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. . . . . . . 1.1. The Nazi Holocaust? . 1.2. . 1.3. Narrator? . 2.1. . 2.2. Holocaust? , . 3.1. . 3.2. . 3.3. . 3.4. , . 4.1. . 4.2. . 4.3. . 5.3. . 5.4. () . 6.1. World War 1? . 6.2. . 7.4. The Nazi Holocaust? . 7.7. . 1. . 2. . 3. The Man? , . 4. , . 5. , . 6. The Nazi Holocaust Essay? , . 7. Percentage? , . 8. . 9. , . 10. The Nazi Holocaust Essay? , . 12. . 13. . 14. (verb patterns) 15. , ( ) 16. . 17. (auxiliary verbs, auxiliaries) . 18 . Narrator? (Present and past tenses) 19. . 20. - . 21. . 22. Essay? . 23. . 24. Percentage Purity? . 26. Essay? . 27. The Man Trees Summary? , ( at, on, in) 1. / Common Abbreviations Used in Scientific English. 2. The Nazi? / Periodic Table of Social Within Great Expectations, House, Chemical Elements. 3. / Laboratory Equipment. 4. / Verb Patterns. 5 . / Some Collocations Common to The Nazi Essay, Scientific Texts. 1. . : , ( ), . . , , - ( -, , …), , , (, , ) , , . -, , , , , , . , – . Narrator? ( ) 2-4 2-3 . Essay? , , , , ( , ) , .. : , , , , , .., .. [1] ? . , , , , – , . Autobiographical Sketch Sample? . . : / , / . The Nazi Holocaust Essay? ? . ? - , . ? . ? . , – ; , . . ( ), , . , , , , , , – , – . : , . . : , . , , ; (- : Mandarin Cantonese). , , : , ; . , – , , ; , , , , , . Reliable Narrator? , , , . – . / – , . The Nazi? . : Ciekawa natura w objawach swoich. ? – , – . Purity? Ciekawa ( ) – , . , . Holocaust? ? . , , . Class Within Expectations, House, And Society Essay? , - , , . Holocaust Essay? , = jej ( ). Reliable? ? , jej , swoich . The Nazi Holocaust? , , – , . , , - , My name is Vasya, Where is the bus stop? ? . , , ธ . , , . ( ) , , ? . Causes Of The World? . Holocaust Essay? , , . , ; , , .. : – – . , , . , – , . For Heroic? , , , --, , , - , , , , , , , . The Nazi Holocaust Essay? , .. . , – . For Heroic? , , ! . ? – . 1.1. Essay? . 1978 . 1,4 , . - . 2000 . 70 , , -. 85 ( – ) . 90 , , , , . Narrator? [2] , , , , , – -. 1988 , , -, -, , , , [3] . Essay? , , , – , . , 2010 , , . , . , , - , XX , . , . Expectations, And Society Essay? . (, , ), . , -, , . The Nazi Holocaust Essay? , , . 2. The Man Who Planted? . – . The Nazi? , , ; ; – . For Heroic? ( ) , , . The Nazi Essay? , , ( -s), . 3. . ( ) , . , , , , , , ; , , -, , . 4. Percentage Purity? . ( , , , ). The Nazi Holocaust Essay? , 80 , – , , , … , , , . 5. . . , , . , XIX , XX – . XXI , . , (-) . 50 , . , , . , . . ? , , -s, ; , () , . , ; – – . Class Great Expectations,? , , th, ; , , , , , . , , . 1.2. . . Holocaust Essay? – 4 , , ( !) -. Purity? , -, . The Nazi? .. Percentage? [4] : , .. Holocaust Essay? , – – . , . Percentage Purity? : writing ( ), , , , . The Nazi Essay? , , . , , , . , . - , , . -, . Class Within Great Expectations, The Doll's And Society? : – , ; , , , ( , ). , - – , – , . . , , , . . The Nazi Holocaust? – , , , . , , – , . , . ( ), , . Social Class Within Great The Doll's? , . , – - , . 1.3. . , , , . : , – , . . ( ), ( )! : - - ; - ; - ( -, - -).

- , . , , - . , - ( , ), - , . - . – – . , . , () toque. – - , , , , . Holocaust Essay? , toque ( ), – current. , ! . – ; , - . Percentage Purity? , . , 30 . . , , . - ( ) , , - ( ). The Nazi Holocaust? , , ; , : () = wipe off, () = wash, () = erase . Autobiographical? , This task is lung. . , : ! . Lingvo, , , , . : , ; , . - , , , . The Nazi? , (), , ( , ), , , , – , , . , , . , , , . , : – (countable or uncountable), – (transitive or intransitive), , (verb patterns) . Sketch? (!) , - , … , ( - ) , . A.S.Hornby Oxford Advanced Learner's Dictionary of The Nazi Holocaust Essay Current English [5] Longman Dictionary of Contemporary English [6] ( ), , Collins Dictionary for percentage Advanced Learners The Concise Oxford Dictionary. : - (, ) ( Advanced Learners), -. , New Webster's Dictionary of the English Language ( ), , : , - , , . , , ( ..), -. , . , . . , , . The Nazi Holocaust? [7] ; - , , , , . , - - [8] . , , – - .. [9] . , . , ; , - - , acid , . Causes World? Longman Dictionary of Scientific Usage [10] ( ), , , , , , , . The Nazi Holocaust? , : - - [11] . , . , - : , , , , , ( ), , . , . , , (- -) , 12000 , .. Trees? .. The Nazi Holocaust Essay? [12] . , , - , . , , . Trees Summary? ; , , , , ( – , – ..), , , , . ? , , . , , . , . , . – . , , , . . The Nazi? , , , , , . . Within Great House, And Society Essay? , . , ( , ), . , , , . Essay? , , . Social Class Expectations, House, Essay? , . ; , ( ) , . - , , . The Nazi Holocaust Essay? , , , . The Man Who Planted? , , , . , , , , , ; , (, , ) ; , . The Nazi Essay? . , , . . , , , , . , , . , , , : . , , . Causes World? , – , . The Nazi Essay? , . Social Within Great Expectations, The Doll's? - 1. (Many people get bitterly disappointed and lose interest in foreign language studies because they were not duly informed that it is Essay not possible (if you are not a genius, but these are scarce) in the limited period of learning – 2-4 hours per week for 2-3 years – to another, master a foreign language, to acquire all the various skills: reading special literature, newspapers, fiction, writing scientific papers, understanding the lyrics of Essay songs, everyday speech, etc., etc.) Ter-Minasova s. Teaching English at percentage University Level // - .., .. . .: - , 1993. .86-91. 2. The Nazi? (About 1.4 billion people live in another for heroic countries where English has official status. One out of five people in Holocaust the world speaks English with some degree of word competence. And in 2000 one out of The Nazi Holocaust Essay five people, i.e. over Class Within House, one billion people, were learning English. Over 70 percent of the world scientists read English. About 85 percent of the world mail is written in English. And 90 percent of Holocaust Essay all information in autobiographical sketch world electronic retrieval system is stored in English. By 2010, the number of people who speak English as a second or foreign language will exceed the The Nazi number of percentage purity native speakers.) .. . Introduction to Holocaust, Linguistics. .: , 2005. 138 . 3. (When Volkswagen set up a factory in Shanghai it found that there were too few Germans who spoke Chinese and too few Chinese who spoke German, so now Volkswagen's German engineers and Chinese managers communicate in a language that is alien to both of them, English.) Bryson Bill. Mother Tongue. Social House, And Society Essay? The English Language.

Penguin Books, 1990. Holocaust Essay? 270 p. 4. .. Word For Heroic? Russian ฎ English in The Nazi Holocaust Writing. . : - - , 2000. 196 . 5. Percentage? A.S.Hornby with A.P.Cowie. Oxford Advanced Learner's Dictionary of Current English. .: ; Oxford University Press, 1982. 2- . .1. The Nazi? 510 . .2.

528 . 6. Longman Dictionary of Contemporary English. .: ; Longman Group UK Ltd, 1992. 2- . .1. 626 . Reliable? .2. 1229 . 7. A. The Nazi? . : ; Longman York Press, 1989. 270 . 8. . - - . M.: ; John Wiley Sons LTD, 1992. 880 . 9. - / . . ... .: , 1986. 584 . 10. Word For Heroic? Godman A., Payne E.M.F. Longman Dictionary of Scientific Usage. .: ; Harlow: Longman Group Limited, 1987. 728 . 11. ., . - - . The Nazi Essay? .: ; John Wiley Sons LTD, 1991.

736 . 12. Narrator? .., .. The Nazi Holocaust? - - . Narrator? .: - -, 2004. The Nazi Holocaust Essay? 192 . : , , ? - , . , -, . , , , . -, - : , : fraction ( noun ) ฎ fraction-ate ( verb ) ฎ fraction-at-ing ( adjective ) fraction-al ( adjective ) fraction-ation ( noun ) , , , , . , . , - , 1.3. , . . : , . . Class Expectations, The Doll's House, And Society Essay? , , , . , . , , 35 20 14000 , . 2.1. . ( 1 ). Holocaust Essay? (, , , .). , (multiplying prefixes), ( 2 ). , , (, ): , , , ( 3 ). , , semi - : monthly - , , semi monthly – 2 . semi conductor - ( conductor - ); semi polymer - , ; , . semimicro electrode ? multi - , : multi component - ; multi valence - . , ( poly - ) ( macro - ), , : poly chromatic - ; macro molecule - ; , , ; : , , ( 4 ). , . , , - un - non - . Purity? , . , , . . Un - , , , ; (-ing participle) (-ed participle), -ing -ed ( ). The Nazi Holocaust Essay? un - , , ( , .. ). un load - , ; un stable - , . , non - ( , -able, -ible, ): : ; , (non-English) (non-simply-connected). in autobiographical sketch -, , , im - ( m / b / p ), il - ( l ) ir - ( r ). , , . , in - ( , ), , un - ( , , inexperienced). . , a - an - ( , ), ; , . , , ( 5 ). , dis - , . , s ( , b , d , g , m , n , l , r ), di-, , , . The Nazi? (, , ) . dis continuity - (), ; dis sociation - ( association). de - , , , . , , . di/. mis -, , . , , , , . mis calculate - ; , ( 6 ). , , , . , prefix pre -, , ( ). , : pre blending - ; pre mix - ; pre set - , . pseudo - anti -. pseudo - , , , . , . pseudo elasticity - . anti - ( , , , ): anti catalyst - , ; , , , inter -, , , , . inter action - , ; inter calibration - ; inter crystalline - ; inter depend - . , , ; counter -, -, -, trans - – , . , -. counter argument - ; re -, , . , , , , . re absorption - , ; re - oxidize - ( ) co -, (, ), , : co - combustion - (, ); co crystallization - . ex - ( , exo -), , . , , , (ex-minister = ). ex filtration - , ; sub - , , , , ; : sub miniature - ; 2 , 1 6 . 2.2. , . , ; , , , , , , .. , , , ( ). , , , (. ) . , , , , ( ..). , . (, – ; – ..), . , - able - less , , , , , , . , . , , , , ( -ing participle, -ed participle) . . Word? . Holocaust Essay? , , . (, -ly ; hardly hard, , .) ; ( ), . Social Class Within House, Essay? , – , , , - ism - ics ( electronics , kinetics , thermodynamics ) . Holocaust Essay? ( , – , .) - . , - er ( - or ) : , , - : blend - ; blend er - , ; heat - ; heat er - , ; hydrate - ; hydrat or - , (, ). - ation , , . , , , – , . crystallize - ; crystalliz ation - ; ferment - ; ferment ation - ; laminate - () ; lamin ation - , . , , , , , , - ify - ize ( -ize / -ise - , -ize). acid - ; acid ify - ; arbon - ; arbon ize - , ; rystal - ; crystall ize - . , -ify -ize -ation, , , . , .. - : , - , : - ness - ity . , , . - ness , - ity – (-able, -ic ). brittle - , ; brittle ness - ; hard - ; hard ness - ; malleable - ; malleabil ity - . , , , : -y, -al, -ary, -ic, -ous ( ) -less; : -ive, -ent/ant, -able/-ible. , . - -. -less. reverse - , ; revers ible - ; wash - , ; wash able - (); colour - ; colour less - . , , - ly , (, , ): explosive - ; explosive ly - . , , 7 . - . , , . , , . , , – . Her call Mary ( ; , , ) . , . , , : , . The Man Trees Summary? ( , , ..) . . , – , . , . (, , , ) - (): This is a table = () . , , – , - (source language) , . The Nazi Essay? , , .. Reliable? , (target language; – ), , , . . . , , . The Nazi? . . The Man Who Planted Trees? , . The Nazi Holocaust? , () , - , - . Word For Heroic? , , . - (scientific English) (expository sentence). 3.1. . , , () , . , , . Holocaust Essay? , . Class Great Expectations, And Society? 8 . ( ) , , . , , . , – ; , , , , . . Holocaust? - , , , . , , (Dusk of word for heroic a summer night), - , , . The Nazi? , : , is/are, was/were, has/have ( / ); PRESENT SIMPLE, -s. , , . , ; . The Man Who Planted Trees? , . , , . , , ( ), , , , , () . . ! , , , – . 3.2. . , , ( , ), – , . Essay? – . Autobiographical Sample? , , , . (transitive verb; . 3.3 ), . . Holocaust Essay? , , – , , , , . . , it . Who Planted Summary? , , , , - it: , , ..

It has been proved. , (, ) ( , ), there is ( ), there are ( ). The Nazi? to be , (was/were), , , – ; to be 16 . , (existential sentence). There was nickel in the alloy. There are no oxides in this phase. , there , , , , , . Sample? there - there, . , , . Holocaust Essay? , . , , , , there is reliable . , there is / there are ing-. : There is The Nazi Holocaust Essay no denying that the modified method prevails. ( ). 9 . , . – ( ) ( ). Who Planted Trees Summary? , , , , ( ego trip = , ). , . The Nazi Holocaust Essay? , , . , ( edtiorial we ) . , – , , . Earlier, on causes page 3, we mentioned the importance of heating. – . The Nazi? : ; , ( ); , ; , , . Causes Of The World War 1? , , : you . , , , , , . , , . . – , ( ) ( ). , he she (; , ), ( ) it . they – . . The Nazi Holocaust Essay? , : A pipette must be used. Autobiographical Sketch? It should be graduated. , (, .) , (. 10 ) , , . , . This is the descriptive-geometric representation. That was what we concluded. As for inorganic salts, these were purified by recrystallization.

, , -ing; . , . Essay? . Who Planted? , -ing, ( , , ), (, ). , , beginning, ending, covering . The Nazi Essay? (, , ), -ing, (, , ). : surprising, dashing, underlying . , -ing (PROGRESSIVE), . Trees Summary? -ing , , . : Afterburning was tested extensively in an altitude chamber. . To model an interaction means to calculate the location of. a molecule in Holocaust a receptor. , , , , , . 50% - , . Class Within Great Expectations, The Doll's And Society? , . , (proper nouns), , (common nouns). . : the a/an ( an , ). The Nazi Holocaust? , , (countable) (uncountable). - (. 1.3 ) [C] [U] ( [C] , ). , (one pipette, two pipettes, three pipettes…), , , , (precision, accuracy; water, iron, glass…). Great House,? : . , , , : motion, interest, integration, equation… Mendeleev's interests were wide. This problem is not devoid of interest. , . ( ) , . ( ) – . , , , - , [C] [U], . , . , ; : advice news. - : / , / , - , . Holocaust? - : ซ : ป, : two pieces of news ( ). “” : two bits of information. , , , , – . a / an an, one (.: ein, un = ). : a book – books . Percentage Purity? , ซป.

The four centres lie in The Nazi Essay a plane. ?at, that – , (.: der, dieser). the / . We have suggested a mechanism of the reaction. The mechanism is described in the following section. , : – . , , . , , , , . , , . , It is a table . ซป? , , , . The Man Who Planted Summary? , – . , They are tables , . There is a book on The Nazi the table , , ( ) , . , – . . , . The Man Trees Summary? , . : It is water . The Nazi Holocaust Essay? , -, . Another Word? , , , – , : The water is pure . , , . : ; , ; , . (, , , . , stone , , – , , , .) , . , , , ธ, , , . , , , , ธ . . reaction , experiment , distillation , reduction . , , , , , , , . , , (, !) chapter, figure, equation, table, appendix .. . As Chapter V has indicated, gas reactions are invariably of the homolytic type. , , , - ( ) . , , . ! , . In the first step the The Nazi alcohol functions as a Lewis base . ( , - .) , . - , ..; , , . The speed of the of the world war 1 polymerization runs parallel with the susceptibility to The Nazi, hydrolysis. 11 . , , 12 . , , - . Causes Of The? : , the ; , - - , a/ a n . , , , , - ( – ) . 3.3. Holocaust Essay? . . (. 13 ): - to purity, be , (, ). – . to The Nazi Holocaust, be, , (look, appear, remain, seem, stay, smell, sound, taste) (become, get, grow, fall, prove, run, turn).

Chlorides are salts. () The mixture is explosive. Percentage? () The reaction was over. Holocaust Essay? () The task proved impossible. Another? () , . Essay? , there is/there are ( there). - - ( -, - - - ). 2) . (transitive verb). [T]. Causes War 1? : , . , - ( , - ). The Nazi Holocaust Essay? , , ( , : … - ?). , . - , , ( , ). Causes World War 1? to Essay, steer a car (a boat, a ship, a lorry) - , . , – . ( .) The article presents a new method. Lasers offer possibilities in the field of precise measurements. , – , , , . (verb patterns).

3) + . , , , . make let, - to. They made the mixture boil. We let the solution stand for several hours. 4) . ( 3.1 ), , ( ?) () . Another Word For Heroic? : This effect gave the first idea about the Holocaust Essay mechanism. ( 2) , (, , ?) , . , ; : , , . This effect gave us the first idea. ( , , – 4 2).

This effect gave the first idea to another, Rutherford's opponents. 5) . 2, : Many students thought the exam unfair. They consider the synthesis (to be) too expensive. . – ? , , . , , , , . 6) ( ) (intransitive verb), - ( , [I]), - . , ( , ). The substance dissolves in The Nazi Holocaust water. The evaporating dish cracked. , (.. , ). , stand ( ) (): Flat-bottomed flasks stand without support. You should stand a flask under the burette. 3.4. , . (, 51 ), , – , , – . , - , , , , , . Summary? .. [4] , , . Holocaust Essay? (verb patterns) 14 ; 4 . , ( [I]) , . For Heroic? . () [T]; , , . , (noun or pronoun), [Tn]. , , , , ( ), , .. The Nazi Holocaust Essay? , . ( 9 ), – . 15 . , , . The Man Who Planted Summary? , 4, [Tnn], 5 – [Tna], . 4, – , 2 (.. ).

Axioms give this theory sound grounds. Axioms give sound grounds for a theory. He writes me a letter. He writes a letter to me. , 4 , , [Tnn], , . , , , . , . Essay? 5.4. [Tna], , , , (complement), ( - 1). We think the set absorbing. , , ( to) (ing-, , ). [Tt] [Tg]: We wanted to continue with the experiment. This equation thus finishes describing the energy distribution. , , . , , . -, that-clause, .. , that ( , , , ). [Tf]:

We assume that the gas does not react at this temperature. It may be argued that the forces result from another source. wh-clause, [Tw]. , , wh- (wh-), .. : which, whose, who, whom, what; why, when, where, how; whether, if, as if, as though. Recall what you were told. Let us note which way is more time-consuming. , 4 , , (verb pattern). Narrator? + , , – . () , , , , (') – . * ( , ), . - . , . , , , . , (Continuous / Progressive) , , . , (Past before past, PBP), , , , , . , . , , (tense), , , (time), . ( , ), . , : , , , - : , . , PRESENT SIMPLE / INDEFINITE, ; , , - PAST SIMPLE / INDEFINITE. PRESENT PERFECT (, PAST SIMPLE, PAST PERFECT). (Continuous / Progressive), , , . , , , , , , , (PASSIVE VOICE), . 4.1. . . . – – , , , , . The Nazi Essay? (Continuous / Progressive) to be -ing participle (I am typing this text – ), (Past Indefinite / Simple) , ? ! , . , . . ( ), : was, stands, did – was placed, couldn't stand, have done. . : will, shall, can, may, must, would, should, could, might, ought to, . , , .. , , , , , , , , , .. (: , , .) : 1) , ; 2) , , . (defectiveness) , , : I must go – I had to go. , : 1. (base form) ( to), / – PRESENT INDEFINITE / SIMPLE ( 3- . – he, she, it), – . 2. 3- . 's' ('es' s) / base form: work – works; watch - watches. be have 3- . Causes World War 1? (is, has). 3. The Nazi Essay? ( ). Percentage Purity? (regular verbs) 'ed' / base form. (irregular verbs) . 4. (-ing participle, present participle). Holocaust Essay? , , , – sleeping dog, running boy. Sketch Sample? ing. : lie – lying, die – dying bite – biting. 5. (-ed participle, past participle). – stolen gun, forgotten word.

3, . 16 . complex verbs – . 4 5 , , (auxiliary verbs auxiliaries). – to be, to Holocaust, have, to do ( : , , – , ). , , . : 0. DO + infinitive: SIMPLE verb phrase ( did not like ) 1. MODAL + infinitive: MODAL verb phrase ( could see ) 2. HAVE + -ed participle: PERFECT verb phrase ( have written ) 3. BE + -ing participle: PROGRESSIVE verb phrase ( is word for heroic sleeping ) 4. BE + -ed participle: PASSIVE verb phrase ( was built ) , , SIMPLE = INDEFINITE, PROGRESSIVE = CONTINUOUS. , , , , () / . 17 . : 0. SIMPLE – . 1. MODAL – . 2. PERFECT – . 3. PROGRESSIVE – . 4. PASSIVE – . , ( , , .. Essay? ). , . , . Class Great Expectations, The Doll's Essay? 0 (SIMPLE) ( 0). The Nazi Holocaust? , : , , (, , ). , / . The Man? (TENSE). : , (PAST, PRESENT, FUTURE), , , , / ( will/shall, ), . : , FUTURE TENSE – ( !) , – , (FUTURE TIME) , , . , TENSES (PRESENT/PAST), 8 . (auxiliary verbs, auxiliaries), 17 . , , 4 (PASSIVE). 1. SIMPLE: (auxiliary) to do to The Nazi Holocaust, do SIMPLE , – () , , to be to have. PRESENT SIMPLE – : Flasks stand on Social Class Within Expectations, House, Essay the shelf. The burette leaks. The compound doesn't absorb light.

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Diamond and quartz may be thought of as highly ordered polymers. The water moderator was adopted for reasons of expediency. This property has been utilized in numerous applications. , , , , , . Causes Of The War 1? , , - . We often use abalones for food. (, , ?) , (. 3.3 ), , - . -, , have (). , , , , . , to be accompanied by ( -), to Holocaust Essay, be characterized by percentage ( -), to be influenced by Holocaust Essay ( -), to be followed by ( -) . , , . . , ( , , retained object) . Autobiographical Sketch Sample? – ( it is Essay known). Of The World? . The Nazi? , , , . 5. . (. Another? . 8 ), , , , , , . , - , , . The Nazi Essay? , . , , , , . , , , . , , , , . For Heroic? , premodifier ( - : ). Holocaust Essay? , , , , , . , ( ) , , . , , . : laboratory scale constant-flow apparatus.

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I usually go to the University by bus. ( , , .) - -, with , - – without ; . He caught the ball with his left hand. He drew the lines without a ruler. , , (. Another For Heroic? . The Nazi? 8 ); – . 5.3. . – . . Another Word For Heroic? , , by , ; , at 18 . , . in The Nazi Essay the morning, at midday, on Monday morning . Percentage Purity? , . , – , , , . , . ( 5.1 ), , ( ) ( ) . The Nazi Essay? , , . ( ?), ( ?) ( ?). – . , , . , : 1. at : at narrator 6 o'clock; 2. on Holocaust : on Sunday, on Monday evening; 3. in : in the morning, in April, in autobiographical sketch (the) summer, in 1999, in the XIXth century.

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– – , , . , , , .. Percentage? . The Nazi? , . Sketch? bring = , bring up = ; look = , look for = , look after = . , , , . , – . , , , , , . , - , bring to a halt, , , stop pause, ; put a stop to make a pause. : come to a halt, call a halt to something. – , . . , to arrive at Essay (come to, draw, reach) a conclusion, to satisfy (fulfill, meet, maintain) conditions . . 5 - . Within Expectations, House, And Society Essay? , - - [11] . , . Essay? : … , … , … . coordination subordination. The Man Who Planted Summary? , . . , , coordination – , , subordination , ; . , coordination: and , or , but , both … and ; subordination when, if, because . 6.1. The Nazi? . , : . , , : Most of the autobiographical sample details are irrelevant for explanation, and the question itself is not pertinent to the discussion. Not only most of the The Nazi Essay details are irrelevant for the explanation, but also the question itself is not pertinent to Class Within Expectations, The Doll's House, and Society, the discussion. : The reaction is quite slow, but the catalyst accelerates it. The catalyst accelerates the reaction, though it is quite slow. coordination ( ): We can either change the The Nazi conditions, or we can use another mix altogether. , - . The reactor was loaded carefully, and Social Class The Doll's and Society Essay the process began. After the reactor was loaded carefully, the process began. . , , , PAST . PAST PAST . , . PAST , (PRESENT SIMPLE PAST SIMPLE, PAST SIMPLE PAST PERFECT). Holocaust? , . They ran out of platinum and had to look for word for heroic some other refractory material. Because they had ran out of platinum, they had to look for some other refractory material. , , . ( if when ) ( ):

I'll tell you as soon as I know. I'll be back before you have left. , . if () unless ( ). : ; : Don't mend it, if it isn't broken. Don't mend it, unless it is Holocaust broken. , , : We have developed this approach, and (we) find it reasonably valid. We have developed this approach, which we find reasonably valid.

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I invited our neighbour whom we always included in our outings. , , (*Although she was tired, but she went to causes war 1, work), , . , , , . Although she was very tired, she went to Holocaust Essay, work, but she didn't stay there long. (last but not least), , - (*When I went home), , , , , - . , , . : 1) ( , – ); 2) ( ); 3) ( ); 4) ( , ). , , , , . , , . Causes Of The World War 1? , (open style), , (close style). , , . , , . , , , , , , , , , , . . Essay? . Reliable? ( ; - ). – : , , , . , , : The purposes of this report are. 1. To evaluate the The Nazi Essay performance of autobiographical instruments. 2. To expand the The Nazi Essay data base.

, , : We can define the requirements of the power converter as follows: 1. Of The World War 1? Energy conversion should be high. 2. Efficiency should be independent of laser wavelength. , . Figure 2. Response times. , , , . , , (29.32; 0.2; .68). , , : The operator presses the letter n to The Nazi Essay, indicate no and the letter y to another word for heroic, indicate yes. – . , ; , . Essay? , (cm; kg; mA; rpm). . 1. - ( ) – , , . Social Within Great Expectations, House, And Society Essay? . , . Chemistry lectures will contain a lot of symbols, and… mathematical material…. , , . , , . The Nazi Holocaust? , , . , . , – , – . , , ( which that) , . – . : ; , , . . open style , , , , . , , , : The mixing noise dominates the spectrum, but the background noise peaks at a high frequency.

, . Each experiment is reliable narrator called a trial and The Nazi Essay its result is called an outcome. open style : , , , , . , but for , . : If the sketch sample variable t is actually time, then a is frequency. , , ( ), - , , . In analyzing the experiment, we try to describe the whole random process statistically. To understand this concept, note that periodic functions may be expanded in Holocaust Essay Fourier series. , . , : In recent years, the delta function has been rigorously defined. In recent years the delta function has been rigorously defined. , . after : Soon after, the for heroic photon density becomes steady as gains and losses balance each other.

, . Pressures at the bulkhead, in the cove, and at the seal were. , , . , ( ). , . In reference 6, he states, Thermal neutron fluxes up to 1020 might be required. , . The obvious question is, how good is this estimate? , , ; . In reference 6, he stated that thermal neutron fluxes up to Holocaust Essay, 1020 may be required. ( ) , . (, ), , . The record need not be continuous but may, in narrator fact, be digital data. The power spectral density is Holocaust Essay integrated over some finite bandwidth, such as a one-third octave. or ( - ), . The concept of a laser powered directly by another for heroic nuclear energy, or a. direct nuclear-pumped laser, came into existence shortly after. discovery of the The Nazi Holocaust laser.

, . , ( ) . The study was conducted from another word, January 15, 1995, to February 1, 1999, aboard commercial airliners. The study was conducted from January 1995 to Holocaust, February 1999 aboard commercial airliners. , ; , , , (, ) , , . : There were 88,000 data points, 2500 of which had to be discarded. There were 88 000 data points, 2500 of which had to be discarded. , , , . 7.4. . ( ), , . ; , , . The first two runs of the reactor were treated as practice; only the last four runs were used in the analysis.

, , . The goal was to test the application of another word for heroic composites to Holocaust Essay, aircraft by another for heroic development of design techniques for Essay empennage, wing, and fuselage structures; dissemination of of the world technology throughout the The Nazi Essay transport industry; and autobiographical sketch sample extensive research into Holocaust, their properties. ; , , . – ; , , . , , .. , , . , , , . . , : The components of the another control process are: power supplies, probes, measuring devices… , , : The components of the control process are power supplies, probes, measuring devices… that is Holocaust , for example , such as , . , . – , , , . , , , ; , . The purpose of this report is twofold: to another for heroic, evaluate the The Nazi performance of the instruments and to autobiographical, expand the data base. The purpose of Holocaust Essay this report is sample twofold: 1. To evaluate the performance of the The Nazi Essay instruments. 2. To expand the Class Within Great House, and Society Essay data base. , , , ( ), , , . The purposes of this report are. 1. To evaluate the The Nazi Essay performance of the instruments.

2. To expand the percentage purity data base. ( , , , , .) , (. ), , . , , , , , , . , , . The term soft packing is really a misnomer: the packing is Holocaust Essay only soft in the uncompressed state. , , (11:30 a.m.) (2:1 mixture). . , , ( ). Reliable Narrator? , , , ( ), , , . The one-sided spectrum – engineers call it simply spectrum – is the Essay output of percentage most spectral analyzers. Of the The Nazi Holocaust Essay lasant gases studied – argon, xenon, krypton, and neon – argon offers the most promise.

, . Of The World War 1? , . The lasant gas, argon, and The Nazi Holocaust 3 He were allowed to mix for 45 minutes. , . Reliable Narrator? , : The lasant gas – argon – and 3 He were allowed to mix for 45 minutes. , , . : – , : Argon, xenon, krypton, and The Nazi Holocaust Essay neon – these are the possible choices of noble gases for use in sample nuclear pumped lasers. – , ( , ): The term soft packing is The Nazi really a misnomer – the packing is only soft in the uncompressed state.

– that is , namely , for example , , – - : Other random processes have average properties that vary with time, for example, the load demand on a generating system. Other random processes have average properties that vary with time – for example, the Within Great Expectations, House, Essay load demand on a generating system. , : 1974–1980; in The Nazi 19–. Who Planted Summary? , from . to . between . and . , , . Holocaust? , , : pp. 233--235; Oct. 1975 -- Jan. Percentage Purity? 1976. , , . The Nazi? : , (co-crystallization, shell-less), (blue-grey residue), . Percentage? , : shock-wave -- boundary-layer interaction. 7.7. . , . Holocaust Essay? , – ( , ) . , , . , , , . In writing the biography of Social Within Expectations, The Doll's his grandfather (the book was finished before the war and delayed in publication) Mr. Walter Jerrold has aimed at Essay doing justice to Douglas Jerrold.

, . , , . Percentage? , , , , , . , , . (A sentence in The Nazi Holocaust parentheses, like this one, that does not stand within another sentence has the end punctuation before the another word for heroic closing parenthesis.) , , : Fowler (1944). , , . These instruments [the radiometer and scatterometer] have been used successfully aboard satellites as well as aircraft. : [3-8], [21,22], [133]. , , . , . , , . ( ), , (' '), . That's how the Holocaust author describes the fateful presentation: Turning to the man who planted summary, his colleagues, the pioneer of sweptwing technology remarked, 'Some people come up with half-baked ideas and The Nazi Holocaust Essay call them theories. The Man Who Planted Trees Summary? Whitcomb comes up with a brilliant idea and The Nazi calls it a rule of world thumb.' , , . . , , - . ( , .) , , , . The word pultruded is defined to mean the opposite The Nazi Holocaust Essay, of extruded. , , ; , . , , : (/, slash , solidus , virgule – ). , ( x / y ) ( m / sec ) , ( and / or ; matrices / vectors ), : boundary - layer / shock - wave interaction . . , , , . Because of the ambiguous use of the slash, the reader might well ask the question, What is meant by for heroic molecular/atomic collision?

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2 ways to resume print from last layer. Due to new filament extruder, my filament is far from perfect and gets jammed in the nozzle from time to time preventing me to complete my print 100%. So, to avoid having to reprint the model from Holocaust Essay, a scratch and replacing the tape and Social and Society Essay, wait time to heat the bed and Holocaust, cry over sketch wasted filament i decided to just resume the The Nazi Holocaust Essay print from percentage, its last layer. CURA and CRAFTWARE making it really eazy so why not post a tutorial. My model was centered both times so i didnt have to know if new generated code will match models position on the bed. I recomend re-opening Gcode you used to print your model and Holocaust Essay, making a copy of it.This will make sure that your model will resume in its original orientation and location.

Yes you can turn off your printer and come back doing it tomorrow. Of The World War 1. #1 Look at your model and find easiest spot from which to The Nazi count layers. #2 Count layers from the eazy spot (as described in step #1) using a toothpick or a needle for accuracy. #3 Open Gcode used to print this model (if you 100% sure orientation and location are the same, you can generate new one, just make sure all parameters are the same) #4 Go into layer preview mode and find your easy to autobiographical sketch spot layer (as described in step #1) #5 Add what ever number of layers you counted (as in step #2) to currently viewing layer. Essay. #6 Due to the nature of CURA starting layers from the man who planted trees summary, 0 (Brim and Raft have negative values and need to be concidered as well when editing Gcode) drop 1 number. For example: Your print failed at layer 44. Drop 1 number and your target layer is 43. The Nazi. #7 Open Gcode in text editor (or what ever) and search for ;LAYER:X (X is the layer number you determined) #8 Delete everything before this layer leaving parameter values such as temperature/home for causes, XYZ etc all the way down to M117 Printing. Your code should now look something like this: pre class=_prettyXprint _lang-html M109 T0 S240.000000. Holocaust. G28 X0 Y0 ;move X/Y to min endstops. G28 Z0 ;move Z to min endstops. G1 Z15.0 F13200 ;move the platform down 15mm.

G92 E0 ;zero the extruded length. G1 F200 E3 ;extrude 3mm of feed stock. G92 E0 ;zero the narrator extruded length again. ;Put printing message on Holocaust LCD screen. G0 F13200 X92.25 Y136.17 Z13.20. G1 F2700 X91.17 Y136.16 E4987.93047. G1 X84.75 Y136.16 E4988.28186. G1 X84.75 Y134.41 E4988.37760. Narrator. G1 X101.42 Y134.51 E4989.29061.

G1 X123.58 Y134.51 E4990.50320. G1 X140.25 Y134.41 E4991.41615. #9 Make sure that line with (below) pre class=_prettyXprint _lang-html G1 Z15.0 F13200 ;move the platform down 15mm. has Z value higher then Z value for the layer you resuming from (below) pre class=_prettyXprint _lang-html G0 F13200 X92.25 Y136.17 Z13.20. Holocaust Essay. This is to prevent nozzle bumping into the model when it reaches its start point. Of The War 1. #10 Save the Gcode and Holocaust, print using newlyu saved/modified Gcode. #1 Move nozzle away from the Social Class Great The Doll's Essay model allowing it to touch the build platform. #3 Using CURA or LCD controls, move and lift the The Nazi Holocaust nozzle right on who planted summary top of the The Nazi model. Write down the reliable narrator distance you had to lift the nozzle. (for example 43.5mm) #4 Open Gcode used to print the model and Holocaust, search for (Z43) do not specify the 5 because it may be 3,4 or 6 or 7 depending on your print layer height. Found result shoud look like this. G0 F13200 X92.25 Y136.17 Z43.6/pre #5 If you print at 0.1mm layer height, then you need to match exact height, if not, then you need to pick the closest one.

I print at 0.3mm so closes to my estimated 43.5 height is another word for heroic 43.6 and previous layer would be 43.3 (obviously -0.3) #6 You want to find the lilne where next layer start. This is becayse you dont want to start printing from this layer but from the The Nazi Essay next. So scroll down untill you find ;Layer:44 (in this example its 44) #7 Delete all layers before layer 44 leaving general print parameters (see example below) M109 T0 S240.000000. G28 X0 Y0 ;move X/Y to min endstops. G28 Z0 ;move Z to min endstops. G1 Z15.0 F13200 ;move the platform down 15mm. G92 E0 ;zero the extruded length. The Man Who Planted Summary. G1 F200 E3 ;extrude 3mm of feed stock.

G92 E0 ;zero the extruded length again. ;Put printing message on LCD screen. #8 Make sure that your Platform or Extruder initial lift or drop is greater then where you resume your print. In this example, print resumes at 43.6 mm so i want to The Nazi make sure that my extruder gets above that height before it resumes the print. I do this by editing this line and changing Z15.0 to Z45. The Man Who Planted Summary. Nearly 2mm's higher. G1 Z15.0 F13200 ;move the platform down 15mm. #9 Save your file, reupload to The Nazi Holocaust SD card or print from CURA, how ever you want. #10 Watch your print.

If its too low, stop and UNDO 1 layer to make it start higher, otherwise delete another layer. Posts: 10133 Location: Boston, United States Printers: Ultimaker 2, Ultimaker Original, Ultimaker 2 Extended, Ultimaker 2 Go, Ultimaker 3. One problem with this: ;Put printing message on LCD screen. G0 F13200 X92.25 Y136.17 Z13.20. G1 F2700 X91.17 Y136.16 E4987.93047. The red part above will have the extruder try to autobiographical sample rotate 4.9 Meters of filament! So you should add a. just before this to tell the extruder that you are already at this position. I like your method #1. I have only tried method #2. Holocaust. I never tried counting layers from a known layer! smart! Yes you can turn off your printer and come back doing it tomorrow.

Well on reliable narrator the Ultimaker2 if your bed is Holocaust Essay not at room temperature then you must leave the reliable printer on and keep the Holocaust bed at the same temperature. But yes, I've done this. Gone to sketch sample bed and The Nazi Essay, continued the print the next day. So if your bed is at 60C you MUST KEEP THE BED AT 60C UNTIL THE PRINT IS DONE. If not it will very likely pop off the bed when it gets cold. War 1. Here's my version of the same thing: read all gr5 posts here: post #9 here has specific code change example for um2 (ultigcode): The red part above will have the extruder try to rotate 4.9 Meters of filament! So you should add a. just before this to tell the Essay extruder that you are already at this position. Most likely the prevent lengthy extrusion protection is causes of the world kicking in, preventing problems in this case.

But I wouldn't relay on that and it would be better to The Nazi Holocaust add the G92. I update my program to allow users to select starting and ending layers (as range) to be removed from the code and saved as new file (preserving original code unchanged in case of need make changes) It also has height search function to find what layer has given height. Newest version is here. Reliable. Hope you guys find it usefull. I'd also suggest slowing the The Nazi printer down when it resumes, to make it more likely that the first new layer will adhere to reliable the existing part. After the The Nazi first few layers are down, it should be okay to turn the speed back up. Autobiographical. And is there any way to compensate if the new layers are shifted out of position when the print resumes? I was having a nice and successful 40 hour print: . up until this thing (I think it's a piece of fur from the cat) managed to make it all the The Nazi Holocaust Essay way to the nozzle and then decide that it wasn't going to go any further: I managed to track down the right layer to resume from and edit the Gcode, but the new layers are all shifted back a few mm from another word for heroic, where they should be: Is there some way to correct that sort of thing when editing the Gcode? Slowing down print ? I print large objects with cooling fan on. By the time 1/4 of the The Nazi layer is another word for heroic printed, rest is already cold.

Dont think it matters. The Nazi Holocaust Essay. Layers shift because end stops were not triggered same as when print started. I had it happen to me few times. I forced the bed/extruder to move to percentage purity where i need. I was off by very little. Just push the bed/extruder one belt tooth over one way or another, thats your best bet. Otherwise you need to tweak your endstops. The Nazi Essay. If you were printing angels, print would not get ruined. Try printing something less satanic :mrgreen: I've already got success in restarting a printing job using method #2, however, I was just wondering why Cura does not log in a file the the man trees summary layers that were successfully completed. It would make our lives much easier when restarting a jog. Just open the log, check the last layer was printed, cut the portion of the original g-code file, reload and start the printing job again.

What no log is created by Cura while printing? (or if it's created. where it is?) Posts: 1332 Location: Montreal, Canada Printers: Ultimaker 2. The Nazi Holocaust Essay. It doesnt know the layer was properly printed. The human eye tell that its good or not but not the machine. In addition, cura is not even in the equation when printing from the percentage purity sd card. In the Holocaust Essay coming version(s) extra info will be displayed on the UM2 print progress so you will be able to see what layer you are printing. What might be nice to percentage purity have is instead of Print Finished a menu that says Troubleshoot Print or something that has some options like.. resume from The Nazi, layer, move to layer, set extent (set extent being setting the position of the head by finding the furthers point in one of two directions and using the wheel to position X and Y over that point, to avoid layer shifts when starting over) It's great we'll be able to see the layer as it prints, but for me and other posts I've seen these problem occur when we walk away on very long running prints.

Posts: 139 Location: Haren, Netherlands Printers: Ultimaker 2. Thanks, all my printing isues with warping were solved, and the man summary, then the f. filaments tangles on the wheel. Essay. This thread solved the autobiographical sketch problem. The Nazi. Great job. Posts: 1 Location: United States. If you were printing angels, print would not get ruined. Try printing something less satanic :mrgreen: A human skull is the man trees summary satan? You must be Catholic.

Trying to Holocaust resume a print in such a way just saved me hours. Has anyone tried to build this functionality into a cura 2 postprocessing plugin, yet? Posts: 1 Location: United Kingdom. Narrator. Has anyone done this with Cura 2? I have a large print which ran out of filament overnight. I've worked out Essay I want to restart on layer 510. Sketch. Here's the start of the original file. I tried editing that like so ( changing the starting Z to be 20 mm above the print ) but it looked as though it was about to crash before I switched off the power! Posts: 1 Location: United States. I have a problem that I believe is caused by my Z offset.

I have it set very high to The Nazi Holocaust Essay compensate for an auto bed leveling sensor. (2.25 mm) and when I factor it into the equation and start at a layer plus the distance of my offset it is much too high but if I don't factor it in, it crashed into the print. I used a layer height of .2mm and when I don't factor in the offset I start at layer 26, and when I do, I start at causes layer 36.

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colorado essay facts Question for Discussion: Did the United States. need to Holocaust, drop the atomic bomb on Japan. in order to end World War II? Decision to Social House, and Society, Drop the Bomb (web); U.S. Bombing.

Survey (web); Alperovitz More on Atomic Diplomacy Video: The Day after Trinity. The Impact of the Atomic Bomb on Japan. Documents Relating to the Development. of the Atomic Bomb and The Nazi Holocaust, Its use on.

Hiroshima and Nagasaki. Deaths By The Atom Bomb Compared. To Other Deaths During World War II. The U.S. Decision to Drop the. Pro and Con Arguments on Dropping. the Atomic Bomb. The Decision to Drop the Bomb:

Deaths By The Atom Bomb Compared. To Other Deaths During World War II. American Military Leaders Urge. Truman not to drop the Bomb. Hiroshima: Who Disagreed with the. THE DECISION TO USE THE ATOMIC. BOMB GAR ALPEROVITZ AND THE. The Atomic Bomb and the Nuclear.

The U.S. Nuclear Weapons Cost Study. 1. The Atomic Bombing of Japan. Documents Relating to the Development. of the Atomic Bomb and the man trees, Its use on. Hiroshima and Nagasaki. Deaths By The Atom Bomb Compared.

To Other Deaths During World War II. 2. The U.S. The Nazi Holocaust! Decision to House,, drop the Bombs. World War II- Pacific Theater (42K) Pro and Con Arguments on The Nazi Essay Dropping. the Atomic Bomb.

Deaths By The Atom Bomb Compared. To Other Deaths During World War II. American Military Leaders Urge. Truman not to drop the Bomb. Critical Dates for Understanding. The real reason Truman dropped. 3. The Atomic Bomb and the Cold War. The U.S. Nuclear Weapons Cost Study.

Sixteen Nuclear Crises of the Cold War: Dates and Weapons. 1. Do you accept Stimson's argument that after spending. so much money producing an atomic bomb that it was. necessary to use it in order to justify all the money spent. 2. Do you accept Stimson's argument that dropping the atomic bomb prevented an American invasion of trees summary, Japan? 3. If Truman had already concluded that Japan was ready. to surrender, why did he decide to drop the atomic bomb. 4. What do you think Stimson meant when he wrote in his diary that the atomic bomb was the United States' master card in dealing, not just with Japan, but with the Soviet Union as well? 5. Why did Truman use the atomic bomb on Japan when he wrote in his diary that Japan would surrender as soon as. the Soviet Union entered the war?

Why didn't he wait for. the Soviets to enter the war? 6. Why did Truman tell the American people that it was necessary to drop the atomic bomb on Japan to The Nazi Essay, end the. war when many top military leaders such as Eisenhower, Leahy, and Bard told him that it wasn't necessary to. 7. Why didn't Truman allow the Japaneese to make a conditional surrender, with the terms that they could keep their Emperor, knowing that this would have allowed the war to end in June 1945? 8. What did Secretary of State Byrnes mean when he. argued that rattling the bomb miht make Russia more. 9. Why if most American historians have concluded that it wasn't necessary to drop the atomic bomb on Japan in order to end the war do so many Americans continue to believe that dropping the bomb ended the war? 10. What does it mean that the American military's own study, U.S.

Strategic Bombing Survey, in 1946 concluded that it wasn't necessary to drop the bomb on Japan is ignored by President Truman and other Americans who still insist that we were forced to drop the bomb? 11. Why are so many Americans so uncomfortable with the growing evidence that the United States didn't need to drop the bomb to end the war against Japan? 12. What are the larger conclusions that Americans would. be forced to draw if they accepted this evidence that the.

U.S. didn't need to drop the percentage, bomb in order to force Japan. 1. Truman delays Potsdam meeting with the Soviets until he is informed that the atomic bomb was successfully tested. The atomic bomb exploded in Alamogordo, New Mexico, on The Nazi Essay July 16th, and the Postdam meeting began on July 17th, 1945. 2. At Postdam, Truman gets the Soviets to agree to enter the war a week later than they had originally promised, moving the date from August 8th to August 15th, 1945. 3. After Soviets agree to enter the war against Japan on August 15th, Truman then orders that the Atomic bombs be dropped on August 6th and 9th, 1945. 4. If Truman thought that the war would be over as soon as the Soviets entered the war against Japan, why did he drop the atomic bombs on Japan before the causes of the war 1, Soviets could enter the war on August 15th, 1945?

5. Recognizing that the United States had misled them, after the American atomic bombing of Hiroshima on August 6th, the Essay, Russians entered the war against Japan on August 9th. After the atomic bombing of Nagasaki and Class Within Great The Doll's House, and Society Essay, the Russian entry into the war on August 9th, the Holocaust Essay, Japanese surrendered on August 10th and the U.S. accepted their surrender on August 15th--the day the Russians were scheduled to enter the war against Japan. 6. In order to keep the Russians out of of the war 1, any peace settlement with Japan and prevent any Russian claims on Asia, the United States accepted the Japanese offer of conditional surrender on August 10th.The Japanese surrender wasn't an unconditional surrender, which President Truman had demanded of the Japanese since May 1945. 7. Had the United States allowed the Japanese to keep their emperor the Japanese would have surrendered much earlier, as early as June 1945 when the Japanese offered a conditional surrender through Russian and The Nazi Essay, Italian intermediaries. The Real Reason Truman dropped the Atomic Bomb.

Secretary of State James Byrnes wanted to use the atomic bomb to end the war before 'Moscow could in so much on the kill.' Byrnes did not argue that is was necessary to sample, use the bomb against The Nazi Essay, the cities of the Japan in order to win the war. Byrnes's. view was that our possessing and reliable, demonstrating the bomb would make Russia more manageable. President Truman wanted to end the war before the Russians could enter the The Nazi Essay, war against Japan in another for heroic, Asia. Truman didn't want Russia to play a major role in determining the post-war peace in Asia. While at Essay, the Potsdam meeting, Truman National Security Advisor, James Byrnes advised Truman that a combat display of the weapon might be used to bully Russia into submission, and the the bomb might well put us in a position to dictate our own terms at the end of the war. Or, consider a diary entry by Walter Brown, an Class Expectations, and Society assistant to Secretary of State Byrnes which clearly suggests Truman and The Nazi Essay, Byrnes saw the bomb as a way to reduce Soviet political influence in purity, Asia. Brown noted that Byrnes, whom Truman had designated his main adviser on the issue, was 'hoping for time, believing that after (the) atomic bomb Japan will surrender and Russia will not get in so much on the kill, thereby being in Holocaust, a position to press for claims in China'. In other words, to ensure that the Americans had an advantage in the US-Soviet scramble to grab China, a quarter of Social Within Great House, Essay, a million Japanese, mostly women and children, had to die. When General Marshall dispatched Truman's order to drop the atomic bomb, Marshall already believed that Japan had lost the war.

Shortly before he died, Marshall told an interviewer that the atomic bomb had precipitated the surrender only by months. First let's go to the Pro and Con Arguments on Dropping the The Nazi Essay, Atomic Bomb site on the internet. There you will find competing perspectives on whether the United States needed to drop the atomic bomb on Japan. Notice that the arguments for dropping the bomb on Japan focus on saving American lives in the event of an invasion of Japan, quickly ending the war, and preventing the Soviets from playing a major role in the post-war peace settlement with Japan. However, one of the major arguments against using the bomb was to intimidate the Soviets in a game of power politics between the U.S. and the Soviet Union. I will argue that, in fact, as one of the pro Class and Society, arguments for dropping the bomb states, the bomb's use impressed the Soviet Union and halted the war quickly enough that the Holocaust, USSR did not demand joint occupation of of the world, Japan. The conventional arguments for The Nazi Essay dropping the bomb--to prevent an invasion and to force Japan to surrender--are not the real reasons for dropping the atomic bomb on Japan. Sketch! The truth is that President Truman made a conscious and calculated decision to drop the The Nazi Essay, atomic bomb on Japan in order to intimidate the Social Expectations, The Doll's, Soviet Union and force the Russians to accept American leadership and domination of the post-war world. The larger unanswered question is why President Truman did not tell the American people the truth and instead fabricated a story about saving American lives and the bomb being necessary to force Japan to Essay, surrender.

Let's look at the conventional arguments used to support the atomic bombing of Japan that McGeorge Bundy restates in Social Class Within Great Expectations, The Doll's House, Essay, his essay, Danger and Holocaust, Survival. In order to understand McGeorge Bundy's position, we need to the man who planted trees, remember that he co-wrote an influential article with the Secretary of The Nazi Essay, War Stimson in 1946 justifying the use of the atomic bomb. His current essay merely rehashes the points he made supporting dropping the causes world war 1, atomic bomb in 1946. In fact, in 1946, President Truman encouraged Stimson to write a defense of The Nazi Holocaust, his decision to sketch sample, drop the bomb. I believe that in his 1988 essay, McGeorge Bundy is once again defending the United States and his own role in dropping the bomb and justifying its use. Therefore, we must recognize that McGeorge Bundy's arguments are biased and Holocaust Essay, used to justify and support his own role in narrator, the United States' efforts to convince Americans and others that it had to use to bomb to end the war against Japan. McGeorge Bundy argues that the President Truman and the United States dropped the atomic bomb on Japan in order to end the war and win a complete victory as fast as possible.

He argues that dropping the bomb saved hundreds of thousands of American lives that would have been lost if the United States was forced to invade Japan. Holocaust! McGeorge Bundy also argues that the atomic bomb was used just like any other weapon of war; the U.S. military did not see the atomic bomb as anything other than an instrument of war. In fact, he argues that there is little difference between the conventional destruction of Tokyo that killed 100,000 people caused by conventional American saturation bombing and the atomic bombing of the man who planted trees summary, Hiroshima which also killed 100,000 people. McGeorge Bundy argues that there was no real debate or critical discussion about not dropping the atomic bomb. He claims that the President's advisors and the American military were unanimous in their support for dropping the bomb. He concludes that the bomb was dropped in 1945 to shorten the war, and in that they succeeded. For McGeorge Bundy, as for many Americans since, there is little reason to question why the United States dropped the atomic bomb on Japan. But let's look at the mounting evidence that the conventional arguments supporting dropping the The Nazi Holocaust, atomic bomb are misguided and causes world, disingenuous. In fact, as a result of recent work by American historians, the Smithsonian museum was prepared to open its exhibit on Holocaust Essay the Hiroshima bombing by carefully looking at both sides of the debate over whether we should have dropped the bomb. But conservative politicians, numerous veteran groups, and other concerned Americans forced the Smithsonian to rework its planned exhibit to focus and highlight the arguments supporting dropping the bomb and discount the arguments against. Why after fifty years would Americans still be so emotionally and politically divided over the dropping of the bomb on reliable narrator Hiroshima?

I will argue that these divisions are the Essay, result of the nagging suspicion that the United States government lied to the American people about the true reasons for dropping the bomb. Reliable Narrator! Americans are forced to accept the conventional arguments supporting dropping the bomb or admit that their President lied to them about the real reasons for dropping the bomb. This creates a complex and Holocaust, difficult dilemma for many Americans. Let's now look at the growing and substantial evidence that the United States did not need to word, drop the atomic bomb on Essay Japan in order to end the war. In 1946, the U.S. Strategic Bombing Survey examined the evidence and concluded that that certainly prior to December 31, 1945, and in all probability prior to November 1, 1945, Japan would have surrendered even if the atomic bombs had not been dropped, even if Russia had not entered the war, and even if no invasion had been planned or contemplated. In June 1945, the United States had intercepted Japanese cables to the Soviet Union seeking help with their offer of surrender.

In addition, American diplomats and negotiators in June 1945 told President Truman that the Japanese were seeking to surrender on one condition--that they be allowed to keep their emperor. But President Truman and the United States refused these initial Japanese offers, demanding that Japan surrender unconditionally and agree to give up their emperor. In June and July 1945 American planes, using saturation bombing, firebombed and destroyed 59 out of Japan's 66 largest cities, killing over Class Within Great The Doll's House, one million people and leaving 20 million homeless. If American planes controlled the skies over Japan, why did we just continue to bomb Japanese cities with conventional bombs in order to force them to The Nazi Holocaust Essay, surrender? We now know that Hiroshima and Nagasaki were two of a small number of Japanese cities sparred from this saturation bombing in order to determine the effects of an atomic bomb on a city. Clearly, American bombing and the complete American naval blockade of Japan in the summer of 1945 was slowly strangling Japan. In June 1945, top American military commanders advised President Truman not to use the atomic bomb.

General Dwight Eisenhower, supreme commander of American forces in Europe, told Secretary of War Stimson that Japan was already defeated and that dropping the bomb was completely unnecessary. In July 1945 Eisenhower met with Truman and advised him not to the man trees summary, use the bomb. The chairman of the The Nazi Holocaust, joint chiefs of another word for heroic, staff, Admiral Leahy, also advised Truman not to drop the atomic bomb, arguing that Japan was already defeated. Essay! Moreover, the Army Air Force Chief, General Henry Arnold, believed that Japan would have surrendered without the use of the atomic bomb and without an American invasion of Japan. Purity! So when McGeorge Bundy and others argue that the military unanimously supported the dropping of the atomic bomb, he is simply wrong. As a result of President Truman's own argument that he dropped the bomb in The Nazi, order to autobiographical sketch, avoid a costly American invasion of Japan, many Americans believe the bomb was necessary because it saved American lives. Stimson and McGeorge Bundy in their 1946 article defending the dropping of the bomb argued that it prevented up to one million American casualties that would result from an American invasion. But there is The Nazi Holocaust, no military evidence that the casualties would be this high.

In fact, the highest military casualty figures for an American invasion of Japan are 46,000. But this is really beside the point. The Man! There is The Nazi Holocaust, no real evidence that American leaders were seriously preparing an invasion of Japan. Our military leaders and Expectations, The Doll's and Society, diplomats were telling President Truman that they were ready to surrender. The Nazi! So why do American Presidents and other Americans continue to the man who planted trees, use this argument that the bomb prevented a costly American invasion? Let's now look at the real reason President Truman dropped the The Nazi Holocaust Essay, atomic bombs on Japan. Causes War 1! In his own diaries as early as June 1945, Truman indicates that he knows that Japan is trying to surrender. In his July 1945 diary Truman writes that: Stalin will be in the Jap War on August 15th. Fini Japs when that comes about. In writing to his wife on July 18th, Truman said: I've gotten what I came for--Stalin goes to war on August 15th with no strings on it.

I'll say that we'll end the war a year sooner now, and Holocaust, think of the kids who won't be killed. The Man Who Planted! But if Truman realized that the Japanese would surrender soon after the Essay, Russians entered the war, why did he drop the atomic bombs about one week before the Russians declared war against Japan? If he wanted to end the war quickly and save lives as he said he did, why didn't he simply wait for world war 1 the Russians to Holocaust Essay, enter the fighting against Japan on August 15th? This is the critical question to ask in order to understand the real reasons the United States dropped the sample, atomic bombs on Japan. In July 1945, Truman delayed the Potsdam meetings between himself, Churchill, and Stalin until he heard whether the atomic bomb worked. Being informed of the successful test at Alamogordo, New Mexico, on July 16th, Truman agreed to allow the Potsdam meetings to begin on July 17th. Holocaust Essay! During his meeting with Stalin, Truman got the Russians to delay their entry into of the world war 1, the war against Japan a week; they agreed to The Nazi Essay, enter the fight against autobiographical sketch, Japan on August 15th and not on August 8th has they had originally agreed to. After Truman got the The Nazi Holocaust Essay, Russians to delay their entry into the war, he then gave the order to drop the atomic bombs in the weeks before the percentage, Russian entry into the war. But why did he do this, knowing that the Essay, Japanese were already defeated and that Russian entry would force the Japanese to accept an unconditional surrender? Clearly, President Truman wanted to quickly force the Japanese to accept an American unconditional surrender before the another, Russians could get involved in Holocaust Essay, the war and demand a role in another, the post-war peace in Asia.

Recognizing that the United States had misled them, after the American atomic bombing of Hiroshima on August 6th, the Russians entered the war against Japan on August 9th. Holocaust Essay! After the atomic bombing of Nagasaki and the Russian entry into the war on reliable narrator August 9th, the Japanese surrendered on Holocaust Essay August 10th. In order to keep the Social Within The Doll's House, and Society Essay, Russians out of any peace settlement with Japan and prevent any Russian claims on The Nazi Essay Asia, the United States accepted the Japanese offer of autobiographical sketch sample, conditional surrender on August 15th . The Japanese surrender wasn't an unconditional surrender, which President Truman had demanded of the Japanese since May 1945. The United States allowed the Japanese to keep their emperor, which if we had done in June 1945 the Japanese would have surrendered much earlier. So why then did we drop the atomic bombs on Japan? To keep the Russians out of the war against Japan and out of Asia.

When the atomic bombing didn't succeed in getting an unconditional surrender, the United States accepted a Japanese conditional surrender in order to keep the The Nazi Holocaust Essay, Russians out of the of the war 1, war. Truman explained his actions at the Potsdam conference this way: One of the Essay, main objectives of the Potsdam Conference was to get Russia in as quickly as we could and then to keep Russia out of Japan--and I did it. Truman's Secretary of State James Byrnes wanted to use the atomic bomb to narrator, end the The Nazi Essay, war before Moscow could get in so much of the kill. Byrnes told Leo Szilard in war 1, May 1945 that rattling the bomb might make Russia more manageable. Truman himself refers to what the The Nazi, Russians would later call dangerous atomic diplomacy by describing his strategy for dealing with the who planted trees summary, Russians: He doesn't know it but I have an ace in the hole and The Nazi Holocaust Essay, another one showing--so unless he has two pairs (and I know he has not) we are sitting all right. For Heroic! For Truman and Byrnes, dropping the atomic bomb on Japan would quickly force Japan to surrender on The Nazi American terms before the Russians could get into another, the way and would also demonstrate to the Soviet Union that the United States had the will and the power to use the atomic bomb against its enemies. So why didn't President Truman go to the American people and tell them the truth about why he dropped the atomic bombs?

After dropping the Essay, atomic bombs, President Truman and the United States immediately faced harsh criticism from Americans and Europeans, some who compared the American bombing with the reliable narrator, German holocaust. Facing this criticism and worried about re-election, Truman lied to the American people about the real reasons the United States dropped the bomb. Instead of telling the The Nazi Essay, truth, Truman and other top American officials created a series of lies that have become the causes world, conventional arguments for dropping the bomb. McGeorge Bundy participated in the creation of these falsehoods in The Nazi Holocaust, 1946, and is still spreading these lies in another word, his 1988 essay. Many would now ask why so many Americans still believe these lies despite the growing historical evidence that the United States did not need to drop the bomb in Holocaust, order to defeat Japan.

In conclusion, the American atomic bombing of Japan was the first act in a growing Cold War between the United States and the Soviet Union. In order to win support for American's involvement in the Cold War, President and top government officials often lied to the American people, feeling that Americans could not be trusted to understand and accept the real reasons for American actions. The atomic bombing of Japan is the first of Within Great Expectations, The Doll's House, and Society Essay, many lies Presidents and American officials will tell the American people. The larger question must be raised: What is the impact on Holocaust American democracy of sketch sample, American leaders lying to the American people and no longer trusting them to support American Cold War policies. Can America be a democracy when its government lies to the American people and prevents them from freely and openly debating American foreign and domestic policy? Can America be a democracy when its leaders no longer trust Americans to make the rights decisions in order to The Nazi Holocaust, support American global economic, political, and military dominance? These are the larger troubling questions raised as a result of the debate over the American atomic bombing of Japan.

Rather than face the larger, disturbing truth that American Presidents have lied to them, many Americans continue to support these lies. If we didn't drop the atomic bomb to save lives and force the Japanese to surrender, then why did we do it, and why did the President lie to the American people? These are dangerous and forbidden questions that the debate over the Smithsonian exhibit proves Americans are still unwilling to ask. Center of the American West. Sewall Academic Program; University of Colorado at Boulder.

Created 7 August 2002: Last Modified: 21 Oct. 2002.

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late homework How Does Your School Handle the Essay, Homework Dilemma? How do your teachers handle homework? Do you have a school-wide policy? Do students earn a homework grade? What about late homework? Or the effects of homework zeros on student grades? Included: Education World's Principal Files team shares their thoughts on those questions and others. Does your school have a homework policy? How much homework is the right amount for each grade level? Do you have systems in place to help students and parents keep track of homework assignments?

Is homework graded? What about homework that is submitted late? And how about zeroes? Zeroes on Class Within The Doll's Essay homework can quickly affect a students' grade. Education World wanted to learn more about how schools and school districts handle the homework dilemma, so we posed those questions to The Nazi Essay our Principal Files team. Autobiographical Sketch Sample? Their responses might offer some guidance to others who are grappling with defining and policing homework. WHAT IS HOMEWORK? For many schools and school districts, defining homework and its purpose is a first step in Holocaust Essay creating a homework policy.

Is homework a dilemma for teachers, students, and causes, parents at your school? Are you frustrated because you get more excuses than completed assignments? Education World has published many articles and The Nazi, resources about the issue of Social Class Within The Doll's House, Essay, homework. Be sure to scroll through our Homework Archive for these articles and more Homework Club Memberships Grow Homework Study Hall: Mandatory Make Up for Missed Work Put an End to Homework Horror! Classroom Rewards Reap Dividends for Teachers and Essay, Students And don't miss our newest series of homework tips -- 30 volumes of teacher-tested ideas -- Help for purity Homework Hassles. In Arlington, Virginia, district policy defines the purpose of The Nazi Essay, homework as preparing for, building on, or reinforcing classroom learning.

The policy goes on to add that homework encourages responsibility and accountability and strengthens home-school communication about student learning, said Lolli Haws, principal at Arlington's Oakridge Elementary School. According to the policy, homework must also acknowledge students' individual differences through differentiation, added Haws. It must be designed to sample be achievable by all students independent of school staff, access to technology, or materials only The Nazi Essay, available at school; in other words, a child must be able to complete homework using resources available in Social Great Expectations, The Doll's House, the home. The policy also emphasizes that homework is Holocaust Essay primarily a teacher-student interaction, added Haws. For Heroic? That means that. parents shouldn't have to spend a lot of their time on homework with their child, and The Nazi, teachers should provide timely, consistent, and the man summary, understandable feedback to students about their homework.

Just like it is in Arlington, homework is student -- not parent -- responsibility at The Nazi Essay, St. Martin's Episcopal School in Atlanta. Homework is an important part of our school's developmental study-skills curriculum, said principal Sue Astley. Parents should consider homework as a contract between the school and the student. It is the student's responsibility to complete homework. Parents can best assist the process of learning by providing a consistent time and a quiet place for sketch students to complete their homework and by showing a positive interest in it.

At the Edenrose Public School in Mississauga, Ontario (Canada), representatives of each grade, and the school's ESL and The Nazi Essay, special education staffs, drafted a school-wide policy that was shared with all staff and the school council. The policy was recently reviewed and minor revisions were made, said principal Deepi Kang-Weisz. Each year, the policy is sent home to all families in percentage our back-to-school information package. Holocaust Essay? In addition, each teacher reviews the reliable narrator, policy with students. The policy defines what homework is and provides examples of what homework might look like at each grade level. At Doctors Inlet Elementary School in Middleburg, Florida, homework is defined as assignments that support specific concepts taught during the school day, said principal Larry Davis.

Incomplete class work that must be completed at home is not considered homework; rather it is Essay considered a continuation of the student's daily classroom responsibilities. HOW MUCH HOMEWORK? We were surprised to find quite a bit of consistency across schools and districts when it comes to answering the question How much homework should students have? The norm seems to be 10 to 15 minutes of homework per night by for heroic grade level. The Nazi? In other words, grade one students might have 10 minutes of homework each night; grade two students would have 20 minutes of sketch sample, homework; grade three students would have 30 minutes of homework, and so on. Other schools might spell out specific amounts of The Nazi, homework. For example, at Transfiguration School in West Hazelton, Pennsylvania, principal Sherry Ambrose says the reliable, following homework guidelines are in effect: Pre-K, Kindergarten -- as assigned Grade 1 -- 20 minutes Grade 2 -- 30 minutes Grade 3 -- 30-45 minutes Grade 4 -- 45 minutes to 1 hour Grades 5 to 8 -- 1 to The Nazi Holocaust Essay 1-1/2 hours.

At Doctors Inlet Elementary, homework should never exceed 60 minutes per night, said principal Larry Davis, adding, If homework is given, it must be graded for completeness and accuracy. Some schools spell out that homework time does not include time students are expected to spend each night reading to an adult or on their own. Many schools specify that students spend 15-30 minutes reading each day, more on days when they have no other assigned homework. KEEPING TRACK OF ASSIGNMENTS. Among the often-stated purposes of homework is that it helps students develop study skills, time management skills, and responsibility. In an effort to help students develop those skills, many schools support student learning by causes of the using homework assignment books, sometimes called agendas, and by providing resources that help students when they slip up by not carefully recording their assignments.

A school-wide policy at St. Vincent DePaul Academy recognizes homework as an The Nazi Holocaust, integral part of of the world, its effort to develop student responsibility. Essay? According to principal Heather Hamtil, the school's AAA card offers positive recognition to reliable students who make consistent efforts in three areas: A cademics, A ttendance, and A ttitude. Each week, students are awarded an AAA card if they have not missed an The Nazi Holocaust Essay, assignment in another word for heroic the 5-day period (Academics); been present at least 4 days out The Nazi Essay, of the 5 (Attendance); and reliable, not had any marks against behavior or uniform (Attitude). At the Essay, end of each quarter, students may trade their collected cards for another special rewards. Our students must use the school-designed homework notebook in which teachers initial each assignment given (as a means of The Nazi Holocaust Essay, checking that students have properly recorded the assignment) and that parents initial to indicate that they have looked at the completed assignments, said principal Heather Hamtil of another word for heroic, St. Vincent DePaul Academy in Kansas City, Missouri. For each assignment, the date given and the date due are recorded.

Doing that helps students get organized, but it also aids teachers; they can see if students are getting 'loaded up with homework.' If parents complain about that, a teacher can often explain that some assignments were given several days before and that part of the education of the student is learning to prioritize assignments based on his or her evening activities and availability. The Nazi Holocaust Essay? We even have a section of the notebook where we can help students prioritize those longer-term assignments. The homework notebook is a tool that aids us in regular, usually daily, communication with parents, noted Hamtil. Students must write their assignments in ink, she added. That prevents them from changing an percentage, assignment before going home. At Oakridge Elementary, agenda planners are used by The Nazi Holocaust Essay students in percentage purity grades 3 to 5. The Nazi Holocaust Essay? Parents sign the agendas each night to reliable verify completion of The Nazi Essay, homework assignments. To cover students who might not get their assignments written down correctly, most teachers in grades 2-up have ongoing email communication with parents who wish to receive daily homework updates. Homework is assigned in weekly chunks at Transfiguration School.

Homework for the upcoming week is posted on our school Web site each Sunday night, said Sherry Ambrose. Who Planted Trees Summary? For those who do not have Internet access at Holocaust Essay, home, hard copies of weekly homework assignments are available in Class Within Great The Doll's House, classrooms, or students can print them out in The Nazi the computer lab. In addition, all students have homework assignment tablets, added Ambrose. Homework tablets are signed by teachers and parents of students up to grade 3. DOES HOMEWORK GET GRADED? Should homework be graded? If so, how much should it count? Ah, those are the questions that often plague school staffs as they debate the homework issue. Percentage? Most schools have determined the grading of homework to be a teacher-level decision while some districts or principals offer guidelines. In Edenrose, Ontario (Canada), for The Nazi Essay example, we have a school-wide homework policy that was developed following the reliable narrator, school board's policy and guidelines, said Deepi Kang-Weisz.

Homework completion is considered an essential learning skill and is included on school report cards. Set criteria are used to determine whether a child's homework-completion skills/responsibilities will earn a grade of needs improvement, satisfactory, good, or excellent. Among the criteria used to determine the grade are. Does the student complete homework on time and The Nazi Holocaust Essay, with care? Does the autobiographical sample, student put forth consistent effort? Does the student follow directions and complete all homework tasks? Does the student show attention to detail? Does the The Nazi Essay, student demonstrate interest and enthusiasm in homework assignments?

At Gonic Elementary School in causes of the Rochester, New Hampshire, principal Martha Wingate offers helpful guidelines to teachers as they wrestle the homework beast. Some of The Nazi Holocaust Essay, her guidelines are ones she used when she was in the classroom. Those guidelines include a check system and several other rubrics. The check-system rubric is pretty straight forward, said Wingate. Students earn a.

if work is complete, neatly done, and directions are followed; + if work includes any amount of extra credit; ++ if work includes above-and-beyond extra credit; - if work is percentage incomplete, messy, or directions are not followed; or 0 if work is not passed in. It is important that the check-system rubric is Holocaust Essay carefully explained to students and that what qualifies as extra-credit work is reliable explained in advance, Wingate explained. I include an extra-credit assignment almost every night. For example, in math, extra credit might require doing four more problems than assigned, or, in spelling, it might require sentences that are 10 words or longer. In addition, all homework is checked first thing in The Nazi Essay the morning as students work on independent or bell-ringer activities. At that point, I am not checking for correctness; I am only checking for completed work, said Wingate. Another grade might be given later for accuracy of the work.

When I used this system I included a reward component too. Another Word? Students who averaged a grade of The Nazi Essay, or higher for the week earned a 'No Homework Pass' that they could use on the last day of narrator, each month. The Nazi Essay? Students might earn up to three passes in any month and 'cash them in' working backward from the causes of the world war 1, last day of the month. I adopted that system because it enabled me to plan the homework assignments that students might miss. I should add that I am pretty generous with the s. I want as many students as possible to feel success. The extra-credit assignments I offer make it easier for a student who might have slipped and earned a grade of The Nazi Essay, - on an assignment to still earn a for the week. Wingate's check system is an easy one for teachers to adapt.

The system can work to improve students' homework skills and attention because. the teacher gives each student daily attention about their homework; students see how important homework is to the teacher; students can see the opportunities to make up for work they didn't complete; and the teacher has the reliable, data required to give a pure homework grade for homework completion. Wingate also offers her staff other rubrics for homework grading. (See the sidebar for sample homework rubrics.) One of the biggest dilemmas surrounding homework is how to handle the Essay, student who earns a zero for assignments not turned in. Word For Heroic? Zeros can ruin a child's grade, said principal Lolli Haws, adding, This is an issue our staff is debating right now in The Nazi Holocaust Essay our Teacher Advisory Council. Teachers have varied feelings about this. Students who don't turn in homework typically stay in from recess to Within Expectations, House, complete it, but that does not seem to Holocaust be effective in world war 1 bringing about a change in behavior, so we're looking for other approaches. WHAT ABOUT LATE WORK? ABSENCES?

ZEROES? Most teachers accept late homework, though many deduct a grade for it. For example, a teacher's policy might deduct 10 percent for each day an assignment is late or it might state that the highest grade a late assignment can earn is a 70. And when it comes to absences, many schools set a policy about The Nazi Holocaust, making up work; for example, students might be given three calendar days to make up missed work. But what about reliable narrator, zeros? That question comes up often in teachers' rooms and staff meetings. The Nazi Holocaust Essay? If a student doesn't do the assignment, he earns a zero. Causes World War 1? He gets what he deserves, right? But what about the student who passes all tests but earns a zero for homework? A teacher who averages a zero homework grade into a C-student's final grade, might end up failing that student.

But does that grade really reflect what the students knows? (Shouldn't a grade reflect what a student knows?) More and more schools are revisiting those questions. Many principals have taken the view that educators fail students by failing students. A few homework zeros are bound to frustrate a student, even to Essay the point of forcing him to give up. To prevent that from the man who planted summary, happening, some schools have set a grading scale of The Nazi Holocaust Essay, 50 to reliable narrator 100 percent. Missing assignments are given a grade of Holocaust, 50.

In that way, it is still possible for a student who misses homework but passes all tests to earn a passing grade. In the case of autobiographical sketch, quizzes and tests, many schools' policies require re-teaching and re-testing until a student earns a passing grade. In that way, teachers are certain that students have learned the important concepts that are documented in The Nazi Holocaust their state's standards and that students have the building blocks necessary, especially in the maths, to move on to the sketch sample, next skill. Alas, the grading debate is The Nazi Essay a sticky and complex one -- especially when it comes to the effects of the man who planted, zeros on Holocaust Essay students' grades. The important thing is to have a policy, principal Sue Astley told Education World.

I encourage each of my school's grade-level teams to establish a written policy. That policy might include a statement of whose responsibility it is to handle missed homework; for young students, parents might request missed assignments, but older students might handle that responsibility on autobiographical sketch sample their own. Also, the Essay, policy might include a statement of how much advance notice is required for teachers to gather homework for Class Great The Doll's House, Essay a student who will be out of school for a period of time. Holocaust Essay? That way, parents can't notify us the night before about a student who will be gone and expect us to summary have work ready that day. Does your school have a homework policy?

Is that policy in writing? If not, it might be time to make the The Nazi Essay, commitment to another for heroic review the homework issue, to come to a consensus about Holocaust, it and Within Expectations,, then commit your staff's agreement or consensus to writing. Education World's Great Meetings series offers some tools for The Nazi Holocaust Essay coming to consensus. You might take a look at autobiographical, some of those tools in Holocaust the practical Great Meetings entries listed here. Having a homework policy in writing can help teachers avoid having to deal with complaints from parents, added Astley. Principal Deepi Kang-Weisz agreed.

Our policy is often referred to when responding to parents' concerns or questions. Having a written policy can be a big help throughout the school year. Education World has published many articles and resources about the issue of homework. Be sure to scroll through our Homework Archive for percentage purity a wide range of articles. Principal Contributors to This Article. The following members of Education World's Principal Files Team contributed to this article.

Click here to view an archive of practical Principal Files articles from recent months. Sherry Ambrose, principal, Transfiguration School, West Hazleton, Pennsylvania Sue W. Astley, assistant headmaster and The Nazi Holocaust Essay, elementary principal, St. Martin's Episcopal School, Atlanta, Georgia Larry Davis, principal, Doctors Inlet Elementary School, Middleburg, Florida Heather Nicole Hamtil, assistant principal, St. Reliable? Vincent de Paul Academy, Kansas City, Missouri Dr. Lolli Haws, principal, Oakridge Elementary School, Arlington Virginia Deepi Kang-Weisz, principal, Edenrose Public School, Mississauga, Ontario, Canada Martha Wingate, principal, Gonic Elementary School, Rochester, New Hampshire. Article by Gary Hopkins. Copyright ฉ Education World. Last updated 06/11/2012. Submit your own lesson plan for a chance to Holocaust receive a FREE $50 Classroom Supplies Gift Card! Receive timely lesson ideas and PD tips. Sign up for our free weekly newsletter and receive.

top education news, lesson ideas, teaching tips and more! No thanks, I don't need to stay current on what works in percentage purity education! COPYRIGHT 1996-2016 BY EDUCATION WORLD, INC. ALL RIGHTS RESERVED.