Migrating SQL Server 2000 to SQL Server 2008 on Windows Server ...

Description

• mémoire
• mémoire - matière potentielle : pressure
• mémoire - matière potentielle : beyond the 4 gb limit
• mémoire - matière potentielle : upgrades
• mémoire - matière potentielle : allocation with the bcdedit utility
• expression écrite

• sql server books
• extended memory
• data transformation services
• database administrators
• system administrators
• dependencies
• step by step
• windows
• bit
• data

Sujets

• Mémoire
• Pressure
• Stargate SG-1 (season 4)
• Active Directory
• BitLocker Drive Encryption
• Windows PowerShell

Informations

• Publié par: orzi
• Nombre de lectures: 34
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

gHelpin
Your Child
Learn ScienceU.S. Department of Education To order copies of this publication in English
or Spanish, write to:Margaret Spellings
Secretary
ED Pubs
Education Publications CenterFirst published in September 1992.
Revised in 2004 and 2005. U.S. Department of Education
P.O. Box 1398
Jessup, MD 20794-1398; gThis booklet is in the public domain. Helpin
Authorization to reproduce it in whole or
in part for educational purposes is granted. or fax your request to: [phone];
While permission to reprint this publication
is not necessary, the citation should be: or e-mail your request to: [e-mail]. Your Child
U.S. Department of Education, Office of or call in your request toll-free: 1-877-433-7827
Communications and Outreach, (1-877-4-ED-PUBS). If 877 is not yet available in
Helping Your Child Learn Science, your area, call 1-800-872-5327 (1-800-USA-LEARN). Learn ScienceWashington, D.C., 2005. Those who use a telecommunications device for the
deaf (TDD) or a teletypewriter (TTY), should call
1-800-437-0833.

with activities for children in preschool through grade 5or order online at:
www.edpubs.org/webstore/Content/search.asp

This publication is also available on the
Department’s Web site at:
www.ed.gov/parents/academic/help/hyc.html
On request, this publication is available in
alternate formats, such as Braille, large print,
audiotape, or computer diskette. For more
information, please contact the Department’s
Alternate Format Center at [phone] or
[phone].
Children’s books and magazines are mentioned in U.S. Department of Education
this booklet as examples and are only a few of
Office of Communications and Outreachmany appropriate children’s books and periodicals.
Other materials mentioned are provided as resources
and examples for the reader’s convenience. Listing
of materials and resources in this book should not
be construed or interpreted as an endorsement by
the Department of any private organization or
business listed herein.ContentsForeword
Why is the sky blue? Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Why do things fall to the ground? The Basics. . . . . . . . . . . . .4
How do seeds grow? Developing Your Child’s Scientific Understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
What makes the sound and music?
Activities . . . . . . . . . . . . .11Where do mountains come from?
Science in the Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
A Science Walk. . . . . .13Young children ask their parents hundreds of questions like these. In search of answers, we use science
Breaking the Tension.15to both enlighten and delight. Being “scientific” involves being curious, observing, asking how things
Bubbles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16happen and learning how to find the answers. Curiosity is natural to children, but they need help
Bugs!. . . . . . . . . . . . . . .18understanding how to make sense of what they see and to relate their observations to their existing
Float or Sink?. . . . . . .19ideas and understandings. This is why parental involvement is so important in children’s science
Slime Time. . . . . . . . . .21education. When we encourage children to ask questions, make predictions, offer explanations and
Celery Stalks at Midnight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
explore in a safe environment, we lend them the kind of support that they need to become successful
Icky Sticky Stuff. . . . .25
science students and scientific thinkers.
Splish Splash. . . . . . . .27
Hair-Raising Results.28
As a parent, you don’t have to be a scientist or have a college degree to help your child learn science.
Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
What’s far more important than being able to give a technical explanation of how a telescope works is
Crystals. . . . . . . . . . . . .32
your willingness to nurture your child’s natural curiosity by taking the time to observe and learn together. Let ‘Em Make Cake!.33
Science in the Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Science “happens” all around us every day, and you have endless opportunities to invite your child
Zoos. . . . . . . . . . . . . . . .37
into the wonders of science. Without expensive chemistry sets, equipment or kits, a child can be
Museums. . . . . . . . . . .39
introduced easily to the natural world and encouraged to observe what goes on in that world. When
Planetariums. . . . . . . .40
you least expect it, a moment for learning will occur: A bit of ice cream drops on the sidewalk and ants
Aquariums. . . . . . . . .40
appear; some cups float and some sink when you’re washing dishes; static electricity makes your hair
Farms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
stand on end when you put on a sweater. Science at Work. . . . .4 1
Community Science Groups and Organizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
Through the No Child Left Behind Act of 2001, President George W. Bush has made clear his commitment to Other Community Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
the goals of raising standards of achievement for all children and of providing all children with highly Working With Teachers and Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
qualified teachers and with instruction that is based on scientific research. Helping Your Child Learn Science
Resources . . . . . . . . . . . .47is part of the president’s efforts to provide parents with the latest research and practical information
Federal Sources of Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
designed to support children’s learning at home, at school and in the community. It reflects the
Publications for Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
importance of inquiry processes and content in science achievement as described in the National Science
Books for Children. .49
Education Standards, released in 1996 by the National Research Council of the National Academy
Magazines for Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60
of Sciences.
Science Toys . . . . . . . .62
Science on TV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
This booklet includes a range of activities for families with children from preschool age through grade 5.
Science on the Internet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63
The activities use materials found in your home and make learning experiences out of everyday routines. Web Sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64
The activities are designed for you to have fun with your child while developing and reinforcing science Science Camps. . . . . .65
skills. We hope you and your child will enjoy the activities suggested in this booklet and develop many
Bibliography. . . . . . . . .66more of your own.
Acknowledgments. .68
ii Helping Your Child Learn Science Helping Your Child Learn Science iiiIntroduction
As a parent, you are preparing your child for a world vastly different from
the one in which you grew up. Our increasingly technological society will
need citizens who have received far more advanced instruction in science
and technology than most of us received when we were in school. Even
children who don’t want to become physicists, chemists, engineers or
computer technicians will need some knowledge of science and technology
just to conduct their everyday lives. Every citizen needs to be scientifically
literate in order to make informed decisions about health, safety and
citizenship. Our children need our help and guidance to prepare for the
world that awaits them.
Scientific knowledge is cumulative: To learn new things, you must build
on what you already know. So, it’s important that your child start learning
early—and at home. A good way for you to begin the learning process is
by sharing your own interest in science. How you view and talk about
1science can influence your child’s attitudes toward science—and how she
Quality education is a cornerstone of America’s
approaches learning science. It’s easy to undermine a child’s interest and
future and my administration, and the knowledge-based attitude