Make your own wind turbine

For this experiment you will need:● 1 roll modeling clay● 2 pots filled with modeling clay● 1 metal stick, 15cm long● 4 plastic spoons● 2 forks● 80cm of string● hair dryer● stopwatch     

Make it with your own hands

YANG Yu works for a German company in Beijing. Though he enjoys the computer business, it is hard for him to relax after work.     

开发你的大脑智力(英文)

Max your minds without working harder? Now that’s really clever.想要不通过加倍努力就最大限度地开发你的智力么?We all love a comedy blonde moment,but it’snever fun to feel you’re lagging behind in thebrain stakes.     

书写你的人生

人生就是你手中的一支笔。不论辉煌或暗淡、曲折或平凡,你在人世间的所有痕迹都由你自己一手写就。人生的笔中究竟储存了多少墨水, 你无从知道, 但它却在你的掌握之中。希望当墨水即将耗尽之时, 你能心满意足的回头品味自己留下的篇章。     

Uncovering your own birth history

In the second of a two-part article, the author encourages women to learn about their mothers' and grandmothers' birth experiences as a way to celebrate and record their family's legacy of childbirth.     

Manage your own performance: No one else can

Ever since Peter Drucker called many conventional management practices into question because of a shift to knowledge work, managers and executives have been trying to figure out how to manage knowledge workers. The short answer is that the only one who can really manage your performance is you. This article explains why and points to some ways that you can manage your own performance and influence the performance of others.     

Ethics at home: informed consent in your own backyard

Keying off of a “fully informed consent letter” that consists of the text of her original letter to participants interspersed with insights gained after‐the‐fact, the author explores ethical and institutional power issues that arose as she conducted a qualitative research study in her home institution – her own “backyard” – and offers a critical examination of the concept of “informed consent,” calling for a radical revision of the standard notions of research ethics that blur ethical sensibilities.     

Go your own way: lifelong learning and reflexive autobiographies in postmodernity

This article provides an autobiographical account of two adult educators engaged in what may be seen as an identity crisis for contemporary adult education. Through our autobiographical analysis, we address the question of what it means to be an adult educator or to practice adult education in circumstances where dedifferentiation has taken hold under the sign of lifelong learning. First, we outline the challenges that are taking place to many of the practices and institutional structures of adult education. At the heart of these, we argue that there is an intensification of reflexivity wherein the identity crisis with which we are working is both a condition for and a response to increasing individualization and reflexivity. Second, we illustrate the link between reflexivity and identity by drawing on our own autobiographies. Here we exemplify the processes we argue to be operating under the sign of lifelong learning through the exploration of our own autobiographical bricolages. Third, we explore the cultural conditions which give rise to the similarities and differences in these bricolages, in particular the rise of the new middle classes, the increased significance of popular culture and the development of postmodern positions.     

'Draw your own conclusions': teaching pre-twentieth century poetry in an arts context

Over the past two years I have explored some of the challenges and possibilities involved in the teaching of pre‐twentieth century poetry in an arts‐based context, sometimes working with student teachers of English and, in one case, art and design. This paper is a summary of some of these explorations, with reflections on possible implications for developing effective and stimulating ways of teaching poetry.     

化学教师:请唱出属于自己的"青花瓷"

通过网络论坛上化学版"青花瓷"迅速串红的反思,提出了教师需从教学形式、师生关系、教学风格上等方面进行实施改进,形成教师自己的教育春天.     

Clickers in the flipped classroom: bring your own device (BYOD) to promote student learning

Flipped classrooms continue to grow in popularity across all levels of education. Following this pedagogical trend, the present study aimed to enhance the face-to-face instruction in flipped classrooms with the use of clickers. A game-like clicker application was implemented through a bring your own device (BYOD) model to gamify classroom dynamics in the spirit of question-and-answer competitions. A series of flipped learning lessons were created for the study, with clickers integrated into question-and-answer activities associated with each of the lessons as formative assessments to assist students in the learning of English as a foreign language. In this quasi-experimental research, the data were gathered using a summative assessment, a perception survey, and individual interviews. The collected data were then analyzed to compare the students’ flipped learning experiences, with or without clicker use. The results indicated that the gamified use of clickers had positive influences on student learning, with regard to their performance, perceptions, and preferences. This study thus suggests that the emerging generation of clicker technology allows for a cost-effective BYOD integration model in flipped classrooms, through which it is possible to seamlessly bridge pre-class and in-class activities and to effectively promote student learning.     

Becoming your own leader: From leader to possible failure and back again—A pragmatic approach

Many people resign themselves to play “follow the leader” and allow others to make decisions that have major impact on their professional and personal lives. Nevertheless, we can, if we choose, take control of our own future and become our own leader and thus decide what we will do and accomplish. This article provides the concepts and tools to take control of your own life and become your own leader. It is built on the performance accomplishments in organizations and in the rest of life.     

让每位学生拥有自己的课程--关于学生个体课程的探讨

目前建立的国家课程、地方课程、学校课程三级课程结构并没有涵盖学生学习与发展的全部需要.要满足学生个体的个性发展和独特的学习需要,还需构建个体课程.文章探讨了个体课程在课程结构中的地位、构建的依据与意义,个体课程的特征及几对关系的处理.