共查询到20条相似文献，搜索用时 562 毫秒
1.
One of the most common questions that people get asked is “What do you do?”. When I say that I am an evolutionary biologist, most people respond with “Oh, so you study fossils”. My response to this is to say that I do not work with fossils, and that I am an evolutionary geneticist. This clarification typically results in the person saying “Oh, so you work with DNA.” By the time I have said that I do not actually work with DNA either, the person who asked the question begins to appear somewhat confused. It seems that many people do not really have a clear idea of what evolutionary biologists today do, the kinds of questions they seek to answer, and the approaches and methodologies they use. Of course, many evolutionary biologists do work with fossils or DNA, or both, but there are also large numbers of researchers in evolution whose work does not fit into these stereotypes. In the first part of this series, we looked at the domain of evolutionary biology. In this article, we shall look at some of the sub-disciplines of evolution, embodying slightly different questions, techniques and emphases. 相似文献
3.
Jennifer L. Willis 《Communication quarterly》2013,61(4):335-354
It's something they can relate to. You know, assimilate. They go there, talk in Spanish, not worry about it, drink, have fun, do it all in a language they're accustomed to, or at least with people they feel more comfortable with. I guess that's why a lot of them come Monday nights from these distances. That's what I was trying to explain to Chris. If you have a Latino night it's going to be successful because us as Latinos don't have a lot of options for us to go or places for us to go. 相似文献
4.
《校园英语(教研版)》2016,(21):254-255
<正>Different people in the world have different kinds of energy including positive energy and negative energy,some of which seems that it will bring obstacles and difficulties to your life.But if you choose to accept all the energy you have,you will gain from them whether it is positive or negative.I.Accept the positive energy in your life You may say of course I like positive energy,which means happiness and good wishes.Well,what I mean,actually,is the 相似文献
5.
“你们知道,当我2000年在这儿竞选的时候,我说我想成为一个战争总统。没有一个总统想成为好战的总统．但是我是一个。”那么,乔治,你想成为什么呢？2006“现在的关键是我们如何团结一致达到重要的目标？其中一个目标就是在德国实现民主。”现在,德国人将会很乐意听到这个,乔治。2006“哈马斯拒绝声称希望摧毁以色列,对此我表示很不开心。”以色列可能也不开心。2006“我立志成为一个有竞争力的国家。”哦,你吗？那你将如何称口乎这个新的国家呢？布什国？2006“有些人觉得现在他们可以在伊拉克攻击我们了。我想说的是——放马过来!”哦,乔治,你真是好有男子气概！ 相似文献
6.
7.
8.
Alice Whiren 《Early Childhood Education Journal》1991,18(3):11-12
“Gerry, I'm really stuck for a sitter. Would you be willing to take care of Philip and Annie for me?” an anxious mother asks her neighbor on the phone. “I don't know. My kids like them. I guess I could for a while,” replies the helpful Mrs. Delysle. 相似文献
9.
Irving F. Wood Ph.D. 《Religious education (Chicago, Ill.)》2013,108(1):50-52
The man is a blue collar worker. He tells the story of his nine year old daughter. She said that the only thing she really wanted for Christmas was a pair of Vidal Sassoon Jeans. He explained to her that they really weren't wealthy enough to afford $40 jeans. Maybe Levis would do. “Forget it,” she said. “If I can't have what I want, I don't want anything.” The man said that they saved up and got her the Sassoon jeans for Christmas. “But you know,” he mused, “she judges the others in her class on what kind of designer jeans they have. They form cliques based on their clothes. It's their way of being somebody, being acceptable, being ‘in’.” 相似文献
10.
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11.
[The] business man is generous to a fault, but one thing he does demand of all teachers and lecturers and journalists: if we're going to pay them our good money, they‘ve got to help us by selling efficiency and whooping it up for rational prosperity? And when it comes to these blab-mouth, fault-finding, pessimistic, cynical University teachers, let me tell you that during this golden coming year it's just as much our duty to bring influence to have these cusses fired as it is to sell all the real estate and gather in all the good shekels we can. Sinclair Lewis. Babbitt. 相似文献
12.
Leah D. Adams 《Early Childhood Education Journal》1991,18(3):4-7
“What do you think of European preschools?” “Do they have good schools in Yemen?” “What are Chinese child care centers like?” I am always taken aback when asked such questions. Of course, I'm always taken aback when someone asks what I think of kindergarten education in the United States; I never know how to answer that either. Does the question refer to kindergarten classes in the school near my home? Or kindergartens across the United States? Even if the inquirer expected an answer based on the schools which I visit regularly to supervise student teachers I would have to give a general statement, followed by some qualifying statements related to different teachers, different schools, and different school districts — all withinone county! The old adage that “All generalizations are dangerous, including this one” always comes to mind. 相似文献
13.
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
14.
15.
Leah D. Hoops 《College Teaching》2017,65(3):142-144
If you have ever found yourself asking, “Why don't students see the relevance in what I am teaching them?”, you are not alone. I recently discovered that I had become out-of-touch with what college students find relevant. My purpose in writing this commentary is twofold: (1) to reflect on and improve my own practice, and (2) to encourage my fellow instructors to reflect on their own practice to ensure what they teach is perceived as relevant by college students today. 相似文献
16.
Us and them: Finding irony in our teaching methods 总被引：1，自引：1，他引：0
This paper reports a collaborative project to explore our work as teacher educators, an effort to reconstruct a stance for ourselves in relation to our students. Our analysis is aligned with feminist post-modern perspectives, involving a reflexive representation of our teaching identities. To collect these expressions, we kept a real-time dialogue journal, sitting together weekly over the course of a semester, writing to each other in conversation about our ongoing interactions with students. We reviewed these written records looking for contradictions in our talk about our students and our methods of instruction. This paper shares our discovery of the ironic in our desires for authoritative knowledge, effective methods, coherent organization, and harmonic relationships that mirrored our students' requests of us. We suggest the importance of planting seeds of irony alongside our teaching recommendations, so that our students might recognize and embrace the limitations of our authority. I wonder about the value in talking about what concerns us in our teaching. The labels we dredge up get us to the same old places where we win, students struggle, and colleagues don't get it. Well, I don't usually get it either. I mean, I think you can get used to an audience and figure out how to address it, and that might get you good course evaluations. But to what end? (Hinchman, 9 September 1995). 相似文献
17.
Peter J. Fensham 《Research in Science Education》1980,10(1):23-33
A bright year 7 student was going through the usual steps that lead to the concept of density and its values for wood and brass and aluminium. After mensurating the volumes of cuboids of these materials he was observing the volume of liquid they displaced in a measuring cylinder. As he carefully pushed the wooden cuboid below the surface, I asked him, “Why do you have to push the wood down?” “Because it floats otherwise”, he replied. “Why didn't you have to push the aluminium down?” “Because there was not enough water to make it float”. “Tell me more”, I said. “Well, sir, you must have seen metal ships floating on the sea. If there's enough water, metal will float, but not in a little bit like this”. Just after describing for me how liquid acetone evaporated if it is placed on your skin, a first year university chemistry student with good test results was unable to give me any examples of a liquified gas. When pressed he muttered “Solids, liquids, gases” (A strangely immutable sequence that has neither evolutionary nor biblical support.) and said he thought the cO in a cylinder was probably liquid. Gases could be liquified by lowering the temperature, he said. On being asked to describe what would happen if he steadily cooled down the air in a space, he began by quoting, “Air molecules, being particles moving very rapidly with energy proportional to temperature”. As he cooled them down in thought, he held out his hands and slowed down the vibration of his fingers about a point in space. Finally, his fingers stopped and he said, “It's nothing”. “What do you mean, has it disappeared?” I said. “No”, he replied, but it's no longer a gas, and it's not a liquid or a solid. They are all just there suspended in space. It's no-thing”. 相似文献
18.
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
19.
Gary Brown 《About Campus》2004,9(4):10-18
To say an issue is academic can mean it doesn't really matter, not in the real world, anyway. Gary Brown takes a critical look at how higher education has become unreal for many students and what we might do to help re‐engage our institutions with the world. 相似文献
20.
《International Journal of Educational Research》1988,12(4):395-408
This paper summarises the accounts provided by some 60 experienced infants and primary teachers and 18 student teachers to the questions “How do you tell when you've taught a really good lesson?” and “How do you evaluate your success as a teacher?” These accounts were analysed both in terms of the criteria and the indicators used by teachers in evaluating their own short- and long-term success. The results contrast strongly with those reported by Jackson (1968) and by Lortie (1975) and an attempt is made to delineate and describe the constructive processes used by teachers to evaluate their success in a classroom setting of complexity and uncertainty. 相似文献