Who Was the Inventor of the First Car?(初三适用)

Thecarwasinventedjustacenturyago．Youmayknowthenamesofallkindsofcars，butmanypeopledontknowwhowastheinventorofthefirstcar．ThefirstcarwasinventednotbyaGerman，butbyanAmerican．HisnameisHenryFord．Henrywasborninapoorfamily．Hewastheeldestofthesixchildren．Whenhewasachild，hebecameinter－estedinmendingwatchesandma－chines．Whenhewastwelveyearsold，hismotherdied．Soonhehadtoworkinamachineshopfortwodollarsandfiftycentsaweek．Intheeveningshemendedwatchesforanotherdollaraweek．Thehardlifemadehim…     

What Was the Riddle of the Spbinx?

The Sphinx was a make-belive animal of long age.It had the head of a person,     

From Engagement to Impact? Articulating the Public Value of Academic Research

This paper reviews recent culture-change in British higher education (HE) and an increasing emphasis on academics evidencing, in meaningful and measurable ways, the value and contribution of their work to national societies. Discussion focuses on what is purported to be a shift from a focus on academics rationalizing the benefits of their work in terms of public engagement to a more contentious signifier of research worth, “impact”. The primary argument herein is that an impact agenda, framed in terms of assessment and by the upcoming Research Excellence Framework 2014, has not eclipsed an engagement initiative for HE in the UK but actually provided greater credence and tacit momentum. Where public engagement “pre-impact” was viewed by sections of the academic community as frivolous, faddish and tokenistic, it is now elevated as an integral component of impact-capture work and in plotting the pathways between research producer and research intermediary/end-user/collaborator. Where “impact” is a statement of the value of academic work, engagement is the method of its articulation and the means by which impacts are mobilized.

     

Who Was the Boss?

1.Peter tom one of his fi'iemlsthat he was out of work. “Whv didn’t the boss(老饭)let you work there?”said his friendin sm33rise(惊奇). 2.“Oh.”answerelj Peter.“t{【)you know what he usuall.y dot,∥He just stands there with his hanf i、in his pockets and only wat(、hes hi-men working.”Who Was the Boss?@姜红伟 @刘碧群…     

What Does it Mean to Question?

The purpose of this paper is two fold: first, to tease out the meaning inherent in the correlativity of the question and answer process and second, to suggest a philosophical answer to the question “What does it mean to question?” in the context of teacher education. To that end, we want to claim that R.G. Collingwood’s “Logic of Question and Answer” is a valuable tool in filling the gap in scholarship concerning the art of questioning. While research into the activity of teaching often emphasizes the role and effectiveness of questioning, these studies have largely focussed on the strategies and results of the practice of questioning. We argue that they place too little emphasis on making sense of the process itself and that more time should be spent on the Logic of Question and Answer. To accomplish our goal, in Collingwoodian form, we will contextualize an example of how the understanding of the question and answer complex informs the practice of teacher education in the specific area of the Social Studies Methods Course.     

Was This Guild Made for You and Me?: A Dialogue

Abstract

This is a co-written narrative essay about our lives as religious educators in white-dominant spaces of education and educational structures. This co-narrative expression embodies for us the different ways that People of Color and Women of Color have to function as part of the guild and as part of honoring our vocational commitments to anti-colonialism and anti-racism.     

What Was the Riddle of the Sphinx？

The Sphinx was a make-belive animal of long ago.It had the head of a person, the body of a lion,and the wings of a bird.The Sphinx lived near a city called Thebes.     

Aspects of Educational Delivery within Sino-Foreign Educational Alliances: Is This the Real Key to Success?

The topic of educational alliances undertaken between Sino-foreign universities remains a contentious and much debated matter. This is an area of considerable and often very busy activity with a high rate of failure and frustration—yet, also one of reward, mutual satisfaction, and achievement. This paper evaluates a key aspect of these alliances often overlooked in research: educational delivery activities and projects that form the heart and core of alliances. The paper notes that the development and delivery of a range of programs beyond just degree or part degree courses but of research, seminar, and ancillary activities, lies at the very core of a successful alliances, particularly if these activities can be undertaken in a manner that melds two very different cultural and educational worlds, and in a way that can contribute to the Chinese students' sense of well-being and ability to take part in the globalization of the emerging Chinese market economy.     

Cutting Down the Amount of Homework（高一适用）

More and more students in Beijing are getting shorter sleeping time according to a recent study.     

Was the Transition to the Performance-based Contract at Vocational Schools in Moscow Region Successful?

The goal of our study was to compare the working conditions, salary size, and professional outcomes of teachers at schools that switched to the competitive performance-based (so-called ‘effective’) contract in comparison with teachers at schools that did not switch to this employment framework. The study focused on teachers at 83 vocational secondary schools (VSS) that are subordinate to the Ministry of Education of Moscow Region. We conducted an opinion poll to obtain direct information from teachers. We sent questionnaires consisting of 31 questions to 253 teachers. Of the respondents, 105 were included in the experimental group and 148 were placed in the control group. The results of our study show that teachers who work in organizations that have switched to the effective contract model have a higher subjective assessment of their own financial situation, greater expectations regarding their future income, greater confidence about the compensation plan, and a better opinion of the prestige of the teaching profession than teachers at schools that have not adopted an effective contract. The only parameter that cannot be interpreted as an unambiguously positive result is an increase in the frequency of teacher performance assessments at schools that have adopted an effective contract. It was also possible to establish the existence of a moderate relationship between the individual nature of the employment contract and the level of trust that teachers have in their compensation plan. In addition, we established another moderate relationship between informedness and the level of trust that teachers place in their compensation plan. Thus, we can recommend implementing the performance-based contract model at all VSS in the Moscow Region, because it has a positive impact on the immaterial motivation and financial position of teachers. By conducting additional measures to increase teachers’ informedness about effective contracts, we can increase their level of trust in them.     

The Voice of the Computer Is Heard in the Land

In the past year, products capable of turning nonstop speech into text have entered the commercial marketplace. Via Voice from IBM Corp. is one instance, and Naturally Speaking from Dragon Systems Inc.…, is another. Both systems consist of software written for IBM-compatible PCs with Windows 95 or NT, Pentium processors, 32—48MB of RAM, and 60—100MB of available hard-disk space. Two years ago, the latest systems were able to transcrible words only if they were separated by pauses. These discrete or isolated-word systems ran on 486-based systems with 16—32 MB of RAM     

Learning to fly? First experiences on team learning of Icaros cooperative

Icaros is an information technology (IT) cooperative that was originally owned by 11 IT degree programme students of Saimaa University of Applied Sciences. This article describes experiences and challenges of team building of these students who are called ‘teampreneurs’ during their first year as team entrepreneurs. The findings provided here are based on theme-based interviews and direct observations. The team learning experiences gained during their first year were related to lack of risks and challenges in team building. Previous studies related to team development suggest that cooperation and conflict, and also openness and confrontation, are essential elements for team development. Based on the findings, teampreneurs of Icaros were avoiding confrontation and conflict. These facts inhibited their development to a potential team and they were stuck in the pseudo-team stage with several parallel challenges. Later, after four teampreneurs decided to leave the Icaros cooperative, it created a crisis within the team and the Icaros was able to further develop as a team. The results suggest that team building needs lots of time and patience and cannot be hurried. Furthermore, the role of team coach is crucial in supporting the teampreneurs to confront their challenges related to relationships between each other within the team.     

Willing to Think Hard? The Subjective Value of Cognitive Effort in Children

Cognitive effort is costly and this cost likely influences the activities in which children engage. Yet, little is known about how school‐age children perceive cognitive effort. The subjective value of cognitive effort, that is, how valuable or costly effort is perceived, was investigated in seventy‐three 7‐ to 12‐year‐olds using an effort discounting paradigm. In two studies, it varied with task difficulty but not age, was predicted by actual effort engagement but not actual success and related to trait interest in effortful activities and proactive control engagement. Children are sensitive to cognitive effort and use it to guide behaviors, suggesting that poor performance may often reflect reluctance to engage cognitive effort rather than low ability.     

American,Hispanic, Spanish-Speaking? Hispanic Immigrants and the Question of Identity

This article explores Hispanics’ concepts of cultural and linguistic identity. It is based on the findings of a recent study conducted by the author in Iglesia hispana de Cristo,¹ a Hispanic church community in Western New York. Data come from ethnographic interviews conducted with 48 participants aged 13 to 80 years and with church leaders and from participant observation. Findings indicate that conceptions of identity vary according to age and generation of immigration. Older, first-generation immigrants view language and culture as inextricably linked, and believe that passing on the Spanish language to their children is an essential parenting responsibility. Younger, U.S.-born Hispanics and those who immigrated at a young age, on the other hand, tend to prioritize Hispanic culture over the Spanish language.     

The Men Who First Got to the Moon

July20th,1969wasanimportantday.TwoAmericanslandedonthemoon.TheirnameswereArmstrongandAldrin.Theywenttherebyspace-ship.ItsnamewasApolloⅡ.ApolloⅡleftCapeKennedyonJuly16thandwentthreehundredandeighty-fivethousandkilometers.IttookthetwoAmericansthreedaystogetthere.OnJuly20ththespaceshiplandedintheSeaofTranquility,Armstrongfirststeppedonthemoon.Thetwomenwalkedonthegroundofthemoon.Theyweretiredaftertheirmoonwalk,sotheyrested.OnJuly21stApolloⅡleftthemoonandreturnedtotheearth.Threedayslate…