一、Ａｄｊｕｓｔｍｅｎｔ ｏｆ ｔｈｅ Ｗｅｓｔｅｒｎ Ｅｃｏｎｏｍｉｅｓ ｉｎ ｔｈｅ １９９０ｓ（论文文献综述）
白燕[1]（2021）在《变译论视角下《大漠祭》中乡土语言的翻译研究》文中指出文学作品中的乡土语言与标准语一样,承载着丰富的文化内涵。乡土语言翻译关系到多种信息的筛选和转换,而不是简单的统一实体的等价转换。《大漠祭》是中国着名作家雪漠的作品。本书忠实地记录了西部甘肃地区农民的狩猎民俗、婚姻民俗、宗教信仰、民歌民谣等生活风情,还原了西部乡土文化的原貌,构建了一个相对完整的乡土文化世界。该书以乡土语言为载体,生动的再现了甘肃农村独特的乡土文化。但由于乡土语言的晦涩难懂,一些研究者基本都集中在对乡土文化传承方面的探讨,对乡土语言的翻译研究一直难以进一步深化。本文以《大漠祭》英译本中的乡土语言英译为研究对象,以黄忠廉教授的变译理论为理论指导框架,采用周领顺对乡土语言的分类模式,并结合具体文本,将《大漠祭》中的乡土语言分为七类,分别是:修辞语言、谚语、方言、习语、俚语、民歌、文化负载词。本文采用描述解释性分析与定性分析相结合的方法,对《大漠祭》中存在的不同种类的乡土语言的翻译现象进行实例分析研究,旨在探讨乡土语言翻译变译背后的深层动因。研究发现,译者对《大漠祭》中修辞类乡土语言的翻译多采用增译、减译、编译、并译和改译等翻译策略;习语和谚语一般为增译;对乡土语言中文化负载词的翻译大多采用改译和减译策略;对俚语的翻译多采用减译策略;对方言的翻译大多采用改译策略;民歌的翻译大多采用编译策略。由此可见,变译论应用于《大漠祭》中的乡土语言翻译,有助于译者充分发挥主观能动性,从而使译文信息准确,译文质量高,译文内容的传播速度快,针对性强,读者可以有效的获取自己所需的信息。本文通过对多种乡土语言类型的翻译研究表明变译理论中的变译策略对乡土语言的翻译有一定的实践指导意义,以期为乡土文学的对外译介提供可借鉴的参考意见。
张佳佳[2]（2021）在《《碧奴》英译本中的叙事调适研究》文中研究说明2005年英国坎农格特出版社（Canongate Books）发起“重述神话”项目,各国着名作家参与其中,对神话题材作品进行再创作。中国着名作家苏童受邀创作小说《碧奴》,创造性地重新阐释了“孟姜女哭长城”的古老神话传说,美国翻译家葛浩文通过翻译将这部神话故事讲述给英文读者。《碧奴》英文版出版之后,受到英语读者的广泛好评,也引起国内外学者和媒体的重点关注。因此,对《碧奴》英译本进行研究具有重要的学术价值。中西神话叙事的差异决定了译者在翻译时需充分考虑神话小说的叙事特点,对原作的叙事进行调适。通过对比研究《碧奴》的中文版和英文版,笔者发现葛浩文从叙事时间、人物形象、叙事情节以及叙事结构四个方面对原作的叙事进行了调适,本文结合文本中的例子对译者叙事调适的原因进行分析。研究发现,通过调适叙事时间加快叙事速度,增加小说的趣味性与流畅性;通过调适人物形象美化主人公碧奴的形象,削弱其复杂、多元化的负面特征,凸显其单一的神性特质;通过调适叙事情节增强情节的逻辑性和连贯性,使读者聚焦主干故事,减轻了由文化差异造成的阅读困难;通过调适叙事结构突出故事主题,使译文结构更加紧凑,符合英文的叙事习惯。本文通过研究《碧奴》英译本中的叙事调适,发现叙事学对于小说翻译有较强的解释力和指导意义,期望本研究可以为中国神话小说的英译提供一定的参考。
Ahsan Nawaz[3]（2021）在《获取真实领导力与组织学习和创新对CPEC项目管理成功的中介效应》文中研究指明本研究基于巴基斯坦CPEC项目,探讨组织创新与组织学习在真实领导行为之间的中介作用。中巴经济走廊（CPEC）是中国和巴基斯坦政府联合发起并管理的宏大工程,包括基础设施、电力和社会发展等多个项目。本研究以真实领导与组织创新和组织学习变量正相关为基础,旨在探讨组织创新和组织学习如何影响项目成功中的真实领导。本文采用演绎法对假设进行检验,以问卷调查为主要数据收集工具。在数据收集过程中应用了定量和定性技术。本项研究采用横截面的时间范围进行研究,具有解释性和探索性特点。从典型的定量研究框架出发,归纳分析与CPEC项目相关的文献,包括学术论文和相关文件。研究对象包括直接或间接为CPEC项目工作的跨国公司和政府有关组织机构。公司管理者、领导者和项目领导者共同构成本研究样本源,以目的取样为技术手段获取样本,所用研究工具为预先开发好的。本研究从与CPEC项目有关的私营公司或政府相关部门的高中层管理人员中,发放了总共295份调查问卷,以之为基础进行数据整理和分析。研究者采用李克特五点量度测量,被调查者可从选项1（强烈不同意）到选项5（强烈同意）中进行选择,以记录受访者对问题的同意程度。问卷最初用英语编制,然后转换成受访者的语言。研究者选取了中国石油工程建设有限责任公司的59个项目,每个项目选取5个具有权威者填写调查问卷,其中有20份是由CPEC高管填写的。在295份问卷中,有35份因不完整而被归类于废卷,260份有效问卷被进一步分析用于具体的研究中。采用SPSS和AMOS-21统计软件对包变量间的相关性进行分析。最终发现有数据表明,真实领导对组织学习和创新的有效影响是主变量。创新是创造力和学习的结晶,是组织成功的关键因素。真正的领导在于指明方向,并通过利用各种管理策略来促进创新、支持创新并变革凝聚力过程。组织学习是组织内部的行动,有意且非自主性地推动组织的积极变化。在巴基斯坦,本研究一个创新性的学术研究项目,并对世界性此类研究文献增添了新内容。
卿子茹[4]（2021）在《接受美学理论指导下的《加勒比通史》第五卷（第七章）英汉翻译实践报告》文中研究说明随着区域合作和一体化的发展,中国与加勒比地区的合作与交流亦不断深入,让中国人了解加勒比地区的历史文化至关重要。因此,翻译加勒比地区的历史文献也具有重要意义。本翻译实践报告是基于英文材料《加勒比通史》第五卷第七章——古巴革命及其对加勒比地区的影响。在接受美学理论指导下,本报告分析了如何运用恰当的翻译方法和策略在词汇、句法和语篇层面做出调整,确保译文表达的准确性,客观性与可读性。在词汇层面,笔者采用了词义引申、词性转换、增译与归化的翻译策略和方法,使得译文既忠实于原文又符合目的语的表达习惯,易于读者接受。在句法的分析上,为实现预期翻译目的,笔者运用了调整被动句、调整句子结构和拆分句子的翻译方法来处理原文中的被动句、长难句。在语篇方面,译者主要从篇章的衔接连贯着手,分析如何实现译文的可读性。通过以上词汇、句法和语篇三个层面的调整,达到了翻译目的,希望能够为研究加勒比地区的相关人员提供参考价值。
Nalukui Milapo[5]（2020）在《A Re-Discussion on the Causes of Democracy Building and Democratic Reform Failure in Africa:The case of Zambia》文中指出This study assessed the factors that contribute to the failure of democracy consolidation and the rise of authoritarianism in Africa.It considered the mainstream submissions which cite factors linked to:i)preconditions for democracy such as poor economic growth,an un educated populace,poor civic culture,and other characteristics associated with the continents lack of modernisation ii)colonialism and the continent’s historically entrenched failure to develop and nurture formal institutions iii)elites who have failed to use their agency to build democratic states.The study finds that these factors do not provide a satisfactory answer to the question of why Africa is failing to consolidate its democracy,which ultimately feeds into the authoritarianism that is currently manifesting on the continent.However,the answer lies in the approaches that have been used in western backed democracy building and democratic reforms that African countries were compelled to undertake when the West led by the US began the democracy-building project after the collapse of the Soviet Union.African countries had to undertake these reforms as a pre-condition for receiving western financial aid particularly in the 1990s.Zambia was used as a case study and the study specifically focused on constitutional reforms.Findings therefore show a linkage between the absence of clear and comprehensive democracy building and reform approaches and negative democratic outcomes.Such a result goes against the intentions of the liberal democracy agenda,which is to turn the world into a community of democracies that enjoy peace and all the other benefits that come with such a world order.Consequently,this study encourages democracy practioners to pay attention to approaches used when engaging in democracy building and supporting democratic reforms in countries that are democratising.
MOUNTON NJOYA FELIX[6]（2020）在《Research on Adults Literacy Policy in the Central Region of Cameroon （Mfoundi Division）》文中进行了进一步梳理21世纪是发展与创新的世纪,但是,发展和扫盲是两个不可分割,互相关联的事物,要发展必须要提高人民的识字率。一个国家在文盲人口很高的情况下谈论发展是很困难的,而中国,与其他仍然落后的国家相比,很早就意识到了这一点。当我试图深入研究为什么包括喀麦隆在内的那些非洲国家的成年人识字率依然低下时,我发现识字本身并不是真正的问题,而是扫盲教育政策的制订。本研究聚焦于喀麦隆扫盲教育政策的发展和现状、现存问题和面临的挑战,描述和探讨了喀麦隆中部地区（Mfoundi地区）的成人扫盲教育政策,并根据中国的扫盲经验提出了一些解决方案。具体地说,本文描述喀麦隆扫盲教育政策的发展和现状,以及喀麦隆扫盲教育政策的主要改革,调查了喀麦隆扫盲教育政策的实施情况,分析喀麦隆扫盲存在的问题,最后考察了中国扫盲教育的经验,并提出供决策者参考的相关建议,以改善喀麦隆的成人扫盲教育。为了能深入问题,本研究采用了定性和定量研究相结合的混合方法,把问题分为六个子问题进行研究。自1960年独立以来,喀麦隆在成人扫盲政策方面迄今有三项主要改革。第一次是1962年的改革,它是一次全国性扫盲运动,也被称为“树下的学校”,从1962年持续至1983年。第二次改革是2005年以来的国家扫盲计划,这是国家对扫盲运动的重新启动。第三次也是最后一次改革是《权力下放政策》,旨在加强国家扫盲计划。尽管在成人扫盲领域进行了改革,但是喀麦隆的成人扫盲政策存在的问题多于获得的成就。比如:国家的力度不够;扫盲政策的制订没有考虑学习者或教师的意见;监管力度不足;某些地区过于偏僻;没有给扫盲人员设置相应的职位和地位;策略执行不力;缺乏针对扫盲教育者和学习者的培训标准;负责语言问题的不同机构所采取的行动缺乏协调;国家内使用的不同语言种类太多;内容,培训,评估和认证方法不统一;受过训练的人员在数量和质量上的不足;不适应目标人群需求的方案和课程;没有将识字者纳入国家的劳动力市场战略;社会宗教因素,尤其是与妇女有关的因素;财力和物力不足;人口增长与培训提供之间的不足等等仍然存在。为了克服这些对喀麦隆发展产生重大影响的问题,根据中国在扫盲教育政策方面的经验,建议采取以下解决方案。政府应加强参与、去除政策上的障碍;增加成人扫盲有效学习机会的数量和范围;确保成人扫盲方案的质量和有效性;加强伙伴关系,以发展健全有效的成人扫盲政策体系;加强政府行动力并加强立法;加强关于扫盲政策的科学研究;加强知识与技术的结合。
Bello Habeeb Galadanchi[7]（2020）在《An Empirical Analysis on the Effect of Higher Education to Individual Economic Growth-Perspectives of Students in Univerisity of Abuja in Nigeria》文中研究说明一般而言,高等教育通过增加人力资本,对个人经济和收入增长作出重大贡献。其贡献以熟练劳动力的形式回报,从而促进个体发展,提高生活质量。不同的理论和模型被用来考察教育与经济增长的关系,许多人认为这种关系主要表现在人力资本积累上,教育是促进经济增长的源泉,人力资本是经济增长和技术变革的引擎。为了人力资本的积累,一个国家应该加大对高等教育的投入,以促进个人经济增长。鉴于研究条件的局限,本项实证研究调查和分析了尼日利亚阿布贾大学在校生关于高等教育对个人经济增长的影响的观点。本文围绕一个研究问题、三个子问题和三个假设进行了研究;使用均值和标准差、皮尔逊（Pearson）积差相关系数对数据进行了分析;同时使用多重回归分析在0.05显着性水平上测试了那些假设。调查结果显示,阿布贾大学在校生认为,尼日利亚高等教育对个体经济的增长有重要的积极的影响,比如通过向毕业生提供足够的知识和培训,使其能高效地生产商品和提供服务,并利用科学和技术解决问题,从而增强个人经济能力并对国家有价值。但他们认为,这些影响并未被用来服务于更高层次有益的目标,比如:发展科学和技术部门,提高农业效率,是医疗服务现代化;更重要的是,这些影响也未能促进教育体制改革以便能提高个人在上述领域的实力。他们认为,其原因是尼日利亚存在阻碍高等教育实施的重大挑战,尼日利亚社会经济发展政策对教育也有影响。本研究还发现,尼日利亚高等教育机构资金严重短缺,导致教育质量低,劳动力对就业市场毫无准备;尼日利亚并没有认真对待高等教育改革,也发现中国的高等教育改革有助于尼日利亚改善其高等教育对个人经济增长的贡献。本研究认为,利用高等教育改善大学毕业生个人经济增长,不仅是政府的责任,也是全国各利益相关者的责任。为改善尼日利亚高等教育对个人经济增长的贡献,本文提出如下建议:第一,促进公私伙伴关系以减少政府的财政负担,激发个体和社会的创造力和技术发展。第二,尼日利亚可以研究中国的高等教育政策,并模仿其有效性、清晰度和实用性,以适应尼日利亚的制度。第三,尼日利亚政府应该改善对高等教育机构的资助,将至少10%-15%的年度预算用于设施现代化、学术人员培训、课程升级和员工福利。第四,奖励和培训学术和非学术工作人员,这对于留住尼日利亚的人才并使他们掌握最新的知识和技能至关重要。第五,公司应与高等教育机构建立密切的关系,以便这些院校帮助公司提出一些问题的解决方案,从而使学生具有创新性,改善对院校的资助以及所涉个人的经济福利。第六,在实施上述措施时,还应鼓励尼日利亚学生努力提高时间管理技能。
Avetik Pashayan[8]（2020）在《Post-Imperium:Russia’s Return and the New Bargain for the Architecture of the European Regional Order》文中研究表明This dissertation deals with the grand strategic adjustment of the Russian Federation in the post-Cold War politico-security order of Europe,to evaluate Russian moves.It addresses the political moves,activities,strategic choices,and the ways of implementation of the Russian Federation,which shapes the politico-security landscape of Europe and makes it an arena of security and economic competition between Russia and the West.The rules that have been put to regulate the politico-security order of Europe are no more relevant and applicable in relation to Russia.Currently,the bargain for the architecture of the regional security order is halted by the Ukraine crisis;meanwhile,the Russia-West relations are at their lowest level since the end of the Cold War.By using the mixed theoretical framework,the dissertation examines current Russian political moves,activities,choices,and decisions in the region,particularly its interests,strategic culture,foreign policy formation,and the tools and measures for realization.The Russian grand strategic adjustment,being divided into the three periods,may seem different from each other in specific periods and raise questions related to the Russian intentions and interests.However,the Russian strategy has changed,not the interests.The different strategic choices in specific periods meant to achieve the Russian goals and fulfill the interests,just the preferential ways of realization have been changed.From the 1990s both,Russia and the West were favoring the integration to the political West.However,that was not meaning that Russia made just one strategic choice.At the same time,Russia did not abandon the strategic option of strengthening the status quo of the post-Soviet space.As it became apparent,from the late 2000s,only the second strategic option remained intact.Russia never abandoned the realist logic,and great power aspirations,just the ways of the realization have been changed.Then it will show the normative basis of the institutionalization of the post-Cold War order.It will show that from the vast array of iconic treaties and agreements even left from the Cold War times to regulate the current politico-security order of Europe being gradually abandoned,leaving just one treaty on the limits of the offensive forces（New START）intact.Hence,the decreased clarity of information and the uncertainty resulted in the stagnation of the relation of major actors,Russia,and the West and led to the heightened security competition between them.Lastly,it will show the current situation at the epicenter of the competition,in the post-Soviet space,examining the in-between situation of the in-between states in politico-security and economic dimensions as well as the ’protracted conflicts’of the region.In particular,all these realities contribute to both cooperation and competition in the area.It will be shown that the Russian Federation has started its ’BIG’ strategic shift to adjust itself in the system.The Russian political realities are in a permanent correlation with the post-Soviet space.Except for shaping the region,the Russian grand strategic adjustment automatically also shapes the broader contours of the politico-security landscape of Europe.That inevitably results in the bipolarity in the European continent,making the post-Soviet space the epicenter of the struggle for dominance between Russia and the West.
Novoshytskyi Bohdan[9]（2020）在《兴起中的印太区域主义 ——区域秩序的未来》文中研究表明The Indo-Pacific region has been widely discussed recently.The US,Japan,Australia,and India have come up with regional strategies that share similarities and diverge at the same time.The Association of Southeast Asian Nations has uncovered its IndoPacific vision too.These strategies highlight the objectives of maintaining peace and stability,promotion of regional connectivity,etc.However,apart from this,the region has not seen any substantial economic or institutional shifts.Economic architecture within the Indo-Pacific is very weak;the influence of international platforms that include states from both the Indian and the Pacific Ocean regions have been undermined.The recent literature focuses primarily on the analysis of strategies and concepts.Scant attention has been paid to the regional security interdependence.This thesis explores the regionalist approaches and empirically applies Regional Security Complex Theory developed by Buzan and Waever（2003）.The theory provides valuable analytical tools that help to trace the evolution of security dynamics in the area that makes up the emerging region.The thesis argues that in the absence of institutionalisation and economic regionalization,the Indo-Pacific is best understood as a multipolar security supercomplex that is generated mainly by the Sino-Indian interplay and accommodates a diverse group of actors,including great powers,middle powers and international organisation with independent agency.The interregional security dynamics are significant enough to single out the Indo-Pacific as a supercomplex and distinguish it from previously studied Asian supercomplex,but do not override the interdependence in South Asian and East Asian regional security complexes.To underpin the main contention,China’s and India’s developmental projects are studied with special emphasis on their security implications.
焦海燕[10]（2020）在《保罗·基廷的亚洲思维及其对澳亚关系的影响》文中提出本文的研究对象是澳大利亚前总理基廷的亚洲1思维及其对澳亚外交关系的影响。在准确归纳基廷亚洲思维的内涵及特征的基础上,结合澳大利亚国内民众对基廷亚洲思维的评价和再思考,认为基廷亚洲思维是冷战结束后的新时代背景中最大程度实现澳大利亚国家利益的产物,后基廷时代的各届政府无论是被动延续还是主动继承,基本上都没有背弃基廷亚洲思维的核心精神,即通过融入亚洲来实现澳洲自身利益的最大化。这种共融、共同享有亚太地区、不具有排他性的新亚洲思维,持续不断地与保守派所固守的过时、守旧、过分强调英美情节的旧亚洲思维进行碰撞。这两种外交理念的交融冲突,具有长期性,并因此会使近20年来澳亚关系呈现一种错综复杂的表象。然而,由表及里,仍然有理由相信,从各方面积极融入亚洲成为澳大利亚历届政府必须遵循的客观趋向,基廷的亚洲思维将会持续地积极影响澳大利亚的对亚外交,并将指引澳大利亚在与亚交往道路上及时校准方向,以期渐渐迈向双赢。基廷亚洲思维聚焦于澳大利亚的国家身份和国家利益两大方面的思考。关于澳大利亚的国家身份,基廷清晰地指出了澳大利亚就是澳大利亚这一命题,即澳大利亚不是西方国家在亚洲的代理国,也不是亚洲国家,这就突出了基廷立足澳大利亚自身的历史、文化、价值观和地理位置来定义澳大利亚国家身份的立场。澳大利亚融入亚洲的过程,不但体现了对这种身份定位的追求,而且也是明确这一身份的有效途径。倡导多边框架下的亚太地区合作化理念,并强调澳大利亚在地区化合作组织中的重要作用,是基廷更侧重澳大利亚自身特点来思考澳大利亚身份定位的重要体现。此外,“共和”思想也是基廷亚洲思维中涉及澳大利亚国家身份问题的一个重要组成部分,基廷认为共和制不但没有颠覆澳大利亚价值观和民主,反而能为澳大利亚在国际上赢得更多的信任,这符合澳大利亚独立外交的政治诉求,也能更好地服务于澳大利亚全面融入亚洲的外交战略。在国家利益方面,基廷亚洲思维涉及了经济、政治和安全领域。尽管基廷的亚洲思维并非仅限经济方面,可让澳大利亚在经济上受益却也是最为关切的问题之一。政治上,基廷亚洲思维旨在提升澳大利亚的地区和国际影响力。该政治诉求希望澳大利亚能积极参与亚太地区的政治安全议题,让澳大利亚独立的外交声音得到重视,并借此在亚洲寻求安全。为此,基廷认为澳大利亚在对未来具有决定性意义的亚太地区组织中,应擅于发挥澳大利亚自身的纽带优势,以实现该政治诉求。由上可知,基廷的亚洲思维体现了基廷在澳大利亚历史文化和地理之间寻求平衡的现实思考。旧亚洲思维的守旧、过时,是基廷亚洲思维产生的内因。澳大利亚地理位置独特,地处南半球,虽远隔辽阔的太平洋,但早在19世纪初就已与亚洲接触。从历史文化上讲,澳大利亚植根于西方;但从地理上讲,却是亚洲的近邻。长期以来,地理和历史文化的不对称性,导致澳大利亚对亚外交理念的内在冲突,一方面在经济领域期望依靠亚洲致富,另一方面又在军事、政治领域疏远亚洲,依赖英美以维持自身安全和自以为是的优越感,澳大利亚这种充满悖论色彩的亚洲观,使得澳亚关系陷入进退两难的尴尬境地。由此,基廷的新亚洲思维应运而出。它不仅体现了澳大利亚政治精英对澳亚关系的新思考,同时也显示了地缘利益相对于历史文化来说,在澳大利亚外交理念中逐渐占据主导地位。冷战结束的新时代背景,是基廷亚洲思维产生的外因。冷战结束后,不同政治制度、不同区域集团的军事政治冲突,得到很大缓解,经济利益成为各国外交愈益重要的考量。同时,经济全球化的纽带以及亚洲经济的崛起,也让地理上更加接近亚洲的澳大利亚重新思考新时代的澳亚关系。基廷新亚洲思维,即是立足于新时代澳大利亚自身在经济、政治、外交方面的诉求,对澳亚关系重新调整的一次新尝试,力求从各方面都能融入亚洲,以更好地实现本国利益。基廷亚洲思维是冷战后澳大利亚对亚外交理念的新尝试,全面而现实地考虑了新时代澳大利亚的现实利益以及澳亚历史发展水平的不平衡性,通过务实的举措,在经济、政治、安全和文化领域全面融入亚洲,呈现出开放、多边、地区性、积极和不具排他性的特征。基廷亚洲思维的突出创新,是对澳大利亚同为亚太诸国身份问题的回答,借此解决传统对亚理念的悖论色彩,给澳大利亚新时代的对亚外交注入活力,以更好地在经济、政治、安全和文化领域全面融入亚洲,而其终极目标,仍是后冷战时代澳大利亚国家利益的实现。基廷亚洲思维在地缘政治方面,希望澳大利亚能立足于亚太地区,并被认可为亚太地区一个重要的成员,就全球和地区事务发出自己的多方面诉求。经济方面,希望澳大利亚能致力于抓住亚洲经济发展的机遇,特别是东北亚经济发展的快车,与其形成新的经济互补,以便可以突破国内的经济困境。文化价值观方面,认为澳大利亚与亚洲的文化和价值观并非对立,尽管两者存在差异,但并不是不可跨越的鸿沟。基廷亚洲思维在实施过程中,难免受到澳大利亚失衡的传统亚洲观的挑战。该传统亚洲观过分强调历史和文化价值,忽略地理位置和现实利益,在澳大利亚现实外交中已显现落伍的一面。但这种源于历史文化的传统亚洲观,在澳大利亚国内仍具有较强的生命力,它的强大惯性,使得澳大利亚新、旧亚洲思维的碰撞不断,但在现实的澳大利亚利益面前,新亚洲思维越来越被认可和充实,并在澳大利亚外交理念中延续下来。基廷亚洲思维的这种连续性和丰富发展,在基廷1996年以后的言论中得到了鲜明的体现,相关论题涉及到澳大利亚自身文化的保持,全球化,新亚洲观,新经济互补,地区化,澳大利亚的安全和防务,澳大利亚国家身份,对中国崛起的态度,以及自我评价等方面。基廷撬动澳大利亚外交的新亚洲思维,被后基廷时代的澳大利亚历届政府继续探索和尝试。霍华德执政11年的对亚政策表现为怀旧和对基廷亚洲思维的适度调整,陆克文和杰拉德政府的对亚政策是以模糊和探索为特征,但可以肯定的是,他们认为通过融入亚洲来实现澳大利亚国家利益这一外交思想的正确性是毋容置疑的。艾伯特和特恩布尔政府的对亚政策,特别是特恩布尔政府错误地解读了基廷有关更加独立的政治诉求时,表面上看,似乎在澳大利亚融入亚洲的过程中迷失了方向。这种消极而挑衅性的态度展示了澳大利亚的防御性和警惕性,给人的印象是特恩布尔政府未能正确、理性地处理那些随着融入亚洲政策的不断深入而必然产生的一系列具体问题。但是,特恩布尔政府在对亚具体问题上的非理性举措,仍是建立在积极融入亚洲的外交策略的基础上,并因实际偏离了澳大利亚的国家利益而不断调整。换言之,不论是澳亚关系的和谐还是局部具体问题的摩擦,都是对基廷新亚洲思维的一种继承,某段时期某些具体问题的外交分歧,并没有改变历届政府积极融入亚洲的外交策略来实现澳大利亚国家利益的初衷,他们立足亚太的外交出发点以及借融入亚洲以谋取国家利益的外交目标仍然一致。而这一点恰恰体现出基廷亚洲思维的本质内涵。换言之,融入亚洲的外交策略已成为两党默许的对亚政策。基廷亚洲思维在澳大利亚不同群体中的反响不一。以斯蒂芬·菲茨杰拉德为代表的政客认为,基廷亚洲思维正在扭转澳大利亚国民的心理;澳大利亚学界对基廷亚洲思维给予了更多的信任和肯定;相对来说,民众的反馈却要复杂的多。上世纪90年代,基廷亚洲思维被认为太过遥远甚至难以企及,但随着时代变迁,澳大利亚民众的亚洲观在基廷亚洲思维的影响下,还是发生了巨变。从千禧年至今,对于大多数的澳大利亚民众来说,基廷亚洲思维已经不再是那么的缥缈或激进。但同时不可忽视的是,这并不能表明基廷亚洲思维在民众中已成为主流。总的来说,澳大利亚民众对基廷的亚洲思维持观望态度。基于上述讨论、对比和分析后可以发现:首先,澳洲积极融入亚洲的外交政策,不仅仅为了追求经济利益,另外一个更重要的因素,即澳洲自身的政治诉求,希望在政治上能在亚洲有自己的一席之地。这是基廷和澳大利亚后续政府有关后冷战时代对亚外交的重要基石和明显特征。该特征在90年代初表现得较为隐晦,但随着融入亚洲的不断深入,澳大利亚在政治上的诉求表现得越来越强烈。2008年以后,澳大利亚对亚洲事务频频发声,虽然有时在对华态度上不太和谐,这种不和谐的发声也未必是澳大利亚真正的声音,但这种迫切表现自己立场的政治表现,与其在亚洲积极谋求举足轻重的政治角色的意图相吻合。其次,基廷新亚洲思维框架下的澳大利亚外交,正从传统亚洲观笼罩下的地缘经济与地缘政治的分离,渐渐走向两者的统一。在此过程中,不得不指出的是,澳大利亚把自身因为积极推行融入亚洲政策所产生的一些不可避免的社会问题归咎于亚洲的逻辑实在太牵强,毫无疑问,这种居高临下的不公逻辑,本意并非对基廷新亚洲思维的背叛,但实际上对积极融入亚洲的策略和澳亚关系的健康发展不利,澳大利亚这种“甩锅”的逻辑和行为,也是目前澳亚关系波折不断的重要成因。再次,关于基廷亚洲思维的叙事和理解不能脱离时代大背景。把基廷亚洲思维放入时代大背景下来解读,可以很清楚地看到,后基廷时代澳大利亚历届政府的对亚外交政策没有偏离基廷亚洲思维的本质内涵。虽然这期间澳亚关系出现了一些波折,特别是2017年以来,澳大利亚政府在对华外交上表现出来的“锋芒”让人很容易有这样的直观感受,澳大利亚政府在对亚外交特别是对华外交上走回头路。但是,直觉使然的判断往往受到了表象的干扰,对亚外交的表面“锋芒”,恰恰揭示了其内心渴望在亚洲事务有更多政治发声的意图,或许这种意图对澳亚关系特别是澳华关系略有伤害,但其本意仍是在亚太事务上谋取更多的存在感和融入感,而非对基廷亚洲思维的背叛。在基廷新亚洲思维的影响下,澳大利亚政府为了实现国家利益、探寻新时代的澳亚关系而积极探索,面对日益变化的周边环境摸着石头过河也好,为了凸显自身的亚太地区角色而无中生有也罢,这都是冷战后澳大利亚适应新亚洲思维而在具体政策中反复磨合的必然阶段。基廷积极融入亚洲的外交理念已然无可争议地成为澳大利亚两党默认的外交政策。在新亚洲思维的指导下,澳大利亚对亚具体外交措施或有反复磨合,甚至因为不合理的言行而伤害澳亚特别是澳华关系,但磨合、反复后的最佳相处之道,将会使澳亚关系逐步地迈向共赢。
二、Ａｄｊｕｓｔｍｅｎｔ ｏｆ ｔｈｅ Ｗｅｓｔｅｒｎ Ｅｃｏｎｏｍｉｅｓ ｉｎ ｔｈｅ １９９０ｓ（论文开题报告）
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三、Ａｄｊｕｓｔｍｅｎｔ ｏｆ ｔｈｅ Ｗｅｓｔｅｒｎ Ｅｃｏｎｏｍｉｅｓ ｉｎ ｔｈｅ １９９０ｓ（论文提纲范文）
（1）变译论视角下《大漠祭》中乡土语言的翻译研究（论文提纲范文）
| ACKNOWLDGEMENTS |
| ABSTRACT |
| 摘要 |
| Chapter One INTRODUCTION |
| 1.1 Research Background |
| 1.2 Significance of the Research |
| 1.3 Research Questions and Methodology |
| 1.4 The Structure of Thesis |
| Chapter Two LITERATURE REVIEW |
| 2.1 Previous Studies on Translation of Folk Language |
| 2.2 Previous Studies on English Version of Xue Mo’s Desert Rites |
| 2.3 Previous Studies of Translation Variation Theory |
| Chapter Three THEORETICAL FRAMEWORK |
| 3.1 Basic Claims of Translation Variation Theory |
| 3.1.1 Rise and development of translation variation theory |
| 3.1.2 Complete translation and translation variation |
| 3.2 Strategies and Methods of Translation Variation Theory |
| 3.2.1 Eight translation strategies in translation variation theory |
| 3.2.2 Twelve translation methods in translation variation theory |
| Chapter Four Analysis of Translation Strategies Applied in Desert Ritesfrom Translation Variation Theory |
| 4.1 Definition and Category of Folk Language |
| 4.2 Functions of Folk Language in Chinese Literary Works |
| 4.3 Analysis of Translation Strategies in Desert Rites from Translation Variation Theory |
| 4.3.1 Strategies to figurative folk language |
| 4.3.2 Strategies to idioms |
| 4.3.3 Strategies to culture-loaded words |
| 4.3.4 Strategies to proverbs |
| 4.3.5 Strategies to slang |
| 4.3.6 Strategies to dialects |
| 4.3.7 Strategies to folk songs |
| Chapter Five CONCLUSION |
| 5.1 Major Findings |
| 5.2 Limitations |
| 5.3 Recommendations for Further Research |
| REFERENCES |
（2）《碧奴》英译本中的叙事调适研究（论文提纲范文）
| Acknowledgements |
| 内容摘要 |
| Abstract |
| Chapter 1 Introduction |
| 1.1 Research Background |
| 1.2 Objectives and Significance |
| 1.3 Research Questions |
| 1.4 Thesis Structure |
| Chapter 2 Literature Review |
| 2.1 Overview of Chinese Mythology |
| 2.2 Previous Studies on Binu and its English Translation |
| 2.3 Previous Translation Studies from the Perspective of Narratology |
| Chapter 3 Theoretical Framework |
| 3.1 Narratology and Its Development |
| 3.2 Four Concepts of Narratology in this Research |
| 3.2.1 Narrative Time |
| 3.2.2 Character Image |
| 3.2.3 Narrative Plot |
| 3.2.4 Narrative Structure |
| 3.3 Differences between Chinese and Western Myth Narration |
| Chapter 4 Narrative Adjustments in Binu and the Great Wall |
| 4.1 Narrative Adjustments in Narrative Time |
| 4.1.1 Order |
| 4.1.2 Duration |
| 4.2 Narrative Adjustments in Character Image |
| 4.2.1 Appearance |
| 4.2.2 Speech |
| 4.2.3 Behaviour |
| 4.2.4 Psychology |
| 4.3 Narrative Adjustments in Plot |
| 4.3.1 Deletion |
| 4.3.2 Addition |
| 4.3.3 Adaptation |
| 4.4 Narrative Adjustments in Narrative Structure |
| 4.4.1 Deletion and Reorganization of Titles |
| 4.4.2 Paragraph Division |
| Chapter 5 Conclusion |
| 5.1 Major Findings |
| 5.2 Limitations and Suggestions |
| Bibliography |
| 附件 |
（3）获取真实领导力与组织学习和创新对CPEC项目管理成功的中介效应（论文提纲范文）
| 摘要 |
| ABSTRACT |
| List of Abbreviations |
| Chapter 1 Commencement and Study Context |
| 1.1 Study Perspective and Introduction |
| 1.2 Background of the Study |
| 1.2.1 Project Management |
| 1.2.2 Contemporary studies of Project Management |
| 1.2.3 Project Success |
| 1.2.4 Authentic Leadership |
| 1.2.5 Organizational Innovation |
| 1.2.6 Organizational Learning |
| 1.3 Aim and Objectives |
| 1.4 Research Questions |
| 1.5 Significance of the Research |
| 1.6 Research Methodology |
| 1.7 Dissertation Layout |
| 1.8 Summary |
| Chapter 2 Targeted Study |
| 2.1 Introduction |
| 2.2 China Pakistan Economic Corridor (CPEC) |
| 2.3 Energy Power Projects |
| 2.3.1“Port Qasim Coal-Fired Power Plant” |
| 2.3.2 Hydropower Station (Suki Kinari) |
| 2.3.3“Coal Power Plant (Sahiwal)” |
| 2.3.4 Wind Farm Hydro China (Dawood) |
| 2.3.5 Coal Power Project Gwadar |
| 2.3.6 Quaid-E-Azam Power Project Bahawalpur (Solar Park) |
| 2.3.7“UEP Wind Farm”(Jhimpir, Thatta) |
| 2.3.8 Sachal Farm (Thatta) |
| 2.3.9 Hydropower Station (Karot) |
| 2.3.10 Three Gorges Third Wind Power Project |
| 2.3.11 Coal Power Plant (HUB) |
| 2.3.12 Kohala Hydel Project AJK |
| 2.3.13 Fuel Power Plant (Rahimyar Khan) |
| 2.3.14 Cacho Project Wind Energy |
| 2.3.15 Wind Power Project (Western Energy) |
| 2.4 Mining Projects |
| 2.4.1 (Thar) Engro Coal Field Block II Surface Mine |
| 2.4.2 Coal Field Surface Mine Thar II |
| 2.4.3 Mine Mouth Power Phase Coal Block-I &Sec (Ssrl Thar) |
| 2.4.4 Surface Mine & Mouth Oracle Plant Thar |
| 2.5 Project under Consideration |
| 2.6 Infrastructure Projects |
| 2.6.1“(Multan-Sukkur Section) Peshawar-Karachi Motorway” |
| 2.6.2 (Thakot -Havelian Section) KKH PHASE II |
| 2.6.3 Basima - Khuzdar Road |
| 2.6.4 D.I.Khan - Zhob Upgradation |
| 2.6.5 N35 KKH Thakot-Raikot |
| 2.6.6 Surab-Hoshab (N-85) |
| 2.6.7 Gwadar – Turbat – Hoshab (M-8) |
| 2.6.8 Zhob Quetta (N-50) |
| 2.6.9 D.I Khan (Yarik) –Zhob (N-50) |
| 2.6.10 D.I Khan Motorway Hakla |
| 2.6.11 Chitral to Chakdara, Link Road from Gilgit, Shandor |
| 2.6.12 Expansion and Reconstruction of ML1 |
| 2.7 Economic Zones |
| 2.7.1 Nowshera, Rashakai Economic Zone |
| 2.7.2 Special Economic Zone Dhabeji |
| 2.7.3 Development Free Zone |
| 2.8 Gwadar Projects |
| 2.8.1 Expressway (Gwadar East-Bay) |
| 2.8.2 International Airport (New Gwadar) |
| 2.8.3 Breakwaters Construction |
| 2.8.4 Berthing Areas & Channels Dredging |
| 2.8.5 Fresh Water Treatment Indispensable Facilities |
| 2.8.6 Pak-China Friendship Hospital |
| 2.8.7 Technical and Vocational Institution (Gwadar) |
| 2.8.8 Smart Master City Plan Gwadar |
| 2.8.9 Project Livelihood (Gwadar) |
| 2.9 Different Sector Projects |
| 2.9.1 Havelian Dry Port |
| 2.9.2 Optical Fiber (Cable Cross Border) |
| 2.9.3 Digital Terrestrial Multimedia Broadcast (DTMB) Project |
| 2.9.4 Early Warning System (EWS), Pakistan Meteorological Department |
| 2.9.5 Karachi Circular Railway |
| 2.9.6 Orange Line – Lahore |
| 2.9.7 Transfer of Knowledge in Different Sectors |
| 2.9.8 Transfer of Knowledge in the Education Sector |
| 2.9.9 HVDC Transmission Line Project, Matiari to Lahore |
| 2.10 Summary |
| Chapter 3 Literature Review |
| 3.1 Introduction |
| 3.2 China Pakistan Economic Corridor |
| 3.2.1 Pak-China Brotherhood |
| 3.2.2 China’s Dream |
| 3.2.3 Management of CPEC |
| 3.2.4 Structural Body |
| 3.2.5 Financial Assistance |
| 3.3 Project Management |
| 3.3.1 Ancient History of Project Management |
| 3.3.2 Project Management Four Period |
| 3.3.3 Post Project Management Fourth Eras |
| 3.3.4 Project Management Future |
| 3.3.5 The Current Project Management State |
| 3.3.6 Project Management Practice |
| 3.3.7 Project Management Objectives |
| 3.4 Project success |
| 3.4.1 Definition of Project |
| 3.4.2 Studies of Project Success Criteria |
| 3.4.3 Project Categorization |
| 3.4.4 Project Success and Different Stakeholders |
| 3.4.5 Project Manager Traits Related to Project Success |
| 3.4.6 Criteria to Measure Project Success |
| 3.4.7 Causatives of Project Success |
| 3.4.8 Belassi and Tukel’s Determined Critical Success Factors (CSPs) |
| 3.4.9 Critical Success Factors by Van der Merwe Hauptfleisch’s and Els |
| 3.4.10 Critical Success Factors by Ivanova’s and Alexandrova |
| 3.4.11 Critical Success Factors Nistor’s Belieu and Crisan |
| 3.5 Authentic Leadership |
| 3.5.1 What is Authentic? |
| 3.5.2 Defining Authenticity |
| 3.5.3 Ethics and Authentic Leadership |
| 3.5.4 Perception of Authentic Leadership Style |
| 3.5.5 Development of Authentic Leadership and Authentic Leaders |
| 3.5.6 Authentic Leadership Constituents |
| 3.5.7 Leadership Theories based AL differentiation |
| 3.5.8 Differentiating authentic and transformational leadership (TL) |
| 3.5.9 Charismatic Leadership Theories and Authentic Leadership |
| 3.5.10 Spiritual Leadership (SL), Servant Leadership and (AL) AuthenticLeadership |
| 3.6 Organizational Learning |
| 3.6.1 Experiential Theory of Learning |
| 3.6.2 Adaptive and Generative Theory of Learning |
| 3.6.3 Types of Organizational Learning |
| 3.6.4 Learning Dimensions by NEEF |
| 3.6.5 Organizational Learning and Organizational Innovation |
| 3.7 Organizational Innovation |
| 3.7.1 Previous Research Supports Innovation |
| 3.7.2 Conceptual Review |
| 3.7.3 Duality Management and Organizational Innovation |
| 3.7.4 Supported Theories to Organizational Innovation |
| 3.7.5 Ambidextrous Theory of Innovation |
| 3.7.6 Management Change and Self-Organization |
| 3.8 Summary |
| Chapter 4 Theoretical Framework |
| 4.1 Introduction |
| 4.2 The Significance of Planning a Research Design Framework |
| 4.3 Developing the Research Design Framework |
| 4.3.1 Theoretical Framework Significance |
| 4.3.2 Theoretical Framework of the Study |
| 4.3.3 Project Management |
| 4.3.4 Authentic Leadership |
| 4.3.5 Organizational Learning and Conceptual Framework |
| 4.3.6 Organizational Innovation |
| 4.3.7 Project Success (Ps) |
| 4.4 Philosophy and Research Assumptions |
| 4.4.1 Ontology |
| 4.4.2 Epistemology |
| 4.4.3 Linking Ontology, Epistemology and Methodology |
| 4.5 Development of Hypothesis |
| 4.5.1 Appraising the Authentic Leadership on OL |
| 4.5.2 Appraising the A.L. on Success of Project |
| 4.5.3 Appraising the Organizational Learning on Organization Innovation |
| 4.5.4 Appraisal of Organizational Innovation on Project Success |
| 4.5.5 Appraising the Organizational Learning on Project Success |
| 4.5.6 Appraising the Mediating Character of O.L. amid Authentic Leadership andCPEC Project Success |
| 4.5.7 Appraising the Connecting Function of O.I., O.L. and Project Success |
| 4.5.8 Appraising the Connecting Function of O.I. and O.L. amid AL and ProjectSuccess |
| 4.6 Summary |
| Chapter 5 Research Methodology |
| 5.1 Introduction |
| 5.2 Philosophy of Research |
| 5.2.1 Nature of Social Science and Related Assumptions |
| 5.2.2 Nature of Society in Assumptions |
| 5.2.3 Research Paradigms |
| 5.3 Research Approach |
| 5.4 Methodology of Research |
| 5.5 Research Strategy |
| 5.5.1 Survey Research: The Preferred Approach |
| 5.6 The Design of Research |
| 5.7 Sampling and Research Population |
| 5.8 Methods of Data Collection |
| 5.8.1 Questionnaire Development |
| 5.8.2 Design of Questionnaire |
| 5.8.3 Types of Questions |
| 5.8.4 Measurement Scales |
| 5.9 Test Pilot |
| 5.10 Main Questionnaire Survey |
| 5.10.1 Response Rate |
| 5.11 Semi-Structured Interviews |
| 5.12 Techniques of Data Analysis |
| 5.12.1 Structural Equation Modelling |
| 5.12.2 The Underlying Principle for Using AMOS |
| 5.12.3 Expending AMOS for Testing of Hypotheses |
| 5.12.4 Reliability analysis |
| 5.13 Ethical Considerations |
| 5.14 Summary |
| Chapter 6 Survey & Hypothesis Results |
| 6.1 Introduction |
| 6.2 Characteristics of Study Sample |
| 6.2.1 Characteristics of Surveyed Organizations |
| 6.3 Policies and Planning for Project Management |
| 6.3.1 Project Management Development |
| 6.3.2 Project Management vs. General Management |
| 6.3.3 Nature of Policies |
| 6.3.4 Responsibility for Developing Plans and Policies |
| 6.3.5 Expectation Level of Plan Implementation |
| 6.4 Implementation of Project Relating Innovation and Learning Programme |
| 6.4.1 Analysis Regarding Project Need |
| 6.4.2 Methods for Need Analysis |
| 6.4.3 Circumstances for Need in P.M.D |
| 6.4.4 Approaches to Innovation and Learning |
| 6.4.5 Methods Used for Development and Learning |
| 6.5 Summary of Quantitative Analysis |
| 6.6 Hypotheses Testing Introduction |
| 6.7 Descriptive Statistics |
| 6.8 Empirical Analysis |
| 6.9 Bivariate Analysis (Correlations) |
| 6.10 Multiple Regression Analysis |
| 6.11 Data Screening |
| 6.11.1 Missing Data |
| 6.11.2 Outliers Detection |
| 6.11.3 Multi-collinearity |
| 6.12 Data Exploration |
| 6.12.1 Communality Scores |
| 6.13 Confirmatory Factor Analysis (C.F.A.) |
| 6.13.1 Authentic Leadership |
| 6.13.2 Organizational Innovation |
| 6.13.3 Organizational Learning |
| 6.13.4 Project Success |
| 6.13.5 Measurement Model |
| 6.14 SEM (Structural Equation Modeling) |
| 6.14.1 Indirect Effects |
| 6.15 Testing of Hypotheses |
| 6.15.1 AL and OL |
| 6.15.2 AL and PMS |
| 6.15.3 OL and OI |
| 6.15.4 OI and PMS |
| 6.15.5 OL and PMS |
| 6.16 Summary |
| Chapter 7 Qualitative Findings |
| 7.1 Introduction |
| 7.2 Semi-structured Interviews |
| 7.3 Background Information |
| 7.4 Usage of Project Management Practices |
| 7.5 Feature Influencing the Project Management |
| 7.6 Apparent Advantages of PMP |
| 7.7 Complications in Assessing AL, OI, OL and Project Success |
| 7.8 Summary |
| Chapter 8 Discussion, Contribution and Recommendation |
| 8.1 Introduction |
| 8.2 Leading Research Outcomes |
| 8.3 Research Question and Hypothesis Testing Assessment |
| 8.3.1 Impact of Authentic Leadership on Organizational Learning |
| 8.3.2 Impact of Authentic Leadership on CPEC Project Success |
| 8.3.3 Impact of Organizational Learning on Organization Innovation |
| 8.3.4 Impact of Organizational Innovation on CPEC Project Success |
| 8.3.5 Impact of Organizational Learning on CPEC Project Success |
| 8.3.6 Mediating Role of Organizational Learning between Authentic Leadershipand CPEC Project Success |
| 8.3.7 Mediating Role of Organizational Innovation between Organization Learningand CPEC Project Success |
| 8.3.8 Mediating Role of Organizational Innovation and Organizational Learningbetween Authentic Leadership and CPEC Project Success |
| 8.4 Authentic Leadership and Project Success |
| 8.5 Authentic Leadership and Organizational Learning |
| 8.6 Organizational Learning and Organizational Innovation |
| 8.7 Organizational learning and Project Success |
| 8.8 Organizational Innovation and Project Success |
| 8.9 Summary |
| Chapter 9 Final Conclusion |
| 9.1 Introduction |
| 9.2 Summarized Version of Research Outcomes |
| 9.3 Research Contribution |
| 9.4 Implementations of the Study |
| 9.4.1 Theoretical, Methodological and Contextual Implications |
| 9.4.2 Validation of the Discussed Variables |
| 9.4.3 Managerial Level Policy Implications |
| 9.4.4 Government Level Policy Implications |
| 9.5 Limitations of the Study |
| 9.6 Future Directions and Recommendations |
| 9.7 Epilogue |
| Reference |
| Appendix |
| Acknowledgement |
| Dedication |
（4）接受美学理论指导下的《加勒比通史》第五卷（第七章）英汉翻译实践报告（论文提纲范文）
| 摘要 |
| abstract |
| Chapter one Introduction |
| 1.1 Source of the Translation Project |
| 1.2 Significance of the Translation Project |
| 1.3 Layout of the Translation Report |
| Chapter two Translation Procedure |
| 2.1 Preparation of Reference Books |
| 2.2 Source Text Analysis |
| 2.2.1 Source Text Analysis from Lexical Level |
| 2.2.2 Source Text Analysis from Syntactic Level |
| 2.2.3 Source Text Analysis from Textual Level |
| 2.3 Translation Process |
| 2.4 Proof-reading |
| 2.4.1 Self-prof-reading |
| 2.4.2 Proofreading by others |
| Chapter three Theoretical Preparation |
| 3.1 Introduction of Reception Aesthetics |
| 3.2 Main Concepts of Reception Aesthetics |
| 3.2.1 Horizon of Expectation |
| 3.2.2 Appealing Structure |
| 3.2.3 The Role of Readers |
| 3.3 Feasibility in the Translation of The Cuban Revolution and Its Impact on the Caribbean |
| Chapter four Case Study |
| 4.1 Lexical Translation Based on Reception Aesthetics |
| 4.1.1 Semantic Extension |
| 4.1.2 Conversion of Parts of Speech |
| 4.1.3 Amplification |
| 4.1.4 Domestication |
| 4.2 Syntactic Translation Based on Reception Aesthetics |
| 4.2.1 The change of voice |
| 4.2.2 Adjust the Syntactic order |
| 4.2.3 Reiteration |
| 4.2.4 Devision |
| 4.3 Textual Translation Based on Reception Aesthetics |
| 4.3.1 Cohension |
| 4.3.2 Coherence |
| 4.3.3 Readability |
| Chapter five Translation Project Assessment |
| 5.1 Supervisor's Assessment |
| 5.2 Client's Assessment |
| 5.3 Peer's Assessment |
| Chapter six Conclusion |
| Acknowledgements |
| Bibliography |
| Appendix |
（5）A Re-Discussion on the Causes of Democracy Building and Democratic Reform Failure in Africa:The case of Zambia（论文提纲范文）
| Acknowledgements |
| Abstract |
| Abbreviations |
| 1.0 INTRODUCTION |
| 1.1 Background and Aim |
| 1.2 Literature Review |
| 1.2.1 Defining Concepts |
| 1.2.2 Africa's Democratisation and the rise of Authoritarianism |
| 1.3 Methodology |
| 1.4 Chapter Overview and Dissertation Structure |
| 2.0 THEORETICAL FRAMEWORK |
| 2.1 Liberal democracy |
| 2.2 How authoritarian states democratise into liberal democracies |
| 2.3 How to undertake reforms |
| 2.4 Causes of Authoritarianism |
| 3.0 CASE STUDY: ZAMBIA'S CONSTITUTIONAL REFORMS |
| 3.1 Colonialism: British Influence in Zambia's Governance Architecture |
| 3.2 Zambia's Independence: Political Reforms for National Development and Unity |
| 3.3 Zambia's New Era: Reforming for Democracy and Development |
| 3.4 Chapter Overview |
| 4.0 FINDINGS AND ANALYSIS: FACTORS THAT CONTRIBUTE TOAUTHORITARIANISM IN AFRICA |
| 4.1 Re- examining the Narrative on Pre-conditions, Political Elites and Rise ofAuthoritarianism in Africa |
| 4.2 Testing Hypothesis: Western Backed Approaches to Democracy Building, Reformsand Linkages with the Rise of Authoritarianism in Africa |
| 4.2.1 Why African Countries Carried Out Reforms in The 1990s |
| 4.2.2 Why African Countries Continued To Carry Out Reforms after The 1990s |
| 4.2.3 Approach Used in Zambia's Democratisation: Can It Support DemocraticConsolidation? |
| 4.2.4 Approaches Used in Zambia's Constitutional Reforms:Can they SupportDemocratic Consolidation? |
| 4.2.5 Results of Democracy Promotion and Constitutional Reforms in Zambia |
| 4.2.6 Democracy Promotion and Constitutional Reform Approaches in Zambia: TheNegative Effect on Democracy Consolidation |
| 5.0 CONCLUSION |
| Bibliography |
| 学位论文评闻及答辩情况表 |
（6）Research on Adults Literacy Policy in the Central Region of Cameroon （Mfoundi Division）（论文提纲范文）
| 摘要 |
| ABSTRACT |
| Acronyms |
| Chapter1 Introduction |
| Background of the study |
| Statement of the problem |
| Purpose of the study |
| Research Questions |
| Significance of the Study |
| Research scope and Delimitation |
| Research limitations |
| The state of the problem |
| Literature review |
| Theoretical framework |
| Chapter2:Research Methodology |
| Introduction |
| 2.1 Approach of the research |
| 2.2 Data collection techniques |
| 2.2.1 Presentation of the Site |
| 2.2.2 Documentary research |
| 2.2.3 Direct observation |
| 2.2.4 Indirect observation |
| 2.3 Data Analysis |
| 2.4 Period of survey |
| 2.5 Difficulties encountered |
| 2.6 Limits of the study |
| 2.7 Presentation plan of the thesis content |
| Chapter3:Reforms and their impacts in history of literacy education policy inCameroon |
| 3.1 Historical context of education in Cameroon |
| 3.2 Historical development and the content of adult’s literacy policy in Cameroon |
| 3.2.1 Historical development of adult’s literacy policy in Cameroon |
| 3.2.2 Content of the adult’s literacy policy document |
| 3.3 presentation of the current situation of adults’education and literacypolicy in Cameroon |
| Conclusion |
| Chapter4:Literacy practice in adult literacy centers in Cameroon |
| 4.1 People involved |
| 4.2 The main disciplines offered by the adult literacy program in Cameroon |
| 4.3 Duration of training and teaching time in literacy centers in Cameroon |
| 4.4 Teaching site |
| 4.5 Teachers |
| 4.6 Funding |
| 4.7 Text books |
| 4.8 Relations between officials,literacy educators and learners |
| 4.8.1 Relations between officials and literacy educators |
| 4.8.2 Relations between officials and learners |
| 4.9 How monitors sensitize adults to attend literacy classes |
| Conclusion |
| Chapter5:Efficiency and Challenge of Adult Literacy policy in Cameroon |
| Introduction |
| 5.1 Efficiency of Adult Literacy Education in Cameroon |
| 5.1.1 Efficiency at the institutional level |
| 5.1.2 Efficiency at the local(literacy centers)level |
| 5.2 Challenge of Adult Literacy policy in Cameroon |
| 5.2.1 Challenge of Adult Literacy policy at the institutional level |
| 5.2.2 Challenge of Adult Literacy policy at the literacy centers |
| Chapter6:Successful experience of Adult Literacy Education policy in China |
| Introduction |
| 6.1 Key directions of literacy education policy in China |
| 6.1.1 The Policy of Language Simplification to Increase Literacy |
| 6.1.2 The policy known as"rapid literacy method"or literacy for workers |
| 6.1.3 Instauration of the9 Years Compulsory Education |
| 6.1.4 Instauration of special curricula and various text books for literacyeducation as well as diploma or certificate at the end of literacy program |
| 6.1.5 Orientation of rural literacy in accordance with the needs of agriculturalproduction and that of farmers |
| 6.1.6 Selection of literacy educators |
| 6.1.7 The Policy of"one:block,two:sweeps and three:improvements" |
| 6.2 The motive factors and Enlightenment of the development of literacyeducation policy China |
| 6.2.1 Political power |
| 6.2.2 Economic power |
| 6.2.3 Enlightenment |
| 6.3 Resilience of the Chinese Government toward some literacy difficulties |
| 6.3.1 During the period of distortion of the New China Literacy EducationPolicy(1966-1976) |
| 6.3.2 During the restoration and reconstruction of New China's LiteracyEducation Policy(1977-90s) |
| 6.3.3 During the adjustment and renewal of literacy education policy in NewChina(since year2000) |
| 6.4 The achievement and experience of literacy education in China |
| Conclusion |
| Chapter7:Recommendations based on Chinese experience for a more effective fightagainst adult illiteracy in Cameroon |
| 7.1 Summary of findings |
| 7.2 Recommendations |
| 7.2.1 Reduce barriers and increase participation |
| 7.2.2 Increase the number and range of effective learning opportunities forAdult literacy |
| 7.2.3 To ensure the quality and effectiveness of literacy programs for Adults |
| 7.2.4 Strengthen Partnerships to develop a solid and effective Adult literacySystem |
| 7.2.5 Strengthen Government actions and intensify law enforcement toensure that literacy is a"top priority"in the education system |
| 7.2.6 Strengthening Scientific Research on literacy Education |
| 7.2.7 Combination of knowledge and Technology |
| 7.2.8 Strengthening the Law of Compulsory Primary Education in Cameroon |
| 7.2.9 Establishment of Multiples Measures for Political Stability |
| 7.2.10 Adopt the Experimental Literacy Program(2017) |
| Bibliography |
| Appendix |
| Acknowledgement |
（7）An Empirical Analysis on the Effect of Higher Education to Individual Economic Growth-Perspectives of Students in Univerisity of Abuja in Nigeria（论文提纲范文）
| ABSTRACT |
| 摘要 |
| ACRONYMS |
| CHAPTER ONE INTRODUCTION |
| 1.1 BACKGROUND OF THE STUDY |
| 1.2 STATEMENT OF THE PROBLEM |
| 1.3 PURPOSE OF THE STUDY |
| 1.4 RESEARCH QUESTION |
| 1.5 STATEMENT OF HYPOTHESIS |
| 1.6 SIGNIFICANCE OF THE STUDY |
| 1.7 SCOPE AND LIMITATION OF THE STUDY |
| 1.8 JUSTIFICATION FOR THE STUDY |
| 1.9 OPERATIONAL DEFINITION OF TERMS |
| CHAPTER TWO REVIEW OF RELATED LITERATURE |
| 2.1 INTRODUCTION |
| 2.2 CONCEPTUAL AND THEORETICAL FRAMEWORK |
| 2.2.1 THE CONCEPT OF EDUCATION |
| 2.2.2 CONCEPT OF HIGHER EDUCATION |
| 2.2.3 ECONOMIC DEVELOPMENT/GROWTH AND THE AFFECTING FACTORS |
| 2.2.4 CONCEPT OF INDIVIDUAL ECONOMIC GROWTH |
| 2.3 THE ROLE OF HIGHER EDUCATION |
| 2.3.1 EVOLUTION OF THE HIGHER EDUCATION SYSTEM IN NIGERIA |
| 2.3.2 ECONOMIC AND NON-ECONOMIC BENEFITS OF HIGHER EDUCATION |
| 2.3.3 IMPACT FACTORS OF HIGHER EDUCATION WITH RELATIONS TO INDIVIDUALECONOMIC DEVELOPMENT |
| 2.3.4 PUBLIC AND PRIVATE BENEFITS OF HIGHER EDUCATION |
| 2.3.5 HIGHER EDUCATION INSTITUTIONS AND INDIVIDUAL ECONOMIC GROWTH |
| 2.3.6 PUSHING INDIVIDUAL ECONOMIC DEVELOPMENT WITH LIMITED HIGHEREDUCATION INVESTMENT IN NIGERIA |
| 2.3.7 NIGERIAN EDUCATION AND INDIVIDUAL ECONOMIC GROWTH |
| 2.3.8 THE EFFECT OF HIGHER EDUCATION ON INDIVIDUAL ECONOMIC GROWTH |
| 2.3.9 HIGHER EDUCATION THEORETICAL TIES TO INDIVIDUAL ECONOMIC GROWTH |
| 2.4 REVIEW OF EMPIRICAL STUDIES |
| 2.5 EVOLUTION OF THE EDUCATION POLICY IN NIGERIA |
| 2.5.1 NIGERIA EDUCATION POLICY BEFORE AMALGAMATION(1841–1908) |
| 2.5.2 NIGERIA EDUCATION POLICY FROM AMALGAMATION TO PRE-INDEPENDENCE(1914–1960) |
| 2.5.3 EDUCATION ORDINANCE OF1948 |
| 2.5.5 THE NIGERIAN EDUCATION ORDINANCE OF1952 |
| 2.5.6 1955,1956 AND1957 REGIONAL EDUCATION LAWS IN NIGERIA |
| 2.5.7 1959 ASHBY REPORT IN NIGERIA |
| 2.5.8 NIGERIAN EDUCATION POLICY FROM1960 TO2013 |
| 2.5.9 EDUCATION POLICY OF1977 |
| 2.5.10 EDUCATION LAWS OF THE MILITARY ERA1979 TO1999 |
| 2.5.11 EDUCATIONAL POLICIES SINCE1999 |
| 2.5.12 SUMMARY OF EDUCATION POLICY IN NIGERIA |
| 2.6 EDUCATION POLICY IN CHINA |
| 2.6.1 PREVAILING THINKING BEHIND EDUCATIONAL DEVELOPMENT IN CHINA |
| 2.6.2 POLICY TRENDS FOR GLOBALIZED EDUCATIONAL DEVELOPMENT |
| 2.6.3 CHALLENGES OF EDUCATIONAL POLICY DEVELOPMENT IN CHINA |
| 2.6.4 CHINA'S EDUCATION DEVELOPMENT ISSUES |
| 2.6.5 VALUE OF EDUCATION IN CHINA |
| 2.7 NIGERIA'S AND CHINA EDUCATIONAL COOPERATION ANDECONOMIC GROWTH |
| 2.8 CHALLENGES OF HIGHER EDUCATION IN NIGERIA |
| 2.8.1 INADEQUATE FUNDING |
| 2.8.2 INADEQUATE TEACHING STAFF/POOR QUALITY OF TEACHING STAFF |
| 2.8.3 POOR POLICY IMPLEMENTATION |
| 2.8.4 LACK OF RESOURCES |
| 2.8.5 LACK OF INFORMATION COMMUNICATION TECHNOLOGY FACILITIES |
| 2.8.6 LACK OF VIBRANT STAFF DEVELOPMENT PROGRAMMES |
| 2.8.7 CULTISM AND OTHER VICES |
| 2.8.8 POOR LEADERSHIP |
| 2.9 CHALLENGES FACING HIGHER EDUCATION IN NIGERIA |
| 2.9.1 THE GROWING INVOLVEMENT OF PRIVATE SECTOR PARTICIPATION IN HEIs |
| 2.9.2 GROWING PRIVATIZATION AND COMMERCIALIZATION OF PUBLIC HEIS |
| 2.9.3 SHRINKING STATE FUNDING FOR HIGHER EDUCATION IN NIGERIA |
| 2.9.4 POOR INSTITUTIONAL-INDUSTRIAL COLLABORATION TO AID RESEARCH ANDREDUCE UNEMPLOYMENT OF HEIs GRADUATES IN NIGERIA |
| 2.9.5 CHANGING PUBLIC EXPECTATIONS IN NIGERIA |
| 2.9.6 THE CHANGING AND UNCERTAIN JOB MARKET FOR HIGHER EDUCATIONINSTITUTES(HEIs)GRADUATES IN NIGERIA |
| 2.9.7 SHORTAGE OF ACADEMIC STAFF IN NIGERIA |
| 2.9.8 POLITICAL INFLUENCE |
| 2.9.9 RELIGIOUS INFLUENCE |
| 2.9.10 INDUSTRIAL ACTIONS |
| CHAPTER THREE RESEARCH METHODOLOGY |
| 3.1 INTRODUCTION |
| 3.2 RESEARCH DESIGN |
| 3.3 POPULATION OF THE STUDY |
| 3.4 SAMPLING TECHNIQUE/SAMPLE SIZE |
| 3.5 DESCRIPTION OF RESEARCH INSTRUMENT |
| 3.6 METHOD OF DATA COLLECTION |
| 3.7 METHOD OF DATA ANALYSIS |
| 3.8 TECHNIQUE OF DATA ANALYSIS |
| CHAPTER FOUR SUMMARY OF FINDINGS |
| 4.1 LEVEL OF RELATIONSHIP BETWEEN HIGHER EDUCATION ANDINDIVIDUAL ECONOMIC GROWTH IN NIGERIA |
| 4.2 THE CONTRIBUTION OF HIGHER EDUCATION TO ECONOMICGROWTH AND DEVELOPMENT IN NIGERIA |
| 4.3 MAJOR CHALLENGES BEDEVILING THE IMPLEMENTATION OFEFFECTIVE HIGHER EDUCATION SYSTEM IN NIGERIA |
| 4.4 THE IMPLICATIONS DRAWN FROM EDUCATION AND SOCIO-ECONOMIC DEVELOPMENT POLICIES OF NIGERIA |
| 4.5 RESULTS OF HYPOTHESIS |
| 4.6 THE LEVEL OF HIGHER EDUCATION IN NIGERIA DOES NOTSIGNIFICANTLY DEPEND ON LACK OF FUNDING |
| 4.7 THE LEVEL OF MANAGEMENT OF NIGERIA HIGHER EDUCATIONSYSTEM IS NOT SIGNIFICANTLY OF HIGH STANDARD |
| 4.8 EFFECT OF THE CHALLENGES OF ACADEMIC STANDARD ANDQUALITY IN HIGHER EDUCATION |
| 4.9 SUMMARY OF THE RESULTS |
| CHAPTER FIVE DATA ANALYSIS,INTERPRETATION OF RESULTS |
| 5.1 ANALYSIS AND INTERPRETATION OF THE RELATIONSHIP BETWEENHIGHER EDUCATION AND INDIVIDUAL ECONOMIC GROWTH IN NIGERIA |
| 5.2 ANALYSIS AND INTERPRETATION OF THE CONTRIBUTION OFHIGHER EDUCATION TO ECONOMIC GROWTH AND DEVELOPMENT INNIGERIA |
| 5.3 ANALYSIS AND INTERPRETATION OF MAJOR CHALLENGESBEDELIVING THE IMPLEMENTATION OF EFFECTIVE HIGHER EDUCATION INSYSTEM IN NIGERIA |
| CHAPTER SIX SUMMARY,CONCLUSION AND RECOMMENDATION |
| 6.1 INTRODUCTION |
| 6.2 SUMMARY |
| 6.3 CONCLUSION |
| 6.3.1 FUNDING SHORTAGE |
| 6.3.2 HIGHER EDUCATION REFORM |
| 6.3.3 HIGHER EDUCATION CHALLENGES AND SOCIO-ECONOMIC IMPACT |
| 6.3.4 TIME MANAGEMENT AND ACADEMIC PERFORMANCE |
| 6.3.5 CHINA– NIGERIA CO'OPERATION |
| 6.4 SUMMERY OF CONCLUSION |
| 6.5 RECOMMENDATION OF THE STUDY |
| 6.5.1 HIGHER EDUCATION REFORM |
| 6.5.2 TACKLING CHALLENGES FACING NIGERIAN HIGHER EDUCATION INSTITUTIONS |
| 6.5.3 SUMMARY OF RECOMMENDATIONS |
| 6.6 FUTURE STUDIES |
| CHAPTER SEVEN REFERENCE |
| APPENDIX A |
| COMPLETION OF QUESTIONNAIRE |
| RESEARCH QUESTIONNAIRE |
| Personal Data of Respondents |
| SECTION B |
| Instruction |
| CLUSTER ONE |
| CLUSTER TWO |
| APPENDIX B |
（8）Post-Imperium:Russia’s Return and the New Bargain for the Architecture of the European Regional Order（论文提纲范文）
| Abstract |
| List of Abbreviations |
| 1. Introduction |
| 1.1. Research Background and Goal |
| 1.2. Research Perspective and Conceptualization |
| 1.3. The Structure of the Thesis |
| 1.4. Literature Review |
| 2. Chapter 1: Theoretical Framework |
| 2.1. Offensive Realism as the Baseline for Neoclassical Realism |
| 2.1.1. State Behavior in International System |
| 2.1.2. The Hierarchy of State Goals |
| 2.1.3. Creating a World Order |
| 2.1.4. Cooperation Among States |
| 2.1.5. Power Fear Wealth |
| 2.1.5.1. Power and Fear |
| 2.1.5.2. Power and Wealth |
| 2.1.6. The Primacy of Land |
| 2.1.7. Hegemony, Nuclear Weapons and the Balance of Power |
| 2.1.7.1. The Nuclear Weapons, MAD and the Balance of Power |
| 2.1.8. Strategies for Survival |
| 2.2. Neoclassical Realism:Variables |
| 2.2.1. Independent Variable |
| 2.2.1.1. The Relative Distribution of Power and Polarity |
| 2.2.1.2. Clarity |
| 2.2.1.3. Permissive and Restrictive Strategic Environments |
| 2.2.2. Intervening Variables |
| 2.2.2.1. Leader Images |
| 2.2.2.2. Strategic Culture |
| 2.2.2.3. State-Society Relations |
| 2.2.2.4. Domestic Institutions |
| 2.2.2.5. Key Actors of/within FPE |
| 2.2.3. Dependent Variables |
| 2.2.4. Linking the all 3-Independent, Intervening and Dependent Variables |
| 2.3. Methodology |
| 2.4. Applying the Mixed Approach to the Russian Grand Strategic Adjustment |
| 3. Chapter 2: Russian Grand Strategic Adjustment since the end of the Cold War |
| 3.1. Russian Strategic Culture and the Foreign Policy Formation |
| 3.1.1. The Determinants of the RSC |
| 3.1.1.1. The History-Identity/Geography/Geopolitics and Threat Perception |
| 3.1.1.2. The Quest for Great Power Status |
| 3.1.1.3. Political Realism as the Way of Russian Strategic Thinking |
| 3.1.1.4. Military Power vs. Economic |
| 3.1.2. The Blurriness of the Russian Strategic Culture of the 1990s |
| 3.1.3. The Revival of the Russian Strategic Culture of the 2000s |
| 3.1.4. Continuation of the ‘Traditional’ Russian Strategic Culture of the 2010s |
| 3.1.5. Concluding remarks on the current Russian strategic culture |
| 3.1.5.1. Conceptualization of Russian Foreign Policy Goals |
| 3.2. Russian Foreign Policy and Bargain for the Architecture of European SecuritySystem |
| 3.2.1. Russian Choice of the 1990s:Integration to the Political West |
| 3.2.2. Russian Choice of the 2000s:Signs of Mutual Distrust, Alienation and Crisis |
| 3.2.3. Russian Choice Since 2008:Strengthening the Existing Status Quo |
| 3.2.3.1. European Security Treaty |
| 3.2.3.2. Eurasian Integration |
| 3.2.4. Concluding Remarks on the Russian Foreign Policy and Bargain for theArchitecture of European Security System |
| 4. Chapter 3: The Normative Basis of the European Security System Institutionalization |
| 4.1. CSCE/OSCE Institutionalization |
| 4.1.1. Helsinki Final Act 1975 |
| 4.1.2. Charter of Paris for a New Europe 1990 |
| 4.1.3. CSCE Helsinki Document 1992: The Challenges of Change |
| 4.1.4. CSCE Budapest Document 1994: Towards a Genuine Partnership in a New Era |
| 4.1.4.1. Code of Conduct on Politico-Military Aspects of Security |
| 4.1.5. Lisbon Document 1996 |
| 4.1.5.1. A Framework for Arms Control |
| 4.1.6. Istanbul Document 1999:Charter for European Security |
| 4.1.7. Astana Commemorative Declaration: Towards A Security Community2010 |
| 4.2. Arms Control and Confidence and Security Building Measures |
| 4.2.1. Treaty on Conventional Forces in Europe |
| 4.2.1.1. Original Version |
| 4.2.1.2. Adapted Version |
| 4.2.2. Vienna Document 2011 |
| 4.2.3. Treaty on Open Skies |
| 4.3. US-Soviet/Russian Missile and Offensive Forces Limiting Treaties |
| 4.3.1. Anti-Ballistic Missile Treaty |
| 4.3.2. The Intermediate-range Nuclear Forces Treaty |
| 4.3.3. STARTS |
| 4.3.3.1. START Ⅰ&Ⅱ |
| 4.3.3.1.1. Budapest Memorandum 1994 |
| 4.3.3.2. SORT |
| 4.3.3.3. New START |
| 4.4. Concluding Remarks on the Normative Basis of the European Security SystemInstitutionalization |
| 5. Chapter 4: Creating the Regional order: From High Hopes to Dissolution |
| 5.1. European Union vs. Eurasian Economic Union |
| 5.1.1. The Eurasian Economic Union and Russia within |
| 5.2. In-between West and East:Security Dimension of the Regional Order |
| 5.2.1. Status Quo |
| 5.3. In-between West and East: Economic Dimension of the Regional Order |
| 5.3.1. Status Quo |
| 5.4. Protracted Regional Conflicts of the Post-Soviet Space as the Constituent Part of theRegional Order |
| 5.4.1. The Status Quo and its Limiting Impact on the Regional Conflict Management |
| 5.4.2. Positive Spillover of the Security and Economic Dimensions over the ConflictManagement and Settlement |
| 5.5. The Summary of the Regional Order |
| 5.6. One World and Two Worldviews |
| 5.6.1. Understanding the Status Quo from the Russian Perspective |
| 5.7. Concluding Remarks on the Regional Order |
| 6. Conclusion |
| 6.1. Recommendations |
| Bibliography |
| Acknowledgments |
（9）兴起中的印太区域主义 ——区域秩序的未来（论文提纲范文）
| Acknowledgements |
| Abstract |
| 1.Introduction |
| 1.1.Background |
| 1.2.Significance of the study |
| 1.3.Literature review |
| 1.4.The research design |
| 1.4.1.Research question |
| 1.4.2.Methodology |
| 1.5.Academic contribution |
| 1.6.Thesis structure |
| 2.Regionalist approaches in international relations:Regional Security Complex Theory |
| 2.1.From‘old’to‘new’regionalism |
| 2.2.Regional Security Complex Theory |
| 2.2.1.Types of regional complexes and their essential structure |
| 2.2.2.The constructivist turn in RSCT and its implications |
| 2.3.Empirical application of RSCT |
| 3.Locating the Indo-Pacific:An emergent‘supercomplex’ |
| 3.1.Asia from RSCT perspective |
| 3.2.Securitization in Asia:instances and agency |
| 3.3.Structural factors:global and regional levels |
| 3.3.1.The rise of China |
| 3.3.2.The rise of India |
| 3.3.3.The ASEAN Centrality in regional architecture |
| 3.3.4.The US strategic anxiety:Sino-US trade friction |
| 4.The Indo-Pacific concepts and strategies |
| 4.1.Indian regional policies |
| 4.2.Japanese Indo-Pacific vision |
| 4.3.Australian Indo-Pacific agenda |
| 4.4.The US and the FOIP strategy |
| 4.5.The ASEAN Outlook on the Indo-Pacific |
| 4.6.China’s‘New Asian Security’concept |
| 4.7.The geographic scope of the Indo-Pacific |
| 5.Great power spillover instances in the Indo-Pacific supercomplex:cases of Pakistan and Myanmar |
| 5.1.China’s engagement in South Asia |
| 5.1.1.China-Pakistan Economic Corridor |
| 5.1.2.Regional security concerns |
| 5.2.Sino-Indian security interplay in Southeast Asia |
| 5.2.1.Indian and Chinese developmental projects in Myanmar |
| 5.2.2.The Rohingya crisis and security implications for India,China and ASEAN |
| 6.Conclusion:a new order in the Indo-Pacific region? |
| BIBLIOGRAPHY |
（10）保罗·基廷的亚洲思维及其对澳亚关系的影响（论文提纲范文）
| Abstract |
| 摘要 |
| Chapter1 Introduction |
| 1.1 Background and origin |
| 1.2 Objectives of the study |
| 1.3 Literature review |
| 1.3.1 Related research in China |
| 1.3.2 Related research in Australia |
| 1.4 Research methodology |
| 1.5 Overview of the dissertation |
| Chapter2 Setting Tones:Context of Paul Keating's Asia Thinking |
| 2.1 Australia's regional overview in the1990s |
| 2.2 Asia's role in Australia's economic development |
| 2.3 Challenges to Australia's old mindset |
| Chapter3 Identity and National Interests:Essentialities of Paul Keating's Asia Thinking |
| 3.1 Time to change:Australia and Australia's Asia thinking |
| 3.1.1 Strategy and political trends |
| 3.1.2 Economy |
| 3.1.3 Values |
| 3.2 Paul Keating and Keating's Asia thinking |
| 3.3 Benefits and feasibility in logic:Paul Keating's Asia thinking and Australia |
| 3.3.1 Benefits from engaging with Asia |
| 3.3.2 Measures to engage with Asia |
| 3.3.3 Australia's strengths in engaging with Asia |
| 3.3.4 Legitimacy of engaging with Asia |
| 3.4 Paul Keating's ideas on Asia thinking |
| 3.4.1 Politics |
| 3.4.2 Australia's Asianization |
| 3.4.3 The Role of the United States to Australia |
| 3.4.4 Regionalisation |
| 3.4.5 Multilateralism |
| 3.5 Fighting for Australia:Keating government's practices on the new Asia thinking |
| 3.5.1 China |
| 3.5.2 Japan |
| 3.5.3 ROK and DPRK |
| 3.5.4 Indonesia |
| 3.5.5 America |
| 3.6 Enrichment and development:Paul Keating's Asia thinking after 1996 |
| Chapter4 Comments of Paul Keating's Asia thinking from Australians |
| 4.1 Turn around a national psyche:Australia's politicians |
| 4.2 Trust overweight doubts:Australia's academia |
| 4.3 Wait and see:public opinion |
| Chapter5 Dilemma and Belief:Rethinking Paul Keating's Asia Thinking |
| 5.1 Continuity and differences:Paul Keating's Asia thinking and the successive governments |
| 5.2 Challenges and difficulties to Paul Keating's Asia thinking |
| 5.2.1 The lack of mutual trust |
| 5.2.2 China's rise |
| 5.2.3 Australians who were reluctant to change their inherent view to Asia |
| 5.2.4 A top-down negative attitude towards Asia |
| 5.2.5 The changes in international politics in recent years |
| 5.3 Win-win situation |
| Chapter6 Conclusion |
| Bibliography |
| Abbreviations and Acronyms |
| Acknowledgements |
四、Ａｄｊｕｓｔｍｅｎｔ ｏｆ ｔｈｅ Ｗｅｓｔｅｒｎ Ｅｃｏｎｏｍｉｅｓ ｉｎ ｔｈｅ １９９０ｓ（论文参考文献）
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