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The famous line "If winter comes, can spring be far behind？" is from ______'s poem "Ode to
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Computers, and especially connecting to the Internet, provide unique opportunities to enhance science and math education.
Take, for example, the project called Chickscope, a program that would only be possible with the Internet. Which came first, the chicken or the egg？ In schools across the country, many teachers use the egg as a springboard to a demonstration of how life begins and develops, setting up an incubator to hatch chicks in the classroom. Fascinated kids watch as a chick pecks its way through the shell and finally struggles out.
But what if the kids could see inside the egg and observe the changes in the chick embryo during its three weeks of growth. gathering egg-related data along the way？ Chickscope, an interdisciplinary program based at the University of Illinois at Urbane-Champaign, permits just that. Kids see inside the egg courtesy of magnetic resonance imaging (MRI) technology. Without leaving their classrooms, East Central Illinois high school students and teachers can access and operate an MRI system via the World Wide Web, and watch as the chick embryo matures.
"They actually run the MRI system, collect data, and run experiments," says Clint Potter, Chickscope project leader and a researcher at the university's Beckman Institute for Advanced Science and Technology. A key side benefit: Students not only learn about the subject at hand, they feel as though they are part of "a community of learners." as one teacher put it.
This community concept is key to many of the prevailing theories about how best to learn science. Kids tend to learn faster and more deeply when the learning experience is shared. And that's what makes the Internet, with its built-in ability to promote interaction, so powerful. Students can use the Net as a tool to construct solutions to problems, learning from one another in the process by doing, not by rote instruction.
And community learning can benefit the community. In an environmental science class at Covington High School in Covington, Louisiana, for example, students used the Internet to focus on cleaning up a local polluted stream by researching water-quality improvement techniques. With the help of a computer, they put together multimedia presentations for local and state political leaders. The Army Corps of Engineers awarded the city a grant to proceed with cleanup in large part because of the students' work, which the Corps said was the equivalent of ＄ 50,000 of research and preparation time.
Because the Internet is not limited in time and space, it can transport kids to realms that are intrinsically more exciting than their own classrooms. Thousands of elementary school students connected by the Internet are joining biologist David Anderson in collecting satellite data that tracks the marathon flights of two species of albatross that nest on Tern Island in Hawaii.
The Albatross Project, which is sponsored by the National Science Foundation, seeks to learn how the availability of food affects the large seabirds' extremely slow reproduction. But it has another purpose, sparking children's interest in science by involving them in actual research. The project seemed the perfect opportunity to engage school-age kids in science, says Anderson.
According to the passage, which of the following should be encouraged to enhance learning of math and science？ Problem solving. Actual research. Repetitive in-class drills. Group work. Rote learning.
According to the passage, for which of the following reasons are the late seventeenth-and
Historians, particularly those investigating the history of women, now seriously question this assumption of transforming power. They conclude that such dramatic technological innovations as the spinning jenny, the sewing machine, the typewriter, and the vacuum cleaner have not resulted in equally dramatic social changes in women's economic position or in the prevailing evaluation of women's work. The employment of young women in textile mills during the Industrial Revolution was largely an extension of an older pattern of employment of young, single women as domestics. It was not the change in office technology, but rather the separation of secretarial work, previously seen as an apprenticeship for beginning managers, from administrative work that in the 1880's created a new class of "dead-end" jobs, thenceforth considered "women's work". The increase in the numbers of married women employed outside the home in the twentieth century had less to do with the mechanization of housework and an increase in leisure time for these women than it did with their own economic necessity and with high marriage rates that shrank the available pool of single women workers, previously, in many cases, the only women employers would hire.
Women's work bas changed considerably in the past 200 years, moving from the household to the office or the factory, and later becoming mostly white-collar instead of blue-collar work. Fundamentally, however, the conditions under which women work have changed little since before the Industrial Revolution: the segregation of occupations by gender, lower pay for women as a group, jobs that require relatively low levels of skill and offer women little opportunity for advancement all persist, while women's household labor remains demanding. Recent historical investigation has led to a major revision of the notion that technology is always inherently revolutionary in its effects on society. Mechanization may even have slowed any change in the traditional position of women both in the labor market and in the home.
It can be inferred from the passage that, before the Industrial Revolution, most women worked in ______.
In the days before Diana became accustomed to daily hairdressers, high fashion and expertly applied makeup, she looked her best when she was wearing her least. No frilly blouses concealed her elegant neck, carefully cut skirts her long legs, or bulky sweaters her wellrounded figure. She was young and not fully aware of just how attractive she could be. But if she wanted to impress a young man, any young man, she always made it a point to go swimming or sailing or, at the very least, play a game of tennis.
When Prince Charles saw her aboard Britannia at Cowes in the late summer of 1980, he wasn't however particularly interested. She belonged to his younger brother Andrew's set, and had come aboard, not at Charles's invitation, but with Lady Sarah Armstrong Jones, his cousin and sixteen years his junior.
Diana was three years older than Sarah, but still almost a generation away. And besides, Charles had his mind on other things most particularly the breakup of his romance with the beautiful but self-willed Anna Wallace. There was also the fact that if he noticed Diana in anything more than passing, he thought about her as the sister of one of his former girlfriends —Lady Sarah Spencer —who had recently married (he hadn't attended), and whatever others might have been plotting he most certainly was not thinking of renewing his romantic links with the Spencer girls.
But if Charles was not instantly enchanted by the fresh, gambolling nineteen-year-old who spent some days aboard the Royal Yacht, his staff were. "She was so unassuming and so natural," one recalls. And in the manner of all servants, particularly ones who are in the employ of the bachelor Prince, they inevitably started speculating amongst themselves if she was the one for what they called "the job".
So, it seems, did Diana. At the age of sixteen she had jokingly told a friend that She was "out to get" Charles. But that may have been just romantic fantasizing on the part of a young girl whose main eating was the soapy romances penned by her stepgrandmother, the redoubtable Barbara Cartland. The Prince's late valet, Stephen Barry, insisted however: "She went after the Prince with single-minded determination. She wanted him —and she got him!"
She had, of course, met him many times before in the years of her childhood spent as a near-neighbour of the Windsors at Sandringham when Charles used to pop his head round the nursery door where she was having tea with Andrew and Edward, or during a shooting party on Sandringham Estate where at the age of sixteen she was reintroduced to him by her sister Sarah. More recently she had encountered him at polo. But then he had always been busy or with a girlfriend in tow. This time he was alone.
She made sure Charles was watching when she bravely followed his example and went windsurfing in the choppy and not-too-warm waters of the Solent. Naturally flirtations, she made sure he noticed her long slim legs and trim figure. And he could not fail but start to take an interest —if only a comparative one —in the beautiful younger sister of a former girlfriend.
Accounts of this first meeting vary. Some claim that it is where the famous romance began. Others insist that his interest was but a mild one, that with Anna still in mind, the timing was wrong and be simply regarded her as a new and pretty addition to his surprisingly limited circle of friends.
But she had certainly impressed him enough for him to invite her up to Balmoral shortly afterwards. Diana accepted with alacrity.
To impress a young man, Diana might choose to play a game of tennis, because ______.
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