为什么钟表的默认时间都是10：10

你有没有注意过,买手表之前,手表的时间总是设定在10点10分。这是为什么呢？有人说是为了纪念被刺杀的总统,有人说是为了纪念广岛、长崎原子弹爆炸的死难者,其实都不然。那真正的原因是什么呢？     

Development of an instrument to measure perceived cognitive,affective, and psychomotor learning in traditional and virtual classroom higher education settings

The purpose of this study was to develop and validate a self-report instrument that can be used to measure learning in the cognitive, affective, and psychomotor domains. The study underwent three phases, each with its own data collection and analysis. Phase I featured the development, testing, and factor analysis of an 80-item instrument that addressed cognitive, affective, and psychomotor learning that was administered to a sample of 142 online and face-to-face learners. Based on the results, the instrument was reduced to 21 items for Phase II and tested with a new sample of 171 online and face-to-face students. The results of confirmatory factor analysis suggested a better data fit with an even smaller 9-item instrument, which was then administered to a new sample of 221 online and face-to-face students in Phase III. The results of this final phase are presented along with the resulting CAP Perceived Learning Scale, a 9-item self-report measure of perceived cognitive, affective, and psychomotor learning. Implications and usage of the CAP Perceived Learning Scale for research and practice are also discussed.     

Harbingers of feminism? Gender,cultural capital and education in mid‐twentieth‐century rural Wales

This paper reports the results of a small‐scale narrative study of men and women who grew up in mid‐twentieth‐century rural Wales, and their reminiscences regarding women and education. Although the dominant image of Wales during that era is that of a male‐dominated society, all of our participants remembered influential independent women and educational aspiration for both girls and boys. We use Bourdieusian notions of types of cultural capital and the role of women in transmitting this to illuminate our participants’ narratives. Accounts of family life disclosed themes of sacrifice concerning education, poverty during childhood and the role of school teaching as a career for women. Yet at the same time, there were forms of exclusion in operation. In conclusion, we suggest that in many ways, the women remembered by our participants could be seen as forerunners of the second wave of feminism.     

Conceptual continuity and the science of baseball: using informal science literacy to promote students’ science learning

This project explores conceptual continuity as a framework for understanding students’ native ways of understanding and describing. Conceptual continuity suggests that the relationship between the use of words in one genre and the scientific genre can exist at varying levels of association. This perspective can reveal the varied relationships between ideas explained in everyday or vernacular genres and their association to scientific explanations. We conducted a 2-year study involving 15 high school baseball players’ understanding of the physics involved in baseball. First, we conducted a quantitative assessment of their science understanding by administering a test prior to season one (2006) and season two (2007). Second, we examined the types of linguistic resources students used to explain their understanding. Third, we revisited our data by using conceptual continuity to identify similarities between students’ conceptual understanding in the informal contexts and their similarities to canonical scientific ideas. The results indicated students’ performance on the multiple-choice questions suggested no significant improvement. The qualitative analyses revealed that students were able to accurately explain different components of the idea by using a diversity of scientific and non-scientific genres. These results call attention to the need to reconstruct our vision of science learning to include a more language sensitive approach to teaching and learning.     

Batting last as a home advantage factor in men's NCAA tournament baseball

In baseball and softball, there is a rule that allows the home team to have the last at-bat and thus the final opportunity to win the game. However, in tournament play, this rule is often set aside and, instead, batting order is decided by other means (e.g. tournament rules, the flip of a coin). The purpose of this study was to examine the impact of the batting last rule on game outcome in NCAA men's regional tournament baseball. It was hypothesized that host (i.e. home) teams would win a greater percentage of the games in which they batted last compared with when they batted first. This hypothesis was not supported. Closer examination of the last inning of play showed home teams were no more likely to have won the game during their last bat than visitors playing other visitors. The results suggest that the batting last rule contributes minimally, if at all, to home advantage in NCAA tournament baseball.     

The News Session in Infants and Primary School Classrooms

This paper presents an analysis of the social organisation of news sessions in infants and primary classrooms. We argue that these events are essentially occasions for the initiation of pupils into aspects of school knowledge and culture, although they are ostensibly spaces in the school day where children may introduce their own topics and interests. We show, through a detailed conversational analysis of varieties of morning news events, how these activities are stage‐managed, what the nature of the children's contributions are, and how these are organised to legitimise school knowledge and to define pupil‐teacher relationships, especially the teacher as primary receiver and announcer of news. The transformation of children into pupils is seen to occur in news sessions as much as in any other classroom activity. The distinctive feature of news sessions in the first years of schooling is that these are early instruction in how the private/personal realm can be fitted to the contours of the public/official curriculum, how everyday life interests are subordinated to and appropriated by the culture of the school.