Announcing this year’s Exploration Research Symposium

Announcing this year’s Exploration Research Symposium.

The purpose of this symposium is to encourage student research, so we hope you will participate.

You are free to choose your own research topic, and there is no limit on the format and length of the submission. We accept papers or abstracts.

Please include your name and email address and submit your entries to admin@explorationjournal.org.

The deadline is May 1, and we will announce the finalists by June 30.

辛德勒名单 托马斯•肯尼利

《辛德勒名单》是一本给我就下深刻印象的传记小说。  这个故事改编自世界第二次大战。它讲述了一个人如何和拯救水火之中的犹太人。

这个故事围绕一个叫奥斯卡·辛德勒的人展开。奥斯卡·辛德勒是一个德国人,因为他的善心以及聪明的谋划,他拯救了很多犹太人。在二战期间,辛德勒有意买下那个经营不善的搪瓷厂以生产食用器皿,供应军需.

在这期间,犹太人被德国社会隔离。因为种族原因,德国人杀戮犹太人。辛德勒伪造证书帮助犹太人进入自己的工厂工作,来避免德国人残杀。尽管辛德勒多次因为叛国被抓,但是他总能机智地救自己。

辛德勒,和犹太会计师伊扎克·斯泰恩制作了假的简历来证明那些犹太人是有能力在辛德勒的工厂工作的。他不留余力的去救犹太人。当他知道到大屠杀之后,他开始去从盖世太保那里买犹太人。

辛德勒在战后做出重要的决定,是冒着牺牲自己的精神去救别人,还是去救他自己。

image010

 

Student: 周炳文

秘密 朗达•拜恩

每个人应该都有听过一句话:“一切都在脑海中”。但是没人意识到这句话的重要性。事实上,我也是这类人中的其中一个,直到我读《秘密》这本书。这本伟大的书可以改变你的人生。它会使你焕然一新,教会你怎么度过一个平和的人生,和称为成功和幸福的大师。

这本书释放我们内心的能量。这股能量可以给我们的生活带来很多积极的改变。它教会我们如何调整我们的思维来促成事情。这本书已经改变我的人生,并且也有有潜力去改变你的人生。

思维决定我们的遭遇。如果我们适当的改变和调整我们的思维,思维可以改变一切。按照这本书,我们的思维是有磁性的。思维都有自己的频率,并且当你在想什么事情的时候,思维会接触到外界的信息然后反馈给自己。因此,思维决定事情结果。

尽管,这本书告诉我们的不是什么新的道理,因为我们经常被教育要“积极思考”。但是,这本书以一种十分创新的和实用的方法来告诉我们如何积极思考。如果这种思维模式运用到我们的日常生活之中,它可以改变我们的人生。

image001

Student: 林国伟

二胎政策

国家卫生计生委在7月10日的时候新闻发布会上表示,现在的主要任务是要继续组织实施好单独两孩的政策,同时也是需要积极做好进一步调整完善生育政策的研究论证工作。

二胎政策是我国政府为了应对我国人口老龄化的事实及其调整我国人口机构而出台的政策,旨在鼓励独生子女生育第二胎小孩,提高我国人口的出生率。自政策出台后,就一直是大家热议的话题。但是,二胎政策是否达到预期目标呢?

据国家卫计委的统计数据显示,单独两孩政策目标人群中约40%有再生育的打算。2014年,国家统计局人口变动抽样调查显示,目标人群中约43%有再生育打算。而今年年初,据国际卫计委统计,仅39.4%的目标人群有再生育的打算。并且,根据事前测算,“单独二胎”目标人群有1100万对夫妇,但是,现在不足2成夫妻提出申请。由此可见二胎政策的效果有限。我认为主要原因有一下几点:

  • 物价上涨,生活成本上升,导致抚养孩子的负担也增加。对于很多中国家庭来说,多生育一个孩子,意味着家庭要多负担一份教育支出,而教育支出是每个中国家庭的主要支出之一。据统计,城市孩子教育支出占家庭收入的3成以上。不少家庭都表示,生活成本上升是导致很多目标人群不申请二胎的主要原因之一。
  • 目前,中国的生育主力人群是80后年期夫妻,相比70后或者60后,80后普遍具有较高的文化水平,因此,在选择是否生育时,他们考虑的问题更加全面,也更加有自己的主见性。一般来说,生育率和一个国家的妇女的受教育程度成反比。也就是说,国家的妇女的受教育程度越高,那么这个国家的生育率就越低,相反的,国家的妇女的受教育程度越低,那么这个国家的生育率就越高。因此,随着我国文化教育水平的提高,中国妇女的受教育程度也越高,那么生育率下降也是不可避免的。

 

 

http://thediplomat.com/2015/04/why-chinas-new-family-planning-policy-hasnt-worked/

 

 

 


当腊月逼近,空气里便开始弥漫着年的香气,伴着雪的糯,橘的甜,爆竹的烟火气。于是我一年中最爱的日子缓缓走来…
农历腊月三十称作“除夕”,相传有个叫做“夕”的怪兽每逢这个时候就会到村庄里伤人,神仙“年”帮助村民赶走了夕,后人为了纪念他称腊月三十这天为“除夕”,正月初一为“年”。
除夕夜是团圆夜,人们在这天总会长途跋涉奔回家中与家人团聚一齐,吃饺子,唠家常,热热闹闹。而等十二点钟声敲过,便迎来了新年,这时人们会互相道一句“新年好”,晚辈也要给长辈拜年,等天亮之后便会陆陆续续走家串门迎接新年。这不只是个节日,或说习俗,而是每个人心中对新一年的期盼,对家的怀念,对一切美好的向往。
我喜欢年,因为每当这时,我总是能换上我盼望已久的新衣裳,和爸爸妈妈给家人们拜年;大家总是齐聚一堂,无比温馨;快乐的时间总是在年的怀抱下更暖,更长。我爱这寒冷的腊月,因为年的热闹,冰天雪地的东北介时倒格外温暖起来。
这就是我们的新年,有烟花烧红了天,挚爱的人们总会这时相见,新的生活也不断向前,也应了那句:年年岁岁,岁岁年年,阖家欢乐共团圆!

Usage of Technology for Educating Children in USA Schools: A Bliss

Technology has changed every aspect of our lives including the education system and the process of learning which forms an integral part of every individual’s life. Inculcation of technology in education has not only reduced the burden of the teachers and students, but has also made the learning process very interesting and easy to understand for the students.

Everyone seems to be fascinated by the usage of technological equipments used while teaching like projectors and smart boards. As per the data, the percentage of computer usage for teaching in schools has almost increased by 80% in the past one decade. Only 18% of public schools in US had computers for instructing the children in the year 1981 which increased drastically to 98% in the year 1991.

Teachers are well versed with the usage of technological equipments who help the students in learning the matter in a better manner. Children enjoy the audio and visual effect of the smart borads used by the teachers for teaching the students. The animations used for teaching various topics add to the interest of the students and makes them more inquisitive to learn more about the topic.

The fact can’t be denied that the inculcation of technology has helped both the teachers and the students. While the burden on the teacher is reduced, the efficiency of the students have also increased with the active learning process.

Now, the teacher is not the center of attention, but she acts as a facilitator or a guide and helps the students in getting the information in a better manner through technological methods. With technology involved in education, the students are more active in their learning. Usage of technology in the classroom gives opportunity to the students to be more interactive during the session and even clarify the parts with the teacher or ask her to repeat the instructions using the smart board.

According to the information provided by the teachers using latest technological methods for teaching students, students showed high level of motivation by learning using technological equipments. The main reason for this was their freedom from the normal classroom setting and the boring lecture sessions which couldn’t retain the attention of the students for a longer duration.

Student: Anna Lim

tech

 

http://www.tsivoicedata.com/2015/06/technology-service-and-innovation-in-education/

 

Reading Report of ChapterⅠof We the People

Reading Report of Chapterof We the People

In order to build a better future, American should capture the distinctive spirit of the American Constitution at first. In the first chapter, Ackerman uses the model of dualist democracy to distinguish the connotations of American Constitution with other familiar academic competitors.

. Looking Inward?

Americans have borrowed much European theories to build their constitution. But these theories cannot reveal the distinctive pattern of American constitutional thought and practice.

There is a remarkable breach between constitutional theory and practice at the moment. Though daily political life, citizens get a sound grasp of the distinctions of American democracy. While sophisticated talk, no matter academics or lawyers and judges, uses professional narrative. They fail to capture historical reality or constitutional complexity.

. The Basic Idea of Dualistic Democracy

To demonstrate his point of view, Ackerman begins with illustrating the basic idea of dualistic democracy. The two-track system can best explain the conception of “dualistic.” Two kinds of decisions constitute this system.

One is decisions by the People. This “higher lawmaking” happens only when a political movement earns enhanced legitimacy. So this decision rarely occurs. While decisions made by the government occur daily. The “normal lawmaking”, whose core is ballot, can also prevent elected politicians from exaggerating authority.

However, the brief description of the dualistic democracy can raise many questions. Some suspicions on how institutions of the two-track system can be designed to reach its goal and whether dualistic democracy is the best one arise naturally.

According to these questions, Ackerman then describes specifically in what way dualistic democracy are different from the dominant theories by comparison.

. Monistic Democracy

Ackerman first compare dualistic democracy with monistic democracy.

Though the monistic democracy has a glory history, the root of it is quite simple. Monistic democracy only requires the winning of last general election, which shows the grant of plenary lawmaking authority towards the winner. This makes monists see all institution checks on the victors facing the “countermajoritarian difficulty.” British parliamentary practice is an idealized version of this model, while American democracy is a failure. Rather than granting a single monopoly power, America tolerates insubordinate branches where electoral connection is nonexistent. The practice of judicial review in America also seems antidemocratic.

But it is the monistic question, not the dualistic one that needs critical scrutiny. The monist cannot say one general election is fair enough to claim that they represent the full authority of We the People. There are no effective institutions in monistic constitution to maintain the integrity of higher lawmaking, while dualistic constitutions provide institutions that can effectively block efforts to repeal established constitutional principles.

It follows different opinions on judicial review of the Supreme Court. The monists treat it as antidemocratic. In contrast, the dualists see it as an essence of well-ordered democracy.

. Rights Foundationalists

Then, Ackerman distinguishes right foundationalists with democratic schools and monistic schools.

Ackerman begin with answering criticisms from monists in the view of foundationalists. For foundationalists, having rights means individual fundamental right overweighs the collective welfare. And the “countermajoritarian difficulty” raised by monists is not persuasive for foundationalists, because judicial intervention can restrict the violation from the legislature. Moreover, it is monists’ arbitrary definition of rights that induces thoughtful foundationalists’ understandings of the Constitution.

The dualist’s two-track system of democratic lawmaking can reconcile the conflictions between the monists and foundationalists. But it cannot satisfy the committed foundationalists. Though there are amendments in American Constitution, the higher lawmaking process together with judicial dissent are difficult to be accepted for them. Also, the negative lessons from the American constitutional experience with German-style entrenchment show that the foundationalist interpretation is inconsistent with the existing premises of the American higher lawmaking system.

. Historicism

Ackerman finally turns to Historicism. In this part, Ackerman talks about Burkeanism at first.

Burkean, a third strand of constitutional thought, which is different from common theories, is pronounced amongst practicing lawyers and judges. Burkeans believe that the gradual accretion of concrete decisions is more important than the “high theories.” Though such sentiment contains some insights, the dualist conclusion challenges it in four ways.

The first challenge is that Burkeans ignore the importance of revolutionary reforms during the practice of changing the higher law. Second, they totally avoid the abstract ideals of the Constitution. Third, the rule by the People gives Burkean special trouble. For Burkeans keeps the public dialogue in small elites, including only judges and lawyers. The last challenge is that Burkeans ignore the great Constitutional achievements of the American people.

However, there is common ground for the dualist and Burkean. They both emphasize on the danger of collective irrationality in changing the higher lawmaking in the future. This risk cannot be totally prohibited, but controlled. And there are two ways of it: one is to promote cultivation of citizenship; the other is to transform movements against enemies into productive dialogue.

Another commonality is that they both see the Constitution as a historically rooted tradition of theory and practice. On the contrary, the monistic democrat worships the Present and the Foundationalists escape the limit of time altogether.

Then Ackerman mentions there is a tendency of the revival of republican aspect of the American political tradition. And this allows people to discover the root of dualistic constitution from American political history in a deeper way.

Later, Ackerman talks about the liberalism of Hartz. Although Ackerman agree with Hartz that European models are inconsistent with American politics, he disagrees with Hartz to some extent. Even though America escaped the feudalism, it does not mean that Americans can achieve Lockeanism easily. Moreover, Hartz misunderstand the conception of “born equal.” Actually, American are not “born equal” if they did not struggle against oppression with their political capacity.

The last competing political conception Ackerman compares with is the republicanism of Pocock. His work leads to a deeper republican dimension of American experience. It will help to discover the dualistic theory and practice in the American Constitution and redefine the ideal of self-government. The problem of the impossibility to completely deny the liberalism in some way can explain why this theory is not commonly adopted.

However, Ackerman chooses neither the liberalism nor republicanism. American history has its own cyclical pattern from which we will learn the characteristic of a liberal citizenry.

In conclusion, what Ackerman describes in the first chapter is only an introduction. By contrasting with several competing political conceptions, Ackerman emphasizes dualism’s distinctiveness. He tries to persuade us only the dualism can incorporate all characteristics of American Constitution. The present Americans should follow the dualism to discover their Constitution a living language for self-government.

 

Jingwen Sun

文理分科

文理分科在百度百科上的定义是:在中国大陆、香港、台湾等等世界上部分国家和地区所实行的一种教育制度,即将教学课程分为文科和理科让学生做出选择后进行分别教育。对于文理该不该分科,一直以来,大家都持有不同的观点。很多人认为高中生不应该进行文理分科,因为文理分科会导致学生偏科,而偏科则会限制学生的思维,阻碍学生的综合能力的发展。但是,也有人认为,文理分科可以减轻学生的学习压力,也可以加深学生对自己喜欢学科的知识了解。在我看来,我认为在目前的环境和社会制度下,高中应该实行文理分科。

首先,毫无疑问,文理分科可以极大减轻学生的课业负担。

其次,文理分科可以使学生更好的专注在自己喜欢和擅长的方面。以我为例,在高一时期,也就是还未分科的时候,我在数理化方面更占优势。但是在像历史,地理和政治方面,我可以说是一窍不通。因此,我要花费很多的时间和精力去学习,去完成课后作业。自然的,我可以花在我擅长学科上的时间也就很少了,因此,也没有办法提高自己的能力。在文理分科以后,我有更多的时间学习数理化,而且,我也在理科班里认识更多的热爱数理化的额同学,我们可以一起讨论数理化方面的问题,自然的,我的数理化的成绩也原来越好。对自己也更加有信心。

最后,很多人会认为,文理分科不利于学生的全面发展。但是,客观来说,很多学生没有能力也没有精力可以将每一个学科都学好。与其泛泛的,不深入的学习很多课程还不如更加专心的学习几门自己感兴趣的课程。因为,就像谚语说的:兴趣是最好的老师。

 

IMG_4223_0

http://clas.uiowa.edu/dwllc/asll/chinese

李清盈

 

 

手机-优点

相比西方国家,中国,作为发展中国家,各项科技发展起步较晚,但是,在快速借鉴西方发展国家的科学技术的发展成果的基础上,中国的科技进步十分迅速。尤其是中国的电信行业的发展,其成就令人鼓舞。

记得在高中时期,能拥有一部手机就是莫大的荣幸。那时候,诺基亚还是手机行业的领头羊,无论班上哪一位同学使用一部智能手机,其他的同学都会向他(她)投来羡慕的眼光。相比北上广,我所在的城市只是中国的一个小小的三线城市,因此,学生们都不知道“苹果”手机。而那时,也没有花样繁多的社交软件,QQ就是大家使用最大的聊天软件,手机的主要功能也只是看视频,玩游戏和通话。

现如今,只要你身在中国,无论你走在那一个城市,放眼望去,你可以可以看到大家都在使用各种智能手机,而且,“苹果”和“三星”这样的国际品牌在中国已经家喻户晓。如今,手机的功能也不仅仅限于通话和看视频等基础功能。各种APP 的应用已经普及到大家日常生活的方方面面。购物支付,医院挂号,水电充值等等生活琐事都可以运用手机解决。从2G到3G,3G到4G,每次数据网络的提速用时不到一年。也就在这几年信息化浪潮之中,我们许多优秀的企业也渐渐崛起,例如“华为”“中兴”“小米”等,不仅在中国的销售市场十分火爆,在海外市场,我国的企业也都占有重要的一席之地。

 

People-walk-past-the-Huaw-008

http://www.theguardian.com/world/2014/jun/03/chinese-technology-companies-huawei-dominate-world

 

 

Are We Using Too Much Antibiotics?

Microorganisms such as bacteria are everywhere, including the human body. Just as the microorganism in a vaccine in small dosages is good for building immunity, being exposed to harmful bacteria in small dosages is good for the human immune system. Antibiotics are the class of pharmaceutical drugs often prescribed to combat bacterial infections but are useless for viral infections. When certain bacteria are exposed to the same antibiotics over a long period of time, the medicine can become useless over time. The last three decades have witnessed nearly a 50% increase in prescription of antibiotics across the world.

This raises the question of whether too much antibiotics are being used.

Hospital prescription of antibiotics accounts for 20% of usage, and the rest is through self-medication in countries where antibiotics are available over the counter. Some residents of the Philippines use antibiotics for tuberculosis for their children. Studies show that the use of too much antibiotic during infancy and childhood can lead to permanent reduction in good bacteria such as Bacteroides spp. and a permanent increase in bad bacteria such as Enterobacteriaceae in the gut, which develop antibiotic resistance quickly.

The direct impact of increased antibiotic use and consequent antibiotic resistance can be increased mortality rates. For example, Clostridium difficile associated disease (CDAD) is also wreaking havoc due to antibiotic resistance.

To combat the rampant usage of antibiotics and prevent antibiotic resistance, organizations such as the World Health Organization (WHO) and CDC have developed stewardship and awareness programs to educate the public regarding the appropriate use of antibiotics and harm in overusing them. But much more is needed to address this increasingly serious healthcare issue.

Dan Valesquea

1 10 11 12 13 14