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摘要:国家带来信仰的力量Signs bring the power of faith 下面为大家整理一篇优秀的essay代写范文-- Signs bring the power of faith,文章讲述在凯瑟琳布拉德肖(Catherine P. Bradshaw)的2014年文章测量中学的学校气候......

国家带来信仰的力量 Signs bring the power of faith

下面为大家整理一篇优秀的essay代写范文 -- Signs bring the power of faith,文章讲述在凯瑟琳·布拉德肖(Catherine P. Bradshaw)的2014年文章“测量中学的学校气候:关注安全,敬业度和环境”中,布拉德肖声称学校的气氛与参与学校活动的人的行为密切相关。布拉德肖使用USDOE的模型来衡量学校内的安全性,参与度和环境,他获得了三个结果。该文本针对的是关注学校气候的人们,例如学校决策者,父母和联邦组织。通过测量和访问美国教育部提出的三个主要领域,作者旨在说服读者,这三个主要领域是学校氛围的重要指标,它们对学生的行为和学业成就产生重大影响。凭借其结构合理的论点和清晰明了的思想,该文本具有说服力和说服力。它使用推理以极其合乎逻辑的方式编写,这可以从以下三个方面看到。
 
Signs bring the power of faith
In Catherine P. Bradshaw’s article “Measuring School Climate in High Schools: A focus on safety, Engagement, and the Environment,” 2014, Bradshaw claims that school climate is closely related to the behaviors of people who are involved in school. Bradshaw used USDOE’s model to measure safety, engagement, and the environment within schools, and he obtained three results. The text is targeted at people who are concerned about school climate, such as school policy-makers, parents, and federal organizations. By measuring and accessing the three main domains proposed by the US Department of Education, the author aims to convince his readers that these three main domains are very important indicators of the school climate and they exert a great influence on students’ behavior and academic success. With its well-constructed argument and clearly argued ideas, the text is persuasive and convincing. It is written in an extremely logical way with the use of reasoning, which can be seen from the following three dimensions.

神迹带来信仰的力量
 
在Catherine P. Bradshaw 2014年的文章《测量高中的学校氛围:关注安全、参与和环境》中,Bradshaw认为学校氛围与人们在学校的行为密切相关。布拉德肖使用USDOE的模型来衡量安全、参与和学校内部环境,他得到了三个结果。该文本针对的是关心学校环境的人,如学校决策者、家长和联邦组织。通过对美国教育部提出的三个主要领域的测量和访问,作者的目的是让读者相信这三个主要领域是学校氛围非常重要的指标,它们对学生的行为和学业成绩有很大的影响。由于其良好的结构论证和清楚地辩论的想法,文本是有说服力和令人信服的。它是用一种非常逻辑的方式写的,使用了推理,这可以从以下三个方面看出来。
 
In order to present to readers the results of measuring school climate, the author followed a logical order. The text begins by giving the readers a general idea of what a school climate is. “School climate is profoundly important to the social, emotional and academic successes of its students and staff.” In regard of this, a growing number of researches have been done to measure the school climate. Then the author introduced “the Safe Schools/Healthy Students Program and the Safe and Supportive Schools Program through the US Department of Education (USDOE).” This is the core concept central to the whole text. The author introduced it with a clear description, making it understandable for his readers what his intentions are and made preparations for the following analysis. However, before the author plunged into illustrating his research based on the USDOE model, he examined other previous studies and pointed their shortcomings. “Despite the evidence indicating that school climate is a multifaceted construct, few measures adequately reflect its multidimensional nature.” After reviewing the school climate and the existing studies, the author proposed another measurement of school climate and went into a detailed analysis. Following that, the author looked at its participants, instrument, demographics and procedures. Much thought was given to data analysis and how to analyze the results. In order to be subjective, the author also analyzed the limitation of this measure. Coming to the last part of the text, the author subsequently gave a conclusion to all the researches in this field and their influences on the school climate. On the whole, the text is complete in its contents, leaving little space for its readers to question the author’s views regarding this matter.
 
Another reason for good reasoning is that the text is backed up by statistics and hard facts from research. Generally speaking, the text is powerful in its claims. The data that the author cited in the text are official and thus telling. “The date for this project come from Maryland’s Safe and Supportive Schools Initiative (MDS3), which is a joint project of the Maryland State Department of Education (MSDE), Sheppard Pratt Health System, and Jones Hopkins University.” When measuring participants, the author provided many numbers and statistics to help readers understand where their participants came from and gave other information of the participants. For example, “Data were collected from 58 Maryland high schools participating in MDS3 during spring 2011 (wave 1) and spring 2012 (wave 2) from 9th to 12th grade students via a Web-based survey.” Another one to vividly illustrate this point is that “Wave 2 student mean age in this sample was 15.93 (SD=1.33) and participating schools again included a diverse population with a minority rate of 45.93% (SD=25.11) and a mean student enrollment of 1468.48 (SD=466.82). Table 2 is clear in each subdomain’s scale thanks to the figures listed in it. The readers can get a straight-forward impression as to which subdomain stands out. By presenting a great number of statistics, the whole text’s analysis holds water.
 
为了向读者展示测量学校气候的结果,作者遵循了一个逻辑顺序。这篇文章以给读者一个关于学校气氛的大致概念开始。“学校氛围对学生和教职员工的社会、情感和学术成就有着极其重要的影响。“在这方面,越来越多的研究已经做了测量学校气氛。然后作者介绍了“安全学校/健康学生项目和通过美国教育部(USDOE)实施的安全与支持学校项目”。这是贯穿全文的核心概念。作者用清晰的描述进行了介绍,让读者明白了作者的意图,并为接下来的分析做了准备。然而,在作者以USDOE模型为基础对自己的研究进行阐述之前,他对前人的研究进行了梳理,指出了其不足之处。“尽管有证据表明,学校氛围是一个多方面的构建,但很少有措施能充分反映它的多维性质。”在回顾了学校气候和现有研究后,作者提出了另一种测量学校气候的方法并进行了详细的分析。接下来,作者考察了参与者、工具、人口统计和程序。对数据分析和如何分析结果进行了大量的思考。为了主观,笔者还分析了该措施的局限性。在文章的最后一部分,作者总结了这一领域的研究成果及其对学校风气的影响。总的来说,文章的内容是完整的,给读者留下了很少的空间来质疑作者对这件事的看法。
 
 
 
进行良好推理的另一个原因是,文本有统计数据和研究得出的确凿事实支持。一般来说,文本的主张是有力的。作者在文中引用的数据是官方的,因此可以说明问题。这个项目的日期来自马里兰州的安全与支持学校倡议(MDS3),这是一个联合项目的马里兰州教育部(MSDE), Sheppard Pratt卫生系统和琼斯霍普金斯大学。在测量参与者时,作者提供了很多数字和统计数据来帮助读者理解他们的参与者来自哪里,并给出了参与者的其他信息。例如,“数据通过网络调查从2011年春季(第一波)和2012年春季(第二波)参加MDS3的58所马里兰高中收集的9 - 12年级学生的数据。另一个可以生动地说明这一点的例子是:“在这个样本中,Wave 2的学生平均年龄为15.93 (SD=1.33),参与学校的学生也是多样化的,少数民族比例为45.93% (SD=25.11),平均入学人数为1468.48 (SD=466.82)。”由于表2中列出的数字,每个子域的规模都很清楚。读者可以得到一个直观的印象,哪个子域名突出。通过大量的统计数据,全文的分析是站得住脚的。
 
The author makes a strong appeal to his reader is that the he was successful in selling his views and beliefs by giving some detailed and insightful analysis based on the research and its results. The author not only splashed out all the numbers and studies that he had known, but he scrutinized them carefully, compared the date from MDS3 with others done before and shared his analysis with the readers. “We first conducted exploratory factor analyses (EFA) in Mplus 7.1 using data from wave 1 to examine the 3 proposed scales (engagement, safety and environment) of school climate. We next conducted confirmatory factor analyses (CFA) on the wave 1 data to test the resulting factor structure separately for each of the 3 scales; a CFA was then conducted on the separate wave 2 sample.” From this we can tell that the author treated the data with supreme seriousness. Moreover, to go deep into the research results, the author employed a number of methods to analyze them, such as the exploratory factor analyses (EFA), the confirmatory factor analyses (CFA), the comparative fit index (CFI), Tucker-Lewis index (TLI) and many other methods.
 
Based on the three strategies that the author successfully employed, the text is logical and strongly convinced the readers that “taken together these 3 scales and their 13 subdomains provide a comprehensive and efficient tool for measuring school climate among high school students, largely consistent with the USDOE model.” His conclusion is natural from his reasoning and layers of ideas presenting accordingly. Because of his clearly-constructed contents, readers of his target will find what the author tried to deliver more easy to understand and acceptable.

 
作者强烈地吸引读者的是,他通过基于研究和结果的详细而深刻的分析,成功地推销了他的观点和信念。作者不仅挥霍了所有他知道的数字和研究,而且他仔细地检查了它们,将MDS3的数据与之前的数据进行了比较,并与读者分享了他的分析。“我们首先在Mplus 7.1中进行了探索性因素分析(EFA),使用来自wave 1的数据来检验学校气候的3个提议的量表(参与、安全和环境)。接下来,我们对wave 1数据进行验证性因素分析(CFA),分别测试3个量表的结果因素结构;然后对第二波样本进行CFA分析。从这一点我们可以看出,作者对待这些数据是非常认真的。此外,为了深入研究研究结果,笔者采用了探索性因素分析(EFA)、验证性因素分析(CFA)、比较拟合指数(CFI)、Tucker-Lewis指数(TLI)等多种方法对研究结果进行分析。
 
 
 
基于作者成功使用的三种策略,本文具有逻辑性,并强烈说服读者“将这三种量表及其13个子域结合在一起,为测量高中学生的学校气候提供了一个全面而有效的工具,这与USDOE模型基本一致。”他的结论是自然的,从他的推理和层层叠叠的想法呈现相应。因为他的内容结构清晰,他的目标读者会发现作者试图传达的内容更容易理解和接受。
 

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