题目内容
In the______era of the Regency, she alone portended the Victorian ideal to come, which was
查看答案
搜索结果不匹配？点我反馈
更多问题
The famous line "If winter comes, can spring be far behind？" is from ______'s poem "Ode to
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 ______.
微信支付 
支付宝支付