how long、how often 与 how soon

一、how long为"多长时间"之意,用来对某一动作或状语时间持续长短的提问,常用于过去、现在完成或将来时态,要用延续性动词.     

Careers in aging: how job-seekers search for and how employers advertise positions in aging-related markets

Given its rapidly-aging population, the U.S. needs a workforce that is informed about and capable of meeting the diverse needs of older adults. Students pursing gerontology education may feel unsure of career opportunities as they enter a job market with traditionally clearly-defined disciplinary backgrounds. The goal of this study was to explore how people currently employed in an aging-related job searched for positions, and how this compared to phrasing used by employers to advertise job openings across several aging-related fields. A web-based survey was administered to employees in aging-related positions, and a search of four job-seeking websites to collect and analyze aging-related job postings was conducted. Most (63%) currently working in the field of aging reported finding their jobs through referral from a friend/colleague or through job search sites or job boards. Out of 493 relevant job postings identified, only 175 of the postings (35%), preferred or required applicants to have some type of aging-related knowledge, skills, training, or prior experience. There may be consequences to not specifically recruiting applicants with aging-related backgrounds: job seekers with qualifications in aging may look for other positions that expressly call for their specialized skills or knowledge, and quality of services and care may be different when provided by persons without such training.     

What and how do designers design?

Conclusion The design-layering concept has many implications. In this paper I have explored one of them that explains the maturation in designer thinking over time. In order to move to a new perspective of design it is not necessary to leave older views behind. The new principles added as the designer becomes knowledgeable about each new layer adds to the designer’s range and to the sophistication of the designs that are possible. Further consideration of the layering concept will expand our ability to communicate designs in richer detail, achieve more sophisticated designs, and add to our understanding of the design process itself.     

审计风险及其控制途径

审计风险就是审计项目风险,它具有客观性、潜在性、严重性和可控性等特征。审计风险由固有风险、控制风险和检查风险三个要素构成。对审计风险三要素的分析,是为了加强对审计风险的控制。其具体控制途径有宏观控制、微观控制以及审计自身风险因素的控制。     

学会学习

学习是生活中的基本活动之一,每个人从小就开始学习。学校是学习的基本场所,家庭、社会亦是其学习的空间。然而要做到自觉的学习并不是那么容易的,特别是在没有教师指导下的学习,儿童就应该具有独立学习的能力。因而帮助儿童们学会学习、独立学习就显得尤为重要。     

Key Ideas: What are they and how can they help us understand how people view proof?

This paper examines the views of proof held by university level mathematics students and teachers. A framework is developed for characterizing people's views of proof, based on a distinction between public and private aspects of proof and the key ideas which link these two domains. This revised version was published online in August 2006 with corrections to the Cover Date.     

社会焦虑现象及其疏导与缓解

社会焦虑是指社会领域普遍存在的紧张的心理状态，其产生原因及表现形态是多方面的，社会焦虑对社会的安定和发展产生直接的负面影响。关注和研究社会焦虑问题的成因、影响及化解措施，是社会心理学界及公共管理部门的责任，也是构建和谐社会的时代要求。     

在等待中提升教学水平

从教态、教法、教学环节处理三方面介绍如何给学生一些时间和空间,养成以学生为中心的教学习惯.     

What and how teacher educators prefer to learn

In which areas and domains do individual teacher educators prefer to work on their professional development? What kind of learning activities do they want to take on and with whom? Are there significant differences in these preferences between teacher educators? This article reports on a recent survey (N = 268) about the professional development of teacher educators and differences in learning preferences between less and more experienced teacher educators and between university-based and school-based teacher educators. Findings show, for example, that while most university-based teacher educators were mainly interested in improving their teaching, less experienced school-based teacher educators were more focussed on aspects such as coaching skills. In this study, ‘learning profiles’ have been developed for four categories of teacher educators. These profiles may help to create more meaningful arrangements for teacher educators’ initial education and further professional development in a context where teacher education is required to have a more school-based as well as a more research-based orientation.     

Teachers learning how to learn

School pupils learning how to learn (LHTL), aimed at helping them develop learning autonomy, requires teachers to develop new classroom practices. Hence teachers LHTL is equally important. The TLRP ‘Learning How to Learn in Classrooms, Schools and Networks’ project researched how practices were developed by teachers in 40 primary and secondary schools in England. Quantitative data were collected using teacher and pupil questionnaires, and qualitative data came from interviews with head teachers, school project co-ordinators and a sub-sample of classroom teachers. Some teachers were also observed and video-recorded. External constraints made it difficult for teachers to promote pupils' learning autonomy, unless they fundamentally changed the nature of classroom tasks and climate. A key factor was teachers' own engagement in collaborative classroom-focused inquiry. However, to be successful, this needed to be supported by school management and leadership. There were strong statistical relationships between school policy, teachers' professional learning and their capacity to promote learning autonomy in their pupils. Teacher learning through networking within their schools, and with other teachers in other schools, was also shown to be important.     

Understanding how schools fail children

From time immemorial the efforts of educators to produce effective solutions to the problems plaguing instruction have been frustrated. This frustration emanates from the erroneous assumptions supporting their beliefs about schooling, learning and the essence of the questions seeking solutions. Early research efforts only compounded the problem by providing practitioners with the right answers to the wrong questions about effective schooling and learning. Gradually, the past errors of pedagogic empiricism are being corrected. We now realize that most learners, not merely the intellectual elite, can learn when instruction is properly sequenced and paced; that it is more important to examine what teachers do than to look at what they are; that schools have covert as well as overt curricula; and that many institutions besides schools teach important learnings. When scholastic and extra-scholastic instructional goals ar synchronous and harmonious, learning is optimal. When they are not, the resulting dissonance is destructive to the best efforts of schools to teach. The gap between what is known about effective instruction and current educational practices is cavernous. Proposed procedures for transforming theory into practice have largely been ignored. The transformation begins by enticing bright students into teacher preparation programmes which have been revitalized to make emerging knowledge about schooling and learning the focal point of instruction. To complete the instructional improvement cycle, schools must interface learners with carefully monitored delivery systems guaranteed to produce the desired learnings.     

What university teachers teach and how they teach it

In this article we make three related arguments. The first isthat different teachers have different intentions concerning whatstudents will learn and consequently in their teaching they constitutethe topic or subject to be taught quite differently. The second is thata teacher's intentions concerning what it is that students should learnis closely aligned with a teacher's expectation of how students learnand how they can be helped to learn through teaching. The third is thatwhen teachers focus specifically on the teaching of a particular topic,within a specific context, there is a close relationship between theirintentions and their teaching practice. In this article we explore thesearguments through an empirical study which considers the different waysin which 26 university teachers intended to constitute a subject ortopic for their students to study, how they then taught the subject andsubsequently how consistent were their intentions and their practice.The analysis shows that when the context of teaching and learning istightly defined there is a clear relationship between a teacher'sintention and their practice. In particular, university teachers whoadopt more conceptual change and student-focussed approaches to teachingconstitute objects of study which are more relational and focus on thestudent's knowledge. Approaches which are more information transmissionand teacher-focussed constitute objects of study which are moremulti-structural and have a focus on knowledge which is as constitutedas being external to the student.     

如何记英语单词及扩大词汇量

词汇学习是英语学习中一项最基本、最重要的内容。识记单词、扩大词汇量对于提高英语水平至关重要。根据英语词汇的语音、词形、词义，以科学的方法记单词，采用广泛阅读的方法扩大词汇量，并以良好的情绪、十分自信的心情来进行这些识记活动，记单词、扩大词汇量就能达到事半功倍的效果。