天主教輔仁大學英國語文學系學士班畢業成果 a Guide Book of The
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Becoming Taiwanese: Negotiating Language, Culture and Identity
Becoming Taiwanese: Negotiating Language, Culture and Identity Ying-Chuan Chen Thesis Submitted to the Faculty of Graduate and Postdoctoral Studies in partial fulfillment of the requirements for a doctoral degree in Education Society, Culture, and Literacies Concentration Faculty of Education University of Ottawa © Ying-Chuan Chen, Ottawa, Canada, 2013 Abstract Between 1945 and 1987, as part of its efforts to impose a Chinese identity on native-born Taiwanese and to establish and maintain hegemony, Chiang Kai-shek‘s Kuomintang (KMT) government pursued a unilingual, Mandarin-only policy in education. This thesis studies the changing meaning of ―becoming Taiwanese‖ by examining the school experiences of four generations of Taiyu speakers who went to school during the Mandarin-only era: 1) those who also went to school under the Japanese; 2) those who went to school before 1949 when Taiwan was part of KMT-controlled China; 3) those who went to school during the 1950s at the height of the implementation of KMT rule; and, 4) those who went to school when Mandarin had become the dominant language. Two data types, interviews and public documents, are analyzed using two research methods, focus group interviews as the primary one, and document analysis as the secondary one. This research found that there is no direct relationship between how people negotiated language, hegemony and Taiwanese identity. First, as KMT hegemony became more secure, people‘s links to their home language became weaker, so their view of Taiwanese identity as defined by Taiyu changed. Second, as exposure to hegemonic forces deepened over time, people were less able to find cultural spaces that allowed escape from hegemonic influences, and this, along with other life-course factors such as occupation, had an impact on their contestations of language and identity. -
National History and Generational Memory – Taiwanese Comic Books As Lieux De Mémoire
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by CLoK Article National history and generational memory ± Taiwanese comic books as lieux de mémoire Zemanek, Adina Simona Available at http://clok.uclan.ac.uk/25873/ Zemanek, Adina Simona ORCID: 0000-0002-7960-8646 (2018) National history and generational memory ± Taiwanese comic books as lieux de mémoire. Positions . ISSN 1067-9847 It is advisable to refer to the publisher’s version if you intend to cite from the work. For more information about UCLan’s research in this area go to http://www.uclan.ac.uk/researchgroups/ and search for <name of research Group>. For information about Research generally at UCLan please go to http://www.uclan.ac.uk/research/ All outputs in CLoK are protected by Intellectual Property Rights law, including Copyright law. Copyright, IPR and Moral Rights for the works on this site are retained by the individual authors and/or other copyright owners. Terms and conditions for use of this material are defined in the http://clok.uclan.ac.uk/policies/ CLoK Central Lancashire online Knowledge www.clok.uclan.ac.uk ADINA ZEMANEK NATIONAL HISTORY AND GENERATIONAL MEMORY – TAIWANESE COMIC BOOKS AS LIEUX DE MÉMOIRE 1. Introduction In the late 1980s, Taiwan embarked on a locally grounded nation-building process that has been markedly self-reflexive (Lynch 2004, Harrison 2009): as latecomers to a global trend, Taiwanese nationalists can borrow from other countries' experience and existing theory. Shifts in ruling political parties and cross-strait relations have resulted in changes within this national project. -
Food Is Free from Traces of Allergens Such As Nuts, Shellfish, Soy, Chilli, and Gluten
SALT & PALM SALTNPALM.COM.AU INDONESIAN BAR AND EATERY TUE TO THU: 5PM-10PM 22 GLEBE POINT ROAD, GLEBE FRI TO SUN: 12PM-3PM, 5PM-10PM NSW 2037, AUSTRALIA CLOSED ON MONDAYS APPETIZERS & NIBBLES FROM THE GRILL Please allow ±15 to 20 minutes for preparation time Bakwan Jagung Corn Fritters 3.0/pc Crispy corn fritters Sate Kambing Lamb Satay 4.5/pc seasoned with garlic, Lamb skewers marinated in shallot and parsley [VG] candlenut, red onion and sweet soy sauce Sate Ayam Chicken Satay 4.0/pc Chicken skewers served with house-made peanut sauce and cucumber carrot pickles Tempe Mendoan Fried Battered 3.0/pc Tempeh Crispy battered tempeh served with chilli sweet soy [VG] Lumpia Sayur Vegetable Spring Rolls 3.0/pc Spring rolls filled with Salmon Bakar Bumbu Rujak Grilled 29.0 carrot, cabbage, mushroom Salmon in Tamarind, Chilli & Palm Sugar and vermicelli [VG] Atlantic salmon marinated in lemon, tamarind, chilli, palm sugar sauce and grilled inside banana leaf [VG] Suitable for Vegans [V] Suitable for Vegetarians We cannot guarantee that our food is free from traces of allergens such as nuts, shellfish, soy, chilli, and gluten. Please ask our Front of House staff for any dietary requirements. We apply a 10% surcharge on Sundays to allow penalty rate for our team members. SALT & PALM SALTNPALM.COM.AU INDONESIAN BAR AND EATERY TUE TO THU: 5PM-10PM 22 GLEBE POINT ROAD, GLEBE FRI TO SUN: 12PM-3PM, 5PM-10PM NSW 2037, AUSTRALIA CLOSED ON MONDAYS FROM THE GRILL Please allow ±15 to 20 minutes for preparation time Please allow ±15 to 20 minutes for preparation time Ayam Bakar Grilled Chicken Iga Sapi Bakar Grilled Beef Grilled half chicken. -
Mung Bean Varieties
FINAL STUDY REPORT Bridger Plant Materials Center, Bridger, MT Evaluation of Cowpea and Mung Bean Varieties Mark Henning, Area Agronomist, Miles City, MT Robert Kilian, (Retired) Rangeland Management Specialist, Bridger PMC, MT ABSTRACT There is a need for well adapted warm season legumes for use in cover crop mixes in Montana and Wyoming to provide needed plant diversity in dryland cropping systems. Field observations of cowpea (Vigna unguiculata L.) and mung bean (Vigna radiata L.) in mixes have shown limited or poor performance in terms of number of plants and vigor. To identify suitable varieties, a variety trial consisting of two mung bean and four cowpea varieties was conducted at the Bridger Plant Materials Center (BPMC) in Bridger, Montana using a randomized complete block design. There was no significant difference in biomass yields, but there were significant differences in height and days to 50% flowering. ‘Iron & Clay’ cowpea was the tallest of the six tested varieties, whereas ‘Berken’ mung bean was the shortest. ‘Iron & Clay’ and ‘Black Stallion’ cowpeas never flowered, while the other varieties flowered and produced seed. All varieties exhibited excellent vigor and health, despite poor soil structure and soil compaction, and a lack of nodulation, demonstrating the potential for these species to do well in degraded soil. There is potential for seed production in Montana of ‘Chinese Red’ cowpea, as well mung bean varieties ‘OK2000’ and ‘Berken,’ which could meet a market demand for cover crop seed and provide an alternative crop in dryland farming systems. Future research should focus on 1) seed production potential of mung bean and cowpea in Montana dryland systems, 2) evaluation of higher seed rates of cowpea and mung bean in cover crop mixes, and 3) testing whether plant habit (prostrate versus upright) has an effect on legume performance in cover crop mixes. -
Bean Beetle Nutrition and Development Lab: an Iterative Approach to Teaching Experimental Design
Tested Studies for Laboratory Teaching Proceedings of the Association for Biology Laboratory Education Vol. 37, Article 10, 2016 Bean Beetle Nutrition and Development Lab: An Iterative Approach to Teaching Experimental Design Julie Laudick1 and Christopher Beck2 1The Ohio State University, Environmental Science Graduate Program, 1680 Madison Ave., Wooster OH 44691 USA 2Emory University, Department of Biology, 1510 Clifton Road NE, Atlanta GA 30322 USA ([email protected]; [email protected]) In this lab, students work first independently and then collaboratively to formulate a novel hypothesis and design an experiment to test it. Bean beetle (Callosobruchus maculatus) larvae can develop inside multiple types of host beans, but they develop more quickly and grow larger in more nutritious beans. Students test the effects of a nutrient of interest on larval development by adding it to flour made from nutrient deficient beans. A female beetle will lay eggs on a gelatin capsule full of the modified bean flour, as she would on a natural bean. The larvae developing inside the experimental capsules are compared with control capsules. Keywords: inquiry-based learning, hypothesis formulation, experimental design, bean beetles Introduction Bean beetle labs are particularly attractive for introductory and non-majors courses because students When covering the nature of science, biology face fewer technical and conceptual hurdles than they educators often emphasize that science is a process of would in microbiology or molecular biology labs. Less inquiry, not simply a collection of facts. Students rarely time is required for students to understand the system, and experience this full process in lab courses because more time can be spent designing, refining and original research is time consuming, resource-intensive, implementing experiments. -
Sprout Production in California
PUBLICATION 8060 Sprout Production in California WAYNE L. SCHRADER, University of California Cooperative Extension Farm Advisor, San Diego County Sprouts have been used for food since before recorded history. Sprouts vary in texture and taste. Some are spicy (e.g., radish and onions), some are used in Asian foods (e.g., mung bean [Phaseolus aureus]), and others are delicate (e.g., alfalfa) and are UNIVERSITY OF used in salads and sandwiches to add texture. Vegetable sprouts grown for food are CALIFORNIA baby plants that are harvested just after germination. Various crop seeds may be Agriculture sprouted. The most common are adzuki, alfalfa, buckwheat, Brassica spp. (broccoli, and Natural Resources etc.), cabbage, clover, cress, garbanzo, green peas, lentils, mung bean, radish, rye, http://anrcatalog.ucdavis.edu sesame, wheat, and triticale. Production practices should provide appropriate ger- mination conditions, moisture, and temperatures that allow for the “harvesting” of the sprouts at their optimal eating quality. Production practices should also allow for efficient cleaning and packaging of sprouts. VARIETIES Mung bean seed are used to produce bean sprouts; some soybeans and adzuki beans are also used to produce bean sprouts. The preferred varieties are those that have smaller-sized seed. With small seed, the cotyledons and seed coats are less objec- tionable or are more easily removed from the finished product. The smallest-seeded varieties of mung bean are Oklahoma 12 and Oriental; larger-seeded types are Jumbo and Berken. Any small-seeded adzuki may be used for sprouts; a variety called Chinese Red Adzuki is sometimes substituted for adzuki bean even though it is not a true adzuki bean. -
CNY-Activity-Pack-2021.Pdf
This is an activity pack to learn about the culture and traditions of Chinese New Year as observed in Malaysia. Due to the pandemic, many Girl Guide/Girl Scout units may not be able to meet face to face, therefore, leaders/units may adapt the activities to be done by individuals at home or in a group through virtual events. Suggested activities are simple and accompanied by references for leaders/units to do further research on each topic. A couple of references are suggested for each topic and these are not exhaustive. Leaders/units can do more research to find out more information. Individuals/units can choose activities they like from the list. It is not necessary to do all the activities listed in each topic. Most important is enjoy them with people whom you care! Due to the lack of time, we were not able to turn this into a nicely designed activity pack. We hope that by learning about culture, we could develop better understanding between people of different ethnicities as part of the peacebuilding process, and at the same time, having fun. Please note that the activities and descriptions are mostly based on the authors’ own knowledge and experience plus information from the internet. We apologize in advance should there be any parts that are inaccurate or cause discomfort in anyone. We would also like to record appreciation to the websites we referred in compiling information for this page. This is a volunteer project, not through any organisations, therefore there is no official badge linked to this pack. -
G6PD Deficiency Food to Avoid Some of the Foods Commonly Eaten Around the World Can Cause People with G6PD Deficiency to Hemolyze
G6PD Deficiency Food To Avoid Some of the foods commonly eaten around the world can cause people with G6PD Deficiency to hemolyze. Some of these foods can be deadly (like fava beans). Some others can cause low level hemolysis, which means that red blood cells die, but not enough to cause the person to go to the hospital. Low level hemolysis over time can cause other problems, such as memory dysfunction, over worked spleen, liver and heart, and iron overload. Even though a G6PD Deficient person may not have a crises when consuming these foods, they should be avoided. • Fava beans and other legumes This list contains every legumes we could find, but there may be other names for them that we do not know about. Low level hemolysis is very hard to detect and can cause other problems, so we recommend the avoidance of all legumes. • Sulfites And foods containing them. Sulfites are used in a wide variety of foods, so be sure to check labels carefully. • Menthol And foods containing it. This can be difficult to avoid as toothpaste, candy, breath mints, mouth wash and many other products have menthol added to them. Mint from natural mint oils is alright to consume. • Artificial blue food coloring Other artificial food color can also cause hemolysis. Natural food color such as found in foods like turmeric or grapes is okay. • Ascorbic acid Artificial ascorbic acid commonly put in food and vitamins can cause hemolysis in large doses and should be avoided. It is put into so many foods that you can be getting a lot of Ascorbic Acid without realizing it. -
The History of Red Envelopes
The History of the Red Envelopes and How to Use them in the Year of the Rooster 2017. (Hong Bao, Lai See, Ang Pow, Sae Bae Don, Ang Bao) There will be further 2017 updates on our Facebook and Feng Shui blog so bookmark them now below… © 2017 Updated by Daniel Hanna Are you really prepared for 2017? For children and teenagers celebrating Chinese New Year, the Ang Pow is a very exciting part of the celebrations. Even though they are often referred to as red envelopes they are also coloured in a golden colour as red and gold to the Chinese are seen as very auspicious. Red envelopes have many different names; they are more commonly known as “Ang Pow” “red packets” “lai see” “laisee” “hung bao” or “hung-bao”. These envelopes are seen as very lucky when given as a gift and even more fortunate when they contain some money. The main use of red envelopes is for Chinese New Year, birthdays, weddings or any other important event. In recent years, a lot of companies have added their own take to the Ang Pow by adding their company branding on the front which may not necessarily bring good fortune to the receiver although it is nice to see western companies taking on eastern traditions. Some very popular Ang Pow’s in China these days are made with cartoon characters on the front such as hello kitty and Pokémon and you can find them all across the world. The image on the front of an Ang Pow is traditionally a symbolisation of blessings and good wishes of long life, success and good health to the receiver of the envelope and is a great honour to receive. -
Language Loss Phenomenon in Taiwan: a Narrative Inquiry—Autobiography and Phenomenological Study
Language Loss Phenomenon in Taiwan: A Narrative Inquiry—Autobiography and Phenomenological Study By Wan-Hua Lai A Thesis submitted to the Faculty of Graduate Studies of The University of Manitoba in partial fulfilment of the requirements of the degree of MASTER OF EDUCATION Department of Curriculum, Teaching, and Learning University of Manitoba, Faculty of Education Winnipeg Copyright © 2012 by Wan-Hua Lai ii Table of Content Table of Content…………………………………………………………………………………………………..……ii List of Tables…………………………………………………………………………………………………..……...viii List of Figures……………………………………………………………………………………………………………ix Abstract…………………………………………………………………………………………………………………...xi Acknowledgement………………………………………………………………………………………………..…xii Dedication………………………………………………………………………………………………………………xiv Chapter One: Introduction…………………………………………………………………………………….….1 Mandarin Research Project……………………………………………………………………………………2 Confusion about My Mother Tongue……………………………………………………….……………2 From Mandarin to Taigi………………………………………………………………………………………..3 Taiwan, a Colonial Land………………………………………………………………………………………..3 Study on the Language Loss in Taiwan………………………………………………………………….4 Archival Research………………………………………………………………………………………………….4 Chapter Two: My Discovery- A Different History of Taiwan……………………………………….6 Geography…………………………………………………………………………………………………………….7 Population……………………………………………….…………………………………………………….……9 Culture…………………………………………………………………………………………..……………………..9 Society………………………………………………………………………………..………………………………10 Education…………………………………………………………………………………………………….………11 Economy……………………………………………………………………………………….…………….………11 -
Press Release After the Dog Comes The
Press Release After the dog comes the pig Freudenberg employees talk about Chinese New Year customs and traditions Weinheim, Germany February 5, 2018 Good fortune, wealth Press Contact Cornelia Buchta-Noack and contentment - the Year of the Pig promises all this and Freudenberg & Co. KG Head of Corporate Communications more. February 5 is the first day of the Chinese New Year. Tel. 06201 80-4094 The day also marks the beginning of a new chapter in the Fax 06201 88-4094 [email protected] Chinese zodiac. The year of the dog gives way to the year of www.freudenberg.de the pig. The New Year, also known as the Spring Festival, is Martina Muschelknautz the most important traditional holiday in China. Three Freudenberg & Co. KG Corporate Communications Chinese Freudenberg employees based in Weinheim tell us Tel. 06201 80-6637 Fax 06201 88-6637 about their customs and traditions – the most important [email protected] www.freudenberg.de dishes for wealth and good fortune, money gifts via group chats and a TV gala lasting several hours. “Have you already eaten?” is a typical Chinese greeting and reveals the significance of food in Chinese culture. Chinese cuisine is even more important at New Year. Just a few days prior to the holiday, an exodus of people begin the long journey home to enjoy a traditional family feast. Almost every dish has a special meaning for the New Year. Traditional dishes include Chinese dumplings - so-called Jiaozi. As Jiaozi resemble shoe- shaped gold bars, they promise wealth, good fortune and prosperity for the coming year. -
Indigenous Knowledge Construction and Experiential Learning of Taiwanese Aborigines
International Education Studies May, 2009 Indigenous Knowledge Construction and Experiential Learning of Taiwanese Aborigines Ying Lee Department of Adult and Continuing Education National Taiwan Normal University 162 Sec.1 Hoping E. Rd. Taipei 106, Taiwan Tel: 886-2-2393-6798 E-mail: [email protected] Abstract Indigenous peoples in Taiwan belong to the Austronesian racial group. Confined to their oral language tradition, knowledge about Taiwan aborigines based on written documents reflected the positionality of dominant ethnic groups. This qualitative study employed participatory research approach to explore the process of producing their own knowledge through collective investigation of problems and issues among Taiwan aborigine tribal members in the Nantou region. Nantou is located in the central mountain range of Taiwan. The data were collected through participatory observation and interviewing 6 key research participants about their experiences of participating in this project. Two main findings are revealed from the analysis of these data. The first finding is the participants’ expectation of adult educators’ role as an information provider. They also expect adult educator as a facilitator for promoting the project to move towards a more empowering praxis and as a mediator for attracting external attention on indigenous voices. The second finding is that minority’s experiences are always a site of struggle and central to this struggle is the reconfiguration of ‘ethnicity’ which is rooted in socio-cultural context. Taking account of context, experience might be distorted while experiential learning can be stigmatizing, in that learners can become un-reflective prisoners of their experience. However, experience certainly has the potential of liberating marginalized learners.