Who Wants to Drink What?

MrandMrsLinmeetMrandMrsYanginarestaurant（饭馆）．Theyareallthirsty（口渴的）．Awaitercomestotheirtable．Heasksthemwhattheywouldliketodrink．Onemansays，“Ionlydrinkorangejuice．”Onewomanaskstheotherwoman，“Doyoulikemilk？”MrsLinsays，“MyhusbandandIdo     

Who Would Go to London?

OncethreemengottotheDoverStationfiveminutesafternineoclockthatevening．OneofthemaskedaworkerwhattimethenexttrainforLondonwas．Theworkeranswered，“Youhavemissedone．Theygoeachhour．Thenexttrainisatten．”Thethreemendecidedtogooffthestation．Sotheywenttoabar（酒吧）．Aminuteortwoaftertenoclocktheycamerunningintothestation．Theworkertoldthemthetrainhadjustgone，sotheywentbacktothebar．Theymissedtheelevenoclocktraininthesameway．Theworkersaid，“Nowthenexttrainisthelastone．Ifyoumissthat，yo…     

Emphatically,not to judge?

McCabe's recent attempt to define programme evaluators (in BJTE 6:3) sidesteps the central issue of how quality might be assessed. In this paper, the view is taken that evaluators should primarily be responsible for opening up debate about what makes a programme good, that is, about criteria, expectations, standards, and attainability. Several possible reasons for the current lack of focus on these aspects are suggested. It follows that the traditional training grounds for evaluators, namely sociology and psychology, may be inadequate.     

Will birth attendants need to promote high-tech intervention to afford malpractice insurance?

In this column, the author examines the trends of the midwifery model of care versus nonmedically indicated cesarean births and their effect on malpractice insurance rates. Childbirth educators are encouraged to support a health-care system that promotes normal birth.     

Who Is Who?

Tony was a policeman,andhis younger brother,Bill,was acollege student(大学生).One day the two brotherswent into a restaurant(餐馆)tohave their supper.When theysat down at a table,Bill said toTony,“Oh,three of my class-mates are here having theirsupper.”He pointed to a tablein the corner.Three young menwere sitting at that table talking.“They are Slick,Smiley andMug.”“But who is who,Bill?”said Tony.“My guess(猜测)isthat the one smoking the cigar(雪茄烟)is Smiley,the onewearing the …     

How accurately can students evaluate the quality of self-generated examples of declarative concepts? Not well,and feedback does not help

Students are commonly asked to learn declarative concepts in many courses. One strategy students report using involves generating concrete examples of abstract concepts. If students have difficulties evaluating the quality of their generated examples, then instructors will need to provide students with appropriate scaffolds or feedback to improve judgmentaccuracy. No prior research has investigated if students can accurately evaluate the quality of the examples they generate, which was the first aim of the current research. The second aim of this research was to investigate the extent to which providing feedback while students evaluate their generated examples can improve the accuracy of their example-quality judgments. In two experiments, students generated examples for declarative concepts from social psychology and then judged the quality of their examples. When making judgments, students received no feedback (in which they were only given the key term), full definition feedback (in which they were shown the definition of the declarative concept) or idea unit feedback (in which they first evaluated if they represented each idea unit of the definition within their example). Outcomes showed that students were overconfident when judging the quality of their examples, specifically for commission errors (i.e., examples that were entirely incorrect). Surprisingly, full definition and idea unit feedback did not help students improve the accuracy of their example-quality judgments. Thus, until scaffolds are discovered to reduce student overconfidence, instructors will need to assist in evaluating generated examples as students use this strategy to learn declarative concepts.     

How to learn English well

From of us think that we can learn English well if we learn lots of grammar rules and memorize as many words as we can.But I don't quite agree with them.I don't think it is enough to remember     

Who Moved My Cheese? Adjusting to Age-Related Changes

The popular book, Who Moved My Cheese? (Johnson, 1998 Johnson , S. ( 1998 ). Who moved my cheese? . New York , NY : Putnam . [Google Scholar]) is a metaphor for change. This parable-like story has particular resonance with older adults who face many potential life-altering changes. The four characters in the book are looking for their cheese in a maze. Cheese represents whatever makes people happy. How each character adjusts to the loss of cheese parallels the process of adjusting to one or more of the many transitions in the lives of older adults. The character Hem fears change, so he resists and denies it while Haw learns to adapt when he is confronted with change. Sniff senses change early while Scurry gets right down to action in the light of impending changes. The straightforward lesson of “moving with the cheese” may help adults understand and cope with changes as they age. It may also propel health care and social service professionals toward a workable approach to change with their clients that provides positive opportunities for effective adaptation.     

Who Upgrades to Higher Level Qualifications in Midlife?

This paper investigates why people return to study in their 30s and beyond and upgrade to a higher level qualifications. Some previous research has argued that attitudes formed in childhood, via family background and schooling, continue to shape a person’s engagement in learning throughout the adult lifecourse. Psychologists distinguish extrinsic motivation, determination to progress in a career, from intrinsic motivation, love of learning and suggest that both may be relevant to participation in adult education. A well-established education literature focuses on barriers to adult learning, such as lack of time or lack of funds.

The research focuses on people who did not enter higher education at the conventional ages of late teens or early twenties but who did subsequently obtain degree-level or equivalent qualifications in midlife, defined here as from their early 30s through to age 50. The research uses data from the 1958 British birth cohort, a large-scale longitudinal survey. In the paper, a comparison group methodology and binary logistic regression models are used to isolate the key factors which explain why cgertain individuals progress to higher level qualifications in midlife while others do not.     

"Why develop? It's easier not to."

I would like you to think abont when you first decided to become a teacher, when you were a child, when you were in secondary school, or the circumstances moved you along and you suddenly found yourself in this career. That's what happened to me. I become a teacher by chance. When I was 18. I went to South America to visil some relatives. My uncle was a professor, and I was supposes to stay with them three months in     

How can action learning contribute to social capital?

This paper explores the contribution that action learning can make to the formation of social capital via experiences of action learning projects in NHS Pathology Services in the UK. The paper describes the development of action learning practice in recent years, reviews the notion of social capital and considers how action learning might contribute to its formation. A case study of action learning in the development of a locally unified pathology service is used to illustrate the processes by which actions and learnings may be transferred and extended from sets to contribute to organisational learning in wider systems and networks.     

《You can play basketball well》教学设计

教材内容：本课为新标准英语第九册第六课You can play basketball well． 一、学习目标 1．学习句型You can play basketball well． 2．学会如何表达对某人做某事的肯定和评价的方法。     

What can teachers do to raise pupil achievement?

Improving weak teaching may be one of the most effective means of raising pupil achievement. However, teachers’ classroom practices and the teaching ‘process’ may matter more to student learning than teachers’ observed résumé characteristics (such as certification and experience). There may also be important differences in teacher characteristics across government and private schools which may help explain the large documented public-private achievement differences often found in studies. This paper delves into the black-box representing ‘teaching’ to uncover the teacher characteristics and teaching practices that matter most to pupil achievement. This is done using unique school-based data, collected in 2002-2003 from government and private schools from one district in Punjab province in Pakistan. The data allow exploitation of an identification strategy that permits the matching of students’ test scores in language and mathematics to the characteristics of teachers that teach those subjects. Within pupil (across subject rather than across time) variation is used to examine whether the characteristics of different subject teachers are related to a students’ mark across subjects. The data are also unique in asking all subject teachers questions pertaining to their teaching practices and these, often unobserved, ‘process’ variables are included in achievement function estimates. Our pupil fixed-effects findings reveal that the standard résumé characteristics of teachers do not significantly matter to pupil achievement. Perversely, however, teachers are found to be rewarded with higher pay for possessing these characteristics, highlighting the highly inefficient nature of teacher pay schedules. Our findings also show that teaching ‘process’ variables matter significantly to student achievement. There are important differences across school-types.