At the Waltson’s辨

由英国著名语言学专家L.G.Alexander原著的《朗文英语语法》(Longman English Gram-mar)一书的中文译本(外研社,90.10)中第103页讲述’s和s’后面的名词省略中有这样的叙述: ——某人的住所: I’m staying at my aunt’s.译:我住在我姑母家。     

谈谈one’s own 名词和of one’s own 动名词

怎样把“一个孩子如果有自己的房子就好了。”译成英语呢?A.It's nice if a child can have an own room.B.It's nice if a child can have his own room.A 句为错句,own 只能在所有格词语的后边使用。例:(1)She likes to have her own way.她喜欢按自己的主意行事。例:(2)She married him of her own choice against her parents’will.     

Education’s enduring prejudices: disability at the door

Ontario’s current education system is struggling with the task of fully including children with disabilities in the regular classrooms of their neighbourhood school. While many educators understand that it is wrong to deny admission to publicly funded schools because the child may be Black or female, they nonetheless feel that segregation of students with disabilities is warranted and not discriminatory. This paper will present the stories of two groups of people, separated by 150 years, who have been discriminated against by the public education system in Ontario. Archival data will tell the story of the experiences of Black parents in Ontario in the early to mid 1800s, and an interview with the mother of a child with cerebral palsy will represent the voices of those with disabilities. An examination of their experiences using a narrative format seems to suggest that the institution of education has never welcomed difference in any form and at issue is not whether education can ever welcome students with disabilities, but whether it was created to be anything but an exclusive enterprise.     

有无one’s差异大

语言现象是纷繁复杂的,在表达上,哪怕是一点儿细微的差别,实际含义都会大不相同。例如英语中就有许多较为固定的词组在形式上既可以带上又可以省去形容词性的物主代词(如:take place与take one’s place),它们在意义上却大相径庭,差别迥异。如果不弄清楚它们之间的区别,对我们理解和翻译都会带来困扰。笔者就平时常用的一些词组列举几例,同学们应在平时学习时多加注意。     

Pólya’s one theorem with 100 pages of applications

In 1937, George Pólya wrote what is considered one of the most significant papers in 20th-century mathematics. The article contained one theorem and 100 pages of applications. It introduced a combinatorial method which led to unexpected applications to diverse problems in science like the enumeration of isomers of chemical compounds. Pólya’s theory of enumeration was discussed in detail in [1] by Shriya Anand, a summer student of the author. In what follows, we briefly recall the theory and complement the earlier article by adding some other applications not discussed there.     

Building the wall brick by brick: one prospective teacher’s experiences with mathematics anxiety

Mathematics education researchers have investigated mathematics anxiety in prospective elementary teachers. While many of these studies have focused on the bodily sensations and emotions of mathematics anxiety, particularly those felt in assessment situations, opportunities remain to investigate how prospective elementary teachers interpret their experiences with mathematics anxiety and connect them over time to compose personal histories of mathematics anxiety. Currently, over 90 % of elementary teachers in US schools are women, and women have been shown to suffer more from mathematics anxiety than do men. In this article, I analyze how one woman prospective elementary teacher described, explained, and related her experiences of mathematics anxiety across her personal narratives of learning mathematics as a K-12 student and of learning to teach mathematics as a college student in a teacher preparation program. My research demonstrates that experiences of mathematics anxiety may persist beyond assessment situations to influence women prospective elementary teachers’ larger mathematical histories. I also show that women prospective elementary teachers may interpret mathematics anxiety as specific fears (e.g., loss of opportunities for social participation) and may develop particular coping strategies related to those fears. Finally, I point out that while a coping strategy may be used consistently across K-12 mathematics learning and undergraduate teacher preparation, and may even offer a woman prospective elementary teacher some relief from mathematics anxiety, it may also limit her mathematics learning and professional development. To conclude, I present implications of my research for mathematics teacher educators.     

A strategy to improve pre-service teachers’ self-efficacy towards inclusive physical education for students with intellectual disability and autism

This study sought to investigate the effect of adapted physical education (APE) courses and practica on pre-service teachers’ self-efficacy (SE) towards inclusive physical education (PE) for students with intellectual disability (ID) and autism. Three hundred and fifty-six students (male?=?254, female?=?102) enrolled in adapted physical education teacher education (APETE) programmes in Korea participated in a specially developed survey which was analysed using multilevel modeling. The results of a multilevel modeling analysis revealed that APE courses and practica do indeed have a significant effect on the pre-service teachers’ SE towards teaching students with ID and autism in general PE classes. Study participants reported that taking more than 15 APE credits significantly improved their level of SE.     

Rachel’s literacy stories: unpacking one preservice teacher’s moral perspectives on literacy teaching

While teacher educators agree that teaching is a profoundly moral activity, little attention has been placed on the moral perspectives about teaching and learning of those entering the teaching workforce. As a way of illustrating the importance of helping both future teachers become aware of their own moral compasses and teacher educators to understand ways in which such knowledge can support their students, I use methods of qualitative inquiry to explore the life history of one European American preservice elementary teacher in the USA. In recounting the events of her life, Rachel Rosenberg demonstrates how she uses her own life experiences to frame the moral aspects of her future role as a teacher and especially her perspectives on literacy teaching and learning. The methods used here to elicit and analyse Rachel’s story can be useful to teacher educators who want to understand how the moral perspectives embedded in teachers’ stories influence the ways in which teachers approach and enact the work of teaching.     

Democracy or fellowship and participation with peers: what constitutes one’s choice to self-segregate?

Democracy in an inclusive discourse in education relates to all children’s rights to comment upon and influence matters concerning their interest in education. The article’s empirical data are based on a girl categorised with intellectual disability who through her surroundings is granted the right to influence her physical placement in school, which results in her often choosing to segregate herself from the fellowship with peers. This creates a dilemma for the school, which is faced with the question of overruling her decision in favour of other aspects of inclusion such as fellowship and participation or to continue supporting her decision to segregate. Based on theoretical contributions by Ian Hacking and Lev Vygotskij, this article discusses how schools and teachers approach children that are categorised as intellectually disabled and how the category influences the construction of their identity. Further, constructions of identity govern how the child views themselves and their surroundings. How they understand themselves in relation to the context and situations they are part of will ultimately affect what needs, wishes and compensation strategies the child develops. Studying the structures at play might contribute to further understanding about what causes a child to decide in a manner that conflicts with dimensions of inclusion.     

“It’s not them,it’s me”: competing discourses in one aspiring teacher’s talk

In this paper, we deploy M.M. Bakhtin’s notions about how language works to understand aspiring teachers’ struggles about the intersecting roles race, class, gender, language background, and sexual orientation play in students’ school lives and learning. Through life-history interviews and document analysis, we investigated the authoritative and internally persuasive discourses one aspiring teacher brought with her and took from a 15-week long course on a predominantly White Midwestern public university campus. Ideas she encountered in the course and its required tutoring component challenged her thinking about how various facets of people’s lives (such as those we list above) and the contexts in which they live, work and are schooled, affect how they are perceived, what they know, and can do.     

浅谈on one’s way的用法

在译林版初中英语教材中,on one’s way(to)这一短语出现了多次,现将其用法归纳如下,供同学们学习时参考。 一、在句子中,应将该短语中的one’s换成与句子主语相一致的物主代词。例如:     

Complex coronary lesions and rotational atherectomy: one hospital’s experience

Objective

To evaluate the safety and effectiveness of rotational atherectomy followed by drug eluting stent (DES) implantation in patients with complex coronary lesions.

Methods

From August 2006 to August 2012, 253 consecutive patients with 289 lesions and who underwent rotational atherectomy in our center were enrolled in this study.

Results

The overall procedure success rate was 98% with the cost of two (0.8%) coronary perforations, three (1.2%) dissections, five (2.0%) slow flows or no flows, three (1.2%) peri-procedure myocardial infarctions, and two (0.8%) in hospital deaths. During follow-up (mean three years), one (0.4%) patient died, two (0.8%) patients had acute myocardial infarction, 14 (5.5%) had restenosis, and target lesion revascularization occurred in eight patients (3.2%).

Conclusions

Rotational atherectomy followed by DES implantation is a safe and effective technique for patients with complex coronary lesions, especially calcified and non-dilatable lesions.     

Love’s labor lost: emotional agency in a school worker’s story of family advocacy

This study reports on the dilemmas of practice experienced by a parent–school facilitator, Melanie, within a large urban school district. Melanie struggled to reconcile her commitment to families in her school with the demands placed on her by an administrative ideology that viewed families as adversaries. Her attempts to manage the conflicts induced by this situation remained trapped in a polarizing discourse of families as marginalized within an insensitive school system. Using a theoretical framework that intertwines dialogism with the role of emotion in socially just education, I analyze Melanie’s narrative to uncover the ways in which she enacted her ideological commitments while constructing the position of her school administration as indefensible. I deploy such analysis to animate the links between emotional labor within challenging schooling contexts and an equally politicized stance of engagement to accomplish the ends of social justice.     

Children’s acquisition of early literacy skills: examining family contributions

A study of 143 families and their preschool-age children was undertaken to examine the relationship between the family environment and children’s language and literacy skills. This research was guided by three models hypothesized by Snow, Barnes, Chandler, Goodman, and Hemphill (1991) to explain the family’s contribution to children’s acquisition of language and literacy. The three theoretical models examined in this study were: Family as Educator, Resilient Family, and Parent–Child Care Partnership. Confirmatory factor analysis (CFA) and structural equation modeling were used to estimate latent constructs and structural models, respectively. Results showed that only the Family as Educator model was significantly related to child language and literacy outcomes (i.e., book-related knowledge, receptive language skills, and expressive language skills). Implications for future researchers and educational practice are discussed.     

The home–daycare link: mapping children’s new world order

The expansion of nonparental child care in the U.S. has led to increased scholarly attention to the home–daycare link. The home–daycare literature seeks to explore the patterns of relationships and paths of influence that define this dual ecology. The present review summarizes and comments on the central themes that define the home–daycare literature: (1) the influence of daycare on children’s home experience; (2) the influence of the home environment on children’s daycare experience; (3) reciprocal patterns of developmental influence; (4) the caregiver–parent relationship; (5) the role of child characteristics in cross-contextual adaptation; (6) the intercontextual continuity issue. The purpose of this review is to help organize existing knowledge on the home–daycare link as well as aid in outlining the future agenda for home–daycare ecology research.     

Non-disabled children’s ideas about disability and disabled people

This article discusses findings from an Economic and Social Research Council-funded study exploring non-disabled children’s ideas about disability. This represents the first in-depth sociological investigation of children’s ideas about disabled people as members of wider society. Data are presented from focus group discussions with children aged 6–7 and 10–11. The article draws upon William H. Sewell Jr’s theorizing of structure and agency and, in particular, employs his concept of ‘cultural schemas’. The article explores non-disabled children’s enactment of various cultural schemas relating to disability and argues that although they are capable of questioning, even transforming, schemas, they are primarily engaged in enacting a series of ‘hegemonic’ schemas that maintain their privileged position as non-disabled people. The article concludes by urging schools and educationalists to do more to encourage non-disabled children to think differently and positively about disabled people.     

Takayasu’s arteritis associated with Crohn’s disease

Takayasu’s arteritis (TA), also known as the “pulseless disease,” is a chronic vasculitis of the aorta and aortic branches. TA with Crohn’s disease is rare and has not been documented in China before. In this paper we report on a case of Takayasu’s arteritis associated with concurrent Crohn’s disease. A 17-year-old Chinese male developed upper limb sourness and a sensation of fatigue, and his upper limb pulses were absent. He was diagnosed with TA and underwent an axillary artery bypass with autologous great saphenous vein on the left subclavian artery. After the surgery, he regained the normal blood pressure. This patient also had years of diarrhea and developed an anal canal ulcer, and was diagnosed with inflammatory bowel disease and ulcerative colitis before. Five months after the TA surgery, he was hospitalized for severe stomachache and diarrhea and was finally diagnosed with Crohn’s disease. The possible pathophysiological mechanisms responsible for concurrent existence of TA and Crohn’s disease may be associated with immune disorders, especially autoimmunity.      

World Bank in Nepal’s education: three decades of neoliberal reform

This paper critically analyses key educational policy documents produced by the World Bank mainly from the mid-1980s to 2010 with regard to implementing major educational projects in Nepal. Using critical policy sociology as a methodological tool, the paper explores how a small Himalayan nation with per capita income of about US$730 (2014) plunged into neoliberal world order during the early 1980s. The paper argues that Bank’s educational policy recommendations are guided by some underlying assumptions of neoliberalism mainly marketisation, privatisation, and decentralisation. The paper concludes that neoliberal orientation in education has almost no potential in addressing Nepal’s development challenges.     

To one’s+感情名词用作状语

英语中有少数感情名词采用“to one3s 感情名词”这种结构,往往译成“使(让、令)人感到……的是”,在句子中作状语。如:1.to one3s amazement令……惊讶的是To the world3s amazement,all the28members of the expedition ar-rived home safely.令世界惊讶的是,28名考察队员全部安全地返回。To our amazement,she refused our help.令我们惊讶的是,她拒绝了我们的帮助。2.to one3s amusement使……好笑的是To our amusement,his false beard fell off.使我们感到可笑的是,他的假胡子掉了下来。To our amusement,the actor fell off the st…     

Feedback consistencies and inconsistencies: eight mentors’ observations on one preservice teacher’s lesson

Mentors play a key role in developing preservice teachers for their chosen careers, and providing feedback appears as a significant relational interaction between the mentor and mentee that assists in guiding the mentee’s practices. But what are mentors’ perspectives on providing feedback to their mentees? In this case study, eight mentors viewed a professional video-recorded science lesson facilitated by a final-year preservice teacher during practicum for the purposes of providing oral feedback in a simulated mentor–mentee discussion. Findings showed that mentors’ feedback was variable in both their positive feedback and constructive criticisms and, in one case, the feedback was contrasting in nature. Implications are discussed, including preservice teachers receiving feedback from more than one mentor and universities researching the design of valid and reliable tools to guide mentors’ oral feedback