READING DISABILITY,NON‐VERBAL REASONING,AND SOCIAL CLASS

This article presents some of the findings of a research project on students who do degree courses at technical colleges. The aim was to explore the attitudes of students towards doing a degree at a technical college. It shows the mixture of positive and negative feelings and the slight swing towards a more favourable attitude during the first year, and points out that the most favourable attitudes occur where the college and the course are seen as fulfilling a function distinct from the universities. Where they do not, the technical college tends to be compared unfavourably.     

THE “NEW” SOCIAL HISTORY AND THE HISTORY OF MORAL EDUCATION

The rise of mass education systems in 19th‐century Europe and North America was often followed by establishment of programmes of compulsory moral/civic instruction. Few of the “new” social history's techniques have been applied to the latter phenomenon, although those techniques have produced broad reassessments of public education.

Using the example of France at the turn of the twentieth century, this paper offers such an application. It shows how a social history of moral/civic education would lend itself to comparative historical research, help our understanding of the roots of public social policy, throw new light on the question of social class, and invite reformulation of traditional administrative and intellectual history of education. The closing section outlines possible avenues of research, and offers bibliographical guidance on the development of moral/civic education in France, the United Kingdom, Germany and the United States.     

THE MULTIDIMENSIONALITY OF EDUCATION,RESEARCH AND TRAINING IN SOCIAL GERONTOLOGY−THE ISRAELI EXPERIENCE

This article examines the multidimensionality of education, research, and training in gerontology through a discussion of the significance and implications of developments in this area based on the Israeli scene. The discussion focuses on the issue of whether gerontology is an academic discipline based on the development of specialized knowledge, along with education and training, in a distinct academic framework, or whether it constitutes part of professional training in a variety of academic fields. The article begins with a presentation of milestones in the development of gerontology in Israel, focusing mainly on social gerontology. It then offers a definition of an academic discipline and of a profession and distinguishes between them by examining the development of curricula in the field of aging in two contexts: social work studies, on the one hand, and specialization in gerontology toward a Master's degree in this area at Haifa and Ben-Gurion Universities, on the other. A model is presented that examines the mutuality among the evolutions in technology, demography, and information, and their significance in the development of standards in education, training, and the dissemination of gerontological knowledge.     

EDUCATION FOR SOCIAL EXCLUSION? ISSUES TO DO WITH THE EFFECTIVENESS OF EDUCATIONAL PROVISION FOR YOUNG WOMEN WITH ‘SOCIAL,EMOTIONAL AND BEHAVIOURAL DIFFICULTIES’

This paper discusses the experience of mainstream school and special educational provision of some young women with ‘social, emotional or behavioural difficulties’, and asks questions about the outcomes and effectiveness of this kind of education in a policy context of inclusion. It argues for more public discussion of the role of alternative educational provision.     

THE EFFECT OF COOPERATIVE LEARNING STRATEGIES ON ELEMENTARY STUDENTS’ SCIENCE ACHIEVEMENT AND SOCIAL SKILLS IN KUWAIT

This study compares the effects of two methods of teaching—teacher-centered and cooperative learning—on students’ science achievement and use of social skills. The sample consists of 163 female elementary science students in 8 intact grade 5 classes who were assigned to 2 instructional methods and were taught an identical science unit by 4 classroom teachers. The students’ science achievement was measured by a researcher-designed achievement test given to students as a pretest and a posttest. Students’ social skills were determined by a researcher-designed survey administered as a pretest and posttest. Analysis of the achievement test scores and the social skills survey responses revealed that cooperative learning strategies have significantly (p > 0.05) more positive effects on both students’ achievement and social skills than teacher-centered strategies. These results provide an evidential base to inform policy decisions and encourage and persuade teachers to implement cooperative learning methods in Kuwaiti classrooms.     

让宿舍SOCIAL起来——大连理工的社区驿站

正这年头,无论是普通青年,文艺青年,第三种青年,高校里随口一问,你的梦想是什么?常常不环游世界景是拥有一家自己的咖啡厅。哪个年轻人没做过开咖啡厅的梦呢?有书吧的功能,有特色的风格,用自己的藏品做装饰,配上或清新或温暖的灯具,想来便觉得舒适又放松。正应了这个需求,中国的高校周边总藏着一圈儿小奶茶店儿、小咖啡馆们。学生就是喜欢这文艺范儿。谁想过,宿舍里就能有一个这样类似咖啡厅的休闲小栈呢!吧台、沙发、躺椅,你想要的全都有。     

FIRST- AND SECOND-GENERATION IMMIGRANT ADOLESCENTS’ MULTIDIMENSIONAL MATHEMATICS AND SCIENCE SELF-CONCEPTS AND THEIR ACHIEVEMENT IN MATHEMATICS AND SCIENCE

This study, drawing on data from the Trends in International Mathematics and Science Study 2007, examined the predictive effects of multiple dimensions of mathematics and science self-concept??positive affect toward mathematics and science and self-perceived competence in mathematics and science??on mathematics and science achievement among 1,752 first- and second-generation immigrant adolescent students in Canada. First- and second-generation immigrant adolescent students?? self-perceived competence in mathematics had positive predictive effects on their mathematics and science achievement. In contrast, first- and second-generation immigrant adolescent students?? positive affect toward mathematics had negative predictive effects on their mathematics and science achievement. While first- and second-generation immigrant adolescent students?? self-perceived competence in science had no significant predictive effect on their mathematics achievement, it had a positive predictive effect on their science achievement. Positive affect toward science had positive predictive effects on second-generation immigrant adolescent students?? mathematics and science achievement, whereas it had no significant predictive effects on first-generation immigrant adolescent students?? mathematics and science achievement. Implications of the findings for policy and practice are discussed.     

MEASUREMENT AND COMPUTATION OF THE PSEUDO-RESONANCE AND ANTI-RESONANCE

This paper presents a phenomenon of“Pseudo-resonance”of beams androds discovered from experiments and computations,and gives the definition of“Pseudo-resonance”.The relationship of distribution between the frequency of pseu-do-resonance and that of anti-resonance is found,and an analytic solution for thetransfer function between any two points on a beam or rod is established.The law ofdistribution of the anti-resonant frequencies,as well as the relation between the fre-quency distribution and the nodes of vibration is also proposed.     

COMPARE AND CONTRAST FIRST AND SECOND LANGUAGE ACQUISITION

语言习得是指一个人习得语言的过程。儿童与成人之间的区别导致第一语言和第二语言习得的差异。本文从语言认知和情感因素两方面做深入分析，对第一语言和第二语言习得的差异进行比较和对照。     

PAIRWORK AND GROUPWORK

不同的分组讨论和分角色操练是复习和加速记忆所学知识的一种动态的学习方式,但各有利弊。科学的分析和运用此教学方案将会产生创造性 的教学效果。     

CAMEL AND DROMEDARY

The camel lives on the steppes of Asia.These are huge plains where it hardly ever rains.Thanks to its thick coat,the camel can tolerate extremely high and low temperatures.     

林志颖AND赛车

在萤光幕前,林志颖始终是个宠儿。赛场上,林志颖也是最具人气的车手。明星光环带给他的,是不断超越前进的动力。到底赛车有什么魅力,让Jimmy如此执着而且充满了热     

Questions AND Answers

1.问:One dozen twelve,and two twenty-four.A.are;dozen B.is;dozens areC.is;dozen are D.is;dozen is答案为D。为什么不选B呢? (安徽桐城中学申影)     

BREAD AND BOOKS

:h一is一:一谬my。。二 The.box 15 big and blue.The bag 15 big and blue，too.What，s in theb。x and the bag?儡毋下he。155。me 妞且务产昭2， 瓶麟瞥 Q) C U .‘l口 br··d一瘾一 SOme Cheese 戮 忌琶幽 卜几 in the bOX.The「e 15 SOme mi t·鲡。一’。。 p一尹 和卜     

BOAS AND PYTHONS

Boas and pythons are the biggest snakes in the world.They do not kill their prey by injecting it with poison.They wind themselves round their victims and suffocate them by squeezing.Like all snakes,boas and pythons have forked tongues.They use them to smell their prey.     

FOOT AND BOOT

Do you know foot!Yes,I do.Do you know boot?No,I don't.Put your foot in your boot,     

YOU AND ME

你们卸下了我的尖刺 毕业那年我19岁，学生十四五岁。看着他们，我的第一感觉就是虬怕”。第一次站在讲台上，我特意在脸上写满威严，硬撑着不让自己流露出半分胆怯。学生们看着站在讲台上梳着马尾的小小的我，表情不一。我把自己武装成一只刺猬，一站在讲台上就竖起浑身的束l』，准备随时应对一切。都说初中生最难管了，我可不能有些许的懈怠，一定要hold住。