Why Do We Blame Ourselves?

I once had an experience, which taught me something about the ways people make a bad situation worse by blaming themselves. One January, I officiatedat two funerals for two elderly women. Both died a natural death. At the first home, the son of the deceas…     

Why Do We Shake Hands?

Nowadays, it seems completely natural for us to shake hands when we meet someone or say goodbye to others. However, why do we do so?In the olden days, the hand was a symbol of power and strength. Then, there was no machinery or weapon. The hand was very important. It was used to catch or kill animals, fight enemies, make tools and weapons. So, when a person extended his hand to someone, it showed that he was not armed. This could mean goodwill or friendship.     

Why Do We Fall in Love?

"It is better to have loft(阁楼) and lost than to never have loft at all."—Groucho Marx Everyone does it at one time or another but why? We"re talking about falling in love. Let's explore the dynamics (动力学) of what exactly happens when two people are falling in love:     

想让英语更进一步?

Take a moment,put down your pencil or pen,close your textbooks and notebooks and ask yourself this question:What is more important:only learning new language,or reviewing previous lessons? All too often we get caught up in the idea that we need to learn as many new vocabulary terms, grammar rules and sentence structures as we can each and every day that we can forget to look back and review what we learned previously.Just why is this important? There is an old saying that says it best with:If you don’t use it,you lose it.     

Do Latino Youth Really Want to Get Pregnant?: Assessing Pregnancy Wantedness

Despite recent declines, Latinas bear a disproportionate burden of teen births. Understanding social, cultural, and demographic factors underlying pregnancy desire among Latino adolescents is needed to design effective teen pregnancy prevention interventions.

A questionnaire was completed by 794 Latino youth including a “pregnancy wantedness scale” (PWS) to assess attitudes toward an early pregnancy and socio-demographic variables. Regression analyses examined the association between these variables and PWS score. PWS scores for all groups were below but near the midpoint, suggesting ambivalence toward an early pregnancy. Being female, older, acculturated, using hormonal contraception, living with parents, and having an educated mother were significantly associated with lower PWS scores, but impacted youth differently depending on their sex and sexual experience. Multi-component Latino teen pregnancy prevention strategies should address behavioral and attitudinal differences based on sex and sexual experience and acknowledge the contribution of social determinants on pregnancy intentions.     

How Do You Get to School？

There are 42 students in our class. We have four ways（方式）to get to school--by bike, by bus, by taxi and on foot.     

Advocates for Access: Do We Really Need a European Access Network?

The “European Access Network” is the only European‐wide non‐governmental body that focuses exclusively on widening participation in higher education, but in an age of “mass” higher education, who needs advocates for access? Surely the case for greater equity has already been made and won? A close look at the evidence, however, indicates that those who were under‐represented before are often under‐represented still. The European Access Network highlights this problem, demolishes the myths by examining the evidence, identifies solutions, promotes good practice, and puts on pressure for a more equitable higher education. This article investigates the progress that is being made, identifies what remains to be done, and suggests the most effective strategies for success.     

What Should We Do?

A soldier is telling a story about the war. He asks Tom a question. Soldier: Tom, if the enemies want to use our railway, What should we do? Tom: Go to the ticket office, and destroy all tickets.     

Why Don't We Live Forever?

The older one gets, the more one's life expectancy exceeds the population's given expectancy (at birth). Yet longevity is finite. This apparent paradox is analysed probabilistically with reference to empirical demographic data.     

Why Do They Smile?

他们为什么而笑呢?请看图然后把正确的答案和相应的图一一连线。1.Monkey wins the game.2.Giraffe gets many birthdaygifts.3.Baby Squirrel helpsmother wash the dishes.4.Today is Pig’s birthday.5.Bear is dreaming of eatinghoney.6.Giraffe’s mother buys ared bag     

What Classes Do We Have Today？

Lucy meets Sam at the school gate. They are talking about today＇s classes.     

Why Do They Leave School?

One of the strongest arguments for the raising of the school leaving age (ROSLA) has been that it will bring us some way to "equality of opportunity".M any people like to think of our present system of schooling as pro-viding plenty of steps up the ladder…     

Do We Need to Protect Our Dialects？

近来,时常有消息报道说在广东将禁止电台、广播、会议、学校教学等采用广东话,即“白话”,而要统一采用普通活。此消息不仅引起了诸多广东本地人的反对,也引起了全国范围内对方言是否应该被禁止的争论。有人说方言严重阻碍了地区间的交流,还是采用普通话好;有人认为方言是一种珍贵的非物质文化遗产,应该加以保护。那么,方言到底是应该被禁止,还是应该得到保护呢？     

Adult Jewish Learning: What Do We Know? What Do We Need to Know?

This article describes the emergence of the field of adult Jewish learning and the need for research in this burgeoning aspect of contemporary Jewish life. The authors describe the context in which the upsurge of adult Jewish learning has occurred, drawing attention to the absence of systematic data collection about programs, funding structures, or long-term impacts. They review existing research about adult Jewish learners, learning experiences, and teachers, and identify three categories (and numerous questions) for future research: (1) the purposes of adult Jewish learning; (2) adult Jewish learning settings, subject matter, and methods of instruction; and (3) underrepresented groups in adult Jewish learning programs.     

What Kind of Research Culture Do Teacher Educators Want,and How Can We Get It?

This article describes a collaborative research journey involving nine teacher educators. Their common purpose was to find a research identity in a university department with a strong commitment to the education and training of student teachers but which existed within a university that prided itself on maintaining a reputation for research excellence. The methodology was inextricably linked to the decision to take a journey as a group. The journey, both route and progress, became the focus of our self-study through a number of exchange platforms including collaborative meetings, agendas which embraced equity and social justice, a shared blog space for self-reflection, and engagement with others through partnership conferences. Data were qualitative and focused on the ambitions, frustrations, and achievements of the participants as revealed through personal writing on a blog. Key findings of this study include: (i) the discovery of hurdles, false starts and frustrations that were common to all members of the group but hitherto had remained hidden and private; (ii) the tension between an identity as educator with a sense of responsibility to students and that of an active researcher; and (iii) issues of time and work balance between teaching and researching.     

Sinfully Delicious Apples That You Should Never Try to Eat

Last weekend,I went apple picking.It’s one of my favorite fall traditions,and I have been going every year since I can remember.When I was a kid,my mother made a trip to the apple orchard a magical thing.She taught me how to gently twist an apple, so that it would pop off the branch without others plunking to the ground.She would point out the sun-kissed fruits at the tippy top of the trees while I climbed to get them.     

Why Do I Feel Awkward with Boys？

Cindy最近有件事很困惑．就是她一到男生面前,就变得很不自在．不知道怎样跟他们谈话交流。曾经自己还跟他们一起嬉笑玩耍,为什么现在却变得“扭捏”起来了？Cindy心中很是不解,Brad对此又有何建议？     

Professional Development for K–12 Math and Science Teachers: What Do We Really Know?

Abstract

As investments in K–12 math and science professional development programs expanded over the past decade, researchers and policymakers have questioned whether and how such programs work to improve student learning. This article summarizes the current knowledge-base and offers a theoretical framework researchers can use to design studies that explore mechanisms through which professional development programs influence teacher knowledge, teacher practices, and ultimately student achievement. We quantitatively pool the most rigorous evaluation research available to determine whether currently held beliefs in the field are supported by the evidence. Although this study does find some support for the guidance propounded by experts, it cautions policymakers and practitioners that the current evidence base is thin. We urge researchers to build on what we have learned through theory and practice to increase the rigor of evaluations on this important topic by incorporating valid and reliable measures of professional development components as well as valid measures of teacher knowledge and practices.