Desperate Journeys

At a time of endemic xenophobia some artists have attempted to resist this trend by depicting its damaging consequences, revealing the inequalities that fuel its disfigurement of human relations and result in mass human displacement. Paul Dash's recent paintings of refugees attempting dangerous and degrading sea crossings are the main subject of this article, and these works are discussed in the context of his negative educational experiences as a child, and his salvation through painting in the sanctuary of his school's art room. This school experience and the trajectory of his artistic career are contextualised by the current marginalisation of the arts in the curriculum and the increasing scarcity of critical and creative approaches to education.     

Strange Posters

Long long ago there lived three tailors (裁缝). They are John, Peter and Black. They worked in the same street in London. One day one of them, John, put up a poster(广告). It said, “The best tailor in London.”     

Strange gods

ABSTRACT

The current study focused on examining the relationships of positive social attitudes with aspects of well-functioning. Universal-diverse orientation(UDO), a social attitude characterized by awareness and acceptance of both the similarities and differences among people, was measured with the Miville-Guzman Universality-Diversity Scale, Short Form (MGUDS-S; Miville et al., 1999; Fuertes et al., 2000). The MGUDS-S contains three subscales: Diversity of Contact, Relativistic Appreciation, and Comfort with Differences. The MGUDS-S was administered with measures of well-functioning. In the first condition, 183 undergraduates completed the MGUDS-S and scales measuring coping skills, positive thinking, self-efficacy, and optimism. In the second condition, 107 undergraduates completed the MGUDS-S and scales measuring social connectedness, personal self-esteem, and collective self-esteem. Multivariate multiple regression analyses revealed the MGUDS-S subscales were significantly predicted by social self-efficacy, general selfefficacy, problem-focused coping, collective self-esteem, and gender. Implications for future research and practice are discussed.     

奇特的海底生物

Some animals that live in the ocean look very strange. It's hard to tell if they're a plant, an animal or something else.     

陌生的父亲

这位海军陆战队员赶到医院时,期盼儿子归来的垂危老人已神智不清。为了给予老人最温暖的临终关怀,海军陆战队员寸步不离地陪伴着老人度过了漫长而安详的一夜。可是,送走老人后他却问护士:"那个男人是谁?"     

A Strange Experience

<正>Henry was an office worker in a big city. He worked very hard and enjoyed traveling in his holidays.He usually went to the seaside, but one year he saw an advertisement in a newspaper“.Enjoy country life. Spend a few weeks at West Hill Farm. Good food.Fresh air. Horse riding. Walking. Fishing. Cheap and interesting.”     

神奇的肉食植物

肉食植物又称食虫植物。这种植物能借助特殊的结构捕捉昆虫或其他小动物,靠消化酶、细菌或两者的作用将猎物分解、吸收。许多肉食植物不仅能进行光合作用,还能消化动物蛋白质,因此能适应一些极端环境。其诱捕工具多为叶的变态。半数以上的食肉植物,其特点是花两侧对称。食肉植物的捕虫机制有的是利用产生的黏性液体粘住猎物,有的是用像瓶子似的叶子引诱猎物进入后再封口等。大部分食肉植物都生长在潮湿荒地、酸沼、树沼、泥岸等水分丰富而士壤酸性缺乏氮素的环境。     

奇怪的倒影

星期天,娜娜一家去郊游。他们有的钓鱼，有的划船。回家后娜娜画了一幅郊游的画。爸爸看了娜娜的画后说娜娜的画有很多地方需要修改．还说娜娜观察不仔细。后来在爸爸的帮助下．娜娜找到了问题：原来她把倒影都画错了，她一共找到了7处。你能看出来吗？记住我们在日常生活中可要仔细观察哦!     

论庄子好"奇"

《庄子》是一部奇书，它塑造了千奇百怪的形象，讲述了神奇怪诞的故事，提出了离奇惊人的见解。书中奇人、奇事、奇物的描述，充分体现了庄子好“奇”的特征。而受楚文化的影响、传道的需要和自身的创作倾向则是其好“奇”之因。庄子之好“奇”，体现了它的文学价值。     

人狼奇遇

想必我们的读者对中学课本里的文言文“狼”还记忆犹新,本文也讲述了人与狼之间的故事,但是读来却令人感到温馨。人与自然的和谐共存是我们人类保护自身的生存与发展的条件。     

Strange Attractor of KdV-Burgers Equation

Inthispaper,thefollowingKdV-Burgersequationinonedimensionisconcerned:wherev>0andadoarephysicalparametersandII(l.x)isdetlnedonClearlyonemayfirstprovidesomeinitialconditionsu(0,x)=u,(x)EC(R).Sinceweareinterestedinqualitativeanalysisofinfinite-dimensionaldyn…     

Developing beliefs about classroom motivation: Journeys of preservice teachers

This paper examines the developing beliefs about classroom motivation of eight preservice teachers during teacher education. The framework conceptualises the contexts in which preservice teachers participate and the filtering effect of prior beliefs. Qualitative analyses of multiple data sources reveal two distinct trajectories in the development of beliefs about classroom motivation. The findings highlight the importance of filtering prior beliefs, alignment and conflict of ideas, significance of self-motivating factors and power of emotions in developing beliefs about classroom motivation. Implications emphasize the importance of enabling preservice teachers examining existing beliefs and integrating these with learning during teacher education.