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User:Jomegat/Sandbox

Using w:Wikipedia:Images linking to articles

[[Image:Silene latifolia 2(loz).JPG|150px|link=Wikijunior:Summer Flowers of Northern New England/Silene latifolia [[Image:Silene latifolia 2(loz).JPG|150px|link=Wikijunior:Summer Flowers of Northern New England/Silene latifolia [[Image:Silene latifolia 2(loz).JPG|150px|link=Wikijunior:Summer Flowers of Northern New England/Silene latifolia Using the Click template (see [[w:Template:Click]]
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User:Jomegat/Sandbox/copy2

This is a junk page.

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: User:Jomegat/Sandbox/copy2


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User:Jomegat/Sandbox/copy3

do an edit to add some history

title: User:Jomegat/Sandbox/copy3


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User:Jomegat/Sandbox/copy

do an edit to add some history

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Cookbook:Cuisine of Portugal

| European cuisines

Portuguese recipes in this cookbook:
 * Bacalhau à Gomes de Sá
 * Feijoada
 * Madeira Honey Cake

Livre de cuisine/Recettes de cuisine portugaise Livro de receitas/Culinária de Portugal

title: Cookbook:Cuisine of Portugal


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Geocaching in the UK

Introduction
Geocaching in the UK is an unofficial guide to the activity of Geocaching in the United Kingdom.

Geocaching is an outdoor treasure-hunting game in which the participants use a Global Positioning System (GPS) receiver or other navigational techniques to hide and seek containers (called "geocaches" or "caches") anywhere in the world. A typical cache is a small waterproof container containing a logbook, pen and "treasure", usually toys or trinkets of little monetary value.

Chapters

 * /History/
 * GPS, PDA and Technology
 * Puzzle Caches
 * /Stories/
 * Cache Setting
 * Contacts

Guidelines for Contributors
If you wish to contribute, welcome! Here are some guidelines.

Press the "edit this page" link to see how wiki markup is done, and be sure to check out the "editing help" link that appears at the bottom of a page being edited.

Please do not copy content from copyrighted sources without securing permission first. It is OK to gather information from other sources, and you are encouraged to consult these - but with few exceptions, you must put answers in your own words.

Resources in the public domain can be incorporated here without any constraints. You also may copy content (modified or verbatim) from Wikipedia, and you may use any images you find in the Wikimedia Commons.

Keep your audience in mind when writing.

title: Geocaching in the UK


text:
Foundations and Current Issues of Early Childhood Education/Chapter 6/6.2

NO CHILD LEFT BEHIND
By Faye Ninos

History of the federal role in Education
NCLB culminates more than four decades of federal expansion into public education, beginning largely with the Elementary and Secondary Education Act of 1965 (ESEA). As part of President Lyndon B. Johnson's "War on Poverty," he created the ESEA which appropriated approximately $2 billion in its initial year to help states improve educational opportunities for the underclass. The federal government decided to continue its assistance to states and from 1965-1975 federal funds for elementary and secondary education increased by more than 200 percent. The country, however, slipped into economic hardship for the following five years, and federal spending on education only rose by 2 percent.

In 1980, President Ronald Reagan took office and adamantly opposed expanding the federal role in education and even campaigned for the abolishment of the recently created U.S. Department of Education. He drastically cut back federal spending on education and believed that establishing academic standards should be left up to the states. The result is the diversity of state education systems that are now in place.

George Bush, Sr. and Bill Clinton both attempted to provide national support to the state and local standards movements in education. George Bush, Sr. held an Inaugural National Education Summit, where he and the US Governors came up with six broad objectives to be reached by the year 2000, dubbed “America 2000.” In addition, he created the National Education Goals Panel to monitor and report on the progress made toward meeting the six objectives. President Clinton adopted most of the same recommendations from the Education Summit and signed the Goals 2000: Educate America Act, which created a National Education Standards and Improvement Council with the authority to approve or reject states’ standards. When the Republicans took control of congress during Clinton’s term, they opposed the federal role in education and the council consequently died. Shortly thereafter, Clinton signed the Improving America’s Schools Act (IASA) of 1994. IASA is a prior re-authorization and revision of the original ESEA. It became clear that the federal government was investing in standards and assessments as the means to hold schools more accountable for the performance of its students. States were still allowed the autonomy to develop their own education system. To continue receiving federal funds, however, the state had to comply with the general requirements of IASA.

When President George W. Bush took office in 2000, he placed education as the foremost priority on his domestic policy agenda. The president developed a new federal role in public education by building on the successes of IASA and his own experiences with the Texas education system during his tenure as governor. (National Conference of State Legislatures)

Today, nearly 70 percent of inner city fourth graders are unable to read at a basic level on national reading tests, our high school seniors trail students in international math tests, and nearly a third of college freshmen must take remedial courses before they can begin regular level college courses. In response to a great number of Americans falling behind in education, No Child Left Behind was born. (President George W. Bush)

No Child Left Behind Act of 2001
President Bush signed the No Child Left Behind Act on January 8, 2002. No Child Left Behind is based on stronger accountability for results, more freedom for states and communities, proven education methods, and more choices for parents.

States are working to close the achievement gap and make sure all students, including those who are disadvantaged, achieve academic proficiency. Annual state and school district report cards inform parents and communities about state and school progress. Schools that do not make progress must provide supplemental services, such as free tutoring or after-school assistance; take corrective actions; and, if still not making adequate yearly progress after five years, make dramatic changes to the way the school is run.

States and school districts have unprecedented flexibility in how they use federal education funds. For example, it is possible for most school districts to transfer up to 50 percent of the federal formula grant funds they receive under the Improving Teacher Quality State Grants, Educational Technology, Innovative Programs, and Safe and Drug-Free Schools programs to any one of these programs, or to their Title I program, without separate approval. This allows districts to use funds for their particular needs, such as hiring new teachers, increasing teacher pay, and improving teacher training and professional development.

No Child Left Behind puts emphasis on determining which educational programs and practices have been proven effective through rigorous scientific research. Federal funding is targeted to support these programs and teaching methods that work to improve student learning and achievement. In reading, for example, No Child Left Behind supports scientifically based instruction programs in the early grades under the Reading First program and in preschool under the Early Reading First program.

Parents of children in low-performing schools have new options under No Child Left Behind. In schools that do not meet state standards for at least two consecutive years, parents may transfer their children to a better-performing public school, including a public charter school, within their district. The district must provide transportation, using Title I funds if necessary. Students from low-income families in schools that fail to meet state standards for at least three years are eligible to receive supplemental educational services, including tutoring, after-school services, and summer school. Also, students who attend a persistently dangerous school or are the victim of a violent crime while in their school have the option to attend a safe school within their district. (Ed.gov)

Is it working?
Multiple studies and reports show that student achievement is rising across America: The long-term Nation's Report Card (NAEP) results, released in July 2005, showed elementary school student achievement in reading and math at all-time highs and the achievement gap closing.

For America's nine-year-olds in reading, more progress was made in five years than in the previous 28 combined.

America's nine-year-olds posted the best scores in reading (since 1971) and math (since 1973) in the history of the report. America's 13-year-olds earned the highest math scores the test ever recorded. Reading and math scores for African American and Hispanic nine-year-olds reached an all-time high. Math scores for African American and Hispanic 13-year-olds reached an all-time high.

Achievement gaps in reading and math between white and African American nine-year-olds and between white and Hispanic nine-year-olds are at an all-time low.

The state-by-state Nation's Report Card results, released in October 2005, showed improved achievement in the earlier grades in which NCLB is focused. In the last two years, the number of fourth-graders who learned their fundamental math skills increased by 235,000—enough to fill 500 elementary schools! Across-the-board improvements were made in mathematics and in fourth-grade reading.

African American and Hispanic students posted all-time highs in a number of categories.

Forty-three states and the District of Columbia either improved academically or held steady in all categories (fourth- and eighth-grade reading and fourth- and eighth-grade math).

The Nation's Report Card Trial Urban District Assessments for Reading and Math, released in Dec. 2005, showed students in select urban school districts improving faster than their peers over the last two years.

Fourth-graders in 8 of 10 urban districts made larger gains in math than the national average.

Fourth-graders in 7 of 10 urban districts made larger gains in reading than the national average.

Eighth-graders in 7 of 10 urban districts made more progress in basic math skills than the national average.

The Nation's Report Card Science 2005 Report found significant academic gains by fourth-graders.

Overall, fourth-graders improved four points in science achievement over 1996 and 2000 levels, with the lowest-performing students making the largest gains.

African American and Hispanic fourth-graders made significant gains as well, narrowing the achievement gap.

And the Nation's Report Card Trial Urban District Assessment for Science, released in Nov. 2006, showed narrower achievement gaps for low-income students than for the entire student body, between nearly all of the participating school districts and the nation. (Ed.gov, National Center for Education Statistics)

How is it working locally?
Between 2002 and 2005 (latest data available):

Fifth-grade reading proficiency increased by 7%.

Fifth-grade mathematics proficiency increased by 10%.

The black-white achievement gap in fifth-grade reading narrowed by 8%.

The black-white achievement gap in fifth-grade mathematics narrowed by 11%.

The Hispanic-white achievement gap in fifth-grade reading narrowed by 7%.

The Hispanic-white achievement gap in fifth-grade mathematics narrowed by 4%. (Ed.gov)

Resources
Ed.gov, http://www.ed.gov/nclb/landing.jhtml?src=pb

National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/nrc/reading_math_2005/s0017.asp?printver=

National Conference of State Legislatures, http://www.ncsl.org/programs/educ/nclbhistory.htm

President George W. Bush, http://georgewbush-whitehouse.archives.gov/news/reports/no-child-left-behind.html

Questions
Multiple Choice 1.	What does it mean to be a “Highly Qualified Teacher”?

You have proven knowledge of the subject material.

You have a Bachelor’s degree.

You have certification to teach.

All of the above.

Which president opposed expanding the federal support of education?

Lyndon B. Johnson

Ronald Reagan

George Bush, Sr.

Bill Clinton

Which is not a characteristic of the No Child Left Behind Act of 2001?

more freedom for states and communities

harsher punishment for criminals

stronger accountability for results

more choices for parents

What is the name of the part of No Child Left Behind that supports programs in schools and school districts to improve the learning of children from low income families?

AYP

HQT

Title 1

SES

In schools that do not meet school standards for at least __ consecutive years, parents may transfer their children to a better-performing public school, including a public charter school, within their district.

5

4

3

2

Essay
Explain the main purpose of the No Child Left Behind Act.

No Child Left Behind was designed by George W. Bush as a means to improve low-performing schools and lessen the achievement gap between low-class and middle or upper-class students. It is based on stronger accountability for results, more freedom for states and communities, proven education methods, and more choices for parents.

Under No Child Left Behind, all children are accounted for and schools are responsible for making sure every child is learning. Parents are given information and new options for their children to make sure that they have the appropriate learning experience. Teachers can look at assessment data and see where they need to improve in their teaching methods. Schools that are identified as in need of improvement can receive extra help and resources to raise the student achievement.

The federal government increased the money given to localities for education and increased their flexibility in allocating the funds to different uses within the education system to include helping low income families, offering higher wages to teachers, offering after-school programs, rewarding schools that make great improvements in achievements, and more.

Basically, the No Child Left Behind Act provides a huge increase in federal resources to states to improve low-performing schools. In exchange, the federal government expects more accountability from state education systems and the guarantee that no child will be left behind. To meet this expectation, states are required to increase student testing, collect and disseminate results, ensure a highly qualified teacher in every classroom, and guarantee that all students, regardless of socioeconomic factors, achieve a proficient level of education by the 2014-2015 school year.


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User talk:83.147.157.240

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. -- Herby talk thyme 16:48, 15 March 2007 (UTC)

title: User talk:83.147.157.240


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Geocaching in the UK/Stories

Alchemy Gold (GCHJN4) August 22, 2006 by Alibags
Finally! We arrived here and started to persuade our creaking and aching bodies around the final stage of this excellent series, because by hook or by crook we WERE going to complete this series in one day. It didn't matter that it was dark and we were ill equipped. It didn't matter that it started to rain. We didn't care that we had fat chance of seeing our beds before midnight. Who cares if we were so tired we started to make all sorts of silly errors. Big thanks to Moote, out PAF for today and also to the cache setter who even volunteered to come out when they were rung up and whinged at.

It was here we bumped into Crazy Frog and family (apologies from me too for not catching all your caching names... CF was easy to remember because of all the frogs all over her and the car!!). The two young lads who had been round all the caches that we had been round (even if it was over two days) and were STILL being as keen as anything, even long after their bedtime, was very inspiring! Well done to you! Puts us old farts to shame.

The incentive of finishing the series gave us just enough energy to drag our tired bodies that last leg, and we were glad we did. 2202 was well incentivised anyhow(is that such a word?) as he was aiming for (and got) his 500th cache with this one. Well done Tony. A spot of comedy furtling about in the dark later and voila! one cache. Thanks for the cache and thanks for the series MarkB! Now, can I have some sleeeeeeeeeeeeep please?

title: Geocaching in the UK/Stories


text:
Foundations and Current Issues of Early Childhood Education/Chapter 8/8.3

Should Schools Play a Role in Early Childhood Health?
Krystal Militich

The Problem
In 2002 the Center for Disease and Control reported that 16.9% of boys and 14.7% of girls are overweight (www.CDC.gov). Schools play an important role in children’s lives and can do more than any other institution to promote lifetime health. School nurses confront issues around children who are overweight on a daily basis. The Surgeon General released a “call to action” encouraging schools to join a nationwide effort to prevent overweight children. "Communities can help when it comes to health promotion and disease prevention," said former Surgeon General Dr. David Satcher, “When school lunchrooms or workplace cafeterias don't offer healthy and appealing food choices, that is a community responsibility.” (Healthlink)

What Schools Can Do
·	Schools can provide a quality nutrition education and physical education program that helps students develop the knowledge, attitudes, skills and behaviors to adopt, maintain, and enjoy healthy eating habits and a physical lifestyle. ·	The state can ensure that school meal programs meet the nutritional standards according to the food pyramid. ·	They can remove any and all junk food and beverages from the building and school events (i.e. vending machines and school stores that may sell them) ·	Ensure that an adequate amount of time is provided for students to eat school meals. The Center for Disease and Control have published guidelines that identify school policies and practices most likely to be effective in promoting lifelong physical activity and healthy eating (Dietz, et al., 2004):

·       1-Address physical activity and nutrition through a Coordinated School Health Program (CSHP) approach. This approach focuses (1) health education; (2) physical education; (3) health services; (4) nutrition services; (5) counseling, psychological, and social services; (6) healthy school environment; (7) health promotion for staff; and (8) family and community involvement.

·       2-Designate a school health coordinator and maintain an active school health council. The coordinator is in charge of managing and coordinating all school health policies, programs, activities, and resources.

·	3-Assess the school’s health policies and programs and develop a plan for improvement. The school health council can use CDC’s School Health Index: A Self-Assessment and Planning Guide to identify strengths and weaknesses of current health policies and practices.

·	4-Strengthen the school’s nutrition and physical activity policies. For example, a 2003 Arkansas law requires that elementary schools stop selling food or soft drinks in vending machines to students. A Connecticut law passed in 2004 requires school boards to offer K-5 students a period of physical exercise each day.

·	5-Implement a high-quality health promotion program for school staff. It gives the staff the skills and motivation they need to become powerful role models for good health.

·	6-Implement a high-quality course of study in health education. To address obesity, health education curricula should emphasize the importance of implementing strategies to increase healthy eating and physical activity.

·	7-Implement a high-quality course of study in physical education. It should emphasize knowledge and skills for a lifetime of physical activity, meet the needs of all students, keep students active for most of the physical education class time, teach self-management as well as movement skills, and is an enjoyable experience for students.

·	8-Increase opportunities for students to engage in physical activity. Include recess periods for unstructured play, after-school programs, intramural sports programs, and physical activity clubs.

·	9-Implement a quality school meals program. Provide students with enough time and a safe, clean, and pleasant are in which to eat.

·	10-Ensure that students have appealing, healthy choices in foods and beverages offered outside of the school meals program.

Integrated Approach
Teachers can integrate nutrition education into core curriculum areas, including math, science, language arts and social science. The integrated approach allows teachers to teach students about percentages while showing them how to use the Nutrition Facts labels on foods to make wise food choices. They can create a garden project where the children plant and eat the fruits and vegetables they grow.

Studies
In 2002, 16 percent of 6-19-year-olds were overweight (see Figure 1, Dietz). Nearly one in three children are overweight or at risk for becoming overweight. Being overweight is now the most common health problem facing U.S. children (Strauss & Pollack, 2001). There is substantial evidence that obesity in childhood lays the groundwork for adult cardiovascular disease. Evidence suggests that even children as young as 2 years learn food preferences from their peer group (Lumeng, 2005). Only 2% of children meet all the recommendations of the Food Guide Pyramid, 16% do not meet any recommendations (Muñoz, Krebs-Smith, Ballard-Barbash, & Cleveland, 1997). For out five children don’t consume the minimum recommended amount of five fruits and vegetables daily (Munoz, et al., 1997).

Arkansas
In 2004 Governor Mike Huckabee of Arkansas decided to send home obesity report cards to warn parents of overweight kid’s health risks (DeMillo, 2007). Since Arkansas adopted its school-based anti-obesity program, California, Florida and Pennsylvania have launched similar efforts. However, some lawmakers say that telling parents their children weigh too much could hurt children’s self-esteem. Some also question whether it’s the role of schools to monitor student’s weight. Dr. Karen Young of Arkansas Children’s Hospital says that fat children have self-esteem problems regardless of what anyone says (DeMillo, 2007). Last year, a study showed that the percentage of Arkansas children who were overweight or at risk of becoming overweight was 37.5 percent, down from 38.1 percent in 2004.

Conclusion
The obesity epidemic is one of the greatest public health challenges of this century. Without help from our schools, we are not likely to reverse this epidemic. Some schools have taken a stand against this fight and intend to do everything possible to prevent their students from becoming obese.

Multiple Choice Questions
1.	What was the total percentage of boys and girls who were overweight in 2002?

a.	14.7%

b.	38.1%

c.	31.6%

d.	16.9%

2.	Which was the first school to enact the obesity report cards?

a.	Arkansas

b.	California

c.	Pennsylvania

d.	Virginia

3. What percentage of children meet all the recommendations of the Food Guide Pyramid?

a.	16%

b.	2%

c.	5%

d.	23%

4. Between the years of 1971 and 1974, what percent of 6-11 year olds were overweight?

a.	>5%

b.	<5%

c.	>10%

d.	<10%

5. What is the greatest epidemic of this century?

a.	smoking

b.	alcoholism

c.	obesity

d.	watching too much television

Essay Question
You have been an early childhood teacher for five years, and recently you have noticed a dramatic increase in your overweight students. You’ve noticed that only half of them come from obese parents. What, if any, changes do you think you can make in your class to stop this trend?

Work Cited
Ballard-Barbash, R., Cleveland, L., Krebs-Smith, S., & Munoz, K. (1997). Food Intakes of US Children and Adolescents Compared with Recommendations. Pediatrics, 100, 323-329.

DeMillo, A. Ark. May Drop Schoolchildren Weigh-Ins. (2007, February 5). Newsday [New York]. Retrieved February 7, 2007, from www.Newsday.com

Dietz, W., Lee, S., McKenna, M., & Weschler, H. (2004). The Role of Schools in Preventing Childhood Obesity. The State Education Standard. Retrieved March 9, 2007 from http://www.drugfree.org/Files/Role%20of%20Schools%20in%20Preventing%20Childhood%20Obesity

Healthlink Medical College of Wisconsin. Surgeon General Asks Communities to Address Obesity. (2002). Retrieved on March 5, 2007 from http://healthlink.mcw.edu/article/1012427400.html

Lumeng, J. (2005). What Can We Do To Prevent Childhood Obesity? Zero To Three, 13-19.

National Center for Health Statistics. NCHS Data on Child Heatlh. Retrieved on March 5, 2007 from http://www.cdc.gov/nchs/data/factsheets/childhlth.pdf

Pollack, H., & Strauss, R. (2001). Epidemic Increase in Childhood Overweight, 1986-1998. Journal of the American Medical Association, 286, 2845-48.

Multiple Choice Answers
1.C 2.A 3.B 4.B 5.C

Essay Answer
If I noticed an increase in my overweight students I would try to do everything possible to reverse the trend. I would send weekly letters home telling the parents what their children are doing to be healthy. I would send a list home of foods that the children can and can’t bring to class for snack and lunch. I’m aware that some parents will be offended by this, but in order to ensure that all the kids eat healthy it has to be done. Our class would plant vegetables and fruits in our garden, and they would eat them for as snacks. My students would be active all day, whether it’s in play or learning. I would try to incorporate body moving in every activity. Research has shown that the brain remembers more when every part is being utilized.


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User:ChaoticLlama~enwikibooks

Involved with writing the Calculus wikibook.

title: User:ChaoticLlama~enwikibooks


text:
Horticulture/Rhododendron

Rhododendron (from the Greek: rhodos, "rose", and dendron, "tree") is a genus of flowering plants in the family Ericaceae. It is a large genus with over 800 species. and most have showy flower displays. It includes the plants known to gardeners as azalea, which was once treated as a separate genus.

Species of Rhododendron are widely distributed, occurring throughout most of the Northern Hemisphere except for dry areas, and extending into the Southern Hemisphere in southeastern Asia and northern Australasia. The highest species diversity is found in the Sino-Himalayan mountains from central Nepal and Sikkim east to Yunnan and Sichuan, with other significant areas of diversity in the mountains of Indo-China, Korea, Japan and Taiwaan. In addition, there are a significant number of tropical rhododendron species from southeast Asia to northern Australia, with 55 known species in Borneo and 164 in New Guinea. Relatively fewer species occur in North America and Europe. Rhododendrons have not been found in South America or Africa.

Description
The species are shrubs and small to (rarely) large trees, the smallest species growing to 10-20 cm tall, and the largest, R. arboreum, reported to 50 m tall. The leaves are spirally arranged; leaf size can range from 1-2 cm to over 50 cm, exceptionally 100 cm in R. sinogrande. They may be either evergreen or deciduous. In some species the underside of the leaves are covered with scales (lepidote) or hairs (indumentum). ; some of the best known species are noted for their many clusters of large trumpet-shaped flowers. There are however alpine species with small flowers or with small leaves.

Growing conditions
Most species require rich, moist, but well drained soils, sun to shade. Like other ericaceous plants, most rhododendrons prefer acid soils with a pH of roughly 4.5-5.5. Rhododendrons have fiberous roots and prefer well-drained soils high in organic material. In areas with poorly-drained or alkaline soils, rhododendrons are often grown in raised beds using mediums such as composted pine bark. . Mulching and careful watering are important, especially before the plant is established.

Species
Rhododendrons are extensively hybridized in cultivation, and natural hybrids often occur in areas where species ranges overlap. There are over 28,000 cultivars of Rhododendron in the International Rhododendron Registry held by the Royal Horticultural Society. Most have been bred for their flowers, but a few are of garden interest because of ornamental leaves and some for ornamental stems.

Some species (e.g. ../Rhododendron ponticum/ in the United Kingdom) are invasive as introduced plants, spreading in woodland areas replacing the natural understory. R. ponticum is difficult to eradicate, as its roots can make new shoots.

The species are organised by subgenus, section, subsection and series. These are currently divided into four large and four small subgenera:
 * Subgenus Rhododendron L.: small leaf or lepidotes (with scales on the underside of their leaves); several hundred species, type: ../Rhododendron ferrugineum/. The tropical rhododendrons (sect. Vireya, about 300 species) are usually included as a section in this subgenus, but sometimes split off as a ninth subgenus.
 * Subgenus Hymenanthes (Blume) K.Koch: large leaf or elepidotes (without scales on the underside of their leaves); about 140 species, type: ../Rhododendron degronianum/.
 * Subgenus Pentanthera G.Don: deciduous azaleas; about 25 species, type Rhododendron luteum.
 * Subgenus Tsutsusi: about 15 species; type ../Rhododendron indicum/.
 * Subgenus Azaleastrum Planch.: five species; type ../Rhododendron ovatum/.
 * Subgenus Candidastrum (Sleumer) Philipson & Philipson: one species; ../Rhododendron albiflorum/.
 * Subgenus Mumeazalea: one species, ../Rhododendron semibarbatum/.
 * Subgenus Therorhodion: one species, ../Rhododendron camtschaticum/.

Recent genetic investigations have caused an ongoing realignment of species and groups within the genus, and also have caused the old genus Ledum to be reclassified within subgenus Rhododendron. Further realignment within the subgenera is currently proposed, including the merging of subgenus Hymenanthes into subgenus Pentanthera. Most species prefer acidic soil conditions; some tropical Vireyas, and other species, grow as epiphytes.

 * Species:
 * ../Rhododendron atlanticum/
 * ../Rhododendron canadense/
 * ../Rhododendron catawbiense/
 * ../Rhododendron ferrugineum/
 * ../Rhododendron groenlandicum/
 * ../Rhododendron luteum/
 * ../Rhododendron macrophyllum/
 * ../Rhododendron maximum/
 * ../Rhododendron moulmainense/
 * ../Rhododendron occidentale/
 * ../Rhododendron ponticum/
 * ../Rhododendron schlippenbachii/
 * ../Rhododendron spinuliferum/
 * ../Rhododendron tomentosum/

Uses
Both species and hybrid rhododendrons (including azaleas) are used extensively as ornamental plants in landscaping in many parts of the world, and many species and cultivars are grown commercially for the nursery trade. Rhododendrons are often valued in landscaping for their structure, size, flowers, and the fact that many of them are evergreen. Azaleas are frequently used around foundations and occasionally as hedges, and many larger-leafed rhododendrons lend themselves well to more informal plantings and woodland gardens, or as specimen plants. In some areas, larger rhododendrons can be pruned to encourage more tree-like form, with some species such as R. arboreum and R. falconeri eventually growing to 10-15 m or more tall.

Harvesting
Some species are poisonous to grazing animals. Some Rhododendrons have a toxin called grayanotoxin in their pollen and nectar. People have been known to become ill from eating honey made by bees feeding on rhododendron and azalea flowers. Xenophon described the odd behavior of Greek soldiers after having consumed honey in a village surrounded by rhododendrons. Later, it was recognized that honey resulting from these plants have a slightly hallucinogenic and laxative effect. The suspect rhododendrons are ../Rhododendron ponticum/ and ../Rhododendron luteum/ (formerly Azalea pontica), both found in northern Asia Minor. Eleven similar cases have been documented in Istanbul, Turkey during the 1980s.

Pests and diseases
There are a number of insects that either target rhododendrons or opportunistically will attack them. Rhododendron borers and various weevils are major pests of rhododendrons, and many caterpillars will attack rhododendrons. Major diseases include Phytophthora root rot, stem and twig fungal diebacks; Ohio State University Extension provides information on maintaining health of rhododendrons.

Rhododendron species are used as food plants by the larvae of some ../Lepidoptera/ species.

../Crown Gall/ ../Powdery Mildew/ ../Leaf Spots/ ../Leaf Scorch/ ../Leaf Blotch/ ../Leaf Galls/ ../Petal Blights/ ../Bud Blasts/ ../Blights/ ../Stem Cankers/ ../Diebacks/ ../Damping Off/ ../Root Rots/ ../Rusts/ ../Wilts/ ../Crown Rots/ ../Dieback/ ../Nematodes/
 * Agrobacterium tumeifasciens
 * Erisiphe
 * Microsphaera alni
 * Cercospora rhododendri
 * Coleotrichum
 * Corynospora cassiicola
 * Cylindrocladium scoparium
 * Coryneum rhododendri
 * Coryneum triseptatum
 * Cryptostictis mariae
 * Diplodinia rhododendri
 * Gloeosporeum rhododendri
 * Gloeosporium ferrugineum
 * Hendersonis concentrica
 * Laestadia rhodorae
 * Lophodermium melemeucum
 * Lophodermium rhododendri
 * Melasmia rhododendri
 * Monochaetia
 * Mycosphaerella
 * Pestalotia macrotricha
 * Phyllosticta maxima
 * Physalospora rhododendri
 * Venturia rhododendri
 * Septoria azaleae
 * Botrytis cinerea
 * Exobasidium vaccinii
 * Ovulinia azaleae:
 * Pycnostysanus azaleae:
 * Briosia azaleae
 * Monilinia azaleae
 * Pestalotia macrotricha
 * Cylindrocladium
 * Botryosphaeria dothidea
 * Phomopsis
 * Pellicularia filamentosa
 * Armillaria mellea
 * Chrysomyxa ledi
 * Chrysomyxa piperiana
 * Chrisomyxa roanensis
 * Pucciniastrum vaccinii
 * Phytophthora cinnamomi
 * Phytophthora ramorum
 * Phytophthora cryptogea
 * Phytophthora cactorum
 * Phytophthora citricola
 * Aphelenchoides fragariae
 * Ditylenchus
 * Trichodorus christiei
 * Tylenchorhynus claytoni
 * Tylenchus

Loss of vigor: Highly susceptible to Juglone poisoning (from Black Walnuts)

Chlorosis: Caused by insufficient Iron available in the soil, almost always a result of high pH.

Boron Toxicity:Too much Boron in soil solution

Dry Bud or Bud Drop (Caused by drought during bud formation)

../Aphids/ ../Scales/ ../Hoppers/ ../Whiteflies/ ../Mealybugs/ ../Bugs/ ../Lacebugs/ ../Thrips/ ../Maggots/ ../Beetles/ ../Weevils/ ../Caterpillars/ ../Sawflies/ ../Wasps/ ../Mites/
 * Rhododendron Aphid: ../Macrosiphum rhododendri/
 * Aphid: ../Illinoia rhododendri/
 * Oleander Scale: ../Aspidiotus nerii/
 * Indian Wax Scale: ../Ceroplastes ceriferus/
 * Azalea Bark Scale: ../Eriococcus azaleae/
 * Greedy Scale: ../Hemiberlesia rapax/
 * Common Falsepit Scale: ../Lecanodiaspis prosopidisv/
 * Cottony Camellia Scale, Taxus Scale: ../Pulvinaria floccifera/
 * Peony Scale: ../Pseudaonidia paeoniae/
 * Putnam’s Scale (Rhododendron Scale): ../Diaspidiotus ancylus/
 * Townsend Scale: ../Abgrallaspis townsendi/
 * Rhododendron Leafhopper, Redbanded Leafhopper: ../Graphocephala fennahi/ (Graphocephala coccinea)
 * Candystriped Leafhopper: ../Graphocephala coccinea/
 * Rhododendron Whitefly:../ Dialeurodes chittendeni/
 * Azalea Whitefly: ../Pealius azaleae/
 * Greenhouse Whitefly ../Trialeurodes vaporariorum/
 * Taxus Mealybug: ../Dysmicoccus wistariae/
 * Citrophilus Mealybug: ../Pseudococcus fragilis/
 * Striped Mealybug: ../Ferrisia virgata/
 * Fourlined Plant Bug: ../Poecilocapsus lineatus/
 * Stink Bugs
 * Azalea Lacebug: ../Stephanitis pyroides/
 * Rhododendron Lacebug: ../Stephanitis rhododendri/
 * Thrips: ../Heliothrips haemorroidalis/
 * Tobacco Thrips: ../Thrips tabaci/
 * Greenhouse Thrips: ../Heliothrips haemorrhoidalis/
 * Rhododendron Gall Midge: ../Clinodiplosis rhododendri/
 * Rhododendron Tip Midge: ../Giardomyia rhododendri/
 * Pitted Ambrosia Beetle: ../Corthylus punctatissimus/
 * Azalea Stem Borer: ../Oberea myops/
 * Asiatic Garden Beetle: ../Maladerma castanea/
 * Japanese Beetle: ../Popillia japonica/
 * Cranberry Rootworm: ../Rhabdopterus picipes/
 * Redheaded Flea Beetle: ../Systena frontalis/
 * Twobanded Japanese Weevil: ../Callirhopalus bifasciatus/
 * Strawberry Weevil: ../Otiorhynchus ovatus/
 * Black Vine Weevil: ../Otiorhynchus sulcatus/
 * Claycolored Weevil: ../Oriorhynchus singularis/
 * Luna Moth: ../Actias luna/
 * Azalea Leaf Tier: ../Archips argyrospilus/
 * Io Moth: ../Automeris io/
 * Obliquebanded Leafroller: ../Choristoneura rosaceana/
 * Azalea Leafminer: ../Gracilaria azaleella/
 * Puss Caterpillar: ../Megalopyge opercularis/
 * Rhododendron Borer: ../Synanthedon rhododendri/
 * Variegated Leafroller: ../Platynota flavedana/
 * Azalea Sawfly: ../Amauronematus azaleae/
 * Azalea Sawfly: ../Nematus lipvskyi/
 * Giant Hornet: ../Vespa crabro germana/
 * Southern Red Mite: ../Oligonychus illicis/
 * Broad Mite: ../Polyphagotarsonemus latus/
 * Cyclamen Mite: ../Steneotarsonemus pallidus/
 * Twospotted Spider Mite: ../Tetranychus urticae/
 * Privet Mite: ../Brevipalpus obovatus/

title: Horticulture/Rhododendron


text:
User:Aimee~enwikibooks

[Kindergarten Readiness 1]

"Introduction:"
The history of kindergarten is important because it became the first large-scale early childhood program (Harris, K., & Knudsen-Lindauer, S. L. 1988 pp. 61-73).The importance of the kindergarten readiness stems from the need to better prepare our children and to understand what is expected from our children as we send them to school maybe for the first time. A child will admitted into the program at various times due to birthday regulations that vary from state to state these deadlines schools use to determine who can enter the next kindergarten class. Your child must reach the age of 5 by the cutoff date. Starting school is an important time for young children, their families, and educators. Kindergarten is a time for children to expand their love of learning, their general knowledge, their ability to get along with others, and their interest in reaching out to the world. (Harris, K., & Knudsen-Lindauer, S. L. 1988 p.p 61-73) The fifth birthday is approaching and that brings the first of formal education to a child’s life. It is important to help prepare a child for kindergarten and the road ahead.

What to expect:
In kindergarten, a child will develop skills in many areas. However, kindergarten makes up only a small part of each day. The key to a successful school year is a strong partnership between home and school. The following are ideas that are used in many schools to help a child to prepare for the up and coming kindergarten year. The exposure to various important skills will be helpful such as: Counting out loud to 10 ,recognizing numbers 0-10 ,recognizing capital and lowercase letters of the alphabet, recognizing and drawing the four basic shapes (square, circle, rectangle, triangle),recognizing and writing his/her first name, buttoning and zipping clothing, tying shoelaces, coloring and cutting, listening and following directions, sharing and taking turns these will help a future student  to become  successful and help the kindergartner to improve their educational outcome. There are many studies that look at the interaction of teachers, parents and the community and how they contribute as critical roles in the early education of children (Journal of Early Childhood Research, Vol. 4, No. 3, 223-258, 2006). Children need to be made to feel good about who they are and that learning can be fun. Developing a love for learning and knowledge is an important life-long tool for every child.

When a child Enters
When a child enters Kindergarten with confidence they will share their knowledge and speak more comfortably. But if children aren't ready, beginning school can be confusing and embarrassing, even frightening.The best way to help support a child in the route to kindergarten would be to attend the kindergarten orientation visit the school, arrange a tour of the school bus, involve your child in shopping for supplies and let him organize his backpack, and practice self-help skills. It is important to work with your child and the teachers as a team, the new world of school can be an exciting adventure and positive experience. It important that it is known that young children learn differently than older children, their schooling must be different. Thus, their teachers require special training to insure growth and development. It has been noted that kindergarten is "one of the major challenges children have to face in their early childhood years" (Victorian Department of School Education, 1992, p. 44) Parents and early childhood educators, on the other hand, have emphasized the importance of children adjusting socially to the school environment. It is important that children are playing and working with materials or other children. According to NAEYC, the following are good signs of a properly ran kindergarten classroom: Here are ten listed signs of a good kindergarten]

A good classroom:
1. Children have access to various activities throughout the day, such as block building, pretend play, picture books, paints and other art materials, and table toys such as legos, pegboards, and puzzles. 2. Teachers work with individual children, small groups, and the whole group at different times during the day. 3. The classroom is decorated with children’s original artwork, their own writing with invented spelling, and dictated stories. 4. Children learn numbers and the alphabet in the context of their everyday experiences. 5. Children work on projects and have long periods of time (at least one hour) to play and explore. 6. Children have an opportunity to play outside every day that weather permits. This play is never sacrificed for more instructional time. 7. Teachers read books to children throughout the day, not just at group story time. 8. Curriculum is adapted for those who are ahead as well as those who need additional help. Because children differ in experiences and background, they do not learn the same things at the same time in the same way. 9. Children and their parents look forward to school. Parents feel safe sending their child to kindergarten. Children are happy; they are not crying or regularly sick. 10. Individual kindergarten classrooms will vary, and curriculum will vary according to the interests and backgrounds of the children. But all developmentally appropriate kindergarten classrooms will have one thing in common: the focus will be on the development of the child as a whole. (1990. Washington, DC: NAEYC) NAEYC is an orgnization that works toword positively building early childhood education by offering training and programs to schools and individuals. They offer studies that are based upon actual research which help further development in young children.

Sum it up: What Kindergarten should be.........
The whole experience of kindergarten is for five year olds. It is geared toward the five year old child.It is custom-made to fit children of this particular age. So remember that preparing for kindergarten takes the parent, the child and the community. So be prepared.

Multiple Choice:
1. At what age are most children ready to attend kindergarten? a. Age 4 b. Age 5 c. Age 6 d. I think children should skip kindergarten and stay home until they're ready for 1st grade

2. What is the worst way to pick a kindergarten program? a. word of mouth b. just take what you get c. looking and talking with the teachers

3. How can parents/caregivers prepare their children for Kindergarten? a. Parents/ caregivers should model a positive attitude towards school b. ignor the child c. offer advice to the child.

4. True / False A kindergartner must attend preschool before attending kindergarten.

5. In Kindergarten the most important thing that a child will aquire will be a. how to play b. preparation for the years to come c. how to fight d. that a teacher is a friend

--

answers:
1-b 2-b 3.a 4.false 5-b

Essay :
What is "readiness," but what does it really mean? How does a parent know if there child is "ready?" How does anyone know? Being "ready" for Kindergarten means, merely that your child is able to learn what will be taught in the kindergarten he or she will attend, and can do the expected tasks comfortably with teachers and other children in that setting. Since learning builds on learning, this means that a child needs to have acquired the skills, information, and attitudes that are necessary to do this, and have the ability to get along with others and be part of a group. When many parents think about Kindergarten readiness, they sometimes wonder and think too much on academics, but the skills that define readiness are far broader than knowing letters, numbers, and how to count. To be ready for Kindergarten, a child should have a positive attitude toward starting school, some understanding of why he or she is there, and be open to learning new and exciting things and making new friends. The best way to learn what will be expected of your child is to contact the school your child will attend, schedule a tour and speak to the teachers that will possible be your child’s teacher. As far as wondering if anyone knows you as a parent should prepare your child by offering yourself as a great role model. I hope that you enjoyed my thoughts about kindergarten readiness...................

title: User:Aimee~enwikibooks


text:
Talk:Persian/Alphabet

Source
The Alefba table was taken from the German Persian learning Wikibook. Poppy 19:51, 15 March 2007 (UTC)

Transcription
Which system of transcription is best to be used in this book? Some people prefer to use "xub" rather than "khub" etc. Poppy 19:26, 4 April 2007 (UTC)

title: Talk:Persian/Alphabet


text:
User talk:JjmDupuy

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title: User talk:JjmDupuy


text:
Foundations and Current Issues of Early Childhood Education/Chapter 9/9.4

Universal Preschool: All for one and one for all
What is it? Jennifer Robusto

Universal Preschool is a nationwide program that replaces the private preschool system with a taxpayer funded system (Snell, 2006). Several states have implemented a universal preschool plan and more are likely to follow their lead (Snell, 2006).

Support for Universal Preschool
Universal preschool can create equal opportunity for success for all students because all receive the same quality education regardless of family income available (Doyle, 2005). Universal schools diminish the achievement gap (Doyle, 2005). Quality preschool programs result in higher academic performance (Doyle, 2005). Students who go through these types of programs are better prepared for school (Doyle, 2005). They are more likely to graduate from high school and less likely to be put in special education classes through out their educational career (Doyle, 2005). Problems in school readiness and educational failure are not strictly problems existing only to children living in poverty (Barnett, 2004). Preschool increases early reading and math skills in kindergarten and the first grade (Barnett, 2004). These increases are even higher for disadvantaged American children (Barnett, 2004). These same at risk students are less likely to be retained if they have attended a quality preschool (Smith, 2004). Universal preschool has the potential to make great long term benefits because it includes everyone (Barnett, 2004). At risk children who receive a high quality preschool education are less likely to commit crimes in adulthood (Doyle, 2005). Those who do not receive this type of early education are more likely to become career criminals of more violent crimes (Doyle, 2005). The universal programs that also provide support services for the entire family reduce child neglect and abuse which also impacts future criminal behavior (Doyle, 2005).

Research has found a monetary return to society (Doyle, 2005). For every one dollar invested in preschool approximately seventeen dollars are saved by society (Doyle, 2005). This money is saved by cutting crime, welfare, and other public costs (Doyle, 2005). This return is not even including the higher wages and contributions that the adult is able to gain from their participation in a preschool program (Doyle, 2005). Universal preschool is one of the best public investments a state can make (Smith, 2004).

Opposition to Universal Preschool
The current preschool system includes a diverse group of public and private preschools (Snell, 2006). Creating a universal preschool would eliminate that system and create a state controlled monopoly on preschool (Snell, 2006). The government preschool creates a “one-size-fits-all approach” to teaching students (Snell, 2006). Different students have different educational needs that can all be met in the same way (Snell, 2006). Taxpayers would have to help pay for education the wealthy as well as the poor children (Snell, 2006). The economic benefits to society may be skewed (Snell, 2006). All of those programs used for research had intense family and school interventions (Snell, 2006). There were home visits, nutritional and medical services provided, and tutoring available until the third grade (Snell, 2006). It is hard to say which of the factors benefited the disadvantaged children (Snell, 2006). States that have had universal preschool programs for years are not improving (Snell, 2006). Their scores are among the lowest in the country and they are making the worst gains overall (Snell, 2006). None of the top ten states had universal preschool programs (Snell, 2006). Studying test scores world wide does not give evidence to support universal preschool (Snell, 2006). American students perform among the highest through the forth grade in reading, science, and math (Snell, 2006). After the forth grade students scores begin to decline (Snell, 2006). By the twelfth grade, American students are among the lowest in the world (Snell, 2006).

Universal vs. Targeted Programs
Targeting programs are said to have three advantages. They are more efficient with less cost to the public, they have a higher quality, and they receive greater support from the public (Barnett, 2004). Because at risk students show a higher benefit from early education the government should spend the education money on them and not on students whose parents can afford early education (Barnett, 2004). Because these targeted programs serve a smaller population of students they can focus on quality for the children with the greatest needs (Barnett, 2004). Targeted programs are more likely to be fully funded by the public because all of the money goes towards families who need it (Barnett, 2004). There are many targeted programs available from federal policy (Barnett, 2004). The biggest of these programs are Head Start and preschool special education. Forty states fund preschool initiatives that are targeted programs (Barnett, 2004). Most of these programs are targeted towards children who come from low income families (Barnett, 2004). These are the children who need to get the most help (Silverman, 2005). They do not have access to computers and educational family trips (Silverman, 2005). Targeting programs provide these opportunities (Silverman, 2005).

Seeing so much evidence from research that says the foundations for literacy and other academic achievements begins before age five leads people to question why government schooling does not begin earlier (Barnett, 2004). One answer to this question would to be implementing a universal preschool (Barnett, 2004). Advocates for universal preschool say the three advantages of targeted programs are incorrect (Barnett, 2004). Targeted programs do not always serve the people they seek, and they sometimes serve those they are not supposed to (Barnett, 2004). In addition to not reaching all the desired students, it costs a great deal of money to search for the targeted students (Barnett, 2004). Targeted programs also tend to be of a poorer quality than originally thought (Barnett, 2004). Universal programs have better quality because they are not viewed as charity, and they also include the disadvantaged children in a more diverse setting (Barnett, 2004). Including all children helps everyone. Universal preschools seem to require a higher budget because it serves everyone, however, the program is perceived as more fair (Barnett, 2004). If the public perceives the program to be fair they are more likely to support it (Barnett, 2004). A high quality universal program would cost more, but it would also shift the costs away from middle income parents to taxpayers (Barnett, 2004).

Conclusion
Long waiting lists show there is obviously a high demand for preschool (Doyle, 2005). The government can solve the problem of having to turn away students by implementing a universal preschool program (Doyle, 2005). Giving equal opportunity to high quality early education is key to helping many basic problems in the United States (Doyle, 2005).

Essay Question and Response
Decide which program you like best: targeting or universal. Explain your choice.

Preschools should be fair. Universal preschools provide the only opportunity to serve everyone equally. Most schools that are available to poorer students are of a lower quality. These are the students who need high quality preschools the most. They benefit more than other students. Middle income students are also in great need of universal preschool. They struggle to pay for preschool, but do not receive any help from targeting programs like Head Start. There are many students who fall into this category. Including all students in the same program leads to more diversity within the classroom. This means all students will have more to learn from each other in an equal setting. More students will be prepared for kindergarten and the first grade. The achievement gap can be diminished with universal preschool. Higher achievement leads to better lives. More students will graduate from high school resulting in higher incomes. Less students will be retained and less will be put in special education. Retaining less students will save society money. In fact, universal can save society more money than it costs. There will be less serious crimes and less repeat offenders. There will be less people depending on welfare. Universal preschools also supply support for the student’s family. With all the support the schools supply to the families there are less reports of child abuse and neglect. So much research has shown the importance of schooling before the age of five. If the government knows how important it is to lay educational foundations at an early age it should supply access to preschool for everyone. Universal preschool has the best opportunity for society. It will save money in the long run for everyone. It is the fairest way to provide a true quality early education for all students.

Multiple choice questions
1.	The following are all the claimed advantages of targeting programs except

a.	are more efficient with less cost to the public

b.	they have a higher quality

c.	they find all available people who need schooling

d.	they receive greater support from the public

2.	The following are all benefits to universal preschool except

a.	more fair opportunities for all

b.	are more efficient with less cost to the public

c.	a diverse classroom setting

d.	shift cost away from middle class to the taxpayers

3.	All of the following are ways universal preschool can save society money except

a.	less students attend the schools

b.	less retention means the student does not have to be paid for twice

c.	less people are career criminals

d.	less people dependent on welfare

4.	Which socio-economic group most benefits from universal preschool?

a.	upper class

b.	Upper middle class

c.	Middle class

d.	Lower class

5.	People who oppose universal preschool say the money saving statistics may be skewed because the research programs had all of the following except

a.	home visits

b.	tutoring into elementary school

c.	nutritional and medical services

d.	free psychological counseling

Answers 1. c 2. b 3. a 4. d 5. d


text:
Foundations and Current Issues of Early Childhood Education/Chapter 9/9.1

Universal Preschool
By: Barbara Dell

Introduction
Universal preschool is the idea that families should have access to quality preschool programs just as they do the public school system. Universal preschools would allow 3 and 4 year old children access to quality preschool programs that help them to develop skills needed to be successful in kindergarten and beyond. Advocates for universal preschools believe early education improves school readiness and achievement. Evidence shows that the first five years of a child’s life is key to their long-term development and children who are part of a rich learning environment early on do better in school and in life. Many educators, business leaders and economists are recognizing the benefits of providing quality early education to children and are supporting state funded preschools that are available to low-income families. Other countries have also recognized this importance as nearly all 3 to5 year olds in France and Italy are enrolled in publicly funded preschool (Ferrandino & Tirozzi, 2001). There are many research studies highlighting the importance of preschools and many states have already begun providing publicly funded preschools for all 4 year old children. This article will take a look at some of the research that highlights the benefits and cost of universal preschools and which states have already begun working towards preschool for all children.

History
The idea of providing free preschools has been around for some time. In 1965, the Head Start program was created to help poor preschool-aged children develop skills needed to be successful in public schools through access to education programs. However it is the state funded preschools that have become more popular as more advocates for early education and legislators are creating and passing bills that support universal preschools. Much of the awareness is raising from the dissatisfaction of the public school systems. Many believe children are not performing at their grade level and that disadvantage children lack basic skills while advantaged children lack motivation. The idea of universal preschool is thought to help schools succeed by preparing children and getting them ready to learn before they enter the public school system. This would give public school teachers the chance to shape their young minds and not have to worry about teaching basic skills. Research done in the 90’s on early brain development also helped build support for the idea that learning starts before the children enter school at age 5 (Gormley, 2005).

Research
One of the most influential studies in early childhood education is the High/Scope Perry Preschool study. It was the first study to look at the effects of preschool on educational placement, crime, earning and employment. During this study, David Weikart followed 123 low-income African American children for 40 years to study the effects of preschool. The children were broken into two groups, one group attending the Perry preschool class and the other not. The group that attended the Perry preschool class not only had increased achievement on performance test but were more likely to graduate, find a job, have a higher median income, have fewer arrests and less likely to depend on welfare (Parks, 2000).

In 1985, the Chicago Child-Parent Center began a study comparing low-income four years old who attended a comprehensive preschool to children who began a full-day kindergarten at age 5. The results showed that the children who attended preschool had 41% fewer special education placements and grade retentions, a 29% higher high school graduation rate, and were 33% less likely to be arrested as juveniles (Ferrandino & Tirozzi, 2001).

Another well known study that researched the benefits of early childhood education was the Abecedarian Early Childhood Education Intervention. This study took place in the 1970’s at the University of North Carolina at Chapel Hill. The study followed children from low-income families that received full time, high-quality education from infancy to age 5. The children received individualized educational activities which focused on social, emotional and cognitive development. Their progress was monitored over time and consisted of follow-up studies at ages 12, 15 and 21. Children who participated in the study showed higher cognitive test scores, higher academic achievement in math and reading and were more likely to attend a four-year college. The children on average were older when they had their first child and their mothers achieved higher education and employment status (Early learning, later success).

Costs & Benefits
The research studies discussed above provide substantial evidence that children who receive quality education at an early age will benefit now and in their future. However these studies cost money and so does starting a universal preschool program but how much and do the benefits outweigh the costs? When a cost-benefit analysis was done on these studies, it showed the benefits children received from these programs are worth the costs. The Abecedarian Project showed a benefit/cost ratio of 4 to 1 which means for every dollar invested, society received four dollars in return. The High/Scope Perry project and the Chicago study both showed a ratio of 7 to 1; every dollar invested, society received 7 dollars. Other analysis’s concluded that children who take part in such programs earn about $143,000 more in their lifetimes over children who do not participate in the programs. The parents of the these children also benefit because they are able to concentrate on their education and establish long lasting and more productive relationships with employers, allowing them job security and opportunities to make more money. These programs are expensive and many government agencies experience sticker shock when they see the costs of such programs. The High/Scope Perry project estimated $9,200 per child, per year and the Abecedarian Project cost about $13,900. The estimated annual cost of providing quality early education to all low-income children under age 5 would be about $53 billion per year (Bracey & Stellar, 2003). The price is high but research studies show the long-term economical benefits may be higher. The cost of schooling, welfare and criminal justice system may be reduced as children are less likely to repeat grades, need special education, break the law and be dependent on welfare. Such benefits are being noticed by states as they are taking on funding quality preschool programs (Barnett & Hustedt, 2003).

States Providing Universal Preschools

With the price of universal preschools high and the benefits higher, some states are starting quality programs for all 3 to 4 year olds. In 1995, Georgia introduced the first statewide preschool program that would allow free education to all 4 year olds. Other states are following New York, Oklahoma and Florida all have started their own programs and will continue to provide free education to all 4 year olds (Barnett & Hustedt, 2003). California, Illinois, New Mexico, West Virginia and other states are starting to move towards universal preschools as well. Other states are doing so because they see the results from Georgia’s programs. Research shows that children attending the programs in Georgia are making significantly higher test scores on cognitive development and exceeding national norms. Oklahoma is showing improved results as well. Students who normally lag behind are showing vast improvement on pre-reading, writing and math skills (Gormley, 2005).

Conclusion
Universal preschool is a new idea that is rapidly becoming popular. Many administrators, teachers, business leaders and economists believe children’s school and life achievement lies in quality preschool programs and many states agree. Although they can be costly the benefits are proven to not only help the economy but help better the lives of the children and families involved.

Questions
1.	Advocates of universal preschools believe early education improves children’s

A.	health

B.	school readiness and achievement

C.	chances of getting a job

D.	chances of getting into college

2.	Which countries have all 3 to 5 years old enrolled in publicly funded preschools?

A.	Australia and China

B.	United States and Canada

C.	Denmark and Switzerland

D.	France and Italy

3.	Research shows children who attend quality preschool programs are more likely

A.	to graduate high school

B.	buy a house

C.	get married

D.	own a car

4.	Cost analysis shows

A.	preschool programs are expensive and not worth the benefits

B.	society benefits only from providing reduced cost programs

C.	society can earn up to 7 dollars per dollar invested in preschool programs

D.	there are only short term benefits to providing universal preschools

5.	Which state was the first to provide free preschool education to all 4 year olds

A.	Oklahoma

B.	Illinois

C.	Georgia

D.	West Virginia

Answers: B, D, A, C, C

 * Explain the benefits of providing children with a quality preschool education.

Research studies have found there are many benefits to providing quality preschool education programs to children. Children grow and develop many skills during their first five years of their life and providing them with a quality education can not only help their short-term development but it can provide long-term benefits as well. When children participate in quality education programs they are able to develop academically, socially, emotionally and strengthen their motor skills. They become better prepared for school as they are already learning how to read and write. They also learn to work with others and understand the way a classroom works. In the future children who attend preschool programs are less likely to be held back and require special education class. They are also more likely to graduate from high school, attend a four year college and find a job. Because of their education and ability to find a job, they are able to make more money and provide a good future for their kids. Research has also shown that children who participated in preschool programs are less likely to need welfare, commit crimes and be involved in the juvenile justice system. Not only do these programs benefit the children involved, they benefit their parents, future children and the community around them.


text:
Foundations and Current Issues of Early Childhood Education/Chapter 6/6.3

Overview
The No Child Left Behind (NCLB) Act of 2001 is federal legislation passed in 2001 aimed at having all public school children performing at grade level in reading and mathematics by 2014. This sweeping federal legislation requires states to demonstrate progress from year to year in raising the percentage of students who are proficient in reading and mathematics and in narrowing the achievement gap (nclb.com, 2007). NCLB requires states to align test with state academic standards and begin testing students on an annual basis in reading and mathematics in grade 3-8 and at least once during grades 10-12 by the 2005-2006 school year. It requires the National Assessment of Educational Progress (NAEP) reading and mathematics tests to be administered to a sample of 4th and 8th graders in each state every other year in order to make cross state comparisons. Schools were at least 35% of the children in the school attendance area are low-income families or at least 35% of the enrolled students are from low-income families are eligible to receive federal Title 1 funds. The proportion of low-income families is most frequently measured by the percent of students eligible to receive free and reduced price lunch. Title 1 funds are to be used for programs designed to improve the academic achievement of children from low-income homes. Over half of all public schools receive funding under Title 1.

Parental Choice
Under NCLB, students in low performing schools are to be able to seek other educational opportunities. Public schools that fail to make Adequate Yearly Progress (AYP) over time must offer students the option to transfer to a better public school or choose an after-school tutoring program.

School Safety
All children need a safe environment in which to learn and achieve. Too many schools in America remain unsafe, too many teachers are threatened by violence, and too many children fear for their safety. NCLB encourages laws on the books to be aggressively enforced. America has learned a lesson since September 11. We must prepare for the worst, which is working with communities, so every level of government is looking our for child safety. NCLB requires states to report on school safety to the public. NCLB also protects teachers so they can teach and maintain order. It protects them from frivolous litigation when they take reasonable actions to maintain order and discipline in the classroom. NCLB provides a mechanism for students to leave chronically dangerous schools. It requires schools to implement a statewide policy giving students the choice to attend a safe public school within the district if he or she attends a dangerous public school elementary or secondary school, become a victim of a violent crime while in or on the grounds of a public school the students attends.

Teacher Quality
The US Department of Education has reviewed state efforts to meet the Highly Qualified Teacher (HQT) requirement and has notified each state of the results of the assessment of the states HQT progress. To become a HQT in Core Academics Subjects, you must satisfy three requirements: a bachelor’s degree or higher degree from an accredited or approved institution, have a valid full state certificate and a subject matter competency for each core academic subject assigned.

Adequate Yearly Progress (AYP)
Adequate Yearly Progress (AYP) measures yearly progress towards achieving state academic standards for each student group in a school in reading and math. Student group categories are: the school as a whole, white, black, Hispanic, native American, Asian/pacific islander, multicultural, economically disadvantaged, limited English proficient students, and students with disabilities. Schools must test at least 95% of students in each subgroup. Forty students or more within a category in a school comprise a subgroup. All students’ scores are counted in the school wide average, whether or not the student is counted in a subgroup. If one student group in one subject at a school that does not perform at a target goal percentage, the school is considered to have not made AYP for that year. Title 1 schools that have not made AYP for two consecutive years enter School Improvement Status and must offer public school choice beginning no later than the first day of school in the next year, and throughout the entire time they are in School Improvement Status. Title 1 school improvement schools exit that status only after they have made AYP for two consecutive years. Schools considered persistently dangerous must offer public school choice. Each state defines what constitutes a “persistently dangerous” school. State receiving funds under NCLB must allow students who attend such schools, or who are the victim of a violent crime while on the grounds of the school they attend, to transfer to a safe public elementary or secondary school, including a public charter school in the same district.

Essay Question
Which schools must offer public school choice? How long are students allowed to attend the school of their choice? Essay Question Answer

Title 1 schools that have not made Adequate Yearly Progress for two consecutive years enter School Improvement status and must offer public school choice beginning no later than the first day of school in the next year, and throughout the entire time they are in School Improvement status. Title 1 School Improvement schools exit that status only after they make AYP for two consecutive years. Schools considered persistently dangerous must offer public school choice. If a student exercises the option to transfer to another public school, the school district must permit the student to remain in that school until he or she has completed the highest grade in the school. The school district is no longer obligated to provide transportation for the student after the end of the school year in which the students’ original school is no longer identified for School Improvement. If the new school is placed in improvement status, the student would have the option to move again to another school in a subsequent year.

Multiple Choice
1. Adequate yearly progress measures yearly progress toward achieving state academic standards, which is NOT a student group category?

a.	Black

b.	White

c.	Entire school

d.	All 3rd graders

2. Which students are eligible for the choice option?

a.	Students with Disabilities

b.	Elementary school students

c.	Title 1 School Improvement school students

d.	None of the above

3. Why was No Child Left Behind invented?

a.	to make schools safer

b.	ensure students of transportation

c.	to have all children performing at grade level

d.	all of the above

4. What are some other benefits of NCLB?

a.	grants for teacher training

b.	grants for reading instruction

c.	flexibility in spending federal funds

d.	all of the above

5. What does a teacher need to be a Highly Qualified Teacher?

a.	Bachelor/Master’s degree

b.	Competency for each core area

c.	State certification

d.	All of the above

Answers to Multiple Choice Questions: 1-d, 2-c, 3-c, 4-d, 5-d


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Cookbook talk:Fried Eggs

Is it really a cardinal sin to let the egg break? Sonic3KMaster 22:00, 15 March 2007 (UTC)
 * Some people just like hyperbole. I certainly prefer fried eggs to remain unbroken, unless I'm wrapping them in dosa or something, in which case I much prefer them to be broken so that the yolk is more evenly distributed through the wrap. Webaware talk 23:47, 15 March 2007 (UTC)

Well, when cooking for children, or for the very fussy, its quite possible to see a breakfast meal rejected for something like a broken yoke. But maybe that's only so in the UK. But also allow for a little hyperbole for entertainment value! (20040302 (talk) 22:12, 11 June 2008 (UTC))

title: Cookbook talk:Fried Eggs


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Foundations and Current Issues of Early Childhood Education/Chapter 8/8.2

Introduction
Leonard A. Scheele, a former surgeon general, stated, “The strength of any nation depends upon the physical and emotional health of its children.” It is estimated that children between the ages of two and five spend about 25 ½ hours a week watching television (Pica). Some studies also show that approximately 50 percent of American children do not get enough exercise (Pica). Sadly enough, the number of overweight children has doubled in the last decade (Pica). Fit children are more likely to participate in sports, dance, games, and other physical activities that improve muscular strength, flexibility, and body composition (Pica).

Despite the horrible statistics, children who are physically active and experience success in movement activities show higher levels of self-esteem and a greater sense of accomplishment (Pica). Physical activity is important because children are less fatigue and more alert while at school.

Role of Schools
What is a schools role in early childhood health? The health of children, while they are in school and out, is a matter of universal concern (Scheele, 1948). Because school age children comprise approximately one fifth of the total population, schools are in a strategic position to influence the health of children (Scheele, 1948). A child's experiences at school more than likely will have a tremendous impact on his or her future health. Teachers and administrators must become advocates for children's health. Health concepts can be taught by schools; however, they may have little to no effect on students if no outside assistance is provided by the child's community. The success of a school's health-education program relies on the help of health resources from the community. Some of these resources are food nutritionists and state funded programs like Women, Infants, and Children (WIC). Many children count on and obtain as much as 50% of the protective foods they need for optimum nutrition in the meals served at school lunch (Scheele, 1948). Therefore, it is import that schools provide a well-balanced nutritional lunch for all students.

Parental Responsibility
What responsibilities do parents have in regards to their child's health? Despite the fact that children spend more awake hours at school than at home, parents are key to developing a home environment that fosters healthful eating and physical activities (Gortmaker, 2006). Parents have the most control when it comes to shaping their children's dietary practices, physical activities, weight status, and sedentary behaviors (Gortmaker, 2006). Parents should make themselves aware of the social contexts in which foods are consumed. Studies have found that children prefer foods offered in positive contexts in comparison to negative contexts (Gortmaker, 2006). Parents should also provide their children with food choices, instead of demanding that the child eats certain foods.

In our society, the chief responsibility for children's’ health rests with their parents (Wagner, 1961). In addition, all children need comprehensive medical examinations (Scheele, 1948). These examinations include but are not limited to: dental, vision, and hearing examinations. Moreover, parents are responsible for ensuring that their children receive the proper immunizations against infectious diseases. Many of these immunizations are needed before a child enters Kindergarten.

What Can Be Done
For starters, the key to physical activity in early childhood is enjoyment (Pica). For decades, early childhood teachers have created specialized learning areas within the classroom to enhance the cognitive, social, and emotional development of their students (Gammal). Unfortunately, many teachers have not created areas within the classroom to enhance and focus on a child's physical development (Gammal). Fitness activities at school can be incorporated into both free play and structured programs (Gammal). During free play activities, children can be able to choose or make up activities using their bodies and equipment provided in the classroom. Some suggested games for free play are hop-scotch, walking on a balance beam, and long-jumping. During structured play, the teacher guides students in an activity chosen by the instructor.

Conclusion
The future of national health depends upon what we do now to improve and maintain the health of our children. It is essential that every child receives health services. We must also remember that parents play a vital role, at home, in preventing childhood obesity. It is a parent's responsibility to discourage sedentary behaviors like watching television and encourage physical activities like swimming and running.

We need to know more about the total health of school-age children before we can improve the role of the school in helping to maintain a child's health (Wagner, 1961). Nevertheless, schools can make a difference in the health of a child by promoting and emphasizing the importance of nutrition and daily exercise.

Multiple Choice Questions
1.	Children who are physically active and experience success in movement activities show _________ levels of self-esteem and a __________ sense of accomplishment.

a.	lower; greater b.	higher; greater c.	lower; smaller d.	higher; smaller

2.	The number of overweight children has _________ in the last decade.

a.	stayed the same b.	tripled c.	doubled d.	none of the above

3.	The key to physical activity in early childhood is ____________.

a.	enjoyment b.	punishment c.	reinforcement d.	none of the above

4.	Which of the following is not an important benefit of fitness:

a.	Improved listening and social skills b.	Use of movement as a means of creative expression c.	Development of life-long fitness habits d.	All of the above are benefits of fitness

5.	All children need comprehensive ___________ ____________.

a.	midterm exams b.	reading books c.	medical examinations d.	vocabulary tests

Multiple Choice Answers
1. b

2. c

3. a

4. d

5. c

Essay Question
Q: Why should physical fitness be a concern during the early childhood years?

Physical fitness should be a concern during the early childhood years for several reasons. First, if children are not taught how to and the importance of living a healthy life, they will live unhealthy lifestyles as adults. These unhealthy lifestyles include: over-eating, binge eating, starvation (to lose weight or keep it off), and not working out. Second, when a person lives an unhealthy life, the lifestyle can be passed on from generation to generation. This factor leads to obese and overweight families.

Lastly, teaching children the importance of living healthy can prevent children from developing high blood pressure, having a heart attack or stroke, and heart disease. All of these factors can be fatal to anyone. When teachers and parents stress the importance of engaging in physical activity early on, children will not have to experience any of the above because they will be physically fit. Hopefully, children will continue to stay active as they move into early adulthood and on to late adulthood. These are just a few reasons why physical fitness should be a concern during the early childhood years.


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Persian/Further Reading

Textbooks

 * Abrahams, Simin. Modern Persian: A Course-Book, RoutledgeCurzon, 2005. ISBN 0700713271
 * Amuzegar, Hooshang. 'How to Speak Read and Write Persian, Ibex Publishers, 2nd edition, 2003. ISBN 0936347058
 * Farzad, Narguess.Teach Yourself Modern Persian, McGraw-Hill, 2004. ISBN 007141908X
 * Thackston, W.M. An Introduction to Persian, Ibex Publishers, 3rd revised sub-edition, 2003. ISBN 0936347295

Grammars

 * Lambton, Ann K.S. Persian Grammar, Cambridge University Press, 2002. ISBN 0521091241
 * Mace, John. Persian Grammar: For Reference and Revision, RoutledgeCurzon, 2002. ISBN 0700716955

Dictionaries

 * Aryanpur-Kashani, Abbas. The Combined New Persian-English & English-Persian Dictionary, Mazda Publishers, 1986. ISBN 0939214288
 * Dehghani, Yavar. Persian-English English-Persian Learner's Dictionary, Ibex Publishers, 2006. ISBN 1588140342

title: Persian/Further Reading


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Adventist Youth Honors Answer Book/Arts and Crafts/Currency

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