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Based on experiences gained at the Palo Alto Infant-Toddler Center and the view that quality child care for infants and toddlers depends upon nurturing, long-term connections with their caregivers, other children, and their families, this book presents strategies for interacting with young children that support the developing child as well as the caregiver learning on the job. Chapter 1 of the book, "Reviewing the Foundation," discusses the 10 principles guiding respectful caregiver interactions with infants and toddlers and 7 strategies for applying the principles in everyday work with children. These strategies include observing individual children to provide for optimal stress, modeling the desired behavior, acknowledging children's feelings, anticipating transitions, helping children articulate needs and wants, offering real choices, and setting consistent limits. Chapter 2, "Planning Environments To Support Infants' and Toddlers' Learning," explores infant/toddler everyday behaviors, and ideas for planning environments that are sensitive to learning and that enable quality interactions, thus making the caregiver's work more enjoyable. The model presented in this chapter is organized by the "Three C's": (1) children's Curiosity; (2) Connections with others; and (3) the physical Coordination necessary for skill integration. Also discussed are problems arising when caregivers do not include infant/toddler development in planning the care environment. Chapter 3, "Planned Experiences for Infants and Toddlers," comprises the bulk of the book and contains planned experiences for small groups organized by developmental age: infant, infant/toddler, and toddler. Each experience is presented with a brief description, list of materials, procedures, other things to think about, and a scenario recounting a real interaction during that experience. (KB)

Based on experiences gained at the Palo Alto Infant-Toddler Center, this book presents a model of infant and toddler child care. The purpose of the book is to offer caregivers and interested parents a repertoire of ways to respond to infants and toddlers that support individual development. Planned experiences and practical strategies for approaching everyday interactions between infants, toddlers, and their caregivers are presented and organized by the "Three C's": the Curiosity of the child, the Connections children make with other children and with adults, and the physical Coordination necessary for skill integration. Chapter one presents the foundation of the model. Chapter two presents strategies for caring for small children. Chapter three addresses the promotion and support of children's curiosity, while chapter four presents planned experiences to promote children's curiosity. Chapter five addresses the promotion and support of children's connections, while chapter six presents planned experiences to promote children's connections. Chapter seven provides strategies for fostering children's coordination, while chapter eight presents planned experiences to promote children's coordination. (SD)

To investigate the correlation between personality and student use of individualized instruction, 135 dental students were allowed to choose instructional materials. Forty-five accessed both computer and slide/tape programs, 65 used materials in only one format, and 25 used no materials. An analysis of course performance, academic predicators, personality variables and materials selection behavior indicated that aggressiveness and final grade were positively correlated for students who did not use the materials, while these variables were negatively correlated for those who did. Use of materials were also positively correlated to playfulness and curiosity. (SK)

This book describes inquiry learning during a year-long classroom exploration with 4th graders, which began with setting up a bird feeder and a journal for students to record observations. The authors argue that schools have been organized to make things easy for learners, shielding them from the messiness, ambiguity, and change of intellectual ventures. This is the antithesis of what inquiry learning is about. Instead, the role of teachers is to highlight problems that learners encounter and support them in devising appropriate strategies and possible solutions to problems. Chapters are as follows: (1) "Inquiry Begins with Looking Closely", which discusses tools to support learners; (2) "Inquiry Demands a Critical Use of Resources"; (3) "Inquiry Invites Exploratory Conversations"; (4) "Inquiry Focuses and Refocuses Investigations", which discusses two instances in which the class focused on a certain intriguing aspect of the larger study; (5) "Inquiry Builds Collaborative Communities"; and (6) "Inquiry Results in Changed Visions", which emphasizes the role of education in offering students views of the world that they could not obtain on their own. Appendices contain sample forms used in field projects as well as both parent and student surveys. Contains 53 references. (PVD)

This book was developed to teach children about nature by encouraging their curiosity about the natural world through outdoor activities. The book describes 186 learning activities that encourage children to experience and appreciate the earth. The learning activities are arranged and presented in theme sections to illustrate "the Sense of Wonder Circle," a notion that feelings about nature are more important than knowledge of it for teaching and learning. Theme sections include curiosity, exploration, discovery, sharing, and passion. Each of the 17 chapters contains a story to illustrate the main learning activity. Descriptions of learning activities include the purpose and rationale of the activity; the appropriate age and number of children for the activity; the setting; needed materials; and suggestions for carrying out the learning activity. Also included in each chapter are sections entitled "Did You Know,""Resources," and "Other Ideas" that provide additional resources and ideas for planning learning activities. (LP)

This document consists of a collection of papers presented during the 1979 Utah Inter-Institutional Seminar in Childhood Education. Introductory lectures provide an overview of theories of human development and indicate techniques for understanding child behavior. Self-reflection by teachers and techniques for influencing children are emphasized. Papers presented focus on managing mathematics programs, preschools and day care centers in Sweden, Denmark and Norway; developing critical thinking skills in young children by asking specific sets of questions at seven levels of thinking; the positive effects of men in early childhood education and guiding the development of children's self concept. Other papers discussed developing a child's sense of story; developmental trends in questioning by teachers and implications for early childhood science; teachers' influence on the development of children's self concept; motivating intellectual curiosity in children; and developmental work with a severely traumatized foster child. (Author/RH)

We previously proposed multiple particle swarm optimizers with diversive curiosity (MPSOα/DC). Its main features are to introduce diversive curiosity and localized random search into MPSO to comprehensively manage the trade-off between exploitation and exploration for preventing stagnation and improving the search efficiency. In this paper, we further extend these features to multiple particle swarm optimizers with inertia weight and multiple canonical particle swarm optimizers to create two analogues, called MPSOIWα/DC and MCPSOα/DC. To demonstrate the effectiveness of these proposals, computer experiments on a suite of multidimensional benchmark problems are carried out. The obtained results show that the search performance of the MPSOα/DC is superior to that of both the MPSOIWα/DC and MCPSOα/DC, and they have better search efficiency compared to other methods such as the convenient cooperative PSO and a real-coded genetic algorithm. [ABSTRACT FROM AUTHOR]

This paper proposes an improved internal model with emotional and curious factors for autonomous robots. Robots acquire adaptive behaviors in the unknown environment according to make observation of behaviors of others. Cooperative relation among the robots and transition of curiosity to the local environments drive robots to achieve the goal of the environment exploration. Simulations showed the effectiveness of the proposed model with interesting motions of robots. [ABSTRACT FROM AUTHOR]

The article discusses strategies for enforcing discipline and rules for a cat and a dog that live together. It notes the technique of forcing the animals together which is said to eliminate curiosity between each other. The author further highlights the need for the animals to be provided with supervised meetings. According to the author, the pet owner must make sure that neither one of the animals make an intimidating move during the meeting.

Creative thinking requires imagination, creativity, play, sharing and reflection. This paper presents an architecture for a curious, reconfigurable robot that encourages creative design thinking by permitting designed structures to learn behaviours. These behaviours encourage designers to play with different structures, reflect on the relationship between structure and behaviour and imagine new structures. A demonstration of the architecture is described using the Lego Mindstorms platform. The demonstration shows how a curious robot can adapt new behaviours in response to changes in its structure, and how this can encourage the creative thinking spiral and creative design. [ABSTRACT FROM AUTHOR]

How to keep a balance between exploitation and exploration in Particle Swarm Optimization (PSO) for efficiently solving various optimization problems is an important issue. In order to handle premature convergence in PSO search, this paper proposes a novel algorithm, called Particle Swarm Optimization with Diversive Curiosity (PSO/DC), that introduces a mechanism of diversive curiosity into PSO for preventing premature convergence and ensuring exploration. A crucial idea here is to monitor the status of behaviors of swarm particles in PSO search by an interior indicator, and when swarm particles dropped into local minimum, they will be spontaneously reinitialized to start on finding other new solutions in search space. Applications of the proposal to a 2-dimensional optimization problem well demonstrate its effectiveness. Our experimental results indicate that the performance (90%) of the proposed method is superior in terms of success ratio to that (60%) of the PSO model optimized by EPSO. [ABSTRACT FROM AUTHOR]

This article addresses the question which goals a valuable and sustainable learning process should aim at. Meaningful learning activities, emotional commitment and meeting individual needs are identified as core principles. According to these principles, several theories that support the construction of such lesson sequences are discussed. In particular, the importance of knowledge as compared to pure information retrieving is highlighted. From this perspective, the concept of In-Classroom Differentiation is derived. Finally, a concrete example demonstrates how this concept translates from theory into practice. Thus, this article addresses both, the theoretical foundation and the practical implementation. [ABSTRACT FROM AUTHOR]

The article presents a reprint of the article "The Crisis X" taken from the book "The Writings of Thomas Paine," Volume I, collected and edited by Moncure Daniel Conway. It stresses that of all the innocent passions which actuate the human mind, there is none more universally prevalent than curiosity that it reaches all mankind and provokes a desire to know them. The author points out that the situation in the U.S. has placed the country above the region of anxiety.

Part 2, Chapter 4 of the book "THE LESSER BOURGEOISIE," by Honore de Balzac is presented. It relates the growth of curiosity in the mind of Charles-Marie-Theodose de la Peyrade on the acceptance of Felix Phellion as her husband, which is based on the assertion of Mademoiselle Phellion and the services inquired by Comtesse Torna de Godollo to him. Furthermore, it highlights the hesitation of de la Peyrade to accept the invitation of the comtesse regarding his learned assumption.

Zealotry and the well-ordered state In the late 1580s, Bacon began to be concerned about what he saw as ill-considered criticisms of traditional learning, and the attempt by radical Puritans to set themselves up as arbiters of knowledge. His hostility to this movement is explicit, and there are two strands in his criticisms of it. First, there is an unyielding commitment to the authority of the sovereign. Bacon tells us approvingly in An Advertisement touching the Controversies of the Church of England of 1589 that ‘it is a precept of Salomon, that the rulers be not reproached; no, not in thought: but that we draw our very conceit into a modest interpretation of their doings.’ This is very much in line with traditional Tudor thinking, which was quite sensitive to potentially disruptive forces in society and aimed to contain the various forces in society by subordinating them to the absolute authority of the sovereign. Although there has been a tendency to stress this ingredient in Bacon's criticisms, as if it in itself sufficed to explain them, I want to suggest that it is not enough, at least at anything other than a general perfunctory level. It is a second ingredient in Bacon's criticisms which I believe should bear the explanatory weight: This is the fact that his criticisms are very specifically those of a Renaissance humanist. In Chapter 2, we saw that the two principles to which both Italian and northern humanists were committed were the importance of sound learning for sound government, and the responsibilities of humanists to provide such sound learning in the practical context of government. [ABSTRACT FROM AUTHOR]

A chapter from the book "Axiology: Science of Value," is presented. The chapter discusses the six major characteristics of attitude, taken as a component of science. It provides an explanation for scientific curiosity and its role in understanding. It notes the importance of trying to find a resolution to a problem. It cites factors that contribute to the willingness to be objective.

The article discusses the play "As You Like It," by William Shakespeare. The author mentions that there is a need for mediation between the demands of reality and truth of individual desire expressed through disguise in the play. He states that the relationship of fiction with the curiosity of the human spirit is communicated by the play by separating the character of the melancholy Jacques from the others.

This article presents information related to thinking critically. The most fundamental idea in critical thinking is the principle of contradiction: A statement cannot be both true and false at the same time under the same circumstances. The principle of contradiction keeps one mindful that ideas are seldom of equal quality-so-that solutions to problems range from the practical to the impractical, beliefs from well-founded to ill-founded, opinions from informed to uninformed, arguments from logical to illogical and that only by conscientious research and analysis can be separated the more worthy from the less and, ultimately, identify the best. In short, the principle of contradiction is a spur to excellence in critical thinking. Critical thinking complements creative thinking by evaluating the ideas produced in that phase. Creative thinking, as noted earlier, is divergent, widening our field of vision to encompass all possibilities. Critical thinking, however, is convergent, narrowing the possibilities first to probabilities and finally to the most reasonable choice, the view of the issue that is most defensible in light of the evidence. An effective strategy for critical thinking is to determine the most reason able view, construct the argument for that view and assess the logic of that argument.

This article presents information related to thinking creatively. As was noted in one of the chapters, thinking process has three stages. Reflective thinking is the ongoing phase in which curiosity is applied to observation and experience to discern interesting and worthwhile issues. When one of those issues is selected for closer examination, creative thinking and critical thinking are used to resolve it. The three kinds of thinking are distinguished mainly by the purposes for which they are used: reflective to identify issues, creative to produce ideas for resolving an issue and critical to evaluate those ideas. They also differ in other ways. Creative thinking, for example, employs imaginativeness to a greater extent than reflective or critical thinking does. In addition, creative thinking is also divergent, seeking to gather all relevant evidence and all possible viewpoints and interpretations. Critical thinking, in contrast, is convergent, narrowing possibilities to probabilities and, where possible, probabilities to certainties.

This article presents information related to thinking reflectively. Reflective thinking, is a blend of observation and wonder that serves to identify matters worthy of closer analysis. Every theory; concept, perspective and method is fair game for reflection. The value of this kind of thinking is best appreciated by understanding two realities: first, that knowledge can always be widened and deepened and secondly, that nothing of human invention is ever perfect--everything can be improved. Thus, if the subject of reflection chosen is worthy of attention, one's effort will always be rewarded with no less than additional knowledge and occasionally with an exciting insight that others may have missed. The curiosity about the conditions of life in African-American urban centers led him to conduct his well-known survey. The curiosity about social and economic influences on scientific investigation produced the doctoral dissertation that launched a distinguished career and contributed important advances to the sociology of science.

Sketch 56 of the book "Portrait of Lozana: The Lusty Andalusian Woman," by Fracisco Delicado, written and translated by Bruno M. Damiani is presented. It explores the events concerning two gentlemen asking two women about Lozana's business. It highlights the curious inquiries made by Gallant and Ovidio about the happenings around the place where Lozana stayed and her whereabouts including their reflections as to how the woman obtained such wealth and distinction without much effort.

The article provides information on the intuitive opportunism and the other systematic curiosity as different patterns of problem solving. Usually there is no clear organization of the logical possibilities and no systematic plan for testing alternatives or keeping track of where one is in the strategic search sequence. Systematic curiosity patterns involve a determination to exhaust the array of possibilities rather than to settle for a good solution in hand. Search organized on the basis of systematic curiosity thrives on adversity.

Chapter Six of the Part III of the book "Arizona Nights," by Stewart Edward White is presented. It explores the inquisitive character of Mrs. Estrella Johnson about the tire of a wagon wheel Tommy, the horseshoer, is fixing. It highlights the scene where Estrella, Tommy, Brent Palmer and Senor Johnson are arguing if Tommy can make a tire out of a fresh cowhide strip and how effective it would be.

An essay is presented on the idealized nature of poetry as a product of observation or experiment due to curiosity.

Chapter XXXIX of the Part IV of the book "The Blazed Trail," by Stewart Edward White is presented. It recounts Harry Thorpe's bothered mind over what has happened to him during his moonlight adventure. Harry was not that sure whether or not the girl was real or just part of his wild imagination. It highlights the need of a man to find again the woman he has liked a lot. It portrays admiration of a man towards a mysterious girl whom he longs to be with.

Chapter XI of the book "Ben-Hur: A Tale of the Christ," by Lew Wallace is presented. It highlights the events at the house of Simonides, where he along with her daughter Esther, expect the arrival of Malluch to hear news about Judah Ben-Hur. The intense curiosity of the old man regarding Ben-Hur, which they suspect as their master is also narrated.

Part II of Chapter III of the book "Basil," by Wilkie Collins is presented. Basil remained curious of Mr. Mannion's personal history and character. It highlights the situation when Basil stayed at Mannion's house because of the heavy rain and eventually Mannion slightly revealed his character with him yet Mannion did not tell about his early life. Mannion also initiated to help Basil by using his connections with Margaret's family.

Chapter XI of the book "Wood Magic: A Fable," by Richard Jefferies is presented. It explores how the fox is affected with the rude dismissal of King Kapchack the magpie. It examines the impact of the storm on the lives of animals living in the wood. It highlights the curiosity of the fox on why the toad has been punished in a terrible manner for some offence committed against the state.

Chapter III of the book "The Celibates," by Honore de Balzac is presented. It mentions the travel of the shopkeeper to Paris and when he returned to the province and his transition from being a shopkeeper into a substantial bourgeois. It focuses on the lives of the Rogrons on their returned to Provins and their attempt to be socially intimate with the principal families of Provins. It highlights the prominent people of Provins and the Rogrons' entry to society which was met with curiosity.

Chapter 17 of Book II of "Frederick the Great and His Court," by L. Muhlbach is presented. It explores the second visit of King Frederick at the Linden Street in Berlin, and the conversation of various grocers about their opinion towards the young king. It highlights the curiosity of people in Berlin with the presence of Frenchmen in their place, where the son of Mr. Pricker the tailor was one of them.

This article presents information related to a preface to the second edition. During the ten years that have passed since the publication of the first edition of "The Body and Social Theory" there has been a massive proliferation of writings on embodiment. It is now no longer possible to dismiss study of the subject as a luxurious curiosity to be classified alongside the 'bizarre' topics that periodically interest the outer reaches of the sociological imagination. Reflecting its social and cultural significance, the body has moved to the very centre of academic analysis. The existence of a healthy and thriving field of `body studies' has been supplemented by multiple analyses of embodiment across a growing number of disciplines including sociology, history, anthropology, cultural studies, sports and leisure studies, philosophy, theology and religious studies. The subject of the body has served as an important stimulus for interdisciplinary work and has been recognized as a notable development within mainstream surveys of the sociological tradition.

The article offers the author's insight on her career and interest in philosophy, which emerges from the theological conversations with her parents and was intensified by her curiosity on the differences in thought patterns in Arizona and California. She discusses her educational background and accomplishments in the field of philosophy. She suggests that philosopher has the responsibility to contribute as person-specific and compelling within cross-cultural context.

A preface to the book "Animal Curiosities!" by Linda Polon is presented

An essay is presented on a new acquaintance which is said to be a difficult matter to shake off. It mentions the meeting of a woman who never has an inch of politeness while being confused of her breedings in life. It adds that on the course of the conversation, curiosity has subsided while trying to establish some kind of respect.