Military English is taught not only as a linguistic code,but also as part of CIP(Curriculum of Ideology and Politics)education.The paper clarifies the connotations of CIP education,and describes the problems of CIP ed...Military English is taught not only as a linguistic code,but also as part of CIP(Curriculum of Ideology and Politics)education.The paper clarifies the connotations of CIP education,and describes the problems of CIP education in military English teaching.Then the authors address the importance of military culture and its spiritual cultivation in military English classrooms as an indispensable part of CIP education,and construct a model to incorporate military culture into language skills development and practice in military English teaching.Besides,the methods of CIP education in military English teaching are also discussed in the paper.展开更多
Ever since Norway introduced general conscription for men in 1897, the participation of women in the Norwegian Armed Forces （NorAF） has been an issue for discussion. In 1984 the NorAF introduced occupational equalit...Ever since Norway introduced general conscription for men in 1897, the participation of women in the Norwegian Armed Forces （NorAF） has been an issue for discussion. In 1984 the NorAF introduced occupational equality for men and women. This means that women have the same possibilities and rights as men in the whole organization. However, the share of women in the NorAF （9%） has not increased over the years, and the goal of 20% seems to be hard to reach. Based on data from the project ＂Research on age cohorts for the NorAF＂, this paper presents the concept, theory and empirically based hypotheses behind nine initiatives that I believe will contribute to a substantial increase in the number of women in the NorAF. The initiatives are a combination of short-term, long-term, preventive and drastic measures. The author argues that the suggested measures will affect future recruitment, retention, military （masculine） culture and the selection process of military personnel to the NorAF.展开更多
基金The article is supported by 2020 Curriculum of Ideology and Politics Construction Project of Hunan Higher Education(Grant No.HNKCSZ-2020-0007).
文摘Military English is taught not only as a linguistic code,but also as part of CIP(Curriculum of Ideology and Politics)education.The paper clarifies the connotations of CIP education,and describes the problems of CIP education in military English teaching.Then the authors address the importance of military culture and its spiritual cultivation in military English classrooms as an indispensable part of CIP education,and construct a model to incorporate military culture into language skills development and practice in military English teaching.Besides,the methods of CIP education in military English teaching are also discussed in the paper.
文摘Ever since Norway introduced general conscription for men in 1897, the participation of women in the Norwegian Armed Forces （NorAF） has been an issue for discussion. In 1984 the NorAF introduced occupational equality for men and women. This means that women have the same possibilities and rights as men in the whole organization. However, the share of women in the NorAF （9%） has not increased over the years, and the goal of 20% seems to be hard to reach. Based on data from the project ＂Research on age cohorts for the NorAF＂, this paper presents the concept, theory and empirically based hypotheses behind nine initiatives that I believe will contribute to a substantial increase in the number of women in the NorAF. The initiatives are a combination of short-term, long-term, preventive and drastic measures. The author argues that the suggested measures will affect future recruitment, retention, military （masculine） culture and the selection process of military personnel to the NorAF.
