征途(英文)

在这部小说里,作者将西方世界塑造成一个后启示时代(人类经历了大灾难后的世界,post-apocalyptic one)。没有法制的地带常常滋生暴力(engender violence),但在这里一场核子大屠杀(a nuclear holocaust)几乎将一切化为灰烬,只剩下几个可怜的灵魂等待着悲惨的命运。主要人物是一对父子,讲述了他们如何抗争命运的不幸,努力避免"坏家伙"的生存技巧,做着人性最后的挣扎。虽然是恐怖小说,但温情描写仍不乏见于字里行间,细节刻画的微妙作用从以下这段文字可见一斑。     

Topological realizability conditions and their interpretation for admittance matrices of an MTL system with mode delays

In a previous study by the authors regarding passive multiconductor transmission line (MTL) system quasi-TEM mode delay, we encounter longitudinal immittance matrix functions (LIMFs) whose behavior initially appears problematic, yet they are shown to be passive. This paper addresses the constraints on the realization of the admittance matrix and the physical interpretation of the realized circuits in the passive, common-ground microstrip system.     

Camila,the earth,and the sun: Constructing an idea as shared intellectual property

Recent research has challenged traditional assumptions that scientific practice and knowledge are essentially individual accomplishments, highlighting instead the social nature of scientific practices, and the co‐construction of scientific knowledge. Similarly, new research paradigms for studying learning go beyond focusing on what is “in the head” of individual students, to study collective practices, distributed cognition, and emergent understandings of groups. These developments require new tools for assessing what it means to learn to “think like a scientist.” Toward this goal, the present case study analyzes the discourse of a 6th‐grade class discussing one student's explanation for seasonal variations in daylight hours. The analysis identifies discourse moves that map to disciplinary practices of the social construction of science knowledge, including (1) beginning an explanation by reviewing the community's shared assumptions; (2) referencing peers' work as warrants for an argument; and (3) building from isolated ideas, attributed to individuals, toward a coherent situation model, attributed to the community. The study then identifies discourse moves through which the proposed explanation was taken up and developed by the group, including (4) using multiple shared representations; (5) leveraging peers' language to clarify ideas; and (6) negotiating language and representations for new, shared explanations. Implications of this case for rethinking instruction, assessment, and classroom research are explored. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:619–642, 2010