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1.
Roddam Narasimha 《Resonance》2005,10(8):67-79
You look up at the sky, and see a lovely cloud; you look down, and may see lovely ripples on a rivulet (or river). On a hot summer afternoon you see dancing dust devils; on a cold winter evening you can see smoke rising lazily from achulah, and hang up there as if it has given up. You peer at a telescope, and see intense supersonic jets, or vast whirling galaxies; you measure in a wind tunnel, and sense powerful tornadoes behind an aircraft wing. The universe is full of fluid that flows in crazy, beautiful or fearsome ways. In our machines and in the lab, as in terrestrial nature, one sees this amazing diversity in the flow of such a simple liquid like water or a simple gas like air. What is it that makes fluid flows so rich, so complex-some times so highly ordered that their patterns can adorn a saree border, sometimes so chaotic as to defy analysis? Do thesame laws governall that extraordinary variety? We begin with a picture gallery of a number of visible or visualized flows, and consider which ones we understand and which ones we do not, which ones we can compute and which ones we cannot; and it will be argued that behind those all-too-common but lovely flows lie deep problems in physics and mathematics that still remain mysteries. 相似文献
2.
Michael Ruse 《Science & Education》2013,22(9):2255-2265
Many (including the author) argue that reading the classics in the field should be part of a scientist’s education. However, how you read the classics can be very different depending on whether you read them as a historian or as a practicing scientist. This point will be made by comparing two readings of Charles Darwin’s Origin of Species, and by looking at the use that Stephen Jay Gould made of the history of science in his quest to promote his scientific ideas. 相似文献
3.
Shobha Madan 《Resonance》2014,19(4):323-337
George Pólya (1887–1985) was a brilliant Hungarian mathematician; and many of you may have come across his famous (bestseller) book How to Solve it. Elsewhere in this issue you will find a more complete biography of Pólya. Here we will talk about some of his work in complex analysis. Among Pólya’s contemporaries were mathematicians like Leopold (Lipót) Fejér, his thesis advisor, Adolf Hurwitz (1859–1919), G H Hardy (1877–1947), Gábor Szegö (1895–1985). 相似文献
4.
Have you ever heard comments such as “In this program we focus on learning —not playing” or “Is this a day care program where children learn or play?” At a time when the importance of early life experiences has gained public attention, there is the temptation to overlook or at least misunderstand the value and importance of play. 相似文献
5.
Conclusion As you conduct your research, you will undoubtedly suffer from the perennial condition of all graduate students—constant,
paralyzing guilt. When you are not working on your research, you are agonizing because you should be.
Unfortunately, guilt also keeps you from doing many other things, like cleaning house or simply relaxing. The good news is
that guilt usually disappears within a year after you take that final walk across the stage and shake the dean’s hand. The
cure is painful, but worth it.
We have presented some ideas that worked for us, in hopes that they will work for you. Perhaps these ideas will cause you
to consider a factor that you may not have considered before. Perhaps some small suggestion will provide you with a solution
to a nagging problem, or simply remind you that some of your frustrations are a natural part of the dissertation or thesis
process.
For additional information on this topic seeHow to Complete and Survive a Doctoral Dissertaion, by David Stemberg. The chapters on “The Unfolding Dissertation: Diplomatic Relations with your Committee” and “Down in the
Dissertation Dumps: How to Get Out” may be especially useful. 相似文献
6.
Kamala Mukunda 《Resonance》1998,3(9):35-44
A few issues earlier (Resonance, November, 1997) I had written an article titled ‘Is Psychology a Science?’ In it, I described some aspects of psychological research that I felt were related to the question of what constitutes scientific enquiry. In this article, I’d like to give you a feel for the kinds of questions psychologists ask, and how they attempt to answer them. I’ve chosen the broad area ofcognitive psychology- the study of how people acquire, organise, remember and use knowledge to guide their behaviour. 相似文献
7.
Janet Abaya 《TechTrends》1992,37(3):30-31
Conclusion Finally, in evaluating software packages, “what you need to do is work with the package and match it up with your needs.”
Your preference for software will depend on your own background and how you like to work with a package. If you are learning
to use a package, you may need to work with it for some time. The longer you work with it, you may form a whole new opinion.
Software also changes. There are updates that may improve its capability, so even though you may not like the package now,
you may want to reconsider it as new versions come along 相似文献
8.
9.
Circadian (circa = about; dian = day) rhythms are amongst the most widely studied rhythmic behaviors across a wide range of organisms. Clocks driving circadian rhythms are termed circadian clocks and involve a network of functionally conserved genetic elements that mediate various oscillatory, physiological and behavioral phenomena and help tune the organism to remain in-sync with the external world. While some of the characteristic functional properties of circadian rhythms and clocks driving such rhythms have been studied for a long time now, our knowledge of the molecular and genetic architecture of circadian clocks remained elusive until recent years. This is the second article in a series on circadian rhythms and will introduce you to the molecular cogs and wheels of circadian clocks. 相似文献
10.
《Chinese Education & Society》2013,46(4):36-38
Mr. [Wang] Yang ming says, "Knowledge is the beginning of action; action is the completion of knowledge." I do not agree. Action is the beginning of knowledge, and knowledge is the completion of action. Let us begin with children. They know that fire is hot only after they have felt the heat. They know that snow is cold only after they have chilled their hands. Only after they have tasted sugar do they know it is sweet; only after they have run into a rock do they know that rocks are hard. When you have lived for awhile in a sunny place, when you have gone into a kitchen a few times when food is being cooked, and when you have lived through several summers, then you have an abstract idea of heat. When you have made a few Bodhisattvas out of snow, when you have breathed the frosty wind a few times, and when you have had a few dishes of ice cream, then you have an abstract knowledge of cold. When you have eaten white candy, red candy, sesame candy, sugar cane, and licorice, then you have an abstract idea of sweetness. When you have run into iron, copper, and wood several times, then you have an abstract knowledge of hardness. When you first burn your hand and then freeze your face, you understand hot and cold even better. When you eat licorice and then bitter herbs, you can understand sweet and bitter even better. When you run into a rock then touch a ring of cornflowers, you know the difference between hard and soft even better. In all of these things, we can see clearly that action is the beginning of knowledge and knowledge is the completion of action. Only after Franklin flew a kite did it become known that electricity could be attracted from the atmosphere to earth. When Watt heated water and saw that steam could move the teapot cover, he knew steam could also move machines. When Galileo dropped balls of unequal weight from the tower of Pisa, he knew that balls of unequal weight fall to earth at the same speed. In these scientific examples, we can again see that "action is the beginning of knowledge and knowledge is the completion of action." 相似文献
11.
Caroline Lodge 《Pastoral Care in Education》2002,20(4):35-37
What do form tutors say about tutoring? For this special edition of the journal, focusing on tutors, I contacted some experienced tutors for some insights into the role. I asked them to respond to four questions. What do you enjoy about being a form tutor? What, in your experience, are the most significant problems you face in your role as form tutor? What do you think your students get from you as a form tutor? What advice would you give to a new teacher who is taking on the role of form tutor?Their positive and engaging responses reinforce how the care they give to the young people is a significant part of their work as teachers. 相似文献
12.
Martin Loeve 《Action Learning: Research and Practice》2007,4(2):211-218
Imagine you are Thai and a member of a management team from a European company that acts in an Asian emerging market. Imagine you are a European expat with the assignment to double the turnover from that Asian company in a few years. Imagine you are a Change Maker and they ask you to facilitate the (multinational) management team of that Asian company to develop a market strategy and translate it into a business plan, and you have to deal with cultural differences. How do you manage a small-scale change process based on the principles of action learning in that specific multinational context? That's the essence of this account of practice. 相似文献
13.
郭丽娜 《新乡师范高等专科学校学报》2005,19(6):155-156
在钢琴演奏中,想要弹奏出好的声音,就要学会用脑“听”,运用和调节自然重量,要注意指间触键,发挥钢琴之所长,并协调好掌、腕、臂、身体诸部位与声音的关系。 相似文献
14.
Laura L. Mays Hoopes 《CBE life sciences education》2009,8(3):165-166
Note from the Editor
Educator Highlights for CBE-LSE show how professors at different kinds of institutions educate students in life sciences with inspiration and panache. If you have a particularly creative teaching portfolio yourself, or if you wish to nominate an inspiring colleague to be profiled, please e-mail Laura Hoopes at lhoopes@pomona.edu.LH: You are deeply involved with the HHMI Teaching Fellows Program at Wisconsin and the Wisconsin Program for Scientific Teaching (Pfund et al., 2009 ), and you''ve coauthored a book about scientific teaching (Handelsman et al., 2006 ). How do you teach people to teach in your summer institutes?Handelsman: The HHMI Graduate Teaching Fellows Program teaches graduate students and postdoctoral fellows to apply theories of learning to classroom practice. The fellows set learning goals and assess whether they''re achieved. It''s theory, then practice.LH: Can you explain a little more about how it works?Handelsman: The program starts with eight weeks of a course, “Teaching Biology” in which the fellows learn about education principles and then practice on each other applying those principles. Then they go on to design their own materials, and finally, in the second semester, use that material in teaching students. In our qualitative and quantitative analysis of their teaching philosophy, we see little change after the first semester. But there is radical improvement after they put their ideas into practice in the second part. People learn by doing.LH: How about a specific example of how the fellows develop materials.Handelsman: There''s a choice of venues, but let''s say one picks the honors biology course. They identify a technical problem, such as explaining Southern, Northern, and Western blotting. Our fellows then develop active-learning materials to address a challenging concept and test them in the classroom, often in multiple sections of a class. They refine and retest them. Another fellow might choose “Microbes Rule,” a course developed by fellows, which teaches about bacteria, viruses, and fungi. That fellow develops learning goals about antibiotic resistance, flu, or contaminated peanut butter, and designs classroom materials to achieve these goals.Open in a separate windowJo Handelsman, HHMI Professor, Department of Bacteriology, University of Wisconsin–Madison, Madison, WI.LH: Do the teaching fellows find the work difficult?Handelsman: It''s a challenge for them to narrow down to a workable subtopic. We work with them to focus on the learning goals, asking “The students will know and be able to do what at the end of this unit?”LH: Did you learn this method of focusing on goals when you were being trained?Handelsman: No, most of us were never taught to consider goals for learning. So in training our fellows, we direct them to focus on that over and over, and ask how their plans relate to the goals. It''s backward design—think about what you want to achieve, then think about how to get there.LH: Assessment is becoming more important at universities and colleges all over the country. How do you teach the fellows to use it?Handelsman: Students design their own instruments. They develop skills to determine whether their goals are being met. We go over the tools with them repeatedly, identify potential downfalls, let them implement, and then review the results to see if they obtained the information needed to determine whether their teaching worked.LH: What kind of questions do they tend to use for assessment?Handelsman: Exam-type questions are important, whether taken as an examination or in a questionnaire. Videos of student presentations with reviewers who score on effectiveness are also useful. We ask how the fellows know if the students understood the material, and how the evidence relates to each of their learning goals.LH: How do they evaluate and incorporate input from past assessment?Handelsman: Before using an instrument for assessment, the fellows develop a rubric to score the quality of the answers. Often they decide to share this rubric with the students. They want to show the students what goal the assessment is addressing, what is an adequate answer, what is an outstanding answer. Then they discuss with their peers how to use this feedback to improve their teaching.LH: I''ve heard faculty members at other places saying that they do lots of assessment but don''t know what to do with it after they are forced to collect the information.Handelsman: I''d suggest that they do less and use it more! Not using assessment results is like designing a new experiment but ignoring your earlier results. If we have the information to improve our teaching, we should use it.LH: A lot of interviews for faculty positions ask for a teaching philosophy. It sounds like your fellows are well-positioned to answer these questions.Handelsman: Yes, they have to write their teaching philosophy several times, discuss it with the other fellows, and rewrite. The fellows have been very successful in obtaining positions.LH: Have you had undergraduate research students?Handelsman: Yes, it''s one of the most important academic activities in which students take part—anything hands-on is good, but undergraduate research is the best because it incorporates inquiry, discovery, real scientific processes. It plays into curiosity. It''s such a rewarding process to watch a student in the research lab! It''s a powerful thing to see them learn and grow into scientists over the course of a semester or two.LH: What motivated you to take on undergraduate research students at the start?Handelsman: I started undergraduate research myself in my first year of college—I walked into a lab and asked to do experiments. The difference between doing research and reading about it is so dramatic. I''ve always assumed that part of the structure of an academic lab is undergraduate involvement. Interestingly, I sometimes give the undergraduates riskier projects than the graduate students, who have more to lose if their projects fail.LH: Thanks for sharing your insights into teaching with CBE-LSE. 相似文献15.
Increased enrollment in online programs and courses has prompted a plethora of research on instructional strategies that impact online students’ learning. Most of these strategies came from instructors, and others were solicited from students. While the literature notes that students who have more university experience tend to provide more substantive responses when solicited, there seems to be limited representation of online master’s students’ preferences on what instructional strategies work for them. There is paucity in the literature on how these preferred instructional strategies inform existing theoretical and practical frameworks that could impact online learning performance. This article discusses the Top Ten Instructional Strategies preferred by master’s students who responded to a dissertation survey question - What specific things would you like your online instructors do to help you learn successfully? - and relates these strategies to the Seven Principles for Good Practice in Undergraduate Education and the Quality Matters Rubric. 相似文献
16.
John Cowan 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(4):E137-E138
Target readers based in the US who are interested in current developments in higher education institutional procedures there will find this source clear and well informed. If such content is likely to be relevant to you, I recommend that you arrange to borrow a copy for a while. Possible readers in Europe and Australasia who are attracted by the title will find the text parochialand worryingly lacking in awareness of developments outside the US. Also, it is more concerned with assessment of learning, than with assessment for learning. If you are not based in the US, I would not advise you to purchase or borrow. John Cowan 相似文献
17.
Lora Taylor Gray 《Early Childhood Education Journal》1989,17(2):8-9
If you have theatrical leanings and find it easy to call on your child-self, you may want to join me in make-believe, as a Storylady (or Storyfella). I'll tell you about some typical pretending days at a children's museum. Soon you will know if you are cut out to be a storyteller. It will be a magic moment.Lora Taylor Gray has been Docent/teacher for many years at KIDSPACE Museum (a non-profit organization) in Pasadena, CA. She is a story lady, storyteller, playwrite for libraries, television, museums, schools. 相似文献
18.
Jesus Garcia Laborda 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(4):E22-E23
As a whole, this is an extraordinary book if you wish to study and understand the evolution of higher education—especially in Europe in these times of change of educational paradigms generated by the Bologna Process. However, if the subject of this book is relevant to you as a learning technologist, I advise that you will probably find only parts of it of interest or use. Jesus Garcia Laborda 相似文献
19.
福州方言与普通话“有＋V”格式之差异 总被引：1，自引：0，他引：1
郑敏惠 《福建教育学院学报》2008,9(7):67-69
普通话和福州方言中的“有＋V”格式是两种不同的语法现象,具有不同的语法性质。普通话中充任“有”的宾语的谓词均已指称化（古汉语遗存除外）,而福州方言中“有”的谓词宾语不失其陈述性。也就是说,普通话“有＋V”中的“有”是准谓宾动词,而福州方言中的“有”是真谓宾动词。 相似文献
20.
《远游》与屈原的其他作品相比,题旨相异,而其中“游”之范畴,是全诗的内核。结合屈原《远游》创作时的贬谪背景,从“游”之源起、途径、困境,以至旨归,来说明诗人的“游”论及其审美,阐述《远游》申述去、隐的身“游”并心“游”。 相似文献