Am I a woman? The normalisation of woman in US History

The curriculum of US History has improved substantially in its presentation of women over the 40 years since Trecker's 1971 study of US History textbooks. While studies show increased inclusions, they also suggest that women have not yet claimed their own place in the school curriculum. This paper seeks to better understand the woman who is presented to students and how she is normalised through a US History curriculum. Feminist analysis of the curriculum exposes a concept of woman attached to the domestic sphere and reified through her presentation in the political and economic realms. When considering the images of woman available to young people, it is important to examine the full context around these images that shape the deeper meaning students take from curricular encounters.     

s,need of saving punis

of current imprisonment-overwhelming situations in our country,it is necessary to improve legislation,strengthen the effort of judicature,gradually realizing non-custodial penalty.penal     

Repositioning of special schools within a specialist,personalised educational marketplace – the need for a representative principle

This paper considers how notions of inclusive education as defined in the United Nations Educational, Scientific and Cultural Organization (UNESCO) Salamanca Agreement (1994 United Nations Educational, Scientific and Cultural Organization (UNESCO). 1994. The Salamanca Statement and Framework for Action on Special Needs Education, Paris: UNESCO. http://www.unesco.org/education/information/nfsunesco/pdf/SALAMA_E.PDF (accessed September 1, 2003) [Google Scholar]) have become dissipated, and can be developed and reframed to encourage their progress. It analyses the discourse within a range of academic, legal and media texts, exploring how this dissipation has taken place within the UK. Using data from 78 specialist school websites it contextualises this change in the use of the terms and ideas of inclusion with the rise of two other constructs, the ‘specialist school’ and ‘personalisation’. It identifies the need for a precisely defined representative principle to theorise the type of school which inclusion aims to achieve, which cannot be subsumed by segregated providers. It suggests that this principle should not focus on the individual, but draw upon a liberal/democratic view of social justice, underlining inclusive education’s role in removing social barriers that prevent equity, access and participation for all.     

“I am a young immigrant woman doing physics and on top of that I am Muslim”: Identities,intersections, and negotiations

Framed within intersectionality and using science identity as a unit of analysis, in this single case study I explore the barriers, difficulties, and conflicts that Amina, a young Muslim woman, immigrant in Western Europe confronted throughout her trajectory in physics and the ways in which her multiple identities intersected. The main sources of data consisted of three long biographical interviews, which were analyzed through a constant comparative method. The analysis of the data provided insights into how intrapersonal, interpersonal, sociocultural factors, alongside a myriad of experiences nurtured Amina's intersectional identities and what this may mean for Muslim women's participation in physics. The findings are summarized in two main assertions: (a) Amina was confronted with various barriers across her journey in physics with the intersection of religion and gender being the major barrier to her perceived recognition due to cultural expectations, sociopolitical factors, and negative stereotypes and (b) Amina's social class, religion, gender performance, and ethnic status positioned her as Other in various places throughout her trajectory in physics, and consequently hindered her sense of belonging. These findings suggest the urgency and importance of: (a) examining the intersection of science identity with other identities, especially, religion, gender, and ethnicity for the purpose of extrapolating a more comprehensive understanding of how minoritized groups participate in science; (b) rethinking recognition through an explicit intersectionality lens across various geographical and sociopolitical contexts; and (c) transforming physics into a diverse world where multiple ways of being are recognized, where minoritized groups will not have to compartmentalize parts of their identities to exist, and where they can perform their authentic and intersectional identities.     

Pure woman as well as a fighter against fate： A brief analysis to Tess

Tess of the D＇Urbervilles is one of Hardy＇s masterpieces. Tess has been a disputed character in English literature. How should we evaluate Tess？ Is she a fallen woman or a pure woman？ From the analysis in this paper, we can find that Tess is both a pure woman as well as a fighter against fate.     

Who killed the woman teacher？

1．中学女教师玛丽上午没到学校上课。于是，校长下班后到玛丽的住所看看她是否身体不舒服。     

How old was the woman?

A woman was having some trouble(毛病 ) withher heart(心脏 ) ,so she went to see the doctor.Hewas a new doctor,and did not know her,so he firstasked some questions,and one of them was,“Howold are you?“Well”,she answered,“I don't remember,doctor,but I will try(尽力 ) to think.”She thoughtfor a minute and then said,“Yes,I remember now,doctor!When I married (结婚 ) ,I was eighteen yearold,and my husband was thirty.Now,my husbandis sixty,I know,and that is twice(两倍 ) thirty.So Iam twic…     

Instruction or pedagogy? The need for a transformative conception of education

Greater governmental control over the curriculum and an increasing emphasis on education as instruction towards pre-determined outcomes have generated new interest in the question whether schools should only instruct or also have a pedagogical task. In this paper, it is argued that schools do have a pedagogical task but that this task should not be understood as the teaching of norms and values. A transformative conception of education is presented in order to argue that the pedagogical task, conceived as a concern for the whole person of the student, is the proper and all-encompassing task of education.     

An old woman in the mountain

A girl lost her wayin a forest.A birdflied to her and gaveher a key.Open thisdoor...You will find aletter...Dear friend:I need your help!I will guide you to asmall house.In the house,anold woman will be sit-ting by the fire and willsay hello to you......B…     

Who killed the woman teacher?

价尹一英语学习SJeryy eame uP and began investigation([in.vesti‘罗ijon」调查) foundM脚wast肠st([。rAst」刺)on breast([brest」胸部)^ee耐ingto 6The that here，s hoyfdend.The，朋d Jerw︸鲡bis .He thethe wound，Je叮thoughtM脚was killedat a卜〕ut 9 last nighL student’5 brother.自…回口口7 locale .The two men wereb二ght to ([lou’ka:l]现场).But山ey如d that they pressed the doorbell nol洲xly answe沈d the door，then theyl the both but 8.Je叮looked~ndc毗folly·Then he血ed his eyesl」pon the windo…     

a second, a third…

我们知道,冠词的用法有这样一条规则:序数词前面用定冠词the。是不是绝对如此,再无其他用法了呢?当然不是,请看中学英语课本中出现的四个句子: (1)He cast his net a second time, and drew in an old basket full of sand. He cast it a third time, and drew in a lot of stones. (JBⅤ, P. 128) (2)"Congratulations!" said Gessler, sneering. "Now tell me why you took a second arrow!"(SBⅠ, P. 282)     

“I am more than just a coloured woman”–Narrating undergraduate experiences at a historically white South African university

Abstract

Transformation of South Africa's HWIs is evidenced by a diversification of their student and staff populations. The transition from exclusion to inclusion of black minority student populations and their cultures on to these university campuses has not been without challenge for those accessing these institutions. This article reports on a study that was conducted at Stellenbosch University about the experiences of five black women undergraduate students at this still predominantly white Afrikaans university. The findings show that despite legislated pressure and institutional policy initiatives to transform, these “Coloured” undergraduate students do not experience the university environment as inclusive. What emerged were a prevailing awareness of otherness and an acute awareness of their minority status. The small numbers of minority students, together with a lack of symbols or icons that reflect and acknowledge the presence of diverse cultures exacerbate the feeling of being in the minority or a ‘tolerated otherness”. They experience SU as a university typified by a culture and practices that cling to traditions that are not always sensitive to the impact of history or diversity. This type of organisational culture in which covert and overt resistance to transformation is the norm, hampers the political will to move from policy to practice, and entrench the experience of marginalization.     

Universities in Africa—the need for adaptation,transformation, reformation and revitalization

Most African Universities were established to produce personnel to man mainly government ministries, prior to independence or soon thereafter. They were European models transplanted to Africa and were thus alien to the social structure thus creating problems later. African Universities have nevertheless accomplished a lot in achieving their initial objectives and overcoming some of the problems. However, as the end of the twentieth century approaches, these Universities have to undergo a process of adaptation from their European heritage and reform themselves.     

“few,a few,little,a little”考点聚焦

【要点精讲】一、a few和few用来修饰或代替可数名词。few作"少数的"讲,表示否定意义。a few意为"有一些",表示肯定意义。a little和little用来修饰或代替不可数名词。little意为"少量的",表示否定意     

有a无a,意义有别

在学过了alittle,little;afew,few之后,我们懂得了有a表示肯定意义,无a表示否定意义,使我们对不定冠词a的重要性有了一定的认识。由于一a之差,往往使得面目全非。请比较以下词组和例句:1郾attimes有时Attimeshismotherlethimgoshoppingbyhimself.有时他妈妈让他自己去买东西。2郾atatime摇在……时候AtatimelikethisIdon’tdoanything.在这种时刻,我什么事也不做。3郾taketurns摇轮流做某事Theytookturnsworkingyesterday.Sotheydidn’tfeeltired.昨天他们轮流干活,因此他们不觉累。4郾takeaturn摇散步,转一转Let’stakeaturnbeforewegot…     

有a无a,意义有别

１．attimes有时，atatime在……时候Attimeshismotherlethimgoshoppingbyhimself．有时他妈妈让他自己去买东西。AtatimelikethisIdon’tdoanything．在这种时刻，我什么事也不做。２．taketurns轮流做某事，takeaturn散步，转一转Theytookturnsworkingyesterday．Sotheydidn’tfeeltired．昨天他们轮流干活，因此他们不觉得累。Let’stakeaturnbeforewegotothedining－room．在去餐厅前，我们散散步吧。３．havetime有时间，haveatime费事（劲）Whenwillyouhavetime？Pleasecometomyhome．你什么时间有空？请到我家来玩。Indirahadati…     

Before studying in the humanities,what do students need?

What enables success for students studying in the humanities can be a contested space; dependent not only on the view taken on the content and purpose of specific subjects, but also on the nature of teaching and learning. This paper examines the process of redeveloping an elective unit in a Tertiary Enabling Programme to prepare students for study in undergraduate humanities areas. The research involved consulting with academics from different disciplines in a regional university and analysing their views on what enhances student success. These discussions are reviewed in light of literature on best practice in teaching and learning for foundation and first-year university students, particularly exploring Pierre Bourdieu’s notion of extending ‘cultural capital’ while expanding ‘habitus’ to emerge confidently into the field of academic life. We conclude that fostering students’ awareness of personal perspective on historical and contemporary events, alongside encouraging awareness of the constructed nature of meaning in particular events is central to developing the kind of thinking valued by lecturers in humanities subjects.