雪花人——和上帝竞赛的人

雪花,是上帝派遣到人间的纯洁天使。它们那样轻盈晶莹,又那样难以捕捉和保存。它们总是匆匆降落凡尘,又迅速消融而去,像上帝赐给我们又立刻收回的一连串测不透的神秘符号。几乎每个人都见过雪花,但是很少有人真正能了解这冬之天使背后的奥秘;几乎所有人都喜欢这美丽的六角结晶体,但是     

寻找失踪者

一双泥糊般的9码战靴．作为第二次世界大战后期的丁艺品,在德围的Hurtgen森林被发现,当时的战役充满血腥,美国的死伤者达到31000人。去年跟着靴子同时被发现的还有两名士兵的残骸。核对死者身份的任务就落在JPAC的身上了,JPAC成立于2003年．任务是帮助五角大楼寻找失踪的军人,包括84711名陆兵、飞行员、水兵和海军陆战队队员,他们从二战之后就一直没有踪迹。     

Finding the Way

初到国外某地,必须学会问路,首先要学会怎么开口。为了表示礼貌,开口时首先要说Excuse me。例如:Excuse me,where exactly is the nearest hotel?Excuse me,can you tell us the way from here to the police station?     

求解二面角的策略初探

在二面角求解的一般方法的基础上，介绍了其它的求解策略，并对其进行了分类和归纳，寻找出各类求解方法间的内在联系。     

Finding the way home

HUNDREDS of years ago,travellers found their way by looking at the stars. They built towers that could be seen fromafar, made maps and invented the compass.     

Finding the right problem

In an educational setting, a solution that has worked for one problem may not work for the same problem that occurs at a different time in a different work conditions. However, administrators and teachers resort to quick solutions to the perceived problem, consequently affecting not only the curriculum but also the students ’ learning. This paper shows how administrators and teachers can find problems prior to problem solution by taking three steps: (1) Examining the interconnectivity of things; (2) Exploring possible and alternative problems and (3) Asking the right question. The paper demonstrates not only how these steps operate in specific situations encountered by administrators and teachers but also how finding the problem can be an effective tool in performing their respective roles.     

发现石门坎

威宁石门坎是贵州西北部的一个小村寨,是我国大花苗聚居区的居中地点。清末英国传教士柏格理发现了石门坎,在此建教堂、办学校、办医院,创制苗文,引发苗族大规模皈依基督教。20世纪30年代开始,国民政府发现了石门坎异文化区,采取许多政策对石门坎进行文化改造。新中国建立后,为贯彻党的民族政策,党和政府针对石门坎的特殊性,在消除民族隔阂,实现民族平等、民族团结方面做了大量工作。80年代中期后,石门坎的价值重新被发现,得到各级领导的重视,再次成为为们研究的热点。     

小栗旬 寻找梦中的永无乡

小栗旬有过马不停蹄的忙碌巅峰,一年有5部影视作品,花泽类的翩翩风采实在让他风光无限,忙过了头紧接着却是急转直下一蹶不振的低谷,终日打不起精神。虽然有朋友在身边守候,可是还是要靠自己豁然开朗,洞察到忙碌的意义,寻找自己最渴望的东西。初秋时节,小栗旬将和自己的两个好朋友一起出演日剧《兽医杜立德》,找寻人类生存的终极意义。     

Finding humor in the mundane

In this column, the author encourages everyone to find humor in the daily routine...and to use more lotion.     

Finding knowledge on the Internet: implications for the knowledge-driven curriculum

This article offers a critique of Michael Young’s perspective on the Internet as it relates to the knowledge-driven curriculum he supports. I argue that the Internet is a site of both theoretical knowledge and everyday concepts which challenges the differentiation of knowledge that premises much of Young’s writing. Google searches from the perspective of a student and teacher show that theoretical knowledge with vertical links to subject and disciplinary communities as well as coherence built through links between concepts is fairly readily accessed on the Internet. The importance of information literacy for students, the critical need to curate content on the web, as well as the implications for the curriculum of framing ‘knowing’ as encompassing ‘being familiar’ and comprehending’ are highlighted.     

Finding our inner voices: Rediscovering scholarship

This essay explores the need to reconsider how we define, reward, and support scholarship, and the philosophical foundation of what a scholar really is. Noting that only 10 to 15% of the professoriate regularly publish, the author questions if some faculty become stymied and distanced from their work because of the gap that exists between what they want to do and what their institutions expect them to do. Could more faculty find their voices as scholars and public intellectuals if universities and colleges ascribed more value to the scholarships of teaching, practice, and service? The surprising results of a survey of members of the Professional and Organizational Development Network in Higher Education are included.     

Finding the Hook: Computer Science Education in Elementary Contexts

The purpose of this study was to investigate how elementary teachers with little knowledge of computer science (CS) and project-based learning (PBL) experienced integrating CS through PBL as a part of a standards-based elementary curriculum in Grades 3–5. The researchers used qualitative constant comparison methods on field notes and reflections to describe the teachers' participation in professional development to create CS-infused projects to be implemented with their students. Categories that emerged included standards integration, student autonomy, and challenges of infrastructure and time. The data are from the first 6 months of a 3-year, National Science Foundation-funded project. (Keywords: computer science, project-based learning, integration, elementary curriculum)