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The Anti-Social Contract: And Other Selected Writings

為了解決Paradigm speaker的問題，作者Kly, Y. N. 這樣論述：

Dr. Y. N. Kly may be one of the most significant African American political theorists since W.E.B. DuBois. This selection of his writings seeks to encapsulate Dr. Kly’s groundbreaking presentation of the systemic situation of black Americans in the United States within the context of the norms and p

ractices of international law. It represented a paradigm shift in the understanding of African American rights, including but moving beyond the customary American view of civil rights, i.e. nondiscrimination, equality before the law, and the right to vote, to those more expansive systemic rights ela

borated in international human rights law as it concerns minorities and peoples. This publication is germane to what may be an epochal moment in American history, when the struggle for power between two mainstream American political parties, reflected in the accusations of white supremacy leveled at

the Trump presidency and the rise of the Black Lives Matter (BLM) movement, has brought the issue of African Americans’ present and historical grievances to the fore. Moreover, it is a moment when Civil Rights has been tested and not only found to be inadequate by African Americans, but is again be

ing challenged by the dominant majority and the US Supreme Court as it concerns affirmative action. It is a moment when, post the 2020 deaths of Ahmaud Arbery, Breonna Taylor and George Floyd, African Americans are flocking to their heritage institutions, the Historically Black Colleges & Universiti

es (HBCUs), seeking safety in their collectivity and freedom from the complexities of their integration into predominantly white institutions of higher learning. Dr. Kly’s work was recognized within his lifetime. Two of his books International Law and the Black Minority in the United States and A Po

pular Guide to Minority Rights won the prestigious Gustavus Myers Center for the Study of Bigotry and Human Rights Award, sponsored by major civil rights US organizations such as the NAACP, the National Bar Association and the Unitarian Universalist Church. Endorsers ranged from the American Journal

of International Law to black nationalist Kwame Ture (Stokely Carmichael) and political prisoner, Mumia Abu Jamal. He was the keynote speaker at a groundbreaking conference held at Hamline University in 1993, on the Right of African Americans to Self-Determination.

Talking about: An Intentionalist Theory of Reference

為了解決Paradigm speaker的問題，作者 這樣論述：

Combining new insights from cognitive science and speech art theory, Unnsteinsson develops a compelling theory of singular reference which avoids well-known puzzles and objections. The theory, called Edenic intentionalism, is grounded in a mechanistic perspective on explanation in cognitivescienc

e and a new Gricean account of speaker meaning and speaker reference. Talking About: An Intentionalist Theory of Reference develops an account of the mental state of identity confusion and separates questions about the nature of representational acts and representational states. Unnsteinssonpropos

es a division of labour, but Edenic intentionalism is strictly a theory of intentional, mind-directed representational acts, taking speech acts as its paradigm case. Talking About: An Intentionalist Theory of Reference argues that mental mechanisms ought to be postulated to explain human cognitive

capacities. Pragmatic competence is the capacity to successfully produce utterances with a communicative intention. By examining the characteristic function andmalfunction of the mechanism for referential competence, the study shows that confused reference should be understood as a type of malfuncti

on. This is the core thesis of Edenic intentionalism: that the identity confusion disrupts the normal function of the speech art of reference.

臺灣與香港幼兒教育課程政策之比較研究

為了解決Paradigm speaker的問題，作者劉雅惠 這樣論述：

本研究在探討臺灣與香港幼兒教育課程政策，採取比較研究方法進行探究，尋繹其中的差異性，以提供不同的視野，作為臺灣與香港幼兒教育課程政策之借鏡與啟示。首先，分別描述與解釋臺灣與香港幼兒教育課程政策之背景脈絡、發展沿革及規範，再進一步並列與比較兩地幼兒教育課程政策之異同，最後，根據比較結果，提出對臺灣與香港在幼兒教育課程政策之建議。本研究獲致以下結論：一、幼兒教育課程政策之背景脈絡：(一)因應少女子化社會現象，臺灣推出「0-6歲國家一起養」、「實現性別平等」減輕育兒負擔；香港廣納非華語或新來港幼兒，協助幼兒適應環境，營造融和的學習氛圍。(二)經歷學前教保服務的改革趨勢，臺灣推動「幼托整合政策」，香

港進行「協調學前服務施行計畫」。二、幼兒教育課程政策之發展沿革：(一)臺灣幼兒教育課程政策先公布暫行版本，瞭解政策之運作困難進行修正後再公布正式版本；香港幼兒教育課程政策，公布過程並沒有暫行版本，立即公布正式版本。(二)臺灣幼兒教育課程政策在改革前，相關研究中指出坊間教材林立，幼兒教育呈現小學先修的情形；香港幼兒教育課程政策在改革前，相關研究建議提升教師品質、減少讀寫算課程。三、幼兒教育課程政策之規範：(一)幼兒教育課程政策規範，臺灣以成文法為法源依據；香港以成文法為其法源依據。 (二)幼兒教育課程政策內容，臺灣分為六大領域，透過統整的方式進行教學，以陶養幼兒的六大核心素養；香港分為六大學習範

疇，與五項幼兒發展目標結合，整合學習經歷。(三)幼兒教育課程政策實踐，臺灣執行中規範每天要有三十分鐘出汗性大肌肉活動；香港幼以五育均衡發展為原則，對於體能活動沒有規範。(四)幼兒教育課程特色，臺灣鼓勵在地文化課程；香港推動生活化主題與螺旋式教學。(五)幼兒教育課程政策配套措施，臺灣推動專家入園輔導機制；香港則是透過綱站提供相關教學資源。(六)課程政策執行評估，臺灣透過基礎評鑑針對課程佔比較少；香港透過質素評核進行執行評估，在課程佔比上較多。最後，再依據比較研究之結論提出建議事項，作為臺灣與香港幼兒教育課程政策之參考。本研究提供以下建議：一、臺灣幼兒教育課程政策之建議：(一)英語融入教保活動課程

規劃可行的培訓制度。(二)幼兒園教保活動課程大綱可以提升保育的輔導與服務。二、香港幼兒教育課程政策之建議：(一)鼓勵幼稚園教師與社區結合，發展特色園所。(二)體能活動的執行可以結合評鑑制度。