简略应答语“Me.”和“Me,too.”

在一个无谓语动词的句子里,作主语的人称代词孤立地使用时,常采用人称代词宾格形式替代主格形式,构成英语中简略应答语,以避免冗长的重复句。如:     

“I'm going to be a(n) artist.”

案例背景:我在教学小学英语farm er,nurse,doctor,driv-er和teacher五个有关职业类单词时,就碰到了这种“节外生枝”的事。案例描述:当时我精心设计了这节课,心想,这五个词学生一定很感兴趣,因为这些词与学生的生活有联系。何况孩子们爱表演,我可以让他们扮演这些职业的角色;孩子们爱幻想未来,也可以让他们说一说自己的理想。我捧着精心设计好的教案,走进一个英语基础较好的班级,我按照自己设计好的教学活动,通过图片和动作等手段呈现了五个新词,再用猜一猜、找一找、演一演等一系列的活动来巩固五个单词。在最后的拓展部分,我让他们说说自…     

We Don't Say “H” Here

This article is focused on building interdependence among diverse learners through four specific engagements in the art room: Friend/Family Involvement, Team-Building, Leadership Habits, and Service Learning. These strategies have been beneficial to the author in creating a sustainable model for high-quality visual arts instruction.     

“It's me. I'm it.”: Defining adolescent sexual identity through relational dialectics in Dawson's creek

Television criticism frequently focuses on the deconstruction of individual representations in texts, a practice that privileges specific characters rather than relationships among characters. This paper examines the usefulness of fictional television relationships for adolescent sexual identity formation by examining Dawson's Creek for its construction of gay character Jack McPhee. Jack's sexual identity is constructed and modified through dialectical tensions in his relationship with Jen Lindley, ultimately allowing him to express sexual identity in terms of acceptance rather than in terms of political or legal rights. This difference in narrative form illuminates potential differences between the formation of adult and adolescent sexual identity. Examining ethnographic work on gay men and their use of fictional media combined with a close reading of Dawson's Creek for sexual identity construction, this paper ultimately argues that fictional representations could serve as a template from which gay adolescents enact personal relationships. It also calls for critical media scholars to examine positive aspects of television representations.     

“我好热”千万别说“I'm so hot”

随着夏天的到来,气温越来越高,天气越来越热.一提到“热”,hot这个词你一定不会感到陌生.值得同学们注意的是,“我好热”千万不能说成"I'm so hot".因为hot用来形容人时,经常表示某人“性感;(身材)火辣;漂亮”.比如:“Look at that girl.She is hot.”意思是:“看那个女孩.她身材很火辣.”那么,形容天气炎热可以用哪些次呢?     

“Bring Me Something to Eat”

When you wave(挥手)to a friend,you are using sign language.When you smile at someone,you mean to be(1).When youput one finger(手指)in front of youL(2),you mean“Be quiet.” Yet,people in different countries use different sign languages.     

让“Me”形象鲜活下去

虽然说品牌所有者的ME品牌形象是属于消费者来买单的,但是如何建立自身品牌形象和建立什么样的品牌形象却是ME品牌所有者要去控制的。Me品牌所有者在建立品牌形象的过程中始终处于主导地位,通过一系列品牌定位设计活动,引导消费者对ME品牌形成良好印象,逐步建立起持久、鲜明的品牌形象。     

Don’t Rush Me . . . Go the Full 40: AWHONN’s Public Health Campaign Promotes Spontaneous Labor and Normal Birth to Reduce Overuse of Inductions and Cesareans

Don’t Rush Me . . . Go the Full 40 is a grassroots public health campaign from the Association of Women’s Health, Obstetric and Neonatal Nursing (AWHONN) that educates women about the physiologic benefits of full-term pregnancy for themselves and their babies. GoTheFull40.com seeks to increase the percentage of women who complete at least 40 weeks of pregnancy, decrease the percentage of women who choose elective induction or elective cesarean surgery, and increase nurses’ and other pregnancy-care providers’ effectiveness in reducing the number of elective inductions and cesarean surgeries. Childbirth educators and other pregnancy providers are asked to share the campaign with women in preconception and prenatal settings to encourage waiting for spontaneous labor leading to full-term births when all is healthy and well with the mother and fetus.     

“Picturing Them Right in Front of Me”: Guidelines for Implementing Video Communication in Online and Blended Learning

We provide actionable strategies that teachers can follow when implementing asynchronous video communication and feedback in their own courses. These strategies are based on our own research over many years in the use of asynchronous video in online teaching, as well as our review of the literature, and are provided to foster greater discussion on the pedagogical strategies surrounding the use of video in online teaching.     

A Review of “Interreligious Learning”

This article considers Religious Education (RE) from the perspective of socialization theory. After clarifying the concept of socialization, an understanding of socialization processes, requiring the simultaneous development of both a personal and a social identity, is linked with RE. The development of both a personal and a social identity calls for hermeneutic and critical reflective skills, which may be acquired in RE classes. Therefore, RE is an important means of socializing children and youths that may have great civic value and has a rightful place in the school curriculum. The article concludes with the argument that schools with an open religious identity are best suited to provide the type of RE advocated here.     

“Learning to be”再译

“Learning to be”出自《学习——内在的财富》一书。其真实含义,不同的译者有不同的理解和不同的翻译。石中英先生认为比较准确的译法是“学会成为完人”。但如何界定“完人”这一概念,尤其是具有中国时代内涵的“完人”概念,是一个非常值得研究的问题。作者借鉴美国人本主义心理学和《学习—内在的财富》一书中的重要论述来探讨“完人”的时代内涵。     

当好“Me公司”的执行总裁

"我们每一个人都是我们自己的公司——Me公司——的执行总裁。为了在今天的竞争中生存,我们最重要的任务就是推销自我这个品牌。"著名管理学大师汤姆.彼得斯说。     

“Learning in Depth” in teaching education

The “Learning in Depth” program is a simple but radical innovation, which was first implemented in Canada in 2008/2009 and is now being used in a dozen countries with many thousand students. The aim of the program is to ensure that every student becomes an expert on something during schooling. The unusualness of the program and the fact that it stimulates controversy easily makes it useful in education courses and teacher education programs. The program raises a number of profound educational issues and offers itself as a stimulating addition to courses which focus on practical educational programs and assessment of their success and also to courses and programs that wish to raise a wide range of important educational issues vividly.     

“These People Are Never Going to Stop Labeling Me”: Educational Experiences of African American Male Students Labeled with Learning Disabilities

This investigation employs Disability Critical Race Studies as a theoretical framework to determine the interdependence of racism and ableism in school settings. African American male students with learning disabilities are queried about their interpretations of special education placement and labeling while attempting to secure educational opportunities during high school. Their responses were used to determine the consequences of labeling as they intersect with factors such as race, gender and, to a lesser extent, social economic status. Subsequently, as a result of this investigation, implications for empowering students through self-advocacy and enhancing teachers' knowledge of diverse learning styles are discussed.     

Is This the Other Within Me? The Varied Effects of Engaging in Interfaith Learning

Abstract

Interfaith education appears to have a strong potential for prejudice reduction and for overcoming Islamophobia and antisemitism. Common in-group identity theory contends that awareness of interreligious similarities would reduce intergroup streotypes and anxiety. However, optimal distinctiveness theory assumes that pointing to similarities would actually pose an identity threat to learners, especially members of a minority. Jewish and Muslim Israeli adolescents who studied about similarities and inter religious influences between Islam and Judaism showed varied and contradictory reactions. Jewish students decreased prejudice while Muslim students slightly increased them. Findings are discussed in light of above theories, and point to educational implications.     

Don't shove,Mr. Knowles ‐ parliamentary law is basically sound

The current status of the research about nonverbal behavior is disappointing. The authors critically examine fourteen representative studies and identify three compelling conceptual problems: inadequate grounding of studies; insufficient justification for procedures; and an outdated perspective on theory‐building, Further, the authors specify implications and solutions for these weaknesses. A new framework for the development of theories about nonverbal behavior is proposed and explicated. Three distinct but interrelated positions are involved: personal construct theory; the action/ movement distinction; and the perspective on rules.