小议WHAT

what作疑问代词可提问的内容很多，下面归纳一些基本用法。[第一段]     

小议WHAT

what作疑问代词可提问的内容很多,下面归纳一些基本用法。一、可以问事物和目的。1.What's this?这是什么?2.What do you want?你要什么?     

WHAT A LUCK

Luckily Jack Sykes said a big thank you yesterday to the doctor whosaved his life with a penknife operation five miles up in a jet. Quick—thinking Charles Plokin dashed to the rescue when 88-year-oldJack fell down unconscious(失去知觉的)—a piece of chicken stuck in histhroat.If the doctor hadn’t operated,Jack would have died.     

FACULTY ATTITUDES TOWARD THE MIXED‐AGE COLLEGE CLASSROOM

With the number of nontraditional students on college campuses continuing to increase, college educators need to become aware of issues regarding the mixed‐age classroom. Part of this awareness should be an understanding of how faculty perceive different‐aged students and their mixed‐age classroom experiences. Through telephone interviews with approximately 100 faculty, we investigate attitudes about the professor‐student relationship, views toward teaching in a mixed‐age classroom, and beliefs about both older and younger students.     

WHAT＇S ON

08奥运留学英国趋势 专家解读 一、专业变化趋势08年北京奥运会进入倒计时．英国伦敦的钟声也指向了2012年的奥运会，像体育管理、旅游奥运项目管理等专业将成为留学申请的热门。北京奥组委在奥运人才招聘会发布消息称，预计到2008年，奥组委共需4000多名奥运人才。目前．留学英国的中国学生呈现出几大趋势。     

WHAT的不同用法

一遇到单词what,我们往往会想到“什么”,然而,what还有许多其他意思呢。看下面的句子。1.What about climbing the hill with us?和我们一道去爬山怎么样?(What about…“怎么样”,用来征求意见或询问消息)     

WHAT能问什么

what是一个特殊疑问词,它在英语中有不少用法,现将常用的功能归纳如下。 用来对物品名称的提问,如：     

WHAT的内容有多少

what的基本意思是“什么”,可是用来提问时又不仅仅是“什么”,所涉及的内容很多,概括起来有以下三类。 1.问事物和目的。例如: What’s this?这是什么? What do you want?你要什么? What do you study Englishfor?你为什么学习英语? What does he come hereto do?他来这里干什么? 2.“What+名词”可以问颜色、种类、国家、时间等。例如: What colour is your coat?你的上衣是什么颜色? What kind of animal isthis?这是什么动物?     

WHAT＇S MISSING？

1。教师将新学的生词卡片逐一贴在黑板上，带领学生朗读一遍，然后说：“Closeyoureyes或Lookup／Lookdown／Lookleft／Lookright!”     

MINNESOTA COMMUNITY COLLEGE FACULTY ACTIVITIES AND ATTITUDES, 1956–1980

A six‐page questionnaire sent in 1980 to a 25% random sample of teachers in Minnesota's 18 public community colleges provides information that is compared with similar information collected in 1956 and 1968. The nature and extent of professional activities, sources of satisfaction and dissatisfaction with careers, attitudes toward collective bargaining, and some demographic variables of Minnesota community college teachers are described and compared.

Minnesota community college faculty members in 1980 were generally contented, as they were in 1956 and 1968. In all periods they spent most of their time on teaching‐related activities. Although the proportion involved in consulting with schools, business, and industry has doubled in the past 12 years, faculty involvement in off‐campus services is still limited. Research and scholarly writing is not a function of most of the faculty. About three‐fourths of the respondents supported collective bargaining in 1980. The most serious source of dissatisfaction, reported by 40% of the respondents in 1980 was inadequate salary. The chief source of satisfaction reported in all three periods was the opportunity to help college‐age students learn and develop. Implications of the results for a re‐examination of community college functions are discussed.

The pecking order in this state does not reflect the major contribution of this system to higher education. Working conditions, particularly in terms of load and support services are primitive. Financial rewards, the status and extra income of consulting fees are severely limited. I can no longer afford five percent salary increases and twenty percent inflation. I am currently looking for a position in private industry, which seems to have the resources education does not. (Sociology instructor)

I cannot remember a profession/job that could be more personally rewarding, spiritually constructive or totally satisfying as college teaching. (English/history instructor)     

FUNCTIONS OF THE TWO‐YEAR COLLEGE CURRICULUM: FACULTY PERCEPTIONS

There are limited empirical data on curriculum in two‐year colleges; this study is designed to address that lack. A literature review is used to identify the functions served by credit courses: transfer, general education, preparation for work, and remediation. Secondary analysis is made of data gathered on a 1977 survey of science, social science, and science‐related technical courses. Instructor perceptions of course purpose(s) are used to determine if the identified functions are served. The findings indicate these functions are served, but predominately as combined functions rather than the discrete functions identified in the literature. Patterns of multiple course functions are identified by academic area and by course. Further, the methodology used is presented as a useful tool in developing empirical data about college curricula.     

FACULTY PERCEPTIONS OF THE QUALITY OF OFF‐CAMPUS INSTRUCTION

Two‐year college faculty teaching credit courses off‐campus were surveyed to ascertain their perceptions regarding a variety of factors about these courses. In general, faculty cited a number of factors that lead to the conclusion that the quality of off‐campus courses may be less than comparable on‐campus courses. However, the summary question about the extent of learning indicated that 83% of two‐year faculty included in the survey reported their students learned as much or more than they would in a comparable on‐campus course. The information was based upon personal perceptions of the faculty included and was not correlated to other measures such as standardized test scores or grade point averages. The data from two‐year college faculty were compared to a larger data base from 322 faculty teaching at all levels of higher education and results were similar.     

FACULTY SELF‐ESTEEM: THE 4TH GOVERNANCE PARADIGM

As one examines governance in the community college, it becomes apparent that the traditional bureaucratic, political, and collegial paradigms are not entirely satisfactory. Recent authors have suggested a different vantage point from which to view the educational enterprise. A common denominator in all such works is the professional self‐esteem of the faculty. In this article, the author uses a nine‐level “web” to depict the mind‐set and practices which characterize this new governance model.     

松浦亚弥弃艺从WHAT?

向往的蛹■ 像恃应生邪样双手托量东西也不会捧下来熊后自信地走掉在栏洧看来那个样子■墨趣帅嚷向住的塌■ 想量力柱翼丰直的拉谭认为慷羹章鱼小丸于的并薯那样幕上头m恕丸子砖柙礓圆稚圆是一件0R了不起的●啦向拄的塌■: 对于松漕来{置只l擅{IB些小璜子叫’亚锋老耳。孰盒生■兴蕾再受不了.迁台尖叫谴’呀.好可爱■·’耳种和小朋友们在一起的薯觉.墨槛漕所向拄的.松浦亚弥弃艺从WHAT?     

WHAT IS COMPUTER MATHEMATICS? WHAT SHOULD BE TAUGHT AND WHO SHOULD TEACH IT?

The curriculum in postsecondary mathematics at the department, like the curricula in similar private institutions in Japan that teach information technology, must be reconsidered for many reasons. Students entering colleges and universities can no longer be expected to have the mathematics preparation for college-level courses. Computer science and other scientific fields are becoming more dependent on a mathematical base. Mathematics education in colleges must be reformed. In 2000, a new curriculum was initiated at the department. This article discusses the curriculum and provides, as an example, the outline of the reform project undertaken by the Department of Information and Network. When considering reform, it is important that any new courses that students take in the first two years of their program will be acceptable for credit at four-year colleges and universities. Such considerations were given when courses were developed at the department. Course outlines for Mathematical Literacy and Computer Mathematics I and II are provided.     

COMPARISON OF INSTRUCTIONAL EFFECTIVENESS OF FULL‐ AND PART‐TIME FACULTY

This study was designed to compare full‐ and part‐time faculty on three instructional effectiveness dimensions. Student ratings of teaching, course retention ratios, and subsequent student achievement in advanced courses were used to compare the two teaching groups. Multianalysis of variance (MANOVA), z‐test and analysis of covariance were used to analyze the two groups on the dependent measures. No significant differences were found between the two teaching groups on the effectiveness dimensions. Limitations of the study and future research directions are also discussed.