MAKE LOVE! It＇s Heavenly and Sustainable     

Gary Headrick 《海外英语》2010,(4):26-26

一看到“做爱”两个字,您可千万别想歪了!我们这里说的可是“大爱”,我们的存在本身就是靠“爱”来支撑,对供我们生活、成长、发展的能源,我们更要报以“爱”的回报,而不是无节制地掠夺和浪费。说到这里您一定能猜出Gary这篇文章的目的了吧!就让我们一起来看一看吧——  相似文献   

Teaching the book and educating the person: challenges for university English language teachers in China     

Rosemary Wette  Gary Barkhuizen 《Asia Pacific Journal of Education》2009,29(2):195-212

Recent accounts of college-level English language teaching in China describe environments that, although constrained by the College English Test (CET), are undergoing changes in a number of curriculum areas, including recognition of the need to incorporate communicative approaches and the assessment of practical language abilities. In such times, tensions between the needs and desires of society, teaching institutions, teachers and students are inevitable. In this article, we report on a study involving a group of university English teachers from across China who attended a professional development programme in Beijing in the summer of 2006. We explored the experiences of 83 teachers in their working environments, using four one-page reflective frames, which we distributed at regular intervals during the 2-week programme. Teachers described tensions between the need to achieve socially-oriented and subject-centred goals, such as passing examinations and developing communicative competence (“teaching the book”), and their desire to bring about enduring personal changes in students' awareness of themselves as learners and their approaches to learning (“educating the person”). Like colleagues in other countries and contexts, they faced ongoing challenges in trying to harmonize students' needs, curriculum obligations, and their own theories of best practice.  相似文献   

Comparing the Utility of the 2000 and 2005 Carnegie Classification Systems in Research on Students’ College Experiences and Outcomes     

Alexander C. McCormick  Gary R. Pike  George D. Kuh  Pu-Shih Daniel Chen 《Research in higher education》2009,50(2):144-167

This study compares the explanatory power of the 2000 edition of Carnegie Classification, the 2005 revision of the classification, and selected variables underlying Carnegie’s expanded 2005 classification system using data from the National Survey of Student Engagement’s spring 2004 administration. Results indicate that the 2000 and 2005 classifications generally offer comparable explanatory power for measures of self-reported gains and student engagement, but the new variables from the 2005 system are more strongly related to cognitive outcomes and engagement than were the two categorical groupings. The variables most consistently related to outcomes and engagement are graduate-undergraduate coexistence, residential character of the campus, and arts and sciences share of undergraduate majors. Implications of the findings for research and assessment are discussed.

Alexander C. McCormickEmail:

  相似文献   

Orthography and the Development of Reading Processes: An Eye-Movement Study of Chinese and English     

Gary Feng  Kevin Miller  Hua Shu  Houcan Zhang 《Child development》2009,80(3):720-735

  相似文献   

An Energy Model for Viewing Embodied Human Capital Theory     

Neil A. Kaufman  Gary D. Geroy 《Performance Improvement Quarterly》2007,20(1):37-47

Human capital development is one of the emerging areas of study with regard to social science theory, practice, and research. Arelatively new concept, human capital is described in terms of individual knowledge skills and experience. It is currently expressed as a function of education as well as a measure of economic activity. Little theory exists to establish models of individual or group human capital. By drawing upon existing physical science constructs such as embodied energy, this article applies a framework for articulating an approach to human capital development and interaction. Our proposition is that human capital consists of active and passive capacity, which parallels the theoretic dimensions of potential and kinetic energy. Aconceptual binary phase diagram of a human capital system is presented along with examples for applying the model to practice. Utilizing an economic model of resource flows; a model of embodied human capital is developed as a vehicle for sustainable human capital theory.  相似文献   

Understanding Academic Information Seeking Habits through Analysis of Web Server Log Files: The Case of the Teachers College Library Website     

Stephen Asunka  Hui Soo Chae  Brian Hughes  Gary Natriello 《The Journal of Academic Librarianship》2009,35(1):33-45

Transaction logs of user activity on an academic library website were analyzed to determine general usage patterns on the website. This paper reports on insights gained from the analysis, and identifies and discusses issues relating to content access, interface design and general functionality of the website.  相似文献   

Charting the Relationship Trajectories of Aggressive, Withdrawn, and Aggressive/Withdrawn Children during Early Grade School   总被引：8，自引：0，他引：8  

Gary W. Ladd  & Kim B. Burgess 《Child development》1999,70(4):910-929

The premises examined in this longitudinal investigation were that specific behavioral characteristics place children at risk for relationship maladjustment in school environments, and that multiple behavioral risks predispose children to the most severe and prolonged difficulties. Aggressive, withdrawn, and aggressive/withdrawn children were compared to normative and matched control groups on teacher and peer relationship attributes, loneliness, and social satisfaction from kindergarten (M age = 5 years, 7 months; n = 250) through grade 2 (M age = 8.1; n = 242). Children's withdrawn behavior was neither highly stable nor predictive of relational difficulties, as their trajectories resembled the norm except for initially less close and more dependent relationships with teachers. Aggressive behavior was fairly stable, and associated with early-emerging, sustained difficulties including low peer acceptance and conflictual teacher-child relationships. Aggressive/withdrawn children evidenced the most difficulty: compared to children in the normative group, they were consistently more lonely, dissatisfied, friendless, disliked, victimized, and likely to have maladaptive teacher-child relationships. Findings are discussed with respect to recent developments in two prominent literatures: children at-risk and early relationship development.  相似文献   

Review Essay     

Gary Thomas 《British Journal of Educational Studies》1999,47(2):184-188

Book reviewed in this article:
Catherine Clark, Alan Dyson, Alan Milward (eds), Theorising special education  相似文献   

全球化的挑战     

Gary Fethke 《世界教育信息》2006,(6):9-12

我非常高兴地来到这里。我有幸给许多在座的研究生上过课,在这里我感觉到了一个集体的荣誉感。你们今天从这里毕业,意味着将从一个伟大的学校获得一个卓越的学位。你们有足够的理由为你们的成绩感到骄傲。我们现在处于21世纪第六个年头的年中。我们未来的十年会怎样,一些轮廓已经显现出来。阿富汗和伊拉克的战争在继续分裂着我们的国家;苏丹的屠杀还在继续;这些事态的发展表明一个强大的力量正在改变着我们的世界。这个强大的力量就是全球化。许多历史学家相信这个从国家/地区的市场到全球市场的转移过程具有深刻的历史意义,足以和文艺复兴…  相似文献   

Justified Bloodshed: Robert Montgomery Bird's Nick of the Woods and the Origins of the Vigilante Hero in American Literature and Culture     

Gary Hoppenstand 《Journal of American culture (Malden, Mass. : 2003)》1992,15(2):51-61

  相似文献