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Chapter 2 Test Bank Questions
2. In ArcMap, the spatial and non-spatial information about a layer is stored in its:
a. Attribute Table
b. Spatial Field
c. Excel file
d. Parcel database
5. A map of the locations of car race winners displayed by their placement ranking is
an example of which kind of data?
a. Nominal
b. Ordinal
c. Interval
d. Ratio
6. A map of the locations of California four-year universities displayed by the average
tuition costs is an example of which kind of data?
a. Nominal
b. Ordinal
c. Interval
d. Ratio
9. A map of the locations of the Great Lakes labeled with the name of each lake is
showing which kind of data?
a. Nominal
b. Ordinal
c. Interval
d. Ratio
11. When a single record is linked to another single record in a join, what kind of join
has occurred?
a. Many-to-one join
b. One-to-many join
c. One-to-all join
d. One-to-one join
11. The total number of relational operators used in a simple query is:
a. Zero
b. One
c. Two
d. Three
12. A connector such as =, >, or <= used in an SQL query in ArcGIS is referred to as a:
a. Conditional operator
b. Fixed operator
c. Relational operator
d. Connecting operator
Exercises.
1. What are the advantages to be derived from teaching a group rather than an
individual?
2. What is the ideal relationship between teacher and pupils?
3. Why should a pupil face his classmates when he recites?
4. How could you provide for class discussions with the pupils you teach?
5. Name class projects which your class has undertaken which involve
coöperation and end in a product which children consider worth working for.
6. Why do the household and industrial arts lend themselves especially well to
the development of the social phases of the recitation?
7. When should it be wrong for one pupil to help another? Name as many
occasions as you can where you would encourage coöperation and helpfulness.
8. Give an illustration of one project which may furnish an adequate motive for
work in several school subjects.
9. Of what value are associations of parents and teachers from the standpoint of
increasing the efficiency of school work?
10. Why is a genuinely social situation the best for the development of
intellectual vigor?
11. Do you think children ought to accept any social responsibility outside of the
school and home?
12. How may we hope to develop in children the desire to serve, the willingness
to work for the general good?
13. How would you change your work in order to accomplish the most possible
for the development of children who are now socially efficient?
14. Ought we to expect all children to accept the same social responsibilities,
either as to kind or degree, in the school or in their out-of-school life?
15. If children do not work together for common ends in our schools, if the spirit
of coöperation and service is not present there, ought we to be surprised at the
non-social or anti-social attitude and practice of adults?
CHAPTER XIII
T H E P H Y S I C A L W E L FA R E O F C H I L D R E N
Exercises.
1. How may the school superinduce physical defects in children?
2. Why are schoolroom floors oiled and swept rather than scrubbed and swept?
3. What suggestions for the improvement of all schoolrooms do you gather from
the establishment of open-air schools for the anemic and tubercular?
4. What would you do to provide relaxation and plenty of fresh air on a day so
stormy that children could not go out of doors for recess?
5. What could a teacher do to help a near-sighted boy or girl?
6. Is it safe to trust your feeling that it is too warm or too cold in regulating the
temperature of the room?
7. When do you get your best work, when it is too warm, or when the
thermometer is between 65° and 68° Fahrenheit? (If there is sufficient moisture in
the air, a temperature as low as 65° will not seem colder than a temperature of 70°
when the air carries very little moisture.)
8. What is the reason for using only pencils with large, soft lead or crayons for
writing during the first year?
9. What can a teacher do to protect the community against contagious
diseases?
10. If the school has no playground, what provision would you make for
recreation in the schoolroom?
11. A large percentage of children have decayed teeth; how would you hope to
provide that proper treatment should be given?
12. Why may we not consider health as an individual matter?
13. Why has the teacher a right to demand hygienic conditions in the
schoolroom?
14. Why has the community a right to demand good health as a prerequisite for
teaching?
15. How might teachers hope to secure hygienic conditions for children in their
homes?
16. If a schoolroom needs redecorating on account of improper lighting, or a
new heating and ventilating plant, and the school board does not supply these
necessities, how would you hope to secure such improvements?
CHAPTER XIV
MORAL TRAINING