Talking Somebody Like Anima

In English, as in other languages, one of the best ways to quip someone is to describe them as common animals. Following are some common ones but be careful how and when you use them! 在英语中,就像其他的语言,讽刺别人最好的办法之一也是把他形容为某种动     

Everybody,Somebody,Anybody & Nobody

参考译文: 这个故事讲的是佛罗里达州的四名消防队员,他们的名字分别是人人、某人、任何人和无人。有一项重要的工作要:求人人去做,人人却断定某人会去做的。任何人都有可能做这项工作,但事实却是无人去做。某人大为生气,因为这是人人的工作。人人原想任何人都是可以去做这项工作     

Everybody,Somebody,Anybody and Nobody

ThisstoryisaboutfourFloridafirefightersnamedEverybody，Somebody，Any－bodyandNobody．Therewasanimportantjobtobedone．Everybodywasaskedtodoit．EverybodywassurethatSome－bodywoulddoit．Anybodycouldhavedoneit．ButNobodydidit．SomebodygotangrybecauseitwasEverybody＇sjob．Ev－erybodythoughtAnybodycoulddoit．NobodyrealizedthatEv－erybodywouldn＇tdoit．Itend－edupthatEverybodyblamedSomebody，whenactuallyNo－bodyblamedAnybody．参考译文：这个故事讲的是佛罗里达州的四名消防队员，他们的名字分别是…     

Everybody,Somebody,Anybody and Nobody

This story is about four Florida fire fighters named Everybody, Somebody, Anybody and Nobody. There was an important job to be done. Everybody was asked to do it. Everybody was sure that Somebody would do     

Das Institute of Science and Technology – Austria

Mit BGBl I 2006/69 wurde das Bundesgesetz über das Institute of Science and Technology – Austria erlassen. Der folgende Beitrag besch?ftigt sich mit der Rechtsform, den gesetzliche Aufgaben, der innere Organisation, der studienrechtliche Ausgestaltung sowie der Finanzierung des I.S.T. Austria.     

The Story of Alpha – In Three Parts

The article presents a retrospective history of the ALPHA series of publications. This action-research project (later called "cooperative research") on literacy and basic education is divided into three periods of seven years each. The first one, "Construction", involved assisting the nascent literacy movement in Québec and Canada by given it a theoretical, critical and ideological basis. In the second period, "Ruptures", the project distanced itself somewhat from the literacy movement, whose success, according to the author, was dubious. During the same period ALPHA systematised its critical function and internationalised its field of research. The third phase, "Wanderings", involved a different research paradigm, in which the project explored basic education at community level in connection with local development initiatives. This biographical/autobiographical account ends with the last publication ALPHA 2000, evincing an ecological vision for alternative education and sustainable communities, partly documented in the Arab countries.     

The Story of Alpha – In Three Parts

The article presents a retrospective history of the ALPHA series of publications. This action-research project (later called "cooperative research") on literacy and basic education is divided into three periods of seven years each. The first one, "Construction", involved assisting the nascent literacy movement in Québec and Canada by given it a theoretical, critical and ideological basis. In the second period, "Ruptures", the project distanced itself somewhat from the literacy movement, whose success, according to the author, was dubious. During the same period ALPHA systematised its critical function and internationalised its field of research. The third phase, "Wanderings", involved a different research paradigm, in which the project explored basic education at community level in connection with local development initiatives. This biographical/autobiographical account ends with the last publication ALPHA 2000, evincing an ecological vision for alternative education and sustainable communities, partly documented in the Arab countries.     

A Universal Model of Giftedness – an adaptation of the Munich Model

The Munich Model of Giftedness (MMG) by Heller and his colleagues, developed for the identification of gifted children, is adapted and expanded, with the aim of making it more universally usable as a model for the pathway from talents to performance. On the side of the talent-factors, the concept of multiple intelligences is introduced, and the moderating factors proposed in the MMG are discussed and categorized. The environmental moderators are interpolated as to incorporate not only “school-settings” but also “work-settings”.     

Influences of shadow education on the ecology of education – A review of the literature

Shadow education, also widely known as private tutoring or supplementary education, has attracted increasing research attention in the past two decades. The global expansion of shadow education, as well as its penetration to different educational stages and social classes, are believed to have far-reaching implications for the overall educational landscape. However, despite a steadily growing body of literature, no study to date has systematically reviewed the influences of shadow education from an ecological perspective. Therefore, borrowing Bronfenbrenner's ecological systems theory, this paper aims to provide a comprehensive overview of how shadow education influences different levels of educational ecosystems (i.e. individuals, micro-, meso-, exo-, and macro-system). Based on 74 empirical studies published between 2000 and 2020, the review reveals complex influences exerted by shadow education on multiple systems (e.g., students, mainstream schooling, families, and larger socioeconomic structures), contributing to a more sophisticated understanding of this phenomenon. The paper then discusses how the rise of shadow education creates significant changes to the ecology of education in which it operates, and concludes with implications for future practice and research.     

Measuring scientific reasoning – a review of test instruments

Education systems increasingly emphasize the importance of scientific reasoning skills such as generating hypotheses and evaluating evidence. Despite this importance, we do not know which tests of scientific reasoning exist, which skills they emphasize, how they conceptualize scientific reasoning, and how well they are evaluated. Therefore, this article reviews 38 scientific reasoning tests. They used to primarily consist of multiple-choice questions, but since then have become more diverse, even including tests that automatically analyse virtual experiments. Furthermore, this review revealed that the tests focus on the skills of generating hypotheses, generating evidence, evaluating evidence, and drawing conclusions. Additionally, conceptualizations of scientific reasoning have moved towards a domain-specific set of different but coordinated skills over the years. Finally, concluding from gaps in test evaluation, a future focus should be on testing theoretical assumptions, comparing different scientific reasoning tests, and how relevant test results are in predicting criterion variables like academic performance.     

Experienced ESD-schoolteachers’ teaching – an issue of complexity

In educational settings, sustainable development (SD) is often handled with the aim of reducing the contested aspects of the concept. Issues like trade, conservation, public health and international relations are often presented in a simplified way so that they are easier for students to grasp. However, in education, this tendency to simplify sustainability issues can be a disadvantage. This study explores how Swedish upper secondary school teachers’ education for sustainable development (ESD) in award-winning ‘ESD-schools’ supports students to become informed and autonomous democratic citizens by appreciating the complexity of the concept of SD. This empirical study is part of a larger research project studying progressive upper secondary schools and is a development of earlier research on teachers’ starting points for long-term purposes beyond the teaching – which we have termed objects of responsibility. In interviews of five teachers from two schools, experienced in ESD issues and working in teacher teams, an interesting commonality in their arguments for teaching sustainability emerged during the analytical process. The implications of the study’s results are important for EE/ESD research into teaching continuity as well as for teachers in practice.     

Implementation of integrated services – the example of family centres in North Rhine-Westphalia

This paper deals with the implementation of integrated services providing early support for young children and their families. The integration of services is considered to have highly positive effects on the development of children and on the prevention of child neglect and maltreatment. Therefore, childcare centres have been developed into family centres offering different services in order to foster this integration. The implementation of integrated services requires adequate governance structures on different levels. The external level concerns the framework the state offers for the integration of services. On an intermediate level, the cooperation between different institutions on the local level is to be considered. The internal level is related to questions of management, organisational development and team building. Based on experiences from family centres in the Federal State of North Rhine-Westphalia (Germany), the paper focuses on these different aspects of the governance of integrated services.