I’ve Learned 我懂了

I‘ve learned that you cannot make someone love you。All you can do is be someone who can be loved. The rest is up to them.     

你的爱，我懂

流星划过天空,留下长长的痕迹,让夜无法合眼。我托着腮帮,陷入沉思,回忆如电影般回放,突然感觉一股暖流席卷全身,像流星一样,让我的天空变亮了。“孩子,怎么样了？有没有感觉好一些？”妈妈看着虚弱的我,着急地问．     

那一天，我懂了

翻开相册,让时间在指缝里轻轻倒流,同时也开启记忆的大门。我在找寻着昔日的踪迹,却猛然发现：我的童年字典里,没有“父爱”这个词语。     

你的爱,我懂

11月6日 晴 流星划过天空，留下长长的痕迹，让夜无法合眼。我托住腮帮，陷入沉思，回忆如电影般播放，突然感觉一股暖流席卷全身，像流星一样，让我的天空变亮了。     

母亲，我第一次懂你

“每次我想更懂你,我们却更有距离,是不是都用错言语也用错了表情,其实我想更懂你,不是为了抓紧你,我只是怕你会忘记,有人永远爱着你……”一个人坐在窗台前,听着随身听里流淌出来的歌词,我陷入了沉思……     

快乐你懂的

她有神奇的魔法 是开心大喇叭 让我的世界千变万化 她是旋转的木马 有彩色的烟花 把所有烦恼一点一点融化     

侬懂芝心

又是一年冬寒冷峭春不来的时节,在北国的冰天雪地中,我独享一袭温暖,那便是芝麻开门散放出的点点芝光。     

我了解我的生活

I have heard people complain as they age of what they may have missed
Well if they complain then that is for them, because for 30 years I have had your kiss     

指导学生阅读课外书要“懂我所懂”

学生阅读课外书时"懂我所懂"是必然结果。教师指导学生"懂我所懂"式的阅读,既能提高学生的阅读兴趣,又能扩大他们的阅读范围,是对学生智力发展规律的一种尊重,同时也能提高学生的思辨能力和内化知识的能力。     

懂你

小学五年级,班上转来了一个新生,是个女孩子,个头很高,站在我们中间,我感到自惭形秽。她长得很清秀,尤其是那高挑的鼻梁显得很有气质,一双明亮的眸子里透着一股灵气。她很爱整洁,头发和衣服都一丝不乱。看到她,我就会想到童话里的公主,不知是出于女孩的嫉妒还是什么,我不屑一顾地“哼”了一声。可偏巧,她却被老师安排和我同桌。那天上课,我不经意地瞟了一     

我所理解的生活

<正>多天前参加比赛,来了一个久未见面的朋友。他现在的工作是给明星做经纪人。整个周末他都在我们车队的帐篷里。周日分别,他对我说,其实我的自我开发做得并不好,形象管理有问题,如果有职业经纪人可以打理一下,必然远不是今天的模样。于是,他要回去给我一个总结的邮件。     

没听说过

如果走在街上,有个汽车司机跑过来问你．“Is there a gas station around？”（这附近有加油站吗？）而你并不太清楚,就可以回答“I＇m not sure.Sorry.”（抱歉,我不清楚。）或者“Not that I know of.”（没听说过／我不知道。）     

ON THE TENURE TRACK IN GERONTOLOGY: I WISH I HAD KNOWN THEN WHAT I KNOW NOW

With the emergence of gerontology as an academic discipline, the need for formalized training to address early career issues has increased. This paper offers personal experiences and advice regarding some of the challenges new faculty are likely to face when on the “tenure track.” Some of the challenges include whether to pursue a career in academia, the potential value of a post-doctoral research position, grant writing, academic duty, preparing for the job interview, negotiating, and achieving success in academia. In addition to offering personal perspectives on each of these challenges, a number of resources are provided to help those who seek additional insight or advice on early career management. Implications for creating formalized graduate training to assist those students struggling with early career challenges are discussed.     

DO YOU KNOW

How Far Can You See? If you stood on the shore looking across the sea to the horizon (地平线 the line appearing to separate earth from sky), you might be able to see about two and a half miles. But the higher you stood the farther you would be able to see. As the earth is curved     

有一个地方只有我们知道

<正>他们头发花白,却依然相互偎;他们皱纹满布,却不忘时常对对方微笑;他们步屦蹒跚,却牢记身边的人还需要自己照顾……这样相濡以沫,白头到老的感情也许我们每个人都羡慕着,盼望着。然而,在这个节奏感越来越强的世界中,这种平淡美好的情感仿佛也变得遥远起来,就像这部电影里的男女主人公……遭受奶奶陈兰心(徐静蕾饰)去世和未婚夫悔婚双重打击的     

LITERACY AND ELDERS: WHAT WE KNOW AND WHAT WE NEED TO KNOW

Little research has been done on the literacy needs and interests of elders. Consequently, many programs of literacy training for elders are based upon inadequate and inaccurate information. The authors review recent literature about literacy and the aged and offer some suggestions for future investigations. They maintain that there is a need for empirical research into the perceptions of reading and writing held by the elderly themselves. Specifically, this research should: (1) assess the reading/writing needs and interests of the elderly; and (2) examine what effect societal expectations of the elderly have on their reading/writing behavior and interests.     

理财4秘诀

Your money! How to make it, spend it, save it, invest it, move it, feed it, build it, love it, leave it, chase it, grow it, manage it and make it work for you!     

WHAT ADOLESCENTS KNOW ABOUT AGING

Increasing the amount of contact with older adults is often proposed as a way to inform young people about aging. This study compares adolescents’ knowledge of aging with the amount and quality of contact they have with an older adult and compares adolescents’ knowledge of aging in 1978 with their knowledge in 1985. The results indicate that adolescents are very misinformed or uninformed about aging and older adults. Profiles of the responses on individual items from Palmore's “Facts on Aging” reveal qualitative differences associated with gender, degree of contact, and changes over time in the nature of the adolescents’ knowledge of aging. How adolescents perceive older adults and the implications this has for educational efforts are discussed.