This paper is a report of an experimental undergraduate composite program of Tourism Business Management and English. It introduces the characteristics of the program structure, faculty, learning materials, teaching a...This paper is a report of an experimental undergraduate composite program of Tourism Business Management and English. It introduces the characteristics of the program structure, faculty, learning materials, teaching and learning methods, and assessment approaches. The achievements of the program as well as the major problems it has experienc.ed are also discussed.展开更多
The difference between the Chinese time view and the western time view originates from agricultural civilization＇s inertia and industrial civilization＇s feeling way. This time coordinate controls people＇s behavior,...The difference between the Chinese time view and the western time view originates from agricultural civilization＇s inertia and industrial civilization＇s feeling way. This time coordinate controls people＇s behavior, awareness of concepts, industrial relationship, interpersonal relationship and value orientation. Different cultures bred different time conceptions and time behaviors. This paper mainly talks about the aspects of their differences. When different time views are reflected in cross-cultural communication, conflicts and obstacles of interpersonal communication may arise. With the development of social economy and cultural communication, the time views of Chinese culture and western culture have impacts on each other and are gradually integrated with each other.展开更多
This paper presents some important facts about educational opportunities and students＇ access worldwide. Specific facts and scenarios are exhibited and provided to compare education opportunities in rich and poor are...This paper presents some important facts about educational opportunities and students＇ access worldwide. Specific facts and scenarios are exhibited and provided to compare education opportunities in rich and poor areas in developed and developing countries. Particularly, this paper surveys and compares forces on educational happening in Nigeria and United States. It argues that despite the much acclaimed democratization of access to education, glaring inequalities can be identified in the way educators and how our students are treated. In regards to quantities and quality of educational resources, education is not equally accessed by all students in our today＇s world. This paper, therefore, recommends that human beings should be given equal access and opportunities to education at all levels; and should be treated with respect and dignity in spite of color, religion, or race wherever they find themselves. This becomes an imperative if mankind is to achieve success in the task of propelling students and Educators to greater achievements. As well, this paper recommends that cultural, institutional, and political powers should be deployed to bring about a more equitable world order.展开更多
Crude decoction, aqueous and ethanolic extracts of two medicinal plants （Psidiura guajava and Diospyros raespiliformis）, widely used in the central plateau of Burkina Faso to treat many diseases were evaluated for t...Crude decoction, aqueous and ethanolic extracts of two medicinal plants （Psidiura guajava and Diospyros raespiliformis）, widely used in the central plateau of Burkina Faso to treat many diseases were evaluated for their antagonistic effects on caffeine induced calcium release from sarcoplasmic reticulum of rat skeletal muscle cells. These different extracts showed a decrease of caffeine induced calcium release in a dose dependent manner. Comparison of the results showed that Psidiura guajava leaf extracts are more active than extracts of Diospyros mespiliformis and that crude decoctions show better inhibitory activity. The observed results could explaine their use as antihypertensive and antidiarrhoeal agents in traditional medicine, by inhibiting intracellular calcium release.展开更多
In order to pursue the ideal criterion of ＂faithfulness, expressiveness, and elegance＂ initiated by the famous translator YAN-fu in translation and ＂accuracy, smoothness, and quickness＂ in interpretation in China,...In order to pursue the ideal criterion of ＂faithfulness, expressiveness, and elegance＂ initiated by the famous translator YAN-fu in translation and ＂accuracy, smoothness, and quickness＂ in interpretation in China, people have summarized some techniques to help the process. And generally speaking, trainers or teachers will introduce those techniques to the students respectively. Yet in this paper firstly, by taking examples from some of the text books and a few famous conferences in China, it makes a comparative analysis of the different techniques in translation and interpretation. The comparative analysis explores the most three common techniques： amplification, omission, and repetition in translation and interpretation, and draws the conclusion that translation is more formal, more rigorous, while interpretation is comparetively simple and flexiable. Based on the above analysis, then the paper suggests that the comparative analysis approaches should be used during the teaching process instead of the traditional one-way teaching.展开更多
Sharing the environment of English as a foreign language （EFL） in South Korea and China, English text in the authorized English textbooks deserves a cross-country comparison in the same grade level. This research ex...Sharing the environment of English as a foreign language （EFL） in South Korea and China, English text in the authorized English textbooks deserves a cross-country comparison in the same grade level. This research explored the English texts linguistic characteristics in the authorized English textbooks through Coh-Melrix 3.0 and intended to provide implications to EFL English textbook design in the future. The results suggest that there is a need to be aware of the weaknesses and strengths from each other： the South Korean English texts display a diversity in noun, verbs, adjectives, the mean number of words before the main verb of the main clause in sentence, TTR and lexical diversity; the Chinese English texts reveal an overlap in lexical level （content words, noun, and sentences） and semantic level （syntactic patterns）.展开更多
Although in China, ordinary translation theories favor the foreignizing strategy in translating culture, and outside China, there are opposing strategies between the cultural studies school and deconstructionist schoo...Although in China, ordinary translation theories favor the foreignizing strategy in translating culture, and outside China, there are opposing strategies between the cultural studies school and deconstructionist school, translation teachers should be fully aware of their respective revelations and limitations to translation teaching. This paper holds that in undergraduate C-E （Chinese-English~ translation teaching, the linguistic strategy is assimilation rather than alienation, thus, idiomaticness and preciseness should be emphasized. In teaching cultural translation strategy, first, we should promote students＇ cultural competence, which includes culture perceptive competence, culture comparison competence, culture evaluation competence, and culture mediation competence. Second, we need differentiate cultural strategies to translate literary and practical materials. In translating practical materials, functionality determines adaptation or exoticization; in translating literary materials, when cultural factor is the topic of writing, exoticization is employed for the main except that part of politeness system in institutional culture, abstract concrete conversion and description affection model in spiritual culture are adapted. When cultural factor is the background of writing, it is the target text aestheticality and readership intertextuality that determine adaptation or exoticization.展开更多
The foundational and survival principles of all religions are shrouded in rituals, narratives, origin-stories, cultic practices, casuistries, taboos, mythical figures and institutions of authority. However, through ou...The foundational and survival principles of all religions are shrouded in rituals, narratives, origin-stories, cultic practices, casuistries, taboos, mythical figures and institutions of authority. However, through out history, religions have been threatened by politico-military and religious aggressions from other peoples, by heterodoxies, alternative origin-stories, practices and beliefs. These threats became unprecedented with the advent of Modernity. Faced with these destabilizing agents, they resorted to citing textual authorities, strengthening their institutions, giving leaders more powers, precisely defining belief commitments, punishing heretics and using violence against heterodoxies. Consequently, in their obsessive quest for preserving the sanctity of their faiths against modern threats, religions or section of a religion adopted both revival and resistant measures. Fundamentalism thus developed within these contexts. This paper intends to reveal that religious militancy and militarism are ramifications of Fundamentalism. It argues that Modernity＇s destabilizing agents to religions and religions＇ passionate desire for self-protective steps, militant or militaristic, yield to the phenomenon of Fundamentalism. Secondary sources were used to assemble the data while analytical and comparative approaches with empirical emphases on Christianity and Islam were used to weave the findings with the finality that militant or militaristic, Fundamentalism is religions＇ obsessive response to Modernity,展开更多
In the 1996 AIA （American Institute of Architecture） Convention in Minneapolis, the governing bodies in the education and professionalization of architects in the US （namely, the American Institute of Architecture,...In the 1996 AIA （American Institute of Architecture） Convention in Minneapolis, the governing bodies in the education and professionalization of architects in the US （namely, the American Institute of Architecture, American Institute of Architecture Students, National Council of Architectural Registration Boards, National Architecture Accrediting Board and the Association of Collegiate Schools of Architecture） released the Boyer Report, subsequently published as Building Community： A New Future for Architecture Education and Practice. The report was named in honor of Ernest Boyer, an educational theorist who also participated in writing the text. Less comprehensive than the canonical texts by Marcus Vitruvius Pollio and his interlocutors, it is nonetheless a mirror of our current assumptions about the education of the architect. This paper looks at the epistemology inherited from Vitruvius as it shapes pedagogy up and through the Boyer Report and into the 21 st century. Using a method of comparative analysis applied to past and current architecture programs, our argument is that historical divisions between professional or applied knowledge and liberal or theoretical knowledge inherited from the past limit our capacity within architecture education to integrate new strategies for knowledge creation and dissemination. It is concluded that any serious revision of architecture education means a systematic reconsideration of the basis of architecture knowledge. What of the （persistent） Vitruvian model is relevant in our post-modern condition？ What do we learn from the image of our profession projected through the lens of the Boyer Report and it is like？ In other words, what would Vitruvius do？展开更多
The application of technology in language classrooms has recently become commonplace. However, a very important set of variables, such as the teacher＇s attitudes toward the effective uses of computers in the classroo...The application of technology in language classrooms has recently become commonplace. However, a very important set of variables, such as the teacher＇s attitudes toward the effective uses of computers in the classroom and SA （self-assessment）--on the part of the students--have been overlooked in EFL （English as a foreign language） classrooms. The goals of this study are defining teacher beliefs, discussing the relationship between teachers＇ beliefs about the application of SA and integration of computer technology, reviewing teachers＇ beliefs and computer knowledge, elaborating teachers＇ beliefs and computer technology training. To this end, a total number of 68 EFL teachers participated in this study. Participants of the experimental group included the teachers who had already been trained how to use and apply computer in their teaching, and the participants of the experimental group included the teachers who were teaching in traditional learning and teaching environments with the least access to and employ of computer. Comparing the participants in the experimental and control groups＇ attitude questionnaire showed that Iranian EFL teachers＇ positive attitudes toward SA will improve if they are engaged in computer supported learning and teaching environments展开更多
Greek and Shakespearean tragic truth emerges from pollution, moral brokenness, and pain. This also applies to the tragic truth of the Indian epics, except that this karmic kind of truth is not considered decisive. Cru...Greek and Shakespearean tragic truth emerges from pollution, moral brokenness, and pain. This also applies to the tragic truth of the Indian epics, except that this karmic kind of truth is not considered decisive. Crucial in the Indian case is cosmic truth, and Hindu cosmic truth is never produced out of pollution or pain. In Arjuna＇s case, Krishna＇s revelatory knowledge is religiously saving knowledge, whereas in Oedipus＇ case, Apollo＇s and Teiresias＇ revelatory knowledge is religiously dooming knowledge. In Hamlet＇s case, religiously saving knowledge is an object of theological speculation and of philosophical doubt. In the Hindu case, self-knowledge means absolute knowledge and ultimate liberation; in the Greek case, self-knowledge means self-discovery and the recognition of human fragility; in the Shakespearean case, self-knowledge means self-exploration and doubting oneself.展开更多
文摘This paper is a report of an experimental undergraduate composite program of Tourism Business Management and English. It introduces the characteristics of the program structure, faculty, learning materials, teaching and learning methods, and assessment approaches. The achievements of the program as well as the major problems it has experienc.ed are also discussed.
文摘The difference between the Chinese time view and the western time view originates from agricultural civilization＇s inertia and industrial civilization＇s feeling way. This time coordinate controls people＇s behavior, awareness of concepts, industrial relationship, interpersonal relationship and value orientation. Different cultures bred different time conceptions and time behaviors. This paper mainly talks about the aspects of their differences. When different time views are reflected in cross-cultural communication, conflicts and obstacles of interpersonal communication may arise. With the development of social economy and cultural communication, the time views of Chinese culture and western culture have impacts on each other and are gradually integrated with each other.
文摘This paper presents some important facts about educational opportunities and students＇ access worldwide. Specific facts and scenarios are exhibited and provided to compare education opportunities in rich and poor areas in developed and developing countries. Particularly, this paper surveys and compares forces on educational happening in Nigeria and United States. It argues that despite the much acclaimed democratization of access to education, glaring inequalities can be identified in the way educators and how our students are treated. In regards to quantities and quality of educational resources, education is not equally accessed by all students in our today＇s world. This paper, therefore, recommends that human beings should be given equal access and opportunities to education at all levels; and should be treated with respect and dignity in spite of color, religion, or race wherever they find themselves. This becomes an imperative if mankind is to achieve success in the task of propelling students and Educators to greater achievements. As well, this paper recommends that cultural, institutional, and political powers should be deployed to bring about a more equitable world order.
文摘Crude decoction, aqueous and ethanolic extracts of two medicinal plants （Psidiura guajava and Diospyros raespiliformis）, widely used in the central plateau of Burkina Faso to treat many diseases were evaluated for their antagonistic effects on caffeine induced calcium release from sarcoplasmic reticulum of rat skeletal muscle cells. These different extracts showed a decrease of caffeine induced calcium release in a dose dependent manner. Comparison of the results showed that Psidiura guajava leaf extracts are more active than extracts of Diospyros mespiliformis and that crude decoctions show better inhibitory activity. The observed results could explaine their use as antihypertensive and antidiarrhoeal agents in traditional medicine, by inhibiting intracellular calcium release.
文摘In order to pursue the ideal criterion of ＂faithfulness, expressiveness, and elegance＂ initiated by the famous translator YAN-fu in translation and ＂accuracy, smoothness, and quickness＂ in interpretation in China, people have summarized some techniques to help the process. And generally speaking, trainers or teachers will introduce those techniques to the students respectively. Yet in this paper firstly, by taking examples from some of the text books and a few famous conferences in China, it makes a comparative analysis of the different techniques in translation and interpretation. The comparative analysis explores the most three common techniques： amplification, omission, and repetition in translation and interpretation, and draws the conclusion that translation is more formal, more rigorous, while interpretation is comparetively simple and flexiable. Based on the above analysis, then the paper suggests that the comparative analysis approaches should be used during the teaching process instead of the traditional one-way teaching.
文摘Sharing the environment of English as a foreign language （EFL） in South Korea and China, English text in the authorized English textbooks deserves a cross-country comparison in the same grade level. This research explored the English texts linguistic characteristics in the authorized English textbooks through Coh-Melrix 3.0 and intended to provide implications to EFL English textbook design in the future. The results suggest that there is a need to be aware of the weaknesses and strengths from each other： the South Korean English texts display a diversity in noun, verbs, adjectives, the mean number of words before the main verb of the main clause in sentence, TTR and lexical diversity; the Chinese English texts reveal an overlap in lexical level （content words, noun, and sentences） and semantic level （syntactic patterns）.
文摘Although in China, ordinary translation theories favor the foreignizing strategy in translating culture, and outside China, there are opposing strategies between the cultural studies school and deconstructionist school, translation teachers should be fully aware of their respective revelations and limitations to translation teaching. This paper holds that in undergraduate C-E （Chinese-English~ translation teaching, the linguistic strategy is assimilation rather than alienation, thus, idiomaticness and preciseness should be emphasized. In teaching cultural translation strategy, first, we should promote students＇ cultural competence, which includes culture perceptive competence, culture comparison competence, culture evaluation competence, and culture mediation competence. Second, we need differentiate cultural strategies to translate literary and practical materials. In translating practical materials, functionality determines adaptation or exoticization; in translating literary materials, when cultural factor is the topic of writing, exoticization is employed for the main except that part of politeness system in institutional culture, abstract concrete conversion and description affection model in spiritual culture are adapted. When cultural factor is the background of writing, it is the target text aestheticality and readership intertextuality that determine adaptation or exoticization.
文摘The foundational and survival principles of all religions are shrouded in rituals, narratives, origin-stories, cultic practices, casuistries, taboos, mythical figures and institutions of authority. However, through out history, religions have been threatened by politico-military and religious aggressions from other peoples, by heterodoxies, alternative origin-stories, practices and beliefs. These threats became unprecedented with the advent of Modernity. Faced with these destabilizing agents, they resorted to citing textual authorities, strengthening their institutions, giving leaders more powers, precisely defining belief commitments, punishing heretics and using violence against heterodoxies. Consequently, in their obsessive quest for preserving the sanctity of their faiths against modern threats, religions or section of a religion adopted both revival and resistant measures. Fundamentalism thus developed within these contexts. This paper intends to reveal that religious militancy and militarism are ramifications of Fundamentalism. It argues that Modernity＇s destabilizing agents to religions and religions＇ passionate desire for self-protective steps, militant or militaristic, yield to the phenomenon of Fundamentalism. Secondary sources were used to assemble the data while analytical and comparative approaches with empirical emphases on Christianity and Islam were used to weave the findings with the finality that militant or militaristic, Fundamentalism is religions＇ obsessive response to Modernity,
文摘In the 1996 AIA （American Institute of Architecture） Convention in Minneapolis, the governing bodies in the education and professionalization of architects in the US （namely, the American Institute of Architecture, American Institute of Architecture Students, National Council of Architectural Registration Boards, National Architecture Accrediting Board and the Association of Collegiate Schools of Architecture） released the Boyer Report, subsequently published as Building Community： A New Future for Architecture Education and Practice. The report was named in honor of Ernest Boyer, an educational theorist who also participated in writing the text. Less comprehensive than the canonical texts by Marcus Vitruvius Pollio and his interlocutors, it is nonetheless a mirror of our current assumptions about the education of the architect. This paper looks at the epistemology inherited from Vitruvius as it shapes pedagogy up and through the Boyer Report and into the 21 st century. Using a method of comparative analysis applied to past and current architecture programs, our argument is that historical divisions between professional or applied knowledge and liberal or theoretical knowledge inherited from the past limit our capacity within architecture education to integrate new strategies for knowledge creation and dissemination. It is concluded that any serious revision of architecture education means a systematic reconsideration of the basis of architecture knowledge. What of the （persistent） Vitruvian model is relevant in our post-modern condition？ What do we learn from the image of our profession projected through the lens of the Boyer Report and it is like？ In other words, what would Vitruvius do？
文摘The application of technology in language classrooms has recently become commonplace. However, a very important set of variables, such as the teacher＇s attitudes toward the effective uses of computers in the classroom and SA （self-assessment）--on the part of the students--have been overlooked in EFL （English as a foreign language） classrooms. The goals of this study are defining teacher beliefs, discussing the relationship between teachers＇ beliefs about the application of SA and integration of computer technology, reviewing teachers＇ beliefs and computer knowledge, elaborating teachers＇ beliefs and computer technology training. To this end, a total number of 68 EFL teachers participated in this study. Participants of the experimental group included the teachers who had already been trained how to use and apply computer in their teaching, and the participants of the experimental group included the teachers who were teaching in traditional learning and teaching environments with the least access to and employ of computer. Comparing the participants in the experimental and control groups＇ attitude questionnaire showed that Iranian EFL teachers＇ positive attitudes toward SA will improve if they are engaged in computer supported learning and teaching environments
文摘Greek and Shakespearean tragic truth emerges from pollution, moral brokenness, and pain. This also applies to the tragic truth of the Indian epics, except that this karmic kind of truth is not considered decisive. Crucial in the Indian case is cosmic truth, and Hindu cosmic truth is never produced out of pollution or pain. In Arjuna＇s case, Krishna＇s revelatory knowledge is religiously saving knowledge, whereas in Oedipus＇ case, Apollo＇s and Teiresias＇ revelatory knowledge is religiously dooming knowledge. In Hamlet＇s case, religiously saving knowledge is an object of theological speculation and of philosophical doubt. In the Hindu case, self-knowledge means absolute knowledge and ultimate liberation; in the Greek case, self-knowledge means self-discovery and the recognition of human fragility; in the Shakespearean case, self-knowledge means self-exploration and doubting oneself.
