Mr. , Mrs. , Miss, and Ms.

大家都知道在英语中M r.,M rs.,和M iss的意思。M r.用在男子名字前,M rs.用在已婚女子名字前,M iss用在单身女子名字前。但是M s.到底是什么意思呢?当你不知道某女子是否已经结婚时,人们则在女子姓名前加上M s.。有些妇女声称M r.没有表明男子是否已经结婚。这是男子的优势。他们想要在这一点上和男子平等。于是,他们喜欢M s.这个单词。这些妇女认为他们婚否对于别人来说不是一件重要的事情。Y ou all know them eaning of M r.,M rs.,and M iss.M r.is used be-fore the nam e of m en.M rs.is for m arried wom-en and M iss is f…     

“The Shadows Are Many . . .” Vampirism in International School Leadership: Problems and Potential in Cultural,Political, and Psycho-Social Borderlands

Bram Stoker talks about the beguiling nature of the vampire; the manipulation, the desire, and the threat. This article looks to outline some of the factors in international schools that impact the organization, especially leadership, and that drain energy. It utilizes the folkloric and literary metaphor of the vampire to illustrate, understand, and discuss how individuals, systems, and structures can take away the life force of the organization. In particular, the international school with its vulnerabilities and issues of identity is prone to boundary attacks both from within and from the outside. The article uses research particularly in organizational management, international schools, school leadership, and folklore. The discussion offers a way of understanding vampirism as a metaphor to describe the forces both internal and external to a school that drain energy and positivity. These forces originate from a myriad of diverse factors such as individuals, groups, structures, and a school’s own unique history and location. In developing a theory of vampirism and applying it to an international school, I explore why such schools are especially vulnerable, what can be done to negate such energy draining, and the areas of school life where it can occur—the shadows where vampirism thrives.     

A Review of: “Organizing Schools for Improvement: Lessons from Chicago. Anthony S. Bryk,Penny Bender Sebring,Elaine Allensworth,Stuart Luppescu,and John Q. Easton.”

This article summarizes the results of a study of state and local practices related to the implementation of Title I of the Improving America's Schools Act (IASA; 1994). In translating policy to practice, state and local practitioners articulated how they approached the provisions of IASA: the expectation that all children will meet challenging state standards, flexibility with accountability, targeting funds, family and community partnerships, and support system roles and infrastructure. This snapshot of reform in progress shows that multiple chains of events at the national and state levels influenced the implementation of the law and that more time and support are needed to produce the impact intended in the Title I reauthorization.     

北京:中国社会科学出版社,1989.

国家的经济职能是国家的基本职能之一,它同国家本身一样,有一个产生和发展的历史过程.随着社会形态的变更,国家职能的扩展和完善,国家经济职能的表现形式也多种多样.本文通过对中国奴隶社会、封建社会国家经济职能表现形式及其特点的历史考察,旨在借鉴历史经验,总结历史教训,从中得到有益的启示,注重制度创新,完善我国社会主义市场经济体制下的国家经济职能.     

Science and Engineering Education: Europe?U.S.A.

A definition of basic philosophy for our future education is given, and the implications with regard to our future teaching system are analyzed. Then the European primary and secondary education, and automatic selection in the precollege year are discussed. The teaching system in a European engineering school is explained, and a discussion of the main results of the 1957 International Conference on Engineering Education and Training, in Paris, is included. Finally, it is explained why, in many fields of science and engineering, the European university education appears superior to ours.     

Cultivating Fertile Grounds: Enhancing and Extending the Scientific Base of Social and Emotional Learning: A Commentary on “The Scientific Base Linking Social and Emotional Learning to School Success,” a chapter by Joseph E. Zins,Michelle R. Bloodworth,Roger P. Weissberg,and Herbert J. Walberg

Joseph Zins was a forerunner in empirically demonstrating the interrelationship of SEL interventions and school success. This commentary highlights his perspectives on the accumulating body of evidence for the academic gains that have been associated with various SEL interventions and aims to show how new research methodologies can further extend the scientific support as well as enhance the cultural responsiveness of SEL interventions. A partnership approach to research is advocated for addressing three important research directions: defining and measuring social and emotional competencies, co-constructing intervention programs, and achieving system-level program integration.