For What They Are Waiting——On the Thematic Concerns of Waiting for Godot

This unusual play has neither plot nor intrigue. There are two main characters, Vladmir and Estrigon. They are simply two human beings, with no normal characteristics such as family, class or profession, who face the basic human situation that Beckett defines thus： ＂ Existing in the world but not knowing what they arethere for.＂ Since people are rational and cannot imagine being in a situation that is entirely pointless, the two characters assume that they must be waiting for somebody. This person, whom they call Godot, tantalizes them by promising to come, but he never does so.     

Do They Really Care? A Critical Race Theory Analysis of Culturally Relevant Caring for Black Male Students

The Urban Review - One segment of the student population that is regularly and systematically ignored is Black male students labeled “overage, under-credited” (OA/UC) based on their age...     

Finding Out How They Find It Out: An empirical analysis of inquiry learners’ need for support

Inquiry learning environments increasingly incorporate modelling facilities for students to articulate their research hypotheses and (acquired) domain knowledge. This study compared performance success and scientific reasoning of university students with high prior knowledge (n = 11), students from senior high‐school (n = 10), and junior high‐school (n = 10) with intermediate and low prior knowledge, respectively, in order to reveal domain novices’ need for support in such environments. Results indicated that the scientific reasoning of both groups of high‐school students was comparable to that of the experts. As high‐school students achieved significantly lower performance success scores, their expert‐like behaviour was rather ineffective; qualitative analyses substantiated this conclusion. Based on these findings, implications for supporting domain novices in inquiry learning environments are advanced.     

They Don''''t Talk

Mr.Jones was very angry with his wife,and she was very angry with herhusband.For several days they did not speak to each other at all.One eveningMr.Jones was very tired when he came back from work,so he went to bed soonafter dinner.Of course,he did not say anything to Mrs.Jones.before he wentupstairs.Mrs.Jones washed the dinner things and then did some sewing.Whenshe went up to bed much later then her husband,she found a piece of paper on     

They Never Stop

Mother：Billy，Ivetoldyouagainandagainnottointerruptwhenadultsaretalking．Youshouldwaittilltheyfinish．Billy：Ihavetriedtodoasyoutoldme，Mum，buttheyjustneverstop。They Never Stop@江河     

What Are They Thinking? Findings for Educators and Practitioners on Youths’ Experience and Knowledge of the HPV Vaccine

The Centers for Disease Control and Prevention (CDC) recommends the HPV vaccination for boys and girls starting at age 11, yet adoption rates are low. We use eight focus groups to explore the decision making process, experiences, and social influences, including media and sex education classes, shaping attitudes of male and female college students. We find many students who have misinformation or no knowledge of the vaccination yet are eager to learn more. Due to youths’ range of knowledge about the vaccination and varied preparedness for making their own medical decisions, practitioners are in a challenging position to inform and encourage responsible decision making without appearing coercive.     

Points of View: A Survey of Survey Courses: Are They Effective?

Note from the EditorsPoints of View (POV) addresses issues faced by many people within the life science education community. Cell Biology Education (CBE) publishes the POV Feature to present two or more opinions published in tandem on a common topic. We consider POVs to be “Op-Ed” pieces designed to stimulate thought and dialogue on significant educational issues. Each author had the opportunity to revise or add to his/her POV after reading drafts of the other''s POV.In this issue, we ask the question, “Are survey courses still viable for introductory biology?” The POV question is related to the ones asked by the National Research Council in the recent feature by Jay Labov (www.cellbioed.org/articles/vol3no4/article.cfm?articleID=132) and continues to be a subject of debate by many science departments, not just biology. Often the discussion is split not only by perceived value of the survey course, but also by the size of the institution. Therefore, we present four POVs, plus a framing POV to set the tone. The overview was written by Arri Eisen, who is a senior lecturer in Emory University''s Biology Department and the director of the Program in Science & Society. Representing the Anti-Survey, Large University is Janet M. Batzli, Associate Director of the nontraditional Biology Core Curriculum at the University of Wisconsin at Madison. The Anti-Survey, Small College perspective is presented by David Becker, who is an Associate Professor and Magdalena R. and John P. Dexter Professor of Botany in the Department of Biology at Pomona College. Presenting the Pro-Survey, Large University perspective is Douglas M. Fambrough, Professor of Biology at The Johns Hopkins Department of Biology and Scientific Director of the Searle Scholars Program. Finally, the Pro-Survey, Small College POV was coauthored by Mary Lee Ledbetter and A. Malcolm Campbell. Ledbetter is a Professor of Biology at College of the Holy Cross and a 2003 NSF Director''s Award recipient. Campbell is an Associate Professor of Biology at Davidson College and a co-Editor-in-Chief of CBE. Readers are encouraged to compare the authors'' perspectives and share their thoughts and reactions using the online discussion forum hosted by CBE at http://www.cellbioed.org/discussion/public/main.cfm.

• Cell Biol Educ. 2005 Summer; 4(2): 123–137.
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• Running out of Hands: Designing a Modern Biology Curriculum

Cell Biol Educ. 2005 Summer; 4(2): 123–124. doi:  10.1187/cbe.05-01-0055

Running out of Hands: Designing a Modern Biology Curriculum

Arri EisenProgram in Science & Society Department of Biology Emory University Atlanta, GA 30322Author information ? Copyright and License information ?Copyright The American Society for Cell BiologyWhat makes a good teacher? What makes a good curriculum? While these two questions are intimately related, they are different. And when I think about them, I find myself feeling like Tevye in Fiddler on the Roof dealing with a perplexing problem—that is, I quickly run out of hands. On the one hand, when I reflect on my best teachers, I can''t separate the person from what the person taught me. On the other hand, when designing a curriculum, we want to figure out what to teach and how, and leave out the person, because 1) personnel changes, 2) teachers have different styles, and 3) a good curriculum allows for these different styles. On the other hand, while personal style overlaps with pedagogy—the “how” of teaching—they are different. On the other hand… I have run out of hands.Let''s simplify a little and just discuss key questions and issues that should be addressed in designing a rigorous biology curriculum. Since introductory courses set the tone, standards, and expectations for the curriculum, we''ll focus our discussion on introductory courses as a model for thinking about the entire curriculum. Because this is an “overview” for a series of Points of View articles (POVs), I can cheat some and not give you any answers (see the four POVs that follow for some possible answers). Instead, I''ll sneak into a discussion of these key questions and issues, which I''ll call The Big 5. These five key points are important to consider, especially because we tend to lose sight of them since we''re often too close to our own blackboards to have a broader perspective. Some of my comments may sound like common sense, but keep in mind that most everything those bestseller self-help books say is common sense, yet they''re still bestsellers.     

What Are They?

1.Meow,meow,Icancatchamouseinthedark.2.Jiou,jiou,Icanflyupanddowninthesky.3.Oo,oo,Icancrow(鸣叫)earlyinthemorning.4.Quack,quack,Icanswimquicklyonthelake.5.Wolf,wolf,Icanlookafterthehome.6.Moo,moo,Icanplough(用犁耕地)hardonthefarm.Guess,guess,whatarethey?征答案:reKeys:1.cat(猫)2.bird(鸟)3.cock(公鸡)4.duck(鸭子)5.dog(狗)6.cow(牛)What Are They?@逍遥…     

They are colorful!

我喜欢蓝色，蓝的天； 我喜欢黄色，黄太阳； 我喜欢白色，白的云；     

How Old Are They

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Teachers Don’t Always Do What They Think They Should: A Preliminary Validation of the Early Childhood Educators’ Knowledge of Self-Regulation Skills Questionnaire

The extent to which teachers understand the concept of self-regulation skills and how best to implement practices that enhance self-regulation in children in the early childhood education classroom remains unexamined. The purpose of this study is to examine the psychometric properties of the self-reporting Early Childhood Educators Knowledge of Self-Regulation Questionnaire (ECESRQ) instrument designed to identify teachers’ knowledge and instruction of self-regulation skills in the classroom. Exploratory factor analysis (EFA) was used to determine three latent factors: teacher attitudes and beliefs, classroom management techniques, and child behavior. The findings identified parallel the literature in the preservice teacher-training arena, suggesting a theoretical basis for the underlying constructs. EFA contributed to establishing good estimates of construct validity in the ECESRQ; in addition Cronbach’s alpha results demonstrated moderate levels of internal reliability. Pearson correlation was used to additionally determine the extent to which teachers understand self-regulatory skills and their ability to implement effective tools in the classroom to enhance these skills. Results and implications for practice in the early childhood classroom are discussed.     

Who Are They?

小动物们在排队做操。大象教师要找两个小朋友,请你帮他找出来吧!A.He is the king of theforest.He wears a cap.B.He is in front of Dogand behind Panda.A is_____.B is______.上期答案:Daniel will go to the ciname.Mark will go to the post office.Mum will go shopping.Henry will go to school.Rose will go to hospital.小画家画了一幅画,但是谁也不知道他画的是什么,请按照他的要求把画涂上颜色,并回答问题。1is black.2is red.3is yellow.4is blue.5is pink.6is green.7is brownQuestions:1.What are they in thepictur…     

‘They want more of everything’: what university middle managers’ attitudes reveal about support for off-campus doctoral students

Advances in technology and a shifting demographic of post-graduate students have resulted in a larger than ever number of off-campus PhD students. These students tend to be less satisfied than their on-campus counterparts with their candidature experience. Improving the current situation requires effort from multiple university stakeholders, including academic middle managers, who play a role in allocating resources and setting research training agenda. However, with the intensification of academic workload, academic managers might not view the support of off-campus PhD students as a high priority. This study investigates the attitudes of middle managers in a large Australian university concerning the provision of training and support to off-campus PhD students. The findings reveal that a complex interplay of discourses hinder the provision of support to off-campus PhD students. Implications for practice are discussed.     

用of还是for

在以某些形容词作表语时,句子的真正主语是一个动词不定式,我们常用代词it作句子的形式主语,而将其真正的主语动词不定式移到表语形容词后面。这时,不定式前常用介词引出不定式的逻辑主语。例如:1.It is wiseforhi mto get away.他走开是明智的。2.It is wiseofhi mto get away.他很明智,他走开了。不少同学不知如何选择of和for,对这两个介词所引导的逻辑主语在意义上有何差异感到很难理解。本文想就这一问题作一点探讨,仅供参考。一、分清两类不同的形容词第一类:easy,hard,difficult,i mport-ant,necessary,possible,i mpossible等。这类…     

是of还是for

在以某些形容词作表语时,句子的真正主语是一个动词不定式,我们常用代词it作句子的形式主语,而将其真正的主语——动词不定式移到表语     

“They Were There for People Who Needed Them”: Student Attitudes Toward the Use of Trigger Warnings in Victimology Classrooms

Over the last five years, vigorous debate has been waged about the purpose, use, and impact of trigger warnings in courses offered at institutions of higher education. This debate has been largely uninformed by research findings. This study fills this gap using quantitative and qualitative data collected via surveys in a large undergraduate victimology course to explore student attitudes toward trigger warnings. Findings revealed considerable, but nuanced support for trigger warning use in victimology courses. Support does not appear to differ between crime victims and non-victims; support is higher among females than males. These findings underscore that universal decisions mandating or advocating for or against the use of trigger warnings are premature. Further study is needed with a diverse range of samples to gain a fuller picture of student attitudes about trigger warnings as well as to assess any impact of trigger warnings use on student behavior and learning.     

They Got the Same Grade

Davewasgoodatallofhissubjectsexceptmaths．Hecouldnotunderstandwhattheteachertoldhim．＂Nevermind，＂Davetoldhimself．＂I’mgoodatothersubjects．I’llcheat（作弊）inthemathsexam．ThenI’llnotbeintrouble．I’llsitnexttotheboywhowasbestatmathsandcopydownhisanswers．＂BruceSmithwasalwaysatthetopoftheclassinmaths，soDavesatnexttohimwhentheexamcame．DavecopiedBruce’sanswersontohisownexampapercarefully．Attheendoftheexam，theteachercollected（收集）thepapersandgraded（打分）them．Thenhesaid，＂…