英国女性出任桂冠诗人开先河

英国王室近日任命卡罗尔·安妮·达菲为新一任英国桂冠诗人。达菲成为这一职位设立134年来首位女性获任者,也是首位同性恋获任者。达菲5月1日正式从上一任桂冠诗人安德鲁·莫辛手中接过接力棒成为新一任桂冠诗人,任期10年。桂冠诗人先由英国政府提名,后由女王任命。作为桂冠诗人,达菲将创作诗篇纪念王室婚礼、葬礼等其他重要庆典和全国性活动。成为桂冠诗人后,达菲可获5750英镑年薪。按照传统,     

潇月 实力派花瓶

但凡在工作职位前加上“女”字的．一般这个职位之前都被男性所垄断;但凡和“80”后沾上边的,一般人的印象中满是反叛。潇月是“80”后,央视最年轻的晚会女导演。     

今年的六个“金饭碗”

1．电信行业。随着国内电信业的迅速发展,电信人才就业空间广阔,工程、技术、研发、销售、业务拓展等职位将是该行业的热门职位。此外,3G和数字电视人才继续“热销”。     

桂冠诗人的初变

珍惜初恋,因为到了老年,必定回味 因为在总统的就职宴会上朗诵过自己的诗作,桂冠诗人家喻户晓.传记作家是桂冠诗人指定为自己撰写回忆录的.     

高职院校人力资源“职位族”管理体系的思考

从职位入手,对高职院校人事管理机制中存在的问题进行了分析．提出了以“职位族”为操作平台的人力资源管理体系,根据职位的性质和要求,将职位进行分族、分类管理,以推动高职院校人员招聘选拔、薪资分配、人才培养等工作的有效展开。     

桂冠诗人渊源考辨

2020年诺贝尔文学奖得主露易丝·格丽克还有一个特殊身份,那就是美国桂冠诗人.桂冠诗人是一份特殊的荣誉.月桂树一直跟荣誉称号有关.月桂树不仅与诗人相互关联,而且与文化、学术和科学亦关系密切."桂冠诗人"作为一个荣誉称号,在西方文坛,尤其在西方诗坛有着十分悠久的传统和巨大的影响力.它是对诗人所取得的成就的官方认可和肯定,...     

休斯动物诗小议

特德·休斯(Ted Hughes 1930—)是继已故诗人约翰·贝杰曼(JohnBetjeman)之后的英国桂冠诗人,以其动物诗闻名于世。正因为他有大量的诗是描写动物的,或诗的标题用的就是动物的名称,故而被大家戏称为“动物园的桂冠诗人”。显而易见,动物世界与人类世界有着许多的相似之处,这使诗人能够运用比喻或别的修辞手法给读者描绘出一幅幅栩栩如生的画     

山东两高校差额选拔副校长

今年,山东省以济南大学和山东建筑大学为试点,推行高校干部人事制度改革。两所高校通过“两公开”．即公开空缺职位及职位主要求、公开选任方法及选任程序;实行“四差额”,     

文言词语“左右”拾零

阅读文言文,常会见到“左官”“江左”“闾左”“左衽”“虚左”“右职”等词语,这些词语都与左、右相关。因此,正确理解文言文中的左、右词义,对培养学生准确把握文句含意,提高鉴赏、评价文言文的能力,大有裨益。 一、左、右表地位尊卑高低以及贫富。 １．区别职位高低。古代尊崇右,故以右为尊贵地位,而以左为较低的地位。 ａ．右表职位高。如《史记·廉颇蔺相如列传》：“以相如功大,拜为上卿,位在廉颇之右。”《汉书·黄霸传》：“冯翊以霸入财为官,不署右职,使领郡钱谷计。”右职即高职。 ｂ．左表职位低或降职。①职位低,…     

上海06年度最新小时工工资指导价公布：同声传译每日薪水高位数可达7000元

上海的小时工从业人员已超过百万。昨天上午，上海市劳动和社会保障局发布了2006年度最新小时工工资指导价位，职位数达到120个，比上次增加11个．原有职位“薪情”有升有降。在小时工中．有14％是近三年走出校门的各类毕业生。他们主要集中在知识性和技能型较强的职位，如专业性较强的翻译类职位，时尚性浓郁的演艺类职位，其比例分别为22.1％和26．8％。兼职人员比例高是目前上海小时工另一特点。对近8000位小时工的直接调查发现，在小时工中，兼职人员比例高达51.1％，而他们的文化水平普遍较高，主要从事专业技术性较强的工作，如翻译类职位，兼职人员比例高达81．7％，健身类达到61.6％。较高的收入是许多人从事小时工兼职的重要原因之一，如同声传译每日薪水高位数可达7000元；兼职财务、婚庆司仪等的月收入也可达到2000元以上。     

寓言故事五则

熊与狐狸 有一头熊大肆吹嘘,说他很爱人类,因为他从不吃死人。一只狐狸对他说：“但愿你把死人撕得粉碎,而不要危害那些活着的人。”     

The voice of 'the Practical': Schwab as correspondent

In spite of his prominence in the literature of curriculum, Joseph Schwab's ideas are hard to categorize and can, therefore, be hard to understand. In this paper I attempt to illuminate some aspects of his thinking by considering an exchange of letters I had with him over the period 1979-1982. Study of this correspondence is revealing both for what he has to say and for the way he says it. Away from the temptation to write 'scholarly' prose he deploys an 'oral' style which has amuch more natural affinity with his style of thinking. I suggest that the idea of 'orality' provides an important key to his philosophy of action, and that its manifestation in his writings has to be understood against a background of his close connection with European thought on the one hand and his inherent skills as a teacher on the other.     

从不说他做不到

我的儿子乔伊出生时,他的双脚向内弯着．医生向我们保证说经过治疗,小乔伊可以像常人一样走路,但不可能像常人一样跑步。乔伊3岁之前一直在接受治疗,和支架、石膏模子打交道。当他8岁的时候,他走路的样子已让人看不出他的腿有过毛病。邻居的小孩子们做游戏的时候总是跑过来跑过去．乔伊看到他们玩就会马上加进去跑啊闹的。我们从不告诉他不能像别的孩子那样跑,所以他不知道。     

Index To Chinese Education,Vol. VI (Spring 1973-Winter 1973-74)

I'm a graduate from a professional high school and started to work just last year. Introspective by nature, I like to spend my time listening to music and reading books, and have had little contact with boys. I hadn't met any I liked even after I reached twenty-two. I didn't feel there was anything wrong in that, but my parents got worried and found a boyfriend for me. He's a college graduate, works as a dispatcher, and is of medium stature. At first I was happy to go to the movies with him and walk in the streets. But after a month or so, I felt as though I were with a colleague. He is quite knowledgeable in his own profession, but he doesn't know much about life. I often found his company uninteresting and unexciting. So I wanted to part with him. When I talked to my parents, they strongly disagreed and kept saying how much better his conditions were as compared to mine. I realized how much concern they felt for me, so I didn't insist. But all my subsequent efforts only brought me pain, and I simply couldn't feel the least bit of love for him. During this impasse, his father fell ill and had to have an operation. Before the operation, he had a discussion with my father and requested that our relationship be confirmed. I had a quarrel with my father, but finally gave in and, with a heavy heart, accepted money and a pair of earrings.     

Jokes and Humour

杰克到一所大学去学历史。第一学期结束时，历史课教授没让他及格，学校让他退学。然而，杰克的父亲决定去见教授，强烈要求让杰克继续来年的学业。     

Napoleon Was Ⅲ

Jack had gone to the university to study history, but at the end of his first year, his history professor failed him in his examinations, and he was told that he would have to leave the university. However, his father decided that he would go to see the professor to urge him to let Jack continue his studies the following year.     

拿破仑病了

杰克到一所大学去学历史。第一学期结束时,历史课教授没让他及格。学校让他退学。然而,杰克的父亲决定去见教授,强烈要求让杰克继续来年的学业。     

Whitehead and Business Education: A Second Look

Alfred North Whitehead was a philosopher with an abiding interest in education. He took on an extraordinary number of educational and administrative duties while at the University of London, including membership on a National Committee on the position of the classics in the educational system of the United Kingdom. It comes as no surprise to learn that when he decided to joint the Philosophy Department at Harvard in 1924, he wrote that this would enable him to further deal with some general questions, "half philosophical and half practical."What is more surprising is the fact that his views on American university education are most clearly expounded in his personal interactions and writings dealing with the Harvard School of Business. By examining several of his essays on business education, as well as his correspondence with Dean Donham of the Harvard Business School, I argue that Whitehead's strong support of business education can seen to be all of a piece with his overall process philosophy of education and that his emphasis on the need to study what he calls the sociological dimension of business is a timely one in these days of proliferating business programs.     

Value-Added Assessment from Student Achievement Data: Opportunities and Hurdles CREATE NATIONAL EVALUATION INSTITUTE July 21, 2000

Let me share with you how honored I am to receive an award named after the late Dr. Jay Millman. In 1983, after completing the first of our research studies that began our continuing work in value-added, our report was sent by officials in the Tennessee Department of Education for review by Dr. Millman. It is no secret that many in the Department at the time were assuming that his anticipated critical review would put an end to such a preposterous idea—that student achievement data could be used as part of teacher evaluation. Days turned into weeks; each time that I would inquire of the Department as to when we would hear from the review, I was always told that they had not received it. One day I called Dr. Millman and explained my frustration of not hearing from the review and inquired as to when it might be available. He immediately interrupted and explained that he had sent the review several weeks previous to that day and that he would be glad to send me a copy of his remarks, obviously very angry that they had not been passed on to me. Upon receiving and reading his review, it became obvious why I had not received a copy from the Department. Even though he raised many important questions, his review was most objective and generally very positive. Later, he asked us to submit chapters to the book on student outcomes assessment models that he edited. In all of my interactions with Jay, I developed the utmost respect for this distinguished scholar, and I am glad that fate let our paths cross.     

Farewell from the Founding Editor-in-Chief

On June 14, 2011, the world of higher education lost a great editor and scholar. D. Barry Lumsden passed away that morning, leaving behind three excellent journals and a legacy of scholarship. Dr. Lumsden had edited the Community College Journal of Research and Practice since he founded it in 1976, and we feel his loss keenly. Our sympathies go out to his family, friends and colleagues for their loss.

I have had the pleasure of working with Barry since joining Taylor & Francis (T&F) in 1984. He was one of the more colorful characters I have come across in 30 years of publishing. He referred to me, as you will see below, as Brother Kevin. He always brought a smile to my face when I would pick up the phone (he is from a generation that still picks up the phone and talks to people) and hear him say hello. He cared deeply about the journals he worked on and the contribution he was making to the field. His legacy has been established by the contributions that he has made and, for me, he will always bring a smile to my face when I think of him.

In early 2011, on Dr. Lumsden's recommendation, we appointed Deborah L. Floyd as his successor. Dr. Floyd has worked on the journal for several years, both as an editorial board member and a guest editor, and we know she will do a fine job in her new role as editor-in-chief. We are saddened by Dr. Lumsden's passing, but look forward to working with Dr. Floyd as she continues the work he started three decades ago. The following editorial was to be his farewell to the Community College Journal of Research and Practice, the journal he edited for 35 years.

Kevin Bradley, President

Taylor & Francis US Journals Program