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Name of Wu Mei
No full textDie Story beruht auf dem Kurzroman ›The Name of
Wu-mei‹ von YUEN Siu-cheong. Die Geschichte wurde
durch eine außergewöhnliche erzählerische Führung
vorgestellt. Während des Lesens möchten wir unsere Sinnesempfindungen
hinterfragen. In dem Video erzählt
uns der Erzähler – Nin Kuen – von dem Prozess der Vollendung
des Romans ›The Name of Wu-mei‹. Im Verlauf
der Erzählung finden wir heraus, dass der Fingerzeig,
den wir bekommen, auf den Lügen einer anderen Person
beruhen könnte
A Study on Wu Mei-tz'un (Part I)
Full text linkWu Mei-tz'un (Wu Wei-yeh 呉偉業) was born in T'ai-tz'ang 太倉. T'ai-tz'ang had been the center for the study of classical literature as well as the founding place for Fu-she 復社. It is therefore only natural that Wu Mei-tz'un was influenced by the atmosphere there. His political career started under the influence of Chang P'u 張溥, the leader of Fu-she as well as his teacher. Whether reluctant or not, he had to take part in the political disputes. When the Min 明 dynasty collapsed, Wu Mei-tz'un did not want to serve in the Ch'ing 淸 court, but situations did not permit it. Eventually he even submitted to the Ch'ing court. Thus we must say his political conviction was rather fragile. Since his father was not well off, he had to earn his living by selling his literary works. With this income he had managed quite a stylish life. His relations with women seemed romantic. As an artist, he befriended some of the most famous artists of his time, and his paintings were highly esteemed at the time. In the theater, he was the most important amateur among his contemporaries. Playwrights including Li Yü 李玉 and Li Yü 李漁 also seemed to have been heavily influenced by him
Qu pin: fu Chuan qi pin.
No full text曲品(卷上) / 東海鬱藍生撰, 瑯琊方諸生閱, 長洲吳梅校 -- 曲品(卷下) / 東海鬱藍生撰, 瑯琊方諸生閱, 夢鳳樓, 暖紅室刊校 -- 傳奇品(卷上) / 山陰高奕晉音氏, 長洲吳梅校 -- 傳奇品(卷下) / 山陰高奕晉音氏, 夢鳳樓, 暖紅室刊校.東海鬱藍生撰 ; 吳梅校.On double leaves, oriental style.Donghai Yu Lansheng zhuan ; Wu Mei jiao.Qu pin (juan shang) / Donghai Yu Lansheng zhuan, Langya Fang Zhusheng yue, Changzhou Wu Mei jiao -- Qu pin (juan xia) / Donghai Yu Lansheng zhuan, Langya Fang Zhusheng yue, Mengfenglou, Nuanhongshi kan jiao -- Chuan qi pin (juan shang) / Shanyin Gao Yi Jinyin shi, Changzhou Wu Mei jiao -- Chuan qi pin (juan xia) / Shanyin Gao Yi Jinyin shi, Mengfenglou, Nuanhongshi kan jiao
PKC isoform delta is involved in the stimulation of Na+-H+ exchanger in C6 glioma cells.
No full textLeft Ventricular-to-Right Atrial Shunt in Perimembranous Trabecular Ventricular Septal Defect with Aneurysmal Transfomation
No full textDifferential effects of foods traditionally regarded as ‘heating’ and ‘cooling’ on prostaglandin E2 production by a macrophage cell line
No full textUnusual Phrenic Arteriovenous Malformation Mimcking Pulmonary Sequestration with Heart Failure:Two Cases Successfully Treated by Surgery
No full textStrategies used in comprehending English idioms by EFL students from China / Wu Mei Na
Full text linkIdioms are essential parts of languages and for the English as Foreign Language (EFL) learners in The People's Republic of China (PRC), learning and comprehending English idioms are the bigger challenges. The study is to ascertain strategies employed by participants in comprehending English idioms, as well as to ascertain whether an individual’s English vocabulary knowledge level would help him/her to comprehend the English idioms. Thus participants’ Vocabulary Level Test (VLT) results were used to categorize participants into two groups by following Liu’s (2010) method. In addition, three participants from each of the two groups were asked to do the Think-Aloud protocol (TAP) while they were doing the Idiom Recognition Test (IRT). The data for the first research question were analysed based on Lakoff’s (1987) theory and Copper’s (1999) and Liu’s (2010) researches to investigate the types of strategies used by PRC EFL learners when they try to comprehend unfamiliar English idioms. The findings show that there are eleven (11) types of strategies used by PRC EFL learners. For the second research question, the data from the two groups were used to determine if an individual’s English vocabulary knowledge level would help participant to comprehend the English idioms. The findings show that when participants had a higher level of English vocabulary knowledge, there was a corresponding high level of comprehension of idioms as well
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