海地之声：“他想和家人一起死去”

2010年1月12日,海地遭遇一场突如其来的大地震。这是这一地区200多年来最严重的一次地震,海地首都受灾严重,大部分建筑物倒塌。据估计,海地1/3的人口——3百万人——受此次地震的影响,死亡人数已突破20万、世界各国纷纷组织救援,但这一毁灭性的灾难给救援工作带来了极大的困难。     

成功竞聘跨国公司

近年来,跨国公司对应届生的吸引力越来越大,而进入跨国公司就职却并非易事。跨国公司往往会投入大量资金来招聘并培训其所需人才。而招聘何种人才就要视不同的职位空缺、具体国家的国情和公司的具体情况而定。本期“工作职场”,我们为您提供自我营销的小贴士,让您根据招聘的不同阶段来调整应聘策略。     

大学竞出奇招，舒缓终考压力

期末考试临近,为舒缓同学们的紧张情绪．减轻学习压力,美国各大学竞出奇招,以期为枯燥的学习生活带来些许乐趣。     

怎样才能摆脱高中生的形象——避免太学生气的打扮

大学校园里,到处洋溢着青春的气息,同学们都尽力将最美的一面展现出来,有的优雅,有的帅气,有的淑女,有的休闲……这都体现着当代大学生的美。那么,怎样的穿衣打扮才是最符合大学生风貌的呢？怎样才能摆脱高中生的形象呢？请听专家细细道来……     

我们需要感觉更多

We need to feel more to understand others We need to love more to be loved back We need to cry more to cleanse ourselves We need to laugh more to enjoy ourselves     

A conceptual guide to natural history museum visitors' understanding of evolution

Museum visitors are an ideal population for assessing the persistence of the conceptual barriers that make it difficult to grasp Darwinian evolutionary theory. In comparison with other members of the public, they are more likely to be interested in natural history, have higher education levels, and be exposed to the relevant content. If museum visitors do not grasp evolutionary principles, it seems unlikely that other members of the general public would do so. In the current study, 32 systematically selected visitors to three Midwest museums of natural history provided detailed open‐ended explanations of biological change in seven diverse organisms. They were not told that these were evolutionary problems. Responses were coded as: informed naturalistic reasoning, featuring some understanding of key evolutionary concepts, novice naturalistic reasoning, featuring intuitive explanations that are also present in childhood, and creationist reasoning, featuring supernatural explanations. All visitors were mixed reasoners, using one or more of these patterns in different permutations across the seven organisms: 72% used a combination of informed naturalistic reasoning and novice naturalistic reasoning, while a further 28% added creationist reasoning to this mix. Correlational analyses indicated that for many visitors these reasoning patterns were coherent rather than fragmented. The theoretical model presented in this article contributes to an analysis of the developmental and cultural factors associated with these patterns. This could help educators working in diverse educational settings understand how to move visitors and students toward more informed reasoning patterns. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:326–353, 2010     

Constructing a new professional identity: Career change into teaching

The presence of career change students in teacher education programs is neither new nor unusual. Despite this, there is a lack of research into the experiences of such people as student teachers. In this paper, the experiences of one career change student teacher, Michelle, and the ways in which she constructed her new professional identity as a student teacher, are examined. Using the theoretical framework of learning and identity within communities of practice developed by Lave and Wenger (1991) and the notion of career change student teachers as expert novices, Michelle's experiences are examined in detail to gain a greater understanding of how, as a career changer, she ‘became’ a student teacher. The research on which this paper is based found that as a career change student, Michelle needed to reconcile her various identities in order to construct her new professional identity in the context of teacher education. Findings were analysed and discussed with reference to Lave and Wenger’s (1991) framework of legitimate peripheral participation and Wenger’s (1998) communities of practice, and with recourse to the relevant literature.