A Merger that Failed: The Case of the University of New England

In 1989–90 the University of New England combined with three colleges of advanced education in northern New South Wales to form a network university. Unfortunately the merger negotiations and the experience of this network university were marred by conflict and the network University is to split into two separate universities from 1 January 1994 at the latest. The paper provides a case-study of the merger and tries to explain why the merger failed.     

英国小学信息技术与学科教学整合的个案研究

本文通过五个教学案例的研究,分析了英国小学信息技术与学科教学整合的特点:(1)充分利用学校现有的信息技术设备和资源;(2)教学方式和手段更加多样化;(3)学科整合的内容更丰富;(4)重视学生参与和体验。英国学校信息技术与学科教学整合的模式和策略能为我们提供一些有益的启示。(,100031)     

农奴制的村社基础——以中世纪英格兰为例

有两种解释农奴制兴衰的思路,一种认为,尽管农奴制存在管理成本高昂的固有缺陷,但其具有的某些优势足以弥补这一缺陷;另一种则认为,农奴乃是自愿为奴,因此并不存在监督管理困难的问题。从中世纪英格兰的情况来看,领主通过强化村社组织和农民相互监督,确实降低了管理成本。其他地区亦有类似现象。这些事实表明,将村社视为农奴制的重要基础,的确是解释其兴衰原因的一条新思路。     

The Transportation in England

<正>If you visit the UK,you will know one of the biggest problems there.It’s the heavy traffic on the road.If you drive in England,you are likely to spend much time on a traffic jam.Last winter vacation,I went to London with my parents.We were going to meet a friend there.We both took public transport.The friend lives in Canterbury and the best way to get there is by train.We live in Oxford and the easiest way to get there is by bus.In     

看看“see”辨辨义

有些同学以为英语中的“see”译成汉语就是“看见”．其实不然。英语中的“see”在很多情况下不是“看见”的意思。请看下列句子中的“see”,你能把它们译成适当的汉语吗?     

The politics of education policy in England

In this appreciative discussion paper I provide an overview of the reforms made to education in England, and engage with the politics of education through examining the simultaneous and inter-related processes of politicisation, depoliticisation and repoliticisation of educational matters. I engage in a discussion of the papers in this special issue through this framework.     

The structure of research training in England

Over the past twenty-five years, the UK government has implemented reforms in doctoral level provision, led by the Research Councils and especially the Economic and Social Research Council. These have emphasised training in research methodology and also, recently, other employment-related skills. This article considers the drivers of these initiatives (demands for accountability and ‘new public management’) and some of their consequences (including the steering of research in particular directions and a neglect of the scholarship produced and also doctoral studies as a form of lifelong learning). It also examines some of the universities' responses in the form of diversification of doctoral studies, the institution of graduate schools, and the establishment of a National Council for Graduate Education. Throughout these reforms, the diversity of doctoral students and their concerns have largely been neglected.     

The history of citizenship education in England

The publication of the Crick report (1998) on citizenship education and the subsequent Order for implementing the compulsory status of the topic for Key Stages 3 and 4 have generated considerable comment. However, the historical background to this development has been only sketchily treated. This article attempts to provide a little more detail, to suggest a framework of analysis to illuminate the history and to indicate the relevance of this past experience for current work. The analytical framework is provided by the identification of five factors that have shaped the evolution of citizenship education in England. These are: the lack of central guidance and reliance on private initiatives; the extension of the franchise and the issue of maturity; social class and examination structures; war and peace; Empire and Commonwealth.     

中世纪英国的军役制度

为了发动对外征服战争或保卫在欧陆的领地，中世纪英国战争频仍。但是英国没有常备军，国王采用多种方法征调军队，包括传统的封建骑士军役、外国雇佣兵和货币采邑军役、民军以及契约军役等军役制度，这些对后来英国的军役制度产生了深远影响。     

The cost of school exclusion in England

Legislation in England and Wales since 1986 has sanctioned the permanent exclusion from school of pupils deemed disruptive. This punitive step has costs attached, which rise each year as the numbers excluded increase. This paper is mostly devoted to developing and applying a model to estimate the costs to public services of school exclusion in England. It also provides some illustrative cost data on the inclusion of behaviourally challenging pupils, explores policy alternatives to exclusion and argues that cost data provide valuable information in debate about policy options. Based on data gathered for the Commission for Racial Equality, the paper considers the costs to the full range of agencies involved when a child or young person is permanently excluded from school. Costs related to individuals vary hugely, but the average costs to education are high—double normal mainstream education—for less than 10 per cent of a full‐time education in the first year of exclusion. The costs to other agencies, particularly the police, are high. It is estimated that the cost in England of permanently excluded pupils in 1995/96 were approximately £71 million, and in 1996/97 over £81 million. As well as actual costs associated with permanent exclusions from school, consideration must be given to the returns on that expenditure. Currently the returns are poor, and the longer‐term costs may be high if continued full‐time education is not assured for young people to equip them to become citizens.     

中世纪英国民众文化状况研究

中世纪英国的民众文化水平呈现两极化态势.中世纪早期,教士和少数社会上层人士垄断了读写技能;到中后期,这两种技能开始向商人等中等阶层扩展.与之相对,广大下层民众则长期处于文盲状态.教育、语言和技术因素是导致这一现象的主要因素.     

中世纪英国民众文化状况研究

中世纪英国的民众文化水平呈现两极化态势.中世纪早期,教士和少数社会上层人士垄断了读写技能;到中后期,这两种技能开始向商人等中等阶层扩展.与之相对,广大下层民众则长期处于文盲状态.教育、语言和技术因素是导致这一现象的主要因素.     

中世纪英国国王的借款活动

中世纪时期 ,为了满足财政需要 ,英国国王经常进行借款活动。从借款对象看 ,国王的借款分为三个阶段 ,每个阶段都有其特点。国王借款对象的变化 ,折射出中世纪时期英国商品货币经济的发展过程。