Causality and Teleology in High School Biology

Responses of close to 2000 twelfth grade biology majors in Israel were analysed with special reference to their ability to distinguish between causal and teleological explanation. Ability to make the distinction was found to be dependent on the context, namely the knowledge base of the students and the extent to which the teleological explanations resemble everyday common sense logic. Inability to distinguish between causal and teleological explanations is considered to be the reason of students misconceptions peculiar to learning of biology. Special attention of teachers to this problem in terms of opportunties provided for students to make the distinctions while studying pertinent topics is highly recommended. There are indications that the ability to distinguish between causal and teleological explanations can be acquired with relatively little effort by students who comprehend concepts and principles commonly taught in biology classes.     

医药论文中常见的特殊符号编辑加工技巧

基于word进行编辑已成为期刊编辑工作的常态,医药论文编辑加工过程中常常会遇到一些特殊符号的输入,如、CD4＋、等,本文介绍几种常见的特殊符号输入法,为提高编辑效率提供帮助。     

圣殿的坍塌——论《圣殿》的主题及其解释

《圣殿》同W．C．福克纳的其他许多作品一样,描绘的是败坏的现代南方社会场景。小说里各个人物和情节的描写,揭示出（《圣殿》的主题：在物欲横流的社会里,法律不再是主持正义的圣殿,暴力反而主宰了社会,以往的评论把女主角谭波儿视为邪恶的化身,然而深入地研究表明,谭波儿是邪恶的受害者,而衰败的社会是邪恶和悲剧的根源。     

一种图书馆服务中粗心因素的量化分析与评估的方法

图书馆服务质量量化分析与评估是目前图书馆管理的一个重要内容，本文针对目前图书馆管理的现状，通过对图书馆服务中出现的粗心因素的分析，提出了一种利用粗心指数量化服务质量及评估工作状态的方法。实验证明，该方法对提高图书馆服务质量是行之有效的。图2，表1，参考文献5。     

论高校图书馆职称评定的量化管理

本文从量化管理的必要性、量化管理指标的制定、量化管理的实施条件三个方面论述了高校图书馆职称评定量化管理的内容。     

STAYING IN CONTROL; OR,WHAT DO WE REALLY WANT PUBLIC EDUCATION TO ACHIEVE?

In this essay, Yuli Tamir argues that the growing interest in public education in the developed world in general and in the United States in particular is grounded in a fear of losing global hegemony. The most rational approach to slowing down these hegemonic shifts is to empower public education and allow the neglected human capital vested in presently excluded communities to flourish. However, moves to improve public education are met by the unspoken though persistent resentment of those who fear the transformative power of education and would like to preserve the present social order. Here Tamir reviews some of the moves commonly taken to preserve these “social gaps” and concludes by suggesting that alongside vocal public support for school reforms promoting equal opportunities, silent yet very effective social strategies have developed that undo the benefits of such reforms and maintain the present social gaps.