NF05-628 Helping Children Resolve Conflict \u3cem\u3eConflict Mediation Model\u3c/em\u3e

During conflict mediation children learn the skills necessary to reach peaceful resolutions. These skills involve communication, compromise, the ability to see how different aspects of a dispute are related and the ability to consider their own perspective as well as that of another person. Adults play an important role in the socialization of children. They help children develop social skills. This NebFact discusses how to teach children to resolve conflicts

NF05-628 Helping Children Resolve Conflict \u3cem\u3eConflict Mediation Model\u3c/em\u3e

During conflict mediation children learn the skills necessary to reach peaceful resolutions. These skills involve communication, compromise, the ability to see how different aspects of a dispute are related and the ability to consider their own perspective as well as that of another person. Adults play an important role in the socialization of children. They help children develop social skills. This NebFact discusses how to teach children to resolve conflicts

The Very Low Mass Component of the Gliese 105 System

Multiple-epoch, multicolor images of the astrometric binary Gliese 105A and its very low mass companion Gliese 105C have been obtained using the Hubble Space Telescope's Wide Field Planetary Camera 2 (WFPC2) and Near-Infrared Camera and Multi-Object Spectrometer (NICMOS). The optical and near-infrared colors of Gl 105C strongly suggest a spectral type of M7V for that star. Relative astrometric measurements spanning 3 yr reveal the first evidence of Gl 105C's orbital motion. Previous long-term astrometric studies at Sproul and McCormick Observatories have shown that the period of Gl 105A's perturbation is approximately 60 yr. To satisfy both the observed orbital motion and Gl 105A's astrometric period, Gl 105C's orbit must have an eccentricity of approximately 0.75 and a semimajor axis of approximately 15 AU. Measurements of Gl 105A's radial velocity over 12 yr show a linear trend with a slope of 11.3 m/s/yr, which is consistent with these orbital constraints and a nearly face-on orbit. As no other faint companions to Gl 105A have been detected, we conclude that Gl 105C is probably the source of the 60-yr astrometric perturbation.Comment: 16 pages, 6 figures; to be published in the October 2000 issue of The Astronomical Journa

All-sky search for gravitational-wave bursts in the second joint LIGO-Virgo run

We present results from a search for gravitational-wave bursts in the data collected by the LIGO and Virgo detectors between July 7, 2009 and October 20, 2010: data are analyzed when at least two of the three LIGO-Virgo detectors are in coincident operation, with a total observation time of 207 days. The analysis searches for transients of duration < 1 s over the frequency band 64-5000 Hz, without other assumptions on the signal waveform, polarization, direction or occurrence time. All identified events are consistent with the expected accidental background. We set frequentist upper limits on the rate of gravitational-wave bursts by combining this search with the previous LIGO-Virgo search on the data collected between November 2005 and October 2007. The upper limit on the rate of strong gravitational-wave bursts at the Earth is 1.3 events per year at 90% confidence. We also present upper limits on source rate density per year and Mpc^3 for sample populations of standard-candle sources. As in the previous joint run, typical sensitivities of the search in terms of the root-sum-squared strain amplitude for these waveforms lie in the range 5 10^-22 Hz^-1/2 to 1 10^-20 Hz^-1/2. The combination of the two joint runs entails the most sensitive all-sky search for generic gravitational-wave bursts and synthesizes the results achieved by the initial generation of interferometric detectors.Comment: 15 pages, 7 figures: data for plots and archived public version at https://dcc.ligo.org/cgi-bin/DocDB/ShowDocument?docid=70814&version=19, see also the public announcement at http://www.ligo.org/science/Publication-S6BurstAllSky

Rethinking First Language–Second Language Similarities and Differences in English Proficiency: Insights From the ENglish Reading Online (ENRO) Project

This article presents the ENglish Reading Online (ENRO) project that offers data on English reading and listening comprehension from 7,338 university-level advanced learners and native speakers of English representing 19 countries. The database also includes estimates of reading rate and seven component skills of English, including vocabulary, spelling, and grammar, as well as rich demographic and language background data. We first demonstrate high reliability for ENRO tests and their convergent validity with existing meta-analyses.We then provide a bird’s-eye view of first (L1) and second (L2) language comparisons and examine the relative role of various predictors of reading and listening comprehension and reading speed. Across analyses, we found substantially more overlap than differences between L1 and L2 speakers, suggesting that English reading proficiency is best considered across a continuum of skill, ability, and experiences spanning L1 and L2 speakers alike. We end by providing pointers for how researchers can mine ENRO data for future studies

NF04-622 Senior Gambling in the United States

For an increasing number of older citizens, retirees ages 65 and up, casino gambling has become a new form of recreation and entertainment. Older adults now form the largest age group of annual visitors to Las Vegas and have become a significant segment of the population who frequent riverboat, Indian reservation, and the commercial gambling casino industry. This NebFact discusses the prevalence, gambling opportunities, consequences, and common signs of senior gambling. It also discusses where to go for help for these senior gamblers

NF02-538 Protect Your Credit and Identity

This NebFact includes information on how you can protect your credit and your identity

NF538 Protect Your Credit and Identity

Recommended security precautions to prevent identity theft and protect your credit or debit card, including recommendations on using ATMs

NF05-626 Communicating with Families: \u3cem\u3eBuilding Relationships\u3c/em\u3e

Successful child-care providers, preschool teachers and elementary teachers begin to establish positive relationships with the children in their care or classrooms as soon as possible. Here are some guidelines for making closer contact with the children\u27s families

The Learning Child: Keys to Enhancing Learning. HEF595 Participant\u27s Guide

The goal of this program is to provide information about ways to create a responsive, stimulating, affirming, and developmentally appropriate environment for young children (birth–3 years)