Magnet School for the Performing and Creative Arts
用英语写所在的学校作文
My school is a place where I spend a significant part of my day,and it holds a special place in my heart.It is not just a building with classrooms it is a vibrant community of learners,teachers,and staff who all contribute to a rich and diverse educational environment.Location and Infrastructure:Nestled in the heart of the city,my school is easily accessible by various modes of transport.The campus is vast,with wellmaintained grounds that include lush green lawns, flower beds,and trees that provide a refreshing atmosphere.The infrastructure is modern, with stateoftheart classrooms equipped with interactive whiteboards and computers,a wellstocked library,and a variety of laboratories for science and technology studies.Academic Programs:The academic programs at my school are comprehensive and wellrounded.We offer a wide range of subjects,from the core disciplines of mathematics,science,and language arts to electives in music,art,and physical education.The curriculum is designed to challenge students and foster critical thinking,creativity,and problemsolving skills.Extracurricular Activities:Beyond academics,my school places a strong emphasis on extracurricular activities. There are numerous clubs and societies that cater to a variety of interests,such as the debate club,environmental club,and coding club.Sports are also an integral part of school life,with teams for soccer,basketball,and track and field,among others.These activities not only provide a break from the rigors of academic study but also help students develop teamwork,leadership,and time management skills.Teaching Staff:The teaching staff at my school is highly qualified and dedicated.They are not only experts in their respective fields but also passionate about teaching and inspiring students. They create a supportive and engaging learning environment,encouraging students to ask questions,explore new ideas,and think independently.Cultural Diversity:One of the most striking aspects of my school is its cultural diversity.Students come from various backgrounds,and this diversity is celebrated and embraced.It enriches the learning experience,as students gain exposure to different perspectives and learn to appreciate and respect cultural differences.Community Involvement:My school is also actively involved in the local community.We organize events such ascharity fundraisers,community cleanups,and educational workshops that allow students to give back and make a positive impact on society.Conclusion:In conclusion,my school is more than just a place for academic learning it is a nurturing environment that encourages personal growth,social responsibility,and a lifelong love for learning.It is a place where I am proud to be a student,and I look forward to the many opportunities and experiences it will provide in the years to come.。
Where Principles Come First
新视野大学英语3课文原文unit3 Where Principles Come First
Section (A)
Where Principles Come First
The Hyde School operates on the principle that if you teach students the merit of such values astruth, courage, integrity, leadership, curiosity and concern, then academic achievement naturallyfollows. Hyde School founder Joseph Gauld claims success with the program at the $18,000-a-yearhigh school in Bath, Maine, which has received considerable publicity for its work with troubledyoungsters.
高等教育教学改革项目 英文
高等教育教学改革项目英文Higher Education Teaching Reform ProjectIntroduction:Higher education plays a crucial role in shaping the intellectual and professional growth of individuals, as well as the progress and development of nations. In recent years, the need for transformative changes in teaching methods has become increasingly evident. To address this, the Higher Education Teaching Reform Project was initiated, with the aim of revolutionizing the educational experience, fostering innovation, and enhancing overall educational outcomes.Objectives:The main objectives of the Higher Education Teaching Reform Project are as follows:1. Foster critical thinking skills: One of the primary goals of the project is to instill critical thinking skills in students. By encouraging them to question, analyze, and evaluate information, we seek to develop their abilities to think independently and make informed decisions.2. Promote active learning: Traditional modes ofinstruction often place a heavy emphasis on passive learning, where students are mere recipients of knowledge. This project promotes active learning approaches such as group discussions, case studies, and experiential learning, in order to engage students and facilitate a deeper understanding of subject matter.3. Leverage technology: With the rapid advancement of technology, integrating it into the teaching process has become imperative. The project aims to leverage technology to create immersive learning environments, enhance interactions between students and teachers, and facilitate access to educational resources outside the confines of the physical classroom.4. Enhance assessment methods: Traditional forms of assessment, such as exams, often fail to capture a student's full potential and overlook individual strengths. The project seeks to develop alternative assessment methods that focus on real-world applications, project-based evaluations, and continuous assessment, allowing students to demonstrate their abilities in diverse ways.Implementation:The successful implementation of the Higher Education Teaching Reform Project requires the collaborative efforts of various stakeholders, including universities, faculty members, students, and educational policymakers. Key strategies for implementation include:1. Faculty development programs: Providing professional development opportunities for faculty members is crucial to equip them with the necessary skills and competenciesrequired for innovative teaching practices. Workshops, seminars, and training programs will be conducted to foster a culture of continuous improvement among educators.2. Curriculum redesign: The project necessitates a reevaluation of existing curricula to ensure alignment withthe changing educational landscape. This involves the integration of interdisciplinary approaches, competency-based education, and the inclusion of industry-relevant skillswithin the curriculum.3. Student support services: To facilitate student success, various support services will be established, including mentoring programs, academic advising, and counseling services. These resources will cater to thediverse needs of students and promote personal and academic growth.4. Evaluation and feedback mechanisms: Continuous evaluation of the project's progress is crucial to identify areas for improvement. Feedback loops that involve students, faculty members, and other stakeholders will be established, enabling ongoing modifications and refinements to the reform strategies.Conclusion:The Higher Education Teaching Reform Project heralds a paradigm shift in higher education by focusing on learner-centric approaches and outcomes-based education. By embracing these reforms, institutions can create a vibrant learning environment that nurtures creativity, innovation, andcritical thinking skills among students. This comprehensive approach aims to equip students with the knowledge, skills, and attributes necessary for success in an evolving global landscape.。
高中表演节目作文英语
In high school,the annual performance is always a highly anticipated event that showcases the talents and creativity of students.Heres a detailed account of a typical high school performance program in English.IntroductionThe high school performance program is a platform for students to express themselves artistically and culturally.It is an opportunity for students to step out of their academic routines and engage in a variety of performances that include drama,dance,music,and other creative expressions.Preparation Phase1.Theme Selection:The organizing committee,often consisting of teachers and student representatives,decides on a theme for the performance.This theme sets the tone for the entire event and influences the choice of acts.2.Auditions:Students are invited to audition for various roles or to present their acts. This process is competitive and allows for the selection of the best talent.3.Rehearsals:Once the acts are finalized,the performers begin their rehearsals.This is a crucial phase where they refine their performances under the guidance of teachers and experienced students.4.Set Design and Costumes:The art and drama clubs work on the set design and costumes for the performances.This is a collaborative effort that requires creativity and attention to detail.Program Highlights1.Opening Act:The program typically begins with an opening act that sets the stage for the rest of the performances.This could be a group dance or a musical number.2.Drama Performances:Drama is a popular choice for high school performances. Students perform scenes from classic plays or original scripts that they have written themselves.3.Musical Acts:Musical acts range from solo performances to band performances. Students showcase their vocal and instrumental talents in a variety of genres.4.Dance Performances:Dance is another highlight of the program.Students perform choreographed routines in styles ranging from ballet to hiphop.edy Skits:To lighten the mood,comedy skits are often included in the program. These skits are written and performed by students and often include humorous takes on school life.6.Poetry and Spoken Word:Students who excel in poetry and spoken word get a chance to share their original works or recite famous pieces.7.Closing Act:The program concludes with a closing act that brings all performers together for a grand finale.This could be a large group performance that encapsulates the theme of the event.Behind the ScenesTechnical Crew:A dedicated team of students and staff manage the technical aspects of the performance,including lighting,sound,and stage management.Backstage Management:Ensuring smooth transitions between acts,the backstage management team coordinates the performers and ensures that props and costumes are ready.Audience EngagementInvitations:The school sends out invitations to parents,teachers,and other members of the community to attend the performance.Program Booklet:A booklet is often distributed at the event,detailing the program schedule,performers,and a brief description of each act.ConclusionThe high school performance program is a celebration of student talent and creativity.It not only entertains the audience but also provides a valuable learning experience for the participants,fostering teamwork,discipline,and selfexpression.The memories created during the preparation and execution of the performance are cherished by students and staff alike.。
理论与实践英语作文
In the realm of education,there is a constant debate about the importance of theory versus practice.This essay will delve into the significance of both elements in the learning process,highlighting their interdependence and the need for a balanced approach to education.The Importance of Theory1.Foundational Knowledge:Theory provides the foundational knowledge that underpins practical skills.It is through theoretical understanding that learners can grasp the principles and concepts that guide practical application.2.Critical Thinking:Engaging with theoretical concepts encourages critical thinking.It allows students to analyze,evaluate,and synthesize information,which is essential for problemsolving and decisionmaking.3.Interdisciplinary Connections:Theoretical study often reveals connections between different fields of knowledge.This interdisciplinary understanding can lead to innovative approaches and solutions in various professional and academic contexts.4.Academic Rigor:Theoretical work is often rigorous and demands a high level of intellectual engagement.This can prepare students for the demands of higher education and professional life.The Importance of Practice1.Skill Development:Practice is essential for developing and refining skills.It allows learners to apply theoretical knowledge in realworld scenarios,which is crucial for mastery.2.Immediate Feedback:Practical activities often provide immediate feedback,which is invaluable for learning.Students can see the results of their actions and adjust their approach accordingly.3.Engagement and Motivation:Engaging in practical activities can be more motivating for students than purely theoretical study.It can make learning more enjoyable and relevant to their interests and future careers.4.RealWorld Relevance:Practice ensures that learning is not confined to the classroom. It prepares students for the realities of the workplace and helps them understand the practical implications of their theoretical knowledge.The Interdependence of Theory and Practiceplementary Approaches:Theory and practice are not mutually exclusive they are complementary.Theory provides the framework,while practice allows for the application and testing of that framework.2.Iterative Learning Process:Learning is often an iterative process where theory informs practice,and practice,in turn,refines theory.This cycle of learning is essential for deep understanding and skill development.3.Balanced Education:A balanced education recognizes the value of both theory and practice.It prepares students to be both knowledgeable and skilled,equipping them for a wide range of professional and personal challenges.ConclusionIn conclusion,while theory provides the intellectual foundation and practice offers the means to apply that knowledge,neither can be fully effective without the other.A wellrounded educational experience must integrate both elements to ensure that students are not only wellinformed but also capable of applying their knowledge in practical situations.This balance is key to producing graduates who are ready to contribute effectively in their chosen fields.。
大学英语综合教程第三册听力材料
Unit 1 AWhile some visitors to Singapore expect a high-tech city, there are also some parts of the island that still reflect how it used to look before urban development took over.In one of the main Central Nature Reserves, monkeys still roam freely, living side by side with humans. The macaques have grown accustomed to being fed, so they look to humans as a source of food. But this in itself is problematic. As the monkeys depend more on humans for food, they venture further from their natural habitat, a phenomenon that has worried experts.There is just not enough space. Essentially, in much of Southeast Asia we’ve seen a lot of habitat loss where rainforest has been destroyed and converted into human settlement. Singapore is a very urbanized city, and it’s taken a lot of space, so there is not much space left for long-tailed macaques.We really need to stop encroaching into nature reserves. We need to stop building the houses so nearby the reserves, which then causes the problem of the macaques coming in to people’s houses and raiding them. These macaques are French species so they live on the edges of the rainforests.If humans keep building the houses so near the reserves, there will definitely be a constant human-macaque conflict issue.After all, the m acaques are essential to maintaining the rainforest’s ecosystem. More should be done to protect them.Unit 1 BDuring the whole year’s promotion, a series of activities will be held to promote public awareness in protecting biodiversity like summit forums and biodiversity knowledge competitions. Also, the government will conduct supervision to fight illegal hunting and other related conduct in nature reserves nationwide.Wan Bentai, general engineer at the Ministry of Environmental Protection says biodiversity is vital to human life. The Earth is colorful just because of biodiversity. If all the species were gone and there were only us humans left, humans wouldn’t be able to survive.Biodiversity not only refers to all the species, including animals, plants and insects but also the genes and our living environment. However, dozens of species are disappearing on our planet everyday. Currently, 34,000 plants and 5,200 animals are on the edge of extinction.Scientists say many species’ extinction is attributed to human activities. Many animals are endangered because of human activities like hunting and fishing. But many animals have a close connection with humans, so we should treat them as friends. Besides, many plants make great contributions to human life, some of which are even more precious than gold.In recent years, the number of animal and plant species has declined sharply in China due to various reasons. We need policies which protect biodiversity. And we have to find programs which can encourage and provide incentives for people not to cut down the forest, nor to destroy the habitat of rare birds, nor fisheries. We have to do many things.Unit 2 AWhen it comes to intelligence, there has always been one fundamental question: Is intelligence a function of nature? Is it simply encoded in a child’s genes? Or is it a function of nurture? Is it more about the environment that a child grows up in?On the one hand, if we take two people at random from the crowd, it is very likely that their degrees of intelligence will be completely different. However, if we take two identical twins, chances are that they will be as intelligent as each other. Therefore, a conclusion can be drawn that intelligence is to some extent something we are born with. On the other hand, though, if we put identical twins in different environments, we would find differences in their intelligence several years later,which indicates that environment does play a crucial role in people’s intelligence.Recently, data has clearly indicated that nurture is indeed more than 50% of the equation. That is good news for educators, but even better news for society as a whole.Fortunately, President Obama has come out in strong support of early childhood education, particularly for those children most at risk of school failure. Investing in quality pre-school opportunities clearly helps give children from poverty-stricken areas the chance at a stronger start in school and in life.If we are serious about helping our children succeed in school, if we are truly interested in “Leaving No Child Behind,” we will take a hard look at this compelling data and begin investing greater sums at the early childhood level.Unit 2 BAlbert Einstein was a German-born physicist, although most people probably know him as the most intelligent person who ever lived. His name has become part of many languages when we want to say someone is a genius, as in the phrase, “She’s a real Einstein”. He must have been pretty brainy to discover the Theory of Relativity and the equation E=MC2.In 1999, Time Magazine named Einstein as the Person of the Century. No one could have guessed this would happen when he was in school. He was extremely interested in science but hated the system of learning things by rote memory. He said it destroyed learning and creativity. He had already done many experiments but failed the entrance exams to a technical college. He didn’t let this setback stop him. When he was 16, he performed his famous experiment of imagining traveling alongside a beam of light. He eventually graduated from university, in 1900, with a degree in physics.Twelve years later he was a university professor and in 1921, he won the Nobel Prize forPhysics. He went on to publish over 300 scientific papers. Einstein is the only scientist to become a cult figure, a household name and part of everyday culture. He once joked that when people stopped him in the street, he always replied, “Pardon me, sorry! Always I am mistaken for Professor Einstein.” Today, he is seen as the typical mad, absent-minded professor, who just happened to change our world.Unit 3 ATo imagine life in the future, you have to know what might be possible. You also need a lot of imagination. There have been many exhibits, such as those at World’s Fairs and theme parks, showing how future homes might look and work, sponsored by builders, developers or technology companies. Science fiction is another way to predict the future. It’s a kind of writing that blends real science with fantasy. Over the years, science fiction writers, artists and engineers have had many ideas about what life would be like in the future. Here’s a look at what some of the leading scientists are working on today to bring into your homes tomorrow.On the outside a home might look like any other. But inside, it can be high-tech all the way! Computer scientists have found new ways to use technology to make people’s lives easier. For instance, sensors can show if someone is in your home and where they are at all times. You can check in from any computer — anywhere. The stuff of cutting-edge scientific research today is tomorrow’s household technology, and high-tech consumer products could be available in your future home!Unit 3 BWhat if we could wear bodysuits to give us super strength? Own an identical robot twin to work for us? What if we could travel through time? Technology is pushing from every direction, getting faster with each passing second. Prepare yourself! The future is closer than you think.A robot conducting a symphony orchestra! A mazing as that is, it’s just one wayreality is outpacing science fiction. Every day robots become even more sophisticated, taking on additional human traits. Until now, robots have mostly gotten the toughest jobs. They work at the assembly line and defuse or even detonate explosive devices.The traditional tasks for a robot have always been the 3-D’s: dull, dirty, dangerous. But as technology improves and as researchers are working towards developing these intelligent humanoids, we are going to see our homes and offices occupied by robots. It makes sense that if you are going to build a general-purpose robot that can perform any task that a human can do, you’d like to give it a human shape. It can walk gracefully. His creators study motion-capture video of both humans and animals. I believe that humanoid technologies will improve our lives in the 21st century.Unit 4 AA leading US scientist has predicted that computers will be as intelligent as humans by 2029. Futurologist Dr Ray Kurzweil told the American Association for the Advancement of Science that in the near future, machine intelligence will overtake the power of the human brain. He said that within two decades computers will be able to think quicker than humans. Dr Kurzweil painted a picture of us having tiny robots called nanobots implanted in our brain to boost our intelligence and health. He told reporters that these microscopic nanobots would work with our brains to make us think faster and give us more powerful memories. Kurzweil explained that we are already “a human machine civilization” and that the upcoming technology “will be a further extension of that.”Dr Kurzweil was one of 18 top intellectuals asked by the US National Academy of Engineering to identify our greatest technological challenges. Other experts included Google founder Larry Page and the human genome pioneer Dr Craig Venter. Kurzweil has a very impressive background in science and innovation. He was an innovator in various fields of computing, including the technology behind CDs. He also pioneered automatic speech recognition by machines. He predicts the pace of new inventionswill increase greatly from now, saying: “ … the next half century will see 32 times more technical progress than the past half century.” This means scenes from science fiction movies, like Blade Runner, The Terminator and I, Robot, will become more and more a part of our everyday lives.Unit 4 BThe scientists who launched the Human Genome Project believed in the power of genetic information to transform health care to allow earlier diagnosis of diseases than ever before and to fuel the creation of powerful new medicines.But it was also clear that genetic information could potentially be used in ways that are hurtful or unfair —for example denying health insurance because of an increased risk for developing a particular disease.Aware of the danger and hoping to ward it off, the founders of the Human Genome Project created a program to explore the ethical, legal, and social implications of new genetic knowledge. The goal was to anticipate problems that might arise and to prompt solutions.For example, in the future, doctors will likely be able to give each of us a “genetic report card” that will spell out our risk of developing a variety of different diseases. But will we really want that information? How will it be used? Who will have access to our genetic information? How will it affect our lives, our families, and our communities?The challenge of addressing these issues is not reserved for scientists. We all have a stake in making sure that everyone will benefit from genetic research and no one is harmed.Unit 5 A“Art does not solve problems, but makes us aware of their existence,” sculptor Magdalena Abakanowicz has said. Arts education, on the other hand, does solveproblems. Years of research show that it’s closely linked to almost everything that we as a nation say we want for our children and demand from our schools: academic achievement, social and emotional development, civic engagement, and equal opportunity. Involvement in the arts is associated with gains in math, reading, cognitive ability, critical thinking, and verbal skill. Arts learning can also improve motivation, concentration, confidence, and teamwork. A 2005 report by the Rand Corporation about the visual arts argues that the intrinsic pleasures and stimulation of the art experience do more than sweeten an individual’s life — according to the report, they “can connect people more deeply to the world and open them to new ways of seeing,” c reating the foundation to forge social bonds and community cohesion. Comprehensive, innovative arts initiatives are taking root in a growing number of school districts. Many of these models are based on new findings in brain research and cognitive development, and they embrace a variety of approaches: using the arts as a learning tool, incorporating arts into other core classes and creating a school environment rich in arts and culture. “When you think about the purposes of education, there are three,” an educator says. “We’re preparing kids for jobs. We’re preparing them to be citizens. And we’re teaching them to be human beings who can enjoy the deeper forms of beauty. The third is as important as the other two.”Unit 5 BThe arts are windows of the world in the same way that science helps us see the world around us.Literature, music, theater, the visual arts, the media, architecture, and dance reveal aspects about ourselves, the world around us, and the relationship between the two. In 1937, German planes flying for Franco in the Spanish civil war bombed a defenseless village as a laboratory experiment, killing many of the inhabitants. In Guernica, Pablo Picasso painted his outrage in the form of a vicious bull surveying a scene of human beings screaming, suffering, and dying. These powerful images mark in our minds the horror of a senseless act of war.Today, one major goal of education has become very practical: employability.Children should know how to read, write, and compute so that they can assume a place in the work force. Few would argue with that. But this objective should not allow us to overlook the importance of the arts and what they can do for the mind and spirit of every child and the function of schooling.Educational administrators need to be reminded that schools have a fundamental responsibility to provide the fuel that will ignite the mind, spark the aspirations, and illuminate the human spirit. The arts can often serve as that fuel. They are the ways we apply our imagination, thought, and feeling through a range of “languages” to illuminate life in all its mysteries, miseries, delights, pities, and wonders.Unit 6 AA solution may be at hand for holidaymakers who are finding it harder to get off the beaten track. For those who really want to get away from it all, a new holiday destination has sprung up — Antarctica. However, this new hotspot, or freezing zone, might only be for those with the deepest pockets if a new policy gets under way. Tourism on Antarctica has been increasing dramatically in the past twenty years, from a few thousand people in 1985 to more than 40,000 in 2007. The growing numbers are having a negative effect on the pristine environment of the South Pole. To combat this, researchers from Holland’s Maastricht University have come up with a possible solution: limit the number of tourists allowed to visit and auction the vacations to the highest bidders.Many environmental protection agencies agree that there is a need to protect the frozen wilderness from the damage created by modern tourism. Antarctica is the last unspoiled place on Earth. It has a very delicate ecosystem that could be easily upset by hordes of tourists landing in airplanes and using skimobiles. A difficulty exists because Antarctica is not a country and therefore has no government to pass laws or guidelines to control the number of visitors. The Maastricht University team’s proposal to auction off a fixed number of tourist places seems a workable solution. Itwould limit the number of visitors and therefore contain the amount of environmental damage, and the money would be used to protect Antarctica’s future.Unit 6 BTraveling to World Heritage sites is rewarding! It is about exploring unique environments, engaging with cultural splendours, experiencing a different way of life and building lasting memories. The following are some great travel tips that can enhance your trip and benefit the World Heritage sites you visit. Here are the tips: Before traveling, first find out as much as possible. The more you know about a World Heritage site before arriving, the more the site will come alive. Second, pack light. It is tempting to pack everything you think you might need, but remember to be smart about your necessities. Packaging items like the paper box of your film or the plastic wrapping of your new toothbrush simply consumes space in your bag and can create excess trash for the World Heritage site. Finally, explore transportation options. Traveling affects the environment. Wherever possible, try to minimize your pollution and impact on the environment by looking to alternative transportation and off-setting your carbon emissions.During your traveling, tread lightly and respect the natural environment. These destinations are World Heritage sites because of their exceptional natural or cultural splendour. Do your part to keep them that way by following designated trails, respecting caretakers and not removing archaeological or biological treasures from sites. Besides, while it is important to support local economies, certain tourist activities and souvenirs can damage a fragile World Heritage site. Say “no” to souvenirs that are a piece of the site itself and to tourist activities that may be harmful to a site’s longevity.Unit 7 AAnyone who has experienced it knows all too well – video game addiction is real.Although gaming addiction is not yet officially recognized as a disorder by the American Medical Association, there is increasing evidence that people of all ages, especially teens and pre-teens, are facing very real, sometimes severe consequences associated with compulsive use of video and computer games.Video games are becoming increasingly complex, detailed and compelling to a growing international audience of players. With better graphics, more realistic characters and greater strategic challenges, it’s not surprising that some teens would rather play the latest video game than hang out with friends, play sports or even watch television.Of course, all gamers are not addicts – many teens can play video games a few hours a week, successfully balancing school activities, grades, friends and family obligations. But for some gaming has become an uncontrollable compulsion. Studies estimate that 10 percent to 15 percent of gamers exhibit signs that meet the World Health Organization’s criteria for addiction. Just like gambling and other compulsive behaviors, teens can become so enthralled in the fantasy world of gaming that they neglect their family, friends, work and school.Unit 7 BInternet Addiction Disorder has long been recognized as a social problem.According to psychological counselor Li Jianling, if you have the following symptoms, it is likely that Internet addiction has begun to infiltrate your life. Internet addicts lose track of time and spend less and less time on meals at home or at work. They are used to eating in front of a computer screen. Also, they deny spending too much time on the Net. They can’t help going online when already busy at work, and they sneak online when family members aren’t at home, with a sense of relief. It’s a commonly known fact that Internet addiction can have a devastating effect on peoples’ health and social lives. Adults may lose the most important years for their career development and students may waste too much of their youth in front of a computer screen.But why is Internet addiction so prominent in China? Li Jianling explains that many youths are the only children in their families. They don’t have enough chances to associate with parents and relatives. Also, the lack of activities for adults can lead to Internet addiction. When people grow up, if they don’t spend time on sports or other positive interests, they often turn to the Internet to kill time.How do we deal with this problem? Li Jianling says associating more with family, friends and nature can really help Internet addicts kick the habit. Everyone understands that parents nowadays are busy, but if they just spend more time communicating with their kids, they can help avoid their children from becoming addicted to the Internet.Unit 8 AThe ability of a country to reduce poverty and increase its development depends on a number of things: its physical geography, the policy choices it makes, and the resources, institutions and capacities it has access to. On top of these, money is also needed to enable a country to invest in infrastructure or programs that support economic growth and development. Countries can finance their development in several different ways. First and foremost are the domestic financial resources that countries already have — the taxes they collect on economic activity or government borrowing from the savings that people and companies make. But for many developing countries, domestic resources are insufficient to meet the scale of investment necessary. So there is often a need to supplement them with financial resources from other countries. In 2005, many donor countries committed to increasing the amount of money they give in aid by $50 billion by 2010.Of equal importance, aid also needs to work better. For example, aid sometimes can be tied to the purchase of goods and services from the donor. This means that aid is not necessarily directed to the things that matter for poor people. This undermines the effectiveness of aid, as measured by its ability to reduce poverty. Making aid more effective is a responsibility shared by donor and recipient countries.The organization called United Nations Development Programme (UNDP) has been focusing on supporting recipient governments, ensuring aid coordination, and supporting to monitor arrangements that include the private sector and civil society.Unit 8 BUN Secretary-General Ban Ki-moon says the global financial crisis may have shaken world confidence, but not the international community’s re solve to help the United Nations continue working to fight poverty and disease. Mr. Ban said the international community’s determination to help what he calls the world’s “bottom billion” —those who live on less than $1 a day —has not weakened. During the annual meeting of the UN General Assembly that wrapped up last week in New York, member states pledged $16 billion to help the UN meet targets of cutting poverty and disease worldwide by 2015.“Everyone has felt the earthquake on Wall Street,” said the U.N. chief. “But it has not shaken our resolve. Banks may be failing, but the world’s bottom billion can bank on us.” He said the generosity of these commitments is very encouraging, given the economic climate.In the first of a new monthly series of press conferences, Mr. Ban spoke about the many challenges facing the United Nations —among them, the deteriorating situation in Darfur, the precarious political and military situation in Afghanistan, piracy and instability in Somalia and the effects of climate change.The UN chief said that amid these crises the world must not forget the plight of others and he urged world leaders to honor the monetary pledges they have made. “Grave as it may be, today’s financial crisis will be overcome,” he said. “We must und erline the need for ‘crisis-proofing’ of the important priorities of the United Nations from international financial turbulence.”。
大学英语教材课后题及答案
大学英语教材课后题及答案在大学英语学习的过程中，教材中的课后题是非常重要的一环。
通过做课后题，可以巩固对知识点的理解和掌握，提高听说读写的能力。
本文将为大家提供一些常见的大学英语教材课后题及答案，以供参考。
第一单元：Introduction (P1-7)1. Multiple Choice (选择题)1) What does the word "linguistics" refer to?A. The study of literature.B. The study of language.C. The study of history.D. The study of mathematics.答案：B. The study of language.2) What are the three aspects of language introduced in this unit?A. Phonetics, grammar, and vocabulary.B. Listening, speaking, and writing.C. Reading, writing, and translating.D. Culture, history, and literature.答案：A. Phonetics, grammar, and vocabulary.2. Complete the Sentence (完成句子)1) Linguistics is the scientific study of ________.答案：language.2) The study of phonetics focuses on _________.答案：sounds and pronunciation.第二单元：Family (P8-15)1. True or False (判断题)1) Family is the smallest social group.答案：True.2) In a nuclear family, children live with their parents and grandparents.答案：False.2. Short Answer (简答题)1) What are the functions of a family in society?答案：The functions of a family in society include nurturing and socializing children, providing emotional support, and preserving cultural traditions.2) What are the different types of family structures?答案：Different types of family structures include nuclear family, extended family, single-parent family, and blended family.第三单元：Education (P16-23)1. Matching (连线题)Match the terms with their definitions.1) Bachelor's degree A. A higher degree awarded by a university.2) Kindergarten B. A degree earned after completing undergraduate studies.3) Master's degree C. The first level of education for young children.4) Doctorate D. A degree awarded for advanced study and research.答案：1-B, 2-C, 3-A, 4-D.2. Vocabulary (词汇题)Fill in the blanks with the correct words from the box.1) compulsory 2) curriculum 3) elementary 4) enroll 5) literacyEducation is the key to success. In many countries, education is __1__ for all children. The __2__ includes various subjects such as math, science, and language arts. Children usually start their education at __3__ school and then move on to higher levels. Parents need to __4__ their children in school to ensure they receive proper education. __5__ is an essential skill that is developed through education.答案：1-compulsory, 2-curriculum, 3-elementary, 4-enroll, 5-literacy.以上是几个常见的大学英语教材课后题及答案，希望对大家的学习有所帮助。
你对公立学校和私立学校的选择英语作文
你对公立学校和私立学校的选择英语作文全文共3篇示例，供读者参考篇1Choosing the Right School: Public vs PrivateAs a high school student, one of the biggest decisions I've had to make is whether to attend a public or private school. It's a choice that can have a huge impact on my education, social life, and future prospects. Both options have pros and cons, and it's been tough for me to weigh all the factors.On one hand, public schools are free to attend and are funded by the government through tax dollars. This makes them accessible to all students, regardless of their family's income level. Public schools also tend to be much larger than private schools, offering a wider range of academic programs, extracurricular activities, and sports teams. The diversity found in public schools exposes students to different backgrounds, cultures, and perspectives, which can be incredibly enriching.However, public schools also face significant challenges. Many are overcrowded and underfunded, with limited resources, outdated facilities, and overworked teachers juggling large classsizes. Curriculum standards and teaching methods can feel rigid, leaving little room for customization or creativity. There's also the risk of getting lost in the crowd at a huge public school, making it harder to receive personalized attention.Private schools, on the other hand, are independently funded through tuition fees and donations. This means they have more financial resources to invest in top-notch facilities, technology, small class sizes, and highly qualified teachers. Private schools can tailor their curricula to meet individual learning needs and offer unique programs that public schools often can't due to budget constraints.The smaller, closer-knit communities at private schools allow for more personal relationships between students and faculty. Teachers have more flexibility to try innovative teaching methods and work closely with students who need extra help or academic challenges. There's also a stronger sense of community, with more parental involvement and often a wider array of extracurricular opportunities.That said, the biggest drawback of private schools is the steep cost of tuition. Even with financial aid, they're out of reach for many families. Some private schools also lack the diversity found in public schools, creating somewhat homogeneousstudent bodies. And while their facilities and resources may be superior, that doesn't automatically translate into better education outcomes for all students.As someone raised in a middle-class family, cost has been a major factor in my school decision. I've had to carefully weigh whether the benefits of a private school education justify taking on significant debt through loans or sacrificing other opportunities like study abroad programs. I've researched scholarship and financial aid options extensively, but there are no guarantees.Another key consideration for me has been the social and extracurricular environment of each school option. Since I hope to pursue a career in the performing arts, I need to choose a school with strong theater, music, and dance programs that will allow me to develop my talents alongside my academics. Some public schools in my area are better equipped for this than others, while certain private schools really shine in the arts.I've also thought deeply about the type of community I want to be part of during these formative high school years. At a public school, I'd likely encounter more diversity of thought, background, and socioeconomic status – but I could get lost in the crowd. A private school would provide a tighter-knitcommunity and closer student-teacher relationships, but potentially less exposure to different perspectives. As an extrovert who values personal connections, this has been a difficult tradeoff to navigate.Ultimately, there is no objectively "better" choice between public and private school; it comes down to an individual's specific needs, circumstances, and priorities. After much research and soul-searching, I've decided to attend a public high school that offers robust arts programs and a strong track record of sending performing arts students to top colleges and conservatories. The lack of tuition cost was a major factor, as was the school's incredible diversity and community ties.That said, I won't discount the possibility of transferring to a private school later if my needs change or financial aid becomes more accessible. Or perhaps I'll attend public high school but a private college or graduate program. The most important thing is to continually reevaluate my options and make the choice that will put me on the best path toward my goals.No matter where I end up, I know I have to take full advantage of the opportunities available to make the most of my education. It will be up to me to get involved, seek out meaningful connections and experiences, and be aself-motivated learner who doesn't let any obstacles hold me back.This decision hasn't been easy, but working through this process has prepared me for the many big choices that still lie ahead as I plan for college and my future career. I feel fortunate to have different school options available, even if each one requires making some tradeoffs. In the end, the "best" school is simply the one that's the best fit for me as an individual. And that could very well change over time as my needs, interests, and circumstances evolve.篇2The Choice Between Public and Private SchoolsAs a high school student, one of the biggest decisions my parents and I have had to make is whether to attend a public or private school. There are pros and cons to each option, and it's a decision that can have a big impact on my educational experience and future opportunities.Public schools are free to attend and funded by the government through taxes. This makes them accessible to all students regardless of their family's financial situation. They typically have larger student bodies, more diversity, and a widerrange of course offerings and extracurricular activities. However, public schools can also be overcrowded, have fewer resources per student, and may struggle with lower test scores and graduation rates in some areas.Private schools, on the other hand, charge tuition fees that can be quite expensive. This limits attendance primarily to students from wealthier families. However, private schools generally have smaller class sizes, more individual attention from teachers, better facilities and resources, and a reputation for academic excellence. Many private schools also have a particular educational philosophy, religious affiliation, or specialization.For my family, cost has been a major factor in our decision. With two kids potentially attending private high school, the tuition fees add up quickly into the tens of thousands of dollars per year. That's a huge financial burden, especially on top of eventual college costs. Public schools provide a free education that is still of reasonable quality in our area. However, we do have some concerns about the large class sizes, school ratings, and lack of individualized support at our zoned public high school.One option we've looked at is having me attend a public charter or magnet school. These are public schools that studentshave to test into or apply for, rather than just being assigned based on where they live. The academic standards and course offerings at these schools are often as good as or better than many private schools. However, enrollment is limited and competitive. If I don't test well enough or my application isn't strong, I may miss out.Another consideration has been the extracurricular opportunities and overall high school experience at public vs. private schools. At a large public school, there is a wide array of clubs, sports teams, arts programs, etc. to get involved in. However, with so many students, it can also be easy to get lost in the crowd. Private schools tend to have a stronger sense of community and school spirit, with higher rates of participation in activities. Though, the options may be more limited.Ultimately, I think I've decided that a private high school education is worth the investment and sacrifice for my family, if we can manage the cost. The small class sizes, teaching quality, college prep resources, and overall environment seem very appealing. Many of my friends have had wonderful experiences at the private schools in our area. I recognize that I'm privileged to even have this choice, when many students' only option is their z篇3The Choice Between Public and Private SchoolsAs a high school student, one of the biggest decisions my family and I have had to make is whether to attend a public or private school. There are pros and cons to each option, and it's a decision that requires careful consideration of our priorities, resources, and what environment will be the best fit for me academically and personally.Public schools are free to attend and funded by the government through tax dollars. This makes them accessible to all students regardless of family income level. The public school system aims to provide a baseline education that meets set curriculum standards. Classes tend to be larger, with 25-35 students per classroom being common. The larger class sizes can make it harder for teachers to give individualized attention. Public schools also often have less funding for facilities, extracurriculars, and teaching resources compared to many private schools.However, public schools do have their advantages. The larger student populations mean more diversity in terms of the backgrounds and perspectives represented. There are typicallymore course options, clubs, sports teams, and the opportunity to meet and interact with a wide range of people. The admissions process is open, so students don't need to go through competitive applications and testing. Public schools also have to follow set regulations to maintain standards across the district and state.Private schools, on the other hand, are funded through tuition payments from students' families as well as private endowments and donations. This higher level of funding allows for smaller class sizes, more individual attention, and better resources like technology, facilities, and extracurriculars. Private school teachers also tend to earn higher salaries, which can attract more qualified and experienced educators.At the private school I've been admitted to, average class sizes are 12-18 students. They have a brand new state-of-the-art science building, Olympic-sized swimming pool, fields for various sports, and even a computer lab with the latest equipment. Resources like these are hard to find at most public schools in the area. Private schools can also have more selective admissions processes, only accepting students who meet certain academic standards or who align with the school's philosophy or values.The higher quality of education and resources at private schools comes at a steep cost though. Tuition can range from 10,000 to 50,000 or more per year depending on the school. This makes private school unattainable for many families unless they receive significant financial aid. There is also the concern that private schools create environments that lack socioeconomic diversity and can be insulated from the "real world."After weighing the options, my family decided that the benefits of the private school education were worth the investment for us. My parents value the small class sizes, amazing facilities, and reputation for academics at this particular school. I was accepted based on my grades, test scores, extracurriculars, and admissions interview.That said, I know the private school route isn't possible or preferable for everyone based on constraints like cost or personal values. If I had attended public school, I likely would have received a quality education as well while being exposed to more diversity. There are excellent public school options in the area with talented teachers and plenty of opportunities.Ultimately, the decision between public and private schools is a personal one based on each family's circumstances and priorities. There are great paths available through either option.For me, private school was the best fit to receive an elite college-preparatory education and take advantage of incredible academic and extracurricular resources. However, I know many brilliant and successful students who thrived at public schools. The most important factors are to work hard, get involved, and take full advantage of whichever learning environment you choose.。
美国中学排名前名
美国中学排名前100名学校名称国家1英才学校School for the Talented and Gifted2斯科茨代尔基础中学BASIS Scottsdale3格威内特数学科学技术高中Gwinnett School of Mathematics, Science and Technology4托马斯杰斐逊克科学与技术高中Thomas Jefferson High School for Science and Technology5北图森基础中学BASIS Tucson North6松视中学Pine View School7金士顿大学附属高中University High School8科学和工程学校School of Science and Engineering Magnet9国际学院International Academy10牛津中学Oxford Academy11生物技术高中Biotechnology High School12斯坦顿大学预科高中Stanton College Preparatory School13美国国际社区学校International Community School14缅因数理高中Maine School of Science & Mathematics15航空航天和工程学院Academy of Aerospace and Engineering16美国洛夫莱斯学术公立高中Academic Magnet High School17国际学校International School18美国洛夫莱斯学术公立高中Loveless Academic Magnet Program High Schoolp分页标题e19建筑设计高中Design & Architecture Senior High20新泽西州高科技高中High Technology High School21西格内彻中学Signature School22美国洛杉矶惠特尼高中Whitney High School23卡内基万佳德中学Carnegie Vanguard High School24国际研究特许高中International Studies Charter High School25太平洋中学Pacific Collegiate School26比弗顿国际学校International School of Beaverton27吉尔伯特古典学院附中Gilbert Classical Academy High School28中北地区YES预科学校YES Prep North Central29大学高中University High School30艾迪尔学院与大学预科学校IDEA Academy and College Preparatory School31康涅狄格国际文凭学院Connecticut International Baccalaureate Academy32雷曼学院附属美国研究高中The High School of American Studies at Lehman College33迈克尔·e·DeBakey卫生职业高中Michael E. DeBakey High School for Health Professions34Bronx理科中学The Bronx High School of Science35布碌仑拉丁学校Brooklyn Latin School36美国诺斯赛德大学预科高中Northside College Preparatory High Schoolp分页标题e37自由艺术和科学学院Liberal Arts and Science Academy38南得克萨斯科学学院The Science Academy of South Texas39美国双语言和亚洲研究高中High School for Dual Language and Asian Studies40汤森德哈里斯中学Townsend Harris High School41KIPP圣荷西学院KIPP San Jose Collegiate42普鲁斯学校The Preuss School43斯塔滕岛技术高中Staten Island Technical High School44美洲印第安人公立高中American Indian Public High School45州长艺术与人文学校Governor's School for Arts and Humanities46亚历山大德雷夫斯艺术高中Alexander W. Dreyfoos School of the Arts47科达伦特许学院Coeur D'Alene Charter Academy48埃奇伍德中学Edgewood Junior-Senior High School49沃尔特佩顿大学预备高中Walter Payton College Preparatory High School50美国洛厄尔高中Lowell High School51曼哈顿桥中学Manhattan Bridges High School52朱莉娅马斯特曼实验室与示范学校Julia R. Masterman Laboratory and Demonstration School53美国高校附中University High School54美国休谟福克高中Hume-Fogg Academic High School55霍索恩数学与科学学院Hawthorne Math and Science Academyp分页标题e56波士顿拉丁学校Boston Latin School57约克学院附属皇后科学高中Queens High School for the Sciences at York College58埃奇蒙特中学Edgemont Junior Senior High School59伦诺克斯数学科学与技术学院Lennox Mathematics, Science & Technology Academy60布鲁克林技术高中Brooklyn Technical High School61惠特曼高中Walt Whitman High School62罗纳德麦克奈尔博士学术中学Dr. Ronald E. McNair Academic High School63KIPP Austin ColKIPP Austin Col64阿尔伯克基数学与科学学院Albuquerque Institute of Math & Science65美国托马斯S伍顿高中Thomas S. Wootton High School66峰对特许中学Peak to Peak Charter School67KIPP国王大学高KIPP King Collegiate High68纽约州拉伊中学Rye High School69史岱文森高中Stuyvesant High School70青年女子大学预科学院Young Women's Preparatory Academy71美国杰里科高中Jericho High School72阳光海岸社区中学Suncoast Community High School73约翰戴维森美术学院Davidson Fine Artsp分页标题e74马丁·路德·金磁铁在珍珠高中Martin Luther King Jr. Magnet at Pearl High School75市荣誉学院福斯迪克马斯腾公园学校City Honors School at Fosdick-Masten Park76乔治梅森中学George Mason High School77沃纳特山中学Walnut Hills High School78伊尔玛莱尔马兰赫尔女青年领导学校Irma Lerma Rangel Young Women's Leadership School79迪卡尔布艺术学校DeKalb School of the Arts80西岸初中/高中West Shore Junior/Senior High School81耶斯大学预科中学东校区Yes Prep -East End Campus82韦斯特松德学校MAST Academy83路易斯维尔高中Poolesville High School84皮茨福德萨瑟兰高中Pittsford Sutherland High School85艾迪尔边疆大学预科学校Idea Frontier College Preparatory86美国帕克森高级研究学院Paxon School for Advanced Studies87曼哈赛特中Manhasset Secondary School88圣地亚哥国际研究高中San Diego High School of International Studies89哈丁特许预预科高中Harding Charter Preparatory High School90皮茨福德-蒙顿中学Pittsford Mendon High School91琼斯大学预科学校Jones College Prep92梅勒海德磁石学校Merrol Hyde Magnet Schoolp分页标题e93麦迪逊高中James Madison High School94罗斯福学校Eleanor Roosevelt High School95耶斯大学预科中学东南校区YES Prep Southeast96美国兰利高中Langley High School97蒙他维斯塔中学Monta Vista High School98高地公园中学Highland Park High School99峡谷峰学院Canyon Crest Academy100阿基米德上部学院特许学校Archimedean Upper Conservatory Charter School。
留学360发布美国加利福尼亚州高中排名
排名学校名称1太平洋学院,中学Pacific,Collegiate,School2牛津学院,Oxford,Academy3惠特尼中学Whitney,High,School4普罗伊斯,学校The,Preuss,School5美洲印第安人公立高中AmericanIndianPublicHighSchool6伦诺克斯数学科学与技术学院LennoxMathematics,Science&TechnologyAcademy 7大学附中University,High,School8洛威尔高中Lowell,High,School9北海岸预科和表演艺术学院NorthcoastPreparatoryandPerformingArtsAcademy 10米申,圣何塞,中学(高中)Mission,San,Jose,High,School11萨米特,预科高中Summit,Preparatory,High,School12霍索恩数学与科学学院HawthorneMathandScienceAcademy13加州数学和科学学院CaliforniaAcademyOfMathematicsAndScience14联盟奥尔加莫汉博士高中AllianceDr.OlgaMohanHighSchool15哈伯教师预科学院HarborTeacherPreparationAcademy16蒙他维斯塔高中Monta,Vista,High,School17洛杉矶富集研究中心LosAngelesCenterForEnrichedStudies18坎波林多中学Campolindo,High,School19林,布鲁克,高中Lynbrook,High,School20皮埃蒙特,高中Piedmont,High,School21马克与伊娃斯特恩数学与科学学校Marc&EvaSternMathandScienceSchool22萨拉托加,高中Saratoga,High,School23拉肯纳达中学La,Canada,High,School24帕洛斯维第斯半岛高中PalosVerdesPeninsulaHighSchool25多利松高中Torrey,Pines,High,School26社区特许早期学院高中CommunityCharterEarlyCollegeHighSchool27米拉蒙,高中Miramonte,High,School28圣马力诺高中San,Marino,High,School29大学附中University,High,School30木兰花科学学院MagnoliaScienceAcademy-1Reseda31峡谷峰学院Canyon,Crest,Academy32雷德伍德,高中Redwood,High,School33旧金山布拉沃医学磁铁高中FranciscoBravoMedicalMagnetHighSchool 34西景,高中Westview,High,School35特洛伊,高中Troy,High,School36市中心学院,大学预科,学校Downtown,College,Preparatory37拉霍亚高中La,Jolla,High,School38佛德喜尔科技高中Foothill,Technology,High,School39戴蒙德,巴尔高中Diamond,Bar,High,School40喜瑞都,高中Cerritos,High,School41格茨,雷斯勒高中Gertz-Ressler,High,School42西校区高中West,Campus,High,School43帕洛斯维第斯高中Palos,Verdes,High,School44泰马尔帕斯高中Tamalpais,High,School45阿卡蓝恩斯高中Acalanes,High,School46珂罗娜,德尔马,中学Corona,del,Mar,High,School47阿尼默奥斯卡德拉霍亚特许高中ánimoOscarDeLaHoyaCharterHighSchool 48科罗纳多,中学Coronado,High,School49罗斯兰,大学预科学校Roseland,University,Prep50山景高中Mountain,View,High,School51奥兰治县艺术高中OrangeCountyHighSchooloftheArts52圣迭,吉托,高中San,Dieguito,High,School,Academy53利兰高中Leland,High,School54阿马多尔,谷高中Amador,Valley,High,School55西湖高中Westlake,High,School56阿诺德,贝克曼,高中Arnold,O,Beckman,High,School57诺斯伍德高中Northwood,High,School58艾尔塞贡多高中El,Segundo,High,School59多尔蒂,谷高中Dougherty,Valley,High,School60卡梅尔高中Carmel,High,School61弗朗西斯·德雷克爵士高中SirFrancisDrakeHighSchool62库珀蒂诺,高中Cupertino,High,School63洛斯阿尔托斯高中Los,Altos,High,School64帕利塞德特许高中Palisades,Charter,High,School65斯克里普斯牧场高中Scripps,Ranch,High,School66科瑞,森塔,谷高中Crescenta,Valley,High,School67格兰纳特湾高中Granite,Bay,High,School68拉古纳海滩中学Laguna,Beach,High,School69戴维斯高级中学Davis,Senior,High,School70佛德喜尔中学Foothill,High,School71谢尔曼橡木富集研究中心ShermanOaksCenterforEnrichedStudies 72拉斯,洛马斯,高中Las,Lomas,High,School73奥利冈中学Aragon,High,School74马里布中学Malibu,High,School75橡树公园高中,Oak,Park,High,School76欧文顿高中Irvington,High,School77南帕萨迪纳高级中学SouthPasadenaSeniorHighSchool78罗克林,高中Rocklin,High,School79宝威,高中Poway,High,School80圣拉蒙,谷高中San,Ramon,Valley,High,School81米拉,科斯塔,中学Mira,Costa,High,School82阿卡迪亚,中学Arcadia,High,School83奥尔巴尼,高中Albany,High,School84唐敦磁性高中Downtown,Magnets,High,School85比佛利山庄,高中Beverly,Hills,High,School86洛斯加托斯高中Los,Gatos,High,School87乔治华盛顿,高中George,Washington,High,School88领导学公立学校海沃德校区LeadershipPublicSchools–Hayward 89亚伯拉罕林肯,高中Abraham,Lincoln,High,School90兰乔,伯纳多,高中Rancho,Bernardo,High,School91伯林盖姆中学Burlingame,High,School92艾斯派尔莱昂内尔威尔逊学院大学预科学校AspireLionelWilsonCollegePreparatoryAcademy 93沃利斯安尼伯格高中Wallis,Annenberg,High,School94大学预科学校University,Preparatory,School95特索罗高中Tesoro,High,School96洛马角高中Point,Loma,High,School97米尔斯,高中Mills,High,School98卡米诺努埃沃特许高中CaminoNuevoHighSchoolCharterSchool99圣莫尼卡中学Santa,Monica,High,School100洛杉矶领导学院Los,Angeles,Leadership,Academy101西格斯托姆高中Segerstrom,High,School102圣帕斯夸尔高中San,Pasqual,High,School103天普城中学Temple,City,High,School104卡拉,巴萨斯,高中Calabasas,High,School105圣迭戈国际关系学院SanDiegoHighSchoolofInternationalStudies106大学城高中University,City,High,School107领导学公立学校里士满校区LeadershipPublicSchools:Richmond108阳光山高中Sunny,Hills,High,School109艾拉米达高中Alameda,High,School110威廉和卡罗尔奥奇高中WilliamandCarolOuchiHighSchool111环境特许高中Environmental,Charter,High,School112纽波特港高中Newport,Harbor,High,School113伽利略高中Galileo,High,School114马克凯博尔高中Mark,Keppel,High,School115长青谷高中Evergreen,Valley,High,School116安德森山谷初级/高级中学AndersonValleyJunior-SeniorHighSchool117亨廷顿公园大学预备学院附中HuntingtonParkCollege-ReadyAcademyHighSchool 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451奥克,蒙特高中Oakmont,High,School452布埃那高中Buena,High,School453布劳,利高中Brawley,High,School454莫洛,湾高中Morro,Bay,High,School455科尔法克斯高中Colfax,High,School456洛迪高中Lodi,High,School457彼得·约翰森中学Peter,Johansen,High,School458赫米特高中Hemet,High,School459帕瑞,迪斯高中Paradise,Senior,High,School460詹姆斯伊诺克斯中学James,C,Enochs,High,School461图雷尔联合高中Tulare,Union,High,School462福里斯特,希尔高中Foresthill,High,School463北蒙特雷县高中NorthMontereyCountyHighSchool464拉金塔高中La,Quinta,High,School465弗兰,蒂尔高中Frontier,High,School466卡提拉,高中Katella,High,School467大教堂市高中Cathedral,City,High,School468艾提汪达高中Etiwanda,High,School469大学附属高中University,Senior,High,School470克莱尔湖高中Clear,Lake,High,School471森特尼尔高中Centennial,High,School472阿尔塔,洛马高中Alta,Loma,High,School473弗雷德,拜尔,高中Fred,C,Beyer,High,School474格林维尔初级/高级中学GreenvilleJunior/SeniorHighSchool 475西南高中Southwest,High,School476里亚托高中Rialto,High,School477贝尔弗劳尔中学Bellflower,High,School478法默,斯维尔,高中Farmersville,High,School479普莱斯特-格罗夫高中Pleasant,Grove,High,School480汉密尔顿,高中Hamilton,High,School481派拉蒙,中学Paramount,High,School482林登高中Linden,High,School483佛德喜尔中学Foothill,High,School484威廉·皮特骑士高中WilliamJ.(Pete)KnightHighSchool 485德里高中Delhi,High,School486安大略高中Ontario,High,School487西谷高中West,Valley,High,School488加利福尼亚军事学院California,Military,Institute 489马德拉高中Madera,High,School490西瑞斯高中Ceres,High,School491阿纳海姆,中学(高中)Anaheim,High,School492里奇维尤高中Ridgeview,High,School493阿戈,诺特,高中Argonaut,High,School494传承高中Heritage,High,School495金塞拉,高中Golden,Sierra,High,School496科卢萨高中Colusa,High,School497唐尼高中Downey,High,School498欢乐谷,高中Pleasant,Valley,High,School499未来中学Futures,High,School500德拉诺,高中Delano,High,School501劳拉高中Loara,High,School1牛津学院Oxford,Academy2惠特尼中学Whitney,High,School3太平洋学院学校Pacific,Collegiate,School4金普圣荷西学院中学KIPPSanJoseCollegiateSchool5普罗伊斯学校The,Preuss,School6美洲印第安人公立高中AmericanIndianPublicHighSchool7洛威尔高中Lowell,High,School8大学附中University,High,School9霍索恩数学与科学学院HawthorneMathandScienceAcademy10伦诺克斯数学科学与技术学院LennoxMathematics,Science&TechnologyAcademy 11金普国王学院高中KIPPKingCollegiateHighSchool12圣迭戈国际关系学院SanDiegoHighSchoolofInternationalStudies13蒙他维斯塔高中Monta,Vista,High,School14峡谷峰学院Canyon,Crest,Academy15加州数学和科学学院CaliforniaAcademyOfMathematicsAndScience16萨米特预科高中Summit,Preparatory,High,School17亨利古恩中学Henry,M,Gunn,High,School18林布鲁克高中Lynbrook,High,School19洛杉矶富集研究中心LosAngelesCenterForEnrichedStudies20卡波林杜高中Campolindo,High,School21雷德伍德高中Redwood,High,School22联盟奥尔加莫汉博士高中AllianceDr.OlgaMohanHighSchool23哈伯教师预科学院HarborTeacherPreparationAcademy24萨拉托加高中Saratoga,High,School25欧文斯吉尔罗伊博士早期学院Dr.T.J.OwensGilroyEarlyCollegeAcademy26帕洛斯维第斯半岛高中PalosVerdesPeninsulaHighSchool27圣马力诺高中San,Marino,High,School28拉肯纳达中学La,Canada,High,School29领导学公立学校海沃德校区LeadershipPublicSchools—Hayward30帕洛斯维第斯高中Palos,Verdes,High,School31马克与伊娃斯特恩联盟数学与科学学校AllianceMarc&EvaSternMathandScienceSchool32大学预科学校University,Preparatory,School33西景高中Westview,High,School34皮埃蒙特高中Piedmont,High,School35佛德喜尔科技高中Foothill,Technology,High,School36市中心学院大学预科学校Downtown,College,Preparatory37珂罗娜德尔马中学Corona,del,Mar,High,School38河谷特许学校River,Valley,Charter,School39多利松高中Torrey,Pines,High,School40戴蒙德巴尔高中Diamond,Bar,High,School41拉霍亚高中La,Jolla,High,School42旧金山布拉沃医学磁铁高中FranciscoBravoMedicalMagnetHighSchool43米拉蒙高中Miramonte,High,School44利兰高中Leland,High,School45科罗纳多中学Coronado,High,School46阿马多尔谷高中Amador,Valley,High,School47艾斯派尔莱昂内尔威尔逊学院大学预科学校AspireLionelWilsonCollegePreparatoryAcademy 48阿卡蓝恩斯高中Acalanes,High,School49格茨雷斯勒联盟高中AllianceGertz-ResslerHighSchool50大学附中University,High,School51阿尼默领导学高中Animo,Leadership,High,School52卡梅尔高中Carmel,High,School53奥兰治县艺术高中OrangeCountyHighSchooloftheArts54西校区高中West,Campus,High,School55阿诺德贝克曼高中Arnold,O,Beckman,High,School56喜瑞都高中Cerritos,High,School57圣迭吉托高中San,Dieguito,High,School,Academy58奥利冈中学Aragon,High,School59诺斯伍德高中Northwood,High,School60西湖高中Westlake,High,School61露丝阿莎娃旧金山艺术学院RuthAsawaSanFranciscoSchooloftheArts 62特洛伊高中Troy,High,School63木兰花科学学院MagnoliaScienceAcademy-1Reseda64佛德喜尔中学Foothill,High,School65洛斯阿尔托斯高中Los,Altos,High,School66库珀蒂诺高中Cupertino,High,School67多尔蒂谷高中Dougherty,Valley,High,School68洛斯加托斯高中Los,Gatos,High,School69米拉科斯塔中学Mira,Costa,High,School70泰马尔帕斯高中Tamalpais,High,School71欧文顿高中Irvington,High,School72南帕萨迪纳高级中学SouthPasadenaSeniorHighSchool73马里布中学Malibu,High,School74奥克兰特许高中Oakland,Charter,High,School75明亮之星中学特许学院BrightStarSecondaryCharterAcademy76弗朗西斯·德雷克爵士高中SirFrancisDrakeHighSchool77艾尔塞贡多高中El,Segundo,High,School78比佛利山高中Beverly,Hills,High,School79橡树公园高中Oak,Park,High,School80领导学公立学校里士满校区LeadershipPublicSchools,Richmond 81拉古纳海滩中学Laguna,Beach,High,School82科瑞森塔谷高中Crescenta,Valley,High,School83宝威高中Poway,High,School84沃尔纳特高中Walnut,High,School85斯克里普斯牧场高中Scripps,Ranch,High,School86拉斯洛马斯高中Las,Lomas,High,School87大学预科高中University,Preparatory88格拉纳达山特许高中GranadaHillsCharterHighSchool89阿卡迪亚中学Arcadia,High,School90戴维斯高级中学Davis,Senior,High,School91格兰纳特湾高中Granite,Bay,High,School92社区特许早期学院高中CommunityCharterEarlyCollegeHighSchool 93奥林匹亚高中Olympian,High,School94罗克林高中Rocklin,High,School95艾拉米达高中Alameda,High,School96奥尔巴尼高中Albany,High,School97长青谷高中Evergreen,Valley,High,School98大学城高中University,City,High,School99唐敦磁性高中Downtown,Magnets,High,School100兰乔伯纳多高中Rancho,Bernardo,High,School101洛马角高中Point,Loma,High,School102圣莫尼卡中学Santa,Monica,High,School103谢尔曼橡木富集研究中心ShermanOaksCenterforEnrichedStudies104圣拉蒙谷高中San,Ramon,Valley,High,School105乔治华盛顿高中George,Washington,High,School106国际研究学习中心InternationalStudiesLearningCenter107伽利略高中Galileo,High,School108丹尼尔珀尔磁性高中DanielPearlMagnetHighSchool109阳光山高中Sunny,Hills,High,School110米尔斯高中Mills,High,School111天普城中学Temple,City,High,School112卡梅尔山高中Mt,Carmel,High,School113亨廷顿公园联盟大学预备学院附中AllianceHuntingtonParkCollege-ReadyAcademyHighSchool 114特索罗高中Tesoro,High,School115奥克兰合一高中Oakland,Unity,High,School116帕利塞德特许高中Palisades,Charter,High,School117阿尼莫威尼斯特许高中AnimoVeniceCharterHighSchool118瓦伦堡(罗尔)传统高中Wallenberg(Raoul)TraditionalHighSchool119橡树岭高中Oak,Ridge,High,School120伯林盖姆中学Burlingame,High,School121卡尔蒙特高中Carlmont,High,School122卡米诺努埃沃高中特许学校CaminoNuevoHighSchoolCharterSchool123安德森山谷初级/高级中学AndersonValleyJunior-SeniorHighSchool124达纳山高中Dana,Hills,High,School125格伦威尔逊高中Glen,A,Wilson,High,School126城北高中Del,Norte,High,School127阿罗约格兰德高中Arroyo,Grande,High,School128圣帕斯夸尔高中San,Pasqual,High,School129鲁斯数学,科学与技术磁性学院Math,Science,&TechnologyMagnetAcademyatRoos 130太平洋丛林高中Pacific,Grove,High,School131科斯塔梅萨中学Costa,Mesa,High,School132和谐磁性学院Harmony,Magnet,Academy133先锋中学Pioneer,High,School134奥塔伊牧场高级中学Otay,Ranch,Senior,High,School135道斯普艾道劳斯高中Dos,Pueblos,High,School136埃尔文高中Irvine,High,School137东湖高中Eastlake,High,School138威廉和卡罗尔奥奇联盟学院附中AllianceWilliamAndCarolOuchiAcademyHighSchool 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226大橡树高中Great,Oak,High,School227希尔兹堡高中Healdsburg,High,School228圣伊内斯峡谷联合高中学SantaYnezValleyUnionHighSchool229奇科高中Chico,High,School230佛德喜尔中学Foothill,High,School231克洛维斯西高中Clovis,West,High,School232圣迭戈创意及表演艺术学校SanDiegoSchoolofCreativeandPerformingArts233格伦多拉高中Glendora,High,School234北门高中Northgate,High,School235银溪高中Silver,Creek,High,School236蒙特维斯塔高中Monte,Vista,High,School237都柏林中学Dublin,High,School238约翰肯尼迪高中John,F,Kennedy,High,School239克莱蒙特高中Claremont,High,School240普莱斯特-格罗夫高中Pleasant,Grove,High,School241博尼塔维斯达高级中学BonitaVistaSeniorHighSchool242德尔奥罗高中Del,Oro,High,School243阿德里安威尔考克斯高中Adrian,Wilcox,High,School244里奥美式高中Rio,Americano,High,School245沃特福德高中Waterford,High,School246富兰克林,高中Franklin,High,School247玛丽亚卡里略高中Maria,Carrillo,High,School248北方高中North,High,School249格拉纳达高中Granada,High,School250诺德霍夫高中Nordhoff,High,School251洛亚尔顿中学Loyalton,High,School252伍德克里克高中Woodcreek,High,School253约巴林达,高中Yorba,Linda,High,School254马丁路德金中学MartinLutherKingJuniorHighSchool255奇诺山高中Chino,Hills,High,School256城市荣誉大学预科特许学校CityHonorsCollegePreparatoryCharterSchool 257帕塔鲁马高中Petaluma,High,School。
DRAMA BASED INSTRUCTION AND GEOMETRY
DRAMA BASED INSTRUCTION AND GEOMETRYAsuman Duatepe Behiye UbuzHacettepe University, Ankara Middle East Technical University, Ankara Drama based instruction allows students to improvise and construct a meaning of a word, a concept, an idea, an experience or an event by the utilization of theatre techniques and the game process.Drama based activities creates an environment in which students construct their own knowledge by means of their experiences rather than imitating what has been taught. This study focused on the development and the use of drama based instruction in 7th grade geometry. To teach angles, polygons, circle, and cylinder, 17 lesson plans were developed according to drama based instruction criteria concerning structure of the lesson, the classroom atmosphere, student role and the teacher role. Each lesson plan includes three main parts: Introduction (warm-up activities), Development (introducing the dramatic moment and the improvisation of the dramatic moment by the students), and Quieting (evaluation of the lesson). The experimental study carried out at a state elementary school showed that drama based instruction compared to the traditional teaching made a significant difference to the students’ achievement on geometry, geometric thinking level, and mathematics and geometry attitude1. INTRODUCTIONGeometry is an important area in the mathematics curriculum. It is used in other topics of mathematics and in daily life. It also has an instrumental role in other disciplines such as science and arts (Mammana & Villiani, 1998). Many studies have showed that students still have many difficulties in learning geometry and thinking geometrically (e.g. Clements & Battissa, 1992; Mitchelmore, 1997; Mullis et all, 2000; Prescott, Mitchelmore, & White, 2002; Ubuz & Ustün, 2003; Van Hiele, 1986).One of the main reasons of the students’ difficulties may be how the geometry topics are instructed (Clements & Battissa 1992). Several researchers studied the use of technology on teaching and learning of geometry, from this point of view, (e.g. Choi-Koh, 1999; Din & Whitson, 2001; Duatepe & Ersoy, 2002; Groman, 1996; Kuntz, 1998; Laborde, 2002; Ryan, 1999). Different methods other than the use of technology are hardly seen in the literature (Nichols & Hall, 1995; Garrity, 1998). The situation related with the studies in geometry brought the idea of finding different aid or teaching method in geometry instruction. This study proposes an alternative presentation of geometry; drama based instruction in geometry lessons.Drama based instruction is an exploratory and experiential approach to learning. San (1996) defined it as an instructional method for allowing students to improvise and construct a meaning of a word, a concept, an idea, an experience or an event by the utilization of theatre techniques and the play processes. In this method, students construct their own knowledge by means of their experiences rather than imitating what has been taught in the environment created (Bolton, 1986). Students are learning by doing and they actively build their interpretations of the world. In this method, the role of the teacher is the facilitator of students’ exploration, development, expression and communication of ideas, concept and feelings rather than the direct information giver. Teachers can also control and guide activities, challenge and extent thought by taking role just as students (Wilhelm, 1998). By this way, they can give an immediate feedback when it is necessary.The literature on the effects of drama on the cognitive domain revealed that, drama in education develops critical thinking skills (Bailin, 1998; De La Roche, 1993; Kelner, 1993; San, 1996), supports reflective thinking (Andersen, 2002), stimulates the imagination and promotes creative thinking (Bolton 1986; Heinig, 1988; Kelner, 1993; Morris, 2001; San, 1996), improves achievement in different content areas (Farris & Parke 1993; Kamen, 1992; Saab, 1988; Ustündağ, 1997), promotes language developments (Heinig, 1988; Kelner, 1993,), fosters decision making skills (De La Roche, 1993; San, 1996), promotes communication (Ballou, 2000; Bolton, 1985; Kelner, 1993), strengthens comprehension and retention (Kelner, 1993; Southwell, 1999), promotes problem solving skills (Bolton, 1985; De La Roche, 1993; Heinig, 1988), and promotes ability to work cooperatively (Farris & Parke 1993; Kelner, 1993). On the other hand, studies concerning the effects of drama on the affective domain revealed that it provides sensory awareness (Heinig, 1988; Bolton, 1998), brings confidence and enhances the students’ self-esteem (Bolton, 1985), increases empathy and awareness of others (Heinig, 1988; Kelner, 1993; Yassa, 1997), reinforces positive self-concept (Farris & Parke, 1993; Kelner, 1993). Apart from for Saab (1987) and Southwell (1999), none of these studies focused on the use of drama in mathematics education. Saab (1987) examined the effects of drama-based mathematics instruction on 87 sixth graders compared to textbook-orientedmathematics instruction. The results showed that drama based activities caused a significant increase in levels of mathematics achievement in regards mathematics computation. Attitudes toward mathematics and levels of creativity were not affected by the use of drama based activities. Southwell (1999), on the other hand, gave only examples of using dramatic moments to explore mathematical ideas, to challenge students and to develop conceptual understanding at the beginning, at the middle or at the end of the lesson.Considering these facts, development of drama based lesson plans on geometry and investigation of their effects on students’ geometry achievement, Van Hiele geometric thinking level, and mathematics and geometry attitudes compared to the traditional teaching are appeared necessary. The purpose of this study is to explain the development of drama based lesson plans on seventh grade geometry including angles, polygons, circle, and cylinder. Although the investigation of its effect is not the focus of this paper; the results of the experimental study carried out at a state elementary school by using the lesson plans developed showed that drama based instruction made a significant difference to the students’ achievement on geometry, Van Hiele geometric thinking level, and mathematics and geometry attitude compared to the traditional teaching.2. THE DEVELOPMENT OF THE DRAMA BASED GEOMETRY LESSON PLANSSeventeen lesson plans (two of which are on angles, eight on polygons, five on circle and two on cylinder) were developed by considering drama based instruction criteria (social metaphor, make believe play, group work, student role, teacher role, warm-up activities, dramatic moments, drama techniques, quieting activities) (Andersen, 2002; Cotrell, 1998; Heining, 1988; Neeland, 1990; Nixon, 1987; Morgan & Saxton, 1991; Tarlington, 1985; Taylor, 2000; Üstündağ, 1997; Wilhelm & Edmiston, 1998). The lesson plans included three parts (i) Introduction (warm-up activities), (ii) Development (introducing the dramatic moment and the improvisation of the dramatic moment by the students), and (iii) Quieting (evaluation of the lesson).In the introduction part, to lead everyone goes in a relaxed mood, ready to work together in a harmony, trust each other and also have fun, warm-up activities were used. These activities also gave students some hidden clues about the rest of the lesson.In the development part, dramatic moments were introduced in which students faced with the tension of time, an obstacle to overcome, mission to accomplish, or status to challenge. These tensions forced them to remove the obstacle, or accomplish the mission in given time. In order to get rid of these tensions, they had to create some ideas, discuss their ideas with their friends. In some lessons, the teacher participated in the activities by taking some roles in them. This helped the teacher to control the students, and the teaching/learning process. It also provides more effective relationships between the teacher and students.Finally, in quieting part, the key points of the concept covered summarized either by the teacher or by the students. Students reviewed what they have learned either by answering or solving the questions posed by the teacher, or presenting what they have learned by creating a scenario that requires the use of knowledge learned.The evaluation of lesson plan 11 in terms of the drama based lessons criteria appears in Table 1. By this lesson plan, students were aimed to discover the shape formed by equidistant points from a certain point; to distinguish the interior and exterior region of a ring; to distinguish the ring and the circle in a lesson hour (40 minutes). At the beginning of this lesson, the classroom were organized to provide more space and then students were told that they were scouts going to the camping site in a forest. They were walking and singing in a line as if going to a scout camp. After a minute walking and singing, they were told that they have arrived the campsite and asked to stand provided that everyone sees each other (in the form of ring) and asked questions about what they had seen while walking to the camp. This part aimed to make the students ready for the rest of the lesson. Later, they were grouped into scout teams consisted of 7-8 scouts and introduced two dramatic moments; finding that how they should be positioned to get heat equally and finding the way of protecting fire and themselves from the rain while everyone gets heat equally from the fire. The first one aimed the students to understand that in order to get the heat equally they should be positioned in a ring form. The latter aimed the students to understand that in order to protect the fire and themselves from the rain while they were positioned in the ring form, they should use a shelter covering the interior region of the ring and the ring itself, which is named as circle. At the end of the lesson, the students were asked to state the objects in the shape of ring and circle, to form ring and circle, and to identify the positions of several objects that are put either interior or exterior region of that ring.Table 1. The Evaluation of Lesson Plan 11 According to Drama Based Lesson CriteriaSocial Metaphor Analogy with a scouting camp settingMake Believe Play The role of camping scoutsGroup work Working in group as scouts teamsStudent Role Behaving as a scout in a camp, work on a problems scout facing in the camp like getting the unequal heat from the fire, protecting fire and themselves from the rainwhile getting equal heatTeacher Role As a scout leader, facilitated to discover importance of being equ-distant from a point, and difference between ring and circle, asked questions, forwarding thestudents questions to the classroom like “Is a ball count as a circle?”, “Is every platecan count as a circle?”, ”What properties should be satisfied in order to be a circle?”Warm-up activities Every students was walking and singing in a line as if going to a scout camp, talking in the role of camping scoutsStudents standing provided that everyone see each other (in the from of ring) talking about the camp.Dramatic moments Tension of the camping condition: Overcoming the obstacles of finding the way of getting the equal heat from the fireTension of the rain: Finding the way of protecting fire and themselves from the rain while getting equal heat from the fireDrama techniques Still image, mantle of expert, role playingQuieting activities Students were asked to state five objects in the shape of ring and circle, given time to examine the given hullo hops, asked to form a ring, circle, asked about the positions of the objects put exterior or interior region of the circleA mathematics teacher, and three instructors in universities two of whom were specialized on drama in education and one on mathematics education checked all the lesson plans developed. These specialists on drama checked the lesson plans to determine whether they are appropriate as a drama based instruction. The mathematics educator and the mathematics teacher examined the lesson plans to determine whether they are mathematically correct and appropriate to achieve the objectives. Furthermore, all the lesson plans were piloted on six, seven or eight grade classes in a state elementary school to check whether the lesson plans could be applied in classroom settings, how the classroom settings should be arranged, whether given directions were clear, how the classroom management could be accomplished, whether the objectives could be achieved. The pilot study also provided the researchers to gain experience about the lesson plans and how to use them in the classroom effectively. The first researcher conducted the pilot study but the classroom teachers were present in the classroom. At the end of each lesson, teachers gave some advices and suggested some modifications related with the flow of the lessons. The following conclusions and recommendations were taken in the consideration in order to revise the lesson plans to be used in the main study.• Additional drama techniques such as flashbacks were needed in order to enrich the lesson plans.Especially, teacher-in-role needed to use in most of the lesson when it is appropriate and necessary.For example, the lesson plan 11 mentioned above the teacher took the role of scout leader. But in the piloting of the lesson plan the teacher had not taken any role.• More dramatic moments were suggested to use in order to take the attention of the students.• Some breaks were needed and recommended either at the end of development or quieting part to give chance to students take notes.• In some lessons clues were needed in order to help the students to deal with the dramatic moments.For example, the students were given the dramatic moment related to finding the password to get off the Pentagon building. The password of the building was the sum of the interior angles of the Pentagon. When the students were not able to give the correct answer, they were given a clue such as “consider how many triangles can be drawn in that Pentagon”.• More relevant warm-up activities to the objectives of the course should be created.3. IMPLICATIONSDrama based instruction is an effective and efficient way to teach geometry topic in the specified period of time given in the curriculum. With carefully developed lesson plans that considers the conventions of dramabased instruction, mathematically correctness; and tested in a real classroom settings, this approach promises an effective way for geometry teaching.This method has a significant effect on students’ immediate and delayed geometry achievement and Van Hiele geometric thinking level compared to the traditional teaching by engaging various types of learners, promoting students’ imagination by improvising a concept or an event, and helping them to experience all aspects of the problem. The concept learning is facilitated and concepts become scientifically and personally meaningful, since drama links real life and mathematics Andersen, 2000). Integrated use of cognitive and affective processes in drama based instruction might be another reason for this positive effect (Saab, 1987).Drama based instruction has a significant effect on mathematics and geometry attitude compared to the traditional teaching by promoting the development of new interests, decreasing students anxiety with the help of enjoyful time during the lessons.Drama based instruction improves self-confidence. As Yaffe (1989) and Yassa (1997) found out, since the students are more active, always deals with their social environment, they get used to be express themselves and fear of making mistakes lessen.Drama based instruction provided students with enhanced empathy and understanding the others as Annarella (1992), Heinig, (1988), Kelner, (1993), Neelands, (1990), and Yassa (1997) stated. By gaining the ability to understand another’s point of and emotions, students become more flexible and open to change.In order to use drama based instruction in the mathematics classroom teachers need to be trained on using drama in mathematics lessons. As mentioned by Saab (1987), it is important for teachers to see the applications of the use of drama-based lessons in specific contents. They may be given a chance to experience drama-based lesson in teacher preparation courses and in service teacher training programs.For future studies, it is recommended that drama based lessons in other topics of geometry and mathematics should be developed. More studies on the drama based instruction should be conducted. For example, the effectiveness of drama-based instruction in mathematics should be tested in experimental studies. Besides interventional studies, qualitative studies should be carried out to provide an in-depth look into which particular properties of drama-based instruction support students’ cognitive and affective characteristics.REFERENCESAndersen, C. (2002). Thinking as and thinking about: Cognitive and metacognitive processes in drama. In Bjørn Rasmussen & Anna-Lena Østern (Eds.), Playing betwixt and between: The IDEA Dialogues 2001, Oslo, Landslaget Drama I SkolenAnnarella, L. A. (1992) Creative Drama in The Classroom. (ERIC Document Reproduction Service ED391206).Bailin, S. (1998). Critical thinking and drama education. Research in Drama Education, 3 (2). 145- 153 Ballou, K. J. (2000). T he effects of a drama intervention on communication skills and learning attitudes of at-risk sixth grade students. Unpublished PhD Dissertation, Clemson University.Bolton, G. (1985). Changes in thinking about drama in education. Theory into Practice, 24 (3). 151- 157 Bolton, G. (1986) Selected writing in drama education, Longman: LondonBolton, G. (1998) Acting in classroom drama: a critical analysis, Trentham Books: StaffordshireChoi-Koh, S. S. (1999). A student’s learning of geometry using the computer. Journal of Educational Research, 92 (5) 301-331Clements, D. H., and Battista, M. T. (1992). Geometry and spatial understanding. In Dougles A. Grouws (Ed.,), Handbook of Research Mathematics Teaching and Learning, McMillan Publishing Company: New York.Cotrell, J. (1987). Creative drama in the classroom grades 4-6, teacher’s resource book for theatre arts, National Textbook Co: Lincolnwood.De La Roche, E. (1993). Drama, critical thinking and social issues, (ERIC Document Reproduction Service ED379172).Din, F. S. and Whitson, J. M. (2001). The effects of using the TI92+ calculator as a demonstration device in geometry instruction. Research Report, ED458114.Duatepe, A., and Ersoy, Y. (2002). The effects of using advanced calculator (TI-92/CABRI) on learning transformational geometry. Proceeding of 2nd International Conference on the Teaching of Mathematics at the Undergraduate Level, University of Crete: Greece.Farris, J. P., and Parke, J. (1993). To be or not to be: what students think about drama. The Clearing House, 66(4), 231-34.Garrity, C. (1998). Does the use of hands-on learning, with manipulatives, improve the test scores of secondary education geometry students? (ERIC Document Reproduction Service No. ED-422-179). Groman, M. W. (1996). Integrating “Geometer Skechpad” into a geometry course for secondary education Mathematics Major. (ERIC Document Reproduction Service No. ED405817).Heathcote, D. (1986). A drama of learning: Mantle of the expert. Theory into Practice, 24, 173-180. Heinig, R. B. (1988). Creative drama for the classroom teacher. Prentice Hall, Inc: New Jersey.Kamen, M. (1992). C reative drama and the enhancement of elementary school students’ understanding of science concepts, DAI-A 52/07, 2489.Kelner, B. (1993). The creative classroom: A guide for using creative drama in the classroom Pre K-6. Heinemann Portsmouth: NH.Kuntz, G. (1998). Dynamic geometry on WWW. (ERIC Document Reproduction Service No. ED427711). Laborde, C. (2002). The process of introducing new tasks using dynamic geometry into the teaching of mathematics. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australia Incorporated, (ERIC Document Reproduction Service No.ED 470868).Mammana, C. and Villiani, V. (1998). Geometry and geometry-teaching through ages. In Carmela Mammana and Vinicio Villiani (Ed.,) Perspectives on the Teaching of Geometry for the 21st Century, Kluwer Academic Publishers, London.Mitchelmore, M. C. (1997). Children’s informal knowledge of physical angle situations. Learning and Instruction, 7, 1-19.Morgan, N. and Saxton, J. (1985). Teaching drama “a mind of wonders”. Hienemann Educational Books, Inc.Morris, R. V. (2001). Drama and authentic assessment in a social studies classroom. Social Studies, 92(1), 41-45.Mullis I. V.S., Martin M. O., Gonzalez E. J., Gregory K. D, Garden R. A., O'Connor K. M., Chrostowski S. J., and Smith T. A. (2000). TIMSS 1999 International mathematics report: findings from IEA’s repeat of the third international mathematics and science study at the eighth grade, Chestnut Hill, MA: Boston College.Neelands, J. (1990). Structuring drama work, a handbook available forms in theatre and drama. Cambridge University Press: Cambridge.Nichols, J.D., Hall, H. (1995). The effects of cooperative learning on student achievement and motivation in a high school geometry class. (ERIC Document Reproduction Service No. ED387341)Nixon, J. (1988). T eaching drama: a teaching skills workbook (focus on education). McMillan Education Ltd: London.Prescott, A., Mitchelmore, M., White, P. (2002). Students’ difficulties in abstracting angle concepts from physical activities with concrete material. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australia Incorporated ED 472950.Ryan, W. F. (1999). The effects of using the TI-92 calculator to enhance junior high students’ performance in and attitude toward geometry. (ERIC Document Reproduction Service No. ED436414).Saab, J. F. (1987). The effects of creative drama methods on mathematics achievement, attitudes and creativity. Unpublished PhD Dissertation, West Virginia University, Morgantown.San, İ. (1996). Yaratıcılığı geliştiren bir yöntem ve yaratıcı bireyi yetiştiren bir disiplin: eğitsel yaratıcıdrama. Yeni Türkiye Dergisi, 2(7), 148-160.Southwell, B. (2000). Drama as communication. Reflections, 25(1),Tarlington, C. (1985). "Dear Mr. Piper": Using drama to create context for children's writing. Theory into Practice, 24, 199-204.Taylor, P. (2000). The drama classroom: Action, reflection, transformation. Routledge/Falmer: London. Ubuz, B., and Üstün, I. (2003). Figural and conceptual aspects in identifying polygons. Proceedings of the 2003 Joint Meeting of PME and PMENA, 1, p.328.Ustündağ, T. (1997). Vatandaşlık ve insan hakları eğitimi dersinin öğretiminde yaratıcı dramanın erişiye ve derse yönelik öğrenci tutumlarına etkisi. Unpublished PhD Dissertation, Hacettepe University.Van Hiele, P. M. (1986). Structure and insight. Academic Press: New York.Wilhelm, J. D. (1998). Not for wimps! Using drama to enrich the reading of YA literature, Alan Review 25 (3) 36-40.Wilhelm, J. D., and Edmiston, B. (1998). Imagining to learn: Inquiry, ethics, and integration through drama. Heinemann: Portsmouth.Yaffe, S. (1989). Drama as a teaching tool. Educational Leadership, 46 (6), 29-35。
物理专业外语1-科技英语翻译概述
01
introduction
The Definition and Importance of Scientific English Translation
定义
科学英语翻译是指将科技领域的专业 文献、论文、研究报告等从源语言翻 译成目标语言的过程，旨在促进国际 间的科技交流与合作。
重要性
随着全球科技的不断发展和交流的日 益频繁，科学英语翻译在推动科技进 步、学术交流以及国际合作等方面发 挥着越来越重要的作用。
05
Common errors and correction methods in translating scientific
English
Vocabulary comprehension error
总结词
这类错误通常是由于译者对专业术语或特定领域的词 汇理解不准确或缺乏专业知识所导致的。
详细描述
Sentence Adjustment and Translation
总结词
在翻译科学英语时，需要对句子结构进行调 整，以符合中文的表达习惯。
详细描述
在翻译过程中，不应完全按照英文原句的语 序进行直译，而应根据中文的表达习惯对句 子结构进行调整。这包括对主语、谓语、宾 语等句子成分的重新排列组合，以及时态、 语态、语气等语言特征的适当转换。
在物理学专业文献的翻译中，译者可能会遇到一些不熟 悉的术语或概念，如果对这些词汇的理解有偏差或错误， 就会导致译文出现歧义或误导。例如，将“quantum mechanics”翻译为“量子力学”，而不是“量子物理” 或“量子理论”。
Grammar structure error
总结词
这类错误通常是由于译者对英语语法结构掌握不够熟练或对原文的理解有误所导致的。
奥利匹克数学竞赛书籍MathBooks-AOPSRecommended
Math booksThese Math books are recommended by Art of Problem Solving administrators and members of the AoPS-MathLinks Community.Levels of reading and math ability are loosely defined as follows:Elementary is for elementary school students up through possibly early middle school.Getting Started is recommended for students grades 6 to 9.Intermediate is recommended for students grades 9 to 12.Olympiad is recommended for high school students who are already studying math at an undergraduate level.Collegiate is recommended for college and university students.More advanced topics are often left with the above levels unassigned.Books by subjectAlgebraGetting StartedAoPS publishes Richard Rusczyk's Introduction to Algebra textbook, which is recommended for advanced elementary, middle, and high school students.IntermediateAlgebra by I.M. Gelfand and Alexander Shen.101 Problems in Algebra from the Training of the US IMO Team by Titu Andreescu and Zuming FengAoPS publishes Richard Rusczyk's and Mathew Crawford's Intermediate Algebra textbook, which is recommended for advanced middle and high school students.Complex Numbers from A to... Z by Titu AndreescuAnalysisCounterexamples in Analysis by Bernard R. Gelbaum and John M. H. Olmsted.CalculusHigh SchoolCalculus by Michael Spivak. Top students swear by this book.The Hitchhiker's Guide to Calculus by Michael Spivak.AP Calculus Problems and Solutions Part II AB and BC -- A fantastic resource for students mastering the material required for the AP exam.CollegiateCalculus on Manifolds: A Modern Approach to Classical Theorems of Advanced Calculus by Michael Spivak.CombinatoricsGetting StartedAoPS publishes Dr. David Patrick's Introduction to Counting & Probability textbook, which is recommended for advanced middle and high school students.IntermediateAoPS publishes Dr. David Patrick's Intermediate Counting & Probability textbook, which is recommended for advanced middle and high school students.Mathematics of Choice by Ivan Niven.102 Combinatorial Problems by Titu Andreescu and Zuming Feng.A Path to Combinatorics for Undergraduates: Counting Strategies by Titu Andreescu andZuming Feng.Olympiad102 Combinatorial Problems by Titu Andreescu and Zuming Feng.GeneratingfunctionologyCollegiateEnumerative Combinatorics, Volume 1 by Richard Stanley.Enumerative Combinatorics, Volume 2 by Richard Stanley.A First Course in Probability by Sheldon RossGeometryGetting StartedAoPS publishes Richard Rusczyk's Introduction to Geometry textbook, which is recommended for advanced middle and high school students.IntermediateChallenging Problems in Geometry -- A good book for students who already have a solid handle on elementary geometry.Geometry Revisited -- A classic.OlympiadGeometry Revisited -- A classic.Geometry of Complex Numbers by Hans Schwerfdtfeger.Geometry: A Comprehensive Course by Dan Pedoe.Non-Euclidean Geometry by H.S.M. Coxeter.Projective Geometry by H.S.M. Coxeter.Geometric Transformations I, Geometric Transformations II, and Geometric Transformations III by I. M. Yaglom.CollegiateGeometry of Complex Numbers by Hans Schwerfdtfeger.Geometry: A Comprehensive Course by Dan Pedoe.Non-Euclidean Geometry by H.S.M. Coxeter.Projective Geometry by H.S.M. Coxeter.InequalitiesIntermediateIntroduction to InequalitiesGeometric InequalitiesOlympiadThe Cauchy-Schwarz Master Class: An Introduction to the Art of Mathematical Inequalities by J. Michael Steele.Problem Solving Strategies by Arthur Engel contains significant material on inequalities.Titu Andreescu's Book on Geometric Maxima and MinimaTopics in Inequalities by Hojoo LeeOlympiad Inequalities by Thomas MildorfA<B (A is less than B) by Kiran S. KedlayaCollegiateInequalities by G. H. Hardy, J. E. Littlewood, and G. Polya.Number TheoryIntroductoryThe AoPS Introduction to Number Theory by Mathew Crawford.OlympiadNumber Theory: A Problem-Solving Approach by Titu Andreescu and Dorin Andrica.104 Number Theory Problems from the Training of the USA IMO Team by Titu Andreescu, Dorin Andrica and Zuming Feng.Problems in Elementary Number Theory by Hojoo Lee.TrigonometryGetting StartedTrigonometry by I.M. Gelfand and Mark Saul.IntermediateTrigonometry by I.M. Gelfand and Mark Saul.103 Trigonometry Problems by Titu Andreescu and Zuming Feng.Olympiad103 Trigonometry Problems by Titu Andreescu and Zuming Feng.Problem SolvingGetting Startedthe Art of Problem Solving Volume 1 by Sandor Lehoczky and Richard Rusczyk is recommended for avid math students in grades 7-9.Mathematical Circles -- A wonderful peak into Russian math training.100 Great Problems of Elementary Mathematics by Heinrich Dorrie.Intermediatethe Art of Problem Solving Volume 2 by Sandor Lehoczky and Richard Rusczyk is recommended for avid math students in grades 9-12.The Art and Craft of Problem Solving by Paul Zeitz, former coach of the U.S. math team.How to Solve It by George Polya.A Mathematical Mosaic by Putnam Fellow Ravi Vakil.Proofs Without Words, Proofs Without Words IISequences, Combinations, Limits100 Great Problems of Elementary Mathematics by Heinrich Dorrie.OlympiadMathematical Olympiad ChallengesProblem Solving Strategies by Arthur Engel.Problem Solving Through Problems by Loren Larson.General interestThe Code Book by Simon Singh.Count Down by Steve Olson.Fermat's Enigma by Simon Singh.Godel, Escher, BachJourney Through Genius by William Dunham.A Mathematician's Apology by G. H. Hardy.The Music of the Primes by Marcus du Sautoy.Proofs Without Words by Roger B. Nelsen.What is Mathematics? by Richard Courant, Herbert Robbins and Ian Stewart.Math contest problem booksElementary SchoolMathematical Olympiads for Elementary and Middle Schools (MOEMS) publishes two excellent contest problem books.Getting StartedMathCounts books -- Practice problems at all levels from the MathCounts competition.Contest Problem Books from the AMC.More Mathematical Challenges by Tony Gardiner. Over 150 problems from the UK Junior Mathematical Olympiad, for students ages 11-15.IntermediateThe Mandelbrot Competition has two problem books for sale at AoPS.ARML books:o ARML-NYSML 1989-1994 (see ARML).o ARML 1995-2004Five Hundred Mathematical Challenges -- An excellent collection of problems (with solutions).The USSR Problem BookLeningrad Olympiads (Published by )OlympiadUSAMO 1972-1986 -- Problems from the United States of America Mathematical Olympiad.The IMO Compendium: A Collection of Problems Suggested for The International Mathematical Olympiads: 1959-2004Mathematical Olympiad ChallengesProblem Solving Strategies by Arthur Engel.Problem Solving Through Problems by Loren Larson.Hungarian Problem Book IIIMathematical MiniaturesMathematical Olympiad TreasuresCollections of Olympiads (APMO, China, USSR to name the harder ones) published by .CollegiateThree Putnam competition books are available at AoPS.。
a right choice初中英语作文
a right choice初中英语作文全文共3篇示例，供读者参考篇1A Right ChoiceMaking the right choice is something that we all strive for in our daily lives. Whether it’s choosing what to eat for breakfast or deciding on a career path, the decisions we make can have a lasting impact on our lives. In this essay, we will explore the importance of making the right choice and how it can lead to a more fulfilling life.First and foremost, making the right choice involves weighing the pros and cons of each option. It’s important to consider the potential outcomes of each decision and how they will affect our lives in the long run. For example, if we are trying to decide whether to take a job offer or pursue further education, we need to consider factors such as job stability, salary, and personal fulfillment. By carefully evaluating our options, we can make a more informed decision that aligns with our goals and values.Furthermore, making the right choice also involves listening to our intuition and gut instincts. Sometimes, our instincts can guide us towards the best decision, even when logic and reasoning may point us in a different direction. By trusting our intuition, we can tap into our inner wisdom and make choices that feel right for us on a deeper level.In addition, making the right choice often requires courage and conviction. It’s easy to second-guess ourselves or be swayed by the opinions of others, but true courage comes from following our own path and making decisions that are true to who we are. By staying true to ourselves and our values, we can make choices that lead to personal growth and fulfillment.Lastly, making the right choice is about taking responsibility for our actions and the consequences that follow. Sometimes, we may make mistakes or choose the wrong path, but it’s important to own up to our decisions and learn from them. By taking responsibility for our choices, we can grow and evolve as individuals, ultimately leading to a more fulfilling and successful life.In conclusion, making the right choice is a fundamental aspect of living a fulfilling life. By evaluating our options, trusting our intuition, and having the courage to follow our own path, wecan make decisions that align with our goals and values. By taking responsibility for our choices and learning from our mistakes, we can grow and evolve as individuals, ultimately leading to a more fulfilling and successful life. Making the right choice may not always be easy, but it is a crucial step towards creating the life we truly desire.篇2A Right ChoiceMaking choices is a part of everyday life. Some choices may be simple, like what to have for breakfast or what to wear. However, there are times when we are faced with more significant decisions that can have a lasting impact on our lives. In these situations, making the right choice is crucial.One such important decision that many students face in their academic careers is choosing the right path for their future education. This decision often comes during middle school, when students must decide between continuing their studies at a traditional high school or enrolling in a specialized program like a vocational school or a magnet school.Choosing the right path for one's education is not always an easy task. There are many factors to consider, such as personalinterests, academic strengths, career goals, and even family expectations. It can be overwhelming to think about all the possibilities and potential outcomes that come with each choice. However, taking the time to carefully consider these factors can help students make an informed decision that is best for them.For some students, attending a traditional high school may be the right choice. These schools offer a well-rounded education with a focus on core academic subjects like math, science, language arts, and history. Students who excel in a variety of subjects and have diverse interests may thrive in this environment. Traditional high schools also provide a wide range of extracurricular activities, clubs, and sports teams that can help students develop their talents and pursue their passions outside of the classroom.On the other hand, some students may find that a specialized program like a vocational school or a magnet school is a better fit for them. These schools offer specialized coursework and hands-on training in specific fields such as engineering, healthcare, performing arts, or technology. Students who have a clear career goal in mind or who excel in a particular area may benefit from the focused curriculum andopportunities for real-world experience that these programs provide.Ultimately, the right choice for each student will depend on their individual strengths, interests, and goals. It is essential for students to take the time to reflect on their own values and priorities and to seek guidance from teachers, counselors, and family members when making this important decision.In conclusion, making the right choice when it comes to one's education is crucial for a successful future. By carefully considering their interests, strengths, and goals, students can make an informed decision that aligns with their values and aspirations. Whether it is attending a traditional high school or enrolling in a specialized program, choosing the path that is the best fit for them will set students on the right track for a bright future. Making the right choice may not always be easy, but it is an important step towards realizing one's full potential.篇3A Right ChoiceMaking choices is a part of everyday life. Some choices are simple, like what to eat for breakfast, while others are more complex and can have lasting effects on our lives. It is importantto make the right choices, as they can impact our happiness, success, and well-being.One of the most important choices we make is choosing our friends. Our friends can have a huge influence on our thoughts, actions, and character. Choosing friends who are positive, supportive, and kind can have a positive impact on our lives. On the other hand, choosing friends who are negative, judgmental, or dishonest can lead us down the wrong path.Another important choice we make is choosing our career path. It is important to choose a career that aligns with our interests, values, and skills. A career that we are passionate about can bring fulfillment and happiness, while a career that we feel forced into can lead to dissatisfaction and regret.Choosing how we spend our time is also crucial. Time is a precious resource, and how we choose to spend it can impact our overall well-being. Choosing to spend time with loved ones, pursuing hobbies and interests, and taking care of ourselves can lead to a fulfilling and balanced life. On the other hand, choosing to waste time on activities that do not bring us joy or fulfillment can lead to feelings of emptiness and regret.Making the right choices can be challenging, especially when faced with difficult decisions or external influences. It isimportant to take the time to consider our options, weigh the potential outcomes, and listen to our intuition. Seeking advice from trusted friends, family members, or mentors can also help us make informed decisions.In conclusion, making the right choices is essential for our happiness, success, and well-being. By choosing friends who support and uplift us, pursuing a career that we are passionate about, and spending our time wisely, we can create a fulfilling and balanced life. It is important to take the time to consider our choices carefully and listen to our intuition. Remember, every choice we make shapes our future, so choose wisely.。
英语作文星期一到星期五三年级
英语作文星期一到星期五三年级Monday morning I wake up and get ready for another week of school. I eat a quick breakfast and pack my backpack with my notebooks and pencils. I give my mom a hug goodbye and head out the door to catch the bus. When I get to school, I go to my classroom and hang up my backpack and coat. My teacher Mrs. Jones greets me with a smile and asks how my weekend was. I tell her it was fun and that I'm ready to learn.We start the day with math class. We're working on multiplication tables and I'm getting better at remembering the facts. Mrs. Jones calls on me to answer a few problems at the board and I get them right, which makes me feel proud. After math we have language arts. We're reading a new book as a class and discussing the characters and plot. I raise my hand to share my thoughts and the teacher says I'm doing a great job participating.At recess I play tag with my friends on the playground. We run around laughing and having a great time. When the bell rings, we line up to go back inside. I'm a little tired from all the running but Ifeel energized too.In the afternoon we have science class. We're learning about the solar system and I'm fascinated by all the planets. The teacher shows us a video and then we do an activity where we make model planets out of clay. I make a great looking Earth with blue oceans and green continents.The final bell rings and it's time to go home. I gather my things and walk to the bus with my friends. On the ride home I look out the window at the houses and trees passing by. I can't wait to tell my parents about my day at school.Tuesday morning I wake up feeling refreshed and ready for another day. I eat breakfast, brush my teeth, and head out the door. When I get to school I hang up my backpack and join my classmates on the rug for morning meeting. We discuss the weather, the day's schedule, and any important announcements.First up is reading workshop. We get to pick books that interest us and read independently for a while. I'm really into this new fantasy series I found in the library. I get lost in the story, turning page after page. Before I know it, it's time for our reading lesson.Next we have art class. Today we're learning about color theory andmixing paints to make new colors. I experiment with different combinations and end up making a beautiful purple color that I'm really proud of. I can't wait to show my parents my painting when I get home.After lunch we have gym class. We're playing a game of kickball and I'm up to bat. I kick the ball as hard as I can and make it all the way to third base before they tag me out. My team cheers and I high-five my friends.The rest of the afternoon goes by quickly with social studies and writing workshop. Before I know it, the final bell is ringing and it's time to go home. I say goodbye to my teacher and friends and head to the bus stop. On the ride home I can't stop thinking about how much fun I had at school today.Wednesday morning I wake up excited because it's the middle of the week. I get ready quickly and head out the door, greeting my friends at the bus stop. When I get to school, I hang up my things and join my class for morning meeting. We talk about what's coming up this week and I raise my hand to share that I have a dentist appointment after school.First period is math. We're working on long division and I'm still getting the hang of it. The teacher calls on me to work through aproblem on the board and I get a little stuck, but my classmates help me figure it out. I'm glad I asked for help when I needed it.Next we have music class. We're learning a new song to perform at the upcoming school concert. I love singing and I'm excited to practice the harmonies. The teacher has us break into small groups to work on our parts and I think my group sounds great.After recess it's time for science. We're doing an experiment with magnets today. I work with a partner to test which objects are magnetic. We discover that paper clips stick to the magnet but pennies do not. I make sure to write down our observations in my science notebook.The rest of the day goes by in a blur of spelling, writing, and social studies. Before I know it, the final bell is ringing and it's time to go home. I say goodbye to my teacher and friends and head to the bus stop, excited for the dentist appointment I have after school.Thursday morning I wake up feeling a little tired, but I still get ready quickly and head out the door. When I get to school, I hang up my things and join my class for morning meeting. We discuss the schedule for the day and I share that I'm a little nervous about the math test we have this afternoon.First up is reading workshop. I curl up in a beanbag chair and lose myself in my book. I'm so engrossed in the story that I'm surprised when the teacher calls us back to the rug for the whole-class lesson.Next we have art. Today we're learning about perspective and how to draw buildings that look three-dimensional. I try my best to make the lines of my building converge at the vanishing point, and I'm pretty happy with how it turns out.After lunch we have the math test I was dreading. I take a deep breath and try to remember all the strategies we've learned. I work carefully through each problem, double-checking my work. When I hand in my test, I feel relieved that it's over.The rest of the day is a blur of spelling, writing, and social studies. I'm ready for the weekend by the time the final bell rings. I say goodbye to my teacher and friends and head to the bus stop, looking forward to relaxing at home.Friday morning I wake up excited for the weekend. I get ready quickly and head out the door, greeting my friends at the bus stop. When I get to school, I hang up my things and join my class for morning meeting. We discuss the schedule for the day and I'm happy to hear that we have a fun activity planned for the afternoon.First up is language arts. We're starting a new book as a class and I can't wait to see what happens. The teacher reads a few chapters aloud and then we discuss the characters and plot. I raise my hand to share my thoughts and the teacher says I'm making great observations.Next we have science. We're learning about the water cycle today and doing an experiment to see how water evaporates. I carefully follow the instructions and watch as the water in my container slowly disappears. I can't wait to tell my parents about what I learned.After recess it's time for the fun activity I was looking forward to. Our school is having a talent show and my class is performing a dance. We've been practicing all week and I feel confident in the steps. When it's our turn to go on stage, I give it my all and have a blast dancing with my friends.The rest of the day goes by quickly with math, writing, and social studies. Before I know it, the final bell is ringing and it's time to go home. I say goodbye to my teacher and friends and head to the bus stop, excited for the weekend ahead.。
令人印象深刻的校园事件英语作文
令人印象深刻的校园事件英语作文全文共3篇示例，供读者参考篇1The Most Amazing Science Fair Ever!You'll never believe what happened at our school science fair last week! It was the craziest, most exciting, and just plain awesome event I've ever experienced. I'm still trying to wrap my mind around everything that went down. Let me tell you all about it!It started out like any normal science fair. All the kids brought their projects into the gymnasium and set them up on the tables. There were baking soda volcanoes, models of the solar system, egg drop designs to test protective packaging, and all the usual science fair stuff. My project was all about which objects float or sink in water. Pretty straightforward, but I worked really hard on it.Once all the projects were ready, the judges started coming around to look at each one. They were scientists, engineers, and teachers who would decide which projects were the best andmost creative. While they were examining my friend Timmy's project on magnets, something totally bizarre happened!There was a huge boom that shook the whole gym! Blue sparks of electricity crackled across the floor and tables. I looked over and saw Timmy's magnet project had somehow caused a massive power surge. The entire science fair had been zapped by a crazy electromagnetic pulse!At first, everyone just stood there in shock, wondering what was going on. But then the weirdest things started happening to all the projects. The baking soda volcano erupted in a 10-foot high geyser of red lava! The solar system model began whirling around and around at blazing speeds. And eggs started raining down from every egg drop design, splattering everywhere.That's when we realized the electromagnetic pulse had brought all of our science projects to life in the wildest ways possible. It was like being transported into a crazy science dimension!The teachers tried to get everyone to safety and exit the gym, but nobody wanted to leave. This was too incredible to miss! The floor had turned into a runway where a massive model airplane was looping and barrel-rolling through the air. A trash rover designed to study litter was now casually strolling around,scooping up the splatted eggs. And a DNA double helix model had morphed into a giant slinky that kept stretching from the ceiling to the floor over and over.I looked in awe at my own project, which had totally gone haywire. All the objects were zooming out of their test tank at super speed, then reversing and plunging back in. Baseballs, teddy bears, and rubber duckies were swirling in the water in a dizzying cycle unlike anything I'd ever seen.After about 20 minutes of this unbelievable,science-gone-wild mayhem, the electromagnetic pulse seemed to wear off. The air cleared, the floor stopped shaking, and all the projects returned to their normal, inanimate states. Well, most of them at least. The lava volcano looked like it had permanently baked itself into solid rock. And poor Timmy's magnets were all burnt to a crisp!Once the shock wore off, everyone just started cheering. We had just experienced the greatest science exhibition in history! All the scientists were baffled at what had caused the electromagnetic surge, but they were astounded by the incredible things they had witnessed. All the kids were going wild, ecstatic over the most amazing science fair ever.In the end, I think everyone's project sort of tied for first place that day. No one's experiment could top the awesomeness of seeing them quite literally come to life right before our eyes. It was an experience none of us will ever forget.A few days later, our science teacher Mr. Parker gathered us all together. He told us that something must have gone wrong with the magnetic field contained in Timmy's project, causing the massive power surge and electromagnetic pulse that zapped the fair. While unfortunate for Timmy's project, Mr. Parker said it allowed us to witness firsthand how powerful forces like electromagnetism can be. He thanked us all for keeping our cool and not panicking during the crazy incident.Mr. Parker also told us that many of the scientists were so inspired by what they saw, they were already working on new experiments and inventions to learn more about harnessing electromagnetic energy. All because of what happened during our simple 4th grade science fair! How cool is that?So while I didn't win any awards for my float or sink project, I definitely went home with a major prize that day: the memory of taking part in the greatest science fair event in history! I'll never look at electromagnetism, model airplanes, or rubber duckies the same way again. I can't wait until the science fair next year.Maybe I'll finally get to see a rubber ducky achieve light speed! A kid can dream, right?篇2An Unforgettable School PlayLast month, our school put on the most amazing play I have ever seen! It was called "The Enchanted Forest" and it was all about these kids who get lost in an enchanted forest full of talking animals and magical creatures. I was picked to play one of the lead roles as Jake, a brave young explorer. I had so many lines to memorize, but it was worth all the hard work.The play was directed by our music teacher, Mrs. Appleton. She worked so hard to put it all together - making the costumes, painting the backdrops, and helping us rehearse after school almost every day for two whole months. I don't know how she did it all! She kept encouraging us to "project our voices" and "stay in character" no matter what happened.When the first night of the play finally arrived, I was a nervous wreck. My palms were sweating and my stomach felt like it was doing backflips. I kept going over my lines in my head, worried I might forget them once I stepped out on stage. But then Mrs. Appleton gave me a big hug and said "You're going tobe wonderful, Jake. I believe in you." That made me feel a little bit better.The auditorium was completely packed - there must have been at least 500 people there between the students, parents, teachers, and even the mayor came to watch! The lights went down and the show began with the melody of birds chirping playing over the speakers. That was our cue to walk onstage, acting like we were a group of friends out exploring the forest.About halfway through the first scene, there was a huge booming sound like thunder. I could see everyone in the audience jump in their seats! But we actors stayed in character as best we could. It turned out that one of the speakers had shorted out from being so close to the fake trees and vines. Mrs. Appleton calmly walked over, moved it aside, and we kept on going with the scene. I was so impressed that she kept her cool like that!My biggest scene came in Act 2 when Jake and his friends came across a family of talking bears. We had spent weeks practicing how to make our movements nice and big since we were pretending to be these big hulking bears. When I started growling out my opening line "What are you pesky humansdoing in our forest?" I could hear some little kids in the crowd saying "Wow, listen to that bear!"From then on, it was just pure magic happening up on that stage. We sang songs about friendship, danced around the campfire, and eventually helped the evil witch turn nice again using our courage and kindness. At the end when we all walked offstage holding hands and waving to the crowd, I couldn't stop smiling from ear to ear.When it was all over, everyone stood up and started cheering so loud. We took several bows and Mrs. Appleton was presented with a huge bouquet of flowers. My parents told me later that they had tears in their eyes from being so proud. It's a memory I'll never forget!Putting on that play taught me so much about hard work, teamwork, and not giving up even when things go wrong. I used to be pretty shy, but after performing in front of all those people, I feel like I can accomplish anything I set my mind to. I'm so grateful to Mrs. Appleton and my awesome cast mates for giving me that amazing experience. I hope I get to be in many more plays, because that night in "The Enchanted Forest" will always have a special place in my heart.篇3An Unforgettable School EventWow, I can't believe how amazing the Science Fair at our school was this year! It's been a few weeks since the big day, but I'm still buzzing with excitement. Let me tell you all about the incredible experiments, the awesome exhibits, and themind-blowing demonstrations that left me in awe. This was no ordinary school event – it was a day that opened my eyes to the wonders of science!It all started when our teacher, Mrs. Johnson, announced the Science Fair a couple of months ago. She encouraged us to come up with cool ideas and create projects that would showcase our scientific knowledge and creativity. At first, I didn't know what to do, but then my friend Tommy and I had a brilliant idea – we would build a working volcano!Tommy and I spent weeks researching volcanoes, gathering materials, and experimenting with different mixtures to create the perfect lava-like substance. We used baking soda, vinegar, food coloring, and a whole bunch of other ingredients to make our volcano erupt. It took a lot of trial and error, but we finally got it to work just in time for the Science Fair.On the day of the event, the school gym was transformed into a wonderland of science. There were exhibits on every topic imaginable – from robotics and engineering to biology and chemistry. The room was buzzing with excitement as students, parents, and teachers moved from one display to the next, marveling at the incredible projects.One of the coolest exhibits was by a group of fifth-graders who had built a massive Rube Goldberg machine. For those who don't know, a Rube Goldberg machine is a contraption that performs a simple task in an incredibly complicated way, using a series of chain reactions. This particular machine was designed to pop a balloon, but the process involved everything from dominoes toppling to marbles rolling down ramps. It was a sight to behold, and the crowd erupted in cheers every time the machine successfully completed its task.Another exhibit that caught my eye was a display on renewable energy sources. A group of students had created working models of wind turbines, solar panels, and even a miniature hydroelectric dam. They had charts and graphs explaining the benefits of each type of renewable energy, and their passion for protecting the environment was truly inspiring.But of course, the highlight of the day was Tommy and my volcano exhibit. We had set up a large cardboard volcano in the center of the gym, complete with a crater filled with our special lava mixture. Every half hour, we would add the final ingredients to make the volcano erupt, spewing forth a stream of bubbling, red "lava." The crowds would gather around, oohing and aahing as the volcano came to life. It was such a thrill to see our hard work pay off and to witness the amazement on everyone's faces.In between volcano eruptions, we had the chance to explore the other exhibits and attend some fascinating demonstrations. One that really blew my mind was a presentation on the science of sound. The presenter used tuning forks, speakers, and other devices to show us how sound waves travel through different mediums. At one point, he even made a huge metal plate vibrate just by playing a specific tone through a speaker. It was like something out of a sci-fi movie!Another demonstration that left me in awe was on the topic of static electricity. The presenter had a huge Van de Graaff generator that could create massive amounts of static charge. When she touched the generator, her hair stood on end, and she could make sparks fly by touching a metal sphere. It was both terrifying and amazing at the same time!As the day drew to a close, I found myself feeling incredibly inspired by all the incredible science on display. I had always been interested in science, but the Science Fair ignited a newfound passion within me. I couldn't wait to learn more, to explore new topics, and to conduct my own experiments.On the way home, I bombarded my parents with a million questions about electricity, sound waves, and renewable energy. They were amazed by how much I had learned and how enthusiastic I had become about science.That night, as I drifted off to sleep, my mind was still racing with all the incredible sights and sounds from the Science Fair. I knew that this was just the beginning of my journey into the fascinating world of science. Who knows, maybe one day I'll be the one presenting a mind-blowing demonstration or creating an exhibit that leaves others in awe.The Science Fair was truly an unforgettable event – a day that opened my eyes to the wonders of the universe and ignited a lifelong love for exploration and discovery. I can't wait for next year's fair, and all the amazing adventures in science that lie ahead.。
animalcornerguerrascarefortheanimals
Times courtesy photoDentist awards scholarshipJorge Gonzalez, right, a graduate from the Magnet for Health & Science at John B. Alexander High School, recently received a $1,000 scholarship from Dr. George Garcia, left, Gonzalez will attend the University of Texas at San Antonio and work toward a bachelors degree in biology,followed by a degree in dental surgery. “It is difficult putting into words the gratitude I have for Dr. Garcia. I want to thank him for being the person I would like to become, and thank him for investing in my future,” Gonzalez said. Girl lying down is unidentified.BY ISABEL MENDEZ Shelter directorPaw Imprints:Most Laredoans know the Joe Guerra family. Family mem-bers have spent most of their adult lives in service to our community. Joe is a city councilman right now, and Josie, his wife, is a moving force in Women’s City Club,a m o n g other of her many activities,w h i c h i n c l u d e s their busy and pro-d u c t i v e c hildren,grandchil-dren andan extend-ed family.One of their sons, Pete,has an auto maintenance shop, Guerra Towing Service. His is a small busi-ness built on goodwill, hard work and honesty. The lov-ing characteristic that is the core of this family is evident in this young man.What does this have to do with animals? The answer is that since Mr. Guerra was made aware of the fundrais-ing efforts of the Animal Shelter, he has proposed the following service: If you need to service your vehi-cle, bring it to Pete. He is located on Mann Road,directly behind South Texas National Bank.Just tell him that you heard he would contribute a per-centage of the services he will provide as a contribution to the building fund for the shelter. He will give you first class service with a smile,and make sure the building fund grows. Thanks to everyone who goes by, and thanks to the Guerra family for being a part of our fair city, but especially a big thank you to Pete Guerra for caring and getting involved.Pet Helpline:Q: I am a sucker for every stray that comes begging for food. It is getting expensive. What would be a better plan of action?A.: Strays show up in every community — and these animals need you to save them from a painful death from fights with other animals, disease, poison-ing, starvation or death on the streets of Laredo. Your efforts on their behalf are to be commended, so please do not stop caring; instead,take it a step further.First, check for identifica-tion tags. Call the veteri-narian’s office and inform them of your latest acquisi-tion. Sometimes, even if the animal has a rabies tag, the owners may have given up looking for it, or may no longer wish to keep this pet and have abandoned it.Second, if a stray flees when you approach, start putting out food to get him or her into the habit of visit-ing. Borrow a humane box trap from the Animal Control Office (795-2485), and save this critter from roaming endlessly in the future.Then, put up signs within a two-mile radius of your home. (Found Dog/Puppy/Cat/Kitten. Call 555-5555 and identify.)Adorable little companions may have just strayed from their own yard.You could also place a classified advertisement in the newspaper. Call the radio stations and let the word get out that you have a situation. Do not give any details; let the callers give you details. This will weed out people who are trying to acquire animals under false pretenses to sell or use in dog fighting rings.Finally, do not be afraid to take the animal to the shel-ter, which is usually the first place where people should look. If you find an unsteril-ized animal, get it off the street right away, before the problem multiplies!If no one claims the animal and now it has taken up per-manent residence in your heart, you have two options:spay/neuter and keep it. Or place the animal only in a loving home where people will be looking for inside companions who will be members of the family. Visit the home; ask lots of ques-tions until you are satisfied the new family will be better than the last.Paws-itively Purr-fect:By adopting two or more cats into your household,you are able to enjoy the true social nature of cats and their relationship with each other. Cats enjoy hav-ing a playmate and are much better socially adjust-ed.Behavioral problems like shyness, biting, hissing,being frightened and hiding whenever you have compa-ny will be lessened, if not eliminated. Two or more pets will increase their activ-ity and curiosity.Cats need stimulation dur-ing the day, just like humans. Some animals left alone most of the day suffer in several ways. They may gain weight due to lack ofmovement, or they may ruin furniture out of boredom, to mention just two examples of problems that are possi-ble.Your cat will remain more playful and youthful into its later years with a compan-ion, and the workload for you to care for two cats remains relatively the same as for one lonely pet.Fine-Feathered Friends:Surveys abound, and their information can be a topic of your next conversation.There is a database that includes information on over 4.75 million pets, and revealed more than 160,000individual pet names.Here are the 10 most pop-ular pet names for male and female cats and dogs:Females first: The number one name for female dogs is “Lady;” then “Molly,”“Maggie,” “Sadie,”“Princess,” “Daisy,”“Ginger,” “Missy,” “Brandy”and “Lucy.”The number one name for female cats is “Kitty,” then “Baby,” “Missy,” “Princess,”“Sassy,” “Patches,”“Samantha,” “Misty,”“Precious” and “Jasmine.”The number one name for male dogs is “Max,” then “Buddy,” “Bear,” “Jake,”“Rocky,” “Buster,” “Lucky,”“Duke,” “Sam” and “Shadow.”The number one name for male cats is “Tigger,” then “Tiger,” “Smokey,” “Max,”“Kitty,” “Sam,” “Simba,’“Shadow,” “Buddy” and “Charlie.”How did your pet’s name fit in? Is your pet’s name in the top ten? You may wish to use this list as a guide orreference of tried and truepet names, or start a trend of your own!Around Laredo, it is proba-bly a safe bet to include:“Tyson,” “Taco Bell,”“Peanut,” “Negro,” “Palomo,”“Paloma,” “Oso,” “Chiquita,”“Chiquito,” “Solovino,”“Tumbabotes,” “Guero” and “Guera.”PAGE 4D Laredo Morning Times Sunday, August 5, 2001Local NewsAnimal CornerIsabel Mendez Times courtesy photoPET OF THE WEEK:Laredo has always laid claim to interna-tional recognition, and now the Laredo Animal Protective Society Animal Shelter also fits that category. Hazel Pickard came from Hova Sussex, England, to visit her friend, Zita Lara, and they brought all their children and friends to play with the puppies!Seated, from left, are Juny Lara, (who was celebrating his sev-enth birthday), Diego Ramos, Abimael Garza and Juan Eduardo Guarneros. Standing are Davy Pickard, 11, Max Pickard, 8, Zita Ariane Lara, 10, Anette Lara, 9, Scott Pickard, 12, and Ben Pickard, 9. Come by 2500 Gonzalez Street soon and see for yourself how wonderful these little critters can be for your health. Guerras care for the animalsBY DELIA T. LITMAN Hot summer days are not very conducive for eating spicy, heavy, greasy food.Light meals consisting mostly of a tossed saladmade with a variety of raw veg-e t a b l e s with a light d r e s s i n g a n d /o r l i g h t l y c o o k e d vegetables with somegrains andl e g u m e sand perhaps a small quanti-ty of fish or poultry are very uplifting and energizing.According to Ayurvedic guidelines, this meal should not be accompanied by iced water or other iced drinks because this puts out the digestive fires. Cool water with a squeeze of lemon is good to have, preferably before or after the meal.Fruits may be eaten between meals, or some-times we might feel like sub-stituting a fruit salad for a meal. Some health authori-ties caution against eating fruit mixed with other foods because this interferes with proper digestion. Fruits will be discussed in greater detail in next week’s col-umn.It is interesting to note that many vegetables that are in season at this time of the year will have medicinal value, according to the ref-erence manual “New Foods for Healing,” edited by Selene Yeager. Among these are leafy green veg-etables, mushrooms, zuc-chini, sweet peppers and celery.Leafy green vegetables such as kale, Swiss chard,and dandelion, beet, mus-tard turnip and chicory greens deliver more nutri-ents for fewer calories than any other food. However,the most outstanding of the leafy greens is spinach.Please note that iceberg let-tuce is not included in this group of medicinal greens because it has very little nutritional value.Leafy greens are rich in foliate, vitamin B12 and vit-amin B6, which help to pre-vent clogged arteries and heart disease. They are also rich in carotenoids that help fight cancer and also protect the eyes. These vegetables also contain magnesium, potassium,calcium and vitamin C.Spinach and Swiss chard are exceptionally high in iron.Some leafy greens are delicious raw tossed into asalad. Others might taste better if cooked lightly and carefully so that not too many of their nutrients are destroyed. Please do not boil them to death.Mushrooms, which are not plants but rather are classi-fied as fungi, have been known to be natural healers since ancient times. The large meaty black shiitake mushroom fights cancer and bolsters the immune system, as does the maitake mushroom. The common white button mush-rooms are rich in niacin and riboflavin. It is best to cook mushrooms before eating,either by themselves or combined with vegetables or greens.Sweet peppers, which help to prevent heart disease,range in color from dark green to fire engine red.These tasty vegetables are loaded with vitamin C and beta-carotene, which are also potent antioxidants and also have been shown to prevent cataracts. Use sweet peppers generously in salads or as ingredients in other dishes. Beta-carotene is absorbed into the blood stream only if it is accompanied by a little oil or fat.Celery helps reduce high blood pressure because it contains pathalide, which relaxes the muscles of the arteries and allow the ves-sels to dilate. It also con-tains acetylenic, com-pounds that have been shown to stop the growth of tumor cells. Celery is also a great source of fiber,which prevents constipa-tion and promotes colon health and internal cleans-ing. Celery, including its leaves, may be eaten raw in salads or cooked with other foods. It also con-tains vitamin C, potassium and calcium.Celery seeds, which are found in the spice section,are valuable because of their high iron content. They may be added to soups,stews or casseroles.According to Ayurvedic medicine, other vegetables that are highly favored for consumption during the summer months are aspara-gus, which eases joint pain;broccoli, cabbage, cauli-flower, okra, peas, potatoes,sprouts and sweet potatoes.Ayurvedic guidelines also recommend limiting con-sumption of garlic, hot pep-pers, onion, radishes and tomatoes during the sum-mer.Whenever possible, pur-chase organically grown produce. To avoid ingesting pesticides and other agro-chemicals present on con-ventional produce, wash produce gently in a solution of one-teaspoon dishwash-ing detergent per gallon of water at room temperature and then rinse thoroughly with warm water.Sturdier fruits and vegeta-bles may be washed in this solution using a scrub brush and then rinsed in warm water. Vegetables such as apples and cucumbers that have been waxed should be peeled before consuming.(Delia Trujillo Litman is director of White Lotus Wellness Institute and Spa,located in Fountain Centre,107 Calle del Norte. The institute offers guidelines for stress management, nutri-tion and weight loss along with classes in hatha yoga and meditation beginning at 5:30 a.m. and culminating at 8 p.m. To make arrange-ments for a free introductory yoga class, please call 712-8898. For information about herbal facials and detoxify-ing and toning bodyworks at the Spa, please call Aurora Salazar at 724-8993.)Medicinal value of summer veggiesWellnessDelia T. Litman Texas A&M International University is looking for a few good grad stu-dents and is making an offer to them that‘s hard to refuse — an opportu-nity to earn a higher score on entrance exams and get a scholar-ship to boot.A&M International will offer a free series of GRE review sessions for students. After completing the ses-sion and exam and applying for admission to any of the university’s graduate programs, it will provide accepted students with a scholarship good towards their next semester of study.Ray Keck, provost, said the offer is part of a pilot program, “Get Ready,Set...GRE,” to begin this fall.“People get ahead by degrees and securing the graduate degree remains the mark of a person com-mitted to their profession and field of study. We want to increase the num-ber of students who can explore that option and commit to their profes-sional betterment,” Keck said.Keck said the idea for the review course and scholarship offer came from John Kohl, dean of the College of Business Administration.“Kohl’s college enjoys one of the largest graduate student enroll-ments, attracting students from all over the world,” he said.Keck said that one hurdle many students find initially daunting is readying for the admission exams.“It’s not the kind of test that you can take cold. National research shows that all students need to prepare and review. We believe that‘s best done in a structured environment that pro-vides sample test experiences andallows students a chance to share the experience,” Keck said.The new program will be available to any student who has completed their undergraduate degree in the last five years and is a T exas resident.Students will pay for their own review book, approximately $20,and the test cost, $105. The review course, which is 32 hours in dura-tion, has a $250 value and will be offered free of charge.The review class for the fall GRE testing will meet on Saturdays with 12 hours dedicated to math study,12 to English, four for the pre-test and four for the post-test. The start date for this fall will be Aug. 18. The fall GRE will be scheduled Oct. 13.The start date for the spring review will be January 5. The spring test date is March 2.Students must complete the course and apply for acceptance to a grad-uate program within one calendar year. If accepted to the graduate program, the student will be provid-ed with a scholarship redeemable in the next semester of graduate study that is approximate to the cost of the exam.The paper-pencil version of the GRE is scheduled in Laredo twice a year, in the fall and spring semes-ters. Laredo is not a computer test site for GRE.For more information call Julio Madrigal, director of the Office of Special Programs, or Sergio Barragan, program coordinator for Continuing Education, at 326-2270,visit offices in Killam Library 332B or e-mail ********************or *******************.Texas A&M International offers free review sessions for GRE。
1H-NMR一级谱多重峰分析的经典综述
of coupling constant values from even the most complex first-order multiplets.
multiplet in a IH NMR spectrum is an extremelyimportant asset. This is particularly valuable to
the task of assigning relative configurations among two or more stereocenters in a molecule. Most books and treatises that deal with coupling constant analysis address the less usefid operation of generating splitting trees to create the line pattern from a given set of J values. Presented here are general and systematic protocols for the converse, Le., for deducing the complete set of J values from the multiplet. Two analytical methods (A, systematic analysis of line spacings, and B, construction of what can be called inverted splitting trees) are presented first. A reasonably thorough and systematic set of graphical representations of common doublet of doublets (dd's), ddd's, and dddd's are then presented. These constitute a complementarymethod for identification
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Successful Examples Andrew Cooke Magnet Elementary
Waukegan, IL Demographics
22% Black 40% Hispanic 25% Caucasian 7% Multiracial 4% Asian 31% Free and Reduced Lunch K-5 Building
Freeport High School Jazz Band
Build on Traditions Revived Debate Program at FHS
What will it cost?
Same per student as other elementary schools In addition… Ongoing Cost per year Staff Development $ 5,000 per year Arts Leader/Coach $40,000 (full time) Total Cost $45,000 Ongoing cost
basic acting skills, improvisation, vocal production.
What will students learn?
Visual Arts
art program which develops skills required to learn and apply the elements and principles of art, as well as the history of art
Roosevelt Magnet School for the Fine Arts
75% of students grades 3-8 met reading 3standards 83% of students grades 3-8 met math 3standards
Roosevelt Magnet School for the Fine Arts
Successful Examples
Roosevelt Magnet School for the Fine Arts
Peoria, IL
Roosevelt Magnet School for the Fine Arts
Demographics
89% African American 7% Caucasian 4% Hispanic 90% Low Income K-8 building
music
choral instrumental
art dance speech drama
What will students learn?
In an arts-based school, students… artsDevelop self-reliance selfLearn Basic Skills Extend critical-thinking skills criticalAmplify their arts knowledge and talents
What will students learn?
students will learn the same curriculum
Same Skills and Knowledge as elementary students
focus on the fine and performing arts
Possible Partnerships
HCC – Theatre and Gallery Freeport Art Museum Winneshiek Playhouse Stephenson County Historical Society
There is a Place for
in the Jones Farrar School for the Performing and Creative Arts
Freeport School District
Student Performance
“Every student is engaged in his or her learning, meeting or exceeding District and State standards and contributing positively to the community.”
How will students learn?
Students will learn through the arts
Connections between music and math Read, Write, Speak and Listen using drama Learn the basics; create works of art Student works of art = further learning
Magnet School for the Performing and Creative Arts
“Appreciating and Developing Diverse Talents”
Freeport School District Freeport, Illinois
Freeport School District
Our Mission In partnership with students, family and community, we educate every student for the challenges of today and the opportunities of tomorrow through the continuous pursuit of excellence.
Build on Freeport School District Traditions
Grammy Award Winning Music Program
Choral and Instrumental
Speech Team of State Prominence
Elementary Speech Program
Andrew Cooke Magnet Elementary
Math
Over 90% of Black, White and Hispanic students met math ILS in 2008
Readis: 90% met/exceeded ILS Caucasians: 90% Hispanic: 80%
No Auditions Required
Continue on to the presentation for the International Baccalaureate magnet school concept.
International Baccalaureate Magnet School Concept (1MB)
Freeport School District
Equity Vision
“Every person is treated fairly, promoting dignity and mutual respect. The diverse talents of all staff and students are fully appreciated and developed.”
Yearly Musical and Non-musical Plays Non-
Build on Freeport School District Traditions
Twenty Nine Years of Showtime World Arts Festival
MultiMulti-cultural event displaying diverse talents
OVERALL PERFORMANCE - ALL STATE TESTS
Students scored ten percentage points higher than district average 93% of Students Met/Exceeded in Reading-3 Reading98% of Students Met/Exceeded in Math-3 MathNo Gap in African American Achievement
What will students learn?
Weekly Instruction in …
Dance
creative movement, modern, improvisation
General music classes and
vocal and instrumental classes
Drama Class