How Do Sibling Conflicts End?

The endings of sibling conflicts were investigated in 40 families at 2 time periods. Each family included 2 children, studied when they were 2 1/2 and 4 1/2 years of age, and 2 years later, at 4 1/2and 6 1/2 years. Four types of conflict endings were observed in sibling conflicts: Compromise, Reconciliation, Submission, and No Resolution. Results indicate that at both time periods conflicts typically ended with No Resolution, followed by Submission, Compromise, and finally, Reconciliation. Submissions decreased and No Resolutions increased over the two time periods; no changes were observed in either Compromise or Reconciliation. Parents' interventions led directly to a resolution of 16% of the children's disputes (Parent Ending). In those cases, there was a greater likelihood of conflicts ending in Compromise or Reconciliation than when parents did not intervene. Conflicts in which parents intervened but the children ultimately resolved the conflicts themselves (Child Ending with Intervention) occurred 42% of the time. Such conflicts ended more often with No Resolution and less often with children's Submissions to their siblings. The implications of these findings for the development of children's conflict resolution skills and the role of parent involvement are discussed.     

How Do You Do?

Hello!Hello! Who are you? Who are you? Who are you? My name is Fred. I'm a bear. How do you do? How do you do?     

How Do You Like That?

abear ;‘girl ;lboy l)oy,a五ttle boy a lamb cat,a cat、 ow doyou五kethat?How Do You Like That?     

How Do Academic Disciplines Use PowerPoint?

How do academic disciplines use PowerPoint? This project analyzed PowerPoint files created by an academic publisher to supplement textbooks. An automated analysis of 30,263 files revealed clear differences by disciplines. Single-paradigm “hard” disciplines used less complex writing but had more words than multi-paradigm “soft” disciplines. The “hard” disciplines also used a greater number of small graphics and fewer large ones. Disciplines identified by students as being more effective users of PowerPoint used larger images and more complex sentences than disciplines identified as being less effective in this regard. This investigation suggests that PowerPoint best practices are not universal and that we need to account for disciplinary differences when creating presentation guidelines.     

Model-Based Teaching and Learning with BioLogica™: What Do They Learn? How Do They Learn? How Do We Know?

This paper describes part of a project called Modeling Across the Curriculum which is a large-scale research study in 15 schools across the United States. The specific data presented and discussed here in this paper is based on BioLogica, a hypermodel, interactive environment for learning genetics, which was implemented in multiple classes in eight high schools. BioLogica activities, data logging, and assessments were refined across this series of implementations. All students took a genetics content knowledge pre- and posttests. Traces of students' actions and responses to computer-based tasks were electronically collected (via a log file function) and systematically analyzed. An intensive 3-day field test involving 24 middle school students served to refine methods and create narrative profiles of students' learning experiences, outcomes, and interactions with BioLogica. We report on one high school implementation and the field test as self-contained studies to document the changes and the outcomes at different phases of development. A discussion of design changes concludes this paper.     

How Do the Movies Do It?（高一适用）

Have you ever seen a movie in which a building was burned down or a bridge was destroyed? Have you seen films in which a train crashed or a ship sank into the ocean? If so, you may have wondered how these things could happen without harming the people in the film.The man who knows the answer is the special-effects man. He has one of the most important jobs in the film industry. He may be ordered to create a flood or to make a battlefield explode. And he may also be asked to create a special effect which is much less exciting, though just as important to the sue-     

Insects(3) How Do Insects Grow?

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How Well Do Your Provider's Practices Match the Evidence?

The handout presented in this article can be used by expectant parents to compare the evidence-based, expected occurrence of routine interventions with the usual care given by their chosen provider and place of birth. The known occurrence of these routine interventions is derived from Listening to Mothers II: Report of the Second National U.S. Survey of Women's Childbearing Experiences. The evidence of harm or benefit is derived from both the Cochrane Collaboration and the Coalition for Improving Maternity Services.     

How Do University Students Perceive the Nature of Science?

Science & Education - The paper presents an empirical study on university students’ perceptions of nature of science (NOS). NOS is framed in terms of the cognitive, epistemic, and...     

How Automatically Do Readers Infer Fictional Characters' Emotional States?

We propose that reading stories, such as a narrative about a character who takes money from a store where his best friend works and who later learns that his best friend has been fired, stimulates readers to activate the knowledge of how the character feels when he finds out that his best friend has been fired from a job for something he did. In other words, we propose that readers infer fictional character's emotional states. In this article, we first review two series of laboratory experiments (Gernsbacher, Goldsmith, & Robertson, 1992; Gernsbacher & Robertson, 1992) that empirically tested this hypothesis by measuring participants' reading times to target sentences that contained emotion words that matched (e.g., guilt) or mismatched (e.g., pride) the implied emotional state. We then present a third series of laboratory experiments that tested how automatically such knowledge is activated by using a divided- attention task (tone-identification, per-sentence memory load, or cumulative memory load) and by comparing target-sentence reading time when the emotional state is explicitly mentioned versus only implicit.     

How Do Women Who Plan Home Birth Prepare for Childbirth?

In this column, the findings of a secondary analysis of data from a larger qualitative study of the experience of home birth are discussed. The aim was to describe the ways in which women who plan home birth prepare for their births. The findings provide support for the idea of birth preparation and education occurring throughout pregnancy and describe the ways in which women planning to give birth at home develop confidence, plan for support, and make decisions related to the particulars of the labor and birth. Implications of these findings for childbirth education are explored.     

PEP Book 8 Unit 1 How Do You Go There?

一、教学目标1.知识目标:(1)能扎实掌握6个交通工具类单词的发音和意义:plane,ship,subway,train,bus,bike。     

How Do People in Shanghai Spend Their Weekends and Holidays?

学口语就是学习怎样用英文表达自己的观点。由于中文与英文的表述习惯不同,因而我们在用英文表达自己的观点时不免会带有某些中文表达法的痕迹,这是自然的,避免不了的。不过,我们在平时的学习和训练中却仍需去留意,并通过不断地模仿一些现成的说法,纠正自己想当然的表达法从而在表达上尽量做到准确得     

How Much Do They Understand? Lectures,students and comprehension

A recent study into tertiary literacy (Reid, Kirkpatrick, & Mulligan, 1998) found that many students have problems with comprehension and note-taking in lectures and that students from non-English speaking backgrounds (NESB) reported particular difficulty. Despite the increase in the number of international students attending Australian universities over the past decade, it seems that many lecturers are still failing to accommodate the cultural and linguistic diversity of the classes they teach. The study reported here aimed to determine the nature and extent of problems experienced by NESB students in comprehending lectures and found significant gaps in understanding: slightly fewer than 1 in 10 NESB students was able to understand the content and intent of their lectures very well. More disturbingly, almost one-quarter of them had not understood much of the lectures at all. The paper offers some suggested strategies for change—for those who prepare students for university study, for the students themselves, and for the lecturers who teach them.     

The Social Sensitivity of Preschoolers in Peer Conflicts: Do Children Act Differently with Different Peers?

This study sought to demonstrate that many aspects of preschoolers' peer conflict behavior are sensitive to the subtle change in social situation that occurs when a child plays with a different partner. Twenty-seven pairs of preschoolers were videotaped over four 15-minute play sessions; in the fourth session, half of the pairs played with a different partner, while half were with the same partner. Frequency and theme of conflicts, strategies used, frequency of yielding to partner, and percentage of conflicts solved were observed. Initiating and negotiating behavior in early sessions better predicted behavior in the fourth session for the same-partner (vs. change-partner) group, and thus emerged as behaviors sensitive to social context changes. Results indicate that preschoolers have a remarkably varied array of conflict behaviors and that much of their conflict behavior is sensitive to influences inherent to social interaction with a specific partner. Ways in which the apparent sophistication in young children's social understanding can inform developmental approaches to early childhood education as well as both preventative and therapeutic conflict resolution programs are discussed.     

Linking Industry and Teacher Education: How Do Student Teachers Benefit?

Abstract

As part of the foundation of its developmental work, the project Industrial and Commercial Perspectives in Initial Teacher Education (ICP) conducted a survey of existing industry‐education work within initial teacher education. All institutions with BEd, PGCE and concurrent courses were surveyed, using questionnaires directed towards educational studies and curriculum (methods) tutors. Respondents identified substantial benefits to students from involvement in activity of this kind. The benefits were felt to include contributions towards greater maturity of out look and an enhanced ability to relate to other adults, including parents of pupils. It was also considered that students gained a wider knowledge of the outside world and broader perspectives on the aims and processes of education. A further view was that students were able to give their teaching greater reality and impact through the use of materials and examples and through the involvement of people from industry and commerce.     

How Do Parents Support Preschoolers’ Numeracy Learning Experiences at Home?

This study described the kinds of early numeracy experiences that parents provide for their preschoolers, and determined the extent to which parental experiences and involvement in home activities enhanced preschoolers’ numeracy knowledge. Twenty-five parents completed a home activity questionnaire, a 2-week diary study, and a videotaped play session where they were asked to draw out numerical content. Preschoolers’ numeracy scores were predicted by: (1) parental reports of positive personal experiences with mathematics and (2) involvement in activities with complex (versus basic) numeracy goals. Parents felt that most activities had important or essential mathematical value, but focused on number sense goals. Finally, parents who reportedly spent more time on numeracy tasks received high quality interaction ratings in the videotaped sessions; but these variables did not predict numeracy scores. The findings are discussed in terms of educating parents about incorporating numeracy concepts.