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Introduction:The school system in [Your Country/City] is a comprehensive and structured framework designed to provide quality education to students from early childhood through to higher education. This system is characterized by its emphasis on academic excellence, character building, and the development of critical thinking skills. In this article, wewill delve into the various aspects of the school system, including its structure, education levels, and key features.Structure of the School System:1. Early Childhood Education:The early childhood education phase in [Your Country/City] typically begins at the age of 3 and continues until children reach the age of 5. This stage focuses on the social, emotional, and cognitive developmentof children, with an emphasis on play-based learning. Kindergartens and playgroups are common institutions during this phase.2. Primary Education:Primary education spans from the age of 5 to 11 or 12, depending on the school. It is divided into two stages: lower primary (grades 1-3) and upper primary (grades 4-6). The curriculum is designed to build a strong foundation in basic subjects such as mathematics, language arts, science, and social studies.3. Secondary Education:Secondary education is further divided into two stages: lower secondary (grades 7-9) and upper secondary (grades 10-12). The lower secondary stage focuses on the continuation of core subjects, while the upper secondary stage offers more specialized courses, preparing students for further education or the workforce.4. Higher Education:Higher education in [Your Country/City] includes universities, colleges, and technical institutions. It is accessible to students who havecompleted their secondary education. The duration of higher education varies, with undergraduate programs typically lasting 3-4 years, and postgraduate programs ranging from 1 to 3 years.Key Features of the School System:1. Curriculum:The curriculum in [Your Country/City] is designed to meet the educational needs of all students, ensuring a balance betweentheoretical knowledge and practical skills. It is regularly reviewed and updated to incorporate the latest developments in various fields.2. Assessment and Evaluation:Assessment and evaluation are integral to the school system, with regular exams and assessments conducted to monitor students' progress. Continuous feedback is provided to students, parents, and teachers to promote academic growth and improvement.3. School Days and Hours:School days in [Your Country/City] usually run from Monday to Friday, with students attending school for approximately 6-8 hours per day. Saturday is typically a day off, although some schools may have Saturday classes for remedial purposes or extracurricular activities.4. Extracurricular Activities:Extracurricular activities are an essential part of the school system, providing students with opportunities to develop their talents and interests outside the classroom. These activities include sports, arts, music, drama, and community service.5. School Safety and Discipline:School safety and discipline are of paramount importance in [Your Country/City]. Schools implement various measures to ensure a secure environment for students, including anti-bullying policies, counseling services, and security personnel.6. Inclusive Education:The school system in [Your Country/City] is committed to inclusive education, ensuring that students with disabilities or special needs have access to appropriate support and resources. This includes specialized teachers, assistive technology, and modified curricula.Conclusion:The school system in [Your Country/City] is a well-rounded and comprehensive framework that aims to provide students with a solid educational foundation and prepare them for success in their future endeavors. With its focus on academic excellence, character building, and extracurricular activities, this system continues to shape the minds of young individuals, fostering their growth and development in all aspects of life.。
8-359-关于中美大学系统的比较
Final Words
Thanks everyone for coming for today’s presentation. Thanks to Shantou University, School of Business for giving me this opportunity to share and exchange the discussed topics and ideas. Looking for cooperation with faculty and students from your university.
D: Research and Publications
Be creative in using statistical tables and graphical displays in your papers. Select the most appropriate journal that fitting your paper for your final submission. ---- There are many many journals available for your submission. ----- Different ones have different focus and orientation. ----- Different ones have different reviewing systems. ----- Different ones have different acceptance rate. Communicating with Editors more aggressively and frequently
Faculty Professionalism: (专业精神 职业道德 专业精神, 专业精神 职业道德)
我的专八真题阅读选编
TEST FOR ENGLISH MAJORS (1993)-GRADE EIGHT-TEXT AA scientist who does research in economic psychology and who wants to predict the way in which consumers will spend their money must study consumer behaviour. He must obtain data both on the resources of consumers and on the motives that tend to encourage or discourage money spending.If an economist were asked which of three groups borrow most 梡eople with rising incomes, stable incomes, or declining incomes 梙e would probably answer: those with declining incomes. Actually, in the years 1947-1950, the answer was: people with rising incomes. People with declining incomes were next and people with stable incomes borrowed the least. This shows us that traditional assumptions about earning and spending are not always reliable. Mother traditional assumption is that if people who have money expect prices to go up, they will hasten to buy. If they expect prices to go down, they will postpone buying. But research surveys have shown that this is not always true. The expectations of price increases may not stimulate buying. One typical attitude was expressed by the wife of a mechanic in an interview at a time of rising prices. "In a few months, she said, "we'll have to pay more for meat and milk; we'll have less to spend on other things. "Her family had been planning to buy a new car but they postponed this purchase. Furthermore, the rise in prices that has already taken place may be resented add buyer' s resistance may be evoked. This is shown by the following typical comment: "I just don' t pay these prices; they are too high. "Traditional assumptions should be investigated carefully, and factors of time and place should be considered. The investigations mentioned above were carried out in America. Investigations conducted at the same time in Great Britain, however, yielded results that were more in agreement with traditional assumptions about saving and spending patterns. The condition most conductive to spending appears to be price stability. If prices have been stable and people have become accustomed to consider them "right" and expect them to remain stable, they are likely to buy. Thus, it appears that the common business policy of maintaining stable prices with occasional sales or discounts is based on a correct understanding of consumer psychology.21. The best title of the passage isA. Consumer' s Purchasing PowerB. Relationship between Income and Purchasing PowerC. Traditional AssumptionsD. Studies in Consumer Behaviour22. The example of the mechanic' s wife is intended to show that in times of rising pricesA. people with declining income tend to buy lessB. people with stable income tend to borrow lessC. people with increasing income tend to buy moreD. people with money also tend to buy less23. Findings in investigations in Britain are mentioned to showA. factors of time and place should be taken into considerationB. people in Britain behave in the same way as those in AmericaC. maintaining stable prices is based on a correct understanding of consumer psychologyD. occasional discounts and sales are necessary24. According to the passage people tend to buy more whenA. prices are expected to go upB. prices are expected to go downC. prices don' t fluctuateD. the business policy remains unchangedRead TEXT B, an extract from a popular science book, and answer questions 25 to 28.TEXT BWeed CommunitiesIn an intact plant community, undisturbed by human intervention, the composition of a community is mainly a function of the climate and the type of soil. Today' , such original communities are very rare 梩hey are practically limited to national parks and reservations.Civilization has progressively transformed the conditions determining the composition of plant communities. For several thousand years vast areas of arable land have been hoed, ploughed, harrowed and grassland has been cut or grazed. During the last decades the use of chemical substances, such as fertilizers and most recently of weed killers (herbicides) has greatly influenced the composition of weed communities in farm land.All selective herbicides have specific ranges of activity. They control the most important weeds but not all the plants of a community. The latter profit fronithe new free space and from the fertilizer as much as the crop does; hence they often spread rapidly and become problem weeds unless another herbicide for their eradication is found.The soil contains enormous quantities of seeds of numerous species 梪p to half a million per m' according to scientific literature 梩hat retain their ability to germinate for decades. Thus it may occur that weeds that were hardly noticed before emerge in masses after the elimination of their competitors. Hence, the knowledge of the composition of weed communities before selective weed killers are applied is not only of scientific interest since the plant species present in the soil in the form of seeds must be considered as potential weeds. For efficient control the identification of weeds at the seedling stage, i.e. at a time when they can still be controlled, is particularly necessary; for the choice of the appropriate herbicides depends on the composition of the weed community.25. The composition of a plant community -A. depends on climate and soil type in a virgin environment undamaged by human beingsB. was greatly affected by human beings before they started using chemical substances on the soilC. was radically transformed by uncivilized human beingsD. refers to plants, trees, climate, type of soil and the ecological environment26. Why are there problem weeds?A. Because they are the weeds that cannot be eradicated by herbicides.B. Because all selective herbicides can encourage the growth of previously unimportant weeds by eliminating their competitors.C. Because they were hardly considered before so that their seeds were not prevented from germinating.D. Because they benefit greatly from the fertilizer applied to the farm land.27. A knowledge of the composition of a weed communityA. is essential to the efficient control of weedsB. may lead us to be aware of the fact that the soil contains enormous quantities of seeds of numerous speciesC. helps us to have a good idea of why seeds can lie dormant for yearsD. provides us with the means to identify weeds at the seedling stage28. The best alternative title for the passage will beA. A study of Weed CommunitiesB. The Importance of Studying How Plants Live in CommunitiesC. How Herbicides May Affect Farm LandD. Weed Control by Means of HerbicidesTEXT DPsychologists study memory and learning with both animal and human subjects. The two experiments reviewed here show how short-term memory has been studied.Hunter studied short-term memory in rats. He used a special apparatus which had a cage for the rat and three doors. There was a light in each door. First the rat was placed in the closed cage. Next one of the lights was turned on and then off. %. There was food for the rat only at this door. After the light was turned off, the rat had to wait a short time before it was released from its cage. Then, if k went to the correct door, it was rewarded with the food that was there. Hunter did this experiment many times. He always turned on the lights in a random order. The rat had to wait different intervals before it was released from the cage. Hunter found that if the rat had to. wait more than ten seconds, it could not remember the correct door. Hunter' s results show that rats have a short-term memory of about ten seconds.Henning studies how students who learning English as a second language remember vocabulary. The subjects in his experiment were 75 students at the University of California in Los Angeles. They represented all levels of ability in English. beginning, intermediate, advanced; and native-speaking students.To begin, the subjects listened to a recording of a native speaker reading a paragraph in English. Following the recording, the subjects took a 15-question test to see which words they remembered. Each question had four choices. The subjects had to circle the word they had heard in the recording. Some of the questions had four choices that sound alike. For example, weather, whether, wither, and wetter are four words that sound alike. Some of the questions had four choices that have the same meaning. Method, way, manner, and system would be four words with the same meaning. Some of them had four unrelated choices. For instance, weather, method, love, result could be used as four unrelated words. Finally the subjects took a language proficiency test. Henning found that students with a lower proficiency in English made more of their mistakes on words that sound alike; students with a higher proficiency made more of their mistakes on words that have the same meaning. Henning' s results suggest that beginning students hold the sound of words in their short-term memory, and advanced students hold the meaning of words in their short-term memory.32. In Hunter' s experiment, the rat had to rememberA. where the food wasB. how to leave the cageC. how big the cage wasD. which light was turned on33. Hunter found that ratsA. can remember only where their food isB. cannot learn to go to the correct doorC. have a short-term memory of one-sixth a minuteD. have no short-term memory34. Henning tested the students' memory ofA. words copied several timesB. words explainedC. words heardD. words seen35. Henning-concluded that beginning and advanced studentsA. have no difficulty holding words in their short-term memoryB. have much difficulty holding words in their short-term memoryC. differ in the way they retain wordsD. hold words in their short-term memory in the same wayRead TEXT E, a book review, and answer questions 36 to 40.TEXTEGoal TrimmerTITLE: THE END OF EQUALITYAUTHOR: MICKEY KAUSPUBLISHER: BASIC BOOKS; 293 PAGES; $25THE BOTTOM LINE: Let the American rich get richer, says Kaus, and the poor get respects. That' s a plan for the Democrats?By RICHARD LACAYOUTIOPIAS ARE SUPPOSED TO BE dreams of the future. But the American Utopia? Lately it' s a dream that was, a twilit memory of the Golden Age between V-J day and OPEC, when even a blue-collar paycheck bought a place in the middle class. The promise of paradise regained has become a key to the Democratic party pitch. Mickey Kaus, a senior editor of the New Republic, says the Democrats are wasting their time. As the U. S. enters a world where only the highly skilled and well educated will make a decent living, the gap between rich and poor is going to keep growing. No fiddling with the tax code, retreat to protectionism or job training for jobs that aren' t there is going to stop it. Income equality is a hopeless cause in the U. S."Liberalism would be less depressing if it had a more attainable end. Kaus writes, "a goal short of money equality. "Liberal Democrats should embrace an aim he calls civic equality. If government can' t bring everyone into the middle class, let it expand the areas of life in which everyone, regardless of income, receives the same treatment. National health care, improved public schools, universal national service and government financing of nearly all election campaigns, which would freeze out special-interest money 梩here are the unobjectionable components of his enlarged public sphere.Kaus is right to fear the hardening of class lines, but wrong to think the stresses can be relieved without a continuing effort to boost income for the bottom half. "No, we can' t tell them they' 11 be rich, "he admits. "Or even comfortably well- off. But we can offer them at least a material minimum and a good shot at climbing up the ladder. And we can offer them respect. " And what might they offer back? The Bronx had a rude cheer for it. A good chunk of the Democratic core constituency would probably peel off.At the center of Kaus' book is a thoughtful but no less risky proposal to dynamite welfare.He rightly understands how fear and loathing of the chronically unemployed underclass have encouraged middle- income Americans to flee from everyone below them on the class scale. The only way to eliminate welfare dependency, Kaus maintains, is by cutting off checks for all able- bodied recipients, including single mothers with children. He would have government provide them instead with jobs that pay slightly less than the minimum wage, earned-income tax credits tonudge them over the poverty line, drug counselling, job training and, if necessary, day care for their children.Kaus doesn' t sell this as social policy on the cheap. He expects it would cost up to $ 59 billion a year more than the $ 23 billion already spent annually on welfare in the U. S. And he knows it would be politically perilous, because he suggests paying for the plan by raiding Social Security funds and trimming benefits for upper-income retirees. Yet he considers it money well spent if it would undo the knot of chronic poverty and help foster class rapprochement. And it would be too. But one advantage of being an author is that you only ask people to listen to you, not to vote for you.36. According to Mickey Kaus, which of the following is NOT true?A. Methods like evading income tax or providing more chances for job training might help reduce the existing inequality.B. The Democratic Party is spreading propaganda that they could regain the lost paradise.C. Americans once had a period of time when they could obtain middle-class status easily.D. Income inequality results from the fact that society needs more and more workers who have a high skill and a good education.37. In Kaus' opinionA. the government should strive to realize equality in everybody' s incomeB. the government should do its best to bring every American into the middle classC. the goal will be easier to attain if we change it from money equality to civic equalityD. it' s almost impossible for the government to provide such things as national health care, improved public schools, universal national service, etc.38. Kaus has realized thatA. real equality cannot be achieved if the poor cannot increase their incomeB. his idea will probably meet with disapproval from the supporters of the Democratic PartyC. only the Bronx might cheer for his theoryD. the division of social strata has become increasingly conspicuous39. The proposal as offered by KausA. will increase the fear and loathing of the unemployed underclass by cutting off checks for all able-bodied recipientsB. will. drastically increase the income taxes for taxpayersC. is supposed to help establish reconciliation between the poor and the rich though the gap may be unbridgeableD. is too costly to be carried out40. The title of the review suggestsA. giving the poor more financial aid and more job opportunitiesB. a fundamental Change in the goal which the Democratic Party uses to appeal to AmericansC. the elimination of the unfair distribution of social wealth among AmericansD. a modification of the objective to make it more securableTEST FOR ENGLISH MAJORS (1994)- GRADE EIGHT -TEXT APanic and Its EffectsOne afternoon while she was preparing dinner in her kitchen, Anne Peters, a 32-year old American housewife, suddenly had severe pains in her chest accompanied by the shortness of breath.Terrified by the thought she was having a heart attack, Anne screamed for help. Her frightened husband immediately rushed Ann to a nearby hospital where, to her great relief, her pains were diagnosed as having been caused by panic, and not a heart attack.More and more Americans nowadays are having panic attacks like the one experienced by Anne Peters. Benjamin Crocker, a psychiatrist and assistant director of the Anxiety Disorders Clinic at the University of Southern California, reveals that as many as ten million adult Americans have already or will experience at least one panic attack in their lifetime. Moreover, studies conducted by the National Institute of Mental Health in the United States disclose that approximately 1.2 million adult individuals are currently suffering from severe and recurrent panic attack.These attacks are spontaneous and inexplicable and may last for a few minutes; some, however, continue for several hours, not only frightening the victim but also making him or her wholly disoriented. The symptoms of panic attack bear such remarkable similarity to those of heart attack that many victims are convinced that they are indeed having a heart attack.Panic attack victims show the following symptoms: they often become easily frightened or feel uneasy in situations where people normally would not be afraid; they suffer shortness of breath, dizziness or lightheadedness; experience chest pains, a quick heartbeat, tingling in the hands; a choking feeling, faintness, sudden fits of trembling, a feeling that persons and things around them are not real; and most of all, a fear of dying or going crazy. A person seized by a panic attack may show all or as few as four of these symptoms.There has been a lot of conjecture as to the cause of panic attack. Both laymen and experts alike claim that psycho,logical stress could be a logical cause, but as yet, no evidence has been found to support this theory. However, studies show that more women than men experience panic attack and people who drink a lot as well as those who take marijuana or beverages containing a lot of caffeine are more prone to attacks.Dr. Wayne Keaton, an associate professor of psychiatry at the University of Washington Medical School, claims thatthere are at least three signs that indicate a person is suffering from panic attack rather than a heart attack. The first is age. People between the ages of 20 and 30 are more often victims of panic attack. The second is sex. More women suffer from recurrent panic attacks than men, while heart attack rarely strikes women before their menopause. The third is the multiplicity of symptoms. A panic attack victim usually suffers at least four of the previous mentioned symptoms while a heart attack victim often experience only pain and shortness of breath.It is generally concluded that panic attack does not endanger a person' s life. All the same, it can unnecessarily disrupt a person' s life by making him or her so afraid that he or she will have a panic attack in a public place that he or she may refuse to leave home and may eventually become isolated from the rest of society. Dr. Crocker' s advice to any person who thinks he is suffering from panic attack is to consult a doctor for a medical check-up to rule out the possibilities of physical illness first. Once it has been confirmed that he or she is, in fact, suffering from panic attack, the victim should seek psychological and medical help.16. According to the passage, panic attack is[A] both frightening and fatal. [B] actually a form of heart attack.[C] more common among women than men. [D] likely to last several hours.17. One factor both panic and heart attacks have in common is[A] a feeling of faintness. [B] uncontrollable movements.[C] a horror of going mad. [D] difficulty in breathing.18. It is indicated in the last paragraph that panic attack may[A] make a victim reluctant to leave home any more. -[B] threaten a victim' s physical well-being.[C] cause serious social problems for the victim' s family.[D] prevent a victim from enjoying sport anymore.19. Dr. Crocker suggests that for panic attack sufferers[A] physical fitness is not so crucial.[B] a medical checkup is needed to confirm the illness.[C] psychological and medical help is necessary.[D] nutritional advice is essential to cure the disease.TEXT BHow the Smallpox War Was WonThe world' s last known case of smallpox was reported in Somalia, the horn of Africa, in October 1977. The victim was a young cook called Ali Maow Maalin. His case became a landmark in medical history, for smallpox is the first communicable disease ever to be eradicated.The smallpox campaign to free the world of smallpox has been led by the World Health Organization. The Horn of Africa, embracing the Ogaden region of Ethiopia and Somalia, was one of the last few smallpox ridden areas of the world when the WHO-sponsored Smallpox Eradication Program (SEP) got underway there in 1971.Many of the 25 million inhabitants, mostly farmers and nomads living in a wildness of desert, bush and mountains, already have smallpox. The problem of tracing the disease in such formidable country was exacerbated by continuous warfare in the area.The program concentrated on an imaginative policy of "search and containment". Vaccination was used to reduce the widespread incidence of the disease, but the success of the campaign depended on the work of volunteers. There were men, paid by the day, who walked hundreds of miles in search of "rumors" ?information about possible smallpox cases.Often these rumors turned out to be cases of measles, chick pox or syphilis ?but nothing could be left to change.the program progressed the disease was gradually brought under control. By September 1976 the SEP made its first that no new cases had been reported. But that first optimism was short-lived. A three:year-old girl called Amina Salat, from a dusty village in the Ogaden in the south-east of Ethiopia, had given smallpox to a young nomad visitor. Leaving the village the nomad had walked across the border into Somalia. There he infected 3,000 people, and among them had been the cook, Ali. It was further 14 months before the elusive "target zero" ?no further cases ?was reached. Even now, the search continues in "high risk" areas and in parts of the country unchecked for some time. The flow of rumors has now diminished to a trickle ?but each must still be checked by a qualified person.Victory is in sight, but two years must pass since the "last case" be fore an international declare that the world is entirely free from smallpox.20. All Maow Maalin' s case is significant because he was the[A] last person to be cured of smallpox in Somalia.[B] last known sufferer of smallpox in the world.[C] first smallpox victim in the Horn of Africa.[D] first Somalian to be vaccinated for smallpox.21. The work to stamp out smallpox was made more difficult by[A] people' s unwillingness to report cases. [B] the lack of vaccine.[C] the backwardness of the region. [D] the incessant local wars.22. The volunteers mentioned were paid to[A] find out about the reported cases of smallpox.[B] vaccinate people in remote areas.[C] teach people how to treat smallpox.[D] prevent infected people from moving around.23. Nowadays, smallpox investigations are only.carried out[A] at regular two-yearly intervals.[B] when news of an outbreak occurs.[C] in those areas with previous history of the disease.[D] by a trained professional.TEXT CThe Form Master' s observations about punishment were by no means without their warrant at St. James' s school. Flogging with the birch in accordance with the Eton fashion was a great feature in its curriculum. But I am sure no Eton boy, and certainly no Harrow boy of my day, ever received such a cruel flogging as this headmaster was accustomed to inflict upon the little boys who were in his care and power. They exceeded in severity anything that would be tolerated in any of the Reformatories under the Home Office. My reading in later life has supplied me with some possible explanations of his temperament. Two or three times a month the whole school was marshalled in the Library, and one or more delinquents were hauled off to an adjoining apartment by the two head boys, and there flogged until they bled freely, while the rest sat quaking, listening to their screams...How I hated this school, and what a life of anxiety Hived there for more than two years. I made very little progress at my lessons, and none at all games. I counted the days and the hours to the end of every term, when I should return home from this hateful servitude and range my soldiers in line of battle on the nursery floor. The greatest pleasure I had in those days was reading. When I was nine and a half my father gave me Treasure Island and I remember the delight with which I devoured it. My teacher saw me at once backward and precocious, reading books beyond my years and yet at the bottom of the form. They were offended. They had large resources of compulsion at their disposal, but I was stubborn. Where myreason, imagination or interest were not engaged, I would not or I could not learn. In all the twelve'years I was at school no one ever succeeded in making me write a Latin verse or learn any Greek except the alphabet. I do not at all excuse myself for this foolish neglect of opportunities procured at so much expense by my parents and brought so forcibly to my attention by my preceptors. Perhaps if I had been introduced to the ancients through their history and customs, instead of through their grammar and syntax, I might have had abetter record.24. Which of the following statements about flogging at St. James' s school is NOT correct?[A] Corporal punishment was accepted in the school:[B] Flogging was part of the routine in the school.[C] Flogging was more severe in schools for juvenile delinquents.[D] The Headmaster' s motive for flogging was then rather obscure.25. When he was back at home, the author enjoyed[A] playing war games. [B] dressing up like a soldier.[C] reading war stories. [D] talking to soldiers.26. "They had large resources of compulsion at their disposal." means that the teachers[A] had tried to suspend him from school several times.[B] had physically punished him quite a lot.[C] had imposed upon him many of their ideas.[D] had tried to force him to learn in many different ways.27. The author failed to learn Greek because -[A] he lacked sufficient intelligence. [B] he could not master the writing system.[C] of his parents' attitude to the subject. [D] the wrong teaching approach was used.TEXT DI HA VE A DREAM ----30 Years Ago and NowFew issues are as clear as the one that drew a quarter-million Americans to the Lincoln Memorial 30 years ago this August 28. "America has given the Negro people a bad check", the nation was told. It has promised quality but delivered second-class citizenship because of race. Few orators could define the justice as eloquently as Martin Luther King Jr. whose words on that sweltering day remain etched in the public consciousness: "I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character."The march on Washington had been the dream of a black labor leader. A. Philip Randolph who was a potent figure in the civil-rights movement. But it was King who emerged as the symbol of the black people' s struggle. His "I have a dream" speech struck such an emotional chord that recordings of it were made, sold, bootlegged and resold within weeks of its delivery. The magic of the moment was that it gave white America a new prospective on black America and pushed civil rights forward on the nation' s agenda.When the march was planned by a coalition of civil rights, union and church leaders, nothing quite like it had ever been seen. Tens of thousands of blacks streamed into the nation' s capital by car, bus, train and foot, an invading army of the disenfranchised singing freedom songs and demanding rights. By their very members, they forced the world' s greatest democracy to face an embarrassing question: How could America continue on a course that denied so many the simple amenities of a water fountain or a lunch counter? Or the most essential element ?of democracy the vote?Three decades later, we still wrestle with questions of black and white, but now they are confused by shades of gray. The gap persists between the quality of black life and white. The urban underclass has grown more entrenched. Bias remains. And the nation is jarred from time to time by sensational cases stemming from racial hate. But the clarity of the 1963 issue is gone. No longer do governors stand in schoolhouse doors. Nor do signs bar blacks from restaurants or theaters; It is illegal to deny African-Americans the vote. There are 7,500 black elected officials, including 338 mayors and 40 members of Congress, plus a large black middle class. And we are past the point when white American must look to one eloquent leader to answer the question "What does the Negro want ?"The change is reflected in the variety of causes on the wish list of this year' s anniversary march。
Faculty和College的区别
伊莎伯格女王学院的Faculty和College有什么区别？网上不少朋友对于“伊莎伯格女王学院的Faculty和College有什么区别”这个问题都很好奇，但从来也没有人能给出一个明确的答案。
那么，今天小伊将从课程设置和升学去向这两个方面来给大家具体解释一下这个问题，希望可以帮助到大家。
一、课程设置在GCSE阶段，Faculty开设了10年级预备课程、11年级预备课程和两年制度GCSE；而College开设了一年制GCSE、11年级预备课程和两年制GCSE。
不同部门的两年制GCSE、以及College的一年制GCSE之间的区别：通过以上表格，不难看出一年制GCSE要求是非常高的；而Faculty的两年制GCSE的选修课的选择是最多的，学生可以同时选修GCSE和BTEC课程，灵活性较强。
Faculty的10年级预备课程是专门为那些学术水平不错但英语水平一班的同学开设的，学生在提高英语的同时，可以额外选修数学、商业、科学、艺术与设计、音乐，完成预备课程之后，学生可以升读11年级。
Faculty和College的11年级预备课程的区别：由于英语水平和学术水平的限制，很多国内初中毕业的孩子是不能直接读A-level课程的，他们往往会选择先读一年制GCSE或者12年级预备课程。
QE的Faculty和college都开设了12年级预备课程，但两者的性质却截然不同：而那些16-17周岁、英语能达到雅思6.0以上的水平的学生，则很有希望能直接进入QE除了标红的15门共同的选修课之外，Faculty多开设了一门政治与政府，College多开设了艺术、统计、设计技术、计算机科学、法律、音乐这六门课。
另外，College还开设了超纲课程，并为有志于学习医疗领域的学生提供支持，以提升学生申请大学的竞争力。
但相对而言，Faculty的课程设置要更灵活些，学生可以同时选修A-level课程和BTEC 课程，以及剑桥技术课程和其他数门拓展选修课。
如何成为一名好老师高中满分英语作文4篇
如何成为一名好老师高中满分英语作文4篇好老师，心中要有爱，这种爱不仅是对工作的热爱，更是对学生的关爱。
请你就如何成为一名好老师写一篇英语作文吧。
下面店铺给大家带来如何成为一名好老师高中满分英语作文，供你参阅。
如何成为一名好老师高中满分英语作文篇一How to Be a Good TeacherTeaching is the greatest profession under the sun, because nothing is more important than education to a nation. Sometimes, it seems easy to be a teacher, but I always find it’s difficult, because only knowledge can’t make us a good teacher.教学是天底下最伟大的职业，因为对一个国家来说没有什么比教育更重要。
有时候成为一名教师似乎很容易，但是我总觉得很难，因为只有知识并不能让我们成为一名好老师。
As teachers, we must not only have a wide range of knowledge, but also have comprehensive skills and positive attitudes. For one thing, we must be equal to every student. Don’t judge the students by their grades and b ehaviors. Our duty is to educate them, not to criticize them. For another, we are no longer the candles, but the matches. We shouldn't do the presentation work all the time in class. We must give the classes to the students. For example, we should make a real atmosphere to attract the students’ interests. Since most students like doing things with their hands, we can assign them some tasks to do. Sometimes we can also do some activities with them. I believe the students will learn best when they are happy.作为教师，我们不仅要有广博的知识，而且还要具有全面的综合能力和积极向上的态度。
新西兰665个可移民职业清单（完整资料）
新西兰665个可移民职业清单（完整资料）新西兰一共将665个职业定义为可以申请技术移民的技能职业，原则上任何一位申请技术移民的申请人，都将以下面清单中的某一个职位来提名技术移民申请。
新西兰的这份可移民SOL职业清单来源于澳大利亚和新西兰共用的ANZSCO职业标准(类似于职业大典)。
ANZSCO职业标准一共有998个独立职位，新西兰的这份可移民职业清单，基本上涵盖了ANZSCO中所有具有技术属性的职位。
根据技能等级及行业类别等属性，新西兰移民局将这665个可移民的技能职位划分为三类：1、Occupation in Part A(Skill Level 1~Skill Level 2)如果申请人的职位出现在PART A中，除了符合ANZSCO中该职业的描述以外，还必须满足以下要求中的任意一条：·申请人拥有ANZSCO中规定的相关学历或更高学历；·如果申请人没有相关学历，需要符合ANZSCO中所注明的一定工作经验年限来替换学历要求(职位属于Part A-Skill Level One的，必须至少5年工作经验替换学历要求)；·如果申请人的职业属于LTSSL长期紧缺职业清单中的职位，需要符合第三栏中的要求；2、Occupation in Part B(Skill Level 3)如果申请人的职位出现在PART B中，除了符合ANZSCO中该职的描述以外，还必须满足以下要求中的任意一条：·申请人拥有ANZSCO中规定的相关学历(学历的级别必须大于或等于Level 4，如果学历是Level 4则必须是National Certificate) ·如果申请人没有相关学历，需要符合ANZSCO中所注明的一定工作经验年限来替换学历要求；·如果申请人的职业属于LTSSL长期紧缺职业清单中的职位，需要符合第三栏中的要求；3、Occupation in Part C(Skill Level 3)如果申请人的职位出现在PART C中，除了符合ANZSCO中该职位的描述以外，还必须满足以下要求中的任意一条：申请人拥有3年的相关工作经验以及相关的学历(学历的级别必须大于等于Level 4，如果学历是Level 4则必须是National Certificate) 如果申请人没有相关学历，申请人需要拥有3年的相关工作经验以及满足年薪$4,5000NZD的要求(此年薪为基本工资，不含加班费、津贴、保险或住宿补贴等，工作时间必须满40小时/周)这里需要注意的是，上面的条件中都提到一个前提条件：需符合ANZSCO职业标准中的定义，所以申请人在需要工作担保加分(job offer)或工作经验加分(work experience)时，还必须同时符合自己所提名职位中的ANZSCO要求。
development的用法
development的用法1. "Development 可以作名词用呢，比如说，城市的快速发展真让人惊叹！就像我们的生活，每天都有新变化。
"2. "Hey，你知道吗？Development 还能表示进展，就像一场比赛，我们都在期待着最终的 development！比如项目的进展顺利得超乎想象。
"3. "Development 也可以用来描述个人的成长呀！你想想，从懵懂小孩到成熟大人，这就是一个巨大的 development，不是吗？就像我从啥都不懂到现在能给你讲这些。
"4. "哇塞，一个公司的 development 可是至关重要的呢！就如同航行的船只，需要不断前进。
比如公司业务不断拓展，规模越来越大。
"5. "Development 有时候就像一束光，照亮我们前进的道路呀！比如科技的 development 让我们的生活变得如此便利。
"6. "嘿呀，国家的 development 那可是大家共同努力的结果哟！就像建造一座大厦，一砖一瓦都很重要。
比如我们国家日益强大，这就是了不起的 development。
"7. "Development 在很多情况下意味着进步呢！这多让人兴奋啊！比如学习上的每一点小进步都是 development。
"8. "哎呀，心灵的 development 也不容忽视呀！就像培育花朵，需要精心呵护。
比如经历一些事情后，内心变得更强大。
"9. "社会的 development 是大家有目共睹的呀！这多神奇！比如各种福利制度的完善，不就是很好的 development 吗？"10. "个人技能的 development 会让自己更有自信呢！就像拥有了秘密武器。
比如学会了新的语言，这就是技能上的 development。
研究生学术英语写作教程Unit4Key
研究⽣学术英语写作教程Unit4Key第四单元参考答案1.1 Pre-reading Qs:1) The method section is the most important aspect of a research paper because itprovides the information by which the validity of a study is ultimately judged.Therefore, the researcher must provide a clear and precise description of how an experiment is to be carried out, and the rationale for the specific experimental procedures chosen. It must be written with enough information so that: (1) the experiment could be repeated by others to evaluate whether the results are reproducible, and (2) the readers can judge whether the results and conclusions are valid.2)overview of the research / experiment, population / subjects, research location,materials, procedure, variables, sampling techniques, statistical treatment, possible restrictions3)When describing actions and situations that happened in the past, or telling astory and expressing actions that follow each other in a story, we normally use the simple past tense. Different tenses can be used depending on reference to the past or recurring present events. To sum up, the majority of verbs are in the past; other forms can also be used if there is a good reason for doing so. Active voice means that if the subject of a sentence performs the action, then the verb used to express this meaning is active. If the subject receives the action of the verb, then the verb is passive. Passive voice is normally used if the agent is arbitrary, not known, or not important, and sometimes “by …”is omitted. In this reading passage, a past passive structure is predominant.1.3.2·Students’ questionnaire include d five sections with 23 questions:1) demographic information2)importance of English in college and professional careers3)perceived language skill needs and problems4)the activities needed in a freshman language course, and5)suggestions for development of course content and materials as well asdemographic information.·The faculty questionnaire consisted of four sections with l6 questions, which are parallel to those in the version given to the students except that no demographic information was gathered.Research aim:A Study of perceptions of English Needs in a Medical Context Questionnaire One: The questionnaire given to the medical students consisted of five sections with 23 questions, the topics of which were importance of English in college and professional careers, perceived language skill needs and problems, activities needed in a freshman language course, and suggestions for development of course content and materials as well as demographic information.Questionnaire Two: The faculty questionnaire consisted of four sections with l6 questions, which were parallel to those in the version given to the students except that no demographic information was gathered.Research restrictions:The questionnaires were piloted, and modified according to the feedback from l0 respondents: six medical students and four faculty members.One of the authors, a faculty member at Chung Shan Medical College, selected one required class for each group of students (freshmen, sophomores, juniors and seniors). (The population size is not big enough and the sampling technique is not so clear.)2.1.12.1.2 A poison ivy infection is considered by some to be humorous. But it is not funny at all. A rash that has the intensity of a fresh mosquito bite and lasts for several days is caused by contact with the plant. Poison ivy infection has been studied by scientists for centuries, but no preventive pill or inoculation has been found. The poisonous substance in the plant is called urushiol. After the skin is touched by urushiol, the exposed area will soon be covered by blisters and weeping sores.2.2: The following sentences describe a process of making paper. Use sequentialwords and rewrite them into a cohesive paragraph.Firstly, the logs are placed in the shredder. Then they are cut into small chips which are mixed with water and acid. After that, they are heated and crushed to a heavy pulp which is cleaned. It is also chemically bleached to whiten it. Later, it is passed through rollers to flatten it. Then sheets of wet paper are produced. Finally, the water is removed from the sheets which are pressed, dried and refined until the finished paper is produced.3.1 Read the following sentences. They are all taken from method sections fromdifferent research articles. In each case, determine which information element is represented.1. subjects2. material3. procedure4.overview5. statistical treatment6. procedure and material7. sampling8. research location3.2 Completing sentences1) The questionnaire was administered.2) completed the questionnaire.3) Background information about these participants is presented in Table 2.4) The mean age of the participants was approximately 29 years old.5) the year of working experience was six on the average.3.3Reordering sentences1c 2 e 3 d 4 f 5g 6 b 7 I 8 a 9h3.4 Rewriting sentences(1) Table 2 shows the number of students per level and their Ll languagebackgrounds represented.(2) Two questionnaires administered respectively to the personnel officers andbusiness employees show a similar result in terms of their perception of the use of English in their firm.(3) The scores of the two raters were averaged and entered for statistical analysis.(4) The model used in the experiment was a modified version of the 2009 Testpackage, originally developed by the Morrison Research Institute.(5) Gray (1998) studied the effectiveness of the new schedule, using scores on theStanford Achievement Test as the measure.(6) After the teacher explained the directions, the students began to write.( place modifiers so that they clearly modify what they are intended to modify ) (7) Students achieved better results, although the schedule was in effect for only 1year. (Put the main idea in the main clause )(8) After putting the assignment on the board, the teacher found by checking theroll that three students were absent. (Too many and s )(9) Because many school administrators seem interested in making only simple andinexpensive changes, they have been overly receptive to simplistic solutions.( avoid inserting long modifiers between the subject and the verb )(10) Many people are reluctant to install solar energy systems because of the largecapital investment required. ( avoid using subordinate clauses that modify other subordinate clauses )3.5 Turning notes into a passageA taste test was conducted to determine students’preferences and attitudes toward sugar-sweetened and artificially-sweetened beverages. Ten people, five male students and five female students, from Science English class 1 were chosen at random to participate in the test. The materials used were thirty straws, two cups, one blindfold, and two containers of Kool-Aid, a popular drink in the United States. One container held four cups of orange Kool-Aid sweetened with one half cup of sugar. The other container held four cups of orange Kool-aid sweetened with 9 packets of Nutrasweet brand artificial sweetener.The steps included in the test were as follows. Ten volunteer students were chosen, five male students and five female students. They were placed into two lines, one for the males and the other for the females. Alternately, men and women completed the taste test. To complete the test a blindfold was first fastened over the eyes of the tester so that he/she could not see. Then the two cups were filled with beverage, one with artificially-sweetened Kool-Aid and the other with sugar-sweetened Kool-Aid. The tester was then asked three questions from a survey and the answers were tabulated. Next, using a straw, the tester took a sip from each cup. Then the final two questions on the survey were asked and the answers tabulated. Finally, the remaining drink was thrown away, and the next tester came forward to repeat the process.4. Writing Project(Omitted)。
实施师资队伍建设用词
实施师资队伍建设用词1. 师资队伍建设：development of the faculty team / construction of the teaching staff2. 引进高层次人才：recruitment of high-level talents3. 建设学科带头人队伍：cultivation of academic leaders4. 提高师资队伍整体素质：improvement of the overall quality of the faculty team5. 优化师资结构：optimization of the faculty structure6. 提升教师教学水平：enhancement of the teaching level of teachers7. 培养青年教师：trning of young teachers8. 建设国际化师资队伍：establishment of an international faculty team9. 开展教师培训活动：conducting teacher trning activities10. 职称评聘机制改革：reform of the title evaluation system11. 提供良好的教学资源和环境：provision of good teaching resources and environment12. 建立有效的师资激励机制：establishment of effective faculty incentive mechanisms13. 加强师资队伍的内外交流合作：strengthening the internal and external exchanges and cooperation of the faculty team14. 注重师资培养与教育研究相结合：emphasis on the combination of faculty development and educational research15. 加强师资培训与素质提升：strengthening teacher trning and quality improvement.。
系主任面对面——职业发展系列计划
系主任面对面——职业发展系列计划英文版Department Head to Face - Career Development Series Plan In the fast-paced world of higher education, career development has become an integral part of student success. To this end, our department has embarked on an exciting series of career development plans designed to prepare our students for the challenges and opportunities of the future.At the helm of this initiative is our department head, Dr. [Department Head's Name], a visionary leader who believes that career development should not be limited to just finding a job, but should encompass personal and professional growth.The series begins with a comprehensive understanding of career exploration. Students are encouraged to identify their passions and interests, and align them with potential career paths. Workshops and seminars are conducted to guidestudents through the process of self-discovery, while also providing insights into various industries and professions.Following this, the series delves into the intricacies of resume building and interview preparation. Dr. [Department Head's Name] emphasizes the importance of a strong resume that highlights a student's skills, achievements, and experiences. Workshops are conducted on resume writing, cover letter preparation, and online job searching. Mock interviews are also organized to help students familiarize themselves with the interview process and build confidence.The series continues with sessions on professional networking and building relationships. Dr. [Department Head's Name] believes that a strong network can open doors to new opportunities and collaborations. Students are taught the art of networking, from attending professional events to maintaining meaningful relationships with industry experts.Rounding off the series is a focus on lifelong learning and professional development. Students are encouraged tocontinually upgrade their skills and knowledge, not just during their academic journey, but throughout their careers. Resources and guidance are provided on further education, certifications, and professional development programs.The Career Development Series has been a resounding success, with students reporting increased clarity on their career paths, improved job search skills, and stronger professional networks. Thanks to the vision and leadership of Dr. [Department Head's Name], our department is not just educating students for the present, but preparing them for a lifetime of success.系主任面对面——职业发展系列计划在高等教育快速发展的世界中，职业发展已经成为学生成功的重要组成部分。
inclusive development 英文解释
inclusive development 英文解释全文共6篇示例，供读者参考篇1What is Inclusive Development?Hi there, friends! Today, I'm going to talk to you about something called "inclusive development." It's a really important idea that we all need to understand, especially as we grow up and become part of the world.Inclusive development means making sure that everyone in a community or society has the opportunity to participate, contribute, and benefit from the progress and growth that's happening. It's about making sure that no one is left behind, and that everyone has a fair chance to live a good life, no matter who they are or where they come from.Let me give you an example. Imagine there's a new park being built in your neighborhood. Inclusive development would mean that this park is designed in a way that makes it accessible and enjoyable for all kinds of people. There would be ramps and smooth paths for people who use wheelchairs or have trouble walking. There would be equipment and play areas that are safeand fun for children of all ages and abilities. There would be shaded areas for people who need to stay out of the hot sun, and maybe even special features for people with visual or hearing impairments.The idea is that this park should be a place where everyone in the community can come together, play, and have a good time, without anyone feeling left out or like they don't belong.But inclusive development isn't just about parks and playgrounds. It's about making sure that all aspects of society –like education, healthcare, job opportunities, anddecision-making processes – are designed and organized in a way that includes and benefits everyone, regardless of their gender, race, religion, disability, or economic situation.For example, in a school that practices inclusive development, there would be programs and resources in place to support students with different learning needs, backgrounds, and abilities. The teachers would be trained to understand and accommodate different learning styles, and the curriculum would reflect and celebrate the diversity of cultures and perspectives within the student body.In a workplace that practices inclusive development, there would be fair hiring practices, equal opportunities foradvancement, and policies to prevent discrimination and harassment. The workplace would be designed to be accessible and comfortable for people with different physical and mental abilities, and there would be resources and support systems in place to help employees balance their work and personal responsibilities.Inclusive development is important because it helps to create a society that is more just, more equal, and more sustainable for everyone. When everyone has the opportunity to participate and contribute, we can tap into the full potential of our diverse perspectives, talents, and experiences. We can learn from each other, support each other, and work together to solve problems and make the world a better place.At the same time, inclusive development helps to reduce poverty, inequality, and social tensions. When people feel included, valued, and respected, they are more likely to feel a sense of belonging and ownership in their communities. They are more likely to participate in positive ways, to work hard, and to contribute their skills and ideas for the greater good.But the benefits of inclusive development are so worth it. When we work together to create a world where everyone has a fair chance to succeed and thrive, we all win. We create astronger, more vibrant, and more resilient society that can tackle the big challenges we face – like climate change, poverty, and conflict – in a more effective and sustainable way.So, my friends, as you grow up and start to think about your role in the world, remember the importance of inclusive development. Look for ways to support and promote inclusion in your schools, communities, and future workplaces. Be kind and respectful to everyone, no matter their differences. And always strive to create spaces and opportunities where everyone feels valued, heard, and empowered to reach their full potential.Together, we can build a world where no one is left behind, and where everyone has the chance to live a happy, healthy, and fulfilling life. That's what inclusive development is all about.篇2What Does Inclusive Development Mean?Have you ever felt left out or like you didn't belong somewhere? Maybe you weren't picked for a team in gym class or your classmates didn't invite you to a party. It doesn't feel good, does it? Inclusive development is all about making sure everyone feels included and has the same opportunities, no matter who they are or where they come from.Let me give you an example. Imagine there's a new park being built in your town. The people in charge of building the park want to make sure it's a place where all kids can play and have fun, regardless of if they are a boy or girl, tall or short, use a wheelchair or not. That's inclusive development!They would make sure to include playground equipment that kids of all abilities can use, like ramps and swings with special seats. The restrooms would have amenities for kids with different needs. There would be shaded areas for kids who need to get out of the sun. And the park would be designed so kids of all backgrounds feel welcome and safe.Inclusive development means thinking about everyone's needs and making sure no one is excluded or left behind when new things are created or decisions are made that affect a community. It applies to all kinds of areas - schools, hospitals, roads, businesses, and more!Why Is It Important?You might be wondering why inclusive development matters. Well, imagine if things weren't designed to include everyone. Some kids wouldn't be able to go to school, play at parks, or access basic services like healthcare just because of who they are. That doesn't seem very fair, does it?When communities practice inclusive development, it means more opportunities for everyone to learn, grow, and achieve their dreams. It helps create a society where people's differences are respected and valued. After all, we're all human and deserve the same rights and freedoms.Inclusive development also makes communities stronger. When everyone can participate, you get more ideas, perspectives, and contributions from all kinds of people. That leads to better solutions for challenges a community might face.What Does It Look Like?So what might inclusive development look like in real life? Here are some examples:Schools: Classrooms that have learning materials in multiple languages, accommodations for students with disabilities, gender-neutral bathrooms, and lessons that teach about different cultures.Hospitals: Providing medical care and information in the languages patients speak at home, having amenities for patients with diverse needs, and training staff on cultural sensitivity.Public Transit: Having buses, trains and stations that are accessible for people using wheelchairs, with audio篇3What is Inclusive Development?Hey there, kids! Have you ever heard the phrase "inclusive development"? It's a big and important idea that we should all understand. Let me break it down for you in a way that's easy to grasp.Imagine you have a group of friends, and you're planning a fun day at the park. Some of your friends might want to play soccer, while others prefer to have a picnic or go on the swings. If you only focused on one activity, like soccer, some of your friends might feel left out or unhappy. That's not very fair, is it?Inclusive development is all about making sure that everyone in a community, a city, or even a whole country, has the opportunity to be involved, to have their voices heard, and to benefit from the good things happening around them. It's like planning a day at the park where everyone gets to do something they enjoy.Let me give you an example. In some parts of the world, there are communities where not everyone has access to good schools, clean water, or proper healthcare. Inclusivedevelopment means working hard to make sure that these basic needs are met for all people, regardless of their circumstances.Another example is when new buildings or parks are being planned in a city. Inclusive development means considering the needs of people with disabilities, so that they can access and enjoy these new spaces too. It's about making sure no one is left behind.But inclusive development isn't just about meeting basic needs or making things accessible. It's also about giving everyone a chance to contribute their ideas, skills, and talents to make their communities better. After all, everyone has something valuable to offer, right?Imagine if you and your friends were asked to plan a fun school event. If you only listened to a few people's ideas, the event might not be as exciting or enjoyable for everyone. But if you included everyone's input and ideas, you could create篇4Inclusive Development: Making Progress for Everyone!Have you ever felt left out or like you didn't have the same opportunities as others? Well, that's not fair, and it's somethingthat people around the world are trying to change. This idea of making sure everyone can participate and benefit from progress is called "inclusive development."Imagine a playground where some kids get to play on all the cool equipment, while others are stuck on the sidelines. That wouldn't be much fun, would it? Inclusive development is like making sure the playground is designed so that every child, no matter their abilities or background, can join in the games and activities.Just like on the playground, in our communities and societies, some people face more challenges or barriers than others. Maybe it's because of their gender, the color of their skin, their religion, or a disability they have. Inclusive development means recognizing these differences and making sure everyone has a fair chance to learn, work, and live a good life.Let me give you an example. In some parts of the world, girls don't have the same opportunities to go to school as boys. That's not fair, is it? Inclusive development would mean making sure that girls and boys alike can access quality education and learn the skills they need to reach their full potential.Or think about people with physical disabilities. Inclusive development means making buildings, transportation, andpublic spaces accessible to everyone, including those who use wheelchairs or have other mobility challenges.Another important part of inclusive development is making sure that people from different backgrounds and cultures are respected and included in decision-making processes. After all, diverse perspectives and experiences can lead to better solutions for everyone.Inclusive development isn't just about being nice or fair (although those are good reasons too!). It's also about making sure that no one gets left behind as our world progresses and changes. When everyone can participate and contribute, communities and societies become stronger, more prosperous, and more innovative.Imagine a world where everyone, no matter their circumstances, has a chance to learn, grow, and achieve their dreams. That's the goal of inclusive development – progress that benefits us all, not just a few.So, the next time you see someone being excluded or treated unfairly, remember the idea of inclusive development.It's about making sure everyone has a seat at the table, a voice that's heard, and a chance to be part of the journey towards a better future for all.After all, progress is a lot more fun and meaningful when we get to share it with everyone, don't you think?篇5Inclusive Development - Everyone Counts!Hello friends! Today, I want to tell you all about something really important called "Inclusive Development." It's a big term, but don't worry, I'll explain it in a way that we can all understand.Inclusive Development means that everyone should have the chance to grow and succeed, no matter who they are or where they come from. It's about making sure that nobody is left behind and that everyone has equal opportunities.Inclusive Development starts with education. Every child, regardless of their background, should have access to a good quality education. This means that schools should be welcoming and inclusive for students with different abilities, learning styles, and backgrounds. It's important to create an environment where everyone feels safe, respected, and valued.Inclusive Development also means that everyone should have access to basic necessities like clean water, nutritious food, and healthcare. It's not fair if some people have these things andothers don't. We need to work together to make sure that everyone's basic needs are met, so that everyone can live a healthy and happy life.Another important aspect of Inclusive Development is creating job opportunities for everyone. It means that people should be able to find work and earn a fair wage, regardless of their gender, race, or disabilities. Inclusive Development is about creating a society where everyone can contribute their skills and talents, and where nobody is left behind.Inclusive Development is also about protecting our planet. We need to take care of the environment so that future generations can enjoy it too. This means using energy wisely, reducing waste, and finding ways to live in harmony with nature. We can all do our part by recycling, conserving water, and planting trees.So, how can we promote Inclusive Development? Well, first of all, we need to learn about different cultures and respect diversity. It's important to be kind and inclusive to others, even if they are different from us. We should celebrate our differences and learn from each other.We can also help by volunteering and supporting organizations that work towards Inclusive Development. We candonate books, clothes, or toys to children who are less fortunate. We can also raise awareness about the importance of Inclusive Development by organizing events or talking to our friends and family about it.Remember, Inclusive Development is about making sure that everyone counts. It's about creating a world where everyone has equal opportunities and where nobody is left behind. So let's work together to promote Inclusive Development and make the world a better place for all of us!I hope you all understand what Inclusive Development means now. Let's be inclusive, kind, and make sure that everyone has a chance to shine. Together, we can make a difference!Take care, my friends!Love,[Your Name]Word Count: 450 words篇6What is Inclusive Development?Have you ever felt left out or like you didn't belong? Maybe you weren't invited to a friend's birthday party, or maybe you couldn't join a game because of a disability. That's a awful feeling, isn't it? Nobody likes to be excluded or treated unfairly.Well, inclusive development is all about making sure that everyone, no matter who they are or what their circumstances are, has the opportunity to participate and benefit from the progress and growth happening in their community, country, or even the whole world.It's like when you're in a classroom, and the teacher wants everyone to understand the lesson, so they try to explain it in different ways and use different materials to help all the students learn. Inclusive development is kind of like that, but on a much bigger scale!Let me give you some examples of what inclusive development means:Including people with disabilities: Imagine if your school built a new playground, but the equipment was designed in a way that made it difficult or impossible for kids in wheelchairs or with other disabilities to play on it. That wouldn't be very inclusive, would it? Inclusive development means making sure that public spaces, buildings, transportation, and eventechnology are accessible to everyone, regardless of their physical or mental abilities.Giving equal opportunities to girls and boys: In some parts of the world, girls don't have the same chances to go to school or get good jobs as boys do. Inclusive development means making sure that girls and boys have equal access to education, healthcare, and employment opportunities, so that everyone can reach their full potential.Supporting people living in poverty: Sometimes, people living in very poor communities don't have access to basic things like clean water, electricity, or good schools. Inclusive development tries to improve the living conditions and provide more opportunities for these people, so that they can have a better quality of life and a chance to break out of the cycle of poverty.Protecting the environment: Believe it or not, inclusive development also considers the impact of our actions on the environment. After all, if we damage the planet too much, it will be harder for future generations to have a good life. Inclusive development means finding ways to grow and develop while still protecting the natural world around us.So, in a nutshell, inclusive development is all about making sure that no one is left behind. It's about creating a world where everyone, regardless of their gender, abilities, income, or background, has a fair chance to participate, learn, work, and live a good life.It's kind of like a big, global game of tag – but instead of trying to exclude people, the goal is to include everyone and make sure no one is left out or treated unfairly.So, the next time you see someone being excluded or treated unfairly, remember the importance of inclusive development, and think about how you can help make things more inclusive and fair for everyone.。
faculty词源
“faculty”这个词的词源可以追溯到拉丁语“facultas”，意为“能力”或“权力”。
这个词最初指的是一种内在的能力或力量，后来逐渐演变为表示一种特定的技能或知识领域，尤其是在高等教育中，用来指代大学或学院里的教师群体，即“教职员”。
在中世纪时期，大学里的教师通常被分为不同的“faculty”（学院），如文学院、法学院、医学院等，每个学院都有自己的专业领域和职责。
这种用法一直沿用至今，成为了高等教育中的一个基本概念。
此外，“faculty”还可以指一种特定的能力或天赋，这种用法通常出现在更广泛的上下文中，例如描述某人具备某种特殊的技能或才能。
总之，“faculty”这个词的词源可以追溯到拉丁语，最初表示一种内在的能力或力量，后来逐渐演变为表示高等教育中的教师群体或特定的技能领域。
faculty什么意思
faculty什么意思faculty是一个英语单词，可以用作名词或动词。
作为名词，它有不同的意思和用法，我们将在本文中对这些意思进行解释和探讨。
首先，作为名词，faculty可以指大学或学院中的教员团体，也就是教职员工的总称。
在大学或学院中，faculty一词包括教授、讲师、助教等教育工作者。
这些教育工作者负责教学、研究和管理学术事务。
他们在学术领域有专业知识和经验，通过授课和研究活动来传递知识和推动学术进展。
除了大学或学院的教员团体，faculty也可以指一个人的能力、才能或技能。
在这种意义上，faculty指的是一个人在某个特定领域或领域中的能力或才能。
例如，我们可以说某人具有创造力的faculty，说明他在创造性思维和创新方面具有很高的能力。
此外，faculty还可以用来表示一个人的感官能力或知觉能力。
这包括五种主要感官：视觉、听觉、嗅觉、味觉和触觉。
当我们说一个人具有敏锐的听觉faculty时，我们指的是他有很好的听觉，能够辨别细微的声音或区别不同的音调。
另一方面，作为动词，faculty意味着能够实施某种能力或功能。
当我们说某人能够使用计算机faculties时，我们指的是他具备运用计算机进行各种任务的能力。
此外，faculty还可以指一个机构或组织的能力或能力，表示其能够实施或履行其职责和目标。
在法律领域，faculty还可以指某人的法定权力或权限。
例如，在某些情况下，法院可以授予特定机构或个人特殊权限或职责的权力，这就被称为faculties。
总之，faculty这个单词有多种意思和用法。
它可以指大学或学院的教员团体，一个人的能力、才能或技能，一个人的感官能力或知觉能力，以及一个机构或组织的能力或能力。
此外，作为动词，faculty意味着能够实施某种能力或功能。
无论是在学术、个人还是机构层面，faculty都是一个多功能的词汇，用来描述能力、能力和权限。
经管国际化创新实验班 英文
经管国际化创新实验班英文Title: Internationalization and Innovation in the Experimental Class for ManagementIntroduction:The Experimental Class for Management is a specialized program that focuses on internationalization and innovation. This article aims to explore the significance and benefits of this program. The article will be structured as follows: an introduction, five main points, and a conclusion.Main Points:1. Importance of Internationalization in Management Education:1.1 Global Perspective: Internationalization in management education provides students with a global perspective, allowing them to understand the complexities of the global business environment.1.2 Cultural Intelligence: Through exposure to diverse cultures, students develop cultural intelligence, enabling them to effectively navigate and adapt to different cultural contexts.1.3 Global Networking: Internationalization fosters global networking opportunities, enabling students to build connections with professionals and organizations worldwide.2. Integration of Innovation in Management Education:2.1 Creativity and Problem-Solving Skills: Innovation-focused education cultivates creativity and enhances problem-solving skills, enabling students to tackle complex business challenges.2.2 Technological Advancements: Innovation education equips students with knowledge and skills to leverage technological advancements, enabling them to stay competitive in a rapidly evolving business landscape.2.3 Entrepreneurial Mindset: The integration of innovation fosters an entrepreneurial mindset among students, encouraging them to identify opportunities, take risks, and create value.3. Curriculum Design and Structure:3.1 Interdisciplinary Approach: The curriculum of the Experimental Class for Management adopts an interdisciplinary approach, integrating various subjects such as economics, finance, marketing, and technology.3.2 Practical Learning: The program emphasizes practical learning through case studies, simulations, and real-world projects, enabling students to apply theoretical knowledge to real-life business scenarios.3.3 International Exchanges: The program facilitates international exchanges and collaborations with partner universities, allowing students to gain exposure to different business practices and cultures.4. Faculty Expertise and Industry Connections:4.1 Experienced Faculty: The program is taught by experienced faculty members who possess expertise in international business, innovation, and management.4.2 Industry Connections: The faculty members have strong industry connections, providing students with opportunities for internships, mentorship, and industry projects.4.3 Guest Lectures and Workshops: The program invites industry experts and professionals to deliver guest lectures and conduct workshops, enriching students' understanding of real-world business challenges and trends.5. Career Prospects and Alumni Network:5.1 Global Job Market: Graduates from the Experimental Class for Management have a competitive edge in the global job market due to their international exposure and innovative mindset.5.2 Multinational Corporations: The program prepares students for careers in multinational corporations, where international business knowledge and innovation skills are highly valued.5.3 Alumni Network: The program's alumni network provides a strong support system, offering mentorship, networking opportunities, and career guidance.Conclusion:The Experimental Class for Management's focus on internationalization and innovation provides students with a comprehensive and dynamic education. Through a global perspective, integration of innovation, interdisciplinary curriculum, experienced faculty, and strong industry connections, students are well-prepared for the challenges and opportunities of the global business landscape. Graduates from this program possess the necessary skills and knowledge to succeed in a variety of international business and innovation-related roles.。
怎样介绍你的学校英语作文
My school is a vibrant community that has been an integral part of my life for the past few years. Its not just a place where I receive an education its a place where Ive grown, learned, and made memories that I will cherish forever.Nestled in the heart of the city, our school boasts a picturesque campus that is a blend of modern architecture and lush greenery. The moment you step onto the campus, you are greeted by the sight of towering trees that provide a serene atmosphere, perfect for study and contemplation. The school buildings are designed with an eye for functionality and aesthetics, featuring spacious classrooms equipped with the latest technology to facilitate interactive learning.One of the most striking features of my school is its diverse student body. Students from various backgrounds and cultures come together, creating a rich tapestry of perspectives and ideas. This diversity is not just limited to the students our faculty is equally diverse, bringing a wealth of experience and knowledge to the classroom.Academics are at the core of our schools mission. We offer a comprehensive curriculum that caters to a wide range of interests and aptitudes. From the sciences to the arts, every subject is taught with passion and dedication. Our teachers are not just educators they are mentors and guides who inspire us to reach our full potential.Beyond the classroom, my school offers a plethora of extracurricular activities that cater to every interest. Whether youre into sports, music,drama, or debate, theres something for everyone. These activities not only provide a break from the rigors of academics but also help in developing teamwork, leadership, and time management skills.One of the most memorable experiences Ive had at my school was participating in the annual school festival. It was a weeklong celebration of our schools spirit and diversity. There were performances, exhibitions, and competitions that showcased the talents of our students. It was a testament to the creativity and enthusiasm that our school fosters.Safety and wellbeing are also paramount at our school. We have a robust system of support services, including counseling and health services, to ensure that every student feels safe and supported. The school also places a strong emphasis on community service, encouraging us to give back to society and make a positive impact.In conclusion, my school is more than just a place of learning its a home away from home. Its a place where Ive made lifelong friends, discovered my passions, and grown into the person I am today. As I look back on my time here, I am filled with gratitude for the opportunities and experiences it has given me. I am proud to be a part of this community and look forward to the many more memories I will create here.。
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88% of medical students would like more feedback on their clinical skills
©2004 Community Faculty Development Center
The Goals of Feedback
To insure that the learner improves while at the same time . . . Keeping his/her self-respect intact
©2004 Community Faculty Development Center
What Will We Evaluate?
G - Goals N - Needs
O - Objectives
M- Methods E - Evaluation
©2004 Community Faculty Development Center
©2004 Community Faculty Development Center
TEACHING OBSERVATION SHEET THE PLUS/ DELTA SHEET
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∆
©2004 Community Faculty Development Center
Teaching Observation Sheet
Judgement End Preceptor Grades Judge competence
©2004 Community Faculty Development Center
Feedback
Sharing the evaluation with the learner
©2004 Community Faculty Development Center
Feedback and Evaluation
©2004 Community Faculty Development Center
feedback or grade
©2004 Community Faculty Development Center
Evaluation
Assessment of whether a learner has achieved the educational outcomes expected.
Objectives
Advantage to the Preceptor: More Effective Feedback More reliable/valid grade
©2004 Community Faculty Development Center
Direct Observation
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©2004 Community Faculty Development Center
Components of Effective Evaluation and Feedback
1. Define the objectives 2. Observe and collect data 3. Decide on the language you use for giving feedback 4. Develop an action plan
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(greeting) introduced self good eye contact (CC)
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didn抰 mention student 抰
(PMH)
specific questions interrupted P: 揑 need to talk 揌ow many aspirin each time/each day? about... L: 揧es, but when did it start? open-ended questions missed associated 揇escribe... symptoms no summary good paraphrasing missed empathy 揥hat I hear.... ” 揷an抰 afford to be sick
©2004 Community Faculty Development Center
Process
Example: Medical Interview Introduced self Asked open ended questions and focused questions appropriately Paraphrases & summarizes Offers appropriate feelings Summarizes
©2004 Community Faculty Development Center
feedback
©2004 Community Faculty Development Center
©2004 Community Faculty Development Center
Components of Effective Evaluation and Feedback
1. Define the objectives 2. Observe and collect data 3. Decide on the language you use for giving feedback 4. Develop an action plan
Probably the most valuable source of data is from direct observation of the learner by the teacher As a clinician, one of your strongest skills is observation
©2004 Community Faculty Development Center
Two Types of Evaluation
•Formative •Summative
©2004 Community Faculty Development Center
Formative vs. Summative Evaluation
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©2004 Community Faculty Development Center
Use Direct Observation to Collect Data
Know WHAT to look for: both Content and Process Know HOW to look for it – use a framework
©2004 Community Faculty Development Center
Summary of Observation
Know what you are looking for, ie, the objectives Record positives and questions What is seen and what is not seen Be non-judgmental and aware of your nonbiases Record specific language when possible
©2004 Community Faculty Development Center
Content
Example: Medical Interview Greeting Eliciting the chief complaint Record pertinent history Elicit the hidden concern Complete a review of systems
Formative
Purpose Timing Evaluator Uses Improvement Throughout Preceptor and Learning Give feedback Identify Strengths and weaknesses Develop plan
Summative