谜语猜一猜

考完试啦,大家快来猜猜谜语,放松一下吧,记得叫上小伙伴一起哟。     

马桶座圈——真的是你家里最脏的地方吗?

马桶座圈背负着一个不公平的污名,那就是被认为是一般家庭中最脏的物件。但科学家们称,我们的家里其实有更为污秽的地方,有些地方还是最令人意想不到的。你会在马桶座圈上切菜吗?我想基本上所有人都说不会。但或许我们得重新考虑一下了。     

雅典——一座充满传说的城市

The Acropolis and Parthenon雅典卫城河帕提侬神庙 When people think of Greece,they think of the Acropolis.The ancient Greeks believed it to be blessed and secure them from the rest of the world.The Parthenon is located in the Acropolis.It was built to honor the Greek goddess Athena.     

The effect of an intermittent,high-intensity warm-up on supramaximal kayak ergometer performance

It has previously been shown that the metabolic acidaemia induced by a continuous warm-up at the 'lactate threshold' is associated with a reduced accumulated oxygen deficit and decreased supramaximal performance. The aim of this study was to determine if an intermittent, high-intensity warm-up could increase oxygen uptake (V02) without reducing the accumulated oxygen deficit, and thus improve supramaximal performance. Seven male 500 m kayak paddlers, who had represented their state, volunteered for this study. Each performed a graded exercise test to determine V02max and threshold parameters. On subsequent days and in a random, counterbalanced order, the participants then performed a continuous or intermittent, high-intensity warm-up followed by a 2 min, all-out kayak ergometer test. The continuous warm-up consisted of 15 min of exercise at approximately 65% V02max. The intermittent, high-intensity warm-up was similar, except that the last 5 min was replaced with five 10 s sprints at 200% V02max, separated by 50 s of recovery at ~55% V02max. Significantly greater (P<0.05) peak power (intermittent vs continuous: 629 ± 199 vs 601 ± 204W) and average power (intermittent vs continuous: 328±39.0 vs 321 ±42.4 W) were recorded after the intermittent warm-up. There was no significant difference between conditions for peak V02, total V02 or the accumulated oxygen deficit. The results of this study indicate that 2 min all-out kayak ergometer performance is significantly better after an intermittent rather than a continuous warm-up.     

Trust Is Not Enough: Classroom Self-disclosure and the Loss of Private Lives

The paper presents and critiques some important philosophical and educational arguments that are used to support the practice of personal self-disclosure in the classroom, both in group settings and in the form of autobiographical journals. It argues that there are important reasons for valuing privacy even when self-disclosures occur in an environment of perfect trust and caring; that to understand the importance of privacy primarily in terms of trust, or the absence of trust, is to risk overlooking the less apparent, yet more subtle, threats which 'sympathy' and 'caring' can pose to self-disclosers.     

感恩节的米饭

四年前,癌症带走了我的祖母;在此之前,我家族中国血统的一边,也就是我爸爸的那边,每年都会在祖母家里过感恩节。那一天,祖母家里总会被炉灶烘得暖洋洋的,因为祖母通常一大早就开了炉火烧煮个不停。我们的家族庞大,但祖母准备的宴席却总是更加盛大。她会烹制各种派、肉类、蔬菜和酿制菜式——这些菜肴都可口美     

筷子的故事

China was the first country in the world to use chopsticks and has ahistory(历史) of more than(超过) 3,000 years eating meals with chopsticks. Chinese people usually usebamboo(竹子) orwood(木头) to make chopsticks. And it wascommon(普遍的) for rich people to use silver or gold chopsticks in the old days.     

Changing Power Relations in Education: Kaupapa Ma ¥ ori messages for 'mainstream' education in Aotearoa/New Zealand [1]

Drawing on the example of indigenous Ma ¥ ori pedagogical and research principles in Aotearoa/New Zealand, this paper explores how still widely held 'deficit' notions of Ma ¥ ori students can be addressed and replaced by an alternative model that emphasises empowerment, co-construction and the critical importance of cultural recognition. This model constitutes the classroom as a place where young people's sense-making processes (cultures) are incorporated and enhanced, where the existing knowledges of young people--particularly Ma ¥ ori--are seen as 'acceptable' and 'official', and where the teacher interacts with students in such a way that new knowledge is co-created. Such a classroom will generate very different interaction and participation patterns and educational outcomes from a classroom where knowledge is seen as something that the teacher makes sense of and then passes onto students.