“Is everybody getting it?”: Sustained support for English as a second language students

The needs of ESL students do not end after the first year. Paulette Henderson describes one community college's approach to supporting ESL students throughout their academic career.     

高师英语专业基础教育新课程适应性研究

通过对毕业生和中学校长（英语教研组长）的调查访谈得知,大多数毕业生对新课程都持很高的认同态度,并能较快地适应在教学实践方面带来的变化。但也存在知识和能力结构与新课程不同构的现象。笔者认为,高师英语专业要转变教育观念,积极关注并参与基础教育课程改革;完善课程体系,优化课程结构;更新教学内容,改革教学方法;加强实践教学、关注学生创新能力和自我发展能力的提高。     

体育专业家庭经济困难学生资助情况分析和对策研究——基于四所体育院校的调查

针对当前体育专业家庭经济困难学生资助中存在的一些问题,对河北体育学院、沈阳体育学院、北京体育大学、广州体育学院家庭经济困难学生进行了问卷调查,通过调查分析找出解决问题的方法和措施。认为应当建立科学的家庭经济困难学生认定制度体系,增加校内勤工助学岗位,完善国家奖助学金发放制度,加强信用管理,加强家庭经济困难学生的心理健康教育。     

Impressions of ICOTS II

The following short contributions are from people who attended the Second International Conference on Teaching Statistics held in Victoria, August 1986     

An interview with Jerry Pinkney

Darwin Henderson teaches children's literature at the University of Cincinnati. His research interests lie in 20th century African-American literature for youth.     

飞向民族的传统——《所罗门之歌》的文化意蕴

美国黑人女作家托妮·莫里森是一位积极的黑人文化的捍卫者。她在《所罗门之歌》的创作中,于主流神话的框架内融入广为流传的非洲民间故事和传统的布鲁斯乐等黑人民俗文化元素,表达回归黑人文化的主题。     

更新·优化·发展--谈新课程改革实验

新一轮课程改革符合素质教育的要求，有利于促进学生主动，和谐发展，搞好课程改革实验，更新教育观念是前提；优化教学过程是重点；增强科研，创新意识是核心，提高教师素质是关键。     

Developing POPTRAN,a population modelling package

Collaboration between subject matter specialists, computer programmers and educational technologists has resulted in the production of POPTRAN, a computer assisted learning package designed to teach the basic concepts of population studies. Its evaluation in developing countries, with both naive and specialist users, and subsequent revision, has produced a package of both academic quality and teaching effectiveness.     

Vitalism and the Darwin Debate

There are currently both scientific and public debates surrounding Darwinism. In the scientific debate, the details of evolution are in dispute, but not the central thesis of Darwin??s theory; in the public debate, Darwinism itself is questioned. I concentrate on the public debate because of its direct impact on education in the United States. Some critics of Darwin advocate the teaching of intelligent design theory along with Darwin??s theory, and others seek to eliminate even the mention of evolution from science classes altogether. Many of these critics base their objections on the claim that non-living matter cannot give rise to living matter. After considering some of the various meanings assigned to ??vitalism?? over the years, I argue that a considerable portion of Darwin deniers support a literal version of vitalism that is not scientifically respectable. Their position seems to be that since life cannot arise naturally, Darwin??s theory accomplishes nothing: If it can only account for life forms changing from one to another (even this is disputed by some) but not how life arose in the first place, what??s the point? I argue that there is every reason to believe that living and non-living matter differ only in degree, not in kind, and that all conversation about Darwinism should start with the assumption that abiogenesis is possible unless or until compelling evidence of its impossibility is presented. That is, I advocate a position that the burden of proof lies with those who claim ??Life only comes from life.?? Until that case is made, little weight should be given to their position.