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躺枪：这个词出自周星驰的电影《逃学威龙3》中的一句台词，原文是“躺着也中枪”，后缩写为“躺枪”，并广为流传。     

围观：被治愈的瞬间

心情不好或者情绪低落的时候，也许听到一首歌、看到某部电影里的某一个片段，甚至是读到一句话，都会让心灵瞬间被治愈。     

UNIVERSITY HEADS IN EUROPE AND IN THE U.S.A.: A STATISTICAL COMPARISON

In an effort to draw conclusions as to the relative level and quality of training of university heads in western Europe and in the United States, the author has examined the results of two surveys, one of European and one of American heads of universities. He has concluded that as a general rule the average European university head has achieved a more rigorous level of training than has hi3 American counterpart. He has also concluded that the selection procedure for a European head of university is usually more democratic that that employed in the selection of an American head of university.     

PREDICTORS OF OVERALL PERFORMANCE IN A B.Ed. COURSE AND IN EDUCATIONAL PSYCHOLOGY

The study Investigated the association between entry qualifications to a BEd course, performance in educational psychology and overall BEd performance. The roles of main area specialisation and sex differences In performance In educational psychology were also investigated. The academic records of 313 students from six year‐groups constituted the data set for the study. Results showed that performance in educational psychology was an efficient predictor of overall performance in the BEd course. Students who specialised in mathematics/science subjects performed better as a group in educational psychology than students in other main areas of specialisation. Also, significant sex differences in performance in educational psychology were observed in some of the year‐groups, with female students out‐performing their male colleagues.     

探析我国高校体育发展方向

社会对体育的需求不断增加,使得社会体育蓬勃发展.然而,与之相对应的诸多不和谐现象仍然存在.高校体育肩负着学校体育顺利过渡至社会体育的重任,通过分析我国社会体育需求得知,高校体育必须利用其资源优势,营造出适应社会需求.以及人才产生与成长的氛围和条件,从而推动社会体育发展.     

2. RACE RELATIONS IN COLLEGE

Controversy surrounding a Catholic philosophy of education and the Catholic “identity” of institutions of higher learning reveals the vitality and the genuine liberality of contemporary Catholic higher education. Rather than being symptoms of political correctness or of a lost capacity to celebrate Catholic or any other particularity, these controversies reveal the openness and authenticity of Catholic higher education. They show the willingness of many leaders in Catholic higher education to let go of ecclesiastical sectarianism, of absolute claims inconsistent with God's universal love and availability, and of classicism, and to embrace a reverent religious pluralism, a historical perspective, and the sheer exhilaration of intellectual discourse which aims to be universal. Such openness is no more risky than the more narrow and triumphal perspectives it replaces, and is well worth the risks.