工作是杀手？

在大部分日子里，你起床、打扮、吃早餐，然后去世界上最污烟瘴气的地方——你的工作单位。限期、失业、压力、低薪、可恶的老板，都会让人感觉压力重重，士气低迷。压力是内在的，这就是为什么它会严重损害身体健康。身体感到极度不适，会让你有身不由已的感觉。工作压力会导致大量健康疾病，从心脏病到免疫系统紊乱。德克萨斯大学的最新研究表明，工作甚至是杀手——那些压力重重，无法掌控自己工作的员工比工作压力较小的员工早死的可能性大43％。     

The role of culture in program improvement

In this article, we draw on work in three Head Start programs over three years to consider how “culture” plays a role in program improvement. Through close attention to discourse we attempt to show how culture takes shape through dynamic interactions in particular contexts, constituting identities, structuring social relations, and privileging particular forms of knowledge. We argue for the importance of illuminating the forces that shape our lives and bringing our own ideologies to conscious awareness, in order to become actors in our social milieus. Articulation between general mandates and local needs and goals would then entail ongoing dialogue in a “culturally situated model of school/program effectiveness” (Fuller & Clarke, 1994, p. 121).     

生命只有一次

生活中，有时强烈的思念使我们恨不得一把将所爱的人从梦中带走，实实在在地拥抱他们。做自己想做的梦吧，去自己想去的地方吧。做自己想做的人吧。生命只有一次，机会只有一回。     

如你所知

After a while you learn the subtle difference Between holding a hand and chaining a soul, And you leam that love doesn't mean leaning And company doesn't mean security.     

Focus in creative learning: drawing on art for language development

This article asks what happens to the learning of young children when they work regularly with a professional visual artist in their school. Through Creative Partnerships, a national programme initiated in 2002 to bring creative professionals into schools across England, some school children have had the opportunity for sustained project work with artists. Examined here is the context in which children (ages 4, 5, 6 and 7) worked one day a week during the academic year of 2003–2004 with Roy Smith, resident artist in Hythe Community School. Key to the children's drawing, painting and talking was close focused attention on details of three‐dimensional objects, portraits, still‐life works and their own creations. Smith's conversations with the children routinely included three and four‐syllable technical terms, biographical details of artists' lives and comparative critiques. Within several months, the art of the children reflected understanding of concepts such as foregrounding, and they showed confidence in working with problems Smith set up for them (“What do you think would happen if …?”). Particularly important here is the combination of manual and linguistic work that demands attention to detail, receptive understanding of complex terms and processes, and familiarity with the analytical and sequential thinking needed to identify and solve problems.     

Constructing student portfolios: A process and product that fosters communication with families

When parents pick their children up from day care or preschool, one of the first questions that is typically asked of their child is “What did you do in school today?” At an open house parents usually ask teachers, “How is my child doing in your class?” “Is my child learning new things?” “Has my child improved any since the beginning of the school year, and in what ways?” Or think of the child who turns in a product and asks, “What do you think of this, Teacher?” or “Did you like my work today?”     

吾心邀游——屈原《远游》之“游”范畴审美

《远游》与屈原的其他作品相比,题旨相异,而其中“游”之范畴,是全诗的内核。结合屈原《远游》创作时的贬谪背景,从“游”之源起、途径、困境,以至旨归,来说明诗人的“游”论及其审美,阐述《远游》申述去、隐的身“游”并心“游”。     

Beyond the doorstep. Arabian (k)nights and personal nightmares: a working life in Oman

Working in a country where the work culture is unknown to you—Oman in the Middle East—you are faced with yourself. What you need is a profound knowledge of the cultural, social and educational surroundings you are working in, which I did not have. Coming from a working‐class background, I was not unfamiliar with adjusting to cultural differences, but here I was the ‘advantaged’. I was the ‘expert’, with western knowledge: highly valued by some, feared by others. Living up to your expert role in unknown territory is a daunting process, as this article highlights.     

The behaviour of abused children in foster care

This article is about my experiences of fostering abused children. I have been fostering for ten years and ours is perhaps a unique situation of two single women sharing the work. We have 13 foster children and have used the other children in the family as much as possible to help the two I am going to describe.I feel very strongly that children can give greatly to other children and that they grow in the process. Children can be cruel to each other — yes, but they have a tremendous capacity to give if we encourage them. We can help them to harness their own bad experiences constructively and achieve something in their giving.I have chosen two very different children to talk about. Mike was perhaps the most easily recognisable “neglected” child, and had all the classic symptoms. Alan is a much older child and I have decided to tell you about him because there is such ignorance about the long term effects of verbal abuse and mental cruelty, and sadly such children are rarely given the opportunity of being fostered.     

鼓励!

每个人在内心中都有一个永久性的需求,那就是被鼓励,这个需求和需求的满足会伴随我们一生。人都是在鼓励中长大的,长辈、老师、同学和朋友,他们的鼓励从你降生开始就紧紧伴随着你。一个人成熟的标志是学会欣赏别人鼓励别人,现在的你能做到这点吗？     

上帝的恩赐——看清你的一生

第一天,上帝创造了牛。上帝对牛说：“今天,我创造了你作为牛,你必须跟农夫下田,整天在目头下干活。我给你50年的生命。”     

希望

If you can look at the sunset(日落)andsmile,then you still have hope... If you can find beauty in thecolors of a small flower,then you stillhave hope... If you can find pleasure in the move-ment of a butterfly,then you still havehope...     

“有喜”新用

“有喜”在词典释义中只有一个义项指“怀孕”.但在实际的语言运用过程中,“有喜”可以指“有婚姻之喜、有喜悦、有喜事、有喜色、有惊喜”等,不再专指“怀孕”.“有喜”使用范围和指称的对象扩大了,可以说“男士有喜了”、“房子有喜”等.在不同的语境中,“有喜”被赋予了新的涵义和用法.     

生命只有一次

生命中总有这样一些瞬间，强烈的思念使你恨不得一把将所爱的人从梦中带走，实实在在地拥抱他们！     

生命的馈赠

创世第一天,上帝创造了牛。他对牛说：“今天我创造了你!作为一头牛,你必须跟农夫下地．终日在日头下劳作!我给你50年的寿命。”牛不同意,说：“什么？这种苦日子你要我活50年？让我活20年吧,30年还给你。”上帝同意了。     

FACT — Families and children together

Following is a project sketch of a day program for adjudicated, abusive^* and high risk families with babies 8–18 months of age.In order to broaden understanding and treatment of the battered child, four major agencies coordinated efforts to design a network of services under one administration, titled the Parental Stress Center, which houses a residential treatment center for babies 0–12 months. The FACT program is a very recent addition to the Parental Stress Center. This day program may be a transitional placement for families leaving the residential program but in need of continued support and further training, or an initial placement by court mandate.The goals of the program are to insure growth and development of the child and the parent; to assist in establishing more scientific and legally acceptable criteria for court determination and disposition, and to research the effectiveness of the program plan.The FACT program is both diagnostic and therapeutic in nature. The modality simulates a home environment — living, dining, play, nursery, kitchen and bathroom — with an interdisciplinary approach to parent and child, alleviating frustration and stress. By use of materials and affective behavior, a creative learning environment is established. In the church converted apartment parents and children experience a “typical” day's routine alongside teachers who are surrogate, model mothers. Each set of parents are given one day off per week. This “normalizing” factor aids the family in developing a routine which can easily be transferred to their own homes and lives. Simultaneously judicious use of social services helps remove environmental frustrations. In addition case conferences allow other ancillary services to assist in evaluation, diagnosis, prognosis and implementation. Joint conclusions are submitted to the courts quarterly or biannually for further jurisdiction. Although the program is relatively new, emotional and behavioral changes are quite evident in the initial program participants.Pre-service and in-service staff training, based on the program plan and program evaluation, are an integral part of the program.Areas are being explored for further in-depth study. “Effective ways to care for and educate stressful toddlers” or “Methods of transferring modes of parenting from institution to the home” could be areas proposed to the Parental Research team for exploration.     

The influence of model infant—toddler group care on parent-child interaction at home

The effects of day care participation on parent-child interaction at home were assessed using a university-based, half-day model infant—toddler program. Hypotheses concerned whether “child-centered” features of the physical and social environment were carried over by parents to the home. Nineteen matched pairs of center and noncenter children (ages 2 to 24 months at start) were followed for 8 months. All had employed student mothers. Methods included brief parent-reported “spot” observations, a videotaped observation of a bathing or feeding routine, and home environment assessments. Parents showed few group differences during the first half of the study period. At study end, however, center homes were more child-centered with respect to play, safety, and dinner arrangements. Center parents scored higher in proximity and warmth and lower in “teacher-avoided” behaviors. Noncenter parents at study end scored higher in authority (limit setting) and communicating values and labels. The findings are interpreted as supporting an ecological model of substantial intersection and cross-influence between home and day care settings.     

“梦游”之古典美学特征探析

“梦游“一直被作为一个医学病症名词,很少注意到该词古典意义对古典美学、艺术创作的影响。实则,“梦游“也是中国古典美学、艺术创作中的一个重要概念。“梦游“作为一种特殊的审美体验,其内涵不仅可以包含儒家之“游“、道家和禅宗之“游“,而且呈现出现实审美所不及的特点。同时,“梦游“也是主体在意象世界中的艺术创造活动,在中国古典艺术作品中有着十分丰富的体现和深远的影响。     

You Never Show You Can't Cope: Women in school leadership roles managing their emotions

In Australia, as elsewhere, education systems and schools are being reformed and restructured. Leadership in times of change is a highly emotionally charged activity. People working in leadership positions are constantly being assailed by the emotional demands placed on them by their peers, students and members of the community. Drawing on the experiences of a group of women in leadership positions in primary and secondary schools in Queensland, Australia, the author illustrates the emotional labour of these women negotiating the demands of continual change. In this article it is argued that the emotions of people working in leadership positions are regulated by emotional rules that are implicit within the organisational ethos of the education system and the school itself. Their emotional responses are shaped by the contextual exigencies in which they work. In the final part of the article the author proposes that there is a need to understand how women are negotiating the emotional terrain that is a consequence of change in their schools and poses some questions that could be used to guide future research activities.     

老板不会对你说的7句话

1."I payyour salary.You have to do what I say."我付你薪水,你就要按我说的做.