A Wonderful Adventure to a Rainforest

I’d like to go to a rainforest—the place I’ve alw ays dream t of going to. D uring m y long holiday in M ay, it m ay take a w eek to be on m y adventure. A nd I think it’ll be a really fantastic journey as there m ust be a va- riety of creatures along m y w ay. W henever I get tired and bored,they’ll cheer m e up.D if- ferent creatures m ake m e excited. A nd the m ore dangerous m y journey is, the m ore curi- ous I w ill be. I m ay get to m y destination by air, but in order to enjoy m y journey to the ful...     

一场海边冒险

<正>It was a beautiful sunny day and Jack Mouse was eating a thick slice~1 of home-made toast with his very favourite jam. He sat at his front door and could feel the warmth of the sun.今天是一个阳光灿烂的日子,老鼠杰克正在吃一块自制的厚吐司,蘸着它最喜欢的果酱。它坐在前门那儿,能感受到太阳的温暖。     

Leave一词在高考中的重现

热带雨林是地球上最为壮观的自然奇迹之一，在那里你会看到只有在雨林中才能存活的各种动植物。当雨林遭到破坏时，生活在其中的上百万年的动植物也同时会灭亡。一旦遭到破坏，它们就只能成为我们过去的记忆了，除非我们现在就采取措施加以保护!读下面的小短，然后回答有关雨林的问题。     

A Policy Adventure: Sponsored grant-maintained schools

This paper examines the implementation of that part of the 1993 Education Act for England and Wales that concerned sponsored grant-maintained schools. The 1993 Education Act for England and Wales introduced changes that allowed the expansion of the supply side of the quasi-market of schools. As a result of that Act, since April 1994, it has been possible for groups of parents or independent sponsors to apply to the Secretary of State for Education and Employment in England or the Secretary of State for Wales to establish their own grant-maintained schools. Additionally, existing faith-based or other private schools could apply to become re-established as grant-maintained schools. This paper gives an account of the results of this 'policy adventure', and suggests that insights can be gained about the nature of the policy process through a consideration of 'policy as text' and 'policy as discourse'.     

浮冰边缘的探险之旅

In June,I went out to the 1)floe edge on a camping trip with Canadian adventure company Black Feather.We departed from Pond Inlet注1,a small 2)lnuit 3)community on the northern 4)tip of Baffin Island,reachable only by a seven-hour flight from Ottawa or Montreal.In its harbor,boats had been 5)stuck in the sea ice since the autumn freeze,they'll only come unstuck when the ice 6)thaws again in summer.     

Adventure into Learning

Adventure into Learning was planned for the classroom situation, so that it was essential to equip the classroom with the appropriate apparatus, and with the help of the Rank Organisation, each classroom was equipped with a sound projector, several filmstrip and slide projectors, a tape recorder, some kind of 8mm. cassette projector, and various ancillary equipment such as a variety of screens, lenses and lamps. A central store of films, filmstrips, cassettes, charts, maps and pictures was created, and this was situated as near as possible to the school library, consisting mainly of reference books.     

冒险初体验

All the books about the twelve signs of the zodiac say that Leo is the most adventurous one. It is indeed true, because it is typically embodied in my character. In my memory, I began my first adventure at the age of six. One Sunday, one of my friends came to my home in a hurry. As soon as she sat down, she said to me immediately, "I hit upon a wonderful idea that we could go to the mountain behind our school to pick some bamboo shoots. Do you agree?" It was completely fresh to me, so I raised both of my arms to show my approval.     

巴黎历险记

Part oneCatacombs, Pistols and CarbinesI.坟墓,手枪,卡宾枪Lonely and homesick, I was staring at the Eiffel Tour from the single window of my attic. Suddenly"Rhig, ring, ring", the phone rang. I cheerfully rushed on my phone. It was my partner for table tennis, a student in Paris. "Do you like adventures?" "Yes, of course! " "How about an adventure in the sewer system1 tomorrow night?" "In the sewers! ! Why the sewers?" "To find the Catacombs! " As a foreign student in Paris, I felt so alone that I accepted his invitation in excitement. It was 15 years ago.     

巴黎历险记

Part Five: Iron Cage and AtticV.铁笼与阁楼Before reaching my imagined destinations: the 8th district where the Elysee Palace and the Matigon Hotel were situated, the van stopped in front of an old building in the 6th district, near the Church Saint-Germain. It was a police station. Of course there was no red carpet out for me. The waiting hall was an iron cage where there were already plenty of sardines(沙丁鱼). The cage was so full that my bodyguards had to cram (填满) me into it, boxed in with at least 15 people. It must have had the highest population density(人口密度) of anywhere in the word. Squeezed in among the others, I could hardly breathe and soon was dripping with sweat. The waiting time was long; one minute seemed to me a century.     

巴黎历险记

“Gosh!We havc just escaped the jaws ofdeath!And now we fall into the tiger's mouth!”Isaid to myself.The four sturdy men glared at uslikc tigers eyeing their prey.Fortunately they werenot gangsters, but unfortunately they wereplain-clothes policemen.They frisked us one byonc.My kitehen knife was found.but not my iden-tity card.“Who are you?Why are you here?Why doyou have a knife?”they asked me.“I am a Chinesestudent.I followed my French friends to discoverthe Catacombs in the tunnels.I brought a knifc,because I want to protect myself,”I answered.Myfriends in the adventure backed me up:“Yes.it istrue.We invited him to follow us and suggestedhim to bring something to protect himself.And weare students!Sorry.we forgot to bring our identitycards.”Obviously their faces were good enough toprove their identity and innocence.“Good,you     

An Adventure: from reflective practice to spirituality

Abstract

This article stems from reflective practice undertaken by the author. It represents an attempt to bring together some of the questions which occurred to her about the nature of community education when she worked as a practitioner in that field with more recent considerations about the ‘taken for granteds’ of her present professional practice as a facilitator of reflective practice for adult educators. Using metaphor and a model derived from Eastern philosophical traditions, the article suggests that the concept of spirituality may be a useful addition to the discourse about (community) education in general and reflective practice in particular.     

巴黎历险记

Part Nine: Chinese "Merchandise" and Animosity It is certainly worthwhilc writing down this unusual story fifteen years later, but the adventure itself was more frightening than exciting; the experience with the police and the court was more humiliating(屈辱性的) than interesting. A foreigner, in particular from different ethnic(同种同文化的民族) group, is not only the easy prey of criminals, but sometimes also of those who suppress(镇压,抑制) them. . . On one hand, many Chinese abroad are attacked by the local     

巴黎历险记

Part Seven:Court but also theatreⅧ.不仅是法院,而且是戏院“Curious,how were you able to understand eachother.as one of you is deaf and dumb?I fail to un-derstand.Aha,yes!You abominable(讨厌的,令人憎恶的)gays,a glimpse is enough for you to recognise(识别)each other.How did you dare commit such adisgraceful(可耻的)act in a public place in the day-time?Didn't you realize that many ladies and chil-     

组合逻辑电路中竞争冒险现象的研究

根据组合逻辑电路中竞争冒险现象的理论,用实验的方法,研究了竞争冒险现象中对集成门电路多余输入端的处理问题。从而在实验上得出了处理门电路多余输入端的一般性结论。     

The Great Logo Adventure

No abstract available for this article.     

美食的功夫之旅

这是一个食物世界,美食拥有生命.在这里,面点一族经常受到咸鱼海盗的袭扰.包强(Super Bao)是个牛肉馅的少年包子,他一直梦想着成为先祖那样的英雄将领,却只能在后勤船“蒸盒号(Steamer)”上打杂.某天,舰队在风暴中遭遇海盗,战舰全被摧毁,只剩下蒸盒号了.在保护蒸盒号的过程中,包强遇上了海盗的雇佣武士寿司武藏(Salmon).鲜热的包子与生冷的寿司,两个不共戴天的死敌却因发现了海盗的惊天秘密被迫凑成一盘,从此肩负起了重任.     

Adventure education as aesthetic experience

This study is an investigation of what happens to participants during their adventure education (AE) experiences and the meanings they ascribe to those experiences. These topics were explored through the qualitative framework of educational connoisseurship and criticism at three sites: a backpacking expedition, a challenge course and a multi-activity adventure programme. Through 183 hours of observation and 74 interviews with 41 participants, the qualities of AE as aesthetic experience were revealed. This conception of AE experience is characterised through sensory encounters, full attention and aesthetic paradox. Findings are supported with the voices of participants, and the significance of this conception of AE experience is discussed.