Football and I

亲爱的读者朋友: 在绿意盎然的夏季,你的身边会发生什么有趣的事呢?我猜,你们的暑假生活一定会是丰富多彩的吧!如果想把你的快乐跟大家分享的话,请写一篇英语作文寄给我们,我们会择优发表在“英语小花”栏目里。下面,请读一读崔文华同学的——     

Widening participation on early years degrees: ‘I realised I could,and would,do this—and I have!’

This article reviews the outcomes to date of a collaborative project at Sheffield Hallam University to develop clear progression routes into higher education (HE) for further education (FE) students studying on Advanced Diploma, Higher National Certificate (HNC) and Higher National Diploma (HND) courses in childcare and education. Since 2002, students from partnership colleges have been eligible for enrolment on the BA (Hons) Early Childhood Studies degree at Sheffield Hallam, starting at Level 5 or Level 6, depending on previous attainment and performance at interview. While the numbers involved during the past four years have been small, student retention has been high and attainment has equalled that of their traditional‐entry colleagues. The results support the notion that it is possible to widen participation without lowering standards or suffering high rates of attrition, but there are implications for students and staff alike.     

Motorbike and I

My friends and I always find an excuse to ride a motorbike. I personally think it is one of the funniest things to do in Guilin.The first time I did it I had to admit I was a little bit nervous. I had never been on a motorbike before and I always thought there was a big possibility of failing off the bike, for the road was too bumpy.     

Elephant and I

厦门市的嘉恩同学要给我们讲《大象和我》啦。我们还可以看到她骑着大象的照片呢。让我们来看看吧。     

TV and I

We are the young people of 21st century. With the economic development,living conditions of the people have been improved. Now TV sets are widely used by every family. Colour TV sets are very popular. Through watching TV, people can gain a lot of knowledge about the modem society and people from different countries underestand each other better and more deeply than ever.     

Cartoon and I

All children love cartoon.Cartoon is an im-portant part of our life.Cartoon and I@易人     

Sports and I

Sports can help people to keep healthy, happy and to live longer. I love sports. Every day 1 have sports. I run every morning. I play ball games every     

My Dad and I

Mydadlovesmeverymuch.HeoftenheldmeinhisarmswhenIwasachild.Heboughtapinknotebookformeyesterday,let     

My friends and I

I have many good friends at school.Let me tell you something about my friends and myself. Li Meng is my best friend. Her English name is Joy.She is a beautiful girl.She has long black hair.So she always wears her hair in plaits (辫子).She     

My Cat and I

Ihaveacat.Itisanaughtycat.SoIcallit"PiPi”.Oneday,asIwashavingsupper①,“PiPi”caughtmyfoodwithitspaw②.Iwassoangryandsaid,naughtycat,goaway③!”.Butthecatwasnotobedient.Itbitmyshoes.Iwantedtokickit,but“PiPi”ran④towardme.Iwasso     

My friends and I

I have many good friendsat school.Let me tell you some-thing about my friends and my-self. Li Meng is my best friend.Her English name is Joy.She isa beautiful girl.She has longblack hair.So she always wearsher hair in plaits(辫子).Shelikes watching TV and playingthe piano.Last weekend was herbirthday and we went to herhome and listened to her play     

‘I make sure I am safe and I make sure I have myself in every way possible’: African-American youth perspectives on sexuality education

High rates of pregnancy and sexually transmitted infections play a major role in the physical, mental, and emotional health of young people. Despite efforts to provide sexuality education through diverse channels, we know little about the ways in which young people perceive school- and community-based efforts to educate them about sexual health. Forty-eight African-American young people participated in six focus groups to discuss their sexuality education experiences. Three major themes emerged that highlight experiences and perspectives on optimal strategies for promoting sexual health. These themes were: (1) experiences with school-based sexuality education (SBSE), (2) seeking information outside of schools, and (3) general principles of youth-centred sexuality education. Young people in the focus groups expressed their varying satisfaction with SBSE due to the restricted content covered and lack of comfort with the instruction methods. Participants described how they reached outside of SBSE for sexuality education, turning to those in the community, including local organisations, health care providers, and peers, also expressing variability in satisfaction with these sources. Finally, participants identified three important principles for youth-centred sexuality education: trust and confidentiality, credibility, and self-determination. These findings give voice to the often-unheard perspectives of African-American young people. Based on their responses, it is possible to gain a better understanding of the optimal combination of school-, family-, peer-, and community-based efforts to support young people as they move towards adulthood.     

Voices of senior rural men and women on falls and fall-related injuries: “If I fall outside and get hurt,what would I do?”

ABSTRACT

This qualitative study examined the falls and fall-related injury experiences of community-dwelling rural seniors. 42 senior men and women living in two rural areas in Saskatchewan, Canada were recruited, and in-depth interviews were conducted. Analysis revealed three main themes among responses: nature of falls and injuries, causes of falls and injuries, and consequences of falls and injuries. Men and women expressed a fear of falling, which led to activity limitations; however, women were more reflective on their potential to fall and showed an increased level of preparedness compared to men. The causes of falls included activities at the time of a fall, functional limitations, chronic diseases, and personal factors such as type shoes worn. While men and women downplayed the seriousness of their falls or injuries, indicating a level of hardiness, this trend was stronger among men. None of the participants discussed the role of health care professionals or the health care system in relation to fall risk and ways of preventing falls, despite reporting adaptations to prevent and deal with consequences of falls. Overall, these findings may allude to the scarcity of health care services provided in rural communities, highlighting a need to focus on falls prevention for community-dwelling rural seniors.     

I,You and She

Tomisacleverboy.Onhisfirstdayinschool,helearnedthreewords:I,youandshe.Theteachertaughthimhowtomakesentenceswiththosewords.Theteachersaid,“I,Iamyourteacher.(Pointingtoagirl)She,sheisyourclassmate.You,youaremystudent.”Aftersupper,Tom’sfatheraskedhimwhathehadlearnedatschool.Tomsaidatonce,“I,Iamyourteacher.(Tohismother)She,sheisyourclassmate.You,youaremystudent.”Hisfathergotangryandsaid,“I,Iamyourfather.(Tohismother)She,sheisyourmother.You,youaremyson.”Thenextmorningatschooltheteach…     

Fish,Sea and I

I was born in a city by the sea.I like the sea. The sea is beautiful;fishes in the sea are beautiful, too.Fishes are free.They can swim everywhere in the sea.When winter comes,they change places. But Some fishes don't.Sometimes I want to be a     

The Olympic Games and I

一位初一的学生，写出这样的好文章实在不易。作者紧扣话题，把奥运和自己的愿望紧密联系在一起，同时抒发了自己企盼奥运早日到来的心情。思路清晰，层次分明，语言简练，语句通顺。如果能将再简单地写写奥运精神对自己的学习或生活启迪，文章就更加完美了。     

The Olympic Games and I

On a hot summer night,I went downstairs to cool off myself under the tree after I played basketball with my friends. I felt a little bored and sleepy. Then I turned on the radio. The program was about the news of the Olympics Games in 2008. I tearnt that …     

The Olympic Games and I

I'm a chinese student. I like sports. And I also like the Olympic Games,too. It!s the biggest and the most important games in the world . Most peoplelike it a lot .It is held every four years. There are many different kinds of sports in it.Each player hopes to win and come first for his country. So they will practiseharder and harder before the game starts.I like playing table tennis. And I want to be a good player like Ma lin. Ihope to play in the Olympic Games, so I will practise hard …     

“I am a young immigrant woman doing physics and on top of that I am Muslim”: Identities,intersections, and negotiations

Framed within intersectionality and using science identity as a unit of analysis, in this single case study I explore the barriers, difficulties, and conflicts that Amina, a young Muslim woman, immigrant in Western Europe confronted throughout her trajectory in physics and the ways in which her multiple identities intersected. The main sources of data consisted of three long biographical interviews, which were analyzed through a constant comparative method. The analysis of the data provided insights into how intrapersonal, interpersonal, sociocultural factors, alongside a myriad of experiences nurtured Amina's intersectional identities and what this may mean for Muslim women's participation in physics. The findings are summarized in two main assertions: (a) Amina was confronted with various barriers across her journey in physics with the intersection of religion and gender being the major barrier to her perceived recognition due to cultural expectations, sociopolitical factors, and negative stereotypes and (b) Amina's social class, religion, gender performance, and ethnic status positioned her as Other in various places throughout her trajectory in physics, and consequently hindered her sense of belonging. These findings suggest the urgency and importance of: (a) examining the intersection of science identity with other identities, especially, religion, gender, and ethnicity for the purpose of extrapolating a more comprehensive understanding of how minoritized groups participate in science; (b) rethinking recognition through an explicit intersectionality lens across various geographical and sociopolitical contexts; and (c) transforming physics into a diverse world where multiple ways of being are recognized, where minoritized groups will not have to compartmentalize parts of their identities to exist, and where they can perform their authentic and intersectional identities.     

“I’ve Tried and I’ve Died This Year”: First-Year Teachers Reflect on Literacy Reform

This article describes the challenges associated with outcomes-based education reform as experienced by two novice elementary teachers. Interviews with the teachers provide insights into the tensions between their teaching beliefs and the practices employed in their local contexts. Specifically, pressures to both focus on standardized measures of student achievement and to conform to the social norms of the schools are explored. The authors advocate for the need for situated discussions about these tensions during the first year of teaching and recognition of the complexity of teaching and learning by all stakeholders.