第六篇国外论文

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英语论文范文

英语论文范文本人作为一名英语专业学生，曾写过不少英语论文，以下是三篇我曾写过的范文，希望对您有所帮助。

篇一：Corporate Social Responsibility in the Fashion IndustryAbstractAs a vastly profitable industry, the fashion industry is also a large contributor to environmental degradation, worker exploitation, and human rights violations. In recent years, companies in the fashion industry have begun to put forth more effort towards Corporate Social Responsibility (CSR) in order to address these issues. This paper will examine the concept of CSR in the fashion industry, as well as the benefits and challenges of implementing CSR policies.Keywords： Corporate Social Responsibility, Fashion IndustryIntroductionThe fashion industry is a significantly profitable global industry, with revenue projected to reach $3 trillion in 2030 (Business of Fashion, 2017). However, this industry, while driving considerable economic growth, is also known for its significant impact on the environment, worker exploitation, and human rightsviolations (Marin, et al., 2015). Consumers are becoming increasingly aware of the negative impacts the fashion industry has on the world, and this has led many companies in the industry to adopt Corporate Social Responsibility (CSR) policies.BackgroundCorporate Social Responsibility refers to an organization's responsibility to act in ways that benefit society as a whole, beyond just simply generating profits for shareholders (Crane, et al., 2019). In fashion industry, CSR policies aim to address issues such as environmental sustainability, fair labor practices, and human rights issues. There are several reasons why fashion companies have begun adopting CSR policies. First, consumers are demanding more transparency and ethical practices from companies they support (Dalli, 2017). Second, companies have become aware that CSR policies can help improve their image, attract customers, and increase revenue. (Shepherd, et al., 2013) Lastly, CSR policies can also lead to cost savings for the company by reducing waste and improving efficiency (Bocken, et al., 2014).Benefits of implementing CSR policies in the fashion industry：First, CSR policies can help companies gain positive brand reputation and recognition. By operating in a socially responsible way, companies can differentiatethemselves from competitors, which can help attract and retain customers (Nayak and Karmakar, 2017). Second, CSR policies can increase employeesatisfaction and loyalty. When employees feel that they are working for a company that is committed to social responsibility, they are more likely to feel proud of their work and remain committed to the company in the long-term (Kim, et al., 2018). Third, CSR policies can lead to increased cost savings for the company, particularly in areas such as reducing waste and improving supply chain efficiency (Bocken, et al., 2014).Challenges of implementing CSR policies in the fashion industry：First, implementing CSR policies often requires significant financial investment, particularly in the areas of supply chain transparency and worker wage increases (Challender, et al., 2015). Second, it can be difficult for companies to maintain consistent implementation of CSR policies across all areas of the company and supply chain (Sarwar, et al., 2013). Additionally, there may be cultural and institutional barriers to implementing CSR policies in somelocations where fashion production takes place, such as cultural norms surrounding worker treatment (Narayana and Melkote, 2014).ConclusionIn the fashion industry, CSR policies can helpmitigate the negative impacts that the industry has on the environment, workers, and human rights. Whilethere are challenges involved in implementing CSR policies, the benefits to companies and society as a whole can ultimately make them worthwhile investments for companies in the industry.篇二：The Effectiveness of Online Language LearningAbstractOnline language learning has become an increasingly popular option for language learners. This paper examines the effectiveness of online language learning, particularly in comparison to traditional classroom-based language learning. By examining previous research, this paper argues that online language learning can be a highly effective method for language learning, particularly for certain types of learners.Keywords: Online Language Learning, Language Acquisition, Traditional Classroom-based Language LearningIntroductionThe rise of the internet has led to the development of a wide range of language learning tools and resources that are available online. These resources have become an increasingly popular option for language learners,particularly those who have limited access totraditional classroom-based language learning programs. Despite the growing popularity of online language learning, there remains some debate about the effectiveness of this method of language acquisition.BackgroundOnline language learning involves using a wide rangeof digital resources to aid language acquisition, including language-specific apps, chat-based language exchanges, and online video tutorials. Traditional classroom-based language learning, on the other hand, involves face-to-face interaction with language instructors and peers. There are a range of factorsthat can affect the effectiveness of these two methods of language learning, including access to technology, teacher quality, and individual learnercharacteristics (Lee, et al., 2019).Benefits of Online Language Learning：Research has found that online language learning canbe a highly effective method for language acquisition when it is used in conjunction with traditional classroom-based language learning (Ebrahimi, et al., 2013). For example, online language learning can help provide additional practice opportunities and can be particularly effective for learners who struggle with traditional classroom-based language learning (Mouhanna, et al., 2017). Additionally, onlinelanguage learning can be more flexible and accessible than traditional classroom-based language learning, particularly for learners who cannot attend regular language classes due to work or family obligations (Alemi, 2015).Challenges of Online Language Learning：There are several challenges associated with online language learning. One of the primary challenges is the potential lack of interaction with language instructors and peers, which can make it moredifficult for learners to receive feedback and engage in conversation practice (Fernández-Toro, et al., 2015). Additionally, learners may not have access to the same level of resources and tools as they would in a traditional classroom-based learning environment (Lee, et al., 2019). Finally, online language learning may not be suitable for all learners, particularly those who require close personal interaction and learning social cues (Mouhanna, et al., 2017).ConclusionOnline language learning can be a highly effective method for language acquisition, particularly when it is used in conjunction with traditional classroom-based language learning. However, online language learning is not suitable for all learners and there are certain challenges associated with this method of language acquisition.篇三：The Effect of Bilingualism on Language DevelopmentAbstractBilingualism, the ability to speak two languages, has been found to have a range of cognitive, linguistic, and social benefits. This paper examines the effects of bilingualism on language development, including challenges and benefits, as well as factors that may affect the degree of bilingual proficiency.Keywords: Bilingualism, Language Development, Language ProficiencyIntroductionBilingualism, the ability to speak two languages, has been found to have numerous benefits for individuals. Over the past several decades, there has been a growing body of research exploring the effects of bilingualism on language development. This paper aims to summarize some of the key findings from this literature and to provide a comprehensive overview of the effects of bilingualism on language development.BackgroundBilingualism can have a wide range of effects on language development. Learners who speak two languages have been found to have better cognitive abilities, higher levels of creativity, and increased social skills (Bialystok, et al., 2015). Additionally, bilingualism has been found to have a positive effecton academic achievement, particularly in language-related skills such as reading and writing (Lu, et al., 2018).Benefits of Bilingualism：There are numerous benefits associated with bilingualism. For example, bilingualism can lead to increased cognitive flexibility, allowing individuals to better navigate complex cognitive tasks (Bialystok, et al., 2015). Bilinguals also have a greater ability to switch between languages, allowing them to communicate more effectively in different cultural contexts (Palmer, et al., 2018). Additionally, bilingualism has been linked to improved academic achievement, particularly in the area of language-related skills (Lu, et al., 2018).Challenges of Bilingualism：While bilingualism can have many benefits, it can also present certain challenges. For example, bilinguals may experience some confusion when switching between languages, particularly when they are still developing their language skills (Bialystok, et al., 2015). Additionally, bilingual learners may find it more difficult to develop language skills if they do not receive adequate support in both languages (Lu, et al., 2018).Factors Affecting Bilingual Proficiency：There are several factors that can affect anindividual's level of bilingual proficiency. For example, age of acquisition appears to have a significant effect on the degree of languageproficiency (De Houwer, 2015). Additionally, exposure to the languages in different contexts and the quality of language instruction are also important factors (Lu, et al., 2018).ConclusionBilingualism has numerous benefits for individuals, particularly in terms of cognitive flexibility and academic achievement. However, bilingualism can also present certain challenges, particularly during the language acquisition process. The degree of bilingual proficiency is affected by a range of factors,including age of acquisition, language exposure, and language instruction quality.。

论文外文总结范文

Title: A Summary of the Research Paper on Artificial Intelligence in EducationIntroduction:The rapid development of artificial intelligence (AI) has led to its integration into various fields, including education. This researchpaper investigates the impact of AI on education, focusing on its potential benefits and challenges. This summary aims to provide a comprehensive overview of the key findings and conclusions drawn fromthe paper.Body:1. Introduction to AI in EducationThe paper begins by discussing the growing interest in AI in education. It highlights the increasing use of AI-powered tools and systems in schools, colleges, and universities. The paper emphasizes the need to explore the potential of AI to enhance teaching, learning, and administrative processes in education.2. Benefits of AI in EducationThe paper outlines several benefits of AI in education. Firstly, AI can personalize learning experiences by adapting to individual student needs. This enables students to learn at their own pace and in their preferred learning style. Secondly, AI can automate administrative tasks, such as grading and attendance tracking, thus freeing up educators to focus on more meaningful activities. Thirdly, AI can provide intelligent tutoring systems that offer personalized feedback and guidance to students.3. Challenges of AI in EducationWhile AI presents numerous benefits, the paper also discusses the challenges associated with its integration into education. One major challenge is the potential for bias and discrimination in AI algorithms. The paper emphasizes the need for transparency and accountability in AI systems to ensure fair and unbiased outcomes. Additionally, the paperhighlights the issue of data privacy, as AI systems require vast amounts of student data to function effectively.4. Case Studies and Empirical EvidenceThe paper presents several case studies and empirical evidence tosupport its claims. For instance, a study conducted in a primary school demonstrates the positive impact of AI-powered learning platforms on student achievement. Another study explores the use of AI in administrative tasks, revealing a significant reduction in the timespent on grading and other routine tasks.5. Recommendations for Future ResearchThe paper concludes by providing recommendations for future research in the field of AI in education. It suggests further investigation into the ethical implications of AI, including bias, privacy, and security concerns. Additionally, the paper recommends exploring the long-term impact of AI on education, including its effects on employment and the future workforce.Conclusion:In conclusion, this research paper provides a comprehensive overview of the impact of AI on education. It highlights the potential benefits ofAI in personalizing learning, automating administrative tasks, and providing intelligent tutoring systems. However, the paper also acknowledges the challenges associated with AI integration, such as bias, privacy, and security concerns. By addressing these challenges andfurther exploring the potential of AI in education, we can harness its full potential to transform the field and improve the quality of education for all students.。

外国文学论文范文精选3篇(全文)

外国文学论文范文精选3篇一、民国期刊翻译概况民国时期刊物众多，具体来看，登载外国文学译文的刊物主要有三类：首先是一般性的杂志，虽然不是专门的文学期刊或翻译刊物，但出于文化启蒙以及促进社会变革等目的，也刊载了一定的外国文学作品，并产生了较大影响，这类刊物的代表如《新青年》《少年ZG》《现代》等；其次是文艺期刊，尤其是文学社团的机关刊物，如文学研究社的《文学旬刊》，制造社的《制造》季刊，新月社的《新月》，未名社的《莽原》，学衡派的《学衡》等，都将外国文学的翻译作为刊物的重要内容；最后在30年代还出现了专门译介外国文学的杂志如《译文》《西洋文学》等，为该时期外国文学的翻译工作作出了突出贡献。

以上各类刊物由于译介外国文学的目的不同，以及文学倾向的差异等，在译介的方式、内容和侧重点方面也多有不同。

《新青年》在民国时期的外国文学翻译中起到了先导性的作用。

据统计，1915～1921年的6年时间里，该杂志共发表了约128篇翻译作品。

其中日本文学作品数量最多，共有35篇，占全部翻译作品的27%。

其次是俄苏文学作品，共有18篇，占总数的14%，重点译介的作家有易卜生、王尔德、莫泊桑、屠格涅夫、泰戈尔等，译者则包括了陈独秀、、刘半农、鲁迅、周作人等名家。

在它之前，期刊对外国文学的翻译主要受利益驱动，以满足读者需求为目的，并不太看重文学性，不以艺术价值为评判标准，而相对注重文学的可读性和娱乐性，对国外通俗文学译介较多。

但自《新青年》开始，文学翻译更加注重作品的思想性和社会性，将外来文学翻译作为引进新思想、新文化的重要途径和方式。

在办刊之初，陈独秀就提出“，西洋所谓大文豪，所谓代表作家，非独以其文章卓越时流，乃以其思想左右一世也”。

《新青年》曾先后翻译了屠格涅夫、王尔德、易卜生等国外名家作品，很多都是国内的首次翻译。

对易卜生作品的一系列翻译，更突出体现了该杂志的翻译特点。

对此有准确的评述，《新青年》译介易卜生，“在于借（易卜生）戏剧输入这些戏剧里的思想”，他们“注意的易卜生并不是艺术家的易卜生，乃是社会改革家的易卜生”。

外国文学论文(五篇范文)

外国文学论文（五篇范文）第一篇：外国文学论文浅析《复活》《复活》除了谈论当时的的俄国社会制度问题以外，也涉及到了道德问题。

男主角聂赫留朵夫想要借上层社会的力量援助女主角玛斯洛娃，但是，在他为玛斯洛娃平反的过程中，亲眼目睹了俄国制度之迂腐、社会之黑暗。

本文主要内容在于男女主人的艺术形象及其复活的过程及《复活》中人性是怎么样得到复活的。

关键词：复活聂赫留朵夫玛斯洛娃忏悔的贵族，聂赫留朵夫聂赫留朵夫，一个叛逆的地主阶级的形象，车尔尼雪夫斯基指出：“托尔斯泰才华的特征在于他并不局限在提示心理活动，他感兴趣的是过程的本身。

”聂赫留朵夫的性格经历了三个阶段的发展。

首先是纯洁，善良，追求理想的阶段。

他接受了资产阶级启蒙思想的影响，认识到土地私有制的种种残忍和不公，把他父亲名下继承的土地分给了农民。

他真挚的爱着姑妈家半养女半婢女的玛斯洛娃。

当时，聂赫留朵夫从内心迸发出来对玛斯洛娃的爱情是无比纯洁的。

第二阶段是放纵情欲，走向堕落的。

受习惯观念以及违背真与美原则的日常生活榜样的影响，聂赫留朵夫变得委琐，空虚，渺小。

他对女人不再有纯美的爱情，而认为女人不过是一种享乐的工具。

他与同事抢情妇，与有夫之妇通奸，并罪恶地诱奸了玛斯洛娃。

在这过程中，他也有过内心的斗争，忏悔和自责。

他的本性是善良的，他希望玛斯洛娃幸福，但在欲望的驱使下他还是滑下了堕落的泥潭。

这样的描写也是对后面的“复活”做了铺垫。

第三阶段是从忏悔走向复活。

早法庭上认出玛斯洛娃后，聂赫留朵夫的心灵受到了强烈的震撼，开始对自己10年堕落的生活进行反省。

他承认了是因为他才导致了玛斯洛娃现在如此悲惨的命运。

于是他开始为玛斯洛娃上诉申冤。

在为她申冤的过程中，聂赫留朵夫广泛接触了社会各阶层，进一步认清了社会的罪恶。

他愤怒地揭露了法庭，监狱，政府机关和教会的黑暗。

他看出了农民贫穷的主要原因，并按“真理的原则”处理家庭财产。

在人民生活与官僚世界的强烈对比中，他看到了人民是无辜的受害者，认识到人民的苦难是不公平的社会制度和腐朽的官僚贵族所造成的，于是他放弃财产随玛斯洛娃流放西伯利亚，最后在上帝那里找到了灵魂的归宿。

英文论文(优秀4篇)

英文论文（优秀4篇）选择英语文学的毕业论文选题可以从三个方向进行：国别文学研究、文学批评理论研究和比较文学研究。

以下是可爱的编辑为大伙儿收集整理的英文论文（优秀4篇），希望可以帮助到有需要的朋友。

英语专业论文模板篇一很多学生忽视了毕业论文的重要性和现实意义，这是其写作质量不高的主要原因之一。

毕业论文是大学生在校期间向学校所交的较后一份书面作业。

英语专业学生在修完一般英语写作课程后，初步熟知和掌握了基本的写作要素和技巧，这时为了深化写作内容，进一步提高文字表达能力，须开始进行学术论文写作。

毕业论文写作在巩固了词的各种意义、搭配、用法、词序，句子的定义、结构、种类、用法，即写作的基本要素和技巧的同时，还能培养初步的研究、分析和总结问题的能力。

这就为学生在日后进一步从事相关学科的研究工作打下了坚实的基础。

《高等学校英语专业教学大纲》指出，“毕业论文是考察学生综合能力、评估学业成绩的一个重要方式”。

毕业论文写作的优劣、质量的高低是决定学生能否顺利毕业或可否被授予学位的重要依据。

因此大学生须重视和认真撰写毕业论文。

英语论文范文word 篇二Upon the completion of the thesis, I would like to take this opportunity toexpress my sincere gratitude to my supervisor, Professor Peng Xiaohua, who hasgiven me important guidance on the thesis. Without his help and encouragement,my thesis would have been impossible. Besides his help with my thesis,he hasalso given me much advice on the methods of doing research, which is of greatvalue to my future academic life.I am also obliged to other teachers whose lectures have broadened my scopeof vision in British and American literature and help me lay a necessaryfoundation for the writing of the thesis. I am also grateful to all the members ofthe faculty and staff in the College of Foreign Languages who have provided mewith a lot of help and guidance.Last but not least, I would like to express my gratitude to all the friends andfamily members who have offered me help. Without their help,I could not havefinished my study and this thesis.英语专业论文模板篇三分层次提出教学要求：英语系按照学校的要求把XX级学生以入学成绩为依据分了两个层次，A层次普通学科专业班级，B层次体音美专业班级。

英文学术论文范文英文学术论文范文范例(优秀7篇)

英文学术论文范文英文学术论文范文范例（优秀7篇）推荐英文学术论文篇一会议相关事项：1、正式开会时间为：20某某年8月17-19日。

16日下午报到。

2、会议语言为中文和英文。

有同声翻译。

会议日程安排和具体资料请见本会专用网站：3、基金会承担您参加会议期间的午餐。

没有会务费。

其他费用自理(如果需要大会筹备组代订宾馆，请在报名时标明)。

4、诚请您在收到邀请函后即登录会议网站进行网上报名，也可用传真形式通知(参会回执可从网上获取)。

推荐英文学术论文篇二，关于某某大学第三届研究生国际学术会议的通知为了进一步营造科学研究氛围，开拓研究生国际学术视野，搭建研究生展示科研成果的平台，提升研究生研究能力、学术水平和国际交流能力，定于20某某年11月18-20日举办某某大学第三届研究生国际学术会议。

现将有关事项通知如下：本次研究生国际学术会议由某某大学研究生院主办，国际教育学院等相关学院协办。

成立第三届研究生国际学术会议组织委员会负责具体组织工作。

组委会成员如下：组长：江驹副组长：刘丽琳范祥涛王亚彤成员：沈星黄金泉赖际舟刘少斌左敦稳汪涛葛红娟刘友文张卓李栗燕屈雅红刘长江于敏王箭秘书：张廷赟沈楠郑珺子20某某年11月18日-20日中国某某某某大学㈠征稿范围本次国际学术会议征稿对象为某某大学硕、博士研究生（含留学生）、国内其他高校硕、博士研究生（含留学生）、国外研究生。

㈡投稿时间国外研究生投稿时间为20某某年6月10日-8月31日国内研究生（含留学研究生）投稿时间为20某某年6月10日-10月1日。

㈢投稿要求1、本次学术会议论文投稿领域分航空宇航、机械、信息、材料、人文经管、其他共六大类。

论文要求为原创研究成果，论文内容不涉密、不涉及政治与宗教问题。

2、本次学术会议以研究生提交英文论文、大会英文发言交流形式参会。

所有未正式发表的论文均可投稿，长度不限。

㈣评审时间1、会议形式本次会议官方用语为英语，会议分大会交流和分组交流，组委会将选出不超过10篇论文参加大会英文发言交流，其余所有录用论文将在分会场进行交流发言。

外国教育史研究论文

外国教育史研究论文[摘要]以我国(教育史研究)杂志近六年刊发的外国教育史类论文为研究对象，就这些论文的数量、选题分布状况、刊载论文作者单位和地区分布、论文合撰程度、引文文献情况以及研究方法等进行分项统计，展示了我国当前外国教育史研究的焦点和热点问题，并从这一角度探讨了我国外国教育史学科近六年发展的基本动向。

[关键词]外国教育史；研究近况；相关论文；量化分析教育史是我国教育领域最早取得博士学位授予资格的专业领域，也是拥有博士点数量较多的专业领域之一，该领域的专业杂志——(教育史研究)(季刊)是全国中文核心刊物，1989年始由全国教育史学会发行。

作为这一领域的唯一专业刊物，《教育史研究)刊发的论文，其选题大体代表了我国教育史领域研究的基本方向，其研究程度基本体现了这一专业领域的研究水准。

本文试图通过对该杂志近6年刊发的相关论文的统计分析，对我国外国教育史研究的现状作一基本描述。

一、分析对象与方法说明我们从刊登在(教育史研究)1999—2004年的论文中，选出所有外国教育史领域的研究论文，就这些论文的数量、选题分布状况、研究主题的时间和空间范围、论文合撰程度、引文文献情况进行分项统计，并在此基础上作出分析。

被统计和分析的论文时间跨度为6午，共含24期杂志。

采用的方法主要为统计与分析。

二、统计结果与分析1．刊载论文的数量在1999年1月至2004年12月期间，(教育史研究)杂志(共24期)刊发论文总计517篇(平均每期21．5篇)。

其中属于外国教育史领域的研究论文132篇(平均每期约为5．5篇)，占全部论文数的四分之一左右(25．5％)。

各年论文数量具体情况见表1。

由上表可见，从1999到2003年，外国教育史类论文呈逐年递增的趋势，其中2003年的增幅最大，比前一年增加10篇，比1999年增加了19篇。

外国教育史类论文在全部论文中所占的比例也由1999年的16．7％逐年上升，到2003年，这一比例已攀升至36．3％。

外文学术论文范文

外文学术论文范文外文学术论文范文篇一审计价值外文文献综述摘要：现有外文文献对审计价值的研究基本上是从两个角度展开的，一方面是对审计价值进行直接衡量，看注册会计师审计能否尽到应尽的职责。

出具合理、客观、公证的审计意见，实现对委托人的受托责任。

另一个研究角度则是从审计报告的使用者的角度出发，研究审计报告对利益相关者的影响，考察对会计信息的使用的影响，以及对利益相关者决策的影响。

一、对审计价值的直接衡量(1)从审计失败率来衡量审计价值审计的价值体现在多个方面多个层次，其最基本的一点是达到相关的法律要求和专业要求。

审计的价值是与审计失败的比率负相关的。

审计失败有两种情况，一种是注册会计师在审计的过程中并没有遵循GAAP的规定(即GAAP失败)，另一种是注册会计师发表了错误的审计意见，在不应发表非标意见的情况下却发表了非标意见的审计报告(即审计报告失败)，在这两种情况下，审计报告和被审报表都将误导报表使用者。

(JereR.Francis,20xx，)审计失败率越高，则说明注册会计师并没有发挥他们的作用，没有尽到应尽的职责，审计价值越低，同理，审计失败率越低，就越能体现审计的价值。

然而，审计失败很难精确度量，但我们可以从CPA被起诉的比率、被审单位经营失败、财务重述的角度来考察审计失败率。

(Palmrose，1998)①从审计诉讼的比率来看毋庸置疑的是，审计失败最明显的证据就是注册会计师被司法机关起诉。

然而实证研究发现。

尽管我们经常听到对审计诉讼泛滥的抱怨，但实际上在美国，被司法机关起诉的注册会计师非常少(Andemen et al.，1992)。

Palmrose(2000)考察了从1960到1995年的注册会计师被起诉的数据，发现在这三十多年中，审计诉讼的案例数量在1000左右，平均每年仅由28起诉讼。

从上市公司的数量来说，在该期间内。

取平均数得到的美国的公开上市的公司数量在1万家左右，则由此可以计算出平均每年的审计失败率为0.28%。

外国文学专业毕业论文

外国文学专业毕业论文外国文学教学不仅传授文史文艺知识,培养解读批评文学的能力,更重要的是,它是一种通识教育和人文素质培养。

下面是店铺为大家整理的外国文学专业毕业论文，供大家参考。

外国文学专业毕业论文篇一一、前言探究外国文学在我国的交流以及发展，不难看出，外国文学令大众基于汉语环境欣赏了不同国家文学风貌，并令我国文化资源全面丰富，令中西方话语的交融逐步渗透至我国文学领域内。

随着经济全球化进程的日益深入，外来文化以及本土文化突破了界限，并蕴含了一种潜在的同质化风险，可激励民族主义，掀起反全球化的呼声。

基于当前背景，应科学探究外国文学与文化内涵，开创属于我国的话语系统，有效的明确文化身份。

二、立足本土文化，基于外国文学开创我国话语系统新时期，外国文学研究就全球化以及本土化展开探讨，足以见得创建我国话语系统的科学重要性。

外国文学评论便开辟了有关文化变迁以及融合的专栏，学者们展开了进一步的深入研究。

张德明指出，全球化进程的深入，令本土文化的保护与捍卫呼声进一步增强，并变成政治冲突的又一个焦点。

其主张，应注重研究民间知识，基于其不可通约以及移译性特征，可映射出更加真切原始的民族文化。

更多学者普遍认为，新时期，探究中西方的比较文学才是重中之重，并渐渐从外国文学影响中国文学的探究逐步转变成中国文学位于在世界范围内的不断传播与推广。

我国国人要快速的加入到国际理论的争鸣之中，立足本土文化，开创基于外国文学的我国话语系统，进而真正的发出属于我们的声音，这正是契合时代需求的发展策略。

由此不难看出，未来外国文学与文化的学术探讨显现出我国学者面对文化霸权以及原教旨主义的碰撞环境中，立足本土文化，树立公平合理的原则主动积极参加行业全球性对话交流的决心。

同时勇于基于全球化发展以及本土化交流互动中创建我国话语系统，显现出我国文化应有的主体意识。

三、明确文化主体意识，提升外国文学研究水平综上所述不难看出，创建我国外国文学探究话语系统，应合理明确文化主体意识。

美国留学 essay论文优秀范例斯沃斯莫尔学院

斯沃斯莫尔学院斯沃斯莫尔是全美最顶尖的文理学院之一，而且生源水平是决定因素，2008年，《美国新闻与世界报道》评价斯沃斯莫尔为美国第三好的文理学院。

The Essay Sample:Apply for Swarthmore CollegeWhen I was little, my favorite thing to do was jumping over walls. It didn’t matter what lay beyond those cracked bricks, it was just the barrier itself I wanted to conquer. On many an occasion, I found myself being escorted from the premises by bemused security guards, trying unsuccessfully to hide my sheepish grin. It’s not as if I was some sort of juvenile delinquent. It’s just that I live in China, a country teeming with walls, from the Great Wall which snakes through half of the country to the wall around my school.As I grew older, I began to realize that there are other kinds of walls present in my life. The Great Firewall of China blocks . Local newspapers are censored over and over again before publication. Some government-sponsored exhibitions forbid the public from entering. These walls are usually invisible, but the inconvenience and disinformation are apparent. To break these types of barriers for the common good has therefore always been my ambition, and Swarthmore is the place that will teach mehow to achieve my goals. Although I first heard about Swarthmore three years agofrom my friend who studied there, it wasn’t until my experience in Daxi village that I realized how suitable Swarthmore and I are to each other, both academically and socially.In the summer of 2006, I spent three weeks volunteering in Daxi village, whose primary economic source was the sale of tobacco crops. I had always thought that the tobacco industry was a lucrative business, so why were these farmers living in such terrible poverty and insularity? One villager I worked with told me that it was because Hongta Tobacco Corporation has a monopoly over the provincial tobacco market, which depresses the price at the local level. As a result, the villagers do not get fair market valuefor their product. Phenomena such as this occur throughout China, and are major contributors to the socioeconomic inequality between the cities and the suburbs. I had always wanted to become a businessman, because commerce is a way to bring about change. But it wasn’t until I stumbled upon this particular economic pattern, in which business is causing part of the problem, that I realized it requires more than just business skills to resolve these types of situations.During my college search, I looked at Swarthmore’s website and read the blogs there. I saw students who were doing the kinds of things I was doing.Either by volunteering through the Summer Social Action Award or by working on poverty projects in the town ofChester,Swarthmore students are testing ideas and looking for new ways to change the world for the better. A liberal school, Swarthmore has not only a more flexible education system than those of other schools, but also the mission of service learning. There, I will be able to take classes in any field I’m interested in and I can even design my own major if it can help me become a better problem-solver. More importantly, I will be surrounded by people who are interested in a variety of subjects, but who share the same goal of having a positive impact to society. Participating in the Honors Program, my voice will be heard by peers and faculty alike, and the exchange of ideas will empower me with new points of view. In projects for the Sam Hayes Research Grant, I can research monopolies and their effect on the economy and society in China, building bridges between the social classes. Volunteering through the Summer Social Action Award, not only will I connect academic learning with social service,but also learn the nuts and bolts of effective social activism.Although I have grown up to a young man who is not interested in jumping over the physical walls anymore, overcoming the barriers in the politics, economy and the society is still tempting me. In ten years, I hope to be both an entrepreneur and a social activist. But wherever I am, I will be spreading the spirit “that is so Swarthmore”.。

关于英美文学论文范文

关于英美文学论文范文英美文学经历了很长的历史时期,并且每一个历史时期都有其著名的代表作和作品,成为了世界文学史上的宝贵的财富。

下文是店铺为大家整理的关于英美文学论文范文的内容，欢迎大家阅读参考!关于英美文学论文范文篇1浅谈英美文学的翻译方法在过去的英美文学的学习过程之中，我们通常将我们的著作划分成美国文学和英国的文学。

然而两部分文学著作，又需要从不同的时期写出不同年代的故事，我们所学习的欣赏是从流派的代表作和作家入手，分为文学著作，文学的派别以及文学潮流，对于英美文学的赏析，作品是相当的多，我们只能够挑选出作品简略阐释。

随着我国社会经济的发展，一些“实用性”课程的出现，其地位逐渐被边缘化。

面对当前的形势，作者试图从兴趣着手，结合教学实践，对文学课教学内容与教学方法的改革谈谈看法。

译者的文化选择与其采取的翻译策略是密切相关的，由于受主体文化的影响，许多译者大都有意无意间认同主体文化并采取一定的策略实现自己的文化选择。

关键词：高校英语专业、英美文学课、教学内容、教学方法根据美学的观点，任何作家的创作都有其隐含的读者，英国文艺理论家伊格尔顿也有类似的观点，“接受是作品自身的构成部分，每部文学作品的构成都出于对其潜在可能的读者的意识，……作品的每一种姿态里都含蓄地暗示着它所期待的那种接受者。

在大学中我们学习到的英美文学课程，是我们高校英语中非常重要的课程，要培养学生的阅读还有写作能力的，了解英语文学的能力，去了解一下文学的知识还有方法，通过阅读的形式了解东西方文化的差异，提高学生们的语言功力，提高学生的理解能力。

随着我们语言学习能力的提高，我们学习的课程多方面的出现，这使得文学课程逐渐的边缘化。

如何才能够在当今的学习中立于不败之地，我认为，提高学生们的兴趣是非常重要的，吸引学生的注意力，才可以提高们的兴趣，因为兴趣可以带领我们走的很远。

因此，带着兴趣学习，针对如下的几个问题，讲述一下自己的观点。

一、教学内容英美文学的学习，主要由两个大部分构成主要内容，一部分是英美国文学作品，另一部分是英美国文学历史。

英语学术论文写作范文学术英语写作范文17篇

英语学术论文写作范文学术英语写作范文17篇Sample 1Native American Influences on Modern U.S. CultureWhen the first Europeans came to the North American continent, they encountered the completely new cultures of the Native American. Peoples of North America, Native Americans, who had highly developed cultures in many respects, must have been as curious about them. As always happens when two or more cultures come into contact, there was a cultural exchange. Native Americans adopted some of the Europeans? ways, and the Europeans adopted some of their ways. As a result, Native Americans have made many valuable contributions to modern U.S. culture, particularly in the areas of language, art, food, and government.First of all, native Americans left a permanent mark on the English language. The early English-speaking settlers borrowed from several different Native American languages1words for places in this new land. All across the country are cities, towns, rivers, and states with native American names. For example, the states of Delaware, Iowa, Illinois, and Alabama are named after Native American tribes, as are the cities of Chicago, Miami, and Spokane. In addition to place names, English adopted from various Native American languages the words for animals and plants found in the Americas,Chipmunk, moose, raccoon, skunk, tobacco, and squash are just a few examples.Although the vocabulary of English is the area that shows the most Native Americaninfluence, it is not the only area of U.S. culture that has been shaped by contact with NativeAmericans. Art if another area of important Native American contributions. Wool rugs woven by women of the Navajo Tribe in Arizona and New Mexico are highly valued works of art in the United States. Native American jewelry made from silver and turquoise is also very popular and very expensive. Especially in the western and southwestern regions of the United States, native crafts such as pottery, leather products, and beadwork can be found in many homes. Indeed, native art and handicrafts are a treasured2part of U.S. culture.In addition to language and art, agriculture is another area inwhich Native Americans had a great and lasting influence on the peoples who arrived here from Europe, Africa, and Asia. Being skilled farmers, the Native Americans of North America taught the new comers many things about farming techniques and crops. Every U.S. schoolchild has heard the story of how Native Americans taught the first settlers to place a dead fish in a planting hole to provide fertilizer for the growing plant. Furthermore, they taught the settlers irrigation methods and croprotation. Many of the foods people in the United States eat today were introduced to the Europeans by Native Americans. For example, corn and chocolate were unknown in Europe. Now they are staples in the U.S. diet.Finally, it may surprise some people to learn that citizens of the United States are also indebted to the native people for our form of government. The Iroquois, who were an extremely large tribe with many branches called “nations”,had developed a highly sophisticated system of government to settle disputes that arose between the various branches. Five of the nationshad joined together in a confederation3called “The League of the Iroquois.” Under th e league, eachnation was autonomous in running its own internal affairs, but the nations acted as a unit when dealing with outsiders. The league kept the Iroquois from fighting among themselves and was also valuable in diplomatic relations with other tribes. When the 13 colonies were considering what kind of government to establish after they had wontheir independence from Britain,someone suggested that they use a system similar to that of the League of the Iroquois. Under this system, each colony or future state would be autonomous in managing its own affairs but would join forces with the other states to deal with matters that concerned them all. This is exactly what百度搜索“就爱阅读”,专业资料,生活学习,尽在就爱阅读网,您的在线图书馆happened. As a result, the presentfrom of government of the United States can be traced directly back to a Native American model.In conclusion, we can easily see from these few examples the extent of Native American influence on our language, our art forms, out eating habits, and our government. The people of the United States are deeply indebted to Native4Americans for their contributions to U.S. Culture.Exercise: Complete the outline by filling in the missing parts.Native American Influences on Modern U.S. CultureI. IntroductionThesis statement:___________________________________________________________ II. BodyA. Native Americans left a permanent mark on the English language.1. Names of places-cities, towns, rivers, and statesa. States: Delaware, Iowa, Illinois, Alabamab. Cities: Chicago, Miami, Spokane2. Names of animals and plantsa. Animals: chipmunk, moose, raccoon, skunkb. Plants: tobacco, squashB._____________________________________________________________1. Navajo rugs2. Silver and turquoise jewelry3.5______________________________________________________________a. Potteryb._____________________________________________________c._____________________________________________________c.______________________________________________________________1. Farming techniquesa._________________________________________________b. ________________________________________________2._____________________________________________________a._________________________________________________b. ________________________________________________6D. _1. Iroquois-large tribe with many branches (“nations”) Needed to settle disputes among various branches2. Five nations formed League of Iroquoisa._________________________________________________b. Acted together when dealing with outsiders3. After independence, 13 colonies adopted similar system.a. Each colony (future state) was autonomous in managing own affairs.b.______________________________________________________III. Conclusion___________________________________________________________百度搜索“就爱阅读”,专业资料,生活学习,尽在就爱阅读网,您的在线图书馆Sample 2:At the MoviesYou Are Where You Sit: Seating Choice Can Tell a Lot about a Person!71 When he goes to the movies, Ravel Centeno likes to sit on theaisle and stretch his feet out-a fact that by itself speaks volumesabout his personality, according to a new study. The study, commissioned by the British movie theater company Odeon, examined how theater seating habits reflect personality. And as the summer movie season reaches its zenith, the research says you are where you sit. Psychologist Donna Dawson divided moviegoers into four different personality types based on their seating preferences and cited examples of movie characters who fit those types.2 Those who sit on the aisle, like Centeno, are “detached observers”-people who like to have their own space, who are observers and tend to be quieter. “That?s funny, because I?m a writer,” Centeno said Thursday as he waited to see AI. atthe CineplexOdeon at Universal CityWalk. “So that?s what I do (observe people).” One celluloid example of a detached observer, said Dawson, is Jack Nicholson?s Melvin Udall character in As Good as It Gets.3 Other personality types, according to Dawson:4 The “front row film fanatic”: Extroverted, assertive, and8competitive, these are people who like to see movies with others,not on their own. An example from the movies might be Mike Meyers?s Austin Powers or Julia Roberts?s ErinBrockovich.5 The”middle-of-the-roaders”: These are the people wholike to sit in the middle, fittingly. They are people who areflexible and try to get along with others, such as Gwyneth Paltrow?s Emma. Gloria and Tom Candelaria of Redlands say that seems to fit them. “We like the middle because it?s not too far back and not too close to the front,” Gloria Candelaria said as she scanned the marquee at CityWalk. Tom Candelaria said the “middle-of-the-roader” label seems to fit them because “we?re easygoing.”6 The “invisible rebels”: Those who sit far in the back are people who are rebellious and like excitement but don?t necessary seek the limelight, the study said. A typical example is ClintEastwood?s Man with No Name and Sigourney Weaver?s Lt. Ripley in the Alien films. “The back row is,where things happen; it?s an exciting area of danger and lots of passionate smooching,” Dawson said in the Odeon report. “It tends to attract people who are rebellious.”97 For some people, though, sometimes a chair i s just a chair. “I don?t knowwherever there?s an empty seat,” said filmgoer Chris Marshall of Lake Hollywood, when asked where he likes to sit. “That works for me.”Questions About the Organization1. What kind of introduction does this newspaper article have?a. It is a funnel introduction-it begins with a general statement and narrows down to the thesis statement.b. It begins with an example and ends with the thesis statement.c. It explains the reasons for the study and ends with the thesis statement.2. What kind of conclusion does it have?a. It summarizes the four main personality types.b. It gives the writer?s opinion on the study.c. It gives an example that contrasts with the main points.3. What words in the thesis statement indicate that the article uses logical division of ideas as a百度搜索“就爱阅读”,专业资料,生活学习,尽在就爱阅读网10,您的在线图书馆pattern of organization?About the Support4. What two kinds of supporting details are used in this article?_________ and _________5. The psychologist who made the study used one kind of support, and the writer of the article reporting the results of the study used another kind. Which person used which kind?a. The psychologist used _b. The writer used _About the Content6. How do we know if the psychologist is correct? Does the article mention the methods she used in her study to match seating preference and personality type, or does it report only the results?百度搜索“就爱阅读”,专业资料,生活学习,尽在就爱阅读网,您的在线图书馆Sample 3Culture ShockMoving to a new country can be an exciting, even exhilarating experience. In a newenvironment, you somehow feel more alive: seeing new11sights, eating new food, hearing theforeign sounds of a new language, and feeling a different climate against your skin stimulate your senses as never before. Soon, however, this sensory bombardment becomes sensory overload. Suddenly, new experiences seem stressful rather than stimulating, and delight turns intodiscomfort. This is the phenomenon known as culture shock. Culture shock is more than jet lag or homesickness, and it affects nearly everyone who enters a newculture-tourists, business travelers, diplomats, and students alike. Although not everyone experiences culture shock in exactly the same way, many experts agree that it has roughly five stages.In the first stage, you are excited by your new environment. You experience some simple difficulties such as trying to use the telephone or public transportation, but you consider these small challenges that you can quickly overcome. Your feelings about the new culture are positive, so you are eager to make contact with people and to try new foods.Sooner or later, differences in behavior and customs become more noticeable to you. This is the second stage of culture shock. Because you do not know the social customs12of the new culture, you may find it difficult to make friends. For instance, you do not understand how to make “small talk,” so it ishard to carry on a casual, get-acquaintedconversation. One day in the schoolcafeteria, you overhear a conversation. You understand all the words, but you do not understand the meaning. Why is everyone laughing? Arethey laughing at you or at some joke that you did not understand? Also, you aren?t always sure how to act while shopping. Is this store self-service, or should you wait for a clerk to assist you? If you buy a sweater in the wrong size, can you exchange it? These are not minor challenges; they are major frustrations.In the third stage, you no longer have positive feelings about the new culture. You feel that you have made a mistake in coming here. Making friends hasn?t been easy, so you begin to feel lonely and isolated. Now you want to be with familiar people and eat familiar food. You begin to spend most of your free time with students from your home country, and you eat in restaurants that serve your native food. In fact, food becomes an obsession, and you spend a lot of time planning, shopping for, and cooking food from home.You know that you are in the fourth stage of culture shock13when you have negative feelings about almost everything. In this stage, you actively reject the new culture. You become critical, suspicious, and irritable. You believe that people are unfriendly, thatyour landlord is trying to cheat you, that your teachers do not like you, and that the food is making you sick. In fact, you may actually develop stomachaches, headaches, sleeplessness, lethargy, or other physical symptoms.Finally, you reach the fifth stage. As your language skills improve, you begin to have somesuccess in meeting people and in negotiating situations. You areable to exchange the sweater that was too small, and you cansuccessfully chat about the weather with a stranger on the bus. Yourself-confidence grows. After realizing that you cannot change your surroundings, you begin to accept the differences and tolerate them. For instance, the food will never be as tasty as the food in your home country, but you are now able to eat and sometimes even enjoy many dishes. You may not like the way some people in your host country dress or behave in public, but you do not regard their clothes and behavior as wrong-just different.14Concluding Paragraph A百度搜索“就爱阅读”,专业资料,生活学习,尽在就爱阅读网,您的在线图书馆To sum up, culture shock is a veryreal phenomenon that has been studied for more than 30 years by psychologists and anthropologist$. Its five phases are (1) positive feelings toward the new culture, (2) awareness of small differences, (3) growing discomfort and need for contact with home culture, (4) negativefeelings, and (5) acceptance and adjustment. Symptoms may vary, and not all people experience all five phases. In the end, however, people who suffer culture shock are stronger from having overcome the difficulties and frustrations of adapting to life in a new land. Concluding Paragraph BIn conclusion, nearly everyone moving to a new country feels some degree of culture shock. Symptoms may vary, and not all people experience all five stages. Newcomers with a strong support group may feel at home immediately in the new culture, while others may take months to feel comfortable. Staying in touch with friends and family, keeping a positive attitude, and, above all, learning the language as soon as possible are ways to overcome the15difficulties and frustrations of adapting to life in a new land.Exercise:1. Which concluding paragraph best suits the passage and why?2. Which concluding paragraph is a summary of the subtopics? Which one paraphrases the thesisstatement?3. Which concluding paragraph gives suggestions? Which one makes a prediction?百度搜索“就爱阅读”,专业资料,生活学习,尽在就爱阅读网,您的在线图书馆Sample 4: Cause and Effect百度搜索“就爱阅读”,专业资料,生活学习,尽在就爱阅读网,您的在线图书馆百度搜索“就爱阅读”,专业资料,生活学习,尽在就爱阅读网,您的在线图书馆Sample 5: Cause and Effect16百度搜索“就爱阅读”,专业资料,生活学习,尽在就爱阅读网,您的在线图书馆Sample 6: Comparison百度搜索“就爱阅读”,专业资料,生活学习,尽在就爱阅读网,您的在线图书馆百度搜索“就爱阅读”,专业资料,生活学习,尽在就爱阅读网,您的在线图书馆Sample 7: ComparisonCLASSROOM LEARNING AND INTERNETBASEDTEACHINGSince the late 1990s internet-based teaching (also known as e-education) has emerged as a potential rival to traditional classroom learning. It normally involves having access to a secure site on the internet where a graded series of lessons are available, and which have assignments sent and returned by email. Although on-line courses are now offered by many institutions, it is by no means clear that they offer real advantages compared to classroom education. Little research has been done so far on their effectiveness, but this17essay sets out to examine the arguments on both sides and attemptsto draw conclusions from them.Two main advantages of internet use in education are put forward. Firstly, it is seen as more economical, in that once a course is prepared, it can be used by large numbers of students. The savings made by not having to employ so many teachers should be reflected in cheaper course fees. The second benefit is convenience; instead of having to attend classes at fixed times and places, students are free to study when they choose and progress at their own pace. Furthermore, by studying from home there is no need to travel to the college or university, saving both time and money. A student living in a small town in China, for example, can now study a course at an American college without the worry of travelling, accommodation or homesickness.Despite the considerations mentioned above, classroom learning shows no signs of being replaced by e-learning. It seems that face-to-face contact with a teacher is still widely regarded as the best way for students to make progress, despite the expense and inconvenience involved. Not only the personal contact with a teacher, but also the support and18encouragement gained from being part of a class may be one reasonfor this. Membership of a group may also create a useful spirit of competition, which stimulates learning.Given the increasing pressure on university places in many countries, internet-based teaching is often seen as a convenient development. However, e-learning eliminates personal contact and travel from education, which are possibly the aspects many students value. Sittingat home working on a computer may be economical, but clearly cannot replace the social experience of attending courses. However, there are many people who are unable, either through work or family commitments,or due to lack of funds, to go to classes, and who would clearly find internet learning beneficial. On-line courses can also be used tosupport taught courses, for instance by providing access to extra materials. In many ways these kinds of courses are similarto ,universities of the air?, such as Britain?s OpenUniversity, which have developed distance learning so successfullyin the last 40 years.Faced by growing demand for university places, more institutions are likely to develop on-line courses, but the apparent benefits of e-learning may be less than are19generally believed. Students seem to value the personal contact ofthe classroom highly, despite its cost andinconvenience. There may be a role for internet-based courses to supplement teacher-taught ones, and certainly for people with other commitments they will be the only practical option. There is an urgentneed for research on the effectiveness of this type of learning, which should help maximise its advantages in the future.(Approximately 550 words)百度搜索“就爱阅读”,专业资料,生活学习,尽在就爱阅读网,您的在线图书馆Sample 8: Argument百度搜索“就爱阅读”,专业资料,生活学习,尽在就爱阅读网,您的在线图书馆Now complete the outline of the model essay:Separating the Sexes, Just for the Tough YearsI. Introduction (explanation of the issue)Thesis statement:20_______________________________________II. BodyA. Opposing argument 1Opponents of single-sex education claim that test scores show that there is no advantage to all-girl or all-boy classes.Rebuttal to argument 11. Research is inconclusive-show opposite results2. Other results that cannot be calculateda. Girls____________________________________________________________________ _____________________________________________________________________ ____b. Boys____________________________________________________________________ ____________________________________________________________________ ______B. Opposing argument2____________________________________________________________21Rebuttal to argument 2_________________________________________________________a. Settling squabbles with siblingsb. Negotiating with opposite-sex parent百度搜索“就爱阅读”,专业资料,生活学习,尽在就爱阅读网,您的在线图书馆C. Opposing argument 3_________________________________________________________Rebuttal to argument 3___________________________________________________________a._______________________________________________________b. Teachers call on boys more oftenIII.Conclusion1. Same-sex classes provide a better learning environmentReasonsa. Boys and girls___________________________________________________22_____________________________________________________________________________ ______ b.Girl________________________________________________________________ _____ c. Boys____________________________________________________________________2.____________________________________________________________________ __3.____________________________________________________________________ _____百度搜索“就爱阅读”,专业资料,生活学习,尽在就爱阅读网,您的在线图书馆Sample 9A major change that has occurred in the Western family is an increased incidence in divorce. Whereas in the past, divorce was a relatively rare occurrence, in recent times it has become quite commonplace. This change is borne out clearly in census figures. For example thirty years ago in Australia, only one marriage in ten ended in divorce;23nowadays the figure is more than one in three (Australian Bureau of Statistics, 1996: p.45). A consequence of this change has been a substantial increase in the number of single parent families and the attendant problems that this brings (Kilmartin, 1997).An important issue for sociologists, and indeed for all of society,is why these changes in marital patterns have occurred. In this essay I will seek to critically examine a number of sociological explanationsfor the …divorce phenomenon? and also consider the social policy implications that each explanation carries with it. It will be arguedthat the best explanations are to be found within a broad socio-economic framework.One type of explanation for rising divorce has focused on changes in laws relating to marriage. For example, Bilton, Bonnett and Jones (1987) argue that increased rates of divorce do notnecessarily indicate that families are now more unstable. It is possible, they claim, that there has always been a degree of marital instability. They suggest that changes in the law have been significant, because they have provided unhappily married24couples with …access to a legal solution to pre-existentmarital problems? (p.301). Bilton et al. therefore believe that changes in divorce rates can be best explained in terms of changes inthe legal system. The problem with this type of explanation however, is that it does not consider why these laws have changed in the first place.It could be argued that reforms to family law, as well as the increased rate of divorce that has accompanied them, are the product of more fundamental changes in society.Another type of explanation is one that focuses precisely on these broad societal changes. For example, Nicky Hart (cited in Haralambos, 1995) argues that increases in divorce and marital breakdown are the result of economic changes that have affected the family. One example of these changes is the raised material aspirations of families, which Hart suggests has put pressure on both spouses to become wage earners. Women as a result have been forced to become both homemakers and economic providers. According to Hart, the contradiction of these two roles has lead to conflict and this is the main cause of marital breakdown. It would appear that Hart?s explanation cannot account for all cases of divorce - for example, marital breakdown is liable to occur25in families where only the husband is working. Nevertheless, her approach, which is to relate changes in family relations to broader social forces, would seem to be more probing than one that looks only at legislative change.The two explanations described above have very differentimplications for social policy,especially in relation to how the problem of increasing marital instability might be dealt with. Bilton et al. (1995) offer a legal explanation and hence would see the solutions also beingdetermined in this domain. If rises in divorce are thought to be the consequence of liberal divorce laws, the obvious way to stem this riseis to make them less obtainable. This approach, oneimagines, would lead to a reduction in divorce statistics; however, it cannot really be held up as a genuine solution to the problems of marital stress and breakdown in society. Indeed it would seem to be a solution directed more at symptoms than addressing fundamental causes.Furthermore, the百度搜索”就爱阅读”,专业资料,生活学习,尽在就爱阅读网26,您的在线图书馆experience of social workers,working in the area of family welfare suggests that restricting a couple?s access to divorce would in some cases serve only to exacerbate existing marital problems (Johnson, 1981). In those cases where violence is involved, the consequences could be tragic. Apart from all this, returning to more restrictive divorce laws seems to be a solution little favoured by Australians. (Harrison, 1990).Hart (cited in Haralambos, 1995), writing from a Marxist-feminist position, traces marital conflict to changes in the capitalist economic system and their resultant effect on the roles of men and women. It is difficult to know however, how such an analysis might be translated into practical social policies. This is because the Hart program would appear to require in the first place a radical restructuring of the economic system. Whilst this may be desirable for some, it is not achievable inthe present political climate. Hart is right however, to suggest that much marital conflict can be linked in some way to the economic circumstances of families. This is borne out in many statistical surveys which show consistently that rates of divorce are higher among socially disadvantaged families27(McDonald, 1993). This situation suggests then that social policies need to be geared to providing support and security for these types of families. It is little cause foroptimism however, that in recent years governments of all persuasions have shown an increasing reluctance to fund social welfare programs of this kind.It is difficult to offer a comprehensive explanation for the growing trend of marital breakdown; and it is even more difficult to find solutions that might ameliorate the problems created by it. Clearly though, as I have argued in this essay, the most useful answers are to be found not within a narrow legal framework, but within a broadersocio-economic one.Finally, it is worth pointing out that, whilst we may appear to be living in a time of increased family instability, research suggests that historically, instability may have been the norm rather than the exception. As Bell and Zajdow (1997) point out, in the past, single parent and step families were more common than is assumed - although the disruptive influence then was not divorce, but the premature death of。

外国文学论文(5篇)

外国文学论文(5篇)外国文学论文(5篇)外国文学论文范文第1篇异国情调与本土意识形态--威廉·卡洛斯·威廉斯与中国的对话张跃军好人何以变成坏人?--评布莱希特的《四川好人》谢芳《乡村医生》--"内宇宙"幻化的现代神话叶廷芳"在流沙中行走":论《植物园》的"叙述" 仵从巨在梦的阐释中展现权力关系--论《人鼠之间》的文化寓意和社会效用方杰海明威:"有女人的男人" 戴桂玉美国文学对地域之情的关注孙宏乔叟对英国文学的贡献肖明翰论勃朗宁诗歌的艺术风格刘新民《堂吉诃德》的多重讽刺视角与人文意蕴重构蒋承勇比较文学讨论在中国的进展及其意识形态功能周小仪，童庆生关于表现主义的定义问题张黎拉康与分裂的主体严泽胜《窃信案》:文本与批判的对话何宁全球化语境中东方文化与文学的讨论现状与前瞻麦永雄我们时代的欧洲文学史王守仁新历史主义还有冲劲吗? 宁厄普代克的平凡之作受到批判宁西蒙发表新作《有轨电车》吴岳添从大江健三郎眼中的村上春树说开去许金龙"新世纪东方文学讨论与教学学术研讨会"侧记王燕审美现代性的三个冲突命题周宪关于殖民和后殖民仿照石海峻普鲁斯特论波德莱尔刘波《四个四重奏》的时间挽救主题刘立辉探讨T.S.艾略特的"秩序"理论江玉娇霍尔顿与脏话的政治学程巍自卑情结:福克纳小说创作的重要动因朱振武二元对立形式与福克纳的《我弥留之际》冯季庆拜厄特小说《占有》之原型解读程倩《欲望号街车》的不确定性与冲突性徐静诗化的缺失体验--川端康成《古都》论考孟庆枢论莎士比亚十四行诗的时间主题吴笛评理查逊的书信体小说艺术李维屏狄更生的死亡比方与基督董爱国冯至与德国浪漫文学殷丽玉解构主义在美国--评J.希利斯·米勒的"线条意象" 申丹身/心二元对立的诗意超越--埃莱娜·西苏"女性书写"论辨析林树明被忽视的R.L.斯蒂文森--斯蒂文森小说理论初探王丽亚比较中见特色--村上春树作品探析林少华虚像与反差--夏目漱石精神世界探微高宁重读《麦琪的礼物》朱刚从《"水仙"号船上的黑水手》及其《序言》看康拉德的艺术主见与实践高继海论马卡宁小说创作的艺术风格侯玮红《他们的眼睛望着上帝》的叙事策略程锡麟J.希利斯·米勒谈世界文学与比较文学空草普罗米修斯的hubris--重读《被绑的普罗米修斯》陈中梅英美文学中的哥特传统肖明翰许多的印度,许多的印度文学空草一场辛苦而糊涂的意识形态之战--谈玛丽琳·芭特拉的奥斯丁讨论王海颖布洛克斯和他的自然诗--兼与谢灵运比较刘润芳试论诺瓦利斯小说的宗教特征谷裕乌托邦文学与《圣经》赵宁日本"大冈故事"《审问生母与继母之事》与元曲《灰阑记》中田妙叶《黑暗的心脏》解读中的四个误区殷企平利哈乔夫:20世纪俄罗斯最终的深思吴晓都全球化语境中的惠特曼讨论刘树森互文性理论的缘起与流变秦海鹰《忏悔录》的真实性与语言的物质性--论保尔·德曼对卢梭的修辞阅读昂才智论默多克的小说《逃离巫师》中的权力和权力人物主题何伟文俄罗斯后现代主义文学与俄罗斯民族文化传统吴泽霖现实·梦幻·梦幻戏剧--斯特林堡的《父亲》和蒙克的《病室中的死亡》耿幼壮奈保尔笔下"哈奴曼大宅"的社会文化分析梅晓云感受荒诞人生见证反戏剧手法--《等待戈多》剧中的人及其境况蓝仁哲"历史的噩梦"与"创伤的艺术"--解读乔伊斯的小说艺术郭军《所罗门之歌》:歌声的分裂刘炅《千亩农庄》的生态女权主义思想左金梅用童话构建历史真实--君特·格拉斯的《比目鱼》与德国浪漫童话传统冯亚琳神性的幻灭和人性的冲突--《沃斯》的悲剧意义初探吴宝康《四川好人》与中国文化传统张黎理查逊与菲尔丁之争--《帕梅拉》和《约瑟夫·安德鲁斯》的对比分析刘戈论海达·高布乐是一个颓废者何成洲能乐《芭蕉》:芭蕉精形象的形成与日本佛典的关系张哲俊又一个马克·吐温? 宁今日重读吉卜林萧莎屋里屋外:关于当代英国诗歌的一个话题空草《源氏物语》中夕雾读高校寮情节的真实性张而弛自由之书:《芬尼根的守灵夜》形式讨论戴从容转喻与隐喻--吴尔夫的叙述语言和两性共存意识李娟美国黑人作家与犹太作家的生死对话--析伯纳德·马拉默德的《房客》乔国强新东方主义中的"真实"声音--论哈金的作品应雁与"两种文化"的对话--谈戴维·奇的小说《想》童燕萍"从摇篮里抱走了别人的孩子"--论卡夫卡创作中的语言问题曾艳兵弗·索洛维约夫与俄国象征主义汪介之从圆到圆:论博尔赫斯的时空观念唐蓉从先知预言的角度释《荒原》郭春英对《解读叙事》的另一种解读--兼与申丹教授商榷申屠云峰论泰戈尔的韵律诗学侯传文叙事文本与意识形态--对凯特·肖邦《一小时的故事》的重新评价申丹寻求另外一种真实--评德国浪漫艺术童话超现实的美学旨趣冯亚琳审美与政治:关于济慈诗歌批判的思索章燕互文和"鬼魂":多萝西娅的选择--再访《米德尔马契》殷企平海涅作品中的死亡主题赵蕾莲对19世纪俄罗斯文学的再熟悉吴元迈，Wu Yuanmai别林斯基与果戈理的书信论战刘文飞，Liu Wenfei俄罗斯文艺学的历史主义传统与创新程正民，Cheng Zhengmin泰戈尔"人格论"探析侯传文，Hou Chuanwen18世纪英国文化风习考--约瑟夫和范妮的菲尔丁吕大年，Lü Danian 《希腊古瓮颂》中的"美"与"真" 袁宪军，Yuan Xianjun《采坚果》的版本考辨与批判谱系张旭春，Zhang Xuchun金钱+享乐=模范町人--《日本永代藏》的町人道德文明观建构李均洋，Li Junyang与时间嬉戏,和死亡对话--评马丁·艾米斯的《伦敦场地》王卫新，Wang Weixin艾丽斯·沃克的诗性书写--艾丽斯·沃克诗歌主题讨论王卓，Wang Zhuo试析《老妇还乡》中的正义主题廖峻，Liao Jun在生与死之间:解读《英语老师》王春景，Wang Chunjing行走在麦比乌斯环上--论安部公房的《砂女》王蔚，Wang Wei论默多克小说《黑王子》中的形式与偶合无序问题何伟文，He Weiwen 《寒冻》--贝恩哈德"笑艺术"的开端韩瑞祥，Han Ruixiang贝克特英语批判的建构与进展刘爱英，Liu Aiying德尔班科:麦尔维尔讨论新论问世外国文学论文范文第2篇论文。

外国文学教学论文(8篇)

外国文学教学论文(8篇)Introduction:Foreign literary texts are an integral part of any language curriculum, and their teaching deserves special importance in any educational setting, whether it be academic or non-academic. However, teaching foreign literature presents many challenges due to the differences in cultural background, language, and literary traditions. Therefore, it is essential to study and develop effective strategies for teaching foreign literature that meet the needs and expectations of learners. This paper aims to highlight eight different approaches to teaching foreign literature and suggest ways to improve the teaching of foreign literature.1. Reader-Response approach:The reader-response approach emphasizes the importance of the individual reader's interpretation and reaction to the text. This approach encourages students to engage with the text and respond to it based on their unique perspectives and experiences. Instructors can facilitate this approach by encouraging open discussions and allowing students to share their reactions and interpretations of the text.2. Trans-cultural approach:The Trans-cultural approach focuses on the differences and similarities between cultures and encourages students to explore how cultural differences and similarities affect the text's interpretation. Instructors can use this approach to teach studentsabout cultural differences and similarities by using relevant examples from different cultures.3. Thematic approach:The Thematic approach focuses on the central theme of the text and encourages students to explore and analyze how the theme develops throughout the text. Instructors can facilitate this approach by creating thematic lesson plans that emphasize the theme of the text and asking students to analyze how the theme develops throughout the text.4. Critical approach:The Critical approach emphasizes the analysis of the text through a critical lens, such as feminist, post-colonial, or Marxist criticism. Instructors can use this approach to teach students about critical theories and how they can apply them to literary analysis.5. Historical approach:The Historical approach focuses on the historical context of the text, including the author's background, the cultural and political events of the time, and how they influenced the text. Instructors can use this approach to teach students about the historical context and how it influences the text.6. Structural approach:The Structural approach focuses on the structure of the text andhow it affects the text's interpretation. Instructors can use this approach to teach students about literary techniques such as foreshadowing, symbolism, and imagery and how they can be used to create meaning in the text.7. Comparative approach:The Comparative approach involves comparing two or more texts and analyzing their similarities and differences. Instructors can use this approach to teach students about genre, style, and literary traditions by comparing different works from the same author or different authors.8. Creative approach:The Creative approach encourages students to create their own literary works based on the text. Instructors can use this approach to teach students about creativity, writing skills, and literary techniques by encouraging them to write their own stories, poems, or plays based on the text.Conclusion:In conclusion, foreign literature is an essential part of any language curriculum, and the teaching of foreign literature presents many challenges. Instructors can use various approaches to teach foreign literature, including the reader-response, trans-cultural, thematic, critical, historical, structural, comparative, and creative approaches. These approaches offer different ways to engage with the text, encourage critical thinking, and promote cross-culturalunderstanding. Therefore, it is essential to develop effective strategies for teaching foreign literature that meet the needs and expectations of learners.。

毕业论文外文翻译范例

外文原文(一)Savigny and his Anglo-American Disciple s*M. H. HoeflichFriedrich Carl von Savigny, nobleman, law reformer, champion of the revived German professoriate, and founder of the Historical School of jurisprudence, not only helped to revolutionize the study of law and legal institutions in Germany and in other civil law countries, but also exercised a profound influence on many of the most creative jurists and legal scholars in England and the United States. Nevertheless, tracing the influence of an individual is always a difficult task. It is especially difficult as regards Savigny and the approach to law and legal sources propounded by the Historical School. This difficulty arises, in part, because Savigny was not alone in adopting this approach. Hugo, for instance, espoused quite similar ideas in Germany; George Long echoed many of these concepts in England during the 1850s, and, of course, Sir Henry Sumner Maine also espoused many of these same concepts central to historical jurisprudence in England in the 1860s and 1870s. Thus, when one looks at the doctrinal writings of British and American jurists and legal scholars in the period before 1875, it is often impossible to say with any certainty that a particular idea which sounds very much the sort of thing that might, indeed, have been derived from Savigny's works, was, in fact, so derived. It is possible, nevertheless, to trace much of the influence of Savigny and his legal writings in the United States and in Great Britain during this period with some certainty because so great was his fame and so great was the respect accorded to his published work that explicit references to him and to his work abound in the doctrinal writing of this period, as well as in actual law cases in the courts. Thus, Max Gutzwiller, in his classic study Der einfluss Savignys auf die Entwicklung des International privatrechts, was able to show how Savigny's ideas on conflict of laws influenced such English and American scholars as Story, Phillimore, Burge, and Dicey. Similarly, Andreas Schwarz, in his "Einflusse Deutscher Zivilistik im Auslande," briefly sketched Savigny's influence upon John Austin, Frederick Pollock, and James Bryce. In this article I wish to examine Savigny's influence over a broader spectrum and to draw a picture of his general fame and reputation both in Britain and in the United States as the leading Romanist, legal historian, and German legal academic of his day. The picture of this Anglo-American respect accorded to Savigny and the historical school of jurisprudence which emerges from these sources is fascinating. It sheds light not only upon Savigny’s trans-channel, trans-Atlantic fame, but also upon the extraordinarily*M.H.Hoeflich, Savigny and his Anglo-American Disciples, American Journal of Comparative Law, vol.37, No.1, 1989.cosmopolitan outlook of many of the leading American and English jurists of the time. Of course, when one sets out to trace the influence of a particular individual and his work, it is necessary to demonstrate, if possible, precisely how knowledge of the man and his work was transmitted. In the case of Savigny and his work on Roman law and ideas of historical jurisprudence, there were three principal modes of transmission. First, there was the direct influence he exercised through his contacts with American lawyers and scholars. Second, there was the influence he exercised through his books. Third, there was the influence he exerted indirectly through intermediate scholars and their works. Let us examine each mode separately.I.INFLUENCE OF THE TRANSLATED WORKSWhile American and British interest in German legal scholarship was high in the antebellum period, the number of American and English jurists who could read German fluently was relatively low. Even those who borrowed from the Germans, for instance, Joseph Story, most often had to depend upon translations. It is thus quite important that Savigny’s works were amongst the most frequently translated into English, both in the United States and in Great Britain. His most influential early work, the Vom Beruf unserer Zeitfur Rechtsgeschichte und Gestzgebung, was translated into English by Abraham Hayward and published in London in 1831. Two years earlier the first volume of his History of Roman Law in the Middle Ages was translated by Cathcart and published in Edinburgh. In 1830, as well, a French translation was published at Paris. Sir Erskine Perry's translation of Savigny's Treatise on Possession was published in London in 1848. This was followed by Archibald Brown's epitome of the treatise on possession in 1872 and Rattigan's translation of the second volume of the System as Jural Relations or the Law of Persons in 1884. Guthrie published a translation of the seventh volume of the System as Private International Law at Edinburgh in 1869. Indeed, two English translations were even published in the far flung corners of the British Raj. A translation of the first volume of the System was published by William Holloway at Madras in 1867 and the volume on possession was translated by Kelleher and published at Calcutta in 1888. Thus, the determined English-speaking scholar had ample access to Savigny's works throughout the nineteenth century.Equally important for the dissemination of Savigny's ideas were those books and articles published in English that explained and analyzed his works. A number of these must have played an important role in this process. One of the earliest of these is John Reddie's Historical Notices of the Roman law and of the Progress of its Study in Germany, published at Edinburgh in 1826. Reddie was a noted Scots jurist and held the Gottingen J.U.D. The book, significantly, is dedicated to Gustav Hugo. It is of that genre known as an external history of Roman law-not so much a history of substantive Roman legal doctrine but rather a historyof Roman legal institutions and of the study of Roman law from antiquity through the nineteenth century. It is very much a polemic for the study of Roman law and for the Historical School. It imparts to the reader the excitement of Savigny and his followers about the study of law historically and it is clear that no reader of the work could possibly be left unmoved. It is, in short, the first work of public relations in English on behalf of Savigny and his ideas.Having mentioned Reddie's promotion of Savigny and the Historical School, it is important to understand the level of excitement with which things Roman and especially Roman law were greeted during this period. Many of the finest American jurists were attracted-to use Peter Stein's term-to Roman and Civil law, but attracted in a way that, at times, seems to have been more enthusiastic than intellectual. Similarly, Roman and Civil law excited much interest in Great Britain, as illustrated by the distinctly Roman influence to be found in the work of John Austin. The attraction of Roman and Civil law can be illustrated and best understood, perhaps, in the context of the publicity and excitement in the English-speaking world surrounding the discovery of the only complete manuscript of the classical Roman jurist Gaius' Institutes in Italy in 1816 by the ancient historian and German consul at Rome, B.G. Niebuhr. Niebuhr, the greatest ancient historian of his time, turned to Savigny for help with the Gaius manuscript (indeed, it was Savigny who recognized the manuscript for what it was) and, almost immediately, the books and journals-not just law journals by any means-were filled with accounts of the discovery, its importance to legal historical studies, and, of course, what it said. For instance, the second volume of the American Jurist contains a long article on the civil law by the scholarly Boston lawyer and classicist, John Pickering. The first quarter of the article is a gushing account of the discovery and first publication of the Gaius manuscript and a paean to Niebuhr and Savigny for their role in this. Similarly, in an article published in the London Law Magazine in 1829 on the civil law, the author contemptuously refers to a certain professor who continued to tell his students that the text of Gaius' Institutes was lost for all time. What could better show his ignorance of all things legal and literary than to be unaware of Niebuhr's great discovery?Another example of this reaction to the discovery of the Gaius palimpsest is to be found in David Irving's Introduction to the Study of the Civil Law. This volume is also more a history of Roman legal scholarship and sources than a study of substantive Roman law. Its pages are filled with references to Savigny's Geschichte and its approach clearly reflects the influence of the Historical School. Indeed, Irving speaks of Savigny's work as "one of the most remarkable productions of the age." He must have been truly impressed with German scholarship and must also have been able to convince the Faculty of Advocates, forwhom he was librarian, of the worth of German scholarship, for in 1820 the Faculty sent him to Gottingen so that he might study their law libraries. Irving devotes several pages of his elementary textbook on Roman law to the praise of the "remarkable" discovery of the Gaius palimpsest. He traces the discovery of the text by Niebuhr and Savigny in language that would have befitted an adventure tale. He elaborates on the various labors required to produce a new edition of the text and was particularly impressed by the use of a then new chemical process to make the under text of the palimpsest visible. He speaks of the reception of the new text as being greeted with "ardor and exultation" strong words for those who spend their lives amidst the "musty tomes" of the Roman law.This excitement over the Verona Gaius is really rather strange. Much of the substance of the Gaius text was already known to legal historians and civil lawyers from its incorporation into Justinian's Institutes and so, from a substantive legal perspective, the find was not crucial. The Gaius did provide new information on Roman procedural rules and it did also provide additional information for those scholars attempting to reconstruct pre-Justinianic Roman law. Nevertheless, these contributions alone seem hardly able to justify the excitement the discovery caused. Instead, I think that the Verona Gaius discovery simply hit a chord in the literary and legal community much the same as did the discovery of the Rosetta Stone or of Schliemann’s Troy. Here was a monument of a great civilization brought newly to light and able to be read for the first time in millenia. And just as the Rosetta Stone helped to establish the modern discipline of Egyptology and Schliemann's discoveries assured the development of classical archaeology as a modern academic discipline, the discovery of the Verona Gaius added to the attraction Roman law held for scholars and for lawyers, even amongst those who were not Romanists by profession. Ancillary to this, the discovery and publication of the Gaius manuscript also added to the fame of the two principals involved in the discovery, Niebuhr and Savigny. What this meant in the English-speaking world is that even those who could not or did not wish to read Savigny's technical works knew of him as one of the discoverers of the Gaius text. This fame itself may well have helped in spreading Savigny's legal and philosophical ideas, for, I would suggest, the Gaius "connection" may well have disposed people to read other of Savigny's writings, unconnected to the Gaius, because they were already familiar with his name.Another example of an English-speaking promoter of Savigny is Luther Stearns Cushing, a noted Boston lawyer who lectured on Roman law at the Harvard Law School in 1848-49 and again in 1851- 1852.Cushing published his lectures at Boston in 1854 under the title An Introduction to the Study of Roman Law. He devoted a full chapter to a description of the historical school and to the controversy betweenSavigny and Thibaut over codification. While Cushing attempted to portray fairly the arguments of both sides, he left no doubt as to his preference for Savigny's approach:The labors of the historical school have established an entirely new and distinct era in the study of the Roman jurisprudence; and though these writers cannot be said to have thrown their predecessors into the shade, it seems to be generally admitted, that almost every branch of the Roman law has received some important modification at their hands, and that a knowledge of their writings, to some extent, at least, is essentially necessary to its acquisition.译文(一)萨维尼和他的英美信徒们*M·H·豪弗里奇弗雷德里奇·卡尔·冯·萨维尼出身贵族，是一位出色的法律改革家，也是一位倡导重建德国教授协会的拥护者，还是历史法学派的创建人之一。

国外博士论文范文精选3篇(全文)

国外博士论文范文精选3篇1研究背景上世纪70年代，国外专家对文献引用特征的研究开始逐渐进展起来，学术研究写作中能够准确恰当的引用是学术研究成功至关重要的一个因素。

许多专家为了揭示学术论文中的引用特征，从多个不同角度对引用的特征进行了研究。

这其中涉及不同的学科，如应用语言学、社会学等。

在应用语言学领域，Swles首次对论文中的引用进行分类，从引用的文本形式上将其划分为非融入式和融入式，前者是指引用的的PQDT数据库是目前世界上最大和使用最广泛的学位论文数据库。

本文以PQDT为数据来源，以“knowledge mngement”、“KM”为检索词分别进行主题、标题、 1.3数据处理对搜索出的729篇文献抽取为满足多元统计分析对数据结构的要求，需要将共词矩阵转化为相关矩阵，相关矩阵是对共词矩阵进行包容化处理的结果矩阵，采纳Ochii系数生成相关矩阵，具体公式如下：其中Cij是2数据分析2.1研究热点聚类分析将相关矩阵导入统计软件SPSS20，采纳“组间联结”聚类方法和“平均Eucliden”度量区间，生成表示聚类结果的树状图（见图1）。

从图中可见，56个高频类团1包括隐性知识和显性知识两个综合上述9个类团的划分，可以发现国外知识治理博士论文的研究主要集中在知识形态、组织文化、电子商务与知识整合、企业创新与资本、知识治理方式、组织学习与战略治理、信息技术与知识治理系统、人工智能与决策支持、知识治理应用等9个方面。

这与前人基于期刊的国外知识治理研究分析所得出的结论有所不同，前人“创新绩效”类团下的 2.2研究趋势战略坐标分析2.2.1知识治理研究的核心区域（第一象限）类团1、类团6、类团7落在第一象限，说明这3个类团的密度和向心度较高，处于核心主题区域，这些类团不仅内部联系较紧密，并且与其他类团联系紧密。

在所有类团中，类团1向心度最高，表示这个类团与其他类团的联系最为紧密。

知识形态是知识治理研究的起点，如何利用先进的信息技术有效猎取、存储、和利用知识尤其是隐性知识，并发挥其在组织战略治理、企业创新中的作用，不仅是该类团的主要研究内容，而且也是其他类团都会涉及的问题。

国外论文范文

国外论文范文内容：随着全球化的不断推进，教育领域也迎来了前所未有的发展机遇。

国际教育合作作为全球化进程中的一个重要组成部分，不仅促进了教育资源的共享，也为不同国家和地区的教育体系提供了交流与融合的平台。

然而，这一进程也面临着诸多挑战，本文旨在探讨国际教育合作在全球化背景下所面临的挑战与机遇。

首先，全球化为国际教育合作提供了广阔的空间。

随着交通和通信技术的发展，学生和教师可以更加便捷地跨国界进行学习和教学活动。

国际学生流动的增加，使得不同文化背景下的教育观念和教学方法得以交流和借鉴。

同时，国际教育项目和学术交流的增多，也促进了教育质量的提升和教育理念的更新。

然而，国际教育合作也面临着不少挑战。

文化差异是其中最为显著的一个问题。

不同国家和地区的教育体系、教育价值观以及教育方法存在显著差异，这在一定程度上增加了国际教育合作的复杂性。

如何在尊重文化多样性的同时实现教育的统一性和协调性，是国际教育合作需要解决的一个重要问题。

此外，教育资源的不均衡分配也是一个不容忽视的问题。

发达国家和发展中国家在教育资源的获取上存在巨大差距，这导致了教育机会的不平等。

国际教育合作需要在促进资源共享的同时，关注教育公平，努力缩小不同国家和地区之间的教育差距。

技术的发展虽然为国际教育合作提供了便利，但同时也带来了挑战。

信息技术的快速发展要求教育工作者不断更新知识和技能，以适应新的教育模式。

同时，网络安全问题也日益突出，如何在保障信息安全的前提下，实现教育资源的开放和共享，是国际教育合作需要面对的挑战。

最后，国际教育合作的可持续性也是值得关注的问题。

如何在保证教育质量的同时，实现教育合作项目的长期稳定发展，是国际教育合作需要考虑的问题。

这不仅涉及到资金的投入和分配，也涉及到教育项目的规划和管理。

总之，国际教育合作在全球化背景下既有广阔的发展前景，也面临着不少挑战。

只有通过不断的探索和创新，才能实现国际教育合作的健康发展，为全球教育事业的进步做出贡献。

外国论文格式

外国论文格式【篇一：一般国外论文写法概述 (1)】同学：你好！感谢你对我们公司英文撰稿人岗位的关注，以下是国外论文写法的一个概述以及写论文时需要注意的问题，相信在你仔细阅读都对国外论文的写作会有一个大致的了解，希望能给你在测试或者以后合作得过程中有所帮助，谢谢！——————————————————————————————————————— 1. 老师一般的任务有report和essay之分，report与essay相比，主要多了executive summary和table of the content之分，report与essay中一般要求有introduction 和conclusion。

essay中主要有三大块introduction，main body 和conclusion，其中main body尽量少用标题。

2. introduction 的写法。

introduction的四个主要部分，文章的写作背景，作者的目的，对读者的作用和文章的结构。

3. executive summary 的写法。

写的几个方面和introduction差不多，而executive summary注重阐明文章的结论，而introduction注重阐述文章的结构。

4. 老师主要从三个方面对文章进行审查，一是格式，二是语言，三是内容。

格式主要是指 reference以及文章的大致安排符合要求，具体见附件部分，语言主要是看是否符合学术性语言，不要出现口语化的词语或句子。

例如：文章中不要出现i等指代不明的词语。

可以换成the author来代替。

不要出现we，us，their的词语，可用it can be concluded that来替代。

尽量不要用太绝对的语言，用的话请引用reference证明。

内容主要是看文章是否跑题，只要按老师给的作业要求来写就成，当然如果有拿不准的地方，可以询问老师或者先做一份提纲发给老师看看。

英语论文范文(附带标注详解)

华南农业大学珠江学院毕业论文An Analysis of the Ecological Crisis Reflected in the Films of 2012, The Day After Tomorrow, Japan SinksX晓晨指导教师：李昭旭（讲师）系：外国语系年级专业： 2010级英语（英法双语）1班提交日期：2014年 5月10日答辩日期： 2014年5月17日答辩委员会主席（签名）：评阅人（签名）：二〇一四年五月十日Abstract：Ever since human being emerged on this planet, they have been in conflicts with nature. The history of the development of human civilization is also that of man’s increasing destruction of nature. As a result of science and technology revolution, humans gradually master the great technology and have power to put an end to all poverty, but they also possess the power to destroy the world, leaving it uninhabitable and lifeless. Although human being has created enormous wealth,butthese are achieved at the cost to their living environment. The past several decades have witnessed such great changes in the environment that various problems and disasters appeared one by one. Ecological crisis, such as soaring population, unbalanced ecological system and natural resource shortage, continues to pose great threat to the humanbeings’ survival and development. The notion that people are blessed with an abundance of resources has led to the misuse and abuse of the resource. This paper aims at expounding the alerting functionsof movies in politics, economy and culture by describing the ecological crisis in the films 2012, The Day after Tomorrow and Japan sinks...Key Words: conflicts, ecological crisis, films, alerting functions摘要：自人类出现始，人类就与自然处在相互冲突之中。

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e ISSN 2277 - 3290Print ISSN 2277 - 3282 Journal of Science NursingDYNAMICS OF ENVIRONMENTAL GRADIENTS ON PLANT FUNCTIONAL GROUPS OF COMPOSITION SPECIES IN NEAR-NATURAL COMMUNITY ECOLOGICAL RESTORATION ON THE SOUTHERN SLOPE OF THE FU-NIU MOUNTAIN NATURERESERVEBing-Hua Liao1,2,3,4*, Qi-Feng Liu5, Di Lu2, Xiao-Li Cao2, Zhi-Long Lei2, Xin-xin Si2, Xiao-Ning Guo2, Bing-Xia Huang2, Wen-Wen Zhang2, Fei Wen2, Jian Niu2, Wei Zhu2, Ren-Jie Wang2, Jun-Jin Li2, Hua Dong2, Chao Zhang2, Zhong-Kai Li2, Huan-Xin Chu2, Jin-Yang Chai2, Zhi-Heng Chen2, Zhi-Chao Wang2, Li-Sha Ma2, Bu-Bu Qiu2, Chun-Ping Li2, Yuan Hong2, Chen-Chen Yin2, Xiang-Pin Qiao2, Jian-Mei Chen2, Shuang-Wei Wang2, Hao-Hao Miao2, Wen-Liang Li2, Ning Meng2, Hai-Lin Ye2, Meng-Li Yang2, Guang-Hui Liu2, Xin-Min Chen2, Liang–Xu2, Cun-Li Tu2, Ya-Wei Guan2, Jian-Hua Dong2, Wen-Jie Pan2, Chen-Xiao Dong2, Pu Wang2, Xin-Yu Xiao2, Zhi Wang2, Ji-Jun Ma2, Hao-Bo Ruan2, Zhi-Zhi Zhang2, Jie Zhang 2, Ya-Lei Tian2, Yue Ning2, Yu Liu2, Ya-Hui Gao2, Qing-Pu Zhou2, Zheng-Fu Shen2, Hai-Long Yu2, Bo-Hong Huang2, Xiao-Qiang Yuan2, Zheng Cheng2,Meng-Fan Yang2, Yang Xu21The Key Laboratory of Ecological Restoration in Hilly Areas, 2Department of Environment and Geography, Ping-Ding-ShanUniversity, Ping-ding-shan, Henan Province 467000, China.3Institute of Ecological Science and Technology, College of Life Sciences, Henan University, Kaifeng 475001, China.4College of Environment and Planning, Henan University, Kaifeng 475001, China.5Henan Construction Engineering Supervision Company, Kaifeng 475000, China.ABSTRACTUsing community ecology techniques and quantitative measurements of elevation results show a linear relationship between elevation and plant functional groups (PFGs) of composition species, which were significantly correlated (P<0.05, or P<0.01) in the differential ecosystem types along differential elevation gradient on the southern side of the Fu-Niu Mountain. The results indicated that elevation is the most important environmental factor affecting the distribution pattern of the dominant/companion species at PFGs levels along elevation gradient. PFGs of composition species of importance values were significantly correlated with elevation (P<0.05, or P<0.01) on the southern side of the Fu-Niu Mountain. Therefore, this study plays a vital part in conserving global plant functional groups diversity and maintaining global ecosystem function. Keywords: PFGs; Dynamics; Environmental Gradient; The Fu-Niu Mountain Natural Reserve.INTRODUCTIONThe forest ecosystems in the Fu-Niu Mountain Natural Reserve are results of the historical natural and anthropogenic activities. Over the past ten years local people has been involved in a mass exploitation of naturalCorresponding Author:- Bing-Hua Liao Email:- lbh@resources, leading to significant changes in the local ecosystem structure, which also means changes in ecosystem functions in means of land uses, habitat and biodiversity, and ecosystem stability. However, ecosystems are typically filled with large numbers of plant species, making species-centered studies of systemic processes and functions extremely difficult to carry out [1-3].Fortunately, the plant functional group (PFG) concept/model is used as a framework for investigating the linkages between ecosystem functions and plant biodiversity [4-8]. For example, Schimper [9] examined the linkages between the geographical distributions of physiological functions, plant growth forms, life history traits and environmental factors. Clausen et al [10] found the relationship between climatic and genetic controls on the distribution of plant growth forms. Further, Box et al [11] identified 90 PFGs in the Earth’s vegetations. PFG approach therefore plays critical roles in furthering large-scale ecological studies in general, and studies on ecological functioning in particular [12-14].However, what environmental factors drivers contributed greatly to PFGs changes along elevation gradient in the Fu-Niu Mountain Natural Reserve?THE PHYSICAL GEOGRAPHIC CONDITIONS OF STUDY AREA AND RESEARCH METHODSA field investigation was conducted the Fu-Niu Mountain in August, 2013, investigating the distribution patterns and the abundance features of the species in different habitats along the elevation gradient in the typical area of the Fu-Niu Mountain Natural Reserve, this area is ideal for studying PFGs (Fig.1-3; Tab.1, 2).Using community ecology techniques, the study investigated plant assemblages at elevations between 640 m and 1770 m along elevations gradient on the south side of the Fu-Niu Mountain Natural Reserve in August, 2013. Three study plots were established per 100 m elevation. A total of 30 plots were set. Each study plot, consisted of one 20 m × 20 m tree layer quadrate, five (the center and four corners of the study plot) 2 m × 2 m shrub layer quadrates and five 1m ×1 m herbaceous layer quadrates. There were thus 30 tree layer, 150 shrub layer, and 150 herbaceous layer quadrates (Fig.2, 3/ Tab.1, 2). Plant species identified during this investigation were assigned into three PFGs according to plant life form.1) trees; 2) shrubs; 3) herbaceous species. Importance values of dominant and companion species were calculated using the following formula (Curitst and McIntosh, 1951):Important Values = relative dominance + relative density + relative frequencyWhereRelative dominance = (dominance of a species/dominance of all species) ×100% Relative density = (number of individuals of a species/ total number of individuals) ×100%Relative frequency = (frequency of a species/ sum frequency of all species) ×100%The correlation between elevation and species importance value was then analyzed.Importance values of the plant species investigated vary significantly along the elevation gradient (Figures 4 to 9). RESULTS AND ANALYSIS1.Dynamics in importance values of the dominant/companion tree species along elevation gradient at PFGs levels.On the one hand, this study has shown that some dominant tree species [e.g. Quercus variabilis,Q. acutidentata (1370-1560 m)] important value decreased, while another dominant tree species [e.g. Q. glandulifera, Q. aliena, Pinus armandii, Q.acutidentata (1250-1410m), Q. acutidentata (1520-1770m)] important value increased along elevation gradients in the Fu-Niu Mountain Natural Reserve along elevation gradient (Fig.4; Tab. 3, 4).On the other hand, this study has shown that there are two companion tree species (e.g.Pistacia chinensis,Aldizzia kalkora) important value decreased, while the other companion tree species (e.g.Rhus chinensis, Carpinus cordata, Platycarya strobilacea, Castanea seguinii,Tilia chinensis,Lindera obtusiloba) important value increased along elevation gradients (Fig.5 Tab. 3, 4).2.Dynamics in importance values of the dominant/companion shrub species along elevation gradient at PFGs levels.On the one hand, this study has shown that some dominant shrub species [e.g. Q.variabilis,Dalbergia hupeana, Lespedeza bicolor(1090m-1560m), C.turczaninowii, T.chinensis] important value decreased, while another dominant shrub species [e.g. Q.glandulifera, Lindera bicolor(652m-1190m),Lindera obtusiloba, C. cordata,Q.aliena] important value increased along elevation gradients (Fig.6; Tab. 3, 4).On the other hand, this study has shown that only two companion shrub species (e.g.Lindera glauca, P.strobilacea,T. chinensis) important value decreased, while the other companion shrub species (e.g.L. obtusiloba, R . flosculosus,V.dilatatum,F. suspensa,P. armandii,T.vernicifluum) important value increased along elevation gradient (Fig.7; Tab. 3, 4).3. 3.Dynamics in importance values of thedominant/companion herbaceous species along elevationgradient at PFGs levels.On the one hand, this study has shown that there are two dominant herbaceous species (e.g. Carexlanceolata,Carex siderosticta) important valuedecreased, while there is an dominant herbaceous species(e.g.Miscanthus sinensis) important value increasedalong elevation gradient (Fig.8; Tab. 3, 4).On the other hand, this study has shown that some companion herbaceous species (e.g.Dendranthema indicum, Arthraxon hispidus, Kummerowia striata, Viola verecunda) important value decreased, while the other companion herbaceous species (e.g.Liriope spicata, Rodgersia aesculifolia) important value increased along elevation gradient (Fig.9; Tab. 3, 4).However, whether the relationship between the dominant/companion species and elevation gradient on the southern slope of the Fu-Niu Mountain Nature Reserve? To do this, the correlation between elevation and the important values of dominant/ companion species was then analyzed (Tab.3-4). The results indicated that elevation is the most important environmental factors affecting the distribution of dominant/companion species. Dominant/companion species importance values were significantly correlated with elevation (P<0.05, or P<0.01), except those of Quercus acutidentata of the tree layer and Lespedeza bicolor of the shrub layer (Tab. 3, 4).Fig. 1. A digital cadastre map in the Natural Reserve ofthe Fu-Niu MountainFig. 2. The Fu-Niu Mountain VegetationsFig. 3. Quadrate settingsFig. 4. Dynamics in importance values of thedominant tree speciesQuercus variabilis Q.aliena Q.glanduliferaPinus armandii Q.acutidentataFig. 5. Dynamics in importance values of the companion tree speciesPistacia chinensisRhus chinensis Aldizziakalkora Carpinus cordata Tilia chinensis Lindera obtusiloba Platycarya strobilacea Castanea seguinii Fig. 6. Dynamics in importance values of the dominant shrub speciesQ.variabilisQ.glanduliferaLespedeza bicolor Q.aliena T.chinensis Carpinus turczaninowii Dalbergia hupeana C.cordata Lindera obtusilobaFig. 7. Dynamics in importance values of the companion shrub speciesLindera glauca Rubus flosculosusForsythia suspensaP. armandiiP. strobilaceaViburnum dilatatum Toxicodendron vernicifluumFig. 8. Dynamics in importance values of thedominant herbaceous speciesCarex lanceolata Miscanthus sinensisC.siderostictaFig. 9. Dynamics in importance values of the companion herbaceous speciesDendranthema indicum Liriope spicataKummerowia striata Arthraxon hispidus Viola verecundaRodgersia aesculifoliaDISCUSSION AND CONCLUSIONThe plant functional group perspective has many real world applications in the field of ecological conservation and restoration [15-17]. For example, von Humboldt [18] proposed 16 species-based structural classes based on physiognomies or plant growth form. Further, Nobel et al [19] proposed a functional classification based on life history parameters that can be used to predict the dynamics of landscapes and communities.However, the results indicated that elevation is the most important environmental factor affecting the distribution pattern of the dominant/companion species at PFGs levels along elevation gradient on the southern side of the Fu-Niu Mountain. PFGs of composition species (e.g.15 tree PFGs of composition species-based structural classes and 17 shrub PFGs of composition species-based structural classes and 9 herbs PFGs of composition species-based structural classes) of importance values were significantly correlated with elevation gradient (P<0.05, or P<0.01) on the southern slope of the Fu-Niu Mountain Nature Reserve (Figures 4 to 9; Tab. 3, 4). Thus, the results was supported by studying a grassland ecosystem, Bai et al [20] found that community level stability arose from compensatory interactions among major components at both species and PFG levels, and ecosystem stability increased progressively from the species level to the whole community level.Therefore, the conclusion of this study indicated that elevation gradient was the most important environmental factor affecting the distribution pattern of the dominant/ companion species at PFGs levels along elevation gradient on the southern slope of the Fu-Niu Mountain Natural Reserve. Thus, many researchers have discussed landscape dynamics and ecosystem stability studies that apply the plant functional group concept; great attention has also been paid on identifying useful functional traits (e.g. structural, physiological, morphological, functional characters, etc [21-24]. ACKNOWLEDGEMENTThis work was supported by the Forestry Department of Henan Province Science Foundation of China (No.201004044), three National Natural Science Foundation of China (No.40671175) and (No.41371195) and (No.51379078), Henan Province Educational Foundation of China (No.12B180022), Ping-Ding-Shan City Societal Science Foundation of China (No.454), Ping-Ding-Shan University of Science Foundation of China (BSQD-2013003), Ping-Ding-Shan University of Science and Technology Innovation Foundation of China (S＆TIFP2013086) and by the many ideas of some researchers of “1st Biotechnology World Congress”.REFERENCES1.Liao BH, Wang XH. Plant functional group classifications and a generalized hierarchical framework of plant functionaltraits. Afr J Biotechnol, 9, 2010, 9208-9213.2.Liao BH, Ding SY, Liang GF, Guo YL Tian L, Shu S, Zhang Y, Hu HX. Dynamics of plant functional groupscomposition along environmental gradients in the typical area of Yi-Luo River watershed. 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