A Critique on Mockingbird Don't Sing

This movie is based on actual events. Firstly, this paper gives a brief introduction of movie, and then uses the method of comparison and takes examples to analyze the linguistic and behavioral development of Katie. Finally, we can make a conclusion that Katie can acquire language if Sandra et al keep helping her.     

Community Schools As An Educational Alternative In Africa: A Critique

With a view to basic formal education, this study explores actual experiences and potential values of current community-school initiatives in Africa. Using data from different programmes around the continent, it examines their dynamics in terms of various conceptions about alternative provisions for basic education. The wider policy question posed is whether community schools can respond in a meaningful and viable manner to the interests of learners and their communities, meet social-policy goals of equity and social justice, and foster reform. While its conclusions remain tentative, the study explores effective but problematic approaches supported by communities, non-governmental organizations and governments. It gives particular attention to those elements promoting empowerment and transforming educational provision and local socio-economic conditions. It also raises fundamental questions about sustainability and equity as well as the responsiveness of schools to community needs and their ability to assist learners in overcoming disadvantage and marginality.

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Zusammenfassung GEMEINDESCHULEN ALS EINE ERZIEHERISCHE ALTERNATIVE IN AFRIKA: EINE KRITIK – Mit einem Blick auf die formale Grundbildung erforscht diese Studie tatsächliche Erfahrungen und mögliche Werte gegenwärtiger Gemeindeschul-Initiativen in Afrika. Anhand der Nutzung von Daten aus verschiedenen Programmen vom ganzen Kontinent untersucht sie ihre Dynamik in Bezug auf verschiedene Konzeptionen von alternativer Grundbildungsversorgung. Die weitere politische Frage, die aufgestellt wird, lautet, ob Gemeindeschulen in einer bedeutungsvollen und gangbaren Weise auf die Interessen von Lernern und ihren Gemeinden antworten, sozialpolitische Ziele von Fairness und sozialer Gerechtigkeit erreichen und Reformen fördern können. Während ihre Schlussfolgerungen vorläufig bleiben, erforscht die Studie wirkungsvolle, aber problematische Zugänge, die von Gemeinden, Nicht-Regierungs-Organisationen und Regierungen unterstützt werden. Sie widmet jenen Elementen besondere Aufmerksamkeit, welche die Handlungskompetenz fördern und die erzieherische Versorgung sowie die örtlichen sozio-ökonomischen Bedingungen weiterentwickeln. Sie erhebt darüber hinaus grundlegende Fragen über die Nachhaltigkeit und Gerechtigkeit ebenso wie die Verantwortlichkeit von Schulen gegenüber den Bedürfnissen der Gemeinden sowie ihre Fähigkeit, die Lernenden darin zu unterstützen, Benachteiligung und gesellschaftliche Ausgrenzung zu überwinden.

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Resumen ESCUELAS COMUNITARIAS COMO ALTERNATIVA EDUCATIVA EN ÁFRICA: UNA CRÍTICA – Con miras a una educación básica formal, el autor explora con este estudio experiencias concretas y valores potenciales de iniciativas actuales relacionadas con escuelas comunitarias en África. Usando los datos de diferentes programas implementados a lo largo y a lo ancho del continente, examina su dinámica en cuanto a diferentes conceptos referentes a provisiones alternativas de educación básica. El interrogante político, más amplio, es el de si las escuelas comunitarias pueden ofrecer una respuesta razonable y viable a los intereses de los educandos y sus comunidades, alcanzar los objetivos sociopolíticos de igualdad y justicia social y promover las reformas. Si bien las conclusiones del estudio siguen siendo provisionales, explora enfoques efectivos, pero problemáticos sostenidos por comunidades, organizaciones no gubernamentales y gobiernos, prestando especial atención a aquellos elementos que promueven el fortalecimiento y la transformación de la provisión educativa y de las condiciones socioeconómicas locales. También plantea interrogantes fundamentales sobre persistencia y equidad y la capacidad de las escuelas de responder a las necesidades de las comunidades y de asistir a los educandos para superar desventajas y marginación.

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Résumé LES ÉCOLES COMMUNAUTAIRES EN TANT QU’UNE ALTERNATIVE ÉDUCATIVE EN AFRIQUE : UNE CRITIQUE – Tout en ayant un regard sur l’éducation formelle de base, cette étude explore les expériences actuelles et les valeurs potentielles des initiatives en cours dans les écoles communautaires en Afrique. Faisant usage des données des différents programmes sur tout le continent, elle examine leur dynamique en termes de conceptions différentes quant aux dispositions alternatives en faveur d’une éducation de base. La question politique plus large qui se pose est si les écoles communautaires peuvent répondre d’une façon significative et viable aux intérêts des apprenants et de leurs communautés, si elles vont à l’encontre des buts socio-politiques de l’équité et de la justice sociale, et si elles favorisent les réformes. Alors que ses conclusions demeurent provisoires, l’étude explore les approches effectives mais problématiques soutenues par des communautés, des organisations non gouvernementales et des gouvernements. Elle accorde une attention particulière à ces éléments qui promeuvent la mise en vigueur et transforment les besoins éducatifs et les conditions socio-économiques. Elle soulève en outre des questions fondamentales sur la persistance et l’équité ainsi que sur la responsabilité des écoles vis à vis des besoins de la communauté et sur leur capacité à aider les apprenants à surmonter des désavantages et la marginalité.

     

Community Schools As An Educational Alternative In Africa: A Critique

With a view to basic formal education, this study explores actual experiences and potential values of current community-school initiatives in Africa. Using data from different programmes around the continent, it examines their dynamics in terms of various conceptions about alternative provisions for basic education. The wider policy question posed is whether community schools can respond in a meaningful and viable manner to the interests of learners and their communities, meet social-policy goals of equity and social justice, and foster reform. While its conclusions remain tentative, the study explores effective but problematic approaches supported by communities, non-governmental organizations and governments. It gives particular attention to those elements promoting empowerment and transforming educational provision and local socio-economic conditions. It also raises fundamental questions about sustainability and equity as well as the responsiveness of schools to community needs and their ability to assist learners in overcoming disadvantage and marginality.     

钉子与篱笆

从前有一个小男孩,脾气很坏.他父亲给了他一袋钉子,让他每次发脾气的时候就往篱笆上钉钉子.第一天,小男孩往篱笆上钉了37颗钉子.在接下来的几周里,他逐渐学会了控制自己的脾气,钉在篱笆上的钉子越来越少.他发现控制自己的脾气要比往篱笆上钉钉子容易.终于有一天他一整天都没有发脾气,他把这事告诉了父亲.这次爸爸建议他每天再从篱笆上拔出一颗钉子,这样他就能控制自己的脾气了.     

Beyond Me:

We hear that college students continue to be too self- and career-focused, to the exclusion of social, political and spiritual concerns. The author challenges this view and explores the developmental opportunities of young adults - separation, depression, intimacy and psychological/vocatoinal individuation - in order to understand the necessity for adolescent self-absorption; how students do go beyond their personal selves in dreams, art, prayer and feeling; and how institutions can recognize and support these forms of the spiritual and generous.     

解放语文教学中教与学的劳动强度探赜

语文学科知识量比较多,知识内容也较为复杂,需要学生具备逻辑性思维能力和发散性思维能力.教师在语文教学中要借助探究性教学、集体备课、优化作业设置、多媒体教学,解放语文教学中教与学的劳动强度,让语文教学更加有效、高效,以提升学生的语文学科综合素养,贯彻落实新课程标准理念.     

开封学生反蒋迎解放的斗争

解放战争时期,河南省府开封市的各校学生积极投入到了反对外国干涉和国民党反动统治的斗争中,汇入了全国人民的斗争洪流当中,在中国现代学运史上写下了光辉的一页.     

阿多诺:文化工业批判

阿多诺认为,文化工业采取了标准化的生产方式和虚伪的个性化形式,让文化变得高度一致;市场法则进入到艺术领域中,让文化变成了商品,扭曲了艺术家的人格,损害了受众的审美能力;文化工业以虚假的承诺、成功的神话来维护着意识形态的统治,以提供娱乐的方式来让人们逃避现实,麻痹着消费者,让人们停止反思,不再反抗,认同于现行的秩序。他的研究有重大的意义,但也存在着明显的不足。     

A Critique of Cross-Linguistic Influence on Word Search In Tip-of-the-Tongue States

This critique gives a brief summary of Cross-Linguistic Influence on Word Search in Tip-of-the-Tongue States and ana?lyzes its strengths and weaknesses from theoretical and methodological perspectives....     

Students We Don't Refer:

Students search at college for a sense of personal specialness and for "new soIutions" emotional concerns. Colleges often encourage an expectation of this in their marketing phrases a d in their orientation programs. Students are inevitably disappointed as they learn that tbe college cannot really be their new family and that "old soliutions" are recalcitrant. Some students weather this disappointment and turn it to their advantage for personal growth. For many "relationally fragile" students this is not possible without psychotherapeutic help. Old emotional wounds when opened overwhelm them, and for a variety of reasons, we propose that referring these students for private treatment is not appropriate. We discuss some of the issues involved in working with these students. We especially focus on the difficulties in hearing and responding to their anger and fears sf being destructive. Numerous clinical examples are included.     

人的本质解放：马尔库塞的艺术与审美之解放美学

面对现实资本主义社会的压抑与异化,马尔库塞对人的解放之路进行了沉思。他在赞同马克思把人的解放的实质归结为人的本质解放的同时,又依据弗洛伊德的精神学及心理结构理论,提出了不同于马克思对人的本质解放的理解,形成了独具特色的解放美学观：人的解放的实质在于人格、精神与美感上的爱欲解放,而爱欲解放得以实现的关键途径是艺术和审美,艺术和审美具有造就“新感性”、批判现实社会、加强个体主体与社会整体力量的功能。马尔库塞的解放美学突出了艺术、审美与人的未来的深刻关联,值得借鉴。但这一丝毫未触及资本主义制度根源的艺术审美救世观只能是一种主观设想。     

论色彩的解放

西方绘画经过莫奈、修拉、塞尚、凡·高、高更等人的艰难探索已发生了本质变化。绘画从对客体的描摹转变为独立于自然的精神实物。马蒂斯最后完成了对色彩的解放 ,使之成为传达感情的强有力表现形式。这是西方绘画艺术的转折点 ,为各色现代艺术流派开创了先例。     

Critique and Negativity: Towards the Pluralisation of Critique in Educational Practice,Theory and Research

There are many possible ways to approach the topic of educational theory and critique. One could inquire into the meaning of critical phenomena and subject‐matter in practical education and instruction, investigate the various forms of critique with the goal of determining the extent to which they assist in clarifying pedagogical action, or one could ask: ‘What is meant by critical educational research?’ and ‘How do the various approaches to this topic relate to one another?’. This article inquires into the relationship between critique and negativity. Such a distinction is relevant for the practical, theoretical and research‐oriented use of the various forms and subject matters of critique. This analysis of their relationship aims to clarify how the structure of human learning connects to that of pedagogical action; and, additionally, how the theoretical guidelines and orientation for pedagogical action relate to scientific analyses and research in education in a way that is productive. Distinctions made in thought, judgement and action are not simply delimiting positive characteristics. Such distinctions are at once mediated by the relations of knowledge and ignorance, ability and inability. Although ignorance and inability can be transformed into positive knowledge and ability, they are not superseded in the process. Ignorance and inability are, on the contrary, constitutive elements of learning. The possibility for transitions from ignorance and inability to knowledge and ability—a possibility that itself presupposes knowledge and ability—point to a form of negativity within the process of education (Bildung). This form of negativity relates to the human ability to learn (Bildsamkeit) and provides the definitive basis of human learning. A form of negativity constitutive of learning processes leads to one that grounds pedagogical processes. Pedagogical efficacy is mediated by a double negativity, comprised of both a universal and a particular form of negativity. The relation of negativity to learning and pedagogical efficacy, with specific reference to educational research studies on teaching and learning processes, is considered. A form of educational research that operates beyond fundamentalist criticisms—that is to say, criticisms based on unshakeable beliefs—and utilises issues arising from a pluralisation of critique to confront the pluralism of critical positions, is considered. The article closes with reflections on the relation between the Critical and the Uncritical.