The Comparison of Shakespeare’s Sonnet 18 and Baima’s Your Beauty

Shakespeare is one of the most brilliant playwrights and poets in the Middle Ages. Shakespeare’s sonnets created during 1592 to 1598 is not only one of the greatest achievements of his, but also a great leap forward to sonnet itself. With the development of sonnets, Chinese poets begin to learn from western traditional sonnets. Among these poets, Bai Ma is a typical representative. This thesis aims to make a comparison between western traditional sonnets and Chinese sonnets to find out their similarities and dissimilarities through studying Shakespeare’s and Bai Ma’s respective magnum opuses, and to further promote the literary communication of the East-West.     

An Empirical Study on the Students’ Motivation and Attitudes Who Take Esp Optional Courses

The learners’ motivation and attitude toward English for Specific Purposes(ESP) is always an influential element for the quality of ESP course.Teachers should at first get to know the learners’ motivation and attitude toward this course so as to teach the course well.Therefore,by means of questionnaire survey on the students’ motivation and attitudes who took accounting English in M University as their elective course during the next term in 2009,and through qualitative study,such as interviews,diary and classroom observation on the accounting English choosers in the next term in 2010,some conclusions are discovered that there are about 4 factors and 3 variables among the students’ motivations,and their attitudes toward this course is positive in general.Both accounting and English are their learning targets,and oral English and translation are their favors.The combination of blackboard-writing and multimedia technology is preferred than any of the other single teaching models.But the shortage of class hours and the lack of systematic arrangement also affect the students’ motivation and their learning efficiency.     

Assessing the psychometric properties of Kember and Leung’s Reflection Questionnaire

Reflective thinking is often stated as a learning outcome of baccalaureate nursing education, and as a characteristic of a competent professional; however, no consistent method exists to assess the extent to which students engage in reflective thinking. To address this need, Kember and Leung developed and tested a self-report questionnaire based on Mezirow’s conceptualisation of levels of reflective thinking. The purpose of this study was to test the psychometric properties of the Reflection Questionnaire, developed by Kember and Leung. A convenience sample (n?=?538) of third-year baccalaureate nursing students from four collaborative nursing programmes in Ontario was used. Ethical approval was secured from 10 sites. Second-order confirmatory factor analyses (CFA) were used to test the factor structure of the Reflection Questionnaire. This research was part of a larger study on reflective thinking and is a first step in validating a four-level measure of reflective thinking, in educational environments, with baccalaureate nursing students. The results of the second-order CFA provide support for the construct validity of reflective thinking. Results of this study contribute to the evidence supporting the reliability and validity of the questionnaire. Nurse educators can use this information when implementing the questionnaire, and learning the extent to which students are engaging in the reflective thinking process.     

Reflection on Communicative Language Teaching in China’s Classroom

The author tries to discusses some characteristics of a teaching method-communicative language teaching.It refers to the method as a new metaphor and talks about what the metaphor might be.It also keys on the case where CLT guides Chinese classroom practice for English language learning and points out the problems the teachers encountered.In the end,it offers some directions for the future research.     

Between the Under-Labourer and the Master-Builder: Observations on Bunge’s Method

Mario Bunge has repeatedly discussed contributions to philosophy and to science that are worthless at best and dangerous at worst, especially cases of pseudo-science. He clearly gives his reason in his latest essay on this matter: ??The fact that science can be faked to the point of deceiving science lovers suggests the need for a rigorous sifting device??. Moreover, this sifting has its rewards, as ??sometimes intellectual gold comes mixed with muck??. Furthermore, the sifting device is a demarcation of science, which answers interesting questions: what is valuable in science and what makes it tick? The question is under dispute. So before coming to it we should admit a few preliminary ideas that are more difficult to contest than ideas that purport to demarcate science.     

Political Reality and Nature in Shakespeare’s King Lear

King Lear is considered to be Shakespeare’s greatest tragedy.Using analysis of the play and the contemporary politics of Jacobe an time,this paper examines how this play serves its traditional role as a"mirror for princess"play and how a broader dimension provided by a Christianized natural law is available for the exploration of possibilities of human experiences.     

A Reflection on Some Meanings of ‘Interdisciplinarity’ and ‘Integration Among the Sciences’

Summaries

English

‘Integrated science’ as an aspect of curriculum development is now well established world‐wide and has become the subject of international meetings. This article tries to put forward for discussion some ideas about the meaning of integration among the sciences.

Integration is first discussed in its relation to common culture and disciplinary knowledge. Disciplinarity, recognized as the way in which scientific knowledge has been organized, is seen as the only real possibility for the growth of knowledge. To understand the meanings and the importance of different disciplinary fields, is a didactical objective to be reached through an articulated educational process starting in the primary school. However, another objective of the same importance is the development of the capacity to recognize and utilize disciplinary knowledge for the solution of ‘real’ problems.

In this perspective, an important problem for educational research is the definition of a ‘scientific knowledge for all’ which should enable people to confront real problems with a knowledge of the meanings of science, and of where to find and how to use scientific information.     

“The Judgment” under the Elms and in the Thunderstorm: A Comparative Study between Desire under the Elms and Thunderstorm

This paper will leave out the question how Cao Yu is influenced by O’Neill and go directly to the text, from the two playwrights’ tragic vision and the fate’s arrangements of the main characters in the masterpieces of the two playwrights, which refracted the differences in the two playwrights’ tragic tension and exposed the"judgment of human nature"and make a comparative study of the two plays.     

An Analysis of the Readers’ Roles in the Construction of Meaning in John Donne’s The Flea under Reader-Oriented Theory

Among the sundry studies in China on John Donne’s The Flea,there has been none done from the perspective of Reader-Oriented Theory to probe into the readers’ roles in the construction of meaning.The present article under Wolfgang Iser’s theories,in a further pursuit of the expansion of the gestalt of such studies on the poem,aims at exploring the readers’ active roles in complementing,completing and recreating the textual meaning,and differentiating the implied reader and the actual reader through the poem as well as attempting to fulfill the construction of the reading cognitive model through the interpretation of the conceit the flea.     

狮子座:I’m the King Of the World

哇哈哈,终于要讲到作者本人的星座了。华丽丽的狮子座有着尊贵的气质,天生贵族的狮子座即使想隐藏也隐藏不来,开朗度120%,脸上经常浮现阳光般的笑容,怀揣一颗开阔而热情的心,不论走到哪里皆是最受瞩目的焦点。     

Certainty of Punishment and Criminal Thinking: Do the Rational and Non-rational Parameters of a Student’s Decision to Cheat on an Exam Interact?

The purpose of this study was to determine whether criminal thinking interacts with the rational requirements of human decision-making in a group of college students. A convenience sample of 315 undergraduates (114 males, 201 females) completed self-report measures of criminal thinking and estimated their likelihood of cheating on an exam given different levels of certainty of apprehension. A repeated-measures analysis of covariance revealed that students were significantly more likely to seize on the opportunity to cheat when the certainty of getting caught was 10% than when it was 50% and that students with higher levels of criminal thinking were more likely to take the opportunity to cheat than students with lower levels of criminal thinking. In addition, students exhibiting moderate proactive criminal thinking and moderate to high reactive criminal thinking were significantly less likely to be deterred from cheating when the odds of getting caught were low.     

Single‐parent families: the role of parent’s and child’s gender on academic achievement

Using national survey data, the present study investigated whether adolescents living with parents of their same gender fare better on academic achievement than their peers living with opposite‐gender parents. Multiple analyses of covariance (MANCOVA) procedures were employed to examine the effects of the children’s gender in single‐father and single‐mother families on students’ academic achievement, as measured by four dependent variables (reading test score, mathematics test score, English teachers’ evaluation, and mathematics teachers’ evaluation) while controlling the covariate, socioeconomic status. The results indicated that there were no benefits in same‐gender single‐parent households. Furthermore, daughters in single‐father homes performed better than other parent and child combinations on academic achievement. Implications of these findings are discussed.     

Inter-Parental Violence: The Pre-Schooler’s Perspective and the Educator’s Role

Early childhood educators are likely to encounter youngsters who experience problems at home impeding their abilities to learn and benefit from the program. One such group is children who live or have lived with adult domestic violence. Children yet to begin elementary school are over-represented among groups of young people known to live with inter-parental violence. A qualitative study using clinical interviews of young children was used to develop a model suggesting how key aspects of development among children 3–5 years of age can react to and be affected by inter-parental violence. Focus is on age-appropriate expression of emotions, salience of observations and conflicting messages, a child’s focus on outcome versus process, egocentricity and self-blame, learning of gender roles, and delay or regression in development of independence. Implications for the classroom are outlined, including providing a nurturing environment, supporting child adjustment, and helping caregivers. Special contingencies when families are in shelters are also discussed.     

Beliefs,Practices, and Reflection: Exploring a Science Teacher’s Classroom Assessment Through the Assessment Triangle Model

This paper describes the Assessment Practices Framework and how I used it to study a high school Chemistry teacher as she designed, implemented, and learned from a chemistry lab report. The framework consists of exploring three teacher-centered components of classroom assessment (assessment beliefs, practices, and reflection) and analyzing components with the assessment triangle model (Pellegrino et al. in, Knowing what students know: The science and design of educational assessment. National Academy Press, Washington DC, 2001). Employing the framework, I report the teacher’s assessment practices, report the alignment in her assessment practices through the three vertices of the assessment triangle (cognition, observation, and interpretation), and suggest relations between her beliefs and practices. I conclude by discussing the contribution and limitations of the Assessment Practices Framework while conducting future research and supporting science teachers in assessing student learning.     

Citizenship and inclusion in the early years: understanding and responding to children’s perspectives on ‘belonging’

This paper argues for, and demonstrates the effectiveness of, including young children in commenting on and improving their learning environments. It reports the experiences gathered from of 16 setting‐based, small‐scale, practitioner‐led projects. Taking a view of citizenship as ‘participation’ the paper shows how practitioner‐research can support the evolution of inclusive environments for all children. Following a critical review of the literature on citizenship, young children, and ‘inclusion’ the paper considers the usefulness of the participant methodology of practitioner action research and the concept of ‘voice’ in educational research and report. Examples of practitioner‐research projects involving children aged three to six years identify and illustrate key themes from the data. Thus, they demonstrate: (1) the range of factors which excited or worried the children; and (2) the ways in which children’s concerns and ideas were listened to and action for change was developed. The children’s ideas and extracts from their comments are included alongside the practitioners’ responses in the cases which are discussed. Four main points are considered in conclusion: (1) children’s views can contribute to the development of inclusive practices; (2) children’s voices are central to studies of their perspectives and the methodological challenges of listening to children’s voices in research must be addressed; (3) identity and self esteem are key to the successful promotion of young children’s positive sense of inclusivity and belonging in their early years settings; and (4) supported practitioner‐research can enhance inclusive early years practices. The paper argues that including children in the identification and exploration of issues important to them promotes a positive sense of inclusivity and that such approaches to developing pedagogies of citizenship and belonging constitute a practical enacting of ‘voice’.     

Bourdieu’s habitus and field: implications on the practice and theory of critical action learning

This paper considers the logic of practice of the French sociologist Pierre Bourdieu in relation to critical action learning: in particular habitus which is co-created with field and the interplay amongst the two in the form of misrecognition and risk. We draw on interviews with participants who have experienced action learning as part of an NHS leadership programme. We argue that Bourdieu provides helpful ways of understanding and explaining the complex processes of social interactions which are centre stage in action learning – especially the ‘social friction’ through which action learners gain new insights and new prompts to action in their workplace from learning set members. These insights can support action learning practitioners keen to explore their own practice.