The Impact of Recent Academic Due Process Decisions on Counselor Education Programs

Although fairly recent to higher education, the broad concept and specifications of due process have had a major impact on the day-to-day operations of educational institutions. The due process concept and its accompanying rights and responsibilities is particularly applicable to counselor education programs in situations where a student is terminated from a degree program. This article discusses a recent United States Supreme Court decision involving a medical student in which the Court established guidelines for academic dismissals and terminations that are now applicable to counselor education programs.     

Dual-Focus Supervision: A Nonapprenticeship Approach

This article provides a professional model for practicum supervision using supervisors with equal responsibility and status. The authors discuss the influence of preprofessional guilds on practicum supervision and cite the major tenets that distinguish a profession from a guild. A model that attempts to meet some of the deficiencies identified in the literature on practicum supervision is proposed. With this model we stress the use of professional knowledge in both the content and process of practicum supervision. Dual-focus supervision is seen as the integration and application of two approaches to practicum supervision. Theory congruency is defined as the ability to translate espoused theory into practice. Interpersonal dynamics refers to the ability to recognize and attend to the impact of the counselor's and the client's behavior on each other. The application of the model is described, and examples from the use of the model are given. Student comments tended to support their satisfaction with the dual-supervision model. The model was seen to produce changes in trainee behavior and in supervisor behavior.     

关于居家教学的数学分析（英文）

对涌现在美国的居家教学现象进行了数学分析,从而为这一特殊的教学现象的理论研究开辟了一个新的方向.本文的家用函数最大化模型表明妇女时间的应用在居家教学中起着本质的作用.     

The Science Career Ladder at the New York Hall of Science

The Science Career Ladder at the New York Hall of Science is a program that engages young people in a hierarchy of paid and unpaid experiences in the museum, designed to cultivate their interest in science and in pursuing science professions. Its double objective is to create a cadre of eloquent, well-informed Explainers for the Hall's visitors, and to encourage underrepresented young people into science careers. This article will briefly present the history of the Science Career Ladder, describe how it currently operates, and address the challenges for sustaining the Career Ladder during a period of rapid growth.     

Global Knowledge-based Policy in Fragmented Societies: the case of curriculum reform in French-speaking Belgium

This article examines the relationship between knowledge and policy in French-speaking Belgium. It starts by describing Belgium as a consociational democracy, i.e. a society that is largely organised around integrated pillars of society (Catholic, secular), each of which provides a wide range of services (educational, training, health, health insurance, social care, family planning, leisure) to 'its' people. This special political-institutional arrangement has profound implications for the way knowledge circulates (or not) and the way it is used (or not) both within pillars and across the policy community. We argue that consociational democracies are not likely to generate knowledge-driven policy communities. Since knowledge could threaten the peace, some things are better left unknown: the co-existence of distinct communities requires a form of discretion ( Mangez, 2009 ).
Recently, however, globalisation has led to changes in this long-standing state of affairs: elites are now seeking more knowledge about systems and joint regulation is on the rise. In the education sector, several policy issues, including curriculum issues, have been subject to new joint regulation. In the second part of the article, we take curriculum reform as a case study to investigate these changes. Although all school networks from both pillars are now obliged to follow common guidelines (influenced by globalisation), they are still responsible for transposing them to their individual curriculum programmes. Lexico-statistical analysis reveals that when they transpose these common guidelines to their own curricula, each network reasserts its own values and cultural references (including its own view of the role of knowledge).