怪盗kid历险记

怪盗kid趁着海军大臣外出的时候,潜入他的家里,四处寻找他和A国间谍私通的密函和他要卖给A国的国家机密.终于,他在一幅画的后面找到了保险箱,并顺利的破解了密码,把密件拿到手.这时候,门外传来海军大臣的声音,他回来了.     

Field emission from Si tips coated with nanocrystalline diamond films

1. Introduction Recently, carbon nanotubes have attracted a lot of interest because of their outstanding electrical properties and their potential application as a possible material for fabrication of cold cathodes [1-3]. It was found that the field enhancement from carbon nano-tubes exhibited large local field enhancement and considerable field emission currents at relatively low applied voltage. Carbon nanotube-based field emission displays have been fabricated using well-aligned nano-tubes …     

怪盗Kid历险记

怪盗Kid趁着海军大臣外出的时候,潜入他的家里,四处寻找他和A国间谍私通的密函和他要卖给A国的国家机密。终于,他在一幅画的后面找到了保险箱,并顺利的破解了密码,把密件拿到手。这时候,门外传来海军大臣的声音,他回来了。Kid唯一可以逃跑的机会就是跳进窗外的小河。可是跳进小河就会把密函弄湿。窗外正对着一栋废弃的建筑物的一个窗口,他的助手就在那里接应。他尝试把密函递给助手,却发现两人无论怎样伸长手臂还是相差70厘米。把密函扔过去吧,但是窗外的风很大,很容易把密函吹走的,并且他怕丢不准。海军大臣已经在转动钥匙了,时间紧迫,究竟要怎样做才能把密函安全地送走呢?忽然,他灵机一动,想出了一个绝妙的法子。他送出密函后,在海军大臣进来之前跳进小河顺利逃走了。怪盗Kid究竟想出了什么绝妙的法子呢?答案:怪盗Kid和他的助手都各自脱掉袜子,伸出腿来传递密函。因为人的腿要比手长,70厘米的距离就那样消除了。这条小河是通向大海的,怪盗Kid登上停靠在海边的一艘小艇,出海了。他在海军大臣的家里留下了挑战书,大臣一定不会放过他的。海上的天气很恶劣,刮起了飓风,他流落到一个荒芜的小岛上。怪盗Kid被岛上的土著人俘虏了。土著首领有意刁难这个陌...     

The anatomy of self‐defense

The following study describes a creative application of anatomical principles in the instruction of self‐defense. Undergraduates at the University of Kentucky were invited to a special lecture that featured a series of self‐defense moves introduced by a local police officer. Following a demonstration of each self‐defense tactic, the students were briefed on the anatomy of both the victim and the assailant that contributed to the overall effectiveness of each move. This approach was unique in that students learned critical knowledge of self‐defense while reinforcing anatomical principles previously introduced in class. Moreover, this integration of topics prompted students to think about their response to potentially dangerous situations on campus. Anat Sci Ed 1:130–132, 2008. © 2008 American Association of Anatomists.     

Jumping Into the Deep End: Developing Culturally Responsive Urban Teachers Through Community-Immersive Partnerships

Abstract

Preparing special educators for the highest-need schools remains an ongoing challenge in urban districts across the United States. One university’s collaborative community-based immersive partnership model, with emphasis on service learning, has demonstrated promising levels of impact on candidates’ preparation as preservice teachers learning how to celebrate the rich cultural histories of the communities where they are immersed. Both quantitative and qualitative results on the impact of one specific example of this work are provided.     

Do content revising goals change the revising behavior and story writing of fourth grade students at-risk for writing difficulties?

Reading and Writing - This study examined the impact of content revising goals on the revising behavior and story writing performance of fourth grade students at-risk for writing difficulties....     

Maternal Attitudes and Knowledge of Child-Rearing: Associations with Family and Child Outcomes

A prospective, longitudinal study of a low birthweight, preterm cohort examined the effects of maternal knowledge of child development and concepts of child rearing on the quality of home environment and on child cognitive and behavioral outcomes. Measures of maternal knowledge at 12 months were found to be significantly associated with the quality of the home environment, the number of child behavior problems, and to a small but significant extent child Stanford-Binet IQ at 36 months. Maternal characteristics were associated with both maternal knowledge and maternal behavior. Child characteristics, including birthweight, were not associated with maternal knowledge or concepts of development for most of the cohort. Subgroup analyses by race/ethnicity revealed a similar pattern of results. However, a measure of neonatal health status was shown to be significantly associated with cognitive outcome in the African-American subgroup at 24 and 36 months.     

Accessing resources for identity development by urban students and teachers: foregrounding context

Many attempt to address the documented achievement gap between urban and suburban students by offering special programs to enrich urban students’ academic experiences and proficiencies. Such was the case in the study described by DeGennaro and Brown in which urban students participated in an after-school technology course intended to address the “digital divide” by giving these youth supported experiences as technology users. However, also like the initial situation described in this study, instructional design that does not capitalize on what we know about urban education or informal learning contexts can actually further damage urban youths’ identities as learners by positioning them as powerless and passive recipients instead of meaningful contributors to their own learning. The analysis presented in this forum is intended to further the conversation begun by DeGennaro and Brown by explicitly complexifying our consideration of context (activity structures and setting) so as to support the development of contexts that afford rich learning potential for both the urban students and their learning facilitators, positioned in the role of teachers. Carefully constructed contexts can afford participants as learners (urban students and teachers) opportunities to access rich identity resources (not typically available in traditional school contexts) including, but not limited to, the opportunity to exercise agency that allows participants to reorganize their learning context and enacted culture as needed.

Damage assessment of a continuous beam bridge based on the strain mode

1. Introduction In the structural damage identification, the confirmation of parameters sensitive to damage is the foremost, namely to decide what parameters are to be adopted, the next is to distinguish damaged from undamaged, and to determine the position and severity of damages. For local damage, an identifying parameter should be a local quantity and accord the following 4 basic conditions: 1) it is sensitive to local damages and is a monotone function depicting the severity of structural …     

Teacher pedagogical content knowledge,practice, and student achievement†

ABSTRACT

In this exploratory study, we attempted to measure potential changes in teacher knowledge and practice as a result of an intervention, as well as trace such changes through a theoretical path of influence that could inform a model of teacher professional knowledge. We created an instrument to measure pedagogical content knowledge (PCK), studied the impact of a two-year professional development intervention, explored the relationships among teacher variables to attempt to validate a model of teacher professional knowledge, and examined the relationship of teacher professional knowledge and classroom practice on student achievement. Teacher professional knowledge and skill was measured in terms of academic content knowledge (ACK), general pedagogical knowledge (GenPK), PCK and teacher practice. Our PCK instrument identified two factors within PCK: PCK-content knowledge and PCK-pedagogical knowledge. Teacher gains existed for all variables. Only GenPK had a significant relationship to teacher practice. ACK was the only variable that explained a substantial portion of student achievement. Our findings provide empirical evidence that we interpret through the lens of the model of teacher professional knowledge and skill, including PCK [Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 28–42). London: Routledge Press], highlighting the complexity of measuring teacher professional knowledge and skill.