The New Story of the Hare and the Tortoise

Since the hare failed in the race with the tortoise, he has been waiting for another race with the tortoise again. One day, he meets the tortoise. He says, "Do you dare to have a race with me again? Last time I failed because I was too proud. Let's have a race again, OK?" The tortoise agrees and Mr. Bear is the referee (裁判). When Mr. Bear shoots the gun, they begin to run. While running, the hare thinks, "I mustn't stop. I mustn't be proud." Suddenly (突然), there is a river in…     

The New Story of the Hare and the Tortoise

Since the hare failed in the race with the tortoise, he has been waiting for another race with the tortoise again.     

Issues of Methods and Theory in the Study of Mathematics Teachers’ Professed and Attributed Beliefs

In research on teachers’ beliefs, a distinction is often made between what teachers state (“professed beliefs”) and what is reflected in teachers’ practices (“attributed beliefs”). Researchers claim to have found both consistencies and inconsistencies between professed and attributed beliefs. In this paper, methods and research designs typically used in studies of teachers’ beliefs are examined. It is asserted that, in some cases, the perceived discrepancy between professed and attributed beliefs may actually be an artifact of the methods used to collect and analyze relevant data and the particular conceptualizations of beliefs implicit in the research designs. In particular, the apparent dichotomy can be the result of a lack of shared understanding between teachers and researchers of the meaning of terms used to describe beliefs and practices. In addition, it is asserted that it is inappropriate to classify any belief as entirely professed since researchers make various attributions to teachers through choices about data collection, theory, analysis of data, and presentation of findings. Moreover, the emphasis on classifying beliefs in this manner may be inhibiting researchers from developing a more comprehensive understanding of teachers’ beliefs. Traditional and alternative methods are described, a data example is provided to illustrate the claims, and implications for future research are discussed.     

The gains and the pitfalls of reification — The case of algebra

Algebraic symbols do not speak for themselves. What one actually sees in them depends on the requirements of the problem to which they are applied. Not less important, it depends on what one is able to perceive and prepared to notice. It is this last statement which becomes the leading theme of this article. The main focus is on the versatility and adaptability of student's algebraic knowledge.The analysis is carried out within the framework of the theory of reification according to which there is an inherent process-object duality in the majority of mathematical concepts. It is the basic tenet of our theory that the operational (process-oriented) conception emerges first and that the mathematical objects (structural conceptions) develop afterward through reification of the processes. There is much evidence showing that reification is difficult to achieve.The nature and the growth of algebraic thinking is first analyzed from an epistemological perspective supported by historical observations. Eventually, its development is presented as a sequence of ever more advanced transitions from operational to structural outlook. This model is subsequently applied to the individual learning. The focus is on two crucial transitions: from the purely operational algebra to the structural algebra of a fixed value (of an unknown) and then from here to the functional algebra (of a variable). The special difficulties experienced by the learner at both these junctions are illustrated with much empirical data coming from a broad range of sources.     

The School and the Reduction of Inequality∗

ABSTRACT

The need to develop reasoning skills in children through discussion is generally acknowledged by curriculum aims. There is, however, a lack of any definite teaching strategy to fulfil this need. Matthew Lipman's Philosophy for Children programme has had success in this area. As with other ‘collaborative enquiry‐based’ approaches to learning, it depends upon a teaching strategy which enhances children's self‐esteem. This seems a necessary ingredient for the development of rationality, critical awareness and autonomy in children. Inadequate teacher training is suggested as a major reason for the failure of ‘collaborative’ approaches greatly to influence educational practice. With a shift away from the ‘authority/knowledge‐based’ paradigm and the provision of effective teacher training, it is considered that our educational institutions could become more democratically organised, and we would move closer to realising the liberal ideal of developing human potential to the full.     

The Discussion of the Character of Santiago in“The Old Man and The Sea”

"The Old Man and The Sea"is Hemingway latter years’masterpiece,with which he was awarded the Nobel prize in1954.As the protagonist of the novel,Santiago plays a vital role to the novel’s motif.Hemingway expresses his attitudes toward the life through the image of Santiago.The paper intends to explore the character of Santiago from different facets and angles.In the end,we reach a conclusion that Santiago is a strong-willed man with a young,indestructible soul,he is kind,sensitive as well as hardworking.In a ward,he is a perfect Hemingway hero.     

The relationship between biology teachers’ understanding of the nature of science and the understanding and acceptance of the theory of evolution

ABSTRACT

Despite the importance of the theory of evolution (TE) to scientific knowledge, a number of misconceptions continue to be found among biology teachers. In this context, the first objective of this study was to identify the impact of professional development programme (PDP) on teachers’ understanding of nature of science (NOS) and evolution and on the acceptance of this theory. Its second objective was to study the relationship among these variables. Three instruments were used to quantify these variables: the Views of the Nature of Science Version D (VNOS D+), the Assessing Contextual Reasoning about Natural Selection (ACORN), and the Measure of Acceptance of Theory of Evolution (MATE). The results indicate that the PDP had a positive impact on teachers, significantly improving their understanding of the NOS and natural selection, as well as their acceptance of the TE. Furthermore, a positive correlation between the understanding of the NOS obtained by teachers in the first part of the PDP and the understanding and acceptance of evolution that these teachers showed at the end of the programme was determined. However, no relationship between an understanding of the NOS and gains in the understanding and acceptance of evolution was found.     

The Invariance of the Differential Equations and Conserved Quantities

1 IntroductionThe derivation of invariants-also refered toas conserved quantities or constants of motion-is a key objective studying analytically a givensystem.If we succeed to isolate an invariant,wealways learn about a fundamental system prop-erty.The m…     

Discussion of Socio‐scientific Issues: The role of science knowledge

This paper considers the relationship between science knowledge and the ability to engage in reasoned discussion of the social consequences of science. Through a study of over 200 school students aged 14–16 we show that the ability to engage in reasoned discussion of applications of gene technology is strongly influenced by the ability to recognize key issues, and that ability to recognize key issues requires some understanding of the relevant science. It is also influenced by the specificity of the context under discussion and personal experience. The requisite scientific knowledge base is relatively modest and can be effectively taught through brief teaching interventions that are well designed and contextualized. The implications for classroom practice are considered     

The Influence of the Authorized Version of the Bible on English Literature and Language

The paper tries its best to illustrate the fact that the Authorized Version of the Bible is by far the greatest gem of literary art of all the works in the history of English literature, and that it has exerted no small influence upon the written and spoken language of the Englishspeaking peoples. A large number of idiomatic expressions, sayings, allusions, etc. come from the Bible directly and indirectrly. Hence, there is no better key to the understanding of English literature in all its epochs than a competent knowledge of the Bible.     

Spoilt for choice? Issues around the use and comparability of optional exam questions

For many years, question choice has been used in some UK public examinations, with students free to choose which questions they answer from a selection (within certain parameters). There has been little published research on choice of exam questions in recent years in the UK. In this article we distinguish different scenarios in which choice arises, explore the arguments for and against using optional questions, and exploit the item level data that has recently become available from on-screen marking of examinations to exemplify methods for investigating the (statistical) comparability of optional questions. We conclude that unless there is a very good reason for allowing question choice it should be avoided.     

The Ecology and Situation of the Hainan Subspecies of Silver Pheasant

TheauthorsstudiedtheecologyofSilverPheasantmainlybythemethodofobservingatfixedspotswithbaitsinBaWangLingNatureReserveinHainanIslandduringthemiddleofl986throughtheendofl993,theyfoundthattheexlstenceoftheHainansubspeciesofSilverPheasant(Lophranycthemerawhiteheadi)wasfacingdangerousthreatening.ThenumberofindividualsofthecoloniesofHainanSilverPheasantwaslow.1～6ingeneral,averaged3.27±1.49on48colony-time;chicksineachcolonywerefairlyfew,commonly1～6chickscarriedbytheirparents,averaging2.33±1…     

The origin of World Water Day and the theme of 2006

The origin of World Water Day The international observance(纪念) of World Water Day is an action that grew out of the 1992 United Nations Conference on Environment and Development (UNCED) in Rio de Janeiro. The United Nations General Assembly made 22 March of each year the World Day for Water by adopting a resolution. This world day for water was to be observed starting in 1993, in harmony with the rec- ommendations of the United Nations Conference on Environment and Development contained in chapter 18     

The Truth Cannot Departs From the Human Nature——On the Status Quo of Translation of The Analects and the Spread of the Confucianism

Confucius’doctrines had great influence on Chinese history.Han Wudi rejected other schools of thoughts but held Confucianism in esteem and so its leading position in Chinese history was established.Its influence was so extensive in China that the Analects of Confucius is indispensable even now,either for studies on Confucius himself or for studies in Chinese history.For thousands of years,Confucianism has exerted a far-reaching influence on Chinese society,culture and on the Chinese psychology.Its influence has extended abroad and Confucianism has held a leading position in the world.     

The “All-But-the-Dissertation” Student and the Psychology of the Doctoral Dissertation

Completion of the dissertation is an important milestone and often a major obstacle for PhD candidates, some of whom become and remain all-but-the-dissertation students. All-but-the-dissertation students usually disappoint both themselves and their departments. Thus it is important to understand the psychology of the dissertation. A review of doctoral dissertations on the topic of dissertation completion is followed by a discussion of developmental conflicts that frequently influence dissertation difficulties and then a presentation of the dynamic psychotherapy of a patient struggling to complete a dissertation. Problems in both external reality and internal fantasy are noted. The importance of understanding specific developmental conflicts and individual dynamics in treatment of this population is emphasized.     

The cultural differences and translation of the phrases between Chinese and English

Translating methods are undoubtedly the core problems we are confronted with in translation. Because of the difference of geography, history, religious belief, life custom, the phrase of English and Chinese have different national cultural characteristics and the cultural information, they are connected with the cultural tradition closely ,and inalienable. Therefore, in the phrase translation, the translator must understand culture manifests of the different national society in the language, correctly understand the cultural semantics in the phrase, use the suitable translation method. If the original translation language element is consistent with the culture in the translation, we may use the coordinated literal translation, an image usage, similar method and so on.     

The digital university and the shifting time–space of the campus

This paper explores the concept of translocality, of being ‘simultaneously situated’ in more than one place, in the context of ‘distance’ education in the digital university. The author works with the concept of critical time to propose an additional term, transtemporality, to also recognise the multiple times and temporalities engaged and interwoven in digitally connected spaces of work and study. The paper draws on interview material from an institutional case study of expansion in digital education, paying particular attention to student locations in time and space, arguing that recognising the shifting time–space of the campus is essential to supporting and teaching growing numbers of distance and part-time students. The author proposes that, rather than digital connections being viewed as a form of ‘reaching out’ from the university campus to the wider world, the digital university might be considered, in its translocal and transtemporal form, as an opening up of the idea of the university; embodied and imagined through strong connections across multiple locations, times and temporalities.     

The Advantages and the Application of the CAI Courseware in English Teaching

By the end of last century,the computer has been more and more widely used in our delay life.Computer has come to pervade every aspect of our lives--including education.This article talks about the advantages of the Computer-Assisting Instruction courseware(CAI courseware)during the college English teaching.It can be used to optimize the English teaching model,teachers' teaching and students' study during the class.It also talks about the methods of using CAI courseware in college English teaching:teachers should know students' condition and use the CAI courseware ingeniously and timely.When the teachers design the CAI courseware,they should select the materials suitably.Furthermore,it predicts that the CAI courseware will have good prospects in the college English teaching.