Ecz Materials Grade 10 12 Pdf Download Zambia
Jeuel Barrientos
In Zambia, the Ministry of General Education began implementing the Primary Literacy Programme (PLP) in 2013 to serve students from pre-primary through grade 7 across the country. However, several challenges to successful implementation of the PLP remain. These include inadequate teacher training, insufficient student resources, and a lack of community involvement in education.
One day, she came home to overhear her 2nd grade son, Kaimbo, reading out loud to himself from a newspaper. Slowly and clearly, he was digesting the text word-by-word. Surprised by his advanced skills, Ms. Ngombo asked Kaimbo to read another section from the paper, and was pleasantly surprised when he accomplished the task with ease and near-perfect accuracy.
Art has been my passion since childhood. I started drawing when I was in grade five. Unfortunately I was not in an art class, but I used to draw at home. I was unable to take art as a subject at school because I was placed in a History class and I could not change classes.
I grew up as a self taught artist. After I finished high school in 2013 I decided to become a full time artist and started my own studio and experimented with many different materials so that I could understand more about the process and learn how materials work.
My job at the French School was to demonstrate to the kids how materials work and to make artworks with them in each class. I prepared the activities tomake artworks using mixed recycled materials which the kids brought from home. Each class made different works. The kids were excited about the activities and enjoyed making art this way, because they had the freedom to express their creativity. They made artworks out of plastics, paper, containers, wood, glue, paint, charcoal, cans, soil, broken toys and fabric .
At the end of the art week we displayed the works in the school hall. The parents and teachers came to see them and they were amazed at seeing what the kids had made out of recycled materials. Seeing the good results of that week, the director of the school asked me to continue to do art activities with the kids once a week. I happily accepted because this opportunity could help me to research and learn more before I could go and teach in a class. And I would continue to work in my studio the rest of the week.
The Reading Materials Developer (RMD) works with the Senior Reading Director (SRD) and Reading Specialist (RS), Teacher Education Specialized Services (TESS), Curriculum Development Center (CDC) and Ministry of General Education (MoGE) key stakeholders to finalize initial EGR packages (print and digitized), building on existing materials, and identify gaps. A key focus will be to digitize and catalog current materials, and develop new materials into interactive media formats in support of literacy. Work with SRD, RS, PTS Manager, Provincial project staff and MoGE staff to adapt and improve materials iteratively, based on testing results. The Reading Materials Developer (Digital) reports to the Senior Reading Director.
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On a Northeastern Dialogue of Civilization field-study program, my service-learning site was a preschool called Kondwa Centre. This school was for children living in an extremely impoverished compound, or slum, within the capital city of Lusaka. There, children came for breakfast, school, playtime, and lunch. The two meals they received were often times the only food they ate during the day. The classes they were put in were not based on age, but rather on knowledge, and it was common to have a child repeat a grade multiple times. The four teachers that worked at the school were kind women, who genuinely wanted to help the kids, but were limited by lack of supplies and curriculum.
After leaving the Zambia Dialogue, I stayed in close contact with Anna Butler, Founder and President of modzi, a non-profit that works with vulnerable youth to help them gain access to quality education. Anna was a recent Northeastern grad, and started the non-profit after participating in the same Zambia Dialogue, just two years before mine. The more I talked to her about the kids in Zambia and the barriers that they had to face, the more I wanted to come back. It became more and more apparent to me why kids were repeating grades and failing out of school, and the need for organizations like modzi seemed obvious. These kids wanted to absorb as much information as they could; their determination to learn and succeed was contagious, and the roadblocks they faced were heartbreaking.
As these kids struggle to break the obstacles in front of them, sometimes missing a year or more of school or being held back a grade, they can fall behind academically. When they finally are able to get back into regular schooling, many are so far behind they struggle to keep up with the rest of their peers. A lot of my job as a co-op with modzi has been helping their students catch up, particularly in English and math. Most understand algebra as a concept, but the basics, such as simple addition and subtraction, hold some back.
ASTM A36 and ASTM A572 are two popular types of structural steel, as their chemical compositions and mechanical properties give these materials high strength and machinability that are ideal for structural applications.
The A572 steel plate specification has five different grades: Grade 42, Grade 50, Grade 55, Grade 60 and Grade 65. Each of these grades have slightly different chemical compositions and mechanical properties. The A36 steel plate specification, on the other hand, does not cover multiple grades.
Due to differences in the chemical compositions of A36 and A572 steel, these materials differ in their mechanical properties, including yield point, which measures the point at which a material permanently changes shape after experiencing great forces, and tensile strength, which measures the force needed to cause material breakage or failure.
The higher presence of strengthening alloys, such as manganese and silicon, in A572 plate grades give the material greater strength as compared to A36. This higher strength allows A572 steel to bear more weight and withstand greater forces without breaking or failing, which is crucial in structural applications.
When used in colder environments, structural project engineers may request a Charpy impact test be performed on A572 and A36 materials. Charpy tests measure the ability of a material to withstand great forces within specific temperature ranges, which is crucial to ensure structural materials do not break or fail in harsh climates. Due to the additional strengthening alloys present in A572 steel, this material may be more suitable for colder climates than A36 steel.
Leeco Steel has 11 strategically-located distribution centers across North America that are readily-stocked with various grades and sizes of A36 and A572 steel plate. Leeco also allows current customers to place A36 and A572 plate orders via its ecommerce website, Leeco Pro, providing greater flexibility and customization in the procurement process.
Ferro Molybdenum is an alloy composed mainly of iron (Fe) and molybdenum (Mo). It is produced by melting together iron and molybdenum sources, typically ferrosilicon and technical grade molybdic oxide, in a furnace. The resulting alloy has a molybdenum content ranging from 50% to 60%.
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