Answer:
1. Necro- c. Death.
2. Therm- a. Heat.
3. Arachn- e. Spider.
4. Claustr- d. Small space.
5. Soph- b. Wisdom.
Explanation:
1. "Necro" means anything related to death or dying or even dead bodies or corpses. The fear of death of anything death-related is known as necrophobia.
2. The word "therm" is usually related to the term "heat". It is also the unit of heat which makes the fear of heat to be thermophobia.
3. "Arach" is a term relating to the spider family. Thus, the fear of spiders is arachnophobia.
4. "Claust" refers to any small, congested space. Claustrophobia is the fear or small space or an enclosed congested space.
5. Soph is a word related to wisdom or knowledge. Thus, sophobia means to have a huge fear of learning of knowledge or wisdom.
The primary crime scene would be the locker room. This is because they can scan the employee's locker for finger prints and other evidence of who might have been the one to take the keys.
The case that established that police must obtain a search warrant to make additional visits to a crime scene was Mincey v the State of Arizona which made it's way to the supreme court on <span>June 21, 1978.</span>
Answer:
Climate change can disrupt food availability, reduce access to food, and affect food quality. For example, projected increases in temperatures, changes in precipitation patterns, changes in extreme weather events, and reductions in water availability may all result in reduced agricultural productivity.
Explanation:
google says so
Proponents of literature-based instruction usually focus on the importance of using authentic literature, rather than the "canned" variety found in basal textbooks and other programs. Books that are written to teach children to read tend to be boring, contrived and less vibrant than authentic literature. Authentic literature can also open doors for students by introducing them to different cultures, social structures and story lines.
Advantage: Higher Level Thinking Skills
Many teachers choose literature-based instruction because they feel that it addresses higher level thinking skills than basal level instruction. Rather than forcing children to give pat answers to basic questions about a story, literature-based instruction encourages children to think deeply and share their thoughts about a story. Reading authentic literature can improve vocabulary, reading comprehension, reading ability and language growth. In addition, literature-based instruction is much more child-centered, with the teacher as the facilitator or coach, rather than "the sage on the stage."
Disadvantage: Teacher's Perspective
From the teacher's perspective, teaching using a literature-based approach can be more difficult than using other approaches. First-time teachers may find it especially challenging, since literature-based approaches inherently have less structure than many other approaches. Teachers also may struggle with effectively assessing a child's progress. Because literature-based instruction is less widely used than other forms of instruction, teachers often spend hours choosing literature selections, as well as developing activities and evaluations that reflect the content.
Disadvantage: Scope and Sequence
Finding appropriate literature selections that address the skills that students need to learn can be challenging, and finding selections that actually build from one year to the next is virtually impossible. This means that using literature-based instruction may prevent students from building their skills in a systematic fashion, and they may miss out on some skills entirely. Especially as students advance to the next grade, they will feel a lack of continuity, which can prevent them from growing as readers, writers and thinkers.
References
Fayetteville State University: Merits of a Literature-Based Instruction Vs. the Basal Approach
Family Education: Literature-Based Reading Programs
Lesson Sense: Literature-Based Instruction
About the Author
Keren (Carrie) Perles is a freelance writer with professional experience in publishing since 2004. Perles has written, edited and developed curriculum for educational publishers. She writes online articles about various topics, mostly about education or parenting, and has been a mother, teacher and tutor for various ages. Perles holds a Bachelor of Arts in English communications from the University of Maryland, Baltimore County.
