THE FARMER AND THE APPLES

ArichfarmerinEnglandoncehadafriendwhogrewverygoodapples.Onedaythisfriendgivethefarmerafineyoungtreeandtoldhimtotakeithomeandplantit.ThefarmerwaspleasedwiththepresentbutwhenhecamehomehedidnotknowWheretoplantthetree.Hethought:"IfIplantitneartheroad,strangerswillstealtheapples.IfIplantitinmyfield,myneighbourswillcomeatnightandrobme.IfIplantitnearmyhouse,mychildrenwilltaketheapples."     

THE NURSE AND THE WOLF

1.Awolfhadn蒺teatenanythingforseveraldays,sohefeltveryhungry.Herovedaboutinsearchoffoodtoeat.一条狼有几天没吃东西,它饿极了,便四处走来走去,想找点东西吃。2.Whenhepassedbyadoor,heheardachildwascryinganditsnursechidingit.当它从一家门口路过时,从这家传出小孩的哭声和保姆的呵斥声。3.“Stop,stopcrying,orI蒺llthrowyoutothewolf熏”saidthenurse.Hearingwhatshesaid,thewolffeltverygladinhisheart.Hethoughttheoldwomanwouldbeasgoodasherword?“你再哭,就把你扔出去喂狼!”那家的保姆说。狼听了暗暗高兴,它想这老太太…     

THE BIRD AND THE THIEF

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CITIZENSHIP,EDUCATION AND THE NATION‐STATE. THE INCLUSIVENESS OF THE EDUCATIONAL SYSTEMS IN THE UNITED STATES AND THE NETHERLANDS

The aim of the author is to estimate the heuristic value of Meyer's (et al., 1985) social theory on citizenship, education and the nation‐state, in relation to F. Ringer's three dimensions of educational systems (i.e. ‘inclusiveness’, ‘segmentation’, and ‘progressiveness'). Rupp's thesis is that the inclusiveness and expansion of educational systems is related to the processes of the formation of nation‐state and citizenship institutions; their progressiveness and segmentation, however, to other socio‐political developments. It is suggested that national differences correspond to differences in centralized or decentralized polities.     

THE WOLF AND THE SEVEN KIDS

Characters:MotherGoat,SevenKids,andBigBadWolf.Scenes:goat'shutandgarden.Narrator:MotherGoathassevenlittlekids.Shelovesthemverymuch.Onedaymorning,MotherGoatisgoingtothewoodstogetfood.Beforesheleaves,shecallsthemalltoher.MotherGoat:Dearchildren,Iamgoingtothewoods.DonotopenthedoorwhileIamaway.IftheBigBadWolfcomesin,hewilleatyouallup.KidNo.1:Howcanweknowhim,mum?MotherGoat:Youcaneasilyknowhimbyhisroughvoice andhisblackfeet.KidNo.1:Weknow,mum.KidNo.2:Werememberyourwords,mum.MotherGoat…     

CHARLES DICKENS'''' PORTRAITS AND ARRANGEMENTS FOR THE POOR AND THE RICH

Charles Dickens was born in 1812 at Landport near Portmouth, where hisfarther was a clerk in the navy pay office. In 1822, The femily returned toLondon, their fortunes were severely impaired. Dickens was withdrawn fromschool and in 1823 sent to work in a blacking-warehouse, managed by a rela-     

STORY：THE LION AND THE MOUSE

A lion is walking in the forest. He is big and strong. He is looking for his meal because he＇s very hungry.     

MEASUREMENT AND COMPUTATION OF THE PSEUDO-RESONANCE AND ANTI-RESONANCE

This paper presents a phenomenon of“Pseudo-resonance”of beams androds discovered from experiments and computations,and gives the definition of“Pseudo-resonance”.The relationship of distribution between the frequency of pseu-do-resonance and that of anti-resonance is found,and an analytic solution for thetransfer function between any two points on a beam or rod is established.The law ofdistribution of the anti-resonant frequencies,as well as the relation between the fre-quency distribution and the nodes of vibration is also proposed.     

THE GARY PUBLIC SCHOOLS AND THE CHURCHES∗

The purpose of this column is to keep religious educators abreast of relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every new finding in scientific research.

Each section describes a group of findings which have been reported in PSYCHOLOGICAL ABSTRACTS together with titles of these works so that those who wish may go to the original source.

This column is written as a service to religious educators by the Union College Character Research Project. All abstracts are used with permission of the periodical, PSYCHOLOGICAL ABSTRACTS. The abstract numbers are Volume 35. Number 4, August 1961.     

CONSTRUCTION AND IDENTIFICATION OF THE RECOMBINANT OF THE AAV VECTOR AND HUMAN INTERFERON-GAMMA

ＩＮＴＲＯＤＵＣＴＩＯＮＡｎＡｄｅｎｏ ａｓｓｏｃｉａｔｅｄｖｉｒｕｓ(ＡＡＶ)ｐａｒｔｉｃｌｅｉｓｃｏｍｐｏｓｅｄｏｆｔｈｒｅｅｓｔｒｕｃｔｕｒａｌｐｒｏｔｅｉｎｓａｎｄａｌｉｎ ｅａｒ ,ｓｉｎｇｌｅ ｓｔｒａｎｄｅｄＤＮＡ (ｓｓＤＮＡ)ｇｅｎｏｍｅｏｆａｐｐｒｏｘｉｍａｔｅｌｙ 4 .7ｋｂ .ＡＡＶｉｓａｄｅｆｅｃｔｉｖｅｈｕ ｍａｎｐａｒｖｏｖｉｒｕｓｔｈａｔｎｏｒｍａｌｌｙｒｅｐｌｉｃａｔｅｓｐｒｏｄｕｃ ｔｉｖｅｌｙｏｎｌｙｉｎｔｈｅｐｒｅｓｅｎｃｅｏｆｈｅｌｐｅｒｆｕｎｃｔｉｏｎｓｐｒｏｖｉｄｅ…     

NOUN COMPOUNDS AND THE STRESS

Some foreigners feel it hard to utter the 四声 of the Chinese words, Soit is with the Chinese pronouncing noun compounds in English. For example,how do you pronounce"a toy factory" ? "a 'toy factory"or "a toy 'factory"?The same thing can mean different things if the stress is placed on differentelements.     

TWO FRIENDS AND THE BEAR

1.Two friends were travelling togetherthrough a forest.One of them said,“If wemeet any wild① beasts,I’ll help you and you’llhelp me.”“ That’s fine,” said his friend,andthey walked on.(两个朋友一道旅行,穿过一片森林时,其中一个人说:“要是碰到野兽,我就帮助你,你也要帮助我。”“好的,”他的朋友说。接着,他们继续往前走。)     

THE LEOPARD AND THE FOX豹和狐狸

一天，在大森林中，一只豹子看见一只狐狸。     

THE PHOENIX AND THE CARPET(5 mins)

Princess Dahlia looked from her upstairs' chamber into the courtyard.Her maid,Amery,was busy packing their things.They had to leave the castle quickly through the secret passageway known only to Princess Dahlia, her family,and their very close servants. Princess Dahlia watched as enemy soldiers poured through the battered gates toward her home,the keep.Her father's soldiers met the enemy before they got to the keep.     

THE MULTIDIMENSIONALITY OF EDUCATION,RESEARCH AND TRAINING IN SOCIAL GERONTOLOGY−THE ISRAELI EXPERIENCE

This article examines the multidimensionality of education, research, and training in gerontology through a discussion of the significance and implications of developments in this area based on the Israeli scene. The discussion focuses on the issue of whether gerontology is an academic discipline based on the development of specialized knowledge, along with education and training, in a distinct academic framework, or whether it constitutes part of professional training in a variety of academic fields. The article begins with a presentation of milestones in the development of gerontology in Israel, focusing mainly on social gerontology. It then offers a definition of an academic discipline and of a profession and distinguishes between them by examining the development of curricula in the field of aging in two contexts: social work studies, on the one hand, and specialization in gerontology toward a Master's degree in this area at Haifa and Ben-Gurion Universities, on the other. A model is presented that examines the mutuality among the evolutions in technology, demography, and information, and their significance in the development of standards in education, training, and the dissemination of gerontological knowledge.     

THE RELATIONSHIP BETWEEN ENVIRONMENTAL FREE-CHOICE LEARNING AND STUDENTS’ LEARNING, ATTITUDES, AND POLICY VIEWS ABOUT WATERWAYS

Environmental free-choice learning is a strategy that has been shown to have positive short-term impacts upon participants’ attitudes and understanding of desired educational outcomes. However, longitudinal studies in this area are rare due to difficulties inherent in data collection and vast differences in participants in these kinds of educational experiences. This study examined the effectiveness of participation in the Skunk River Navy, a free-choice environmental education experience, 1 – 4 years afterward to determine longitudinal effects of the experience on participants’ attitudes toward waterways and content knowledge. Importantly, participants were compared to non-participants who were also biology majors in the same program, completed the same coursework, and who likely shared similar dispositions, interest in biology, and are of similar demographic backgrounds. Results indicate that attitudes toward waterways and content knowledge were higher among participants, but that content knowledge remains lower than desired by program developers. Therefore, when reducing the impact of selection and variance within the study population, longitudinal positive effects can be seen from free-choice learning experiences when they are coupled with formal classroom experiences that address similar concepts.