Second-year mathematics for secondary schools,

"This book by its copyright purports to be a second edition of a former text of the same title by other authors" (George W. Myers, and others) cf. Editor's pref.

Journal // of // the Senate // of the // United States of America; // being the // first session // of // the Tenth Congress, // begun and held in the city of Washington, // October 26, 1807, // and // in the thirty-second year of the sovereignty of // the said United States. //

"Senators of the United States, whose seats will be vacated 1809, 1811, 1813": 1 .

Application for a Second Year Grant to Department of Commerce, Office of Coastal Environment, NOAA /

WI docs. no.: Coa.1:1976

Concentrated traffic enforcement program : Illinois State Police evaluation of second year /

Cover title: Illinois traffic safety programs.

A discourse delivered January 18, 1794, at the interment of Benjamin Shattuck, Esq. an eminent physician in Templeton; who expired January 14, 1794, in the fifty second year of his age. ...

Mode of access: Internet.

A funeral sermon, delivered at Loudon, January 24, 1810, at the interment of Mr. Abner Ames D'Wolf, : a member of Williams College, who died at Williamstown, January 20th, in the twenty second year of his age, and the third year of his collegiate life. /

Title vignette.

Mass transit development for small urban areas, a case study, Tompkins County, New York : second year final report /

Mode of access: Internet.

The life of Ashbel Green, V. D. M., begun to be written by himself in his eighty-second year and continued to his eighty-fourth.

Mode of access: Internet.

Acts of the General Assembly of Virginia, passed at the session of 1838, commencing 1st January, 1838, and ending 9th April, 1838, in the sixty-second year of the Commonwealth.

pt. I. Acts of a public and general nature.--pt. II. Acts of a private and local nature.--[pt. III] Resolutions.

Immigration reform : status of employer sanctions after second year and plans for third year : statement of Arnold P. Jones, Director, Administration of Justice Issues, General Government Division, before the Subcommittee on Immigration, Refugees, and International Law, Committee on the Judiciary, United States House of Representatives /

"May 17,1989."

Pretend play, mirror self-recognition and imitation: A longitudinal investigation through the second year

The aim in the current study was to investigate the emergence of pretend play, mirror self-recognition, synchronic imitation and deferred imitation in normally developing human infants. A longitudinal study was conducted with 98 infants seen at three-monthly intervals from 12 through to 24 months of age. At each session the infants were tested on a range of tasks assessing the four target skills. Deferred imitation was found to emerge prior to synchronic imitation, pretend play and mirror self-recognition. In contrast, the latter three skills emerged between 18 and 21 months and followed similar developmental trajectories. Deferred imitation was found to hold a prerequisite relation with these three skills. Synchronic imitation, pretend play and mirror self-recognition were not closely associated and no prerequisite relations were found between these skills. These findings are discussed in the context of current theories regarding the development of pretend play, mirror self-recognition, synchronic imitation and deferred imitation in the second year. (C) 2004 Elsevier Inc. All rights reserved.

A comparison of the responses of first and second year veterinary science students to group project work

A change in curriculum permitted a direct and simultaneous comparison between first and second year responses to group project work while assuming similar prior experience with this method of learning. Responses were obtained by a survey form and by meetings with individual groups. Overall, there were no differences between first and second year responses, although analyses of gender responses suggested trends whereby males indicated they had developed greater creativity and felt they had contributed more to the group. The majority of students responded that group project work was a positive experience and a useful learning experience.

Copying actions and copying outcomes: Social learning through the second year

The present work documents how the logic of a model's demonstration and the communicative cues that the model provides interact with age to influence how children engage in social learning. Children at ages 12, 18, and 24 months (n = 204) watched a model open a series of boxes. Twelve-month-old subjects only copied the specific actions of the model when they were given a logical reason to do so- otherwise, they focused on reproducing the outcome of the demonstrated actions. Eighteen-month-old subjects focused on copying the outcome when the model was aloof. When the model acted socially, the subjects were as likely to focus on copying actions as outcomes, irrespective of the apparent logic of the model's behavior. Finally, 24-month-old subjects predominantly focused on copying the model's specific actions. However, they were less likely to produce the modeled outcome when the model acted nonsocially.