Algebraic concepts: what's really new in new curricula? jon r. star, beth a. herbel-eisenmann, and john p. smith iii. mathematics teaching in the middle school, march 2000, 5: 7, grade: 7-8 zooming in on slope in curved graphs. darin beigie. mathematics teaching in the middle school, january 2000, 5: grade: 7-8 making mathematics real: the boston math trail. matthew m. rosenthal and clement k. ampadu. mathematics teaching in the middle school, november 1999, 5: 3, grade: middle mathematically rich, equitable game software. megan murray, jan mokros, and andee rubin. mathematics teaching in the middle school, november 1999, 5: 3, grade: middle ordered-pair relations a performance assessment. robert m. allen. mathematics teaching in the middle school, november 1999, 5: 3, grade: middle exploring factor sets with a graphing calculator. arron paul eisen. mathematics teaching in the middle school, october 1999, 5: 2, grade: middle graphs in real time. charlene e. beckmann and kara rozanski. mathematics teaching in the middle school, october 1999, 5: 2, grade: middle putting math in motion with calculator-based labs. helen m. doerr, cathieann rieff, and jason tabor. mathematics teaching in the middle school, march 1999, 4: 6, grade: middle geometry projects linking mathematics, literacy, art, and technology. catherine little. mathematics teaching in the middle school, february 1999, 4: 5, grade: 7-9 discourse, of course: encouraging genuine mathematical conversations. laura van zoest and ann enyart. mathematics teaching in the middle school, november-december 1998, 4: 3, grade: middle and beating online casino! 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Closure ii ; | 307 given that, i can still do without the divide and conquer snippiness we often get in mytharc outings. scully is off to d.c., but her "i'm going back to washington" exit certainly could have had more compassion. similarly mulder does his usual "so what" when scully, still digging and trying to find the answers to help him, calls him with her findings even though he must later tell her "it turns out you were right". i do find it interesting in these last couple of years of the mytharc that it is scully who is coming up with most of the hard connections her discovery of the cgb spender evidence last year and the hospital records that were looking for her here as an example. it gives gillian anderson a little more to do during the mulder focused mytharc and helps to underscore scully's commitment to helping her friend find the peace he seeks. i thought scully's offer to talk to the nurse for him was a nice choice by the writers in highlighting this. the special effects in this episode must be singled out for capturing beautifully the mood, moment, and emotion. the ethereal children lit in smoky blue light shimmering in the dark while mark snow struck just the right musical notes gave hope in the tragedy of murdered children. kudos to kim manners and bill roe for pulling that off so wonderfully. from the supporting actors, anthony heald as harold pillar brought an edge to the role that justified both mulder and scully's reactions to his character not an easy task. his last moment as a man who refuses to accept the fate of his son was especially well done. i also really liked patience cleveland as the elderly er nurse with the amazing memory. she did a great job of selling her story to even the most skeptical. she even made us believe that cancerman was the only man who smoked in 1979. writers carter and spotnitz of course took a few shortcuts to get to their dramatic moments. finally, mulder projecting on a case works even though the whole "santa claus" thing had nothing really to do with it. and we never really figure out the walk-ins i take it they, in effect, kill the children by turning them into that starlight energy before the visions come true thus allowing them to play glow in the dark skip rope without having to actually go through the pain of death. why they make the innocent parents write incriminating notes so they can face incarceration however escapes me or perhaps that was just a cool plot device thing to do in "sein und zeit" ; . whatever the answer, it was pretty hokey no matter how well it was executed. what writers carter and spotnitz don't address is why we should actually believe them this time. what makes this different? how do we know they aren't just going to turn around and tell us down the road that the evidence was planted and that mulder's visions were those of a desperate and grieving mind that wants badly to believe? there was no real physical evidence, and certainly no body. no direct proof it really was samantha. i'm sure a lot of fans who don't believe as frank "the mytharc makes sense if you study it like i do which of course means forgetting little things like how long scully was missing any anything else inconvenient" spotnitz does are going to feel ripped off by "closure". it's too bad, because getting angry over all the indications that samantha was alive throughout the years would probably seriously impact your ability to enjoy this episode. you know, those little indicators like the bounty hunter telling him and leaving him for dead, cassandra spender telling him, bill mulder coming all the way back from the dead to say so in "blessing way", the thrill of seeing the recent tissue sample in "paperclip" back when you thought paying attention would pay off, all the cancerman talk which is written off by his claims of "kindness" and not needing to protect anything anymore whatever ; , and the list goes on. plus, it seems pretty foolish to me for the consortium to have allowed mulder to believe when all it did was cause them grief all those years when they could have nipped his "quest" in the bud so easily. so, mytharc people, i feel your pain, that is unless you've found a way to justify everything and then i say god bless you and i'm happy for you. the problem chris carter and frank spotnitz have in all this is after years of misdirection and lies they've left the audience with no reason to trust them that this time they really really cross their hearts hope to die are telling the truth about samantha. they cried wolf one too many times. the audience deserves closure "just like anyone" as well. random musings the tag line was changed this episode: "believe to understand" though what exactly that means is open to interpretation. could be carter helping to plug his pal cher's hit "believe" in the grammys for all we know. oopsie for the props gang: samantha's missing person's report lists her age as 14, instead of 8. if mulder's mom knew all along about april air force base and what happened to samantha, then let me just say here and now: good riddance. i'm unsure what, if anything, this episode was trying to say about the alien abduction angle. we still know samantha was "abducted" though by whom is never said. are we to believe the aliens gave her back to cgb, or was that whole scully and the older agent and online casino betting. Our society undergoes drastic changes connected with the reconsideration of the whole range of scientific, political, and social aspects. they take place in all fields of social life and concern all public institutions including education. as a result of this, the education system also undergoes changes initiated by the system itself as well as under pressure of the changes in other fields. among the factors which bring about the changes in the field of education, there should be mentioned the process of informatization of the society. this process promoted the appearance and development of different patterns of distance education. thus, the appearance of distance education is quite a natural stage of the development and adaptation of education to modern conditions. one of the main advantages of the information technologies in the learning process is the possibility of learning individualization. effective teaching is characterized by the effective use of such pedagogic means of upbringing, studying, and development that are adequate to students' individual peculiarities and help to achieve set educational goals with high effectiveness. nowadays such types of education as individual, adaptive, and individualized are distinguished [mashbits, 1987]. individual education is education, which is conducted according to the scheme: an instructor a teacher or an automated educational system ; one student. opposite to this one is group learning. computer education can be both individual and group. adaptive education is education, which takes into account age as well as individual peculiarities of students. adaptation may be based on the information collected by the system in the process of studying taking into consideration the learning history of every subject; it can be programmed in advance or it can be the combination of these two approaches. individualized education is education, which is based on a student pattern and initiates control actions taking into account this pattern. educational process reasoning from the goals of individualized education must provide each student with the possibility of an independent choice of means and ways of educational work; methods and strategies of education; content, way, and form of presenting learning material [iziumova , 1997]. the adaptive system of distance education with the use of information technologies has a number of advantages: it helps to reduce the unproductive work consumption of a teacher who, in this case, turns into a technologist of modern learning process in which the key role is assigned not so much to the educational work of a teacher as to teaching students; it gives students good possibilities of free choice of their own strategy and tactics of learning; it allows both students and a teacher to have effective feedback in the process of learning; it increases the efficiency and objectivity of control and the evaluation of the results of learning; it guarantees a continuous connection in the relationship "teacher-student. 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