系统轻松做，游戏任你装

从Windows系统下最简单的重装系统的方法。 ①打开Ghost XP下载网站。 ②单击打开最新的GhostXP系统下载页面。 ③单击“点这里下载”,下载后将得到一个ISO文件。解压释放GHO文件     

同样2MB宽带，下载速度大不同

1下载速度严重不足 目前常见的ADSL宽带是非对称速度,即下载速度快而上传速度慢。如果下载带宽拥堵影响了上载带宽,反过来又会影响下载速度。解决之道是：合理分配上传下载速度。     

Reading the Local and Global: Teaching Literature in Secondary Schools in Australia

Recently Australia has witnessed a revival of concern about the place of Australian literature within the school curriculum. This has occurred within a policy environment where there is increasing emphasis on Australia’s place in a world economy, and on the need to encourage young people to think of themselves in a global context. These dimensions are reflected in the recently published Australian Curriculum: English, which requires students to read texts of ‘enduring artistic and cultural value’ that are drawn from ‘world and Australian literature’. No indication, however, is given as to how the reading and literary interpretation that students do might meaningfully be framed by such categories. This essay asks: what saliences do the categories of the ‘local’, the ‘national’ and the ‘global’ have when young people engage with literary texts? How does this impact on teachers’ and students’ interpretative approaches to literature? What place does a ‘literary’ education, whether conceived in ‘local’, ‘national’ or ‘global’ terms, have in the twenty-first century?     

Accelerating knowledge production on educational leadership and management in East Asia: a strategic analysis

This paper discusses a strategy for accelerating the development of a regionally grounded knowledge base on educational leadership and management in East Asia. The study reviews data on patterns of knowledge production in East Asia, and employs the findings in the development of a strategy for increasing knowledge production. The study concludes that a suitable coordination strategy for the region should incorporate formal and informal strategies, be intermediate in scale and organised around a common research agenda. The authors propose that the substantive findings and the method of strategy analysis may also be relevant for academic leaders in other developing regions of the world.     

THE RANGE AND IMPACT OF LEA BEHAVIOUR SUPPORT PLANS

The requirement that all Local Educational Authorities in England and Wales produce plans for their provision for ‘pupils with problems’ has resulted in a wide range of responses. The data in this paper are drawn from a sample of Behaviour Support Plans and the responses of a group of individuals (teachers) closely affected by them. The plans are firstly analysed using an evaluation framework developed from Circular 1198, which announced the Behaviour Support initiative. The paper then draws on the evaluatory critiques of teachers who work in both mainstream and special (EBD) schools; these were obtained by interview. Data suggest that, BSPs generally follow the pattern of guidance provided in the Circular, although there are several notable omissions in some plans. There are wide variations in the way in which BSPs have been perceived by teachers working with children with behaviour problems; importantly, these views regard some BSPs as, in part, little more than reiterations of previously attempted initiatives.     

Examining the Validity of Standards-Based Assessments for Initially Fluent Students and Former English Language Learners

To date, assessment validity research on non-native English speaking students in the United States has focused exclusively on those who are presently English language learners (ELLs). However, little, if any, research has been conducted on two other sizable groups of language minority students: (a) bilingual or multilingual students who were already English proficient when they entered the school system (IFEPs), and (b) former English language learners, those students who were once classified as ELLs but are now reclassified as being English proficient (RFEPs). This study investigated the validity of several standards-based assessments in mathematics and science for these two student groups and found a very high degree of score comparability, when compared with native English speakers, for the IFEPs, whereas a moderate to high degree of score comparability was observed for the RFEPs. Thus, test scores for these two groups on the assessments we studied appear to be valid indicators of their content knowledge, to a degree similar to that of native English speakers.