英国留学：黑人和亚洲学生在录取过程中严重受歧视

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sci文章接受感谢信

sci文章接受感谢信篇一：Sci感谢信你真的会写sci修改的回复信吗？（转载）文章修回一般都要回复审稿人，而一篇文章能不能接收，与如何回复审稿人有着极为重要的关系。

好的回复是文章接收的重要砝码，而不恰当的回复轻则可能导致再次修改，从而拖延发稿时间；重则导致文章被拒，前功尽弃。

那么如何进行精简全面的回复审稿人呢，请您往下看：1：回复信开头，（1）若给我们的修回邮件中有主编名字则要写上其名字：deardr.**，以示尊重；若没有编辑个人信息则可以写为：deareditor等。

（2）文章编号即文章的id，要与邮件中显示的编号一致，也可以去投稿系统中查找。

因为编辑每天要处理许多稿件，回复信中这样写可以让编辑和审稿人清楚的知道我们是哪篇文章，正所谓与人方便，与己方便。

（3）回复信开头一般要先说明稿件中如何进行的修改，例如在文中以加粗，红色字或者ms模式修订等标亮；然后感谢审稿人及编辑的审阅及评价；另外，还需要在该部分体现出文章题目（最好加粗或者斜体等方式标亮）；最后是客套话，如我们还想继续提交到您的****杂志，希望您再帮忙审阅等等。

要注意语言一定表达中肯、谦逊，语言流畅。

2.接下来，就可以对审稿人的意见一一回复，主要包括各审稿人的各个问题，还有我们的一一感谢，及修改方式。

这里，需要注意的是：（2）每一条意见回复前最好先对审稿人表示感谢，礼多人不怪，为了顺利发表，多写几个字又何妨呢；（3）能准确完整的补充审稿人提出的要求；不能补充的资料能够引用文献充分的论证，有理有据；（4）详细的列出修改的内容；（5）语气委婉，谦逊；（6）能够随机应变，回复审稿人的意见最好恰到好处。

3.第三部分就是信件的结束语。

这里无非还是再次感谢，最后就是yoursincerely及通讯作者的署名了。

回复审稿人信件犹如点睛之笔，如果回复不合适就可能是弄巧成拙，所以，有疑问的亲们，赶紧提问吧，我们会一一接招解答。

篇二：写作sci论文投稿回复信写作sci论文投稿回复信1.感谢到底原则2.毛举缕析原则具体说来就是要达到：审稿人不需要看修改稿，只需看回复信即可清楚了解作者几乎所有的修改，包括修改后的图、表、加入的参考文献，每个修改的前后句子及其所属的页、段及行数。

高考报告编号查询

高考报告编号查询篇一：录取通知书编号查询(共6篇)篇一：怎么判断录取通知书的真假录取通知书是真是假？教你6招！发布者：圆梦高考发布时间：XX-07-17 浏览数：341次目前，各省已进入XX 年一本录取阶段，高考录取通知书也陆续开始投递。

每年这个时候，一些“李鬼”开始抛头露面招摇过市，高考欺诈进入易发期和多发期。

这里我们特别提醒考生和家长，对各类招生信息慎识别、多考察，增强自我防范和保护意识，避免上当受骗，不给骗子任何可乘之机。

骗子的伎俩：1. 以特殊招生做诱饵号称有内部指标高考阶段，经常会有不法分子冒充高校招生人员进行诈骗，号称有自主招生内部招生指标、特长生名额、军队院校计划外指标等，诱骗考生家长上当。

近年来，国家严格控制各省招生计划，所有录取均按程序进行，各省招生考试院对录取工作中的重大事项、招生政策、招生工作进程、录取结果以及有关招生录取信息，通过各省招办网站及省内主流媒体及时向社会公开。

各类特殊类型招生都会在省招办或“阳光高考”平台进行公示。

除了国家和省规定的照顾政策，没有任何人在高校招生中享有特权;除了省级招办，没有其他任何机构可以进行普通高校招生。

2. 混淆学历与非学历教育还有一些不法分子和教育机构故意混淆成人高考、自学考试、网络教育与全日制普通高等教育学历性质以及学历教育与非学历教育之间的区别，以超前班、自考助学班、网络教育培训等“入学通知书”“学习通知书”蒙骗考生及家长。

这些“通知书”不属于任何高等学历教育“录取通知书”，更不是国家承认的普通高等学历教育，两者之间有本质区别。

3. 凡是“先交钱”一定要谨慎今年参加高考的央吉前不久收到“高考录取通知书”，称她已被某大学录取，并且提供了一个银行账号，让她先把学费打进去。

她上西藏教育考试院网站查询，根本就没有录取信息。

在录取阶段，如果有人打电话或以各种形式让你先交钱或提供账号，请格外警惕，因为学校不会通过收费的形式以非正规途径来录取考生。

国外关于民族偏见的例子

国外关于民族偏见的例子
1. 在美国，曾经对黑人存在着严重的偏见，就像给他们身上套了一个无形的枷锁。

想想看，他们在很多地方被歧视，找工作难，这难道不是不公平吗？比如在一些场所，黑人会被无端怀疑和审视。

2. 在印度，种姓制度下对低种姓的偏见简直难以想象。

这就好比把人硬生生划分成三六九等，低种姓的人被限制发展，连基本的尊严都难以保障。

像他们在社会生活的诸多方面都会遭遇不公对待。

3. 欧洲一些国家对吉普赛人的偏见也是根深蒂固。

把他们视为流浪、不安定的群体，可谁又给他们机会稳定呢？那种排斥就如同将他们推向边缘，例如在一些地方不许他们停留。

4. 在澳大利亚，对原住民的偏见曾经长期存在。

这不就是把他们的历史和贡献都给抹去了吗？甚至在资源分配等方面都对他们不公，在一些政策上就能看出来呀。

5. 在南非，过去对白人与黑人的区别对待，那真的是太明显了！不就是因为肤色吗？黑人在各方面都受到限制，就像被隔离在一个黑暗的角落，比如在教育资源上的巨大差异。

6. 法国对一些穆斯林群体的偏见也是让人咋舌。

好像就因为信仰不同，就要被异样看待。

在一些日常生活中，他们会无端遭受质疑和疏远。

7. 意大利对来自东欧国家移民的偏见有时也很突出。

觉得他们是来争抢资源的，可人家也是为了更好的生活呀！这就像给他们贴上不好的标签，比如在就业机会上的不平等对待。

8. 英国曾经对爱尔兰人的偏见也是存在过。

仅仅因为地域的不同，就要被区别对待吗？这种偏见就像一堵墙，把他们隔开，像在一些社交场合会被排斥。

9. 日本对一些外国劳工的偏见也是有的。

觉得他们不如本国。

inspire 2 用户手册说明书

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WATER
TECHNICAL DOCUMENT
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SANITARY TAPWARE
Technical document 077-03
ECAU and EChAU ratings for mechanical mixer taps
Technical document 077-03 rev 18 01/06/2017
MODIFICATION HISTORY
Revision No.
18
Date
01/06/2017
Modifications made
Updating of the frame and the reference of the document Substantive change: some technical changes
OBJECT ...............................................................................................................................................6 FIELD OF APPLICATION ....................................................................................................................6 APPLICATION RULES AND ADDENDA ..............................................................................................6

全国本科高校教学基本状态数据库

全国本科高校教学基本状态数据库填报表格（2011）版全国高校教学基本状态数据库系统课题组二○一一年二月目录表Ⅰ学校基本情况 (1)表Ⅱ校训、办学思想 (2)表Ⅲ院系情况 (3)表Ⅳ学科专业情况 (3)表Ⅴ学校面积 (3)表Ⅵ学校发展规划 (4)表Ⅶ校友会与社会合作 (4)表1-1 校领导基本信息 (5)表1-2 教师队伍概况 (6)表1-3 学校聘请校外教师概况 (7)表1-4-1 高层次人才 (8)表1-4-2 高层次研究群体（团队） (8)表1-5 院（系）和其他教学单位专任教师情况 (9)表1-6 院（系）教师培训进修、交流情况 (10)表1-7 学校实验技术人员职称、学位、年龄 (11)表1-8 院（系）实验技术人员职称、学位、年龄 (12)表2-1 院（系）下属各专业情况 (13)表2-2 院（系）教学安排 (14)V10.8.2 2010年09月09日表2-3 体育项目 (14)表2-4 人才培养模式创新实验区 (14)表2-5 国家级教学基地 (15)表2-6 实验教学示范中心 (15)表2-7 本科实验教学实验室（中心） (15)表2-8 校外实习、实训基地 (15)表2-9-1 教材情况——编写教材概况 (16)表2-9-2 教材情况——使用教材概况 (16)表2-10-1 教学管理制度 (17)表2-10-2 教学管理文件目录 (17)表2-11 本科教学信息化 (18)表2-12 教学质量监控体系 (18)表2-13 教学管理组织机构（科室） (19)表2-14 校级教学管理人员 (19)表2-15 院（系）教学管理人员 (19)表2-16 教学管理人员培训及成果 (19)表2-17 教学质量监控人员 (20)表2-18 评教统计表 (20)表2-19 本科课程情况表 (20)表2-20 各专业专任教师职称、学位、年龄、学缘情况 (21)表2-21 教学事故 (22)表2-22-1 教师所获荣誉概况 (22)表2-22-2 院（系）教师个人所获荣誉 (23)V10.8.2 2010年09月09日表2-22-3 院（系）教学团队 (23)表2-23-1 课程建设 (24)表2-23-2 课程情况 (24)表2-23-3 精品课程 (24)表2-24 分专业实验、毕业综合训练情况 (25)表2-25 院系毕业综合训练指导教师情况 (25)表2-26-1 教学改革概况 (25)表2-26-2 教育教学研究与改革项目 (25)表2-26-3 教学成果奖 (26)表2-27 本科生教学效果 (27)表2-28-1 院（系）教学效果——本科生竞赛获奖情况 (28)表2-28-2 院（系）教学效果——本科生课外科技、文化获奖情况 (28)表2-28-3 院（系）教学效果——本科生文艺、体育竞赛获奖情况 (28)表2-28-4 院（系）教学效果——本科生社会实践团队获奖情况 (28)表2-28-5 院（系）教学效果——本科生社会实践个人获奖情况 (29)表2-28-6 院（系）教学效果——专利情况 (29)表2-28-7 院（系）教学效果——参加国际会议 (29)表2-29 学生交流情况 (29)表3-1 教学经费概况 (30)表3-2 学校教育经费支出 (30)表3-3 教育事业收入 (30)表3-4 当年捐赠情况 (31)表3-5 院（系）教育经费支出 (31)V10.8.2 2010年09月09日表4-1 固定资产情况 (32)表4-2 分院（系）教学科研仪器值 (32)表5-1 教学行政用房及教学设备 (33)表5-2 校内实习、实训场所 (33)表5-3 图书、期刊 (33)表5-4 校园网建设情况 (34)表5-5 生活用房（学生食堂、澡堂、宿舍） (34)表6-1 教风学风概况 (35)表6-2-1 学生管理组织机构（科室） (36)表6-2-2 校级学生管理人员 (36)表6-2-3 院（系）及相关单位思政教师信息表 (36)表6-3 就业管理人员 (36)表6-4 学生数量基本情况 (37)表6-5 普通本科分专业学生数 (38)表6-6 近一届本科生招生类别情况 (38)表6-7 国外及港澳台学生情况 (38)表6-8 近一届本科生录取标准及人数 (39)表6-9 各专业报到情况 (39)表6-10 本科生奖贷补 (39)表6-11-1 应届本科毕业生就业情况 (40)表6-11-2 院（系）应届本科毕业生就业情况 (40)表7-1 学生社团 (41)表7-2 课外活动、讲座 (41)V10.8.2 2010年09月09日表7-3 素质教育基地、职业资质培训等情况 (41)表8-1-1 科研机构概况 (42)表8-1-2 科研机构列表 (42)表8-2 教师科研情况 (43)表9-1 学科建设概况 (44)表9-2 博士后流动站 (44)表9-3 博士点、硕士点 (44)表9-4 重点学科 (44)特殊情况说明 (45)V10.8.2 2010年09月09日表Ⅰ学校基本情况1.学校名称（章）2.学校英文名称3.学校行政辖区名称代码续4.邮政编码7.校园网域名10.填报负责人11.校长（签章）5.学校办公电话-8.学校主页网址姓名电子信箱6.学校办公传真号码-9. 学校办公电子信箱续12.办学类型13.学校性质类别14.学校举办者普通高等学校民办的其他高等教育机构本科院校：大学学院□□□综合院校理工院校农业院校林业院校医药院校师范院校语言院校财经院校政法院校体育院校艺术院校民族院校□□□□□□□□□□□中央部门地方政府省部共建非地方政府民办15.学校层次16.招生批次设有研究生院的高校“985工程”院校“211工程”院校一般院校新建院校□□□□□第一批次招生第二批次招生A第二批次招生B第三批次招生A第三批次招生B□□□□□V10.8.2 2010年09月09日续17．学校升本情况学校升本时间升本前校名续18.学校地址编号校区名称地址邮政编码表Ⅱ校训、办学思想1.校训2.学校发展定位3.学校人才培养目标定位4.教育教学思想5.多媒体反映链接地址V10.8.2 2010年09月09日表Ⅲ院系所情况编号院系表Ⅳ学科专业情况编号院系专业专业结构与布局文件上传表Ⅴ学校面积单位：（平方米）1.占地面积2.总建筑面积总占地面积其中：绿化用地面积总计学校产权非学校产权其中：a.独立使用-b.共同使用-V10.8.2 2010年09月09日表Ⅵ学校发展规划学校发展规划发展战略规划文件上传学科建设和队伍建设规划文件上传校园建设规划文件上传表Ⅶ校友会与社会合作1.校友会（个）2.签订合作协议的机构（个）总数其中机构总数其中境内境外学术机构企业地方政府V10.8.2 2010年09月09日表1-1 校领导基本信息校领导基本信息编号姓名职务出生年月性别专业技术职务学历校内分管工作专业学习和工作简历（链接）V10.8.2 2010年09月09日表1-2 教师队伍概况单位：人类别教师数量总计其中：女性双师型具有行业背景具有工程背景职称教授副教授讲师助教无职称学位博士硕士学士无学位年龄35岁及以下36～45岁46～55岁56岁及以上学缘本校外校（境内）外校（境外）学校教师库链接链接地址V10.8.2 2010年09月09日表1-3 学校聘请校外教师概况单位：人类别教师数量总计其中：女性来源企业行业部门高校其他职称正高级副高级中级初级无职称年龄35岁及以下36～45岁46～55岁56岁及以上外聘教师库链接V10.8.2 2010年09月09日表1-4-1 高层次人才高层次人才编号姓名类型研究方向获得年份个人简介链接备注表1-4-2 高层次研究群体（团队）高层次研究群体（团队）编号研究方向负责人类型获得年份简介链接V10.8.2 2010年09月09日表1-5 院（系）和其他教学单位专任教师情况院（系）名称：单位：人数量总计其中：女性双师型具有行业背景具有工程背景职称正高级副高级中级初级无职称学位博士硕士学士无学位年龄35岁及以下36～45岁46～55岁56岁及以上学缘本校外校（境内）外校（境外）V10.8.2 2010年09月09日表1-6 院（系）教师培训进修、交流情况院（系）名称：1.教师培训进修2.交流教师（3个月及以上）（人次）境内（人次）境外（人次）到行业培训（人）攻读学位（人）教师培训情况说明来访出访国际交流教师名单及内容总数其中：3个月以总数其中：境内境外境内境外博士硕士文件上传V10.8.2 2010年09月09日表1-7 学校实验技术人员职称、学位、年龄单位：人教师数量总计职称正高级副高级中级初级无职称学位博士硕士学士无学位年龄35岁及以下36～45岁46～55岁56岁及以上V10.8.2 2010年09月09日表1-8 院（系）实验技术人员职称、学位、年龄单位：人院（系）名称：教师数量总计职称正高级副高级中级初级无职称学位博士硕士学士无学位年龄35岁及以下36～45岁46～55岁56岁及以上V10.8.2 2010年09月09日表2-1 院（系）下属各专业情况院（系）名称：专业名称：1.专业建设发展规划2.支撑学科名称3.优势专业（品牌专业、特色专业、示范专业、重点建设专业）4．专业设置时间 5.是否新办专业级别类型起始时间文件上传是□否□续6. 培养方案上传文件7.培养目标与服务面向文本框续8.专业培养计划学时与学分学时数（学时）学分数（分）总数其中总数其中课内教学实验教学集中性实践教学环节课内教学实验教学课外科技活动续9.各专业带头人姓名出生年月学历学位专业技术职称学缘参加教学工作时间V10.8.2 2010年09月09日表2-2 院（系）教学安排编号院（系）名称教学安排课表链接表2-3 体育项目1.中国大学生体育训练基地编号名称续2.大学生高水平运动项目编号名称续3.国家运动训练专业编号名称表2-4 人才培养模式创新实验区编号人才培养模式创新区名称级别设立年份V10.8.2 2010年09月09日表2-5 国家级教学基地国家级教学基地编号名称级别设立年份表2-6 实验教学示范中心实验教学示范中心编号名称级别设立年份表2-7 本科实验教学实验室（中心）本科实验教学实验室编号名称面向专业年度承担的实验教学人时数（人时）开放情况文件上传表2-8 校外实习、实训基地编号名称地址面向专业每次可接纳学生数（个）V10.8.2 2010年09月09日V10.8.2 2010年09月09日表2-9-1 教材情况——编写教材概况单位（册）编写情况总数其中国家级省部级规划教材获奖教材近三年学校主编出版教材一览表文件上传表2-9-2 教材情况——使用教材概况1.使用规划教材、获奖教材情况（册）2.选用近三年出版的省部级以上（含）规划教材、指定教材、重点推荐、精品教材等优质教材的比例（%）总数其中国家级省部级规划教材获奖教材规划教材获奖教材表2-10-1 教学管理制度教学管理制度教学计划修订制度有□无□文件上传制定（修订）培养方案的原则意见有□无□文件上传教学工作基本规范有□无□文件上传实验教学管理制度有□无□文件上传新教师培训制度有□无□文件上传教学事故认定办法有□无□文件上传学生学籍管理细则有□无□文件上传学生学业指导手册有□无□文件上传学生违纪处理细则有□无□文件上传表2-10-2 教学管理文件目录教学管理文件校级文件上传链接地址院（系）名称院（系）1 文件上传院（系）2 文件上传V10.8.2 2010年09月09日表2-11 本科教学信息化本科教学信息化教学管理信息系统有□无□链接地址网络教学平台有□无□链接地址表2-12 教学质量监控体系教学质量监控体系教学质量保障体系建设基本情况有□无□文件上传教学工作定期检查制度有□无□文件上传教学督导机构和制度有□无□文件上传学生评教制度有□无□文件上传评教结果数据库地址课程教学评价体系有□无□文件上传实验教学评价体系有□无□文件上传实习教学评价体系有□无□文件上传毕业综合训练环节评价体系有□无□文件上传院（系）或专业本科教学工作评价制度有□无□文件上传学校年度教学工作分析报告有□无□文件上传学校开展教学自我评价及质量改进机制有□无□文件上传V10.8.2 2010年09月09日表2-13 教学管理组织机构（科室）机构名称编号部处下设科室表2-14 校级教学管理人员单位：人编号姓名性别出生年月所属部门行政职务专业技术职务专业学历学位表2-15 院（系）教学管理人员编号姓名性别出生年月所属部门行政职务专业技术职务专业学历学位表2-16 教学管理人员培训及成果教学管理人员培训教学管理人员成果培训计划培训实施情况教学成果奖（项）教学论文（篇）教育教学研究及实践成果一览表总数其中总数其中国家级省部级校级教学研究教学管理文件上传V10.8.2 2010年09月09日表2-17 教学质量监控人员编号姓名性别出生年月所属部门行政职务专业技术职务专业学历学位表2-18 评教统计表分类按课堂分数统计评教类型结果分析优（90分以上）良好（90-75分）中（75-60分）差（60分以下）理论课文件上传实践教学表2-19 本科课程情况表1.本科课程总门次（门次）2.主讲本科课程的教师总人数（人）其中由教授授课的课程门次（门次）由副教授授课的课程门次（门次）符合岗位资格（人）教授（人）副教授（人）V10.8.2 2010年09月09日表2-20 各专业专任教师职称、学位、年龄、学缘情况单位：人院（系）名称：专业名称数量总计其中：女性职称正高级副高级中级初级无职称学位博士硕士学士无学位年龄35岁及以下36～45岁46～55岁56岁及以上学缘本校外校（境内）外校（境外）V10.8.2 2010年09月09日表2-21 教学事故单位：次年度教学事故总数其中严重教学事故一般教学事故表2-22-1 教师所获荣誉概况1.教学名师（个）2.教学团队（个）3.全国师德先进个人累计数（个）4.教学成果奖（项）累计数其中累计数其中累计数其中国家级省部级国家级省部级校级国家级省部级续5.学生思政队伍工作成果奖（项）6.研究与创作（校级及以上文化体育创作、演出、比赛活动）获奖（项）7.其他奖励（项）累计数其中累计数其中国家级省部级国家级省部级国家级省部级市级校级文件上传文件上传V10.8.2 2010年09月09日表2-22-2 院（系）教师个人所获荣誉院（系）：______________编号姓名所在单位类别获奖级别授予单位获奖年份个人简介链接备注表2-22-3 院（系）教学团队教学团队编号团队名称负责人主要成员级别获得年份团队简介链接V10.8.2 2010年09月09日表2-23-1 课程建设1.学校促进课程建设的政策、措施文件上传2.学校课程建设规划文件上传3.学校课程考核管理办法文件上传4.学校教材建设规划文件上传5.学校教材选用和评价制度文件上传表2-23-2 课程情况1.课程门数（门）2.课程门次（门次）总数其中总数其中：小班授课网上教学多媒体教学续3. 精品（优秀）课程（群）建设情况（项）4.双语课程（门）国家级省部级校级总数其中：国家双语教学示范双语教学课程名单文件上传表2-23-3 精品课程精品课程编号名称级别负责人获准时间备注V10.8.2 2010年09月09日表2-24 分专业实验、毕业综合训练情况1.实验情况2.毕业综合训练课题（个）有实验的课程（门）独立设置的实验课程（门）实验开出率（%）综合性、设计性实验教学（门）总数在实验、实习、工程实践和社会调查等社会实践中完成数表2-25 院系毕业综合训练指导教师情况院系名称指导毕业综合训练教师数量专任教师外聘教师表2-26-1 教学改革概况1.学校教学改革的总体思路与实施方案（含“质量工程”实施方案）文件上传2.教师发表教学研究论文、论著文件上传3.其他教学改革成果一览表文件上传4.教学改革成果的推广应用情况文本框表2-26-2 教育教学研究与改革项目教育教学研究与改革项目编号项目名称主持人级别立项时间验收时间经费（万元）V10.8.2 2010年09月09日表2-26-3 教学成果奖教学成果奖编号奖励名称主持人级别获奖时间授予单位V10.8.2 2010年09月09日表2-27 本科生教学效果1.学校组织、激励学生参加科技活动和学科竞赛活动的有关规定文件上传2.学生参加课外学术活动情况文本框3.学生参加各级各类学术活动立项一览表文件上传4.学生参加教师科研项目情况一览表文件上传5.学生发表论文、作品情况一览表文件上传续6.学科竞赛获奖（项）7.本科生课外科技、文化获奖（项）8.国家级或国际级文艺、体育竞赛获奖（项）总数其中总数其中总数其中国家级省部级国家级省部级国际级国家级省部级续9.学生发表学术论文（篇）10.学生发表作品数（篇、册）11.学生获准专利数（项）12.获取专业资格证书人数（人）13.英语等级考试14.体质合格率（%）15.参加国际会议（人次）英语四级考试累计通过率（%）英语六级考试累计通过率（%）续16．国家级或省部级社会实践获奖（项）国家级省部级团队个人V10.8.2 2010年09月09日表2-28-1 院（系）教学效果——本科生竞赛获奖情况院（系）名称：学科竞赛获奖情况编获奖项目奖励名称级别等级授予单位获奖者姓名指导教师获得年份号表2-28-2 院（系）教学效果——本科生课外科技、文化获奖情况院（系）名称：课外科技、文化获奖情况编号获奖项目奖励名称级别等级授予单位获奖者姓名指导教师获得年份表2-28-3 院（系）教学效果——本科生文艺、体育竞赛获奖情况院（系）名称：文艺、体育竞赛获奖情况编号获奖项目奖励名称级别等级或名次授予单位获奖者姓名指导教师获得年份表2-28-4 院（系）教学效果——本科生社会实践团队获奖情况院（系）名称：社会实践团队获奖情况编号团队名称奖励名称级别等级授予单位获奖者姓名指导教师获得年份V10.8.2 2010年09月09日表2-28-5 院（系）教学效果——本科生社会实践个人获奖情况院（系）名称：社会实践个人获奖情况编号奖励名称级别等级授予单位获奖者姓名指导教师获得年份表2-28-6 院（系）教学效果——专利情况院（系）名称：专利情况编号专利名称类别专利号姓名指导教师获得年份表2-28-7 院（系）教学效果——参加国际会议院（系）名称：参加国际会议编号参会学生姓名会议名称发表论文题目地点指导教师举办年份表2-29 学生交流情况交流学生数（个）总数其中本校到境外本校到境内境内到本校境外到本校V10.8.2 2010年09月09日表3-1 教学经费概况1.学校教育经费总额（万元）2.教学经费预算总额（万元）3.学校年度教学改革与建设专项经费（万元）4.学校年度教学经费分配办法文件上传5.学校年度财务决算报告文件上传表3-2 学校教育经费支出学校教育经费支出（万元）教学日常运行支出教学改革支出课程建设支出专业建设支出教材建设支出实践教学支出学生活动经费支出总数其中：校外表3-3 教育事业收入1. 经常性预算内教育事业费拨款2.学费收入（万元）3.社会捐赠收入（万元）4.其他教育事业收入（万元）国家（万元）地方（万元）本科生各类研究生高职高专网络与继续教育V10.8.2 2010年09月09日表3-4 当年捐赠情况编号捐赠机构或人员名称类别捐赠金额（万元）捐赠金额总计（万元）自动生成注：填写额度在1万元以上的捐赠；数值保留小数点后一位。

所谓的公平,只不过是 [什么是公平]

所谓的公平,只不过是 [什么是公平]每年到了十二月中旬，美国高中都会弥漫不安的气氛。

尤其那些毕业班前几名的学生，每个人申请名校，都会在这时候得到“答案”。

被录取的固然欢天喜地，希望落空的则往往除了失望，还有愤怒。

因为好多人明明不怎么样，但被名校录取，又有好多人，杰出极了，却希望落空。

譬如去年纽约皇后区有一所“重点高中”，叫毕业班前十名都去申请某名校，第九名的进去了，其余的全部落榜。

虽然坊间有一堆教学生申请大学的秘籍，但是说实在话，没人知道那些名校是怎么评选――有些人进了哈佛，却被哥大打回票；有些人哥大都进了，却被排名远在十几名之外的学校拒绝。

原因可能是条件太好，后者知道申请的学生只是当“安全学校(safe1001)”，作为“垫背”，为了不影响全国评鉴的排名，所以不收。

(按：美国大学评鉴，其中包括报到率，录取的学生不到，会影响学校得分。

) 话说回来，那些成绩特优，一心想进名校的学生，会申请几个“垫背”的学校，不也正因为“人人有信心，个个没把握”吗? 他们可能因为是亚裔，尤其华裔，申请书打开来，先被扣几分。

理由是亚裔都太拼了，在大学里的比例已经太高。

也可能因为只是功课好，没有课外表现。

有了课外表现，又看来像是学校和家长“作”出来的，而不列入纪录。

还可能因为同一地区，已经收了好几个，甚至只是一个，就不再多收。

甚至有人猜，前一年某名校收了，但那学生没去，去了别的学校，那名校就火大，下一年不再收同一高中的学生。

当然这些都是道听途说，没有人敢肯定。

唯一肯定的是，许多名校对贫穷地区和非洲族裔的学生特别照顾，就算成绩差些，也以他们为优先。

对这现象，大概美国人都得谅解，因为这是个多元文化的国家，大学里也要求“多元”。

要想使偏远地区早早开发，就得优先教育从那儿来的孩子。

要想减少黑白冲突，就得先使黑人出头。

中国古代的科举制度不也一样吗，即使一个在穷乡僻壤，毫无关系的人，只要通过科举考试，就能一下子进京当官。

虽然那些乡巴佬没见过世面，突然飞上枝头，可能闹笑话。

黑人被歧视英文作文

黑人被歧视英文作文英文：As a black person, I have experienced discrimination and prejudice firsthand. It is a sad reality that still exists in our society today. I have been treated unfairly and judged solely based on the color of my skin.One example of this was when I was in college and I went to a job interview. The interviewer took one look at me and immediately assumed I was not qualified for the job. He made assumptions about my education and abilities without even giving me a chance to prove myself. It was clear to me that he was discriminating against me because of my race.Another example was when I was shopping at a high-end store. I was followed around by a security guard the entire time, even though I was not doing anything suspicious. It was clear to me that he was only following me because of myrace. It was a humiliating experience that made me feel like a criminal.These are just two examples of the many times I have been discriminated against because of my race. It is a painful and frustrating experience to be judged solely based on something that I have no control over.中文：作为一个黑人，我亲身经历了歧视和偏见。

Director

IDENTIFYING AND TREATING ATTENTION DEFICIT HYPERACTIVITY DISORDER:A RESOURCE FOR SCHOOL AND HOME2003Identifying and TreatingAttention DeficitHyperactivity Disorder:A Resource for School and Home2003U.S. Department ofEducationThis report was produced under U.S. Department of Education Contract No. HS97017002 with the American Institutes for Research. Kelly Henderson served as technical representative for this project.U.S. Department of EducationRod PaigeSecretaryOffice of Special Education and Rehabilitative ServicesRobert H. PasternackAssistant SecretaryOffice of Special Education ProgramsStephanie LeeDirectorResearch to Practice DivisionLouis C. DanielsonDirectorAugust 2003This report is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs, Identifying and Treating Attention Deficit Hyperactivity Disorder: A Resource for School and Home, Washington, D.C., 20202.To order copies of this report,write to: ED Pubs, Education Publications Center, U.S. Department of Education, P. O. Box 1398,Jessup, MD 20794-1398;or fax your request to: (301) 470-1244;or e-mail your request to: edpubs@.or call in your request toll-free: 1-877-433-7827 (1-877-4-ED-PUBS). If 877 service is not yet available in your area, call1-800-872-5327 (1-800-USA-LEARN). Those who use a telecommunications device for the deaf (TDD) or a teletypewriter (TTY), should call 1-800-437-0833.or order online at: /pubs/edpubs.html.This report is also available on the Department’s Web site at: /offices/OSERS/OSEP/.On request, this publication is available in alternate formats, such as Braille, large print, audiotape, or computer diskette. For more information, please contact the Department’s Alternate Format Center at (202) 260-9895 or (202) 205-8113.CONTENTSIdentifying and Treating Attention Deficit Hyperactivity Disorder: A Resource for School and Home (1)What Causes ADHD? (2)How Do We Identify ADHD? (3)Legal Requirements for Identification of and Educational Services for Children With ADHD (5)Behavioral Evaluation (6)Educational Evaluation (7)Medical Evaluation (8)What Are the Treatment Options? (9)Behavioral Approaches (9)Pharmacological Approaches (10)Multimodal Approaches (12)How Does ADHD Affect School Performance? (13)Helpful Hints (13)Tips for Home (14)Tips for School (15)References (16)IDENTIFYING AND TREATING ATTENTION DEFICIT HYPERACTIVITYDISORDER: A RESOURCE FOR SCHOOL AND HOMEWe have all had one of these experiences at one time or another. Perhaps it was at the grocery store, watching frustrated parents call their children’s names repeatedly and implore them to “put that down.” Maybe it was a situation at school with a child who could not seem to sit still and was always in motion. Maybe we noticed a child who appears always to be daydreaming in class —the student who will not focus on an activity long enough to finish it. Possibly the child is bored with a task, seemingly as soon as it has begun, and wants to move on to something else. We all puzzle over these challenging behaviors.Attention Deficit Hyperactivity Disorder (ADHD) has many faces and remains one of the most talked-about and controversial subjects in education. Hanging in the balance of heated debates over medication, diagnostic methods, and treatment options are children, adolescents, and adults who must manage the condition and lead productive lives on a daily basis.What is ADHD?Definition Core Categories Comorbidity Social Impact Prevalence•••••Attention Deficit Hyperactivity Disorder (ADHD) is a neurological condition that involves problems with inattention and hyperactivity-impulsivity that are developmentally inconsistent with the age of the child. We are now learning that ADHD is not a disorder of attention, as had long been assumed. Rather, it is a function of developmental failure in the brain circuitry that monitors inhibition and self-control. This loss of self-regulation impairs other important brain functions crucial for maintaining attention, including the ability to defer immediate rewards for later gain (Barkley, 1998a). Behavior of children with ADHD can also include excessive motor activity. The high energy level and subsequent behavior are often misperceived as purposeful noncompliance when, in fact, they may be a manifestation of the disorder and require specific interventions. Children with ADHD exhibit a range of symptoms and levels of severity. Inaddition, many children with ADHD often are of at least average intelligence and have a range of personality characteristics and individual strengths.Children with ADHD typically exhibit behavior that is classified into two main categories: poor sustained attention and hyperactivity-impulsiveness. As a result, three subtypes of the disorder have been proposed by the American Psychiatric Association in the fourth edition of the Diagostic and Statistical Manual of Mental Disorders (DSM-IV): predominantly inattentive, predominantly hyperactive-impulsive, and combined types (Barkley, 1997). A child expressing hyperactivity commonly will appear fidgety, have difficulty staying seated or playing quietly, and act as if driven by a motor. Children displaying impulsivity often have difficultyparticipating in tasks that require taking turns. Other common behaviors may include blurting out answers to questions instead of waiting to be called and flitting from one task to another without finishing. The inattention component of ADHD affects the educational experience of these children because ADHD causes them to have difficulty in attending to detail in directions, sustaining attention for the duration of the task, and misplacing needed items. These childrenoften fail to give close attention to details, make careless mistakes, and avoid or dislike tasks requiring sustained mental effort.Although these behaviors are not in themselves a learning disability, almost one-third of all children with ADHD have learning disabilities (National Institute of Mental Health [NIMH], 1999). Children with ADHD may also experience difficulty in reading, math, and written communication (Anderson, Williams, McGee, & Silva, 1987; Cantwell & Baker, 1991; Dykman, Akerman, & Raney, 1994; Zentall, 1993). Furthermore, ADHD commonly occurs with other conditions. Current literature indicates that approximately 40–60 percent of children with ADHD have at least one coexisting disability (Barkley, 1990a; Jensen, Hinshaw, Kraemer, et al., 2001; Jensen, Martin, & Cantwell, 1997). Although any disability can coexist with ADHD, certain disabilities seem to be more common than others. These include disruptive behavior disorders, mood disorders, anxiety disorders, tics and Tourette’s Syndrome, and learning disabilities (Jensen, et al., 2001). In addition, ADHD affects children differently at different ages. In some cases, children initially identified as having hyperactive-impulsive subtype are subsequently identified as having the combined subtype as their attention problems surface.These characteristics affect not only the academic lives of students with ADHD, they may affect their social lives as well. Children with ADHD of the predominantly hyperactive-impulsive type may show aggressive behaviors, while children of the predominantly inattentive type may be more withdrawn. Also, because they are less disruptive than children with ADHD who are hyperactive or impulsive, many children who have the inattentive type of ADHD go unrecognized and unassisted. Both types of children with ADHD may be less cooperative with others and less willing to wait their turn or play by the rules (NIMH, 1999; Swanson, 1992; Waslick & Greenhill, 1997). Their inability to control their own behavior may lead to social isolation. Consequently, the children’s self-esteem may suffer (Barkley, 1990a).In the United States, an estimated 1.46 to 2.46 million children (3 percent to 5 percent of the student population) have ADHD (American Psychiatric Association, 1994; Anderson, et al., 1987; Bird, et al., 1988; Esser, Schmidt, & Woemer, 1990; Pastor & Reuben, 2002; Pelham, Gnagy, Greenslade, & Milich, 1992; Shaffer, et al., 1996; Wolraich, Hannah, Pinock, Baumgaertel, & Brown, 1996). Boys are four to nine times more likely to be diagnosed, and the disorder is found in all cultures, although prevalence figures differ (Ross & Ross, 1982).What Causes ADHD?ADHD has traditionally been viewed as a problem related to attention, stemming from an inability of the brain to filter competing sensory inputs such as sight and sound. Recent research, however, has shown that children with ADHD do not have difficulty in that area. Instead, researchers now believe that children with ADHD are unable to inhibit their impulsive motor responses to such input (Barkley, 1997; 1998a).It is still unclear what the direct and immediate causes of ADHD are, although scientific and technological advances in the field of neurological imaging techniques and genetics promise to clarify this issue in the near future. Most researchers suspect that the cause of ADHD is genetic or biological, although they acknowledge that the child’s environment helps determine specific behaviors.Imaging studies conducted during the past decade have indicated which brain regions may malfunction in patients with ADHD, and thus account for symptoms of the condition (Barkley,1998a). A 1996 study conducted at the National Institutes for Mental Health (NIMH) found that the right prefrontal cortex (part of the cerebellum) and at least two of the clusters of nerve cells known collectively as the basal ganglia are significantly smaller in children with ADHD (as cited in Barkley, 1998a). It appears that these areas of the brain relate to the regulation of attention. Why these areas of the brain are smaller for some children is yet unknown, but researchers have suggested mutations in several genes that are active in the prefrontal cortex and basal ganglia may play a significant role (Barkley, 1998a). In addition, some nongenetic factors have been linked to ADHD including premature birth, maternal alcohol and tobacco use, high levels of exposure to lead, and prenatal neurological damage. Although some people claim that food additives, sugar, yeast, or poor child rearing methods lead to ADHD, there is no conclusive evidence to support these beliefs (Barkley, 1998a; Neuwirth, 1994; NIMH, 1999).How Do We Identify ADHD?Although toddlers and preschoolers, on occasion, may show characteristics of ADHD, some of these behaviors may be normal for their age or developmental stage. These behaviors must be exhibited to an abnormal degree to warrant identification as ADHD. Even with older children, other factors (including environmental influences) can produce behaviors resembling ADHD. The criteria set forth by the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders(DSM-IV) are used as the standardized clinical definition to determine the presence of ADHD (see DSM-IV Criteria for ADHD). A person must exhibit several characteristics to be clinically diagnosed as having ADHD:Severity. The behavior in question must occur more frequently in the child than in other children at the same developmental stage.Early onset. At least some of the symptoms must have been present prior to age 7.Duration. The symptoms must also have been present for at least 6 months prior to theevaluation.Impact. The symptoms must have a negative impact on the child’s academic or social life.Settings. The symptoms must be present in multiple settings.The specific DSM-IV criteria are set forth in the following chart.DSM-IV Criteria for Attention Deficit/Hyperactivity DisorderA. According to the DSM-IV, a person with Attention Deficit/Hyperactivity Disordermust have either (1) or (2):(1) Six (or more) of the following symptoms of inattention have persisted for at least6 months to a degree that is maladaptive and inconsistent with developmental level:Inattention(a) often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities(b) often has difficulty sustaining attention in tasks or play activities(c) often does not seem to listen when spoken to directly(d) often does not follow through on instructions and fails to finish schoolwork,chores, or duties in the workplace (not due to oppositional behavior or failure tounderstand instructions)(e) often has difficulty organizing tasks and activities(f) often avoids, dislikes, or is reluctant to engage in tasks that require sustainedmental effort (such as schoolwork or homework)(g) often loses things necessary for tasks or activities (e.g., toys, schoolassignments, pencils, books, or tools)(h) is often easily distracted by extraneous stimuli(i) is often forgetful in daily activities(2) Six (or more) of the following symptoms of hyperactivity-impulsivity havepersisted for at least 6 months to a degree that is maladaptive and inconsistent withdevelopmental level:Hyperactivity(a) often fidgets with hands or feet or squirms in seat(b) often leaves seat in classroom or in other situations in which remaining seatedis expected(c) often runs about or climbs excessively in situations in which it is inappropriate(in adolescents or adults, may be limited to subjective feelings or restlessness)(d) often has difficulty playing or engaging in leisure activities quietly(e) is often “on the go” or often acts as if “driven by a motor”(f) often talks excessively(g) often blurts out answers before questions have been completed(h) often has difficulty awaiting turn(i) often interrupts or intrudes on others (e.g., butts into conversations or games)B. Some hyperactive-impulsive or inattentive symptoms that caused impairment werepresent before age 7 years.C. Some impairment from the symptoms is present in two or more settings (e.g., at school[or work] and at home).D. There must be clear evidence of clinically significant impairment in social, academic,or occupational functioning.E. The symptoms do not occur exclusively during the course of a PervasiveDevelopmental Disorder, Schizophrenia, or other Psychotic Disorder and are not betteraccounted for by another mental disorder (e.g., Mood Disorder, Anxiety Disorder,Disassociative Disorder, or a Personality Disorder).Attention Deficit/Hyperactivity Disorder, Combined Type: if both Criteria A1 and A2 are met for the past 6 months.Attention Deficit/Hyperactivity Disorder, Predominantly Inattentive Type: ifCriterion A1 is met but Criterion A2 is not met for the past 6 months.Attention Deficit/Hyperactivity Disorder, Predominantly Hyperactive-ImpulsiveType: if Criterion A2 is met but Criterion A1 is not met for the past 6 months.Source: American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition. Washington, DC, American Psychiatric Association, 1994.LEGAL REQUIREMENTS FOR IDENTIFICATION OF ANDEDUCATIONAL SERVICES FOR CHILDREN WITH ADHDTwo important federal mandates protect the rights of eligible children with ADHD—the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 (Section 504). The regulations implementing these laws are 34 CFR sections 300 and 104, respectively, which require school districts to provide a “free appropriate public education” to students who meet their eligibility criteria. Although a child with ADHD may not be eligible for services under IDEA, he or she may meet the requirements of Section 504.The requirements and qualifications for IDEA are more stringent than those of Section 504. IDEA provides funds to state education agencies for the purpose of providing special education and related services to children evaluated in accordance with IDEA and found to have at least one of the 13 specific categories of disabilities, and who thus need special education and related services. Attention Deficit Hyperactivity Disorder may be considered under the specific category of “Other Health Impairment” (OHI), if the disability results in limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment and that is due to chronic or acute health problems.Under IDEA, each public agency—that is, each school district—shall ensure that a full and individual evaluation is conducted for each child being considered for special education and related services. The child’s individualized education program (IEP) team uses the results of the evaluation to determine the educational needs of the child. The results of a medical doctor’s, psychologist’s, or other qualified professional’s assessment indicating a diagnosis of ADHD may be an important evaluation result, but the diagnosis does not automatically mean that a child is eligible for special education and related services. A group of qualified professionals and the parent of the child determine whether the child is an eligible child with a disability according to IDEA. Children with ADHD also may be eligible for services under the “Specific Learning Disability,” “Emotional Disturbance,” or other relevant disability categories of IDEA if they have those disabilities in addition to ADHD.After it has been determined that a child is eligible for special education and related services under IDEA, an IEP is developed that includes a statement of measurable annual goals, including benchmarks or short-term objectives that reflect the student’s needs. The IEP goals are determined with input from the parents and cannot be changed without the parents’ knowledge. Although children who are eligible under IDEA must have an IEP, students eligible under Section 504 are not required to have an IEP but must be provided regular or special education and related aids or services that are designed to meet their individual educational needs as adequately as the needs of nondisabled students are met.Section 504 was established to ensure a free appropriate education for all children who have an impairment—physical or mental—that substantially limits one or more major life activities. If it can be demonstrated that a child’s ADHD adversely affects his or her learning—a major life activity in the life of a child—the student may qualify for services under Section 504. To be considered eligible for Section 504, a student must be evaluated to ensure that the disability requires special education or related services or supplementary aids and services. Therefore, a child whose ADHD does not interfere with his or her learning process may not be eligible forspecial education and related services under IDEA or supplementary aids and services under Section 504.IDEA and Section 504 require schools to provide special education or to make modifications or adaptations for students whose ADHD adversely affects their educational performance. Such adaptations may include curriculum adjustments, alternative classroom organization andmanagement, specialized teaching techniques and study skills, use of behavior management, and increased parent/ teacher collaboration. Eligible children with ADHD must be placed in regular education classrooms, to the maximum extent appropriate to their educational needs, with the use of supplementary aids and services if necessary. Of course, the needs of some children with ADHD cannot be met solely within the confines of a regular education classroom, and they may need special education or related aids or services provided in other settings.Components of a Comprehensive EvaluationBehavioralEducationalMedical• • •A diagnosis of ADHD is multifaceted and includes behavioral, medical, and educational data gathering. One component of the diagnosis includes an examination of the child’s history through comprehensive interviews with parents, teachers, and health care professionals.Interviewing these individuals determines the child’s specific behavior characteristics, when the behavior began, duration of symptoms, whether the child displays the behavior in various settings, and coexisting conditions. The American Academy of Pediatrics (AAP) stresses that since a variety of psychological and developmental disorders frequently coexist in children who are being evaluated for ADHD, a thorough examination for any such coexisting condition should be an integral part of any evaluation (AAP, 2000).Behavioral EvaluationSpecific questionnaires and rating scales are used to review and quantify the behavioralcharacteristics of ADHD. The AAP has developed clinical practice guidelines for the diagnosis and evaluation of children with ADHD, and finds that such behavioral rating scales accurately distinguish between children with and without ADHD (AAP, 2000). Conversely, AAPrecommends not using broadband rating scales or teacher global questionnaires in the diagnosis of children with ADHD. They suggest using ADHD-Specific rating scales including: CPRS-R:L-ADHD Index(Conners Parent Rating Scale—1997Revised Version: Long Form, ADHD Index Scale)CTRS-R:L-ADHD Index(Conners Teacher Rating Scale—1997Revised Version: Long Form, ADHD Index Scale)CPRS-R:L-DSM-IV Symptoms(Conners Parent Rating Scale—1997Revised Version: Long Form, DSM-IV Symptoms Scale)CTRS-R:L-DSM-IVSymptoms(Conners Teacher Rating Scale—1997Revised Version: Long Form, DSM-IV Symptoms Scale)SSQ-O-1(Barkley’s School Situations Questionnaire—Original Version, Number of ProblemSettings Scale)SSQ-O-II(Barkley’s School Situations Questionnaire—Original Version, Mean Severity Scale)(Taken from Green, Wong, Atkins, et al. (1999). Diagnosis of AttentionDeficit/Hyperactivity Disorder. Technical Review 3. Rockville, MD: U.S. Department of Health and Human Services, Agency for Health Care Policy and Research, as cited inAAP, 2000).As with all psychological tests, child-rating scales have a range of measurement error. Appropriate scales have satisfactory norms for the child's chronological age and ability levels.Collecting information about the child’s ADHD symptoms from several different sources helps ensure that the information is accurate. Appropriate sources of information include the child’s parents, teachers, other diagnosticians such as psychologists, occupational therapists, speech therapists, social workers, and physicians. It is also important to review both the child’s previous medical history as well as his or her school records.Educational EvaluationAn educational evaluation assesses the extent to which a child’s symptoms of ADHD impair his or her academic performance at school. The evaluation involves direct observations of the child in the classroom as well as a review of his or her academic productivity.Behaviors targeted for classroom observation may include:• • • • Problems of inattention, such as becoming easily distracted, making careless mistakes, or failing to finish assignments on time;Problems of hyperactivity, such as fidgeting, getting out of an assigned seat, running around the classroom excessively or striking out at a peer;Problems of impulsivity, such as blurting out answers to the teacher’s questions or interrupting the teacher or other students in the class; andMore challenging behaviors, such as severe aggressive or disruptive behavior.Classroom observations are used to record how often the child exhibits various ADHD symptoms in the classroom. The frequency with which the child with ADHD exhibits these and other target behaviors are compared to norms for other children of the same age and gender. It is also important to compare the behavior of the child with ADHD to the behaviors of other children in his or her classroom.It is best to collect this information during two or three different observations across several days. Each observation typically lasts about 20 to 30 minutes.In order to receive special education and related services under Part B of IDEA, a child must be evaluated to determine (1) whether he or she has a disability and (2) whether he or she, because of the disability, needs special education and related services. The initial evaluation must be a full and individual evaluation that assesses the child in all areas related to the suspected disability and uses a variety of assessment tools and strategies. As discussed in the section on Legal Requirements (above), a child who has ADHD may be eligible for special education and related services because he or she also meets the criteria for at least one of the disability categories, such as specific learning disability or emotional disturbance. It is important to note that the assessment instruments and procedures used by educational personnel to evaluate other disabilities—such as learning disabilities—may not be appropriate for the evaluation of ADHD. A variety of assessment tools and strategies must be used to gather relevant functional and developmental information about the child.An educational evaluation also includes an assessment of the child’s productivity in completing classwork and other academic assignments. It is important to collect information about boththe percentage of work completed as well as the accuracy of the work. The productivity of the child with ADHD can be compared to the productivity of other children in the class.Once the observations and testing are complete, a group of qualified professionals and the parents of the child will review the results and determine if the child has a disability and whether the child needs special education and related services. Using this information, the child’s IEP team, which includes the child’s parents, will develop an individualized educational program that directly addresses the child’s learning and behavior. If the child is recommended for evaluation and determined by the child’s IEP team not to meet the eligibility requirements under IDEA, the child may be appropriate for evaluation under Section 504.Medical EvaluationA medical evaluation assesses whether the child is manifesting symptoms of ADHD, based onthe following three objectives:•• • To assess problems of inattention, impulsivity, and hyperactivity that the child is currently experiencing;To assess the severity of these problems; andTo gather information about other disabilities that may be contributing to the child’s ADHD symptoms.Part B of IDEA does not necessarily require a school district to conduct a medical evaluation for the purpose of determining whether a child has ADHD. If a public agency believes that a medical evaluation by a licensed physician is needed as part of the evaluation to determine whether a child suspected of having ADHD meets the eligibility criteria of the OHI category, or any other disability category under Part B, the school district must ensure that this evaluation is conducted at no cost to the parents (OSEP Letter to Michel Williams, March 14, 1994, 21 IDELR 73).In May 2000, the American Academy of Pediatrics (AAP) published a clinical practice guideline that provides recommendations for the assessment and diagnosis of school-aged children with ADHD. The guideline, developed by a committee comprised of pediatricians and experts in the fields of neurology, psychology, child psychiatry, child development, and education, as well as。

悉尼公立小学网友评价汇总

悉尼公立小学新足迹网友评价汇总（19/01/2010更新）[i][color=#006400]免责声明本帖旨在为新足迹会员提供一个儿童教育相关方面的目录和索引，使他们可以进一步在新足迹的数据库上查询其详细内容。

所有在新足迹上的信息都由经不同渠道提供和收集而來，作者出于诚意将其发布在网上。

作者和新足迹不能确保所有公布信息的准确性，可靠性和及时性。

会员在使用时保证他们将完全依赖于自己的努力，对服务机构信息的准确性,真实性，适合性和可靠性做出查询和确认。

作者和新足迹将不负责任何人因依赖于本帖索引和其相关内容的信息而造成的任何直接或间接的损失和伤害(不论是任何造成的)。

[color=#8b0000][i]- 悉尼地区公立中学新足迹网友评价汇总[/i][/color][color=darkred][/color][color=darkred][/color][color=darkred]我相信这些帖子会大大造福广大华人家长们。

[/color][color=#8b0000]希望大家在亲子版继续发帖，相关内容我都会更新到这个帖子里来的。

[/color][[i] 本帖最后由patrickzhu 于2010-1-19 15:03 编辑[/i]]目录ABCDEFGHIArtarmon Public School.................................#9Beecroft Public School..................................#13Bald Face Public School...............................#24Berala Public School....................................#26Burwood Public School.................................#41Carlingford West Public School....................#17Carlingford Public School.............................#43Cammeray Public School..............................#8Carlton Public School...................................#23Campsie Public School.................................#37Castle Hill Public School...............................#45Concord Public School.................................#28Chatswood Public School.............................#33Connells Point Public School........................#52Croydon Public School...................................#60[/color][/b][b][color=darkred]Denistone East Public School.......................#14Ermington Public School...............................#27Eastwood Public School................................#50Epping Public School....................................#57Epping West Public School...........................#44Forestville Public School...........................#58Gordon West Public School..........................#11Greenwich Public School..............................#31Hurstville Public School................................#32Harcourt Public School.................................#38Hornsby South Public School.......................#47Hornsby North Public School........................#48Homebush Public School..............................#51[/color][/b]目录JKLMNOPQ[b][color=seagreen]Jasper Road Public School..................................#56 Kogarah Public School.........................................#30Kensington Public School.....................................#54Lane Cove Public School.....................................#34Middle Harbour Public School................................#7Murray Farm Public School..................................#16Matthew Pearce Public School.............................#18North Sydney Public（Demonstration）School......#5Neutral Bay Public School......................................#6North Rocks Public School...................................#29North Ryde Public School....................................#42Oatley West Public School..................................#25[/color][/b]]Oakhill Drive Public School.................................#59[/color] Pennant Hills Public School.................................#21[/color][/b]目录RSTUVWXYZRandwick Public School................................#46Roseville Public School.................................#12Ryde Public School.......................................#20Sylvania Public School..................................#35Sylvania Heights Public School.....................#36Strathfield South Public School.....................#55Summer Hill Public School.............................#40Thornleigh West Public School......................#19Willoughby Public School...............................#10Waitara Public School....................................#15Westmead Public School................................#22West Pymble Public School.............................#39West Ryde Public School................................#49Woollahra Public School..................................#53North Sydney Public（Demonstration）SchoolNorth Sydney Public SchoolBay Rd, Waverton NSW 2060Phone 9955 2822 ,9955 6452Fax 9956 6801North Sydney Demonstration School has been a co-operating school with the Faculty of Education at The University of Sydney since 1952. This special arrangement encourages the school to continually reflect on its theory and practice to provide quality education for the children at the school and support for the teacher training program of The University of Sydney. In return the university supports the school, particularly in the area of teacher professional development. North Sydney Demonstration School aims to provide quality education for all students through the co-operation between students, parents and staff, and the promotion of respect and understanding of others. The enjoyment of learning in a safe environment, where students develop a sense of belonging and are recognised for their achievements, is a school focus. The encouragement of choice with personal responsibility is promoted as the basis for developing effective learners.SchoolEmail[email]**************************.edu.au[/email]School Website [url].au[/url]Type of School Primary SchoolsEnrolments 598Region Northern SydneyMotto: Towards the HighestLocation: Bay Rd, Waverton NSWAffiliation: University of SydneyClasses: Kindergarten to Sixth Grade这个学校很不一样，首先是名字里面有个“Demonstration”，就是样板，典型的意思。

东南大学北美飞跃手册v2.1

3. 对部分错误或者过时的信息进行了更正。
编者寄语
编写这本小册子的愿望由来已久。2013 年，刚开始准备申请时，我们 2014Fall 申请者用大把时间来上论坛、咨询学长学姐。这种过程不仅占用了前辈的时间，而且效率很低。当时我想，在申请季过后，如果能为东南的出国留学的兄弟姐妹们留下一些高质量的信息，便能帮他们节省很多工夫。这会是一项很有意义的工作。
1，申请结果统计 .................................................................................................................................... 4 2014 年申请结果的不完全统计 .......................................................................................................4 往年牛人的不完全统计 ................................................................................................................... 5
这本小册子的编写工作比我想象的容易很多。一开始，居晟提出了这个想法，我们都很赞同。我们在各自写完申请总结后，又联络了更多的申请者，请他们分享一些经验。每一位为这本小册子贡献文字的同学，都给予了它很大的热情，使它得以尽快完稿。在这里由衷感谢他们的付出。前人栽树，后人乘凉。希望这本小册子能够为后来人提供有价值的信息，也希望后来人不断充实这本手册的内容，将这种留学传统流传下去。
东南大学北美飞跃手册 2014 版

浅论中国种族歧视问题

《民族理论与民族政策》课程期中作业题目：浅论中国种族歧视问题*名：***学号: **********院系专业：电子信息工程学院自动化专业年级：2012级任课教师：***完成日期：2013年5月26日浅论中国种族歧视问题内容提要：种族歧视是一个存在于世界范围内的一种民族问题，但是好多人都不理解甚至是不知道什么是种族歧视，更不用说如何正确的对待和解决这一问题了。

本文将探讨中国的种族歧视问题，并会在文末提出自己的一些解决问题的看法。

关键词：中国种族歧视自信自强种族歧视，中国人一向以为是外国尤其是西方国家的“专利”。

比如美国的黑人问题、当年希特勒迫害犹太人、现今印度尼西亚种族大屠杀以及在世界各地常见的种族压迫，甚至还包括“渊源流长”的印度种姓制度等。

不久前的李文和案，有不少人把它归结于西方人根深蒂固的对中国对东方人的种族歧视。

有人干脆把此案称为“种族审判”。

当然，现在的结果是李文和获得了释放--这是美国法庭作出的判决。

美国的政府部门输了这场官司。

所以是不是“种族审判”就一目了然了，因为在美国只有司法部门有权“审判”，任何行政部门的处罚都算不上是“审判”。

但是，法律虽然可以对处于弱势的少数族裔作出比较公平有利的判决，却无法从根本上改变美国白人在心理上的那种优越感。

一位曾去美国访问讲学的工程师告诉过笔者一件事：在美国时，他幕名拜访了一位著名的美籍华裔科学家，此公乃美国国家科学院院士，世界“生物力学”创始人。

在美国已经待了半个世纪。

这位科学大家在言谈间流露出对祖国的无限向往，并表示出即使如他这样地位成就的华裔仍免不了遭“歧视”的困惑，当然这种异样的感觉很少是有形的，更多的是无形的心理上的。

听完以后，我们很是感慨、唏嘘了一阵。

新华社有一则新闻是这样的：在去年的某一天，北京师范大学从事宪法研究的教授徐高同家人在燕莎购物后到东花园休息，准备在某饭店吃晚餐。

但不久却被该饭店的两名保安轰出花园。

第二天，徐高向该饭店投诉。

XJTLU_Harvard_Referencing_System_v16

Brief Guide to Referencingwith Harvard S y s t e mReferencing with Harvard SystemThis is a guide to the Harvard system but you should always check your course handbook and/or module outline for any further guidance, as your lecturers may prefer a different style of referencing.Introduction:This guide gives advice on referencing using the Harvard System. This is the preferred referencing system for many of the departments at the Xi’a n Jiaotong –Liverpool University. There are numerous different types of referencing systems available. And most style guides fall into two commonly used system: 1) author-date system (Harvard, APA) and 2) numeric system (Vancouver, MLA). To be noted, Harvard is an author-date citation system rather than a bibliography style itself. Bibliographic style is a personal choice, it is about whether titles are italicised, in bold, underlined, authors’ full names or initials are included. So the Harvard system can use different styles which dictate the appearance of your document but you should always have a citation in the text and a bibliographic reference at the end of your document. This guide suggests a style within Harvard system which aligns with the guidance of University of Liverpool.Plagiarism:When writing assignments you must acknowledge the source of your ideas and quotes in sufficient detail so that readers can locate the item. Referencing is important to avoid plagiarism, to verify quotations and to enable readers to follow up what you have written and locate the cited work. Plagiarism is d eﬁned by Xi’a n Jiaotong –Liverpool University Student Regulations as “Re producing material from other works or a paraphrase of such material without acknowledgemen t”. For more information on how to avoid plagiarism please refer to Department of Registry.Collecting and organizing references:It is often not easy (or possible) to retrieve sources after you have written your text. For this reason it is best to write down all the citation details of a source as you use it, and to compile a reference list at the end of the document that includes full details of all references cited. Bibliographic software, such as EndNote, RefWorks, will help you organize your references according to different citation systems and to add the citations to your text.Two parts in Harvard System:•In-text citation -Citing in the text of your work: this means acknowledging, within your text, the sources that you have used.•Your Bibliography (containing bibliographic citations): these are the details of the sources you have used. You list them in alphabetical order at the end of your work. This is your reference list. You can see instructions for developing your bibliography later in this guideline.In-text citations:•In an author-date style, in-text citations usually require the name of the author(s) and the year of publication.• A page number is included if you have a direct quote, paraphrase a passage or you want to direct the reader to a specific page. Page numbers may also be included if you are referring to a long work and the page numbers might be useful to the reader.How to create a reference list/bibliography• A reference list contains only the books, articles, and web pages etc. that are cited in the text of the document. A bibliography includes all sources consulted for background or further reading.• A reference list is arranged alphabetically by author.•If you have more than one item with the same author, list the items chronologically, starting with the earliest publication.August 2013ContentsBooks (4)Chapter in a book (6)Conference papers (7)Journal articles (8)Theses (8)Reports (9)Web pages (9)Tables, Images or Diagrams (10)Other internet sources (11)Patents (11)Standards (12)Maps (12)DVD or Video (13)Non-English texts ...................................................... . (13)Lecture notes (14)Personal communications (14)Indirect citations (15)Direct quotations (15)Further Information (16)Acknowledgement (16)。

美国的教育理念、培养目标和课程

美国的教育理念、培养目标和课程美国的教育理念、培养目标和课程罗必新的美国的教育理念、培养目标和课程一、美国的教育理念一、教育是一种信仰。

美国人认为，一个人不管处于什么境地，有两件事是必须要做的，并伴随一生，一是受教育，一是信宗教。

教育与宗教并行，教育与宗教一样重要。

美国人对教育的重视，达到了与信仰宗教一样的虔诚境界。

1620年，欧洲最早的第一批移民，坐着五月花号这只船抵达美洲，就是在现在的马塞诸塞州波士顿的普里茅斯上岸。

如今，在当时上岸时的一块石头上写着1620几个数字，就是对这一重大事件的纪念。

那时的移民生活艰苦异常，但从1620年起，这批移民就同时在当地建学校与教学，并在1636年创办哈佛大学，所以，哈佛大学的老师和学生很自豪，说美国算不了什么，先有哈佛，后有美国。

欧洲移民到美洲以后，每到一处，必先做三件事：一是建教堂，这些移民大多是受到欧洲宗教迫害的新教徒，建教堂是首先必做的一件事，他们认为，有了教堂，人的精神就有了归宿，人就有了精神家园。

二是建学校，他们认为，学校是教化之源，是一个人从野蛮走向文明的必经之路，教育可以消除很多人性中的许多弊端。

三是建邮局，与外部世界联系的桥梁，在过去，邮局是人们联系外部世界、认识外部世界的有利工具。

这种理念在美国诞生之前一个半世纪就已深深地植根于民众之中。

教育与宗教同样是一种信仰理念，对美国的教育产生了十分重要的影响，由于此，政府和民众对教育的认识，不是作为一种纯粹的功利目的而进行的活动，人们对教育具有了宗教般的虔诚。

二、教育是国家和社会的支柱。

美国人和美国政府认为，美国就像一座大厦，支撑这座大厦有三大支柱，一是政府，美国政府分四级，即联邦政府，州政府，郡政府（郡有的翻译成县），市政府；美国政府的概念包括行政、立法、司法三权，平时我们所说的三权分立的三权都属于政府的范围。

作为一个国家，一个社会，没有政府就不成其为国家和社会。

二是宗教，美国人中，有统计说10人中有9人信教，还有1人也信教，其中，基督教新教占57%，天主教占28%，犹太教占2%，还有信其他宗教的，以信仰基督教新教为主，美国是一个法治加神治的国家；实行政教分离、信仰自由的宗教政策。

黑人受歧视的根本原因

黑人受歧视的根本原因
黑人受歧视是一个长期存在的问题，影响着数以百万计美国人的生活，但它的
根源并不简单。

其中一个根源是种族歧视。

社会中一些人认为黑人不如白人，以致围绕着黑人
种族萌芽出各种负面成见，这种成见最终膨胀为歧视。

在媒体中可以得出这一结论：黑人多次受到不如白人的描述，而社会对这种误解的反应态度也是排挤的。

另一个根本原因是社会问题，即增加礼物的低收入家庭，缺乏有助于社会发展
的良好教育。

这些家庭多位于农村，低收入家庭成员容易受到包括经济压力在内的决定性影响。

这些因素会阻碍少数族裔进入经济领域，降低他们的受教育水平，使得社会差距进一步扩大。

最后，很多黑人被贴上“暴力”“危险”的标签，这种行为也会引起强烈的歧视。

很多黑人因为这种歧视而面临更多的偏见，失去更多的机遇，被压迫得更深。

总之，种族歧视、社会问题和偏见三者共同构成了黑人受到歧视的根本原因。

要克服这种问题，除了加大反种族歧视力度之外，社会也需要努力改善经济和教育机制，重塑黑人形象，否则黑人受歧视将永存。

是否应该禁止种族歧视？辩论辩题

是否应该禁止种族歧视？辩论辩题正方辩手观点，应该禁止种族歧视。

种族歧视是一种严重的社会问题，它不仅违反了基本的人权原则，还会导致社会的不公平和不稳定。

因此，我们应该坚决禁止种族歧视。

首先，种族歧视违反了人权原则。

每个人都应该享有平等的权利和机会，不论其种族背景如何。

然而，种族歧视会导致某些人群被歧视和排斥，无法享有平等的权利和机会。

这不仅是对这些人的不公平，也是对人权原则的严重侵犯。

其次，种族歧视会导致社会不公平和不稳定。

当一部分人群因为种族原因而受到歧视和排斥时，整个社会都会受到影响。

这不仅会造成社会的不公平，还会导致社会的不稳定和动荡。

因此，禁止种族歧视是维护社会稳定和公平的重要举措。

名人名句方面，马丁·路德·金曾经说过，“我有一个梦想，那就是我的四个孩子将不是根据肤色，而是根据他们的品格被评判。

”这句话表达了对种族歧视的强烈反对，也呼吁人们应该根据品格而非肤色来评判一个人。

经典案例方面，美国历史上的种族隔离制度就是种族歧视的典型案例。

这种制度导致了黑人群体长期受到歧视和剥削，最终引发了民权运动。

这个案例表明，种族歧视会导致社会的不公平和动荡，因此应该被坚决禁止。

因此，基于以上论据和案例，我们应该坚决禁止种族歧视，以维护人权原则和社会的公平稳定。

反方辩手观点，不应该禁止种族歧视。

种族歧视是一种社会现象，它是人们对不同种族或族裔的行为和态度。

虽然种族歧视是不道德的，但禁止种族歧视可能会侵犯人们的言论自由和自由选择权。

首先，禁止种族歧视可能会侵犯人们的言论自由。

人们有权利表达自己的观点和态度，即使这些观点和态度可能受到其他人的反感。

如果禁止种族歧视，就可能会限制人们的言论自由，导致社会的思想僵化和言论受限。

其次，禁止种族歧视可能会侵犯人们的自由选择权。

每个人都有权利选择自己的朋友和伴侣，即使这些选择可能受到其他人的指责。

如果禁止种族歧视，就可能会限制人们的自由选择权，导致社会的僵化和不自由。

在就业歧视方面,中国和哪个国家的就业歧视现象更加普遍？

在就业歧视方面，中国和哪个国家的就业歧视现象更加普遍？就业歧视是一种侵犯劳动者权益的不良现象，它在世界各地都有出现。

就业歧视不仅会对个人造成影响，还会对社会和经济带来影响。

在全球范围内，就业歧视的情况有所不同。

那么，在就业歧视方面，中国和哪个国家的就业歧视现象更加普遍呢？下面就来一起探讨一下。

一、中国1. 性别歧视在中国，性别歧视是一种比较普遍的就业歧视现象。

女性在就业方面遭受到的不公正待遇比男性更多。

在很多行业，女性的薪水比男性低，晋升机会较少。

2. 年龄歧视年龄歧视也是中国就业市场中比较明显的现象。

随着年龄的增长，很多人在就业方面面临很多困难。

很多公司更喜欢招聘年轻人，而不是经验丰富的老员工。

3. 政治歧视在中国，政治歧视也是一个比较严重的问题。

政治歧视不仅会针对某些群体，而且还可能会导致这些群体被逼迫、辞职或遭受其它不公正待遇。

二、美国1. 种族歧视在美国，种族歧视是一种比较常见的就业歧视问题。

因种族不同而被歧视的人在美国是很常见的。

美国有着非常复杂的种族和族裔关系，因此种族歧视问题恰恰也就更加突出。

2. 性别歧视美国的性别歧视也非常突出。

女性比男性更容易受到歧视。

在就业方面，女性比男性面临更高的薪酬差距，而且很少有女性能够担任高层领导职务。

3. 年龄歧视年龄歧视也是美国社会中的一个不容忽视的问题。

虽然美国的年龄歧视情况并不像中国那么显著，但是随着人口老龄化，这个问题也越来越突出。

三、加拿大1. 种族歧视在加拿大，种族歧视是一种很严重的问题。

尽管加拿大是一个多元文化的国家，但种族歧视仍然在加拿大的就业市场中存在。

很多种族的人不得不面对着职业歧视。

2. 年龄歧视加拿大的年龄歧视问题比较突出。

很多公司更倾向于招聘年轻人，而不是那些年龄偏大的人员。

因为招聘年轻人可以获得更多的学历背景和工作经验，而且更为灵活适应公司在未来的业务需要。

3. 健康歧视加拿大的健康歧视问题也非常严重。

很多公司会因为别人还是健康问题而拒绝招聘或辞退员工，这种做法是非常不公正的。

是否应该全面禁止种族歧视辩论辩题

是否应该全面禁止种族歧视辩论辩题正方观点，应该全面禁止种族歧视。

首先，种族歧视是一种不公平的行为，它剥夺了个体的平等权利。

种族歧视导致了社会的不公平和不稳定，给社会带来了许多负面影响。

例如，美国历史上的种族隔离制度就给黑人社区带来了长期的贫困和不公平待遇，这种不公平和不公正的现象是不应该存在的。

其次，种族歧视不仅仅是对个体的伤害，也是对整个社会的伤害。

种族歧视会导致社会的分裂和不和谐，使得社会无法实现真正的和谐发展。

正如马丁·路德·金曾经说过，“我们必须学会共同生活，否则我们就会一起毁灭。

”这句话表明了种族歧视对社会和谐的破坏性。

此外，全面禁止种族歧视也是符合人权和社会公正的原则的。

联合国《消除一切形式种族歧视国际公约》明确规定了禁止一切形式的种族歧视，这也是国际社会普遍认可的原则。

因此，全面禁止种族歧视是符合国际社会的共识和要求的。

反方观点，不应该全面禁止种族歧视。

首先，言论自由是一项基本权利，全面禁止种族歧视可能会侵犯个体的言论自由。

个体有权利表达自己的观点和看法，即使这些观点可能被认为是种族歧视。

如果全面禁止种族歧视，可能会限制了个体的言论自由。

其次，全面禁止种族歧视可能会导致过度政治正确。

一些人可能会利用全面禁止种族歧视的规定来打压异见和不同观点，这可能会导致对言论自由的过度限制，甚至会对社会的多元化和包容性产生负面影响。

此外，全面禁止种族歧视可能会导致社会对种族问题的忽视。

如果一切形式的种族歧视都被禁止，那么社会可能会忽视种族问题的存在，从而无法有效解决种族问题。

正如美国历史上的种族隔离制度，如果没有人敢于公开反对，可能就无法引起社会对种族问题的重视和改变。

综上所述，全面禁止种族歧视在一定程度上会侵犯个体的言论自由，可能导致过度政治正确，以及对种族问题的忽视。

因此，我们认为不应该全面禁止种族歧视，而是应该在保护言论自由的前提下，积极引导社会对种族问题进行讨论和解决。

白人歧视黑人的原因是什么

白人歧视黑人的原因是什么尽管这些年来美国一直强调人人平等，但是实际上种族主义依然是美国的顽疾。

白人歧视黑人是我们都知道的。

下面是店铺精心为你整理的白人歧视黑人的原因，一起来看看。

白人歧视黑人的原因种族主义制度化美国种族歧视问题的存在是其制度化种族主义发展至今的必然产物。

从杜鲁门总统开始，美国政府便致力于黑人权利立法。

到约翰逊总统执政时期，最终从法律上取消了种族主义。

因而在今天的美国，虽然合法的种族歧视与隔离被取消了，但制度化的种族主义却丝毫未减。

绝大多数黑人因肤色被剥夺了享有与白人同等待遇的权利。

时至今日，“黑人应在社会底层”一类思想并非没有市场。

决策者们把解决问题的着眼点定位于改变广大黑人的文化、行为、道德，而不是消除其穷困窘境本身。

这就是说，美国政府在制定该项政策之前，就已对黑人的文化、行为、道德作了彻底否定，这便决定了美国政府的黑人政策无法摆脱种族主义的影响。

从十七世纪初第一艘载着掳自非洲的黑人的运奴船驶抵北美洲海岸以来，迄今三百多年，黑人奴隶制和黑人受压迫的现象就一直是美国社会的严重问题。

早在独立革命前，美国南部的种植园黑人奴隶制就是美国资本主义社会内部一个逆世界历史潮流的社会经济制度。

到十九世纪中期，这种制度已成为美国政治和社会发展的最大障碍。

维护奴隶制的反动势力和反对奴隶制的进步势力进行了旷日持久的反复较量，无穷的舌战和笔战所未能解决的，最后由真刀真枪的流血战争解决了。

1861—1865年一场空前酷烈的国内战争，结束了这种“有史以来最卑鄙、最无耻的奴役人类的形式”。

然而，奴隶制的阴魂却象一团不祥的乌云，从来没有从美国大陆的上空消散。

有形的枷锁不存在了，无形的枷锁——对黑人的压迫和歧视——仍然沉重地压在美国黑人的头上，成为“美利坚合众国的一个耻辱”白人为什么歧视黑人：美国的黑人基本上都是非洲大陆的黑人奴隶的后代，而以前美国的法规甚至有明显的歧视黑人情况，比如不准黑人进某些场所白种人的种族优越感，和对“非____”的有色人种的极端仇恨;对不同文化的蔑视和偏见的。

英国歧视华人吗严重吗

英国歧视华人吗严重吗
虽然也会有英国人不喜欢中国人，会觉得我们抢占了他们的资源，霸占了他们的工作位置。

而且中国文化也会跟英国文化有相互冲突的地方，但是出于礼节，大部分的英国人并不会当面表现出对你的厌恶的。

不否认在英国有针对中国人的歧视现象，但是我们要承认，排华的始终只是少数人，并不能代表一整个国家都在排华。

哪里有压迫，哪里就有反抗，哪里有歧视，哪里就有反歧视。

比如最近疫情期间，在西班牙、意大利、加拿大等地都出现了当地民众自发组织号召大家去遭到歧视而生意受到影响的唐人街中餐馆、中国超市吃饭购物的盛况。

事实证明，三观正，善良友好的好人还是占大多数的。

欧美民间的排华情绪也并没有你想的那么猖獗。

起码，就我身边在国外生活的朋友来讲，相对于极少数曾经遭遇的歧视，大部分反而是一些温暖的善意和帮助。