How did I do?

A rookie police officer was out for his first ride in a cruiser with an experienced partner. A call came in telling them to     

How do I learn English?

When I was very young, with my mother's influence, I fell in love with English. I liked it so much that my parents sent me to an English class when I was eight. I was young and I couldn't fit at first. The strange English words were hard for me to accept. And then, the teacher taught me the basic English-phonetic, symbols and ABC. They helped me to learn English words     

How I spend my leisure hours

Everyone are(1)in pursuit of leisure hours,especially to those who live in this modern soci-ety,time is as precious as money.People busy(2)all the time,trying to earn as much as they can.However,we need rest as we are men,not a nla-chine.(3)     

“How do I remember when I got my dog?” The structure and development of children’s metamemory

Kreutzer et al.’s (Monographs of the Society for Research in Child Development 40(1):1–60, 1975) metamemory interview has been widely used in children’s metamemory literature, yet the psychometric properties of the measure have yet to be reported, and the format and language of some subtests may pose problems for young children. Researchers often combine subtests with other tests purported to measure metamemory, yet there is little empirical data regarding how these subtests relate. It has been proposed that metamemory is comprised of distinct procedural and declarative components, but this has not been empirically tested in young children. Therefore, the two studies reported here aimed to adapt Kreutzer et al.’s interview to increase its developmental appropriateness, to examine the relationship between the interview subtests, to add subtests that purport to test procedural metamemory, and then to examine the factor structure of the resulting scores and investigate how metamemory changes with age across the elementary school years. The results suggest that the adapted versions of the subtests are generally less contaminated by language ability, especially for the younger children. Factor analysis indicated the presence of two declarative metamemory factors and one procedural metamemory factor. Both declarative factors followed a similar developmental trajectory, increasing steadily from early to late elementary school age, whereas procedural metamemory increased significantly between Grades 1 and 3 only.     

How do we rate? An evaluation of online student evaluations

This paper analyses the popular RateMyProfessors (RMP) website where students evaluate instructors in higher education. A study was designed to measure (1) the awareness and utilisation of the RMP website, (2) the internal and external validity of the RMP ratings in measuring teaching effectiveness, and (3) variation in the above across disciplines. It is concluded that the category of ratings, created by the website, establishes an anti‐intellectual tone that manifests itself in comments about instructors’ personality, easiness of workload and entertainment value rather than knowledge attained.     

I think I made a mistake: How do prospective teachers elicit the thinking of a student who has made a mistake?

Journal of Mathematics Teacher Education - Interactions around unexpected, incorrect, or dis-preferred responses can be powerful sites of learning for both teachers and students. The information...     

How do apes ape?

In the wake of telling critiques of the foundations on which earlier conclusions were based, the last 15 years have witnessed a renaissance in the study of social learning in apes. As a result, we are able to review 31 experimental studies from this period in which social learning in chimpanzees, gorillas, and orangutans has been investigated. The principal question framed at the beginning of this era, Do apes ape? has been answered in the affirmative, at least in certain conditions. The more interesting question now is, thus, How do apes ape? Answering this question has engendered richer taxonomies of the range of social-learning processes at work and new methodologies to uncover them. Together, these studies suggest that apes ape by employing a portfolio of alternative social-learning processes in flexibly adaptive ways, in conjunction with nonsocial learning. We conclude by sketching the kind of decision tree that appears to underlie the deployment of these alternatives.     

Why do elephants have big ear flaps?

In this essay we shall try to answer the question in the title with some geometry and heat transfer thrown in for effect. For doing so, as the joke goes, allow me to assume the elephant as a sphere. The reason will be apparent soon. Arunn Narasimhan is a faculty at the Indian Institute of Technology Madras. His research interests include transport in porous media, phase change materials and heat transfer in biological systems.     

How do people radicalize?

Very little is known about how violent extremist practices are learned, and the role of educational channels through which they are spread. This empirical study extrapolates insights specific to the Bosnian and Herzegovinian context to demonstrate how one ultraconservative ideology, Salafism, can radically alter the dominant thinking and behavior of ordinary individuals once they feel displaced from the mainstream institutions and particularly from the formal education. At the core of the displacement and replacement model of radicalization is an informal and tactful teacher, influencer, or a mentor that individuals connect with either online or in person. Using the primary data collected in Bosnia and Herzegovina through 20 in-depth and semi-structured interviews with radicalized persons, the study sequences a ten-step radicalization model through which the interviewees have transformed from ordinary citizens into radicalized actors with a potential to engage in violent extremism.     

How do instructional designers evaluate? A qualitative study of evaluation in practice

This study employed a qualitative research design to investigate how instructional designers use evaluation in everyday design practice. While past research has examined how designers spend their time, how they generally make decisions, and expert-novice differences, little attention has been paid to use of context, input, process, or product evaluation, from the perspective of practicing designers. Based on interviews of practitioners, our findings included ten themes regarding how designers use evaluation to improve their products. While these results substantiate to some degree the claim that practitioners believe clients will not pay for formal evaluations, they also suggest that practitioners use evaluation in important but less formal ways. Other conclusions regarding the role of evaluation in design are provided and future directions for training and research are discussed.     

Unit 7 How do you make a banana smoothie?

这个单元为我们描述了一些食品的制作过程,要求我们能够读懂制作过程的介绍,然后,自己也可以操作,比如香蕉奶昔、爆玉米花、蔬菜水果沙拉、三明治、比萨饼等。本单元的语法项目是“可数名词与不可数名词的使用”。同学们,你们想尝试一下动手的快乐吗?我想你们的答复一定是肯定的。那么,我们就先来搞清楚制作的具体实施步骤,然后进行实践。若想清楚地理解操作步骤,关键是要懂得一些动词和动词词组,以及配料和它们的量。首先学习一些词、短语和句子:1. How do you make a banana smoothie? 你怎么做香蕉奶昔?疑问副词how在这里表示“如何、怎…     

“How do you do?”&“How are you?”

一、意义的区别: “How are you?”为问句,意为“你好吗”,而“How do you do?”形式上是问句,实际上为问候语,意为“你好”。二、使用场合的区别: “How are you?”用以询问对方的身体健康状况,多用于朋友或熟人之间:“How do you do?”则用于两个人初次见面时的相互问候。     

Unit I How often do you exercise？

1.How often do you exercise？你多久锻炼一次？     

How much do M&M's weigh?

This article presents activities appropriate for the first half of a general introductory statistics course. All activities revolve around the same data set collected early in the course. The activities require students to make decisions about how they should proceed.     

How do you teach learning?

The question ‘How do you teach ‘learning'?’ is located within the domain of professional adult education practice and is dealt with through a series of ‘stock‐taking’ moves through the field of practice. First, we offer a high‐level overview of standard answers to the question imbedded in contemporary educational practice. Second, we examine the adult education case in particular, focussing on the peculiarly idealised role the ‘adult learner’ has come to assume in international practitioner discourse. Third, we narrow the focus sharply to present a brief case‐study of our own attempts to teach ‘learning’ within the Advanced Diploma Course for Educators of Adults at the University of Cape Town. Finally, we attempt to clarify our present assumptions about the requirements of a ‘curriculum for learning’. (1) 1. An earlier version of this paper was presented at the Kenton Educational Conference, University of the Witwatersrand, Johannesburg, South Africa, in November 1992.

     

How do gems cure diseases?

Our body is composed of seven primary colors of the solar ranges: violet,indigo(靛蓝色)blue, green, yellow and red These are called primary colors and mixing one or two primary colors makes other hues (色调)and shades. When there is deficiency or absence of any one of these primary colors,our bodies were attacked with the disease caused by that shortage.     

How do wings generate lift?

How lift is generated by a moving wing is understood satisfactorily. But the rigorous explanation requires elaborate theoretical background, and hence there are many simpler explanations in the popular literature. In the first part of this article, some such popular models are discussed after briefly dealing with some required preliminary ideas. The concluding part of the article will deal with some simple quantitative models and then tie up many of these simple ideas and propositions together to the rigorous momentum conservation principle placing these popular models in perspective.     

How do wings generate lift?

A cambered surface that is moving forward in a fluid generates lift. To explain this interesting fact in terms of simpler models, some preparatory concepts were discussed in the first part of this article. We also agreed on what is an acceptable explanation. Then some popular models were discussed. Some quantitative theories will be discussed in this concluding part. Finally we will tie up all these ideas together and connect them to the rigorous momentum theorem.