How L.A.T.E. it was, how L.A.T.E.

The London Association for the Teaching of English is a subject group that was founded in 1947 to ‘provide a live forum for the exchange of ideas, and to undertake the practical study of problems connected with the teaching of English’. The early history of this Association, its influence on the development of English pedagogy and practice is the subject of my current PhD research. Within this work are key questions about the nature of subject English, the curriculum, and the ways in which members of a subject community work together to effect change. This article gives some background to the research project, and begins to point towards some potentially important questions about the subject and ways of working together. After two decades of top down, centralised government initiatives around English pedagogy, curriculum and assessment, and teachers’ professional development, these questions are worth addressing.     

THE COUNTY Y. M. C. A.

Motherhood is a complex experience that can be transformative, offering women opportunities for personal enrichment and spiritual development. Because the largest incidence of births occurs to women in the Millennial or late Generation X generations, this complex, potentially transformative experience occurs at a critical time in young adult women's identity development, making it both the content and context of their quest to live a meaningful and integrated life. A richly re-imagined religious education can fashion a context in which young adult women might perceive their experiences of motherhood as an invitation to spiritual growth.     

Y. W. C. A. AND GIRLS

This design experiment in prayer education for Jewish students was motivated by a current educational concern: educating for spirituality and religious practice. Educators are tasked with formally nurturing spirituality (Wright 2001). It is known that attitude to religious observance may change during adolescence (Hyde 1963), thus attitude to prayer needs attention. The effects/consequences of prayer understanding reach beyond religious practice itself, to encompass issues of faith, identity, spiritual development and well-being (Sigel 2009). Here quantitative and qualitative analysis is used to measure the effects of a tefillah (prayer and its understanding) course on student attitudes to prayer.     

S.U.C.C.E.S.S.ful pre-/in-service training requires planning

There are preservice and in-service workshops from which participants leave saying, Thank goodness that ordeal is over, and others from which participants leave invigorated and anxious to try new ideas and activities in their classrooms. The key to the successful preservice and in-service is staff input in the planning process.Sharon Wooden is Professor and Nancy Baptiste is CDA Program Coordinator and Instructor, Department of Curriculum and Instruction, New Mexico State University, Las Cruces.     

Simon S.I.O.

Abstract

How many students with epilepsy need help in basic skills, and if so, how much? This paper looks at communicating with those outside the school who are concerned with the student, those within the school, and with the most underrated resource ‐ the student himself/herself.

However helpful these resources are, the teacher has to cope alone at least some of the time. Most students with epilepsy who are in mainstream classes also cope alone. Regarding academic learning, some students have to cope with the effects of epilepsy and/or medication on alertness, on the processing of information, on attention and memory, and on distractibility.

The resulting teaching strategies are similar to those applying to students without epilepsy, whether of greater or less ability.     

R. E. A. FORUM

The members of the Editorial Staff and Committee invite the readers of Religious Education to participate in the Forum. Let us know what you think about the articles appearing in the journal. If you feel we are over‐emphasising some fields and under‐emphasising others — tell us. If you feel that we are failing to get at some of the things we should be handling, discuss them through this section of the journal. We will welcome your cooperation and participation.     

“法本法硕”教育改革的基本思路

培养应用型、实务型的高层次法律人才是我国法本法硕专业学位教育的培养目标,但是,我国法本法硕专业学位教育的现状与培养目标的要求尚存在一定的差距。为此,有必要从法本法硕入学考试方式、课程设置、就业指导等方面进行相应的教育改革。     

M.A.S.S.: A Model for Producing Transfer

Transfer is the application in the workplace of the knowledge, skills and attitudes learned in training. With transfer, trainers hope to link training to increased job performance. However, training alone will not produce transfer. To affect job performance as a result of training, trainers must intentionally promote transfer using a variety of strategies based on known principles of human performance technology. The MASS model, presented in this paper, brings together four of these principles. According to the MASS model, trainers who promote transfer (and who thereby become performance technologists) 1) Motivate trainees to learn and use the training material; 2) increase trainees' Awareness of when to use new skills and ideas; 3) enable trainees to master and to apply Skills; and 4) give trainees psychological and physical Support on the job. When performance technologists follow the MASS model, they can expect to produce trainees who apply at work what they have been taught in training. Use of the model is illustrated with two examples.     

Project physics in N.S.W.

Conclusions Of all the aspects of classroom environment studied in this research, attention to the social relevance of physics had one of the strongest associations, in a positive sense, with each of the student outcomes. The research showed that positive student outcomes tended to be closely associated with low levels of frustration. Integration of experimental and theoretical aspects of physics tended to be accompanied by positive student outcomes. The integration could well go beyond using experiments merely to illustrate and/or verify principles and theories previously taught. At least in some topics, student understanding of physics could well follow upon and be the outcome of experiences gained during practical work, and some problem-solving by experiments could be given. Despite some inveitable tensions, teachers who favoured student autonomy were generally satisfied with their physics teaching. Moreover, their students reported more growth in personal development areas such as a sense of responsibility than did students who did not experience much autonomy. The multi-media characteristics of Project Physics makes it a particularly suitable approach for including student autonomy. The results indicated that academic achievement is not likely to suffer when attention is given to encouraging student initiative, sense of responsibility, improved study methods and persistence at a task. Such goals are long-term goals and working towards them tends to be accompanied by greater interest in and enjoyment of physics.     

美国M.D-Ph.D双博士学位计划

M.D-Ph.D双博士学位计划是为培养具有临床实践能力和科学研究能力的医学科学家而设立的.本文首先从招生、培养、毕业去向等方面概述了美国M.D-Ph.D计划新进展,然后以哈佛大学、约翰·霍普金斯大学为例介绍了M.D-Ph.D计划的课程安排模式,并指出该计划在中国的发展现状和试办建议.     

人类·城市·建筑

本文力图从“人类、城市、建筑”三者关系中,研究建筑和城市的历史,寻求和发掘传统建筑中仍具生命的东西,寻求可持续发展目标,探讨二十一世纪可持续发展的城市与建筑。     

美国为何没有设立增值税

增值税具有公平税负、稳定财政收入及促进资本形成等优点，在其产生后的几十年里迅速风靡全球。令人关注的是，美国至今尚未引进增值税，其原因主要集中在两个方面：一是担心增值税的局限性会产生消极后果，如累退效应产生不公平，税负归宿不稳定，税负转嫁可能引起通货膨胀；但是深层的原因是政治上的障碍，立法担心增值税的引入会引起中央和地方在税收主权和利益方面的冲突。     

卡洛斯和康明斯诗中春天的比较研究

作为美国文学史中两位重要的实验型和创新性的现代诗人,卡洛斯和康明斯的地位无疑成绩卓著的。在这两位诗人大量的诗作中,通过对卡洛斯的＂寡妇春怨＂、＂在去传染病医院的路上＂和康明斯的＂正当＂这三首诗歌进行比较,不难发现这三首诗歌中存在着对春天的关注（春怨与沉思;严酷的早春三月;美丽的春天下具有欺骗性的威胁）和不同之处（1.关注的焦点的不同：异化;严冬末尾的三月和隐含初现的苏醒;人类的邪恶2.反映主题的技巧的不同：直接与明晰;骇人与隐含）。通过对比,可以看出一方面这三首诗歌从主题上看与英美文学中春天诗歌的传承和互文关系（古希腊诗人伊比卡斯、英国诗人乔叟、T.S.Eliot）,另一方面,这三首诗歌也创造性的超越了传统。因此,这三首诗歌展示出20世纪文学创作的新特性并表露出20世纪诗歌异于传统和浪漫主义诗歌的端倪。     

创设多元化的体育教学环境--新课程理念下体育教学的思考

在新课程理念下,教学过程本身在本质上已经发生了重大变化,教学过程追求的是一种对话、沟通、理解和创新.体育课的教学必须在新的体育教学观念的指导下,树立"健康第一"的教学设计理念,创设多元化的教学环境,努力体现对学生智力、体力、情感以及创新精神和实践能力的培养,调动学生的内在因素,促进其全面发展,可持续性发展.     

Pedagogical readings in the U.S.S.R.

The elaboration of problems of pedagogy, and the improvement of the processes of education and training call for serious theoretical and experimental research. The development of new elements in a system of training and specially organized experiments are undoubtedly needed. But one should always bear in mind that the peculiarity of pedagogy is that it is inalienably connected with practical pedagogical work. Here one finds its source-and its area of application. Soviet pedagogical science cannot fruitfully develop without close co-operation with teachers' work. The teacher is vital for the success of education and the training of the younger generation. Soviet teachers devote their energies to educating and instructing builders of a communist society. And in this respect they have accumulated a vast store of experience. This experience is shared with the masses and is of primary importance in the complex sphere of education. The result of this advanced pedagogical experience forms a solid basis for further progress in theory and is an effective means of improving educational work in schools. Antonina Grigorievna Khripkova, Vice-President and Corresponding Member of the U.S.S.R. Academy of Pedagogical Sciences, is the author of more than sixty works in the field of education, among which arePhysiology of Man and Animals, Acceleration of Physical Development of Children and Adolescents, The Biological and the Social in Human Development and Education, Talk on a Difficult Subject (on sexual education for pupils) andProblems of Sexual Education     

广告·礼貌·隐含

语言的使用问题是语言研究的一个范畴。在本文中 ,我们试把广告放到人际交流的框架中来考察 ,认为礼貌是广告语言策略的基本原则 ,间接言语行为的隐含是为礼貌服务。     

R. S. Peters and J. H. Newman on the Aims of Education

Abstract

R. S. Peters never explicitly talks about wisdom as being an aim of education. He does, however, in numerous places, emphasize that education is of the whole person and that, whatever else it might be about, it involves the development of knowledge and understanding. Being educated, he claims, is incompatible with being narrowly specialized. Moreover, he argues, education enables a person to have a different perspective on things, ‘to travel with a different view’ [Peters, R. S. (1967). What is an educational process? In R. S. Peters (Ed.), The concept of education (pp. 1–23). Routledge and Kegan Paul]. In asserting this about education, Peters has more in common with another great English educator, John Henry, Cardinal Newman, than one might expect, given they are separated by about a century and start from different philosophical perspectives, namely Kant to a significant degree in the former and Aristotle in the latter. Both nevertheless acknowledge the importance of reason and its development in any education worthy of the name. I will argue that in describing the ‘educated person’ Peters is not far from the view of Newman, who saw education as being about the ‘enlargement of mind’. Although Newman hesitates to call ‘enlargement of mind’ wisdom, and Peters does not use either term, there are good grounds for proposing that in distinguishing between education and training, and in asserting education is moral education because it is concerned to improve persons, Peters acknowledges the higher purposes of education and hence, we can add, its connection with wisdom. Significantly, what such a reading of Peters emphasizes is his insistence on the intrinsic value of education, a view seemingly lost in modern market-driven conceptions of education.     

School-age passwords: C.I.A.

CIA does not stand for what you ordinarily would think, The Central Intelligence Agency! These initials can be quite meaningful to caregivers and definitely beneficial to school-agers who are involved in before and after school care. CIA—Creativity, Imagination and Anticipation! These are key words and functions which can enhance a school-age program.     

英美社区矫正的历史发展

英国和美国同属于英美法系国家,两国有着许多相通的文化传统和法律意识,特别是在社区矫正的法律实践中,都经历了从萌芽、定型到完善的发展历程。探讨和借鉴英美社区矫正的历史发展进程,对完善我国法律制定有一定现实意义。