2009生活改善5秘诀

1.储蓄储存你的健康,改善未来的财政。工作中结识更多的朋友研究表明与同事和老板建立良好的关系有助于事业的发展。——里斯·沃基缪斯如果你认为在冷饮水机旁闲聊,或者参与办公室足球锦标赛是浪费宝贵的工作时间,你也许要重新考虑你的日程计划表了。花时间在工作中     

对你的心脏有益的10种方法

Not only does it pump our life's blood,it is also the center of our feelings,emotions and beliefs; the source of our capacity for sympathy, generosity and compassion;the representation ot our courage and fortitude; and the very core of our ability and desire to love and be loved. 它不仅为我们的生命抽取血液,还是我们感受、情绪和信仰的中心地带,是让我们拥有同情心、宽厚慷慨和怜悯之心的源泉,是我们富于勇气和坚韧的表现,还是我们爱与被爱的能力与欲望的核心。     

Introduction to the Special Issue: Unpacking Quality in Early Childhood Programs

Life in culture is, then, an interplay between the versions of the world that people form under its institutional sway and the version of it that are products of their individual histories. It rarely conforms to anything resembling a cookbook of recipes or formulas, for it is a universal of all cultures that they contain factional or institutional interests. Nonetheless, any particular individual's idiosyncratic interpretations of the world are constantly subject to judgment against what are taken to be the canonical beliefs of the culture at large. Such communal judgments, though often governed by "rational" and evidentiary criteria, are just as often dominated by commitments, tastes, interests, and expressions of adherence to the culture's values relating to the good life, decency, legitimacy, or power. (Bruner, 1996, p. 14)     

文贵简洁--从语法和修辞的角度探讨英语写作的简练原则

简练是英语写作的一个重要原则,而中国学生英语写作的一个典型毛病就是冗长、复杂。在英语写作中,掌握好饲性转换,即将名词、形容词活用为动词可使文章表达灵活生动,同时,运用省略句、修辞格等都可使英语表达既简练又含蓄蕴藉,学生的英语写作能力可由此得到提高。     

借鉴超越：香港学术发展的正途

检讨香港学校发展的缺失,我们可得出以下的结论：第一,无视自身社会的需要,但求模仿西方的学术模式,既浪费资源,也虚耗时日,结果事倍功半;第二,我们必须自身杜会的需要开始,虚心借鉴,取他人之补已之短,进而谋求超越,自能青出于蓝,成为富强之国。美日两国就是求进步,求现化和走国际术方向的成功例证。     

Understanding metacognition through the use of pupil views templates: Pupil views of Learning to Learn

As part of the Learning to Learn Phase 3 Evaluation [for full detail see Higgins, S., Wall, K., Baumfield, V., Hall, E., Leat, D., Moseley, D., et al. (2007). Learning to Learn in Schools Phase 3 Evaluation: Final Report. London: Campaign for Learning. Available at: www.campaignforlearning.org.uk; Higgins, S., Wall, K., Falzon, C., Hall, E., Leat, D., Baumfield, V., et al. (2005). Learning to Learn in Schools Phase 3 Evaluation Year One Final Report. London: Campaign for Learning. Available at: http://www.campaignforlearning.org.uk; Higgins, S., Wall, K., Baumfield, V., Hall, E., Leat, D., Woolner, P. et al. (2006). Learning to Learn in Schools Phase 3 Evaluation: Year Two Report. London: Campaign for Learning. Available at: http://www.campaignforlearning.org.uk] teachers across three Local Authorities in England were supported in using an approach fitting ideas of professional enquiry through action research [Baumfield, V., Hall, E., & Wall, K. (2008). Action research in the classroom. London: Sage]. In this complex project, teachers have explored different innovations that they believe to fit under the umbrella term of Learning to Learn, implementing and investigating approaches ranging from cooperative learning [Kagan, S. (2001). Cooperative learning. Kagan Publishing. www.Kaganonline.com] to Assessment for Learning [Black, P. J. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7–73] to Thinking Skills [Baumfield, V. & Higgins, S. (1997). ‘But no one has maths at a party: Pupils’ reasoning strategies in a thinking skills programme. Curriculum, 18(3), 140–148]. As part of these enquiries teachers have increasingly involved pupils and their perspective for providing critical insight to processes associated with Learning to Learn. This corresponds to debates around pupil voice [for example, Flutter, J. & Ruddock, J. (2004). Consulting pupils: What's in it for schools? London: Routledge Falmer], and also the fact that teachers in the project see pupils as having characteristics that can support the development of a Learning to Learn philosophy [Hall, E., Leat, D., Wall, K., Higgins, S., & Edwards, G. (2006) Learning to Learn: Teacher research in the zone of proximal development. Teacher Development, 10(2)] This paper will use the method of pupil views templates [Wall, K. & Higgins, S. (2006). Facilitating and supporting talk with pupils about metacognition: A research and learning tool. International Journal of Research and Methods in Education, 29(1), 39–53] used by teachers as a pragmatic tool [Baumfield, V., Hall, E., Higgins, S., & Wall, K. (2007). Tools for enquiry and the role of feedback in teachers’ learning. Paper presented at the European Association for Research in Learning and Instruction Conference] to research pupils’ perspectives of Learning to Learn and the processes they perceive to be involved. It will use an analysis frame to examine and explore data about pupils’ declarative knowledge of the process of learning and therefore aspects of their metacognitive knowledge and skilfulness [Veenman, M. V. J. & Spaans, M. A. (2005). Relation between intellectual and metacognitive skills: Age and task difference. Learning and Individual Differences, 15, 159–176].     

Ask Systems: interrogative access to multiple ways of thinking

The purpose of this paper is to familiarize instructional designers and researchers with a useful design and research paradigm known as “Ask Systems.” Ask Systems are interrogative interfaces to information and learning environments that model conversations with a skilled, reflective practitioner (Sch?n, The reflective practitioner, 1983) or teacher. By selecting questions to answer, users access information or scaffolds that help them to solve a problem, perform a task, or comprehend domain knowledge. Ask Systems are potentially effective for designing interactive learning systems because question asking is one of the most fundamental skills in learning that affects comprehension and problem solving (Graesser et al., in: Britton and Graesser (eds.) Models of understanding text, 1996b; Graesser et al., Journal of Artificial Intelligence in Education, 3:235–241, 1992). By selecting questions to answer, students may also learn how to generate their own meaningful questions, because the quality of student-generated questions is strong predictor of domain knowledge and problem solving (Graesser and Olde, Journal of Educational Psychology, 95(3):524–536, 2003). Ask Systems are demonstrated that represent a variety of learning and task structures, including frequently asked questions, problem solving, metacognition, causal understanding, and multiple perspectives. Although empirical research on Ask Systems is very limited, they appear to represent a potentially effective paradigm for designing instruction and conducting research in a variety of learning environments.     

Selling normal birth: six ways to make birth easier

In this column, a reader expresses concern at the declining number of women attending childbirth classes and her inability to influence a woman's decision to choose normal birth. It may be more effective to market Lamaze as a way to have an easier birth rather than a normal birth. The six care practices that promote, support, and protect normal birth are suggested as a framework for teaching Lamaze classes with the goal of having an easier labor and birth.     

havingproblems@cm.com: new ways to miss the point

The desire to establish international links between two departments of adult education and to experiment with new technologies led us to establish a listserv—a computer based community in cyberspace. This article describes the experience and attempts to articulate some of the problems that emerged. The main problem was the failure in developing a sense of community among the participants. This failure had its origins in some of the assumptions about groups in cyberspace and their similarity to groups in face to face settings.     

Both ways strong: using digital games to engage Aboriginal learners

Engaging Aboriginal learners in the school curriculum can be quite a challenge given issues of cultural and linguistic differences. Even more so, these differences can be expanded when the students are in their adolescence. Creating learning environments that engage learners, while providing deep learning opportunities, is one of the biggest challenges for teachers in remote communities. This paper reports on a reform initiative that centred on the use of a digital game, Guitar Heroes, in a remote Aboriginal school. It was found that the digital media provided teachers with opportunities for new learning spaces and resulted in additional unintended learning outcomes.