言板、邮件系统、个别辅导系统等工具为二语教学中的互动创造了优越的条件.本文以美国4门大学网络语言课程和115名网络二语学习者的问卷调查为案例,分析了在网络环境下教学互动的特点以及利用这些特点提高教学质量的途径.分析表明,非线性教学活动、即时教学反馈、学习目标关联是增强有效互动的主要因素.结合我国网络教学的现状,文章提出了改进网络二语教学的一些建议.     

‘Language Background Other Than English’: a problem NAPLaN test category for Australian students of refugee background

Since 2008 Australia has held the National Assessment Program: Literacy and Numeracy (known as NAPLAN) for all students in years 3, 5, 7 and 9. Despite the multilingual character of the Australian population, these standardized literacy and numeracy tests are built on an assumption of English as a first language competency. The capacity for monitoring the performance of students who speak languages other than English is achieved through the disaggregation of test data using a category labelled Language Background Other than English (LBOTE). A student is classified as LBOTE if they or their parents speak a language other than English at home. The category definition is so broad that the disaggregated national data suggest that LBOTE students are outperforming English speaking students, on most test domains, though the LBOTE category shows greater variance of results. Drawing on Foucault’s theory of governmentality, this article explores the possible implications of LBOTE categorisation for English as a Second Language (ESL) students of refugee background. The article uses a quantitative research project, carried out in Queensland, Australia, to demonstrate the potential inequities resultant from such a poorly constructed data category.     

经典人口转变理论的再探索—现代人口转变理论研究评介

产生于20世纪30年代并盛行于60年代的人口转变理论,是当代世界人口学界普遍认同的最重要的人口理论之一。本文以现代人口转变理论发展历程为线索,对该理论已有的研究成果和存在的争论予以总结,试图为今后的人口转变理论研究提供思路。     

What are the views of midwives in relation to perineal repair?

PURPOSE: To determine the views of midwives towards perineal repair and the most effective way to teach and support midwives in developing this skill. PROCEDURE: A questionnaire was distributed to 111 midwives who attended a 1-day seminar. Information was sought on a range of views relating to perineal repair, including experience, confidence, education and accreditation, attitudes and trends. FINDINGS: One hundred and six (96%) questionnaires were returned. All respondents (100%) believed midwives should be taught to undertake perineal repair. The most important reason was to provide continuity of care for women. Experience increased confidence and enjoyment in undertaking perineal repair as well as lessening fears over the impact of suturing on women. Experience did not significantly impact on concerns regarding legal implications associated with perineal repair. Three quarters of respondents reported that midwifery students should have practical experience of perineal repair. There was strong support for doctors and midwives to undertake perineal repair education together (96%), preferably in a 1-day workshop format (56%); for standards to be set by the professional colleges (midwifery and obstetrics) (66%); for midwives and doctors to be accredited as competent before performing perineal repair independently (>90%) and for regular updates in perineal repair (93%). The majority of midwives (73%) felt that they were more likely to suture than 5 years ago, due mainly to a greater appreciation of woman centred care (35%). Over 60% of midwives said they would not suture a first-degree tear more than half of the time and 13% would not suture a second-degree tear more than half of the time. PRINCIPLE CONCLUSION: A desire to provide continuity of care appears to be a major motivator for midwives to learn to undertake perineal repair. There is need for standards to be set for perineal repair to encourage consistency in education. Perineal repair programs that involve midwives and doctors training together have strong support from midwives but it is unclear if doctors would also support this. Further research is needed to support or refute the trend for midwives to not suture some perineal trauma.     

Post-communist invocation of Europe: memorial museums’ narratives and the Europeanization of memory

ABSTRACT

How do post-communist memorial museums in East-Central Europe tell stories about double occupation (by Nazi Germany and the Soviet Union), collaboration, the Holocaust and victim narratives, and how have these narratives been influenced by accession to the European Union? How do the museums reference trends set by Holocaust memorial museums? The article shows that one group of museums invokes Europe and the Europeanization of the Holocaust. Other museums seek to contain certain aspects of the memory of Nazism so that it cannot compete with stories of Soviet crimes. Both incorporate elements from Holocaust memorial museums, indicating how universalized Holocaust remembrance is.     

库诺夫与历史唯物主义系统化“重建”的尝试

亨利希·库诺夫是德国社会民主党和第二国际的重要理论家之一,是马克思主义发展史上较早提出系统化"重建"历史唯物主义的理论家。一方面,库诺夫从"理解史"的角度深入阐发了系统化重建马克思"社会哲学"的重要价值;另一方面,他从社会历史基础、文化意识形态、阶级斗争以及社会发展理论等几个方面着手这一"重建"工作。从库诺夫的理论中,我们能感受到部分第二国际理论家片面化对待马克思主义的理论态度,看到一种为了个体化的实践目的、现实指向而造成的对马克思主义理论整体的肢解性的理论发展模式。     

联合国第二代维和行动的任务、问题及应对措施

198 8年以后的联合国维和行动被称为第二代维和行动。与传统维和行动相比 ,它增加了许多新任务 ,如监督或组织选举、排雷等。第二代维和行动也出现了许多新问题 ,如联合国第二代维和行动日益倾向运用武力的问题、人权问题、维和经费短缺等。针对这些问题 ,联合国应该采取下列应对措施 :把预防冲突、维持和平与建立和平结合起来 ;要尊重被维和国家的主权和领土完整 ,禁止干涉他国内政 ;解决联合国维和经费短缺等问题。其中最关键的是树立联合国的权威 ,真正发挥联合国维和行动的作用。     

第二次鸦片战争大沽战役失败的原因

第二次鸦片战争中,清政府与英法进行了一系列的战役,1860年的大沽战役是这次战争胜负的关键。影响这次战役成败的原因主要有两个,第一,清政府在政治上对西方列强采取避战求和的“羁縻”政策,影响了前线的军事部署;第二,大沽统帅僧格林沁在战术上犯了一系列致命的错误,如:弃守北塘,认为夷兵不善陆战等。这两方面的原因最终导致战争的失败。