THE GLORY OF THE FAMILY——家族的荣耀

“唱片娱乐公司”神马的太冷冰冰,还是说“家族”更有爱,如果说到韩国乐坛的家族们,你第一时间想到的是谁？是历史悠久,鼎鼎大名的SM TOWN？     

THE CHALLENGE OF THE TWENTY‐FIRST CENTURY

Two Oregon “baby boomers” now serving in the U.S. House of Representatives consider issues vital to the future of their cohort as it ages and describe the role they would like the federal government to take in that future.     

LET＇S TALK ABOUT：THE ROYAL FAMILY

“国王”“王后”“王子”“公主”这些人物对于现代社会的我们来说,似乎只在古典小说和童活故事里看过。然而,在实行郡主立宪制的英国及许多其他欧洲国家,这些人物却是真真实实存在着的。那么,与皇室相关的一些表达有哪些呢？Let’s talk about…     

《IN THE MIDDLE》(2) UNIT11 THIS IS MY FAMILY!

This is Lisa Tanaka reporting live fromKennedy Middle School.This week'ssegment of\"Teens Today\"will focus ofthe family,Families in the United Statesare changing dramatically.Let's beginwith a look at the statistics.     

STUDY ON THE INTERRELATION BETWEEN THE FOREIGN ELEMENTS AND THE NATIVE ELEMENT IN ENGLISH——English Borrowings from Chinese

English,as a cosmopolitan language,is one of the most colorful languages in theworld.Itis rather open to the foreign words.Considering its shorthistory of1 50 0 years,it is surprising that English has absorbed a great number of useful words and expressionsof almostevery language all over the world.In a survey of the1 0 0 0 mostfrequently usedwords in English,it was found that 38. 3% were borrowed from other languages( Crabtree,1 991 ) . The English borrowings are not only from French,Latin,…     

THE PRACTICALITY OF USING THE TASK-BASED INSTRUCTION——IMPROVING STUDENTS'UNDERSTANDING OF STRESS AND TONE

This study investigated the efficacy of the Task-based instruction for improving students' understanding and awareness of stress and tone.23 learners made up the control group to receive the traditional method as opposed to 23 learners who receive the task-based instruction to teach stress and tone. The results indicated statistically significant differences between the Control and Experimental groups on the variables of post test scores.     

LOOKING FOR THE NEW MJ? TRY THE OLD TD——“Old School”Duncan

The question was on the mind of every NBA fan last January: Whocould possibly be the next Michael Jordan? Turns out the answer wasn't thenew MJ after all. It was the old Tim Duncan. That's old as in... "old school." Duncan's game is built on solidfundamentals, hard work and team play. Just as Doctor Naismith intended. Of course, so was Jordan's game. MJ just preferred to play above therim for the first half-dozen years of his career. before he figured out the way     

INFORMING A LEARNING PROGRESSION IN GENETICS: WHICH SHOULD BE TAUGHT FIRST,MENDELIAN INHERITANCE OR THE CENTRAL DOGMA OF MOLECULAR BIOLOGY?

The Framework for Science Education and the Next Generation Science Standards in the USA emphasize learning progressions (LPs) that support conceptual coherence and the gradual building of knowledge over time. In the domain of genetics there are two independently developed alternative LPs. In essence, the difference between the two progressions hinges on conjectures regarding the accessibility of Mendelian versus molecular genetics, the conceptual dependencies between them, and the order in which they should be taught. The discrepancies between the two progressions stem, in part, from gaps in the current research base. To address the question of whether learning one aspect of genetics, Mendelian or molecular, supports the learning of the other, we analyzed correlations between students’ test scores on item subsets for Mendelian and molecular genetics on written pre-post assessments. Students were seventh graders who received intensive instruction in Mendelian and molecular genetics. We found that students’ pretest scores on the molecular items were moderately correlated with their posttest scores on the Mendelian genetics item set (but not the other way around). This suggests that molecular genetics understandings may bootstrap the learning of Mendelian genetics. Implying that, in contrast to prevalent practice, molecular genetics should be taught before Mendelian genetics.     

SOUTH KOREAN AND THE US SECONDARY SCHOOL SCIENCE TEACHERS’ CONCEPTIONS OF CREATIVITY AND TEACHING FOR CREATIVITY

This study examined science teachers’ conceptions of creativity in science education, pedagogical ideas, and contextual factors perceived as constraints on teaching for creativity and any differences in the conceptions of teachers from South Korea and the United States. Participants in the study consisted of 44 South Korean and 21 US secondary science teachers. Data was collected from open-ended and Likert-type questionnaires. Results indicated that each individual teacher’s conception was considerably limited, but the teachers’ conceptions of creativity as a whole group were consistent with the literature. In terms of teaching methods for creativity, the teachers commonly emphasized problem-based or project-based inquiry which was consistent with the literature. The South Korean teachers tended to consider ethics as a more important criterion for judging creativity than the US teachers and emphasized providing thinking opportunity for fostering creativity, while the US teachers emphasized environmental or emotional support. Possible sources of these differences were discussed. The commonly mentioned constraints included pressure of content coverage for high-stakes tests, difficulties in assessing creativity, and class size. Suggestions for professional development of teachers and further research questions were made based on the findings.     

ASSESSING THE INCREMENTAL VALUE OF KABC‐II LURIA MODEL SCORES IN PREDICTING ACHIEVEMENT: WHAT DO THEY TELL US BEYOND THE MPI?

The current study examined the incremental validity of the Luria interpretive scheme for the Kaufman Assessment Battery for Children‐Second Edition (KABC‐II) for predicting scores on the Kaufman Test of Educational Achievement‐Second Edition (KTEA‐II). All participants were children and adolescents (N = 2,025) drawn from the nationally representative KABC‐II/KTEA‐II linked standardization sample. Consistent with previous studies, the full scale Mental Processing Index (MPI) score accounted for clinically significant portions of KTEA‐II score variance in all of the regression models that were assessed. In contrast, the Luria factor scores collectively failed to provide meaningful incremental predictive variance after controlling for the effects of the MPI. Individually, the factor scores consistently accounted for trivial portions of achievement variance. Potential implications of these results for the correct interpretation of the KABC‐II within clinical practice are discussed.