本文把中国语境下权利论题所遇到的困惑与矛盾统称为“梅氏困境”(Mei s Dilemma)。中西方文化差异虽然是造成“梅氏困境”及其延伸问题的其中一个原因,但在没有这种差异的英美甚至一些欧陆国家处理相关论题时也在不同程度上有类似的困...本文把中国语境下权利论题所遇到的困惑与矛盾统称为“梅氏困境”(Mei s Dilemma)。中西方文化差异虽然是造成“梅氏困境”及其延伸问题的其中一个原因,但在没有这种差异的英美甚至一些欧陆国家处理相关论题时也在不同程度上有类似的困难。近现代“权利”一词及其概念并非中国古已有之,而是在19世纪通过美传教士自英语“right(s)”一词翻译而来,并在公共话语领域逐渐流行;随后东渡日本,在法学领域成为通行译法,复又传回中国。欧陆法学和英美法学虽同样继受了罗马法的尤斯(IUS)传统,并在不同的历史时期经历了尤斯主观化道路,但是在术语的使用上,英语世界基本实现了权法分离,而欧陆世界则因为直接继受罗马法的制度和制度名称,最终无法实现分离而以主观客观之分替代。本文认为,在非法律术语领域翻译时应把英语词right译成汉语词“权利”。在法律术语的范畴,当翻译单独出现的德语词Recht时,视语境译为“法”或“权”,而遇有疑问时均应译为“法权”;subjektives Recht应译为“主观法权”,objektives Recht应译为“客观法权”。古罗马文献中的IUS应音译为“尤斯”,或根据其语境按意义译出。展开更多
The evaluation of urban flood-waterlogged vulnerability is very important to the safety of urban flood control. In this paper, the evaluation of consolidated index is used. Respectively, AHP and entropy method calcula...The evaluation of urban flood-waterlogged vulnerability is very important to the safety of urban flood control. In this paper, the evaluation of consolidated index is used. Respectively, AHP and entropy method calculate the subjective and objective weight of the evaluation indicators, and combine them by game theory. So we can obtain synthetic weight based on objective and subjective weights. The evaluation of urban flood-waterlogged vulnerability as target layer, a single variable multi-objective fuzzy optimization model is established. We use the model to evaluate flood-waterlogged vulnerability of 13 prefecture-level city in Hunan, and compare it with other evaluation method. The results show that the evaluation method has certain adaptability and reliability, and it＇ s helpfid to the construction planning of urban flood control.展开更多
This paper contests the notion that language learner autonomy is a monolithic construct, by offering evidence that learner autonomy （LA） is comprised of different ＂modes of autonomy＂. Thirty language learners base...This paper contests the notion that language learner autonomy is a monolithic construct, by offering evidence that learner autonomy （LA） is comprised of different ＂modes of autonomy＂. Thirty language learners based in Asia and the UK, completed a Q methodology card sort and were interviewed on how learning in an autonomous environment had impacted upon their development as learners. The results indicated that at least six modes of autonomy were identifiable within these language learners. Further analysis showed that social dimensions of autonomy were central to each mode, and thus reconceptualizing LA in this way allows for multiple understandings of the construct which are culturally rooted and embedded in sociocultural notions of what it means to be a language learner.展开更多
文摘本文把中国语境下权利论题所遇到的困惑与矛盾统称为“梅氏困境”(Mei s Dilemma)。中西方文化差异虽然是造成“梅氏困境”及其延伸问题的其中一个原因,但在没有这种差异的英美甚至一些欧陆国家处理相关论题时也在不同程度上有类似的困难。近现代“权利”一词及其概念并非中国古已有之,而是在19世纪通过美传教士自英语“right(s)”一词翻译而来,并在公共话语领域逐渐流行;随后东渡日本,在法学领域成为通行译法,复又传回中国。欧陆法学和英美法学虽同样继受了罗马法的尤斯(IUS)传统,并在不同的历史时期经历了尤斯主观化道路,但是在术语的使用上,英语世界基本实现了权法分离,而欧陆世界则因为直接继受罗马法的制度和制度名称,最终无法实现分离而以主观客观之分替代。本文认为,在非法律术语领域翻译时应把英语词right译成汉语词“权利”。在法律术语的范畴,当翻译单独出现的德语词Recht时,视语境译为“法”或“权”,而遇有疑问时均应译为“法权”;subjektives Recht应译为“主观法权”,objektives Recht应译为“客观法权”。古罗马文献中的IUS应音译为“尤斯”,或根据其语境按意义译出。
文摘The evaluation of urban flood-waterlogged vulnerability is very important to the safety of urban flood control. In this paper, the evaluation of consolidated index is used. Respectively, AHP and entropy method calculate the subjective and objective weight of the evaluation indicators, and combine them by game theory. So we can obtain synthetic weight based on objective and subjective weights. The evaluation of urban flood-waterlogged vulnerability as target layer, a single variable multi-objective fuzzy optimization model is established. We use the model to evaluate flood-waterlogged vulnerability of 13 prefecture-level city in Hunan, and compare it with other evaluation method. The results show that the evaluation method has certain adaptability and reliability, and it＇ s helpfid to the construction planning of urban flood control.
文摘This paper contests the notion that language learner autonomy is a monolithic construct, by offering evidence that learner autonomy （LA） is comprised of different ＂modes of autonomy＂. Thirty language learners based in Asia and the UK, completed a Q methodology card sort and were interviewed on how learning in an autonomous environment had impacted upon their development as learners. The results indicated that at least six modes of autonomy were identifiable within these language learners. Further analysis showed that social dimensions of autonomy were central to each mode, and thus reconceptualizing LA in this way allows for multiple understandings of the construct which are culturally rooted and embedded in sociocultural notions of what it means to be a language learner.
