技术演进和治理现代化视域下应急标语标识建设刍议

技术演进和治理现代化的进程在加快,不确定性因素在剧增。受此影响,亟待开展应急标语标识建设的研究与实践。应急标语标识是公共设施的重要组成部分,具有应急标示指示、疏散导流、预警示警、宣传动员等功能;推进其多语多言多模态化建设,是顺应语言技术演进和元宇宙衍生等技术发展的必然选择,是构建国家应急体系的应有之义,是坚持人民至上、生命至上原则的重要举措。建议通过强化顶层设计、完善相关制度体系、加强效能监管等系统举措来推进这项工作的调研规划、升级优化、效能评估,以期引导其朝着完备化、智能化、规范化方面发展。

Processing and optimization of UMQL-based multimedia queries

Through the mapping from UMQL （ unified multimedia query language） conditional expressions to UMQA （unified multimedia query algebra） query operations, a translation algorithm from a UMQL query to a UMQA query plan is put forward, which can generate an equivalent UMQA internal query plan for any UMQL query. Then, to improve the execution costs of UMQA query plans effectively, equivalent UMQA translation formulae and general optimization strategies are studied, and an optimization algorithm for UMQA internal query plans is presented. This algorithm uses equivalent UMQA translation formulae to optimize query plans, and makes the optimized query plans accord with the optimization strategies as much as possible. Finally, the logic implementation methods of UMQA plans, i.e., logic implementation methods of UMQA operators, are discussed to obtain useful target data from a muifirnedia database. All of these algorithms are implemented in a UMQL prototype system. Application results show that these query processing techniques are feasible and applicable.

English Teachers’ Beliefs About Multilingual Awareness in L3 Learning and Their Teaching Practice in Chinese EFL Context

Teachers’ beliefs toward multilingual awareness in target language learning play a significant role in shaping learners’ attitudes to language awareness, affect learners’ linguistic behavior and teachers’ teaching practice. Therefore, the present study was aimed to explore English teachers’ beliefs about Inner Mongolian university students’ multilingual awareness in L3 learning and their teaching practice in Chinese EFL context. One hundred English teachers from six universities in Inner Mongolia, China, participated in this investigation. The data was collected through a questionnaire and teacher interviews. The results indicate that English teachers hold positive attitudes to multilingual awareness in general;however, there are belief differences between Mongolian and Han teachers;there exist discrepancies between English teachers’ beliefs about multilingual awareness and their teaching practice, and social-cultural environment, family language policy,teacher identity, learning experience, teaching materials, and, more importantly, teachers’ lack of awareness of fostering learners’ multilingual awareness lead to the discrepancies. The present research highlights the necessity of raising teacher awareness of cultivating multilingual awareness in future teacher development and emphasizes the significance of exploring the potential cognitive advantages of multilingualism in promoting L3 learning and developing English learners’ multilingual competence in the EFL context in China.

A Multilingual Approach to Languages and Literacy Education： What Can Synthesising Theories, Research, and Practice Achieve？

This paper reports on seven years of collaborative research with the Department for Education and Child Development. The longitudinal study examines the impact ofa multilingual literacy approach as it has been applied in the teaching of French, German, Indonesian, Italian, Japanese, and Spanish across 12 different schools in South Australia. The move to introduce the study of additional languages in Australian primary schools has yet to establish wide-ranging and on-going student engagement and often fails to progress students beyond simple pragmatic language use. It is argued that a new approach integrates languages in daily classroom literacy practices can redress this situation： a multilingual literacy approach. The theoretical framework that drives this approach draws from the notions of universality and transfer that are established in the literature. A critical realist paradigm provided a framework for integrating research methods： employing contingency theory and pragmatic methods of philosophy also ensured that values and hermeneutics were not sidelined in the explanation of the study＇s acts and outcomes. This longitudinal study demonstrates that when the aforementioned theoretical notions bridge the research-practice divide and are adopted into daily classroom teaching and learning activities, there is a qualitative and quantitative improvement in students＇ literacy learning

Foreign Language Learning at Tertiary Level in Mozambique

More than ever before, multilingualism is a key resource that opens the doors for participation in internationalisation and in the globalization process and participation in the knowledge society. As such, it is of outmost importance that governments consider language learning as an educational priority. Mozambique is no exception to this rule, as it has also already acknowledged the need not only to teach languages of wider communication such as English, French, and Portuguese, but also the Mozambican national languages. The present paper discusses the importance and value that is attached to multilingualism in Mozambique and focuses particularly on Foreign Language Teaching and Learning at tertiary level. This paper reports specifically on data collected through a questionnaire given to first year university students at Universidade Pedag6gica in Maputo, in June, 2008. In addition, it examines the university＇s language policy of providing English language teaching to first year students, focuses on some of the constraints that presently affect the development of productive and receptive multilingualism, and suggests ways of making foreign language learning more effective

乡村对联

[厅堂联] 室内清贫无贼到; 堂前谈笑有人来。 数十载是是非非,尝遍苦辣酸甜,只留下两袖清风,满身土气; 三代人和和睦睦,但愿儿孙女媳,切莫忘一肩重任,先辈家风。 温饱不愁。