Winter hovers. I look through the window of my New Zealand classroom and see the maple trees dressed in their autumn coats. Rustling in a language that I cannot understand, the leaves float down towards the grass. I ramble alone on the way back to the boarding house the sounds of the old song of Jay Chou that I had first listened to six years ago. I don't know why but it suddenly struck me that, although the sunset here is different, the emotions are the same as on that day long ago.

"If it is unfair to everyone's life

I will walk with my belief

Till I see the light"

----Jay Chou "Ni Ling(Dignity)"

My buried memories start to dance their way out along with the music. I shiver as the wind sweeps past me. The cold and the scent of the grass pull me back to Guangzhou........

That was a severe winter, uncommon in a tropical place like Guangzhou. Jay Chou's rap songs blasted from every store on my way home from school. The rap rhythms raced through my head. I had no idea what the lyrics said but the beat had become part of my daily walk. I did not pay much attention to the surroundings and for me it seemed like every day had the same routine——got up, charged to the new school, walked back home, dragging my exhausted body which hardly felt like my own after slaving away all day. I had my survival strategies, singing or daydreaming on the four-hour journey to school and back home.

After some months I had a few new friends but nobody special. Usually a group of friends accompanied me for the first part of my walk, but they were all riding bikes and I battled to keep up with them. The same questions repeated themselves in my head: "Will they ever like me?", "Will I ever be their friend?". At the juncture where our paths separated, they hurtled off on their bikes and I continued to trudge along on my own. The wind carried their laughter to me sharpening my loneliness. Slowly their echoes faded away just like the departing sunlight. Day after day I asked myself: "Will this ever change?".

Winter was losing its grip. The red Mumian flowers blazed on the still bare trees. Plodding along, I gazed at the sheet of red. I thought I heard the sound of a bike approaching which would be a rare event. I was not sure whether it was a girl or a boy because the sun was blinding my vision. When the rider neared me, I recognised Tong Yii, one of the friends in my group. The sunlight illuminated her face and smile and I imagined that I was dreaming.

"Why are you coming this way?", I asked.

"I just wanted to see that you get home. Can I walk with you?", she said.

She scrambled off her bike and adapted to my speed just pushing her bike along.

"Where're the others?", I asked.

"They're all back home." She pulled out her earphones and invited me to share her music. "Who's singing this song?", I asked as I recognised a familiar piece.

"It's Jay Chou, he's really famous. Haven't you heard him before?"

"Yes....but no....", I was a little embarrassed. "But I really like this song."

She beamed at me like an old friend.

"These are the lyrics in the song I like best", she said and began to sing in tune to the music:

"If it is unfair to everyone's life

I will walk with my belief

till I see the light"

We walked and talked together. The light gleamed through the Mumian flowers and I knew that Spring had come...

The music drifted away. My feet squelch the maple leaves and the rain drizzles on to me.

"Come on! Pavane! You haven't listened to a word I've said. We'd better move on or we'll be late for the boarding house roll!"

I put my iPod away and catch up with my friends. I hadn't realised they were waiting for me. "Sorry, I was lost in the song", I said.

第二篇：B. A. in Creative Writing

VITA

Thomas Hills

Department of Psychology and Brain Sciences

Indiana University

1011 E Tenth St.

Bloomington, IN 47401

Phone: 812-323-2374

Email: thills@indiana.edu

EDUCATION

Ph.D. in Biology

1996-2002

University of Utah

Salt Lake City, Utah

Dissertation: Theory and Mechanisms of Behavioral Timing

Dissertation Advisor: Fred Adler

B.S. in Biology

1988-1993

University of Arizona

Tucson, Arizona

B. A. in Creative Writing

1988-1992

minor: Composite Science (Physics/Chemistry/Biology)

University of Arizona

Tucson, Arizona

RESEARCH—

2005-present Post-doctoral Researcher Indiana University, Bloomington ? Investigation into spatial and cognitive search strategies in individual and social contexts. ? ? Support: NIH Training Grant in Developmental Process ? Collaborators: Rob Goldstone, Peter Todd, Meredith West.

2003-2005 Post-doctoral Researcher University of Texas, Austin ? Investigation into natural diversity of learning strategies when interacting with novel environments.

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1998-2002 Research Assistant University of Utah, Salt Lake City ? Led design and implementation of research on molecular control of foraging in the nematode, Caenorhabditis elegans. ? Developed technology for quantitative visualization and analysis of animal behavior. This technology has subsequently been put to use by multiple

laboratories at the University of Utah. ? Developed behavioral assays and environments to investigate behavioral strategies. ? Designed and coded simulations to investigate parameters underlying animal decision making and associative learning (Java, NetLogo). ? Performed behavioral assays, mutant screens, design of genetic vectors. ? Designed and coded algorithms to handle large data vectors from animal behavior experiments (Perl). ? Mentor: A.V. Maricq, M.D., Ph.D., Department of Biology.

1998-2002 Research Assistant University of Utah, Salt Lake City ? Investigation of ecological consequences of rate-biased time perception. ? Built mathematical models of foraging behavior incorporating results from the animal psychology literature. ? Coded simulations to investigate associative learning, social interactions, and group and individual foraging behavior (Java, Matlab, C+). ? Mentor: Fred Adler, Ph.D., Departments of Mathematics and Biology.

1996 Research Intern Biosphere 2, Oracle, Arizona ? Investigation of population ecology of sole surviving ant species, the “crazy ant,” Paratrechina longicornis. ? Investigation of ‘Biospheric Medicine.’ This involved interviews with participants during the first and second ‘sealed’ missions and a cataloguing of

medicinal plants that survived.

1996 Research Technician University of Arizona, Tucson ? Investigation of neural transduction pathways involved in the taste reception in the Tobacco Hawkmoth, Manduca sexta. ? Electrophysiological preparation and recording. ? Mentor: John Glendinning, Ph.D., Arizona Research Laboratories, Division of Neurobiology.

1991 Research Assistant University of Arizona, Tucson ? Design, coding, and implementation of interactive learning environments using NetLogo. ? Professional development at Texas School for the Deaf (High School) and Lamar Middle School. ? Curriculum design and professional development for UTeach’s Science by the Horns at Campbell Elementary and Zavala Elementary Schools. ? Design consultation for Texas Instruments (Navigator 2.0). ? Mentor: Walter Stroup, Ed.D., Department of Curriculum and Instruction.

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? Investigation of neural evolution of the flightless grasshopper, Barytettix psolus. ? Backfilled neurons and studied neuron morphology. ? Mentor: Ed Arbus, Ph.D., Arizona Research Laboratories, Division of Neurobiology.

1990 Research Technician University of Arizona, Tucson ? Chemical purification of organic samples at the Carbon Dating Laboratory.

TEACHING—

COURSES TAUGHT AT THE UNIVERSITY LEVEL

2003-2005 Knowing & Learning (EDC 371)

Curriculum and Instruction University of Texas, Austin ? Course Instructor for undergraduate course designed for students seeking recommendation for secondary teacher certification from the Department of

UTeach Teacher Certification Program. ? This course is designed for pre-service teachers to experience the diversity of pedagogical and theoretical approaches to learning. This course emphasizes constructivism, cognitive, and socio-cultural approaches to the classroom, and situates these perspectives in the history and diversity of learning approaches, from behaviorism to Freire. There is also a substantial reading component focusing on contemporary literature in education. ? This gives pre-service teachers the opportunity to focus on how children reason about science and mathematics through interviews and reflection. This is further situated in learning theories and application of those theories to the classroom. ? This course emphasizes the use of constructive technology, formative and dynamic assessment, and attention to issues of equity and diversity.

2004-2005 Master’s Knowing and Learning (EDC 385G)

Curriculum and Instruction University of Texas, Austin ? Course Instructor for graduate course designed for in-service teachers seeking Master’s degrees in education. ? This course is designed to develop an understanding of educational research and theoretical perspectives on learning by situating them in teachers’ personal

experiences during teaching. This course involves teachers in thinking deeply about how students learn and then using that information to guide curriculum and instructional design and the use of technology. There is a strong emphasis on contemporary literature in education to give teachers a perspective grounded in evidence and theory.

2003-2004 Research Methods (BIO 337/CH 368/PHY 341)

Department of UTeach University of Texas, Austin ? Course Instructor for undergraduate course designed for students seeking recommendation for secondary teacher certification from the Department of

UTeach Teacher Certification Program. ? This course is designed to give pre-service teachers a ‘mini-graduate school’ experience, focusing on the process of inquiry, statistics, modeling,

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2003 communicating results, and experimental design by involving students in the development of self-guided research projects. ? URL: http://uteach.utexas.edu/researchmethods/ Introduction to Statistics (MATH 1040)

Department of Mathematics University of Utah, Salt Lake City ? Course instructor for undergraduate course in statistics. ? This course covers most topics in elementary parametric statistics. It involves students in the use of student-guided inquiry to instantiate statistical principles from experimental design through analysis of variance.

2002-2003 General Biology (BIOL 1000)

Department of Biology University of Utah, Salt Lake City ? Course instructor for non-majors course in undergraduate biology. ? This course covers standard biology topics from ecology to molecular biology.

1994 MCAT Instructor

Princeton Review Tucson, Arizona ? Course instructor for pre-medical students preparing to take Medical College Application Test. This course covered all undergraduate topics in physics,

chemistry, and biology.

TEACHING ASSISTANTSHIPS

1998 Introduction to Cellular Neurobiology (BIOL 3240)

Department of Biology University of Utah, Salt Lake City

1997 Ecology & Evolution (BIOL 3410)

Department of Biology University of Utah, Salt Lake City

1996 General Biology (BIOL 1000)

Department of Biology University of Utah, Salt Lake City

COURSES TAUGHT AT ELEMENTARY, MIDDLE, HIGH SCHOOL LEVEL

2004 Biology Austin Area Homeschoolers

Middle School Co-operative Austin, Texas ? Course instructor for homeschool students. This course meets once a week and covers the ‘big ideas in biology.’ The Austin Area Homeschoolers is self-

organized population of about 1000 families in greater Austin, many of whom desperately feel a need for secondary science instruction.

1997 Optical Illusions, Astronomy Museum of Natural History

Salt Lake City, Utah ? Course instructor for two one-week summer classes introducing astronomy to 8-9 year olds and optical illusions to 4-5 year olds.

1994-1995 Biology, Mathematics Tucson High School

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1993

1992 ? This was a long-term substitute position taken intermittently over a period of two years. Middle School Substitute Tucson Unified School District O-Level Chemistry, Biology U.S. Peace Corps

A-Level Physics Ghana, Africa ? Course instructor for classes preparing Ghanain students for national exams at the O and A-levels (British system).

CONSULTANT

2004-2005 Science Consultant Austin Independent School District ? Integrating interdisciplinary science into curriculum for 5th grade science

teachers.

HONORS—

WORKSHOP FELLOWSHIPS

2003 From Neuron to Network Santa Fe, New Mexico

Santa Fe Institute ? Instruction by leaders in the fields of Cognitive Neuroscience, Cognitive Psychology, and Mathematical Biology. ? Involved hands on modeling of neural networks, intracellular dynamics, and circuit-level decision making. ? Fellowship payed for travel and expenses during the workshop. ? Organized by Lee Segel, Santa Fe, New Mexico, lasting two weeks.

1999 Mathematical Cell Biology Univ. of British Columbia, Vancouver

Pacific Institute for the Mathematical Sciences ? Instruction by leaders in the field of applied mathematical cell biology. ? Topics ranged from cell motility to protein interaction rates. ? Fellowship payed for travel and expenses during the workshop. ? Organized by Leah Keshet, University of British Columbia, Vancouver, lasting two weeks.

AWARDS RECEIVED

2005-2007 National Institute of Health, National Research Service Award Amount: Adjusted yearly stipend, plus travel expenses.

1999-2002 National Institute of Health, Genetics Training Grant

Amount: Adjusted yearly stipend, plus travel expenses, tuition and materials.

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PUBLICATIONS—

Hills, T., Hurford, A., Stroup, W., and Lesh, R. (In press). Scale invariant power law

thinkingModels and modeling as foundations for the future in mathematics

education, Eds. R. Lesh, Eric Hamilton, James Kaput.

Hills, T. (In press) Motivating scientific thinking beyond the classroom. Science Scope.

Hills, T., and Wilensky, U. (In review) Patterns of risk taking in mathematical decisions,

constructivist preferences, and participation. British Journal of Educational

Psychology.

Hills, T., and Stroup,W. (In review) Human reasoning and the central limit

theorem: finding the average square. International Journal of

Computers and Mathematical Learning

Hills, T. (2006) Animal foraging and the evolution of goal-directed cognition.

Cognitive Science 30, 3-41.

Hills, T., and Stroup, W. (2004) Cognitive exploration and search behavior in the

development of endogenous representations. Presentation and paper presented to the Annual meeting of the American Educational Research Association. San Diego, CA.

Hills, T., Brockie, P., Maricq, A.V. (2004) Dopamine and glutamate control area-

restricted search behavior in Caenorhabditis elegans. Journal of Neuroscience

24:1217-1225.

Hills, T. (2003) Towards a unified theory of animal event timing. In W.H. Meck (Ed.)

Functional and Neural Mechanisms of Interval Timing. Boca Raton, FL: CRC Press.

Hills, T. (2003). Theory and Mechanisms of Behavioral Timing. Ph.D. Thesis. Salt Lake City, UT: University of Utah.

Hills, T. and Adler, F. (2002) Time’s crooked arrow: optimal foraging and rate-biased

time perception. Animal Behavior 64, 589-597

Brockie, P., Mellem, J.E., Hills, T., Madsen, D.M., Maricq, A.V. (2001) The C. elegans

glutamate receptor subunit NMR-1 is required for slow NMDA-activated

currents that regulate reversal frequency during locomotion. Neuron 31, 617-630.

Glendinning, J.I. and Hills, T. (1997) Electrophysiological evidence for two transduction

pathways within a bitter-sensitive taste receptor. Journal of Neurophysiology

(Bethesda) 78, 734-745.

CV, Thomas Hills, 7 REFERENCES

References or papers available upon request.