第一篇：绵阳师范学院本科生毕业设计(作品)封面（推荐）

（）届本科生毕业设计（作品）

曲 专 院 学 姓 指 导

名 业 系 号 名

教 师

年 月

第二篇：本科生毕业设计(论文)中期报告封面

北 京 科 技 大 学

本科生毕业设计(论文)中期报告

题目：________________________

________________________

学院：________________________

专业：________________________

姓名：________________________

学号：________________________

指导教师：________________________

年 月 日

第三篇：绵阳师范学院策划书

绵阳师范学院

纪念“一二·九”演讲比赛

策

划

书

负责人：黄金华 ***

王莉敏 ***

主办单位：绵阳师范学院校团委协办单位：绵阳师范学院社团部博泽协会 春秋文史社

纪念“一二·九”运动演讲比赛策划书

一、活动主题：纪念“一二·九”爱国运动

二、活动目的：了解国史，增强爱国意识，弘扬爱国主义精神

三、活动时间：2008年11月29日

四、活动地点；二教舞台

五、活动内容：本次活动以演讲的形式，分为初赛、复赛、决赛，以爱国主义运动为主题，激发当代大学生的爱国热情，增强民意识，提供一个锻炼口才，了解国史的平台，在学习与参与中得到提高，我们共同进步！

六、活动人员：数学与计算机科学学院

李旻罡老师

社团部副部长

冯疆 博泽协会、春秋文史社所有成员 其他协会成员 参赛选手

七、活动流程安排

前期准备工作（11月10日—11月23日）

1、宣传

海报和展板（有特色与新颖性），面向全校学生，17、18日两天在校园里设报名点；

2、拉赞助

寻求商家来赞助本次演讲比赛，我们给商家提供宣传与相应的服务，达到互利共赢；

3、教室与活动地点的申请

4、报名工作的落实

中期准备工作（11月24日—11月28日）

初赛于11月24日18：30举行，基本流程如下： 1、17：00开始准备赛场 2、19：00比赛开始，主持人致辞

3、选手比赛

4、节目表演

5、选手比赛

6、结束

复赛于11月28日晚7：00举行（流程与初赛类似，地点为二教舞台）决赛（11月29日）

决赛于19：00在二教舞台隆重举行，流程安排： 1、15：00开始布置会场（包括音响与灯光准备的准备工作）2、19：00决赛正式开始，主持人致辞

3、李旻罡老师致辞

4、选手主题演讲

5、文艺节目表演

6、即兴演讲

7、颁奖

8、比赛结束

八、活动经费预算

活动经费由赞助和会费两部分组成，本次活动经费预算如下：

1、会场布置

气球（大、小气球）10袋*5

50元 彩纸

20张 *0.8

16元 彩灯（租）

10组*2

20元

2、证书与奖品

证书

10本*3

30元 获奖奖品

180元 互动奖品（小奖品）

40元

3食品

矿泉水

1件*24

24元 瓜子、糖、水果

60元

合计：420元

拉赞助：280元

备注：

1、本次演讲比赛是面向全校的学生，可以扩大知名度，为商家的宣传工作起到一个很好的作用，同时还可以提供一些其它的服务

2、横副 3条（校园1条，比赛会场2条）

“预祝纪念“一二·九”运动演讲比赛取得圆满成功”（规格由赞助商决定）

2008年11月10日

第四篇：本科生毕业设计

一、原始依据和参考文献

[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] 从莱庭.英语委婉语详解词典.武汉:湖北教育出版社,2001.

[12] 胡曙中.现代英语修辞.上海:上海外语教育出版社,2004.

[13] 刘纯豹.英语委婉语词典.北京:商务印书馆,2002.

[14] 邵军航,樊葳葳.委婉机制的认知语言学诠释.外语研究,2004,(4).

[15] 文 军.英语修辞格词典.重庆:重庆大学出版社,1992.

[16] 谢祖钧.英语修辞.北京:机械工业出版社,1988.

二、研究内容和要求

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.

指导教师（签字）

年 月 日

审题小组组长（签字）

年 月 日

天津大学本科生毕业设计（论文）开题报告

课题名称

Towards the On-line Cognitive Mechanisms Involved in Euphemism Interpretation

学院名称

社会科学与外国语学院

专业名称

英语

学生姓名

张雪

指导教师

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 www.xiexiebang.com;

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.委婉语研究、回顾与前瞻.外国语,1995,(5).

[7] 王文斌.概念合成理论研究与应用的回顾与思考.外语研究,2004,(1).

选题是否合适： 是□ 否□；

课题能否实现： 能□不能□

指导教师（签字）

年 月 日

选题是否合适： 是□ 否□；

课题能否实现： 能□不能□

审题小组组长（签字）

年 月 日

第五篇：南京工业大学自考本科生毕业设计(论文)封面[推荐]

南京工业大学

自考本科生

毕 业 设 计(论文)

题目

学生姓名

学号

学院

专业

指导教师

年月