陈妍希:Me,Myself,and I

凭借《那些年,我们一起追的女孩》里沈佳宜一角而爆红,晋身为"女神"的陈妍希,于2013年5月推出个人首张专辑《Me,Myself,and I》,一圆自己的音乐梦。这是一张很私人化的专辑。演戏多年,陈妍希希望能把自己从剧中的各种角色里抽离出来,回归自我。为了呈现这种概念,她拍摄了一系列居家生活照,从客厅、天台到卧室,流露     

Review:Broad-bandwidth and low-loss metamaterials:theory, design and realization

INTRODUCTION Conventional materials have positive magnetic permeability and mostly positive electrical permittiv- ity. Veselago (1968) initially assumed a material with negative permittivity and permeability simultane- ously and theoretically demonstrated the abnormal electromagnetic properties. This material, referred to as left-handed material (LHM) or metamaterial, re- verses a basic feature of light, such as, the reversal of the Doppler shift for radiation, and negative refractive in…     

Knowledge,skills, competence: European divergences in vocational education and training (VET)—the English,German and Dutch cases

Policy debates on employability, lifelong learning and competence‐based approaches suggest a convergence of VET approaches across European countries. Against the background of the creation of a European Qualifications Framework, this paper compares the VET systems of England, Germany and The Netherlands. The analysis reveals the distinct understandings and meanings of outwardly similar terms. These meanings are deeply rooted in the countries’ institutional structures and labour processes and still inform national debates and policies today. The paper identifies a major distinction between a ‘knowledge‐based’ VET model in Germany and The Netherlands and a ‘skills‐based’ model in England. There is a need to develop trans‐national categories that take into account the social construction of terms such as ‘skills’ and ‘qualifications’.     

Profession, “performance”, and policy: teachers,examinations, and the state in England and Wales, 1846–1862

Abstract

When historians discuss the impact of examinations on elementary education in mid-Victorian England and Wales they typically focus on the Revised Code of 1862. The Revised Code is famous for instituting a policy of “payment-by-results” for teachers in state-supported voluntary schools. “Payment-by-results” made government grants to schools – and, by extension, for teachers’ salaries – contingent upon student attendance and pass rates in reading, writing and arithmetic. As this article emphasises, however, “payment-by-results” was not the first, or even the most significant, instance in which competitive examination was used by the state as an instrument for establishing the pedagogical fitness and salaries of teachers. Less often explored by historians is the formative role that state-mandated competitive examinations for teachers played in developing a professionally aspirant body of schoolteachers and, consequently, the schoolteachers’ later role in developing competitive examination as a broad-scale national accreditation apparatus. But while the use of competitive examinations came to shape modern British academic and professional life in fundamental ways, the strengthening effects that they had for certain occupations and institutions, such as physicians, civil servants and middle-class secondary schools, were in fact ultimately denied to state teachers and the elementary education sector generally. With the introduction of “payment-by-results” in 1862, competitive examinations were converted into an instrument that weakened rather than strengthened teachers’ professional identity and policy influence. This article explains how the nineteenth-century English state structured examinations and examination results to manipulate the professional status of teachers in order to suit state priorities during different stages of national development. This historical narrative is framed in reference to present-day examination-based reforms of teacher compensation systems such as performance-related-pay and value-added modelling.     

Measuring Teachers’ enjoyment,anger, and anxiety: The Teacher Emotions Scales (TES)

The emotions of teachers are considered relevant not only for their own well-being but also for the functioning of classrooms. Nevertheless, research on teacher emotions has been slow to emerge, and scales for their assessment via self-report are generally lacking. In the present research we developed four-item scales for three emotions considered most relevant in the context of teaching: enjoyment, anger, and anxiety (Teacher Emotions Scales, TES). Based on data of 944 teachers, we tested German and English language versions of the TES for reliability, internal and external validity, and cross-language equivalence, while exploring the utility of both a general and a student-group specific variant. All scales proved to be highly reliable, and confirmatory factor analysis supported internal validity by showing that three-factor models (enjoyment, anger, and anxiety) were superior to single-factor or two-factor (positive vs. negative affect) models. The external validation analyses provided consistent evidence for theoretically meaningful relations with teachers’ general affect, burnout, job satisfaction, and teacher self-efficacy. These findings were robust across multiple studies. In addition, consistent relationships with student ratings of teaching behaviors were found. Analyses of measurement invariance revealed that the English and the German language versions were fully structurally equivalent und displayed metric invariance.     

Adolescents’ Friendships,Academic Achievement,and Risk Behaviors: Same-Behavior and Cross-Behavior Selection and Influence Processes

This study examined to what extent adolescents’ and their friends’ risk behaviors (i.e., delinquency and alcohol use) hinder or promote their academic achievement (grade point average [GPA]), and vice versa. Longitudinal data were used (N = 1,219 seventh- to ninth-grade adolescents; M_age = 13.69). Results showed that risk behaviors negatively affected adolescents’ GPA, whereas GPA protected against engaging in risk behaviors. Moreover, adolescents tended to select friends who have similar behaviors and friends’ behaviors became more similar over time (same-behavior selection and influence). Furthermore, although same-behavior effects seemed to dominate, evidence was found for some cross-behavior selection effects and a tendency in seventh grade for cross-behavior influence effects. Concluding, it is important to investigate the interplay between different behaviors with longitudinal social network analysis.     

Personal,relational and beautiful: education,technologies and John Macmurray’s philosophy

Fifty years ago, the philosopher John Macmurray responded to calls for education to redesign itself around the exigencies of international competition with a robust rebuttal of such instrumentalism. He argued instead that the purpose of education was ‘learning to be human’. This paper explores how Macmurray’s ideas might be applied to contemporary use of technology in education. In so doing, it argues that the use of technologies in education should be guided by the aspiration to create socio-technical practices that are personal (located with the person), relational (a resource for friendship and collaboration) and beautiful (designed to promote reflection and contemplation).     

Government,media, and citizens: understanding engagement with PISA in China (2009–2015)

This study explores the multidimensionality of engagements with international large-scale standardised assessments (ILSAs). The objective is to understand how different policy actors—government, media, and citizens—rationalise, report, and perceive China’s PISA participation. First, government archive analysis traces a decade of documents (2005–2015), and the findings show that Shanghai’s initial participation in PISA was rationalised as a policy experiment for learning Western ideas of education governance. Second, media content analysis of two major news outlets indicates that media framing of PISA participation was strategic on timing, intensity, and tone. Third, a public opinion survey yields results which show that low public knowledge of Shanghai’s PISA participation in 2012 is prevalent. Drawing on these findings, this study investigates how the ILSA movement, exemplified by PISA, engages different levels of stakeholders in China.     

Florence, Italy : City of Art, Culture and Soccer

I guess you could say my life began pretty normally. I was born in Indianapolis, Indiana on September 24th, 1982. No big thing at all except for the fact that I was the first son of Terry and Kim Edwards and the first grandson for both sets of grandparents.     

Florence,Italy:City of Art,Culture and Soccer

<正>I guess you could say my life began pretty normally. I was born in Indianapolis, Indiana on September 24th, 1982. No big thing at all except for the fact that I was the first son of Terry and Kim Edwards and the first grandson for both sets of grandparents. My life was about to get interesting, and for the next few years it wouldn’t stop spinning.     

Psychological needs,mixed self-perceptions,well-being and emotional,and behavioral difficulties: adolescent students’ perceptions

European Journal of Psychology of Education - Students’ emotional and behavioral difficulties are recognized as a continuing issue in the adolescent development and education. Since...     

Florence,Italy:City of Art,Culture and Soccer

I guess you could say my life began pretty normally. I was born in Indianapolis, Indiana on September 24th,1982.No big thing at all except for the fact that I was     

‘Forgotten’ democracy,student activism,and higher education in Myanmar: past,present, and future

Asia Pacific Education Review - This paper is a historical examination of higher education in contemporary Myanmar, and its relationship to the students, the most important and visible actor in...     

Families,schools, individual characteristics,and young adults’ outcomes: Social and cultural group differences

A moderation-mediation model was developed to investigate relationships among adolescents’ family, school learning environments, individual characteristics, and measures of the academic, affective, and social outcomes of young adults from different cultural backgrounds. Data were collected as part of a longitudinal survey of Australian youth. The findings indicated that: (1) adolescents’ family backgrounds, family and school capital, and individual characteristics combined to have a large association with young adults’ educational attainment, a small relation to subjective well-being, and a medium association with social engagement, (2) adolescents’ family backgrounds moderated relationships between the intervening variables and young adults’ educational attainment and social engagement, (3) the intervening individual characteristic and social capital variables partially mediated the relationships between family background and measures of the young adults’ outcomes, and (4) after taking into account the other predictors in the model, young adults’ earlier educational attainment was related to their later attainment and social engagement.     

Mr,Mrs,Miss and Ms(高一适用)

AlmosteveryoneknowsthemeaningsofMr,Mrs,andMiss.Mrisusedbeforethesurnamesorfullnamesofmen.MrsisformarriedwomenandMissisforsiglewomen.ButwhatisMs?Forsometime,businessmenintheU.S.haveusedMsbeforeawomansnamewhentheydonotknowwhetherthewomanismarriedornot.Today,however,manywomenprefertouseMsratherthanMrsorMiss.ThewordMrdoesnottelluswhetheramanismarried.Manywomenthinkthisisanadvantageformen.Theywanttobeequaltomeninthisway.Thesewomenfeelthatitisnotimportantforpeopletoknowwhethertheyaremarriedor…