Elections in the United States

惊奇常常是在箱子里出现:包在彩色包装纸里面的生日礼物,朋友寄来牛皮纸包的包裹。不论是怎样的箱子,人们都喜欢打开来看看里面是什么。在美国以及其它许多国家,有一个特殊的箱子关系着未来,这     

Education in the United States

In the United States,boys and girls start school when they are five yearsold.In some states they must stay in school until they are sixteen.Moststudents are seventeen and eighteen years old when they finish high school.     

Does integration count for much? An analysis of the practices of integration in eight countries

ABSTRACT

This article focuses on the state of the art of integration in eight western countries: Italy, Denmark, Sweden, United States, Germany, England, Belgium and the Netherlands. Both qualitative and quantitative information on integration practices is given, and from these findings general conclusions on similarities and differences in integration efforts and results are discussed. The differences in the incidence of special needs students in eight countries are mainly to be explained by the differences in registration procedures to enter special facilities in regular or special education. Despite these differences it seems that in all countries involved at least 1.5 per cent of all students is difficult to integrate in regular education settings.     

Farm Life in the United States

美国的农业生产、生活情况是西方文化的重要组成部分。阅读下面的短文并做做文后的正误判断题，能使你对西方文化有所了解。Allbigcitiesarequitesimilar.LivinginamodernAsiancityisnotverydifferentfromlivinginanAmericancity．Thesamecan薷tbesaidaboutlivingonfarms，however．Inmanypartsoftheworld，farmersandtheirfamiliesliveinvillagesortowns．IntheUnitedStates，however，eachfarmfamilylivesonitsownfields，oftenbeyondthesightofanyneighbors．Insteadoftravelingfromavillagetothefieldseverymorning，Americanfarme…     

Fast-food Restaurants in the United States

ＭｏｓｔＡｍｅｒｉｃａｎｓｅａｔｂｒｅａｋｆａｓｔａｎｄｌｕｎｃｈｑｕｉｃｋｌｙ，ｕｎｌｅｓｓｉｔｉｓａｂｕｓｉｎｅｓｓｌｕｎｃｈｅｏｎ（午宴）ｏｒｆａｍｉｌｙｏｃｃａｓｉｏｎ（场合）．ＡｎｄｔｈｅｆａｖｏｕｒｉｔｅｆａｓｔｆｏｏｄｉｎｔｈｅＵｎｉｔｅｄＳｔａｔｅｓｉｓｔｈｅｈａｍｂｕｒｇｅｒ．Ｉｔｓｅｅｍｓｉｍｐｏｓｓｉｂｌｅ，ｂｕｔ３４，０００，０００，０００ｈａｍｂｕｒｇｅｒｓａｒｅｅａｔｅｎａｙｅａｒ．Ｔｈｉｓｉｓｅｎｏｕｇｈｔｏｍａｋｅａｌｉｎｅｏｆｈａｍｂｕｒｇｅｒｓａｒｏｕｎｄ…     

Taking a Taxi in the United States

<正>Because visitors to any country are unfamiliar with public bus or sub-way systems, they are likely to travel by taxi when they first arrive. In most     

Taking a Taxi in the United States

Becausevisitorstoanycountryareunfamiliarwithpublicbusorsubway(地铁)systems,theyarelikelytotravelbytaxiwhentheyfirstarrive.InmostcitiesintheUnitedStates,taxisareconsidereda“luxury(奢侈)”.Inaddition(此外),itisoftendifficulttofindataxiatthebusiesttimeofaday,orwhentheweatherisbad.Telephoneinadvance(事先)forataxiispossible,butyoumayfinditeasier,quicker,andlessexpensivetostopthemonthestreetorfindthemattaxistandsnearlargehotels,railroadstations,orairports.Generally(通常地),taxischarge(要价)passeng…     

Transnational higher education for capacity development? An analysis of British degree programmes in Hong Kong

Drawing upon a project on British transnational education (TNE) programmes offered in Hong Kong, this paper interrogates the capacity development impact of TNE on the students, the Hong Kong Government and the programme providers. It addresses the questions: ‘What capacity is being developed in TNE operations?’ and ‘For whom?’ Our findings reveal multiple capacities at play. As TNE has been traded between British and Hong Kong universities and facilitated by the Hong Kong Government's laissez-faire doctrine, as a commodity in the neoliberal trade-in-education regime, students' interests are often sidelined. This paper calls for a critical reflection on this TNE model.     

Immigration in the United States and the Golden Years of Education: Was Ravitch Right?

In this article I address some assertions made by one of the most outstanding educational historians, Diane Ravitch, regarding the relation between immigration rates and academic achievement among children in the United States. In her book The Great School Wars Ravitch asserted that low immigration levels during the 1920s to early 1960s period played a large role in producing a golden age of education in New York and probably in the United States. The research undertaken for this article does confirm some of Ravitch's assertions but questions whether other claims of hers may be overly simplistic. Among her assertions that the research supports are that academic achievement rose among New York City elementary and secondary students during this "golden age," children from most immigrant groups did perform poorly compared to children born in the United States, and that the increased volume of enrollment and language factors did exert added pressure on the school system. Nevertheless, other factors lead one to believe that Ravitch's claim, although possessing merit, may be overly simplistic. For example, certain immigrant groups performed very well academically after coming to the United States. This fact supports the notion that the makeup of the immigrant population may be as important as the immigration volume. In addition, the decline in American student academic achievement in the 1960s and 1970s began well before the United States fully liberalized its immigration policy. One would not expect this, if immigration has the level of impact that Ravitch claims.     

What does the decline in the international ranking of the United States in educational attainment mean for community colleges?

This article was written in response to concerns that have been expressed about the possible consequences of an increasing number of countries overtaking the United States in educational attainment. International statistics on educational attainment were analyzed, questions about comparability of data were discussed, and the impact of different approaches to the organization of higher education on attainment rates was examined. The author concluded that comparing the rate of attainment of subbaccalaureate credentials between the United States and other countries is problematic both because of definitional issues, and as a consequence of the major transfer function of American community colleges. The article explains how colleges that previously offered short term vocational training in many European countries have evolved into vocationally-oriented baccalaureate granting institutions that have enabled their nations to achieve rapidly rising levels of baccalaureate degree attainment. It suggests that the experience of these countries may provide useful lessons—and cautions—for policy makers and educational leaders with respect to expanding the role of community colleges in awarding baccalaureate degrees.     

Practices influenced by policy? An exploration of newly hired science teachers at sites in South Africa and the United States

In many parts of the world, newly hired science teachers’ practices are developing in a complex policy environment. However, little is known about how newly hired science teachers’ practices are enacted throughout a cycle of instruction and how these practices can be influenced by macro-, meso-, and micro-policies. Knowing how policies impact practice can result in better policies or better support for certain policies in order to enhance the instruction of newly hired teachers. This comparative study investigated how 12 newly hired science teachers at sites in South Africa (SA) and the United States (US) progressed through an instructional cycle of planning, teaching, and reflection. The qualitative data were analysed through beginning teacher competency frameworks, the cycle of instruction, and institutional theory. Data analysis revealed prevailing areas of practice and connections to levels of policy within the instructional cycle phases. There were some differences between the SA and US teachers and among first-, second-, and third-year teachers. More importantly, this study indicates that newly hired teachers are susceptible to micro-policies and are progressively developing their practice. It also shows the importance of meso-level connectors. It suggests that teacher educators and policy makers must consider how to prepare and support newly hired science teachers to achieve the shared global visions of science teaching.     

Sexual consent in K–12 sex education: an analysis of current health education standards in the United States

In the USA, universities have recently developed policies and programmes on sexual consent education. But waiting until students enroll in higher education may be too late to begin this work. To examine the extent that K–12 health education standards promote sexual consent education, we conducted a pilot study and found that only two of eighteen states explicitly mentioned sexual consent in their health education standards. Using a small sample (n = 4 states), we then identified four themes as making implicit reference to sexual consent: communication skills, decision making, personal space and interpersonal relationships. Finally, in a robust sample (n = 18 states), we conducted a content analysis of published standards regarding these themes related to sexual consent. Our analysis suggests that sexual consent is likely not discussed in sex education at K–12 schools. We recommend the more explicit inclusion of sexual consent in health education curricula via the identified themes that already exist in most or all standards, emphasising the importance of teaching young people about the nuances of sexual consent and its communication before they become sexually active.     

Public or private? The influence of immigration on native schooling choices in the United States

This study examines whether rising enrollments of foreign-born students in US public schools caused a movement among native children from public schools to private schools, something the literature has labeled native flight to private school. Using data from the National Center of Educational Statistics School District Demographic System, estimates of native flight are constructed using enrollment data on native and foreign-born, school-age children from 1990, 2000, and 2010. Concern regarding omitted variables bias necessitates the use of an instrumental variables technique. An instrument for the foreign-born enrollment is created using information about the ethnic composition of school districts in 1980 to predict the enrollment patterns of foreign-born students in later years. Two-stage least squares estimates confirm the presence of native flight. Flight to private school among white native students is occurring in smaller school districts in non-traditional immigrant receiving states, while flight among native minorities and Hispanics is located in school districts that reside in traditional immigrant receiving states.     

Voices of the Minority: Japanese Immigrant Mothers’ Perceptions of Preschools in the United States

Japanese immigrants have been living in the United States for nearly 150 years. Yet, despite the continued presence of this population, there is not a lot of research to suggest why Japanese families have not become more active participants in preschools across the United States (US). In an attempt to understand this phenomenon, this paper examined the voices of nine Japanese immigrant mothers living in the US and articulates their major concerns and ideas; it also provides suggestions to early childhood professionals regarding these insights. Fundamental to this study is the belief that both Japanese parents and preschool teachers need to make a sincere effort to learn and employ communicative strategies and to acquire fundamental knowledge for building effective relationships. Data were drawn from semi-structured interviews and conducted over 12 months of fieldwork. Implications for early childhood professionals are explicated and briefly discussed.     

Nature of the Indonesia–United States education relationship

This article discusses the nature of the education relationship between Indonesia and the US. The article examines two hypotheses. The first hypothesis is that transnational education constitutes a new type of imperialism by perpetuating knowledge dependency and financial dependency through the transfer of knowledge and foreign aid in education. Of particular interest will be the themes of ‘knowledge dependency’ and ‘financial dependency’. In contrast to the first hypothesis, the second holds that transnational education advances learning about and from other states, and has the potential to improve relationships, and promote international understanding. This article concludes that although the one-way transfer of knowledge from, and dependence on, foreign experts is evident, the Indonesian government has attempted to reduce dependence on foreign countries, whether that reliance was on knowledge or on finance. Although the Indonesia–US education relationship is politically motivated towards serving the interests of each, most respondents believed that any US political agendas were unacceptable. The experiences of both Indonesian and American respondents show that the relationship enhances and improves understanding between Indonesia and the US through academic exchanges and scientific and research links.     

Becoming an interdisciplinary scientist: an analysis of students’ experiences in three computer science doctoral programmes

The aim of this study was to identify how and why doctoral students do interdisciplinary research. A mixed-methods approach utilising bibliometric analysis of the publications of 195 students identified those who had published interdisciplinary research. This objective measurement of the interdisciplinarity, applying the Rao-Stirling index to Web of Science and Scopus citations, allowed for a comparison of students’ interdisciplinary research outcomes from three different computer science programmes: a traditional programme, a multidisciplinary doctoral school and an interdisciplinary doctoral college. Applying a sociocultural approach, interviews with the 15 most interdisciplinary students were analysed to understand how dispositions and experiences of students and factors of the different programmes affect the circumstances and processes of becoming an interdisciplinary early career scientist. The data indicate that student motivations, previous skills and knowledge interacted with policies and programme structures including type of funding and supervisor expectations to play a crucial role in interdisciplinarity at the doctoral level. These factors can give rise to interdisciplinary research even in programmes without interdisciplinary focus and compromise the interdisciplinary goals of interdisciplinary programmes.