一个人追梦

我是一个平凡却又习惯孤独的女孩,我常说自己是一条蛇,一条躲在角落里静静地做着自己事情的小蛇。由于像蛇那样占有欲很强,所以我青涩的恋情以失败告终,从那以后,我狠狠地关上了自己的心门,自己不出来,也不让任何人进去。我压抑自己的一切热情,我躲在角落里独自舔伤,独自落泪……Tom Felton,那个有着阳光般笑容的瘦削的男孩闯入了我的生活,融化了我那颗因受伤而变得冰冷的心。Tom因为演哈利·波特里面的那个坏男孩而出名。在别人看来,我这个乖乖女应该喜欢英雄人物哈利·波特的扮演者Daniel才对,而我毅然地选择了坏坏的Tom。或许因为我是…     

低碳发展方案编制指南(全文完)

实现低碳增长的政策和行动将对每个行业的政策和行动、政策表述、衡量标准、温室气体减排潜力以及政策和行动的成本效益进行介绍。     

Elementary reading attitude survey (ERAS) scores in academically talented students

This study investigated the reliability and structural validity of Elementary Reading Attitude Survey ([ERAS]; McKenna and Kear, 1990) scores in 575 academically talented students attending an academic summer program. Results indicated that ERAS Academic and Recreational scores had satisfactory internal consistency coefficients, and that participants’ reading attitudes were near the top of the normative distribution of ERAS scores. Exploratory factor analysis of ERAS scores supported two factors measuring academic and recreational reading attitudes, and significantly higher scores on reading attitudes were found for girls at three grade levels, with medium to large effect sizes.     

Early Care and Education Matters: A Conceptual Model for Early Childhood Teacher Preparation Integrating the Key Constructs of Knowledge,Reflection, and Practice

There has been a great deal of discourse in the field of early care and education concerning the experiences, skills, competencies, and education level needed by early childhood teachers to ensure that quality teaching and learning take place in the early years. The purpose of this article is to describe an early childhood teacher preparation program developed by a Child and Family Development Department at a large, urban, state-funded university in the hopes that we can further the discourse on how the field can ensure quality teaching and learning in both ECE and university classrooms. We propose a conceptual model that is built around three key constructs: knowledge, reflection, and practice and describe our approach to preparing early childhood educators. Using qualitative data from student reflections and course syllabi and quantitative data on the experiences and perceptions of graduating seniors, we hope to present promising practices in early childhood teacher education and provide support for our contention that the quality of early childhood teacher education matters.     

Optimization of enzymatic hydrolysis of cassava to obtain fermentable sugars

This work evaluates the enzymatic hydrolysis of starch from cassava using pectinase, α-amylase, and amyloglucosidase. A central composite rotational design (CCRD) was carried out to evaluate the effects of amyloglucosidase, pectinase, reaction time, and solid to liquid ratio. All the experiments were carried out in a bioreactor with working volume of 2 L. Approximately 98% efficiency hydrolysis was obtained, resulting in a concentration of total reducing sugar released of 160 g/L. It was concluded that pectinase improved the hydrolysis of starch from cassava. Reaction time was found to be significant until 7 h of reaction. A solid to liquid ratio of 1.0 was considered suitable for hydrolysis of starch from cassava. Amyloglucosidase was a significant variable in the process: after its addition to the reaction media, a 30%–50% increase in the amount of total reducing sugar released was observed. At optimal conditions the maximum productivity obtained was 22.9 g/(L·h).     

Liberal Studies in Hong Kong: A new perspective on critical thinking through group work

This article reports research that is contextualised within reforms of secondary education in Hong Kong and the reintroduction of Liberal Studies, which jointly emphasise the need for a learning environment that facilitates the practice of group work and the development of critical thinking. A study is described that explores the relevance of group work for fostering critical thinking, looking in particular at the participation of teachers in small group activity. While attention is paid to the results of critical thinking tests and excerpts extracted from the students’ dialogues, the research also seeks to highlight the role of the teacher in breaking stalemates in discussion with appropriate interventions. In sum, this article concludes by illustrating the importance of collaborative group work in the development of students’ critical thinking skills.