Higher-Education Planning 1990 — Problem or Opportunity?

Are the decreasing student enrollments after 1990 a problem or an opportunity for planning in higher education? At present we have the highest admission figures our university system has ever seen, and the number of students is expected to increase even more. Therefore, no one today can really imagine what will happen when the figures for first enrollments fall to below 50 percent of the current figure.     

The Gain and Loss in Literary Translation——A Study of Li Bai's poetry

Poetry is the oldest form of literature.Poetry translation is an important part of literary translation.Li Bai is a famous poet.There are many translation versions about his poetry.However,the same poem has different translation versions.Translating means keeping balance between the gain and loss.     

Antidote or antagonist? The role of Education Reform Advocacy Organizations in educational policymaking

In recent years, a new breed of political organizations has had remarkable influence in American educational policymaking. Proponents of neoliberal reform, these groups have been labeled as Education Reform Advocacy Organizations, or ERAOs. I situate these organizations within the larger network of Intermediary Organizations (IOs). To understand the ways that ERAOs influence the policymaking process, I explore the role of Stand for Children, a national ERAO, in helping to pass neoliberal reform of teacher job security in Massachusetts. Using the Advocacy Coalition Framework (ACF), I explore common frames evident in debate about the organization’s role in the state, and I rely on data from key stakeholder interviews, observations and policy artifacts to characterize competing arguments about the organization’s political motives. I pay particularly close attention to how the organization’s political identity shaped, and was shaped by, its attempts to build an advocacy coalition in the state. Throughout the case, I investigate how competing identities bumped up against each other in ways that would have a major impact on the policymaking process, and I use my analysis to generate questions about what it means for ERAOs to sustain their success over time.     

Secondary School Principals in Curriculum Reform:Victims or Accomplices?

The Shanghai Municipal Education Commission convened an important conference in early 2010. A major focus of the conference was the apparent failure of the New Curriculum Reform to take root in schools. One of the conclusions presented at the conference was that school principals were responsible for the gap between the intent and effect of the curriculum reform. This article uses data collected from a group of Shanghai secondary school principals to examine the state of the curriculum reform from “the inside.” The main purpose of the article is to identify why the principals themselves believe that the reform is not working as intended and indeed whether they are in some way complicit in the slow rate of reform implementation. Principals involved in the study suggest the contradictory messages they receive from government officials about how principals’ work should be formally and informally assessed do little to promote meaningful reform implementation. Therefore, it is suggested that one of the main reasons why curriculum reform has so far not been able to bring about deep change at secondary school level is the enduring cultural norms which continue to underpin societal expectations and accountability, rather than a lack of curriculum leadership on the part of school principals.     

Turnaround as Reform: Opportunity for Meaningful Change or Neoliberal Posturing?

This study explores the neoliberal agenda of turnaround school reform efforts in America by examining the application and transformation of a Midwest State Turnaround Schools Project for the public school system. Perceptions of administrators and state-level policy actors are considered. Data were collected from 13 participants during the implementation of the statewide turnaround program and the analysis focused on the neoliberal ideology during the implementation of the State Turnaround Schools Project. Corporate infiltration and funding leverage reflect the sticky web of policymakers and private corporations and their influence. District communication, support, and shared accountability underscore important lessons in leadership for turnaround school programs. Successful schools transformed the turnaround policy implementation by involving communities and restructuring their school district. However, the neoliberal agenda revealed the impact of government labeling, restructuring, and reallocating resources for under-performing schools and unveiling the infiltration of private corporations behind turnaround policy and student achievement. This alarming finding points to how turnaround school policy implementation weakens control of democratically elected authorities and stagnates critical thinking that challenges the interests behind turnaround school policy.     

The 2005 Paul F-Brandwein Lecture: Is Our Past Our Future? Thoughts on the Next 50 Years of Science Education Reform in the Light of Judgments on the Past 50 Years

As I look back at K-12 science education in post-World War II America, it strikes me that surprisingly little progress has been made. This disappointing outcome cannot be due to a lack of effort, for in the last half-century our investment in science education reform—human and financial—has been substantial. In this essay, I focus first on some of our failures (as I see them) of the last 50 years, and speculate on why we were not more successful. With that in mind, I then propose a reform agenda for the next 50 years.     

The Teacher—Child Advocate or Functionary of the System?

The school is one of the largest service enterprises of the state and must have a well-functioning administrative organization. Teachers, the real representatives of the organization of teaching, must respect this. Without the efforts of the administration, the prerequisites and general framework of instruction, namely, premises, financial resources, and personnel, would be largely inaccessible, and the school and its day-today operations would come to a halt. But if we formulate an antinomy between these two areas of responsibility in defining our topic, this happens because disruptions occur in the direct functioning of the educational process which are demonstrably attributable to encroachments of the administrative organization on the organization of teaching. A few examples will illustrate this vividly.     

Process or Product? The Argument for Aesthetic Exploration in the Early Years

Early childhood educators often deliberate the difference between the use of arts versus crafts in the classroom as learning opportunities. This paper discusses the distinct differences between the two and how encouraging young children to engage within art making provides great opportunity for personal and communal exploration, expression, and discussion. Open-ended activities that focus on the process, and not necessarily the end product, provide children with authentic, differentiated, and holistic methods of exploration and learning. Fostering a willingness to creatively engage within an aesthetic problem-solving process that allows children to select, represent, and explain their thoughts and actions will help them develop skills necessary for success in an unknown future.     

Assessment of—or in—the zone of proximal development

Two perspectives on assessment are suggested by different interpretations of Vygotsky's concept of the zone of proximal development (ZPD). The first perspective—developed in the field of dynamic assessment research—considers that it is possible to measure the learner's ZPD as an individual trait showing a certain stability across instructional settings. The second perspective draws on work on interactive formative assessment integrated in classroom instruction. In this approach, assessment intervenes in the ZPD created by a learner's on-going interactions with a given instructional setting. Critical appraisal is given to the way in which each perspective interprets Vygotsky's writings.     

On Presenting Grammar——Inductive or Deductive?

1. How to teach grammar — deductive or inductive Everyone who has ever learned English must have heard and talked about the word “grammar” hundreds of hundreds of times. It plays such an important role in our everyday teaching or learning that no one c…     

Fifteen Ounces of Silver(初二适用)(英文)

Onedayarichmanlostfifteenounces(盎司,英两)ofsilver.Apoormanwantedtogotothenearesttowntosellsomethings.Onhiswaytothetownhefoundthesilver.Hewenthomeatonceandtoldhisoldmotheraboutit,buthismotheraskedhimtolookforthemanwholostthesilverandreturnittohim.Sohewentback.Onthewayhemettherichman.Hetoldtherichmanaboutit.Buttherichmansaid,“Ilostthirtyouncesofsilver.”Therichmansued(控告)thepoormanforthesilver.Theofficerunderstoodit.Sohesaidtotherichman,“Youlostthirtyouncesofsilver,butthepoormanonlyfoun…     

Oral Insulin—Fact or Fiction?

Insulin is a major protein hormone secreted by the β-cells of the pancreas and is important for the control of diabetes. Insulin is usually administered to diabetic patients through subcutaneous injection. This mode of therapy has certain inherent disadvantages such as local pain, itching and insulin lipodystrophy around the injection site. Hence, pharmaceutical scientists have been trying to design an oral delivery system for insulin. Many challenges are associated with the oral delivery of insulin, relating to the physical and chemical stability of the hormone, and its absorption and metabolism in the human body. Here we discuss various strategies for the oral delivery of insulin that are being tried out, as well as methods used to improve the absorption of orally consumed insulin and to reduce its degradation by digestive enzymes. K Gowthamarajan is on the faculty of the Department of Pharmaceutics in JSS College of Pharmacy, Ootacamund. His research interests are in the area of designing drug delivery systems for peptides and proteins. He is currently involved in research on pharmaceutical applications of plant polysaccharides. Giriraj T Kulkarni is on the faculty of the Department of Pharmaceutics in JSS College of Pharmacy, Ootacamund. Currently, he is involved in research on pharmaceutical and biotechnological applications of plant polysaccharides. He has authored a book ‘Biotechnology and its Applications in Pharmacy’ for undergraduate and postgraduate students of pharmacy.     

ICT in French Primary Education,Twenty Years Later: Infusion or Transformation?

Twenty years have elapsed since ICT has been introduced on a large scale in French primary schools. Since then many developments have occurred, many of them outside of the technical sphere (for example decentralization has much progressed), new issues have appeared. This paper briefly analyzes changes and trends in the field of ICT in French primary education. It suggests that the development of ICT, still uncomplete, does not seem to have brought much change in the system. However, new ideas and activities have emerged, that deserve further research and invite to international comparisons. First contextual elements about France and the situation of primary education are recalled. Then issues linked with the development of ICT are analysed, taking into account the situation of both pupils and teachers.     

Welfare Reform: Can Higher Education Reduce the Feminization of Poverty?

In this paper we address what is meant by feminization of poverty. We also provide a very brief historical review of poor women, their children, and their need for financial assistance. Furthermore we identify some of the obstacles women face while trying to become self-sufficient and how women attempt to overcome these obstacles while relying on government aid. A strategy used by some of these women on welfare is to attend college and earn a degree. We show how this group of women now faces a major obstacle with a recent reform in the welfare system. Finally, we offer some suggestions as to how policies and practices of institutions of higher education can help female students on welfare, thereby reducing the feminization of poverty in the United States.