职场英语笔记

1. Toa New Coworker 遇见新员工 ◇I have a feeling you and l are going to be very,very close friends.我有一种感觉,你和我会变成非常非常亲密的朋友. ◇Tell me your last name so I can look you up on Facebook.把你的姓告诉我,这样我就能在脸谱网上找到你了. ◇The first thing is to figure out where the restrooms are.首要的事情是找出厕所在哪里.     

A CURRICULUM FOR THE PRIMARY GRADES

Israeli film and television have risen to international prominence, presenting compelling and complicating perspectives. Simultaneously, Web 2.0 technologies have accelerated the spread and immediacy of digital media. Following the work of Holtz (2003) and Levisohn (2010 Levisohn, J. A. 2010. A menu of orientations to the teaching of rabbinic literature. Journal of Jewish Education, 76(1): 4–51. doi:10.1080/15244110903534510[Taylor &; Francis Online] , [Google Scholar]) in developing orientations for teaching Bible and Rabbinic Literature, this article develops a menu of media studies orientations for teaching Israel to Americans. It explores distinctive aspects of media studies, the relevance to Israel education of the work of Marland (1968a, 1968b), and applies the orientations through case studies of the Israeli television series Be-Tipul and Hatufim and their American adaptations, In Treatment and Homeland.     

THE COMMUNITY THEORY AND THE JEWISH SCHOOL CURRICULUM

Almost no literature in the academic field of Jewish education exists that studies congregational rabbis as teachers of adults. This article seeks to contribute to filling the gap in the extant literature base. Using portraiture, the study describes and analyzes the aims of rabbinic teaching of adults in a synagogue setting. The findings suggest that regularly facilitating learners' intellectual and religious development, democratically guiding their communities' evolution through an emphasis on learning, and collaboratively joining their congregants in shaping the construction of personal and communal Jewish narratives are central aims of congregational rabbinic teaching of adults.     

New Destinations,New Trajectories? The Educational Progress of Hispanic Youth in North Carolina

Since 1990, Latin American immigrants to the United States have dispersed beyond traditional gateway regions to a number of "new destinations." Both theory and past empirical evidence provide mixed guidance as to whether the children of these immigrants are adversely affected by residing in a nontraditional destination. This study uses administrative public school data to study over 2,800 8- to 18-year-old Hispanic youth in one new destination, North Carolina. Conditional on third-grade socioeconomic indicators, Hispanic youth who arrive by age 9 and remain enrolled in North Carolina public schools close achievement gaps with socioeconomically similar White students by sixth grade and exhibit significantly lower high school dropout rates. Their performance resembles that of first-generation youth in more established immigration gateways.     

Computers and Traditional Teaching Practices: Factors influencing middle level students’ science achievement and attitudes about science

The purpose of this study was to examine the association of middle school student science achievement and attitudes toward science with student-reported frequency of using computers to learn science and other classroom practices. Baseline comparison data were collected on the frequency of student-centred teaching practices (e.g. the use of group experiments during science class) and traditional teaching practices (e.g. having students copy notes during science class) to learn science. The student sample was composed of 294 seventh-grade students enrolled in middle school science. Multiple regression was used to investigate the association of attitudes toward science, student-centred teaching practices, computer usage, and traditional teaching practices with science achievement. Both attitudes toward science and student-centred teaching practices were positively associated with science achievement, and student-centred teaching practice was positively associated with attitude toward science. Computer usage was found to have a negative association with student achievement, which was moderated by traditional teaching practices.     

Student interest: A two-study re-examination of the concept

Two studies were conducted for the purpose of validating an 18-item version of the Learner Empowerment Scale (LES) as a measure of student interest. The LES consists of three subscales that measure students’ perceptions of meaningfulness, impact, and feelings of competence. These three constructs are frequently identified by education researchers as dimensions of student interest. In Study One, there were no differences between the psychometric qualities of the 18-item measure and the 29-item measure. Additionally, the relationships between the two versions with measures of student motivation did not differ significantly from each other. In Study Two, relationships were explored between the three dimensions of the 18-item LES and students’ motives for communicating with their instructors. The results of these two studies provide preliminary reliability and validity for the shortened version of the LES as a measure of student interest.     

Linguistic performance and minority groups

Abstract

Beginning with linguistic performance as currently defined, this article systematically pursues its implications to and through the notion of “successful communication.” The four divisions of the article attempt explorations of the following questions: What does linguistic performance do? What place does it have in a theory of communication? What are the practical implications of such a theory in connection with actual language use? How is all this relevant to problems of what we take to be “linguistically underprivileged” (minority) groups? The article concludes that the concept of linguistic performance, “scientifically” based, is not significant in successful communication, which is an art.