学校教育

Today, the lack of sex ed in schools seems to be proving disasterous.

今天，缺乏性别教育署在学校，似乎是要证明是灾难性的。

Among the political and economical agitations in which Holyoake took a leading part may be mentioned those for the repeal of the law prohibiting the use of unstamped paper for periodical publications, for the abolition of all oaths required by law, for the secularization of education in the public schools, for the disestablishment of the Church, for the promotion of the co-operative movement among the working classes, etc.

之间的政治和经济agitations ，其中holyoake了领导的一部分，可能会提到的那些为废除该法，禁止使用无印文件，期刊出版物，取消所有宣誓法律规定，为世俗教育的公立学校，为脱离教会，为促进合作，手术运动之间的工作班，等等。

Did not think of mom gave me two slap, hit I am dizzily, still go to my detain over there Hua Xin of teacher of school a teacher in charge of a class, blame her to did not teach me good.

没想到妈妈给了我两耳光，打得我头昏眼花，还把我押到学校班主任老师花欣那里，责备她没有把我教育好。

Born in Moscow in 1821 , the son of a doctor, Dostoevsky was educated first at home and then at a boarding school.

出生于1821年在莫斯科的儿子，一名医生，陀斯妥耶夫斯基是第一次在家里接受教育，然后是一所寄宿学校。

Dr. DuBois, he adds, It is impossible for a Negro to receive a proper education

杜博斯博士还说，对一个黑人而言，想从白人学校接受到合适的教育是不可能的。

Mr Rudd was educated at the Eumundi Primary School, Marist College Ashgrove and Nambour State High School, where he was Dux of the school.

澳洲议员Rudd接受的教育：在欧门帝小学， Marist学院Ashgrove和楠普拉国家高中，在那里他是dux的学校。

Therefore, it is necessary that we should construct an integrated risk eduction system in school.

因此，在学校构建完整的风险教育体系不但是必要的而且是必须的。

All subjects agreed that nowadays students were more egocentrism, more active, less conformable, and less trust than their counterpartner of ten or twenty years ago.

受访导师多数认为国民中学教育的问题和社会变迁、家庭环境有密切关系；部份导师也认为学校和教师的责任也不可轻忽。

Then it analyzes the cost-benefit of human resource, including the cost-benefit of the recruitment, the training and the emolument.

首先，通过设计合理的人力资源规划，优化人力资源结构，以期以较低的人力资源成本达到高校教育目标，并促进学校的发展。

Part II: The school moral communication, being a special form of moral communication, has its own characteristics, such as directivity, exemplarity, emotivity, inspirativity, stability and consistency.

从交往主体看，学校道德交往可分为五大类型，每一类形式的道德交往都蕴涵着丰富的教育内容。

The split between the two groups can hardly be papered over.

这两个团体间的分歧难以掩饰。

This approach not only encourages a greater number of responses, but minimizes the likelihood of stale groupthink.

这种做法不仅鼓励了更多的反应，而且减少跟风的可能性。