JIBS 1994 Toward a Theory of International New Ventures

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阿克洛夫_斯彭斯和斯蒂格利茨的微观信息经济学理论及其应用

阿克洛夫_斯彭斯和斯蒂格利茨的微观信息经济学理论及其应用

学术人物阿克洛夫、斯彭斯和斯蒂格利茨的微观信息经济学理论及其应用唐久红 唐岳驹一、前 言 2001年10月10日,瑞典皇家科学院将该年度诺贝尔经济学奖授予美国伯克利加利福尼亚大学经济学教授乔治・阿克洛夫(G eorge A1Akerlof)、美国哈佛大学和斯坦福大学经济学教授迈克尔・斯彭斯(A1Michael S pence)与美国哥伦比亚大学经济学教授约瑟夫・斯蒂格利茨(Joseph E1Stiglitz),以表彰三位美国学者对微观信息经济学(不对称信息市场)理论及其应用所作出的杰出贡献。

瑞典皇家科学院在颁奖书中说,本年度的获奖者在20世纪70年代用不对称信息(Asymmetric in formation)为广泛的市场理论奠定了基础。

三位美国经济学家的贡献形成了现代微观信息经济学理论的核心,其实际应用非常广泛,不仅包括传统的农业市场,而且包括现代的金融市场。

关于三位获奖者提出的所谓“柠檬”(Lem ons,二手车在美国被称为“柠檬”)作用力量及其有时反常的结果的信息市场理论,西方著名学者、瑞典隆德大学经济学教授安德斯・博里林评论说,许多人之所以本能地不信任二手车经销商,其理论就在于此,因为他们往往比顾客更了解待出售的二手车。

同样,公民也比税收当局更了解自己的个人财务状况。

这就是“不对称信息”。

瑞典皇家科学院在颁奖说明中还特别表明,在三位获奖者中,斯蒂格利茨对不对称信息经济学理论的贡献最大。

斯蒂格利茨在经济理论方面的许多贡献,诸如道德风险(M o2 ral Hazard)、逆向选择(Adverse Selection)、信息甄别、信贷配给、市场效率、组织与财务结构、新古典增长以及宏观经济学的微观基础等许多方面,都改变了经济学家分析研究市场运作的方式。

斯蒂格利茨的不对称信息理论与阿克洛夫的“柠檬”原理及斯彭斯的劳动市场模型等相关理论构成了当代微观信息经济学的牢固基石。

这不仅在西方,而且在广大发展中国家都具有广泛的现实意义。

克瑞斯_阿吉瑞斯组织学习理论述评

克瑞斯_阿吉瑞斯组织学习理论述评

三、 型应用理论和" 型应用理论 !
(!23&)共同创立了一个理想化的应 由于应用理论与人们行动的一致性,’()*(+, 和 -./01 用理论模型即 ! 型应用理论, 它描述了抑制组织学习的应用理论的具体特征。 在! ’()*(+, 认为, (! ) ($ ) (" ) 型应用理论中, 四个常见的控制变量是: 实现个体行动目的; 必须取胜; 抑制消极情 (& ) 绪; 强调合理性。在 ’()*(+, 看来, 型行动策略是实现对相关环境和任务的单方面控制, 以 ! 及对自身和他人单方面行为的保护。 实施此策略的典型方式包括做出缺乏根据的归因与评估, 提倡不利于征询意见的方式, 将自己的观点看成是显然正确的, 不进行公开的探询和评价, 保 型模式中, 行动个体要求进行防卫性推理, 使他们的前提和推论保 全自己面子等等。因此, 在! 持隐含状态, 以免失去对它们的控制。 这些前提和推论不断检验着他们的利己和自我封闭的论 断, 从而增加误解和不信任。 同时, 防卫性推理的应用抑制了对防卫性推理的质疑, 由此产生一 种自我推动的过程, 这个过程维持着现状, 规避实质性问题, 抑制真正的学习。 在这种行为模式 下, 组织成员处于无法交流的环境之中, 管理工作流程自我封闭, 问题和错误进一步升级, 但他 们却意识不到自己对这些情况应负有的责任。在当今社会,这种防卫性循环就是防卫性习惯 ( ’()*(+,4 !256) 。也就是说, 型应用理论在文化上强化了它的使用。 ! 与! 型应用理论相对应, 型应用理论。他认为, 在" 型理论中, 控制变 ’()*(+, 同时提出了" ($ ) (" ) (! ) 有效信息; 自由选择; 内部承诺。与 ! 量包括: 型理论个体行为模式相比, 型理论中 " 的个体行动策略强调与相关行为人的共同控制, 提倡调查, 公开接受质疑, 鼓励出现不一致的 观点, 这正是创造性推理需要的行为模式。 型理论的核心价值观是有效的信息、 大量的选择, " 并且为了查错和改错, 对选择的行动时刻保持监控。 " 型应用理论被用到实际活动中, 将降低 组织防卫性习惯, 从而使组织学习更为有效。 概而言之, 型应用理论鼓励使用创造性推理, 同 " 时, 组织学习系统也在文化上强化了它的使用。

lederer 1994年口译评估模式

lederer 1994年口译评估模式

lederer 1994年口译评估模式摘要:1.引言2.勒德尔1994 年口译评估模式的概述3.模式的具体内容4.模式的应用与影响5.总结正文:【引言】在口译领域,评估口译质量一直是一个重要的研究课题。

1994 年,勒德尔提出了一种口译评估模式,为口译质量的评估提供了一个全新的视角。

本文将对这一模式进行详细的介绍和分析。

【勒德尔1994 年口译评估模式的概述】勒德尔的口译评估模式,主要从三个维度对口译质量进行评估:信息的准确性、语言的质量和翻译技巧。

这三个维度分别涵盖了口译的基本要求、语言水平要求和翻译技巧要求,是对口译质量全面而深入的评估。

【模式的具体内容】首先,信息的准确性是口译质量的基础。

准确的信息传递是口译的首要任务,任何口译活动都应以保证信息的准确性为前提。

其次,语言的质量是口译质量的重要体现。

优美的语言表达,恰当的词汇选择,准确的语法结构,都是口译语言质量的重要内容。

最后,翻译技巧的运用,是口译质量的提升。

巧妙的翻译技巧能使口译活动更加顺畅,提高口译的效果。

【模式的应用与影响】勒德尔的口译评估模式自提出以来,受到了广泛的关注和应用。

它不仅被用于口译教学,帮助学生理解和提高口译质量,也被用于口译实践,为口译工作者提供评估和改进的依据。

同时,这一模式也对后续的口译研究产生了深远影响,许多后续的研究都基于这一模式展开。

【总结】总的来说,勒德尔1994 年的口译评估模式,是一个全面而深入的口译质量评估体系。

它对口译质量的评估提供了重要的理论依据,也为口译实践提供了有效的评估工具。

towards a theory of international new ventures

towards a theory of international new ventures

Chair of Private E @Georgia State University and from the Society of International Business M% at . Fellows, based in Atlanta, Gcorgia. Received: June 1992; Revisd. December 1992, April & August 1993; Accepred: August 1993.
*Benjamin M. Oviatt is Assistant Professor of Management at GeorgiaState University. of He receivedhis Ph.D. in strategic management from the University South Carolina. His researchfocusesonstrategicmanagement,organizationalturnaround,and international new ventures. **Patricia Phillips McDougall is Associate Professor of Strategic Management at Georgia Institute of Technology. She received her Ph.D. in strategic management from the University of South Carolina. Her research focuses primarily on new and young firms, with a special emphasis on strategies and internationalization.

AECT94定义原文

AECT94定义原文

Chapter 1 The 1994 Definition of the FieldInstructional Technology is the theory and practice of design, development, utilization, management and evaluation of processes und resources for learning.For at least forty years the field of Instructional Technology periodically has pursued processes of collective self-examination, resulting in statements which describe itself professionally. In 1963 such efforts produced the first formal definition of the field. This definition has been updated a number of times, with each change providing new directions for the field. Since the last formal definition seventeen years ago, dramatic changes in the profession and in technology have occurred. Consequently, this process of reexamination has once again evolved. The result of this collective analysis is the 1994 definition of the field shown above. This book will explore the dimensions of the new definition and its implications for both theory and practice. First, Chapter One will introduce the new definition by discussing the assumptions on which it was based and the implications of its terminology.Assumptions of the DefinitionThe Nature of the DefinitionIsrael Scheffler(1960) distinguishes between general definitions and scientific definitions. According to Schefller, scientific definitions are technical, theoretically based and require special knowledge in order to understand them. They are embedded in a context of research. General definitions, on the other hand, can be understood by the public or other professionals. A general definition explains how a term is to be understood in the context in which it is used. Scheffler identifies three types of general definitions: stipulating, descriptive and programmatic. The definition of the field presented here meets Scheffler's criteria for a general definition of a stipulative and programmatic nature. This 1994 definition of the field is based on prior usage, stipulating what the field is equivalent to and encompasses, and suggests areas where research is needed. Therefore, it is a stipulalive definition with programmatic implications intended to serve communication purposes.A field can be defined in several ways: by the roles practitioners play. by areas of special knowledge, or by the requirements for being a professional in the field (Marriner-Tomey,1989). Definitions can be logical or metaphorical or a combination of both. For example, a role in a field can be described through metaphor, such as portraying the instructional designer as an artist or a craftsman.Before a definition is developed, parameters for the definition must be clarified. These parameters are the assumptions that provide a basis for making decisions. For a definition to be formulated, decisions must be made first about the scope, purpose, viewpoint, audience and essential characteristics to be taken into account. The 1994 definition of the field is based on the following assumptions:• Instructional technology has evolved from a movement to a field and profession. Since a profession is concerned with a knowledge base, the 1994 definition must identify and emphasize Instructional Technology as a field of study as well as practice. In contrast, the 1977 definition placed more emphasis on practitioner roles.• A revised definition of the field s hould encompass those areas of concern to practitioners and scholars. These areas are the domains of the field.• Both process and product are of vital importance to the field and need to be reflected in the definition.• Subtleties not clearly unde rstood or recognized by the typical Instructional Technology professional should be removed from the definition and its more extended explanation.Although not slated explicitly, several important characteristics of the field are implicit in the definition. First, it is assumed that both research and practice in the field are carried out in conformity with the ethical norms of the profession. It is further assumed that professional decisions of instructional technologists are guided by their understanding of those interventions which are more likely to yield effective results. Being aware of the knowledge base of 'what works' in diverse circumstances and using that knowledge base are important hallmarks of the Instructional Technology professional. Professional instructional technologists who fail to follow effective practices betray their lack of understanding of or commitment to the norms of the field.Closely related to the concept of effectiveness is efficiency. The definition also assumes that practice in this field is characterized by efficient, economical pursuit of ends. Another hallmark that differentiates the professional from the lay person is the ability to achieve effective, productive ends in a way that is most direct, adroit, and cost-beneficial. There arc many activities conducted by professional instructional technologists that are also conducted by others, such as developing computer courseware, selecting materials to use with learners, or making video recordings. Thedifference, it is assumed, is that the professional will be able to conduct these activities with a more efficient use of human and material resources. These characteristics and the values they imply are discussed further in Chapter Three.Educational/Instructional TechnologyHistorically, the field has been called both 'Educational Technology' and 'Instructional Technology'. Those who prefer 'Instructional Technology' make two points. Their first point is thai the word 'instructional' is more appropriate for describing the function of technology. Secondly, they argue that 'instructional' is more appropriate because'Educational Technology' commonly implies a school or educational .setting. To many the term 'instructional' incorporates not only K-12 settings,but training situations as well. Knirk and Gustafson (1986) assert that 'instructional' relates primarily to teaching and learning problems,while 'educational' is too broad, encompassing all aspects of education.Those who prefer the use of 'Educational Technology' argue that since instruction is considered by many as a part of education the term helps maintain a broader focus for the field (Association for Educational Communications and Technology, 1977; Saettler, 1990). They believe that 'educational' refers to learning in many environments, including home, school, work, and that the term 'instructional' connotes only school environments.It seems that both groups have used the same rationale to justify use of different terms. There are also those who have used the terms interchangeably for many years as noted by Finn in 1965, nearly thirty years ago. The term "Educational Technology' is preferred in England and Canada; however, the term 'Instructional Technology' is now widely used in the United Stales.In the 1977 Association for Educational Communications and Technology (AECT) definition a distinction is also made between 'Educational' and 'Instructional Technology' and 'technology in education' based on the scope of each term. In 1977 "Educational Technology' was used to describe a subset of education which was involved in solving problems related to all aspects of human learning through complex, interrelated processes. This interpretation allowed Educational Technology' to encompass learning through mass media and support systems for instruction including management systems. 'Technology in education" was used to describe technological applications used by support systems for education such as grade reporting, scheduling and finance. 'Instructional Technology' was defined as a subset of "Educational Technology' using the rationale that instruction is a subset of education which deals only with learning that is purposive and controlled (AECT, 1977).Since 1977 the distinctions between these terms have disappeared. currently, all three terms are used to describe applications of technological proesses and tools which can be used to solve problems of instruction learning. Today the profession is centering activities and concepts around instruction more and more, even if the instruction is incidentall(indirect) rather than intentional (constructed or directed). In other words,there is less emphasis on problems involved with all aspects of education and more emphasis on problems related to the effect of incidental or intentional instruction on learning. Therefore, it is difficult to sustain the proposition that 'Instructional Technology' and 'technology in education' are subsets of 'Educational Technology'.At present the terms 'Educational Technology' and 'Instructional Technology' are used interchangeably by most professionals in the field.Because the term " instructional Technology' (a) is more commonly used today in the United Stales, (b) encompasses many practice settings, (c) describes more precisely the function of technology in education, and (d) allows for an emphasis on both instruction and learning in the same definitional sentence, the term 'Instructional Technology' is used in the 1994 definition, but the two terms are considered synonymous.The Orientation of the DefinitionWhen the Instructional Technology movement was in its infancy in the 1950s and the 1960s, many of the tools and theories of today were inconceivable. Programmed instruction developers foresaw computer-assisted instruction, but not interactive video or interactive multimedia. Audiovisual specialists saw the potential of games and simulations, but not of video games. The steps in instructional design were simpler then. One had only to master a few techniques and a fundamentally linear theory. The body of research was small because the mass of research on visual teaming and other areas was still to come.Since then society, education and Instructional Technology have become more diverse. The post-1960s period has been one of great technological creativity. Joel Mokyr, an economist from Northwestern University. believes that diversity is the key to continuing technological creativity in a culture (Mokyr, 1990). Diversity, not necessity, is the mother of invention according lo Mokyr. Arnold Toynbee, the British historian, argues that when a more dynamic, creative civilization comes into conflict or contact with a more static, less creative civilization, the dynamic civilization will dominate. The society that loses its ability to change and create is superseded (Toynbee, 1957). Similarly, the field that becomes static and uncreative is likely to become less prominent. A definition thatclarifies the diversity of interests in the field will identify problems and areas of opportunity that can act as a catalyst for creativity and invention. We now turn to twoquestions: "What is technology?" and "How essential are the concepts of 'science' and 'systematic' to the meaning of technology?"The Relationship Between Science and Technology. In his most recent history of Instructional Technology, Saettler( 1990) speaks of technology as focusing on improvement of skills and organization of work rather than on tools and machinery. Modem technology is described as systematized practical knowledge which improves productivity. Similarly, Heinich, Molenda and Russell (1993) define Instructional Technology as "the application of our scientific knowledge about human learning to the practical tasks of teaching and learning."Instructional Technology is often defined as the application of principles of science in order to solve learning problems, a point of view based upon the assumption that science and technology are inseparable. This has proved to be a myth. Science and technology are related, but separable. When considering everyday life in the 15th to 18lh centuries,French historian Ferdinand Braudcl says that:In a way everything is technology: not only man's most strenuous endeavors but also his patient and monotonous efforts to make a mark on the external world; not only the rapid changes we are a little too ready to label revolutions . . . but also the slow improvements in processes and tools, and those innumerable actions which may have no immediate innovating significance but which are the fruit of accumulated knowledge . . . "What 1 call technology". Marcel Mauss used to say, "is a traditional action made effective". In other words one which implies the action of one man or generation upon anoiher . . . there are times when technology represents the possible, which for various reasons—economic, social or psychological—men are not yet capable of achieving or fully utilizing; and other times when it is the ceiling which materially and technologically blocks their efforts. In the latter case, when one day the ceiling can resist the pressure no longer, the technological breakthrough becomes a point of departure for rapid acceleration. However, the force that over-comes the obstacle is never a simple internal development of the technology or .science (Braudel. 1979. pp. 334. 335).Braudel reminds us that technology is not jusi the application of sciencc. bul that it includes improvements in processes and tools that allow one generation to build on the knowledge of a previous generation.In keeping with Braudel's point of view, the idea that scientists make discoveries and technologists apply them is no longer in vogue among historians (Schwartz,, 1992).Things are now thought to be more complicated than that. and technology is believed to stem from other sources in addition to science, such as art and social innovation (Brooks, 1980,Roller. 1971). Therefore, the 1994 definition does not include the concept of technology as only the application of science since this is not totally supported by current literature.The Concept of Systematic. The concept of 'systematic' is implicit in the definition of technology proposed by Everett Rogers. Rogers says that technology is "a design for instrumental action that reduces the uncertainly in the cause-effect relationships involved in achieving a desired outcome" (Rogers, 1983, p. 12). He goes on to say that technology usually has two components: a hardware aspect, consisting of tools, and a software aspect, consisting of information.Cass Gentry (1991) reviews several definitions of Instructional Technology (hat do not include 'systematic' as an essential characteristic:the body of knowledge resulting from the application of the science of teaching and learningto the real world of the classroom,together with the tools and methodologies developed toassist in these appli- cations (Dieuzeide, as cited in Gentry, 1991, p. 4).is concerned with the overall methodology and set of techniques employed in the applicationof instructional principles (Cleary, et. al. as cited in Gentry. 1991, p. 4).an effort with or without machines, available or utilized, to manip- ulate the environment ofindividuals in the hope of generating a change in behavior or other learning outcome(Knezevich and bye, as cited in Gentry, 1991, p. 5).Still, based on other definitions reviewed. Gentry defines InstructionalTechnology as "the systemic and systematic application of strategies and techniques derived from behavioral and physical science concepts and other knowledge to the solution of instructional problems." By 'systemic' he means that all things impact and are affected by other things in their environment. In comparison he defines educational technology as "the combination of instructional, learning, developmental, managerial, and other technologies as applied to the solution of educational problems" (Gentry, 1991, p. 7-8).The concept of systematic is implicit in this 1994 definition because the domains are equivalent to (he steps in a systematic process for developing instruction.Nevertheless, the 1994 definition de-emphasizes systematic in the sense of a linear process that is the totality of the technological approach.One of the most comprehensive systems-oriented definitions of Instructional Technology was given by Robert Gagne who said that Instructional Technology is concerned with studying and establishing conditions for effective learning.Some of these conditions were, to be sure, the capacities and qualities of theindividual human learner, including such things as visual and auditory abilities,speech and print comprehension abilities, and so on. Other conditions, in fact theother large set, were media-based conditions, pertaining to the kind ofpresentation made to the learner, and to its timing, sequence and organization(Gagne, 1990, p. 3).Even though this definition is focused on the research questions pursued by the profession, it seems limited now in light of the current constructivist descriptions of learning environments. However, if one assumes that establishing conditions for learning includes establishing learning environments, Gagne's definition still remains a comprehensive, yet precise statement of the concerns of Instructional Technology.The Structure of the Definition. The 1994 definition recognizes both the established traditions and trends in the field. In the 1970s terminology of the field was rooted in different types of media, including computer-assisted instruction and instructional television, and in teaching activities, such as independent study and simulations. In contrast, the Field's current literature contains not only media descriptors, but alsolearning variables and strategies with more emphasis on techniques and theories than on media categories. In addition, the areas identified by terminology are covered in more depth today. The diversity of the field and profession is reflected in its current terminology and the range of Instructional Technology doctoral dissertation topics (Caffarella and Sachs, 1988, Caffarella, 1991). The 1994 definition provides for current diversity and specialization while incorporating the traditional components of definitions and domains in the field. The revised definition is:Instructional technology is the theory and practice of design,development, utilization, management and evaluation of processes andresources for learning.Each domain in the field contributes to the theory and practice which is the basis for the profession. The domains are independent, though related. There is no linearrelationship between the domains. Figure 1.1,The Definition of Instructional Technology, highlights the relationship of domains of the field to theory and practice.Components of the DefinitionAccording to the 1994 definition, Instructional Technology is:• the theory and practice;• of design, developm ent, utilization, management and evaluation;• of processes and resources; and• for learning.The definition's meaning is derived from each component. This section explains the components and how they describe what professionals in this field do and study.The Theory and PracticeA profession must have a knowledge base that supports practice Each domain of Instructional Technology includes a body of knowledgebased on both research and experience. The relationship between theory and practice is nurtured by a mature field. Theory consists of the concepts, constructs, principles, and propositions that contribute to the body of knowledge. Practice is the application of that knowledge to solve problems. Practice can also contribute to the knowledge base through information gained from experience.Both theory and practice in Instructional Technology make extensive use of models. Procedural models, which describe how to perform a task, help to connect theory and practice. Theory can also generate models that visualize relationships; these models are called conceptual models(Richey, 1986).Of the Design, Development, Utilization, Management and EvaluationThese terms refer to both areas of the knowledge base and to func- tions performed by professionals in the field. These are the five basic domains of Instructional Technology. Each of these functions has sufficient uniqueness and scope to have evolved as a separate area of study. The domain of design represents the largest theoretical contribution of Instructional Technology to the larger field of education. The domain of development is also mature and represents the largest contribution to practice. The domain of utilization, on the other hand, is not well developed either theoretically or practically. Although much has been done in the area of media utilization. other areas of the domain languish for lack of attention. The domain of management has always been pan of the field because the resources to support each function must be organized and supervised (managed). The domain of evaluation still rests on research from other fields. The major contribution from this area of study is formative evaluation. The domains of Instructional Technology will be discussed in Chapter Two.Of Processes and ResourcesThis phrase encompasses the traditional dements of both process and product in the definition. A process isa series of operations or activities directed towards a particular result. In Instructional Technologythere are boih design and delivery processes. A process implies a sequence involving input, actions and output. The more recent research into instructional strategics and their relationship to types of learning and media is an example of the study of processes (Leshin, Pollock and Reigeluth,1992). Instructional strategies are methods for selecting and sequencing activities. Examples of processes are delivery systems, such as teleconferencing; types of instruction, such as independent study; models for leaching, such as the inductive approach; and models for the development of instruction, such as instructional systems design. A process is usually procedural, but not always. When a formal set of steps is followed, the process is procedural, but when the order of actions is less structured, the process may not be procedural. Resources are sources of support for learning, including support systems and instructional materials and environments. The field grew from an interest in the use of instructional materials and communications processes, but resources are not only the devices and materials used in the process of learning and teaching, but also people, budget, and facilities. Resources can include whatever is available to help individuals learn and perform competently.For LearningThe purpose of Instructional Technology is to affect and effect learning. The phrase was chosen to emphasize learning outcomes and clarify that learning is the goal andthat instruction is a means to learning. Learning, as evidenced by a change in knowledge, skills or altitudes, is the criterion for instruction. In the definition, learning refers to "the relatively permanent change in a person's knowledge or behavior due to experience" (Mayer, 1982, p. 1040). Berlo (1960) compares learning to the communication process by showing that the ingredients in learning parallel the ingredients in communication. Thus, in communication a message moves through a channel to a decoder who receives it and encodes a new message that provides feedback to the sender. While engaged in the learning process, one perceives, interprets and responds to a stimulus and learns from the consequences of the response.Evolutionary Nature of the DefinitionThe 1994 definition evolved from previous definitions of the field. This section will explain how the definition evolved.Historical BackgroundSaettler (I990) admits having difficulty identifying the source of the term 'educational technology'.It is unclear who first used the term educational technology. We have documented evidence that Franklin Bobbin and W.W. Charters used educational engineering in the l920's. This author first heard educational technology used by W. W. Charters in an interview with this author in 1948 . . .The late James D. Finn used instructional technology in a forward he wrote for the firstpublication of the NEA- sponsored Technological Development Project in I963. However, the focus of the application was audiovisual communications (Saettler, I990. p. 17).Educators like John Dewey (1916), William Heard Kilpatrick (1925) and W.W. Charters (1945) laid the foundation for the concept of educational technology. But modem technology is primarily a post World War II idea. While the process definition of Instructional Technology has its roots in the educational practice of the progressive era, the popular belief is that Instructional Technology evolved from the audiovisual communications movement (Saettler, 1990). Educational technology was first seen as a tool technology. It referred to the use of devices, media and hardware for educational purposes. Thus, the term was synonymous with the phrase 'teaching with audio-visual aids' (Rountree, 1979).The field is a result of the flowing together of three streams of interest: media in education, psychology of instruction and systematic approaches to education (Seels, 1989), Two individuals, Edgar Dale and James Finn, are credited with making major contributions to the development of modern Instructional Technology and its earliest definition. Dale developed the Cone of Experience which is shown in Figure 1.2.Thecone served as a visual analogy for levels of concreteness and abstractness of teaching methods and instructional materials. The purposeFigure 1.2 Dale's Cone of ExperienceNote. From Audio-Visual Methods In Teaching (p.39) by E. Dale. 1946. New York:Oryden Press.of the cone was to represent a range of experience from direct experience to symbolic communication. It was based on a concrete to abstract continuum.It was Dale's belief that abstract symbols and ideas could be more easily understood and retained by the learner if they were built on concrete experience. Dale's cone melded the educational theory of John Dewey and ideas in vogue in psychology at the time. The Cone of Experience was the first attempt to build a rationale that involved both learning theory and audiovisual communications (Dale, 1946).Jim Finn was a doctoral student of Edgar Dale. Finn lias been credited with moving the held of audiovisual communications to instructional technology (AECT, 1977). A major thrust of Finn's work was to change the role of audiovisual communications personnel functionally supportive of the instructional process to one of leadership andinnovation. Finn asserted that for audiovisual communications to become a profession the field must develop its own theory, research and technique (Finn, 1953).He argued that Instructional Technology is an intellectual process that must be based on research (Finn, 1960). Finn made two other contributions to the field. He was a strong advocate for changing the name of the field to Instructional Technology (Finn, 1965), and he promoted the application of systems theory as a basis for the field (Finn, 1956). Finn's concept of integrated systems and processes incorporated and expanded Dale's idea of the inler-relatedness of materials and processes.Definitions of Instructional TechnologyAECT's 1963 Definition. There have been many definitions of educational technology (AECT, 1977; Ely, 1983). Six of the definitions are considered mainstays because they are cited most frequently in the literature (Ely, 1973, Ely, 1983). The Technological Development Project of the National Education Association provided the first definition.Audiovisual communications is that branch of educational theory and practice primarilyconcerned with the design and use of messages which control the learning process. It undertakes:(a) the study of the unique and relative strengths and weaknesses of both pictorial andnonrepresentational messages which may be employed in thelearning process for any purpose; and (b) the structuring and systematizing of messages by men and instruments in an educational environment. These undertakings include the planning,production, selection, management, and utilization of both components and entire instructional systems. Its practical goal is the efficient utilization of every method and medium ofcommunication which can contribute to the development of the learner's full potential (lily, 1963, pp. 18-19).The purpose of the 1963 definition was "to provide a working definition for the held of instructional technology which will serve as a frame-work for future developments and lead to an improvement of instruction" (Ely, 1963, p. 8). The definition was one stimulus for changing the name of the organization from Department of Audiovisual Instruction to the Association for Educational Communications and Technology. In the report on the proposed definition the Task Force on Definition and Terminology staled, "The audiovisual communications label is used at this time as an expedient. Another designation may evolve, and if it does, then it should be substituted" (Ely. 1963, pp. 18-19). Ely believed that there was value in keeping the general term of "audiovisual communications" until personnel in the field were uncomfortable with it (Ely, D. P. Personal Communication, October, 1963).Another important factor in the 1963 definition was the listing of the roles or functions of those involved with the field. This approach helped move the field from a product orientation, which focused on things and identified the held with machines, to。

1994年考研英语真题

1994年考研英语真题

1994年考研英语真题Section I Structure and V ocabularyPart ADirections:Beneath each of the following sentences, there are four choices marked [A], [B], [C] and [D]. Choose the one that best completes the sentence. Mark your answer on the ANSWER SHEET 1by blackening the corresponding letter in the brackets. (5 points)1. By the time you arrive in London, we ________ in Europe for two weeks.[A] shall stay[B] have stayed[C] will have stayed[D] have been staying2. I appreciated ________ the opportunity to study abroad two years ago.[A] having been given[B] having given[C] to have been given[D] to have given3. Living in the central Australian desert has its problems, ________ obtainingwater is not the least.[A] of which[B] for what[C] as[D] whose4. The heart is ________ intelligent than the stomach, for they are both controlledby the brain.[A] not so[B] not much[C] much more[D] no more5. ________ the fact that his initial experiments had failed, Prof. White persistedin his research.[A] Because of[B] As to[C] In spite of[D] In view of6. Jean Wagner’s most enduring contribution to the study of Afro-American poetryis his insistence that it ________ in a religious, as well as worldly, frame of reference.[A] is to be analyzed[B] has been analyzed[C] be analyzed[D] should have been analyzed7. The millions of calculations involved, had they been done by hand, ________all practical value by the time they were finished.[A] could lose[B] would have lost[C] might lose[D] ought to have lost8. No bread eaten by man is so sweet as ________ earned by his own labour.[A] one[B] that[C] such[D] what9. It isn’t cold enough for there ________ a frost tonight, so I can leave Jim’s carout quite safely.[A] would be[B] being[C] was[D] to be10. Scientists generally agree that the Earth’s climate will warm up over the next 50to 100 years ________ it has warmed in the 20,000 years since the Ice Age.[A] as long as[B] as much as[C] as soon as[D] as well asPart BDirections:Each of the following sentences has four underlined parts marked [A], [B], [C] and [D]. Identify the part of the sentence that is incorrect and mark your answer on the ANSWER SHEET 1by blackening the corresponding letter in the brackets. (5 points)11. Similar elements in the prehistoric remainsA from both areas suggestBthatIndians and their neighbours had maintainedC distant but real connections everDbefore 1500 B. C.12. It soon became obviouslyA that instead of being trainedBto sing she wouldCbetrained asDthe astronomer’s assistant.13. He also conceivedA that the solar system and the universe would comeBintoexistence byC a natural process and would disappearDone day.14. The moon has a mass that is nearly one hundred times lessA than the earthB;in consequenceC ,the force ofDgravity at the moon’s surface is only one-sixth ofthat at the earth’s surface.15. “The Bunsen burner is soA named because it is thoughtBto be inventedCbyRobert Bunsen, who was German byDbirth.16. Much althoughA I have traveled, I have never seen anyone to equalBher inthoroughness, whateverC the job D.17. The weedsA and tall grass in that yard makesBthe house lookCas if ithad been vacantDfor quite some time.18. If onlyA the nature of the aging process isBbetter understood, the possibilityof discoveringCa medicine that can block the fundamental process of agingseemsDvery remote.19. When I consider how talented he isA as a painterB, I cannot help but believingCthat the publicDwill appreciate his gift.20. Allen has statedA that he has always hadBa great interestCand admiration forDthe work of the British economist Keynes.Part CDirections:Beneath each of the following sentences, there are four choices marked [A], [B], [C] and [D]. Choose the one that best completes the sentence. Mark your answer on ANSWER SHEET 1 by blackening the corresponding letter in the brackets with a pencil. (10 points)21. Please do not be ________ by his bad manners since he is merely trying toattract attention.[A] disregarded[B] distorted[C] irritated[D] intervened22. Craig assured his boss that he would ________ all his energies in doing thisnew job.[A] call forth[B] call at[C] call on[D] call off23. Too much ________ to X-rays can cause skin burns, cancer or other damage tothe body.[A] disclosure[B] exhibition[C] contact[D] exposure24. When confronted with such questions, my mind goes ________, and I canhardly remember my own date of birth.[A] dim[B] blank[C] faint[D] vain25. It is well known that knowledge is that ________ condition for expansion ofmind.[A] incompatible[B] incredible[C] indefinite[D] indispensable26. More than two hundred years ago the United States ________ from the BritishEmpire and become an independent country.[A] got off[B] pulled down[C] broke away[D] dropped off27. Care should be taken to decrease the length of time that one is ________ loudcontinuous noise.[A] subjected to[B] filled with[C] associated with[D] attached to28. Some of the most important concepts in physics ________ their success to thesemathematical systems.[A] oblige[B] owe[C] contribute[D] attribute29. As your instructor advised, you ought to spend your time on something________ researching into.[A] precious[B] worth[C] worthy[D] valuable30. As a defense against air-pollution damage, many plants and animals ________a substance to absorb harmful chemicals.[A] relieve[B] release[C] dismiss[D] discard31. Without the friction between their feet and the ground, people would ________be able to walk.[A] in no time[B] by all means[C] in no way[D] on any account32. While typing, Helen has a habit of stopping ________ to give her long andflowing hair a smooth.[A] occasionally[B] simultaneously[C] eventually[D] promptly33. One reason for the successes of Asian immigrants in the U.S. is that they havetaken great ________ to educate their children.[A] efforts[B] pains[C] attempts[D] endeavours34. If any man here does not agree with me, he should ________ his own plan forimproving the living conditions of these people.[A] put on[B] put out[C] put in[D] put forward35. I support your decision, but I should also make it clear that I am not going to be________ to it.[A] connected[B] fastened[C] bound[D] stuck36. The English language contains a(n) ________ of words which arecomparatively seldom used in ordinary conversation.[A] altitude[B] latitude[C] multitude[D] attitude37. In my opinion, you can widen the ________ of these improvements throughyour active participation.[A] dimension[B] volume[C] magnitude[D] scope38. Your improper words will give ________ to doubts concerning your trueintentions.[A] rise[B] reason[C] suspicion[D] impulse39. The news item about the fire is followed by a detailed report made ________.[A] on the spot[B] on the site[C] on the location[D] on the ground40. The remarkable ________ of life on the Galapagos Islands inspired CharlesDarwin to establish his theory of evolution.[A] classification[B] variety[C] density[D] diversionSection II Cloze TestDirections:For each numbered blank in the following passage, there are four choices marked [A], [B], [C] and [D]. Choose the best one and mark your answer on ANSWER SHEET 1 by blackening the corresponding letter in the brackets with a pencil. (10 points)The first and smallest unit that can be discussed in relation to language is the word. In speaking, the choice of words is 41the utmost importance. Proper selection will eliminate one source of 大42家breakdown in the communication cycle. Too often, careless use of words 43 a meeting of the minds of the speaker and listener. The words used by the speaker may 44unfavorable reactions in the listener 45interfere with his comprehension; hence, the transmission-reception system breaks down.46, inaccurate or indefinite words may make 47difficult for the listener to understand the 48which is being transmitted to him. The speaker who does not have specific words in his working vocabulary may be 49to explain or describe in a 大50家that can be understood by his listeners.41. [A] of[B] at[C] for[D] on42. [A] inaccessible[B] timely[C] likely[D] invalid43. [A] encourages[B] prevents[C] destroys[D] offers44. [A] pass out[B] take away[C] back up[D] stir up45. [A] who[B] as[C] which[D] what46. [A] Moreover[B] However[C] Preliminarily[D] Unexpectedly47. [A] that[B] it[C] so[D] this48. [A] speech[B] sense[C] message[D] meaning49. [A] obscure[B] difficult[C] impossible[D] unable50. [A] case[B] means[C] method[D] waySection III Reading ComprehensionDirections:Each of the passages below is followed by some questions. For each question there are four answers marked [A], [B], [C] and [D]. Read the passages carefully and choose the best answer to each of the questions. Then mark your answer on ANSWER SHEET 1 by blackening the corresponding letter in the brackets with a pencil. (40 points)Text 1The American economic system is organized around a basically private-enterprise, market-oriented economy in which consumers largely determine what shall be produced by spending their money in the marketplace for those goods and services that they want most. Private businessmen, striving to make profits, produce these goods and services in competition with other businessmen; and the profit motive, operating under competitive pressures, largely determines how these goods and services are produced. Thus, in the American economic system it is the demand of individual consumers, coupled with the desire of businessmen to maximize profits and the desire of individuals to maximize their incomes, that together determine what shall be produced and how resources are used to produce it.An important factor in a market-oriented economy is the mechanism by which consumer demands can be expressed and responded to by producers. In the American economy, this mechanism is provided by a price system, a process in which prices rise and fall in response to relative demands of consumers and supplies offered by seller-producers. If the product is in short supply relative to the demand, the price will be bid up and some consumers will be eliminated from the market. If, on the other hand, producing more of a commodity results in reducing its cost, this will tend to increase the supply offered by seller-producers, which in turn will lower the price and permit more consumers to buy the product. Thus, price is the regulatingmechanism in the American economic system.The important factor in a private-enterprise economy is that individuals are allowed to own productive resources (private property), and they are permitted to hire labor, gain control over natural resources, and produce goods and services for sale at a profit. In the American economy, the concept of private property embraces not only the ownership of productive resources but also certain rights, including the right to determine the price of a product or to make a free contract with another private individual.51. In Line 8, Paragraph 1, “the desire of individuals to maximize their incomes”means ________.[A] Americans are never satisfied with their incomes[B] Americans tend to overstate their incomes[C] Americans want to have their incomes increased[D] Americans want to increase the purchasing power of their incomes52. The first two sentences in the second paragraph tell us that ________.[A] producers can satisfy the consumers by mechanized production[B] consumers can express their demands through producers[C] producers decide the prices of products[D] supply and demand regulate prices53. According to the passage, a private-enterprise economy is characterized by________.[A] private property and rights concerned[B] manpower and natural resources control[C] ownership of productive resources[D] free contracts and prices54. The passage is mainly about ________.[A] how American goods are produced[B] how American consumers buy their goods[C] how American economic system works[D] how American businessmen make their profitsText 2One hundred and thirteen million Americans have at least one bank-issued credit card. They give their owners automatic credit in stores, restaurants, and hotels, at home, across the country, and even abroad, and they make many banking servicesavailable as well. More and more of these credit cards can be read automatically, making it possible to withdraw or deposit money in scattered locations, whether or not the local branch bank is open. For many of us the “cashless society” is not on the horizon -- it’s already here.While computers offer these conveniences to consumers, they have many advantages for sellers too. Electronic cash registers can do much more than simply ring up sales. They can keep a wide range of records, including who sold what, when, and to whom. This information allows businessmen to keep track of their list of goods by showing which items are being sold and how fast they are moving. Decisions to reorder or return goods to suppliers can then be made. At the same time these computers record which hours are busiest and which employees are the most efficient, allowing personnel and staffing assignments to be made accordingly. And they also identify preferred customers for promotional campaigns. Computers are relied on by manufacturers for similar reasons. Computer-analyzed marketing reports can help to decide which products to emphasize now, which to develop for the future, and which to drop. Computers keep track of goods in stock, of raw materials on hand, and even of the production process itself.Numerous other commercial enterprises, from theaters to magazine publishers, from gas and electric utilities to milk processors, bring better and more efficient services to consumers through the use of computers.55. According to the passage, the credit card enables its owner to ________.[A] withdraw as much money from the bank as he wishes[B] obtain more convenient services than other people do[C] enjoy greater trust from the storekeeper[D] cash money wherever he wishes to56. From the last sentence of the first paragraph we learn that ________.[A] in the future all the Americans will use credit cards[B] credit cards are mainly used in the United States today[C] nowadays many Americans do not pay in cash[D] it is now more convenient to use credit cards than before57. The phrase “ring up sales” (Line 3, Para. 2) most probably means “________”.[A] make an order of goods[B] record sales on a cash register[C] call the sales manager[D] keep track of the goods in stock58. What is this passage mainly about?[A] Approaches to the commercial use of computers.[B] Conveniences brought about by computers in business.[C] Significance of automation in commercial enterprises.[D] Advantages of credit cards in business.Text 3Exceptional children are different in some significant way from others of the same age. For these children to develop to their full adult potential, their education must be adapted to those differences.Although we focus on the needs of exceptional children, we find ourselves describing their environment as well. While the leading actor on the stage captures our attention, we are aware of the importance of the supporting players and the scenery of the play itself. Both the family and the society in which exceptional children live are often the key to their growth and development. And it is in the public schools that we find the full expression of society’s understanding -- the knowledge, hopes, and fears that are passed on to the next generation.Education in any society is a mirror of that society. In that mirror we can see the strengths, the weaknesses, the hopes, the prejudices, and the central values of the culture itself. The great interest in exceptional children shown in public education over the past three decades indicates the strong feeling in our society that all citizens, whatever their special conditions, deserve the opportunity to fully develop their capabilities.“All men are created equal.” We’ve heard it many times, but it still has important meaning for education in a democratic society. Although the phrase was used by th is country’s founders to denote equality before the law, it has also been interpreted to mean equality of opportunity. That concept implies educational opportunity for all children -- the right of each child to receive help in learning to the limits of his or her capacity, whether that capacity be small or great. Recent court decisions have confirmed the right of all children -- disabled or not -- to an appropriate education, and have ordered that public schools take the necessary steps to provide that education. In response, schools are modifying their programs, adapting instruction to children who are exceptional, to those who cannot profit substantially from regular programs.59. In Paragraph 2, the author cites the example of the leading actor on the stage toshow that ________.[A] the growth of exceptional children has much to do with their family and thesociety[B] exceptional children are more influenced by their families than normalchildren are[C] exceptional children are the key interest of the family and society[D] the needs of the society weigh much heavier than the needs of theexceptional children60. The reason that the exceptional children receive so much concern in educationis that ________.[A] they are expected to be leaders of the society[B] they might become a burden of the society[C] they should fully develop their potential[D] disabled children deserve special consideration61. This passage mainly deals with ________.[A] the differences of children in their learning capabilities[B] the definition of exceptional children in modern society[C] the special educational programs for exceptional children[D] the necessity of adapting education to exceptional children62. From this passage we learn that the educational concern for exceptionalchildren ________.[A] is now enjoying legal support[B] disagrees with the tradition of the country[C] was clearly stated by the country’s founders[D] will exert great influence over court decisionsText 4“I have great confidence that by the end of the decade we’ll know in vast detail how cancer cells arise,” says microbiologist Robert Weinberg, an expert on cancer. “But,” he cautions, “some people have the idea that once one understands the causes, the cure will rapidly follow. Consider Pasteur, he discovered the causes of many kinds of infections, but it was fifty or sixty years before cures were available.”This year, 50 percent of the 910,000 people who suffer from cancer will survive at least five years. In the year 2000, the National Cancer Institute estimates, that figure will be 75 percent. For some skin cancers, the five-year survival rate is as high as 90 percent. But other survival statistics are still discouraging -- 13 percent for lung cancer, and 2 percent for cancer of the pancreas (胰腺).With as many as 120 varieties in existence, discovering how cancer works is not easy. The researchers made great progress in the early 1970s, when they discovered that oncogenes, which are cancer-causing genes (基因), are inactive in normal cells. Anything from cosmic rays to radiation to diet may activate a dormant oncogene, but how remains unknown. If several oncogenes are driven into action, the cell, unableto turn them off, becomes cancerous.The exact mechanisms involved are still mysterious, but the likelihood that many cancers are initiated at the level of genes suggests that we will never prevent all cancers. “Changes are a normal part of the evolutionary process,” says oncologist William Hayward. Environmental factors can never be totally eliminated; as Hayward points out, “We can’t prepare a medicine against cosmic rays.”The prospects for cure, though still distant, are brighter.“First, we need to understand how the normal cell controls itself. Second, we have to determine whether there are a limited number of genes in cells which are always responsible for at least part of the trouble. If we can understand how cancer works, we can counteract its action.”63. The example of Pasteur in the passage is used to ________.[A] predict that the secret of cancer will be disclosed in a decade[B] indicate that the prospects for curing cancer are bright[C] prove that cancer will be cured in fifty to sixty years[D] warn that there is still a long way to go before cancer can be conquered64. The author implies that by the year 2000, ________.[A] there will be a drastic rise in the five-year survival rate of skin-cancerpatients[B] 90 percent of the skin-cancer patients today will still be living[C] the survival statistics will be fairly even among patients with variouscancers[D] there won’ t be a drastic increase of survival rate of all cancer patients65. Oncogenes are cancer-causing genes ________.[A] that are always in operation in a healthy person[B] which remain unharmful so long as they are not activated[C] that can be driven out of normal cells[D] which normal cells can’t turn off66. The word “dormant” in the third paragraph most probably means ________.[A] dead[B] ever-present[C] inactive[D] potentialText 5Disc overies in science and technology are thought by “untaught minds” to come in blinding flashes or as the result of dramatic accidents. Sir Alexander Fleming did not, as legend would have it, look at the mold (霉) on a piece of cheese and get the idea for penicillin there and then. He experimented with antibacterial substances for nine years before he made his discovery. Inventions and innovations almost always come out of laborious trial and error. Innovation is like soccer; even the best players miss the goal and have their shots blocked much more frequently than they score.The point is that the players who score most are the ones who take most shots at the goal -- and so it goes with innovation in any field of activity. The prime difference between innovators and others is one of approach. Everybody gets ideas, but innovators work consciously on theirs, and they follow them through until they prove practicable or otherwise. What ordinary people see as fanciful abstractions, professional innovators see as solid possibilities.“Creative thinking may mean simply the realization that there’s no particular virtue in doing things the way they have always been done,” wrote Rudolph Flesch, a language authority. This accounts for our reaction to seemingly simple innovations like plastic garbage bags and suitcases on wheels that make life more convenient: “How come nobody thought of that before?”The creative approach begins with the proposition that nothing is as it appears. Innovators will not accept that there is only one way to do anything. Faced with getting from A to B, the average person will automatically set out on the best-known and apparently simplest route. The innovator will search for alternate courses, which may prove easier in the long run and are bound to be more interesting and challenging even if they lead to dead ends.Highly creative individuals really do march to a different drummer.67. What does the author probably mean by “untaught mind” in the first paragraph?[A] A person ignorant of the hard work involved in experimentation.[B] A citizen of a society that restricts personal creativity.[C] A person who has had no education.[D] An individual who often comes up with new ideas by accident.68. According to the author, what distinguishes innovators from non-innovators?[A] The variety of ideas they have.[B] The intelligence they possess.[C] The way they deal with problems.[D] The way they present their findings.69. The author quotes Rudolph Flesch in Paragraph 3 because ________.[A] Rudolph Flesch is the best-known expert in the study of human creativity[B] the quotation strengthens the assertion that creative individuals look for newways of doing things[C] the reader is familiar with Rudolph Flesch’s point of view[D] the quotation adds a new idea to the information previously presented70. The phrase “march to a different drummer” (the last line of the passage)suggests that highly creative individuals are ________.[A] diligent in pursuing their goals[B] reluctant to follow common ways of doing things[C] devoted to the progress of society[D] concerned about the advance of societySection IV English-Chinese TranslationDirections:Read the following passage carefully and then translate the underlined sentences into Chinese. Your translation must be written neatly on ANSWER SHEET 2. (15 points)According to the new school of scientists, technology is an overlooked force in expanding the horizons of scientific knowledge. (71) Science moves forward, they say, not so much through the insights of great men of genius as because of more ordinary things like improved techniques and tools. (72) “In short,” a leader of the new school contends, “the scientific revolution, as we call it, was largely the improvement and invention and use of a series of instruments that expanded the reach of science in innumerable directions.”(73) Over the years, tools and technology themselves as a source of fundamental innovation have largely been ignored by historians and philosophers of science. The modern school that hails technology argues that such masters as Galileo, Newton, Maxwell, Einstein, and inventors such as Edison attached great importance to, and derived great benefit from, craft information and technological devices of different kinds that were usable in scientific experiments.The centerpiece of the argument of a technology-yes, genius-no advocate was an analysis of Galileo’s role at the start of the scientific revolution. The wisdom of the day was derived from Ptolemy, an astronomer of the second century, whose elaborate system of the sky put Earth at the center of all heavenly motions. (74) Galileo’s greatest glory was that in 1609 he was the first person to turn the newly invented telescope on the heavens to prove that the planets revolve around the sun rather than around the Earth. But the real hero of the story, according to the new school of scientists, was the long evolution in the improvement of machinery for making eye-glasses.Federal policy is necessarily involved in the technology vs. genius dispute. (75) Whether the Government’s should increase the financing of pure science at the expense of technology or vice versa (反之) often depends on the issue of which is seen as the driving force.Section V WritingDirections:[A] Title: ON MAKING FRIENDS[B] Time limit: 40 minutes[C] Word limit: 120-150 words (not including the given opening sentence)[D] Your composition should be based on the OUTLINE below and should startwith the given opening sentence: “As a human being, one can hardly dowithout a friend.”[E] Your composition must be written clearly on the ANSWER SHEET. (15points)OUTLINE:1. The need for friends2. True friendship3. My principle in making friends。

吉登斯的社会排斥理论

吉登斯的社会排斥理论——读《社会学(第五版)》有感第一部分:引言自从1974年法国学者勒内•勒努瓦(Rene Lenoir)首次提出“社会排斥(social exclusion)”的概念以来,无论学者还是政府部门,“社会排斥”已经变成一个被广泛使用的概念,但是正如牛津大学纽费尔德(Nuffield)学院院长托尼•阿特金森一再提示学者们那样:虽然人们逐渐广泛使用“社会排斥”,但仍然不清楚它的准确含义。

这说明了一个现状:人们广泛关注社会排斥,但是还没有形成一个统一、完整、权威的理论体系。

吉登斯(Giddens)也是众多关注这一理论的学者之一,1997年,伦敦政治经济学院(吉登斯为该院院长)成立了开展跨学科研究的社会排斥分析中心。

该中心是全球最权威的社会排斥问题研究中心之一。

第二部分:吉登斯的社会排斥理论吉登斯的《社会学(第五版)》是一本教材性的书籍,书中介绍社会排斥理论的部分不是很多,只占了一章节。

由于是教材的缘故,他在介绍这一理论时力求客观,因此这本书中社会排斥理论不仅仅是吉登斯自己的观点,还部分引用了其他学者的意见。

《社会学》对社会排斥的介绍分为五个部分:(一)对社会排斥的定义;(二)社会排斥的维度;(三)社会排斥的实例;(四)犯罪与社会排斥;(五)上层社会的社会排斥。

(一)社会排斥的概念。

1.吉登斯指出,“社会排斥”是社会学领域的学者首先提出来的,现在已被政治家所接受(例如英国政府设有社会排斥部;上世纪80年代末,社会排斥概念被欧洲委员会所采纳并作为其形成社会政策的核心)。

“社会排斥”指的是造成新的不平等的根源,是指通过某些方式有可能阻隔个体全面参与社会。

2.社会排斥的原因:一方面是个体的行动与责任,另一方面更重要的是社会力量在塑造人们所处的环境时所起的作用。

3.社会排斥的概念比“底层阶级理论”更宽泛,它不单指状态,其优越的地方在于强调了动态过程,强调了排斥的动力机制。

(二)社会排斥的维度。

吉登斯根据戈登及其同事所做的“英国的贫困与社会排斥”调查,区分出了“社会排斥”的四个维度:1.贫困,但是吉登斯认为“社会排斥理论”比“贫困”更宽泛,它关心的是一系列妨碍个体或群体拥有对人口中大多数人开放的机会的广泛因素。

1994考研英语text

1994考研英语textIn 1994, the English test for the postgraduate entrance examination in China underwent significant changes. This article aims to provide an overview of the 1994 English test, including its format, content, and implications for test-takers.The 1994 English test consisted of three sections: listening comprehension, reading comprehension, and translation. Each section assessed different language skills and required test-takers to demonstrate their proficiency in English.The listening comprehension section tested candidates' ability to understand spoken English. It included multiple-choice questions based on short conversations and longer passages. Test-takers had to listen carefully and choose the most appropriate answer from the given options. This section aimed to evaluate candidates' listening skills, including their ability to comprehend different accents and understand various contexts.The reading comprehension section assessed candidates' reading skills and their ability to understand and analyze written English. It consisted of several passages, each followed by a set of questions. Test-takers had to read the passages carefully and answer the questions based on their understanding of the text. This section aimed to evaluate candidates' reading comprehension, vocabulary, and ability to infer information from the given text.The translation section required candidates to translate a Chinese passage into English. This section aimed to assess candidates' translation skills, as well as their command of both languages. Test-takers had to demonstrate their ability to accurately convey the meaning of the original text while maintaining grammatical and stylistic coherence in English.The changes in the 1994 English test had significant implications for test-takers. Firstly, it emphasized the importance of comprehensive language skills. Test-takers needed to excel in listening, reading, and translation to achieve a high score. This shiftencouraged candidates to focus on improving their overall language proficiency rather than just memorizing vocabulary or grammar rules.Secondly, the test required test-takers to apply their knowledge in real-life situations. The listening comprehension section, for example, presented conversations and passages that reflected everyday scenarios. This approach aimed to assess candidates' ability to understand and respond to English in practical contexts, which was deemed crucial for their future academic and professional endeavors.Furthermore, the 1994 English test highlighted the importance of translation skills. By including a translation section, the test acknowledged the significance of bilingualism and the ability to bridge the gap between different languages and cultures. This change reflected the growing importance of international communication and the need for individuals with strong language skills to facilitate global interactions.In conclusion, the 1994 English test for the postgraduate entrance examination in China introduced significant changes that aimed to assess candidates' comprehensive language skills and their ability to apply English in real-life situations. The test emphasized listening comprehension, reading comprehension, and translation, reflecting the importance of these skills in academic and professional contexts. These changes had implications for test-takers, encouraging them to focus on improving their overall language proficiency and highlighting the significance of bilingualism and translation skills in an increasingly globalized world.。

lederer 1994年口译评估模式

lederer 1994年口译评估模式1994年,Wolfgang Lederer提出了一种名为“Lederer’s Translation Quality Assessment Model”(Lederer的翻译质量评估模型)的口译评估模式。

这一模型旨在帮助评估口译质量,并为提高口译水平提供指导。

下面将对该模型的主要要点进行详细介绍。

首先,Lederer的翻译质量评估模型主要关注四个方面:译者的言语、词汇、句法和与听众的交流。

这意味着评估者需要从这四个方面对翻译进行全面分析,以判断其质量。

1.言语:言语方面主要关注翻译是否清晰准确。

评估者需要考察译者的发音、语速、语调、语法结构等是否规范、流利,并判断译者是否明确表达了原文的意思。

此外,评估者还需注意译者是否正确使用术语、文化背景知识等。

2.词汇:词汇方面主要关注译者对原文中的词汇选择和翻译的准确性。

评估者需要关注译者是否选择了适当的同义词或近义词进行翻译,以确保传达给听众的信息准确无误。

此外,评估者还需注意译者是否使用了专业术语或行业术语,以符合原文的要求。

3.句法:句法方面主要关注译者的语法结构和语言表达是否符合原文的风格和语法规则。

评估者需要关注译者是否正确运用了正确的语法结构,以及是否采用了与原文相似的表达方式。

此外,对于长句和复杂句的处理,评估者还需关注译者是否能恰当地理解和转述。

4.与听众的交流:与听众的交流方面主要关注译者是否能有效地与听众进行沟通。

评估者需要关注译者是否能运用适当的语气、声音和肢体语言等与听众建立良好的沟通,并确保数据传递的准确性和清晰度。

此外,Lederer还提到了一些其他的因素,对翻译质量的评估也具有重要影响,如根据评估者以及译者的能力和经验,评估的结果可能会有差异;评估者与译者之间的互动也是评估的一个重要因素。

总结来说,Lederer的翻译质量评估模型为口译质量的评估提供了一个系统化的框架。

通过对译者的言语、词汇、句法和与听众的交流等方面进行全面考察,该模型帮助评估者准确判断翻译的质量,并为提升口译水平提供了指导。

合作学习理论

《合作教育的基本理论与实践研究》王坦,山东省教育科学研究所本文作者系承担的全国教育科学九五”规划国家教委重点课题的研究成果之一。

合作教学是目前世界上许多国家普遍采用的一种富有创意和实效的教学理论与方略。

由于它在改善课堂内的社会心理气氛、大面积提高学生的学业成绩,促进学生形成良好的非认知品质等方面实效显著,被人们誉为近十几年来最重要和最成功的教学改革。

”(注:Vemette,P.(1994)Four Flaws:Avoidi ng the Com mon Mistakes of Novice Users of Cooperative Leam ing. The High School Journal —Feb/March.)美国著名教育评论家埃里斯和福茨(Ellis,A.K.& FoutsJT.)在其新著《教育改革研究》一书断言:合作教学如果不是当代最大的教育改革的话,那么它至少也是最大的之一。

”(注:Ellis,A.E. & Fouts,J.F.(1997 ) Research on Educational Lnnovations,P.165.)合作教学(cooperative instruction )是一个泛称,是一个复合性、多层面的概念。

之所以这样说,一方面是因为目前世界上冠以合作”(cooperative)字首的教学改革可谓量大类多,异彩纷呈。

仅美国现在流行的合作学习或教学的策略就不下百种,颇有令人眼花缭乱之感。

类似这样的改革不仅在欧美等西方国家十分盛行,就连我国近些年来也涌现出了不少这样的改革,涉及十多个省份。

难怪美国著名社会心理学家、合作学习的主要倡导者斯莱文(Slavin,R.E )博士将这种现象称为教育中的合作革命”,是一种合作热。

”(注:盛群力:《对美国中小学兴起的合作热”的拙释》,《教育评论》1990年第3期。

)从这一角度看,合作教学是对上述合作性教学实践的总称。

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This articlewas awardedfirst prize in the 1993 Competition the Best Paper on Entrepreneurship for and Innovation sponsoredby New York University'sCenterfor Entrepreneurial Studies.The authors gratefullyacknowledgefinancialsupportfor this researchfrom the Bernard & EugeniaA. Ramsey B. Chairof PrivateEnterprise GeorgiaStateUniversityandfrom the Society of International at Business Fellows, based in Atlanta,Georgia. Received:June 1992; Revised:December1992, April & August 1993; Accepted:August 1993. 45
TOWARD A THEORY OF INTERNATIONALNEW VENTURES
Benjamin M. Oviatt*
Georgia State University
Patricia Phillips McDougall**
Georgia Institute of Technology
Abstract. The formation of organizations that are international from inception-international new ventures-is an increasingly important phenomenon that is incongruent with traditionally expected characteristics of multinational enterprises. A framework is presented that explains the phenomenon by integrating international business, entrepreneurship, and strategic management theory. That framework describes four necessary and sufficient elements for the existence of international new ventures: (1) organizational formation through internalization of some transactions, (2) strong reliance on alternative governance structures to access resources, (3) establishment of foreign location advantages, and (4) control over unique resources.
Palgrave Macmillan Journals is collaborating with JSTOR to digitize, preserve, and extend access to Journal of International Business Studies ®
M. *Benjamin Oviatt Assistant is Professor Management Georgia of at StateUniversity. He receivedhis Ph.D.in strategic fromthe University SouthCarolina. of management His research focuses on strategic management,organizationalturnaround, and international new ventures. **PatriciaPhillips McDougall is Associate Professorof StrategicManagementat GeorgiaInstituteof Technology.She receivedher Ph.D. in strategicmanagement from the Universityof SouthCarolina. Her researchfocuses primarily new and on young firms, with a special emphasison strategiesand internaRNATIONALBUSINESS STUDIES, FIRST QUARTER 1994
MNEs. An internationally experienced person who can attract a moderate amount of capital can conduct business anywhere in the time it takes to press the buttons of a telephone, and, when required, he or she can travel virtually anywhere on the globe in no more than a day. Such facile use of means that the ability low-cost communication technology and transportation to discover and take advantage of business opportunitiesin multiple countries is not the preserve of large, mature corporations. New ventures with limited resources may also compete successfully in the international arena. Since the late 1980s, the popular business press has been reporting, as a new and growing phenomenon, the establishment of new ventures that are international from inception [Brokaw 1990; The Economist 1992, 1993b; Gupta 1989; Mamis 1989]. These start-ups often raise capital, manufacture, and sell products on several continents, particularly in advanced technology industries where many established competitors are already global. LASA Industries, Inc., which sold an unusually efficient microprocessor prototyping technology, is representative of these internationalnew ventures formed within the past decade. As detailed by Jolly, Alahuhta and Jeannet [1992], LASA's strategy was international in multiple respects. Its founders were American, Swiss, and French.Its funding was European.The operational headquarters and R&D were located in the United States, while marketing was managed from France and finance from Switzerland. Manufacturing was centered in Scotland to take advantage of attractive regional grants, and initial sales were in France and the United States. IXI Limited, a British venture that became a leading supplier of desktop windowing computer software for UNIX operating systems, violated the usual expectation that finns begin with sales in their home country and later sell to foreign countries. Ray Anderson, the venture's founder and chairman, had previously worked for a British computer company that failed. Through Anderson's work in that company's Boston and Canadian operations he became aware of the needs of the North American market. While discussing the failure of his former company Anderson said, ... it did not succeed because we tried to sell the productby starting-up in Englandand then selling in the U.S., and by that time it was too late. We should have developed our productsfirst of all for the U.S. market and then sold it back into England.[Anderson1992] When Anderson started IXI, his stated strategy was to target the United States first, Japan second, and then move back into the United Kingdom. Funding for the venture was from the United Kingdom, Germany, Austria and Japan. Foreign subsidiaries were set up in the United States and Japan. Only after establishing itself in both those countries did IXI turn its attention to its home country, and then to mainland Europe. In an interview four years after the product's introduction, Anderson estimated 60% of IXI's revenues came from the United States, 20% from the United Kingdom, 10% from Japan, and 10% from other countries.
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