第一篇：綿陽(yáng)師范學(xué)院本科生畢業(yè)設(shè)計(jì)(作品)封面（推薦）

（）屆本科生畢業(yè)設(shè)計(jì)（作品）

曲 專(zhuān) 院 學(xué) 姓 指 導(dǎo)

名 業(yè) 系 號(hào) 名

教 師

年 月

第二篇：本科生畢業(yè)設(shè)計(jì)(論文)中期報(bào)告封面

北 京 科 技 大 學(xué)

本科生畢業(yè)設(shè)計(jì)(論文)中期報(bào)告

題目：________________________

________________________

學(xué)院：________________________

專(zhuān)業(yè)：________________________

姓名：________________________

學(xué)號(hào)：________________________

指導(dǎo)教師：________________________

年 月 日

第三篇：綿陽(yáng)師范學(xué)院策劃書(shū)

綿陽(yáng)師范學(xué)院

紀(jì)念“一二·九”演講比賽

策

劃

書(shū)

負(fù)責(zé)人：黃金華 ***

王莉敏 ***

主辦單位：綿陽(yáng)師范學(xué)院校團(tuán)委協(xié)辦單位：綿陽(yáng)師范學(xué)院社團(tuán)部博澤協(xié)會(huì) 春秋文史社

紀(jì)念“一二·九”運(yùn)動(dòng)演講比賽策劃書(shū)

一、活動(dòng)主題：紀(jì)念“一二·九”愛(ài)國(guó)運(yùn)動(dòng)

二、活動(dòng)目的：了解國(guó)史，增強(qiáng)愛(ài)國(guó)意識(shí)，弘揚(yáng)愛(ài)國(guó)主義精神

三、活動(dòng)時(shí)間：2008年11月29日

四、活動(dòng)地點(diǎn)；二教舞臺(tái)

五、活動(dòng)內(nèi)容：本次活動(dòng)以演講的形式，分為初賽、復(fù)賽、決賽，以愛(ài)國(guó)主義運(yùn)動(dòng)為主題，激發(fā)當(dāng)代大學(xué)生的愛(ài)國(guó)熱情，增強(qiáng)民意識(shí)，提供一個(gè)鍛煉口才，了解國(guó)史的平臺(tái)，在學(xué)習(xí)與參與中得到提高，我們共同進(jìn)步！

六、活動(dòng)人員：數(shù)學(xué)與計(jì)算機(jī)科學(xué)學(xué)院

李旻罡老師

社團(tuán)部副部長(zhǎng)

馮疆 博澤協(xié)會(huì)、春秋文史社所有成員 其他協(xié)會(huì)成員 參賽選手

七、活動(dòng)流程安排

前期準(zhǔn)備工作（11月10日—11月23日）

1、宣傳

海報(bào)和展板（有特色與新穎性），面向全校學(xué)生，17、18日兩天在校園里設(shè)報(bào)名點(diǎn)；

2、拉贊助

尋求商家來(lái)贊助本次演講比賽，我們給商家提供宣傳與相應(yīng)的服務(wù)，達(dá)到互利共贏；

3、教室與活動(dòng)地點(diǎn)的申請(qǐng)

4、報(bào)名工作的落實(shí)

中期準(zhǔn)備工作（11月24日—11月28日）

初賽于11月24日18：30舉行，基本流程如下： 1、17：00開(kāi)始準(zhǔn)備賽場(chǎng) 2、19：00比賽開(kāi)始，主持人致辭

3、選手比賽

4、節(jié)目表演

5、選手比賽

6、結(jié)束

復(fù)賽于11月28日晚7：00舉行（流程與初賽類(lèi)似，地點(diǎn)為二教舞臺(tái)）決賽（11月29日）

決賽于19：00在二教舞臺(tái)隆重舉行，流程安排： 1、15：00開(kāi)始布置會(huì)場(chǎng)（包括音響與燈光準(zhǔn)備的準(zhǔn)備工作）2、19：00決賽正式開(kāi)始，主持人致辭

3、李旻罡老師致辭

4、選手主題演講

5、文藝節(jié)目表演

6、即興演講

7、頒獎(jiǎng)

8、比賽結(jié)束

八、活動(dòng)經(jīng)費(fèi)預(yù)算

活動(dòng)經(jīng)費(fèi)由贊助和會(huì)費(fèi)兩部分組成，本次活動(dòng)經(jīng)費(fèi)預(yù)算如下：

1、會(huì)場(chǎng)布置

氣球（大、小氣球）10袋*5

50元 彩紙

20張 *0.8

16元 彩燈（租）

10組*2

20元

2、證書(shū)與獎(jiǎng)品

證書(shū)

10本*3

30元 獲獎(jiǎng)獎(jiǎng)品

180元 互動(dòng)獎(jiǎng)品（小獎(jiǎng)品）

40元

3食品

礦泉水

1件*24

24元 瓜子、糖、水果

60元

合計(jì)：420元

拉贊助：280元

備注：

1、本次演講比賽是面向全校的學(xué)生，可以擴(kuò)大知名度，為商家的宣傳工作起到一個(gè)很好的作用，同時(shí)還可以提供一些其它的服務(wù)

2、橫副 3條（校園1條，比賽會(huì)場(chǎng)2條）

“預(yù)祝紀(jì)念“一二·九”運(yùn)動(dòng)演講比賽取得圓滿(mǎn)成功”（規(guī)格由贊助商決定）

2008年11月10日

第四篇：本科生畢業(yè)設(shè)計(jì)

一、原始依據(jù)和參考文獻(xiàn)

[1] Allan, Keith.Euphemism and Dysphemism.New York: Oxford University press, 1991.

[2] Channell, Joanna.Vague Language.Shanghai: Shanghai Foreign Language Edu.

press.2000.

[3] Fauconnier, G.Mental Spaces: Aspects of Meaning Construction in Natural

Language.Cambridge: CUp, 1994.

[4] Fauconnier, G.Mappings in Thought and Language.Cambridge: CUp, 1997.

[5] Fauconnier, G.and M.Turner.Conceptual Integration Network.Cognitive

Linguistics, 22(2), 133-187, 1998.

[6] Fauconnier, G.and E.Sweetser.Spaces, Worlds, and Grammar.Chicago: The

University of Chicago press, 1996.

[7] Fauconnier, G.and M.Turner.The Way We Think: Conceptual Blending and the

Mind: Hidden Complexities.New York: Basic Books, 2002.

[8] G.Radden and K.panther(Eds).Cognitive Domains: Metonymies and Image

Schemas.Amsterdam: John Benjamins, 1999.

[9] Grady, J.Cognitive mechanism of conceptual integration.Cognitive Linguistics

11, 335-345, 2000.

[10] Leech, G.N.principles of pragmatics.London: Longman Group Limited, 1983.

[11] 從萊庭.英語(yǔ)委婉語(yǔ)詳解詞典.武漢:湖北教育出版社,2001.

[12] 胡曙中.現(xiàn)代英語(yǔ)修辭.上海:上海外語(yǔ)教育出版社,2004.

[13] 劉純豹.英語(yǔ)委婉語(yǔ)詞典.北京:商務(wù)印書(shū)館,2002.

[14] 邵軍航,樊葳葳.委婉機(jī)制的認(rèn)知語(yǔ)言學(xué)詮釋.外語(yǔ)研究,2004,(4).

[15] 文 軍.英語(yǔ)修辭格詞典.重慶:重慶大學(xué)出版社,1992.

[16] 謝祖鈞.英語(yǔ)修辭.北京:機(jī)械工業(yè)出版社,1988.

二、研究?jī)?nèi)容和要求

Contents of the studies:

The word euphemism comes from Greek meaning “fair speech”.Euphemism is defined in the New Edition of the Oxford Concise Dictionary(1976)as “substitution of mild or vague or roundabout expression for harsh or direct one;expression thus substituted.” The study of euphemism can be divided mainly into two phases.The study before 21st century was mainly based on the traditional syntax and pragmatics.In 1960s when sociolinguistic theories were introduced to China, many scholars began to study the special social functions of Euphemism.Later, other studies about its classification, construction manners and laws of changing.In the book, New Discoveries About Euphemism written by Shu Dingfang and Xu Jinyuan, four basic construction principles of Euphemism were well discussed.It was a breakthrough in the theories of Euphemism.Since the cognitive linguistics was introduced to China, the nature and mental mechanics of its cognition has been studied.However, the cognitive study of euphemism has mainly focused on the general principles and mechanics of its generation and operation.There has been no structural description of the whole process of cognition.

The conceptual blending theory is a new and developing branch of cognitive linguistics that rose just in recent years.It provides a new point for the study of euphemism’s mechanics.The “many-space” or “conceptual integration networks” theory of Fauconnier and Turner(1994, 1998)is an elaboration of the two-space model of metaphor that has been the cornerstone of the metaphor field since Aristotle(1954), and which has underpinned a string of conceptual theories from Richards(1936), through Black(1962)and Koestler(1964)to Lakof and Johnson(1980).The theory of conceptual integration, in contrast, posits as many of these input spaces as are needed, as well as a generic space-a conceptual space that provides the ground for the integration-and a blended space-the space in which the conceptual product is constructed.In blending, structure from input mental spaces is projected to a separate, “blended” mental space.The projection is selective.Through composition, completion and elaboration, the blend develops structure not provided by the inputs.Inferences, arguments, and ideas developed in the blend can have effect in cognition, leading us to modify the initial inputs and to change our view of the corresponding situations.This paper will take the Conceptual Blending Theory as a starting point to investigate the on-line cognitive mechanisms involved in euphemism interpretation.Meanwhile, it attempts to examine the Conceptual Blending Theory to see if there is something that can be benefited from and that needs to be enriched in the present research.

Requirements:

As an indispensable part of undergraduate education, the writing of thesis plays an important role in developing the students’ ability of comprehensively applying learnt knowledge and skills to practical use.According to Document No.38 of Tianjin University issued in 2004 on the requirements of undergraduates’ thesis, students should stick to the following requirements:

1.The thesis must be based on the student’s own ideas.plagiarizing is not allowed.

2.The thesis should strictly conform to the format set by the university.

3.The length of the thesis is 6000-8000 words.

4.Under the guidance of the supervisor, students should finish the thesis within the period from November 15th, 2005 to May 15th, 2006.

指導(dǎo)教師（簽字）

年 月 日

審題小組組長(zhǎng)（簽字）

年 月 日

天津大學(xué)本科生畢業(yè)設(shè)計(jì)（論文）開(kāi)題報(bào)告

課題名稱(chēng)

Towards the On-line Cognitive Mechanisms Involved in Euphemism Interpretation

學(xué)院名稱(chēng)

社會(huì)科學(xué)與外國(guó)語(yǔ)學(xué)院

專(zhuān)業(yè)名稱(chēng)

英語(yǔ)

學(xué)生姓名

張雪

指導(dǎo)教師

姜明

I.Source:

The topic is self-selected.

II.purpose:

The study of euphemisms has been pursued by cognitive linguists.However, it has been mainly focused on the general principles of generation.The conceptual blending theory provides a new point for the study of euphemism’s mechanics.

III.Objectives:

1.To describe the cognition of euphemism by the conceptual blending theory;

2.To examine the Conceptual Blending Theory to see if there is something that can be benefited from and that needs to be enriched in the present research

IV.Contents:

The conceptual blending theory(CBT)is a new and developing branch of cognitive linguistics that rose just in recent years.In my paper, I will analyze the interpretation of euphemisms with CBT.There are four parts in the paper:

part I.An Introduction to the Study of Euphemism

part II.Theoretical Framework of Conceptual Blending Theory

part III.The On-line Cognitive Mechanisms Involved in Euphemism Interpretation

part IV.Conclusion

V.Methods:

1.Collection of euphemisms: mainly in the book named The Dictionary of Euphemism, written by Liu Chunbao and from 004km.cn;

2.Classification of euphemisms;

3.Data analysis of different types of euphemisms.

VI.Time Schedule:

Nov.15~Dec.4— Topic selection

Dec.5~Dec.18— Filling in the task form

Dec.19~Jan.15— Material collection

Feb.20~Mar.5— Opening report

Mar.6~Apr.5— First draft

Apr.6~May.15— Final thesis

Early June— Oral defense

VII.Main References:

[1] Allan, Keith.Euphemism and Dysphemism.New York: Oxford University press, 1991.

[2] Channell, Joanna.Vague Language.Shanghai: Shanghai Foreign Language Edu.

press.2000.

[3] Fauconnier, G.Mental Spaces: Aspects of Meaning Construction in Natural

Language.Cambridge: CUp, 1994.

[4] Fauconnier, G.Mappings in Thought and Language.Cambridge: CUp, 1997.

[5] Fauconnier, G.and M.Turner.Conceptual Integration Network.Cognitive

Linguistics, 22(2), 133-187, 1998.

[6] 束定芳,徐金元.委婉語(yǔ)研究、回顧與前瞻.外國(guó)語(yǔ),1995,(5).

[7] 王文斌.概念合成理論研究與應(yīng)用的回顧與思考.外語(yǔ)研究,2004,(1).

選題是否合適： 是□ 否□；

課題能否實(shí)現(xiàn)： 能□不能□

指導(dǎo)教師（簽字）

年 月 日

選題是否合適： 是□ 否□；

課題能否實(shí)現(xiàn)： 能□不能□

審題小組組長(zhǎng)（簽字）

年 月 日

第五篇：南京工業(yè)大學(xué)自考本科生畢業(yè)設(shè)計(jì)(論文)封面[推薦]

南京工業(yè)大學(xué)

自考本科生

畢 業(yè) 設(shè) 計(jì)(論文)

題目

學(xué)生姓名

學(xué)號(hào)

學(xué)院

專(zhuān)業(yè)

指導(dǎo)教師

年月