How Old Are They

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成为志愿者的万千理由

Yes,volunteering makes you feel good.Yes,you learn from other people.But there are many other reasons people volunteer,too.And here are ten from 1)Matador members who are 2)experienced volunteers.     

有缘牵手

From romance on the set to hookingup at a Hollywood bash , find out how celeb couples got together.     

并非作用力和反作用力

学习了牛顿定律后知道,力是物体间的相互作用。也就是说力是相互的,也就是说甲物体给乙物体一个作用的同时,乙物体也给甲物体一个作用力。我们把这两个力称为作用力和反作用力,甲、乙两个物体可称为施力物体或受力物体。如图     

唐诗中的胡人形象－兼谈中国文学中的胡人描写

从形象学理论视角看，唐诗中胡人形象往往沿两条路径塑造，一是尽可能地被描绘得具有华夏中土人的情感指向和日常习见习感的伦理关怀；二是极力地强调胡人与中原人的不同之点，并不以这些不同存在的就产生歧视（个别的除外）心理，往往还是觉得新奇有趣，甚至倾向企慕。这是对华夏固有的“夷夏之辨”的一种挑战，表明了中国文学中对于非汉族的空前宽容，这是一种迹近正常的对外心态，不能不说是一个历史性的进步。     

当你老了

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Do They Know What They Are Doing? Children's Use of Economical Addition Strategies and Knowledge of Commutativity

Children's methods of solving addition problems progress towards strategies that reverse the order of addends. The role knowledge of commutativity plays in this development is not clear. Previous studies suggest some use the strategies without believing addend order is irrelevant to addition. The numbers of such children are very small and the tests of commutativity may be inaccurate. Two studies using new tasks compare strategy use and knowledge. In the first, 47/48 children between 6 and 10 years old predicted order of addends would not alter quantity in some contexts. They also predominantly used strategies that reversed addend order. In the second study, 5‐year‐olds (18/24) were more likely to know commutativity than to use a strategy that reversed addend order or to answer sums correctly. Knowing commutativity precedes using strategies that presuppose it and does not derive from doing sums. Representing the addends with objects induced more arithmetic errors. Children used less accurate strategies when they could see the objects.     

How Good Are Our Schools

ABSTRACT

Research suggests a positive relationship between schools’ efforts to engage parents and parents’ involvement in their child's education. The authors investigated school socioeconomic status, school size, grade level, and student–teacher ratio as predictors of schools’ efforts to engage parents of students receiving special education services. The dependent variable was the Schools’ Efforts to Partner with Parents’ Scale, which has been validated for states’ use in their federal accountability systems. Mean school-level scores were calculated for 265 schools in a large southeastern state. Results indicated that student–teacher ratio was the strongest predictor of parents’ perceived school engagement efforts. Implications are drawn for ways in which all schools, including those with high student–teacher ratios, can improve their collaboration with parents of students receiving special education services.     

How New Words Are Formed

With the development of the society and culture, English vocabulary change rapidly. English has always been in a state of evolution. In recent years new words enter the English language at an increasing rate. This paper makes an attempt to analyze eight ways of new English word formation, creating, blending, shortening, functional shift, back- formation, affixation, compounding and borrowing — by presenting mainly English examples.     

How New Words Are Formed

With the development of the society and culture, English vocabulary change rapidly. English has always been in a state of evolution. In recent years new words enter the English language at an increasin...     

For What They Are Waiting——On the Thematic Concerns of Waiting for Godot

This unusual play has neither plot nor intrigue. There are two main characters, Vladmir and Estrigon. They are simply two human beings, with no normal characteristics such as family, class or profession, who face the basic human situation that Beckett defines thus： ＂ Existing in the world but not knowing what they arethere for.＂ Since people are rational and cannot imagine being in a situation that is entirely pointless, the two characters assume that they must be waiting for somebody. This person, whom they call Godot, tantalizes them by promising to come, but he never does so.     

‘The Goals are the Same….’ Are They?

John White, reader in education in the Department of Philosophy of Education, Institute of Education, London University, examines the Warnock Report's claim that educational aims are the same for all children. He discusses aims to do with the acquisition of knowledge, preparation for personal autonomy and the promotion of personal wellbeing, arguing that the Warnock claim is acceptable, if at all, only when aims are described at a high level of generality.     

The New Style Boards of Governors – Are They Working?

In the 1980s, the Government believed that the extra demand for new graduates would need to be met by making higher education institutions more 'business–like'. This change was aimed at making these institutions more responsive to the country's economic needs by improving access, quality and efficiency. One consequence of the move to more 'business–like' organisations was the imposition, under The Education Reform Act (1988) and The Further and Higher Education Act (1992), of newly constituted boards of governors upon the new universities and colleges of higher education.
These new boards were structured so that the majority of their membership consisted of 'independent members', defined in the 1988 Act as 'persons appearing to the appointing authority to have experience of, and to have shown capacity in industrial, commercial, or employment matters or the practice of any profession'. These boards were expected to lead, or at least to act as catalysts for, the necessary change process. The paper argues that boards of governors could be said to be very efficient but not necessarily very effective and suggests that more needs to be known about the corporate governance process in the new universities and colleges of higher education.     

根据大学生思想特点做好教育工作

结合多年思想政治工作的实践和经验,分析了当前大学生的思想特点,提出了做好思想教育工作的几种对策。     

学校不是学生在校时的监护人:兼论学校伤害事件的责任承担问题

学校不是学生在校时的监护人,而是学生的照管人,其照顾、管理学生的权利与义务根本不同于监护人的监护职责。学校对学生在校时受到伤害或给他人造成损害承担过错责任,即必须有主观上的故意或过失才构成承担责任的必要前提,而且其承担的是适当赔偿责任,赔偿责任的大小与其过错程度相适应。建议加强学校安全教育和学校伤害事故的立法工作。