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1.
Lu JP 《Journal of Zhejiang University. Science. B》2011,12(6):503-506
“China’s internationalization” is in part realized through the dissemination of Chinese publications, such as academic journals.
Therefore, editorial proficiency in the English language is of vital importance to the quality of the journals. This article
analyzes the results of the two projects sponsored by the General Administration of Press and Publication of the People’s
Republic of China in 2007 and 2010 respectively, namely the “Analytical Evaluation of Language and Editing Quality of Chinese
Academic Journals in English Language Issued in 2006”, and the “Evaluation of Publication Quality of the China-Grown English
Periodicals Issued in 2009, Sanctioned from 2005 to 2009”, and proposes solutions to the problems presented therein. 相似文献
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The crisis in UK mathematics education, both in schools and universities, has been widely reported. Currently, 24% of full-time
mathematics teachers in English secondary education have `weak’ or `nil’ qualifications in the subject, 31% of secondary mathematics
teachers are now over the age of 50, and it is estimated that England alone is short of 3500 qualified mathematics teachers.
Furthermore, studies suggest that UK mathematics undergraduates often lack confidence in several key skills essential for
teaching, and the availability of attractive careers for mathematics graduates impacts upon the numbers entering the profession,
thus risking a spiral of decline. This paper recounts the development of a unit of study in the Faculty of Mathematical Studies
at the University of Southampton, England, in conjunction with a new national initiative entitled the Undergraduate Ambassadors Scheme (UAS). This aims to address the crisis in UK mathematics education through the training and placement of final year undergraduates
as teaching assistants in local schools, with a view to promoting mathematics as a university choice to the broadest possible
constituency, whilst simultaneously developing those key skills in which undergraduates regularly feel least confident, and
facilitating an insight into teaching as a career option. The paper also provides a detailed evaluation of this new initiative,
together with the recent comments of students who, having completed the UAS unit, have progressed subsequently to postgraduate
teacher education. 相似文献
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诗歌,是语言最集中、最精练的文学作品的一种样式,也是最高的文学形式.它是语言的艺术,有其自身的特点.尤其是词汇和句法的独特之处,也就是对常规来说的变异,更是诗歌的一大特色.也正是这种对常规的暴力的变异,成了读懂诗歌、欣赏诗歌的"拦路虎",更是诗歌翻译的"克星",甚至造成诗歌某种程度上的"不可译".本文将着手于语义变异和书写变异在诗歌中的运用,并探求这种诗歌的翻译. 相似文献
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High scores on the Adolescent‐School Problems (A‐Sch) content scale and the Immaturity (IMM) supplementary scale of the MMPI‐A have been associated with poor school performance and possible learning disabilities (Archer, 1997). The aim of the present study was to determine whether these scales were associated with cognitive performance as measured by the WISC‐III. Subjects completed the Wechsler Intelligence Scale for Children, Third Edition (WISC‐III) and the MMPI‐A. Their scores for the WISC‐III sub‐tests and SCAD were calculated. The A‐Sch content and the IMM supplementary scales were extracted from the MMPI‐A. The results indicated that A‐Sch was associated with lower WISC‐III scores in males and predicted poorer performance in Full Scale IQ (FIQ), Verbal IQ (VIQ), Information, and Arithmetic. For females however, there was little evidence to suggest a relationship between A‐Sch and cognitive performance. The association between IMM and the WISC‐III sub‐tests was found to be a result of its correlation with A‐Sch. The implications of these findings, in particular, those involving gender differences, were discussed. © 1999 John Wiley & Sons, Inc. 相似文献
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Bruce Carrington Peter Tymms Christine Merrell 《British Educational Research Journal》2008,34(3):315-327
A number of countries are running role model recruitment drives under the assumption that like is good for like: ethnic minority teachers should teach ethnic minority children, women should teach girls, and so on. The empirical basis for this would appear to be case study and personal reflection. This article will examine quantitative data to test the hypothesis that male teachers produce more positive attitudes amongst boys and female teachers amongst girls. Using data from the Performance Indicators in Primary Schools (PIPS) Project, information from 413 separate classes for 11 year‐olds (in England) was examined. One hundred and thirteen were taught by males and 300 by females. All the pupils completed questionnaires that were designed to measure attitude to school, reading, mathematics and science. In addition, background data on those pupils were collected, including cognitive measures, attainment scores, ability measures and home background measures. The data were examined to look at attitudes using multilevel models controlling for background factors. The analysis concentrated on interaction effects between the gender of the teacher and the gender of the pupil and the results gave little support for those who advocate recruitment drives with role models in mind. 相似文献
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The teacher–student relationship is viewed as integral to successful teaching and learning but, outside of a few exceptions, ethical boundary issues in this relationship have not been explored. The purpose of this study was to examine teachers' perspectives of their relationships with their students as well as how they described and negotiated relationship boundaries. Findings were organised into a typology of 11 categories of boundaries. The balance between demonstrating care while maintaining a healthy, productive level of control in the classroom was a recurring theme when discussing the boundaries. 相似文献
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This article is based on research undertaken between 2009 and 2012 into the former Labour government's extremely ambitious ‘Building Schools for the Future’ (BSF) Programme and its withdrawal by the Coalition government. The project, which utilises analysis of policy documents, case studies in six local authorities (LA) and semi‐structured interviews with national and local policy actors, is being funded by Roehampton's Centre for Educational Research in Equalities, Policy and Pedagogy and the British Academy (SG100363). The focus of this article is the implications for social justice of BSF and its subsequent withdrawal. The structure of the article comprises an introduction to BSF and a summary of some of the main issues arising from it. We then move on to explore the social justice dimension of BSF as it is expressed in LA documents and in relation to the social policy aspirations of the former Labour government. In July 2010 the Coalition government discontinued the BSF programme and we track events and policy from that time, particularly focussing on the radical shift away from Labour's transformational and communitarian agenda in favour of criteria based on efficiency and value‐for‐money. We present data from our interviews with local actors on the equality and social justice impacts of this re‐orientation of policy. We conclude by arguing against the view that Labour abandoned social justice suggesting that BSF was one of a number of policies through which equality was pursued, albeit by stealth. 相似文献
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An ‘at‐risk’ curriculum for ‘at‐risk’ students? Special educational needs and disability in the new Australian Curriculum 
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下载免费PDF全文 The number of students who are ‘at risk’ including those with special education needs and or disabilities is increasing rapidly worldwide in all schools. This has prompted widespread debate regarding the impact of initiatives in Curriculum, Assessment and Reporting for this group of students. Teachers, parents and administrators need to have further information to enable them to contribute to the development of content, assessment and reporting processes in the curriculum that are inclusive, relevant, reliable and valid. This paper explores some of the issues and dilemmas raised by recent policy discussions regarding the inception of a first national Australian Curriculum. It draws purposively on literature relating to developments in England and Wales, where national curriculum provision has existed for over 25 years, as well as the responses of a group of stakeholders (teachers and leaders) from both England/Wales and Australian schools and settings. These data highlight both tension and opportunity in this area of work. 相似文献
13.
We describe, discuss and illustrate a metaphoric parallel between the history of the most famous Spanish liqueur, “Anís del Mono” (Anís of the Monkey), and the evolution of living organisms in the light of Darwinian theory and other biological hypotheses published
subsequent to Charles Darwin’s Origin of Species. Also, we report the use of a caricature of a simian Darwin with a positive connotation, perhaps the only one ever produced.
We conclude that, like some species in the natural world, Anís of the Monkey has evolved, adapted, survived and become the fittest and most successful anís in the Spanish market and possibly the world. We hope this paper will contribute a new useful metaphor for the teaching of
biological evolution. 相似文献
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Matthias von Davier Jorge González B. Alina A. von Davier 《Journal of Educational Measurement》2013,50(3):295-303
Local equating (LE) is based on Lord's criterion of equity. It defines a family of true transformations that aim at the ideal of equitable equating. van der Linden (this issue) offers a detailed discussion of common issues in observed‐score equating relative to this local approach. By assuming an underlying item response theory model, one of the main features of LE is that it adjusts the equated raw scores using conditional distributions of raw scores given an estimate of the ability of interest. In this article, we argue that this feature disappears when using a Rasch model for the estimation of the true transformation, while the one‐parameter logistic model and the two‐parameter logistic model do provide a local adjustment of the equated score. 相似文献
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A person who everyday looks upon a beautiful picture, reads a page from some good book, and hears a beautiful piece of music will soon become a transformed person – one born again [Labour, 1997]. Across the world, music audiences are being eroded by an array of domestic electronic attractions. Habitual concertgoers fear to venture into the inner city after dark, or get deterred by traffic jams and parking restrictions. A new generation raised on television soundbites and instant hamburgers has been jaggedly desensitised to the stately magniloquence of an hour-long symphony. The sharing of music within families has been blighted by the decline of the nuclear family. Music teaching, insofar as it is still provided in public school systems, has been rendered almost worthless by a politically correct tendency to treat all musics as equal – the primitive with the refined, the commercial with the spiritual [Lebrecht, 1996]. 相似文献
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Annika Bergviken Rensfeldt Thomas Hillman Neil Selwyn 《British Educational Research Journal》2018,44(2):230-250
Social media are now an important aspect of the professional lives of school teachers. This paper explores the growing use of mass ‘teacher groups’ and ‘teacher communities’ on social media platforms such as Facebook. While these online communities are often welcomed as a means of professional learning and support, the paper considers the extent to which Facebook groups also expose teachers to some of the less beneficial aspects of social media, such as various forms of ‘digital labour’, commercialisation of exchanges and predominance of individualised reputation‐driven behaviours. Drawing on a detailed examination of a Swedish teacher Facebook group of over 13,000 members, the paper first addresses aspects of the online community that could be seen as professionally beneficial and/or valuable—particularly in terms of information exchange and social support. Yet while perceived by participants as a relatively beneficial and uncontroversial aspect of their working lives, the research also points to characteristics of the Facebook group that constituted disadvantaging, exploitative and/or disempowering forms of technological engagement. In these terms, the paper highlights tensions between what appears to ‘work’ for individual teachers in the short term and likely longer‐term implications that these practices might have for diminished professionalism and expertise of teachers. 相似文献
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Stefania Ciocia 《Children‘s Literature in Education》2018,49(2):196-215
The early reception of D.B.C. Pierre’s Vernon God Little (2003) has been characterized by comparisons with two canonical literary antecedents: J.D. Salinger’s The Catcher in the Rye (1991/1951) and, at a greater remove, Mark Twain’s Adventures of Huckleberry Finn (1884). The three novels capitalize on the subversive potential of disaffected teenage narrators, whose compelling vernacular voices, and distinctive position as outsiders in the adult world, are powerful tools for social critique. This article offers an analysis of the continuities and discontinuities in the narrative tradition that links Vernon Little to Huckleberry Finn via the pivotal figure of Holden Caulfield, who is widely considered as the original, unsurpassed model of adolescent rebelliousness in modern literature. Grounded in an extensive exploration of the history of reception of the three texts, this study proceeds to highlight and explore the wider implications of Pierre’s provocative twist on his predecessors’ narrative template. Significantly, this deliberate departure is overlooked in most reviews of Vernon God Little—an omission which testifies to our deep investment in the idea of teenagers as liminal figures between childhood and adulthood, and thus still relatively untainted by worldly corruption. Paradoxically, the persistence of this romanticized view of adolescence coexists with much less idealized representations of young people, especially in the media. This particular contradiction is tentatively teased out in a brief coda to the main argument, with reference to another idiosyncratic adolescent narrator who has managed to capture the popular imagination in recent years: Christopher Boone in Mark Haddon’s The Curious Incident of the Dog in the Night-time (2003). Although his connection with Salinger’s text is less immediately obvious than Vernon’s, in some ways Christopher is a more legitimate heir to Holden Caulfield than Pierre’s protagonist. 相似文献
18.
Nilsson PM 《Journal of Zhejiang University. Science. B》2011,12(8):611-623
There is overwhelming evidence that hypertension is an important risk factor for both macrovascular and microvascular complications
in patients with diabetes, but the problem remains to identify appropriate goals for preventive therapies. A number of guidelines
(the European Society of Cardiology (ESC)/European Association for the Study of Diabetes (EASD) 2007, the Joint National Committee
(JNC)-VII 2003, the American Diabetes Association (ADA) 2011) have for example advocated a blood pressure goal of less than
130/80 mmHg, but this suggestion has been challenged by findings in recent trials and meta-analyses (2011). The European Society
of Hypertension (ESH) therefore recommends a systolic blood pressure goal of “well below” 140 mmHg. Based on evidence from
both randomized controlled trials (hypertension optimal treatment (HOT), action in diabetes and vascular disease: preterax
and diamicron MR controlled evaluation (ADVANCE), action to control cardiovascular risk in diabetes (ACCORD)) and observational
studies (ongoing telmisartan alone and in combination with ramipril global endpoint trial (ONTARGET), international verapamil-trandolapril
study (INVEST), treat to new targets (TNT), and the National Diabetes Register (NDR)), it has been shown that the benefit
for stroke reduction remains even at lower achieved blood pressure levels, but the risk of coronary events may be uninfluenced
or even increased at lower systolic blood pressure levels. In a recent meta-analysis, it was therefore concluded that the
new recommended goal should be 130–135 mmHg systolic blood pressure for most patients with type 2 diabetes. Other risk factors
should also be controlled with a more ambitious strategy applied in the younger patients with shorter diabetes duration, but
a more cautious approach in the elderly and frail patients with a number of vascular or non-vascular co-morbidities. In patients
from East Asia, such as China, the stroke risk is relatively higher than the risk of coronary events. This must also be taken
into consideration for individualized goal setting in relation to total risk, for example in patients from stroke-prone families.
In conclusion, the current strategy is to have a more individualized approach to risk factor control in patients with type
2 diabetes, also relevant for blood pressure control. 相似文献
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Spurred by recent writings regarding statistical pragmatism, we propose a simple, practical approach to introducing students to a new style of statistical thinking that models nature through the lens of data‐generating processes, not populations. 相似文献