no brother与no brothers

先请看以下三个句子: ①I have no brother.②I have no brothers.③I have nota brother. 不少同学就以上三句话来信询问它们有何区别,以及在no后面接名词单、复数时应注意哪些用法,现特解答如下:     

The ubiquity of big brother.

Teachers from grades K through 6 nominated the most physically active and most physically passive students from each sex. Half the schools were attended mainly by low-SES Mexican-American students and half upper-middle-SES Caucasian students. The main finding was that physically active students were more likely to have an older brother than were physically passive students. This effect was independent of sex, grade level, race, SES, and other-sibling combinations. A second study confirmed this relationship when college students rated themselves on the same active-passive dimension.     

snake,bridge,brother,playground

Are you ready to make a nice Shish Ka Bob?The words of the Shish Ka Bob in this issue are-On Sunday morning,may brother and I planned to play basketball on the school playground.So we rode a bike happily.on the way to school,we saw a snake near the bridge·How terrible(可怕的)!Li Yangyi(李杨怡),Class 1,Grade 5,Wannian Central Primary School,Haimen,Jiangsu Province,226136Adviser:Shi Jin(施金)     

中小学班主任上岗前要培训

教育部近期下发通知，启动中小学班主任培训计划，该计划要求中小学班主任上岗之前要接受专题培训。     

Teach a fish how to swim

你听说过鱼因不会游泳而淹死的事吗？如果谁有这样的担忧,就和那个被嘲笑了几百年的担心天会塌下来的杞国人没什么差别了,必定会成为人们的笑料。     

舜封象弟论

舜封象弟故事的意义具有二重性.一方面它表现了舜人所不及的悌的品质,另一方面也说明舜公德意识、法纪观念匮乏.儒家极力渲染舜帝之悌,其主观愿望或许是好的,但其结果却是腐蚀了人际关系,污染了官场风气,养育了依赖性的人格,从而为贪渎文化的孳生和蔓延准备了肥沃的土壤.     

舜封象弟论

舜封象弟故事的意义具有二重性。一方面它表现了舜人所不及的悌的品质,另一方面也说明舜公德意识、法纪观念匮乏。儒家极力渲染舜帝之悌,其主观愿望或许是好的,但其结果却是腐蚀了人际关系,污染了官场风气,养育了依赖性的人格,从而为贪渎文化的孳生和蔓延准备了肥沃的土壤。     

碎裂的家庭影像--解读《变形记》中的兄妹关系

表现主义文学大师卡夫卡的代表作<变形记>深刻地揭示了资本主义社会里人的异化现象.小说主人公的悲剧是资本主义社会里靠金钱来维系的家庭关系的一个真实写照.主人公与妹妹关系的显著变化有力地烘托出小说的这一主题.     

No more heroes any more: the ‘older brother’ as role model

This paper focuses on a commonly‐reported horizontal division between what boys feel to be the circumstances surrounding the lives of older generations and those surrounding their own. This aspect of individualization is explored, seeking to discover the discourses today's boys look to for routes to travel in their search for an independent, adult identity. The paper argues that, despite the increasingly fluid nature of the multiple masculinities that each boy, individually, works to create, some of their experiences are surprisingly common regardless of location or socio‐economic background. Following 111 boys aged 11–21 as they attempt to make sense of the messages they hear from home, school, the law and peer culture, I suggest that there has been an apparent narrowing of time and space around boys who see the life experience of figures such as teachers and parents as being too dated to hold relevance for themselves. Likewise the gilded lifestyles of famous sportsmen and stars from the entertainment industry are understood to be alien. This phenomenon forces boys to weigh up the positive and negative examples given by local, ‘older brother’ role models to the exclusion of more traditional figures.     

In hot water

Sally和Anna是一对好朋友．可是最近她们却互不理睬。究竟发生了什么事呢？而这又跟“在热水里”有什么关系呢？     

浅谈游泳模仿练习对初学者的辅助意义

初学者在进行游泳技术学习时,需要通过各种练习方法来更快地掌握游泳技术,模仿练习作为游泳初学者主要的练习方法之一,在模仿的内容和方法上需要科学的安排,本文就游泳模仿练习对初学者的意义及实施策略做了研究,以期更好地促进游泳练习质量的提升。     

浅谈青少年短距离游泳的力量与速度耐力训练

由于青少年的运动生理特点不宜采用大负荷大强度的运动训练来发展力量素质与速度耐力素质.因此,就影响青少年短距离游泳运动水平提高这一问题进行分析和探讨.     

New academics negotiating communities of practice: learning to swim with the big fish

Abstract

Student evaluations of teaching constitute a recurring theme for debate within the tertiary education literature particularly in relation to validity and reliability. My aim in this paper is to highlight the dependence of student evaluative capabilities on their own beliefs and assumptions about knowledge constituting ‘ways of knowing’, which will differ from one student to the next, and to advocate that this is taken into account when evaluations of teaching are analysed and interpreted. I begin by addressing the nature of the student evaluation process, its current perceived status in higher education and in relation to student expectations in the present consumerist culture from which universities are not exempt. I then go on to focus on cognitive development implicit in higher education, and consider its impact on student expectations and consequent evaluations. Finally, I suggest that promoting an understanding of changing and developing epistemic assumptions of students should be an essential component of the explicit curriculum to the benefit of both students and lecturing staff, and recommend the exploration of more qualitative approaches to student evaluation.     

Phenomenography — a “good‐for‐nothing brother” of phenomenology? Outline of an analysis

This article will argue that five different ways of doing phenomenography can be found amongst the works of Gothenburg phenomenographers: Discursive, Experimental, Naturalistic, Hermeneutic and Phenomenological. Commenting on an earlier version of phenomenography, Jacob Needleman stated that it was “a ‘good‐for‐nothing’ brother of phenomenology”. We will argue that it is not. It is productive research, even if at times the degree of methodological reflection applied by phenomenographers to their work is found wanting. Two of five forms of Gothenburg phenomenography can be developed by recourse to phenomenology.