What Is the Sun?

认.t‘~~已一、_、，、~耘 戮estlnis a efock， 讥招衬流庇out漏t一 ，阵“:_二 pound‘呜oin， 匆· le sun isa昌udower， ich断6计。in氏aven匀幽记en. 钱e一赫15们漏而能撬’ In tyoa 8 In】IL DOWI- -卜::一逻一‘ Thesuni，al汪酷， 。:the润如ets击星).‘ 太阳是钟、，叮吁谕洲 滴答地散发着热量。 太阳是硬币， 飞卜 买下了广表的天空。 太阳是向日葵， 生长在天国的花园。 太阳是柠檬， ‘盛在上帝的水果盘里。 太阳是一个蛋， 哺育着无数颖行星。What Is the Sun?@May~~…     

What Is the Greatest?

What is the greatest in your heart? Have you ever thought about this question?Someone will say in confidence: "Man!" Maybe you are not wrong, but I don' t agreewith you.There is a special heavenly body called the earth in the cosmic space. The earth isthe only place suitable for human beings to live on."Do you know where life came from?" "From the earth!" "Right!""Do you know where man was born?" "On the earth!" "Right!"Where is there life without the earth? Where can man exist without the eath?the eath     

What Is Inside the Earth?

This article studies the conceptions of the interior of the Earth held by Portuguese elementary school children and senior citizens. Several studies were conducted regarding conceptions related to Earth sciences, such as rocks, minerals, earthquakes geological time, and Earth structure. Most of these studies involved students enrolled in compulsory education, some involved higher education students, several involved teachers, and only a few involved adults. The majority of the results showed that many misconceptions are held by people of all ages. Similar results were found in this study, as both children and senior citizens revealed several misconceptions. The research resorted to a questionnaire based on a drawing task so as to find out the way that children and senior citizens imagine the structure and composition of the interior of our planet. A comparison between children’s and senior citizens’ drawings was made, as well as a comparison between those drawings and the historical models of the internal structure of the Earth. We found that only a small number of children and even a smaller number of senior citizens recognize that the interior of the Earth is organized in concentric layers. They assume that soil and water are a common part of the internal composition of our planet. Similarities between the drawings and the historical models were identified, particularly similarities related to Gautier’s model, which accepts the possibility of the existence of life in the interior of the planet as it happens on its surface.     

Is the Item-Position Effect in Achievement Measures Induced by Increasing Item Difficulty?

This work examines the hypothesis that the arrangement of items according to increasing difficulty is the real source of what is considered the item-position effect. A confusion of the 2 effects is possible because in achievement measures the items are arranged according to their difficulty. Two item subsets of Raven’s Advanced Progressive Matrices (APM), one following the original item order, and the other one including randomly ordered items, were applied to a sample of 266 students. Confirmatory factor analysis models including representations of both the item-position effect and a possible effect due to increasing item difficulty were compared. The results provided evidence for both effects. Furthermore, they indicated a substantial relation between the item-position effects of the 2 APM subsets, whereas no relation was found for item difficulty. This indicates that the item-position effect stands on its own and is not due to increasing item difficulty.     

What Is Physical Literacy,Really?

Physical literacy has become an increasingly influential concept in the past few decades, and is being woven into education, sport, and recreation policy and practice, particularly in Canada. The term is based on a metaphor that likens movement fluency to language literacy. Use of a metaphoric rather than a theoretical foundation has enabled various interpretations and re-definitions of the term. This article aims at an understanding of physical literacy that encompasses and reunifies the interpretations, helping physical literacy to be theoretically understood, practically researched, and instrumentally employed. The division of the holistic physical literacy concept into various interpretations is traced and the metaphoric basis of physical literacy is discussed. Through this analysis the unifying theme of communication is identified, and based on this a new definition of physical literacy is advanced and a model of physical literacy development is proposed. A series of questions that invite a multi-disciplinary approach to physical literacy research is presented.     

Is the U.S.Next?

联合国粮农组织总干事迪乌夫警告说,全世界有100多个国家面临“疯牛病”危险。我国由于管理严格和没有传染途径,目前没有发现疯牛病。美国由于早年的一些措施,使“疯牛病”没有进入本土,但美国并没有因此感到轻松,因为与“疯牛病”类似的“疯鹿病”正在西部兴风作浪。在“疯牛病”恐慌蔓延欧洲乃至世界的今天,美国学者忧心忡忡:“美国会是下一个吗?”     

What Is Good?

“什么是真好?”我在沉思中问。法庭说:“法规。”学校说:“知识。”智者说:“真理。”愚人说:“欢乐。”少女说:“爱情。”侍者说:“美丽。”     

What Is Beauty?

It seems that beauty and women are twins. You are joking? No, I am not. Observe for yourself. Ads on fashion flood TV screens, radio programs, magazines, newspapers, and the streets. Whether they have realized or not, women are besieged by a sea of fashions. They are taught to think that without beautiful clothes they will grow old and lose their charm. So who dares to neglect dressing up at the cost of their appearance and youth?     

What Is Success?

What Is Success? To laugh often and much; To win the respect of intelligent people and the affection of children; To earn the appreciation of honest critics and endure the betrayal of false friends; To appreciate beauty; To find the best in others; to lea…     

What Is Shyness?

People often talk as if shyness is a disease or mental condition that can be cured. I prefer to think of it as an emotional disability. It's something we are born with and something we carry with us in our entire life. There are too many people, however, …     

What Is Slang?

俚语已成为现代英语不可或缺的部分,遗憾的是人们对其缺乏认识,常将其和其相近的术语混在一起,本文拟就英语俚语定义的起源及沿革进行于简明论述,以飨读者.     

What Is It?

江西省赣州市的李欣同学给我们出了个小小的谜语。不看完她的文章,恐怕你还猜不出呢?     

What Is the Function of Mind and Brain?

Byrnes and Fox (1998) provide a useful and important overview of the ways in which cognitive neuroscientific research can inform educational research and practice, but leave unanswered the question: What is the function of mind and brain? An understanding of the function of mind and brain has implications for research in cognitive neuroscience and in educational psychology, and a number of these implications are spelled out in this comment.