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Mathematics Standards of Learning for Virginia Public Schools – February 2009 36 COM.8 The student will design and implement computer graphics, which will include topics appropriate for the available programming environment as well as student background. Students will use graphics as an...
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Mathematics Standards of Learning for Virginia Public Schools – February 2009 36 COM.8 The student will design and implement computer graphics, which will include topics appropriate for the available programming environment as well as student background. Students will use graphics as an end in itself, as an enhancement to other output, and as a vehicle for reinforcing programming techniques. COM.9 The student will define simple variable data types that include integer, real (fixed and scientific
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=41
www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=41
mathematical applications should be integrated throughout the course. These standards identify fundamental principles and concepts in the field of computer science that will be used within the context of mathematical problem solving in a variety of applications. As students develop and refine skills in logic, organization, and precise expression, they will apply those skills to enhance learning in all disciplines. <span class="highlight">COM</span>.1 The student will apply programming techniques and skills to solve practical real-world
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=42
www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=42
Mathematics Standards of Learning for Virginia Public Schools – February 2009 36 <span class="highlight">COM</span>.8 The student will design and implement computer graphics, which will include topics appropriate for the available programming environment as well as student background. Students will use graphics as an end in itself, as an enhancement to other output, and as a vehicle for reinforcing programming techniques. <span class="highlight">COM</span>.9 The student will define simple variable data types that include integer, real (fixed and scientific
history_pub2000
re- late to their lives. i • Identifying the basic functions, structures and purposes of governments within the United States. • Describing the basic principles of American democracy (e.g., right to life, liberty, and the pursuit of happiness; responsibility for the common good; equality...
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re- late to their lives. i • Identifying the basic functions, structures and purposes of governments within the United States. • Describing the basic principles of American democracy (e.g., right to life, liberty, and the pursuit of happiness; responsibility for the common good; equality of opportu- nity and equal protection of the law; freedom of speech and religion). • Defining criteria for selecting leaders at the school, com- munity, state, national and international levels. i H&SS7-8:15
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=4
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
Local <span class="highlight">Com</span>- prehensive Assessment Systems. The creation of GEs will provide more explicit guidance. GEs will: • provide a valuable resource for teachers and schools as they implement the Vermont Framework • relate directly to the Vermont Standards and associated evidences • differentiate performance on content knowledge or skills between adjacent grade clusters • lead to focused, coherent and developmentally appropriate instruction without narrowing the curriculum The purposes of the Vermont Framework
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education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
Vermont Department of Education (History & Social Sciences Grade Expectations) H&SS25 History and Social Sciences — History: Grouped with Vermont Standards 4.5, 4.6, 6.4, 6.5, 6.6 Grades 3-4 Grades 5-6 H&SS3-4:10 Students show understanding of past, present, and future time by… • Grouping historical events in the history of the local <span class="highlight">com</span>- munity and state by broadly defined eras . • Constructing time lines of significant historical develop- ments in the community and state, and identifying the
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importance (e.g., Palestine; Moscow). • Using absolute and relative location to identifying major mountain ranges, major rivers, and major climate and vegetation zones and the effects of these on settlement patterns (e.g., Appalachian Mountain’s effect on westward movement; overgrazing; Palestinian/Israeli conflict). • Interpreting a variety of effective representations of the earth such as maps, globes, and photographs and project future changes (e.g., physical, political, topographic, <span class="highlight">com</span>- puter
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for selecting leaders at the school, <span class="highlight">com</span>- munity, state, national and international levels. i Civics, Government, and Society
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education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
re- late to their lives. i • Identifying the basic functions, structures and purposes of governments within the United States. • Describing the basic principles of American democracy (e.g., right to life, liberty, and the pursuit of happiness; responsibility for the common good; equality of opportu- nity and equal protection of the law; freedom of speech and religion). • Defining criteria for selecting leaders at the school, <span class="highlight">com</span>- munity, state, national and international levels. i H&SS7-8:15
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rights vs. <span class="highlight">com</span>- mon good, majority rule vs. protection of minority rights). i • Defining and analyzing the process for selecting leaders at state, national and international levels (e.g., analyzing pros and cons of the primary process; debating the necessity of the electoral college). i Civics, Government, and Society
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people (e.g., reservations and Indian schools; Green Mountain Boys; treaties). H&SS3-4:17 Students examine how access to various institutions affects justice, reward, and power by… • Describing ways in which local institutions promote the <span class="highlight">com</span>- mon good (e.g., state police, library, recreation programs). H&SS5-6:16 Students examine how different societies address issues of human interdependence by… • Identifying a current or historic issue related to basic hu- man rights (e.g., civil rights; women’s
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Introduction GRADE LEVEL EXPECTATIONS 1 The Grade Level Expectations emphasize the important com- ponents in reading instruction — phonemic awareness, phonics, fluency, vocabulary, and comprehension. Our students need competency in each of these areas to be successful readers.” n...
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Introduction GRADE LEVEL EXPECTATIONS 1 The Grade Level Expectations emphasize the important com- ponents in reading instruction — phonemic awareness, phonics, fluency, vocabulary, and comprehension. Our students need competency in each of these areas to be successful readers.” n Dr. Terry Bergeson Superintendent of Public Instruction “ This publication is designed to help accomplish one of our most pressing challenges — teaching children how to read and how to learn by reading. Washington’s school
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=3
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
Introduction GRADE LEVEL EXPECTATIONS 1 The Grade Level Expectations emphasize the important <span class="highlight">com</span>- ponents in reading instruction — phonemic awareness, phonics, fluency, vocabulary, and comprehension. Our students need competency in each of these areas to be successful readers.” n Dr. Terry Bergeson Superintendent of Public Instruction “ This publication is designed to help accomplish one of our most pressing challenges — teaching children how to read and how to learn by reading. Washington’s school
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=6
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
author. Grade 4 In fourth grade, students read skillfully with meaning and purpose using appropriate <span class="highlight">com</span>- prehension and vocabulary strategies. Students read, discuss, reflect, and respond, using evidence from text, to a wide variety of literary genres and informational text. Students read for pleasure and continue to choose books based on personal preference, topic, theme, or author. An Overview of K–10 Reading Instruction Grade Level Expectations describe a connected series of learning competencies necessary
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meanings, pronunciations, syllabication, synonyms, antonyms, parts of speech, and/or clarify shades of meaning. square6 Use text evidence to verify meaning from reference source. 1.2.2 Apply a variety of strategies to <span class="highlight">com</span>- prehend words and ideas in complex text. square6 Use word origins to determine the meaning of unknown words. square6 Use abstract, derived root words, prefixes, and suffixes from Greek and Latin to analyze the meaning of complex words (e.g., collide, collision). square6 Use structural analysis
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www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
the most important text-based facts, details, and/or ideas from informa- tional/expository text. square6 Summarize the plot/message in cultur- ally relevant literary/narrative text. square6 Select, from multiple choices, a sentence that best summarizes the story or selec- tion. square6 Organize summary information for infor- mational/expository text and/or lit- erary/narrative text into a self-created graphic organizer to enhance text <span class="highlight">com</span>- prehension. Apply comprehension monitoring strategies during and after
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text. square6 Identify and use grade-level-appropriate text features with teacher guidance. square6 Interpret information from graphs and charts with teacher guidance. square6 Identify and use icons and pull-down menus. Apply knowledge of printed and elec- tronic text features to locate and <span class="highlight">com</span>- prehend text. W square6 Identify and use grade-level appropriate text features. square6 Explain how certain text features help you understand the selection. square6 Interpret information from graphs, charts, diagrams
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structures. square6 Recognize and use sentences, para- graphs, and chapter structure to under- stand the organization in both informational/expository text and lit- erary/narrative text. square6 Identify text written in the text organiza- tional structures of simple listing and sequential order. Apply understanding of simple text organizational structures. square6 Recognize and use previously learned text organizational structures of simple listing and sequential order to aid <span class="highlight">com</span>- prehension. square6 Identify and
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related to the issues and themes of their historical periods (e.g., the Gold Rush, civil rights movement, post-World War II Europe). square6 Critique the contribution to society made by traditional, classic, and/or contempo- rary works of literature that deal with similar topics and problems (e.g., indi- vidual needs vs. needs of society, <span class="highlight">com</span>- munity maintenance, civil disobedience, humanity’s relationship with nature).
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/u/ as in pup. sight words: Words that are immediately recognized as wholes and do not require word analysis for identification. simile: A figure of speech <span class="highlight">com</span>- paring two unlike things usually using like or as (e.g., “like ancient trees, we die from the top”). skim: To read or glance through quickly. story elements: The critical parts of a story include character, setting, plot, problem, solution. At upper grades the terms problem and solu- tion change to conflict and resolution. story structure
Massachusetts History and Social Science Curriculum Framework: August 2003
John Locke’s Second Treatise on Government: www.liberty1.org/2dtreat.htm Kids in the House of Representatives: clerkkids.house.gov K12’s Patriotism Curriculum: patriot.k12.com/index.html League of Women Voters: lwv.org Liberty Fund, Inc: www.libertyfund.org Library of Congress: ww...
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John Locke’s Second Treatise on Government: www.liberty1.org/2dtreat.htm Kids in the House of Representatives: clerkkids.house.gov K12’s Patriotism Curriculum: patriot.k12.com/index.html League of Women Voters: lwv.org Liberty Fund, Inc: www.libertyfund.org Library of Congress: www.loc.gov Massachusetts Council on Economic Education: www.economiced.org Massachusetts Geographic Alliance: www.massgeo.org Massachusetts Studies Project: www.msp.umb.edu Meru Education Foundation: www.merufoundation.org
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www.doe.mass.edu/frameworks/hss/final.pdf#page=106
John Locke’s Second Treatise on Government: www.liberty1.org/2dtreat.htm Kids in the House of Representatives: clerkkids.house.gov K12’s Patriotism Curriculum: patriot.k12.<span class="highlight">com</span>/index.html League of Women Voters: lwv.org Liberty Fund, Inc: www.libertyfund.org Library of Congress: www.loc.gov Massachusetts Council on Economic Education: www.economiced.org Massachusetts Geographic Alliance: www.massgeo.org Massachusetts Studies Project: www.msp.umb.edu Meru Education Foundation: www.merufoundation.org
English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)
KINDERGARTEN Reading 2.0 Reading Comprehension Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, com- paring new information to what is already known). The selections in Recomm...
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KINDERGARTEN Reading 2.0 Reading Comprehension Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, com- paring new information to what is already known). The selections in Recommended Literature, Kindergarten Through Grade Twelve (California Department of Education, 2002) illustrate the quality and complexity of the materials to be read by students. Structural Features of Informational
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=10
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=10
KINDERGARTEN Reading 2.0 Reading Comprehension Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, <span class="highlight">com</span>- paring new information to what is already known). The selections in Recommended Literature, Kindergarten Through Grade Twelve (California Department of Education, 2002) illustrate the quality and complexity of the materials to be read by students. Structural Features of Informational
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www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=57
important points in the history of English language and use <span class="highlight">com</span>- mon word origins to determine the historical influences on English word meanings. 1.3 Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast. 2.0 Reading Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the
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democracy. � Identify how the political ideas of the Enlightenment and the ideas of religion afected the founders of the United States. � Define sovereignty and consent of the governed. � Describe separation of powers, federalism, and checks and balance. � Com...
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democracy. � Identify how the political ideas of the Enlightenment and the ideas of religion afected the founders of the United States. � Define sovereignty and consent of the governed. � Describe separation of powers, federalism, and checks and balance. � Com pare the Declaration of Independence and “Comon Sense.” 12.3.3 Students will analyze the significance of amendments to the United States Constitution. Example Indicators: � Identify factors, e.g., the conflicts they addressed and the
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http://www.nde.state.ne.us/SS/DOCUMENTS/TheHistory-SocialStudiesStandardsPDF.pdf#page=28
www.nde.state.ne.us/SS/DOCUMENTS/TheHistory-SocialStudiesStandardsPDF.pdf...
democracy. � Identify how the political ideas of the Enlightenment and the ideas of religion afected the founders of the United States. � Define sovereignty and consent of the governed. � Describe separation of powers, federalism, and checks and balance. � <span class="highlight">Com</span> pare the Declaration of Independence and “Comon Sense.” 12.3.3 Students will analyze the significance of amendments to the United States Constitution. Example Indicators: � Identify factors, e.g., the conflicts they addressed and the
science_pub2003
different types of cells--grows into a fetus--baby is born— grows into a toddler—grows into a child—grows into a teenager—grows into an adult). AND • Explaining what occurs in the processes of fertilization and early embryo development (e.g., sperm + egg com- bi...
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different types of cells--grows into a fetus--baby is born— grows into a toddler—grows into a child—grows into a teenager—grows into an adult). AND • Explaining what occurs in the processes of fertilization and early embryo development (e.g., sperm + egg com- bine to produce a new individual). Science Concepts: a. Following fertilization, cell division produces a small cluster of cells that then differentiate by appearance and function to form the basic tissues and organs of an em
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=4
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
GEs? Vermont’s Framework of Standards and Learning Opportunities provides the foundation for Local <span class="highlight">Com</span>- prehensive Assessment Systems. The creation of GEs will provide more explicit guidance. GEs will: • provide a valuable resource for teachers and schools as they implement the Vermont Framework • relate directly to the Vermont Standards and associated evidences • differentiate performance on content knowledge or skills between adjacent grade clusters • lead to focused, coherent and developmentally
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dur- ing the process (e.g., “on the job” planning, investigating, and explaining can happen simultaneously). AND • Using procedures that are safe and humane. Grades PreK-K Grades 1-2 Scientific Questioning S1-2:1 Students demonstrate their understanding of SCIENTIFIC QUESTIONING by… • Posing observational questions that compare things in terms of number, shape, texture, size, weight, color, mo- tion, etc. (e.g., How fast does a Lady Beetle move <span class="highlight">com</span>- pared to a Bess Beetle?). AND • Investigating
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• Recognizing that all living and non-living things are formed from combinations of about 100 elements. Science Concepts: a. All matter is made up of atoms that are too small to see. b. Atoms bond together to form molecules. c. An element is a substance in which the atoms are all the same. d. All living and non-living things are formed from <span class="highlight">com</span>- binations of about 100 elements. S7-8:11 Not assessed at this level Properties of Matter S5-6:9 Students demonstrate their understanding of the Properties
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smaller molecules, whose sequence encodes genetic infor- mation. b. The human body is formed from cells that contain ho- mologous parrs two copies of each chromosome. c. New heritable characteristics can result from new <span class="highlight">com</span>- binations of existing genes or from mutations of genes in reproductive cells. d. All body cells have identical genetic information, but its expression may be very different from one cell to another due to the instructions given to different types of cells. − The sorting
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different types of cells--grows into a fetus--baby is born— grows into a toddler—grows into a child—grows into a teenager—grows into an adult). AND • Explaining what occurs in the processes of fertilization and early embryo development (e.g., sperm + egg <span class="highlight">com</span>- bine to produce a new individual). Science Concepts: a. Following fertilization, cell division produces a small cluster of cells that then differentiate by appearance and function to form the basic tissues and organs of an em
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an adult). AND • Explaining what occurs in the processes of fertilization and early embryo development (e.g., sperm + egg <span class="highlight">com</span>- bine to produce a new individual). Science Concepts: a. Following fertilization, cell division produces a small cluster of cells that then differentiate by appearance and function to form the basic tissues and organs of an em- bryo, which eventually grows into an adult organism. Patterns of Human Development No S7-8:43 at this grade level
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increasingly sophisti- cated technology is used to learn about the Universe (e.g., visual telescopes, radio telescopes, X-ray telescopes, <span class="highlight">com</span>- puters, space probes, atomic accelerators. d. Scientific theories on the nature of the Universe have evolved significantly through the past 2000+ years (Ptolemy, Copernicus, Kepler, Galileo), and new views are emerging. Grades 9-12 Universe, Earth and Environment: Vermont Standards and Evidences—Scale, Distances, Star Formation, Theories and Instrumentation 7.15 a
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predict what the long term effect will be on organisms (e.g., acid precipitation, global warming. ozone depletion, pollution of water by phos- phates, mercury, PCBs, etc.). AND • Tracing the processes that are necessary to produce a <span class="highlight">com</span>- mon, everyday object from the original raw materials to its final destination after human use, considering alternate routes—including extraction of raw material, production and transportation, energy use and waste disposal through- out, packaging and recycling and/or
Content Standards-Social Studies
and the rights of others. 6. describe factors that cause conflict and contribute to cooperation among indi- viduals and groups (e.g., playground is- sues, misunderstandings, listening skills, taking turns). 7. explore the role of technology in com- munications, transportation, information pro...
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and the rights of others. 6. describe factors that cause conflict and contribute to cooperation among indi- viduals and groups (e.g., playground is- sues, misunderstandings, listening skills, taking turns). 7. explore the role of technology in com- munications, transportation, information processing or other areas as it contrib- utes to or helps resolve problems. 1. describe the purpose of government and how the powers of government are ac- quired, maintained and used. 2. identify and describe basic features
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http://www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=3
www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=3
and the rights of others. 6. describe factors that cause conflict and contribute to cooperation among indi- viduals and groups (e.g., playground is- sues, misunderstandings, listening skills, taking turns). 7. explore the role of technology in <span class="highlight">com</span>- munications, transportation, information processing or other areas as it contrib- utes to or helps resolve problems. 1. describe the purpose of government and how the powers of government are ac- quired, maintained and used. 2. identify and describe basic features
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www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=4
—End of Grade 12 1. identify and use various representations of the Earth (e.g., maps, globes, photo- graphs, latitude and longitude, scale). 2. locate on a map or globe physical fea- tures (e.g., continents, oceans, mountain ranges, land forms) natural features (e.g., flora, fauna) and human features (e.g., cit- ies, states, national borders). 3. describe and illustrate ways in which people interact with their physical envi- ronment (e.g., land use, location of <span class="highlight">com</span>- munities, methods of construction, design
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www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=6
and governments). 6. analyze the influences of technological ad- vancements (e.g., machinery, internet, genet- ics) on household, state, national and global economies. 1. analyze the impact that supply and de- mand, scarcity, prices, incentives, <span class="highlight">com</span>- petition, and profits influence what is produced and distributed in various eco- nomic systems. 2. use basic economic concepts (e.g., pro- duction, distribution, consumption, market economy and command economy) to compare and contrast lo- cal, regional, national
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grades. square6 Uses commas in appositives (e.g., Bob, the dog, was fun.). square6 Uses commas to set off direct address (e.g., “Mom, may I go to the movies?”). square6 Uses apostrophe to show quotation within a quotation in dialogue (e.g., He said, “Mom said, ‘Clean your roo...
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grades. square6 Uses commas in appositives (e.g., Bob, the dog, was fun.). square6 Uses commas to set off direct address (e.g., “Mom, may I go to the movies?”). square6 Uses apostrophe to show quotation within a quotation in dialogue (e.g., He said, “Mom said, ‘Clean your room.’ “). square6 Uses parentheses correctly (e.g., “A hypothesis (prediction) is a critical com- ponent of a scientific investigation.”). square6 Uses a semi-colon between two inde- pendent clauses connected by a con- junctive adverb (e.g., I
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on one draft over several days or weeks adjusting work to fit the time frame. square6 Allots amount of time for each stage of writing process for on-demand writing. square6 Adjusts the number of drafts for on- demand tasks. Uses knowledge of time constraints to adjust writing process. square6 Writes for both on-demand and extended writing projects. square6 Writes to meet a deadline. square6 Adjusts the number of drafts to <span class="highlight">com</span>- pensate for time allotted. square6 Adapts amount of time spent prewriting in
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grades. square6 Uses commas in appositives (e.g., Bob, the dog, was fun.). square6 Uses commas to set off direct address (e.g., “Mom, may I go to the movies?”). square6 Uses apostrophe to show quotation within a quotation in dialogue (e.g., He said, “Mom said, ‘Clean your room.’ “). square6 Uses parentheses correctly (e.g., “A hypothesis (prediction) is a critical <span class="highlight">com</span>- ponent of a scientific investigation.”). square6 Uses a semi-colon between two inde- pendent clauses connected by a con- junctive adverb (e.g., I
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=52
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
per- sonal reflections about their reading. Response journals can include lists of words to learn, goals for reading (e.g., number of books or pages read), things they do well as readers, predictions made prior to and during reading, thoughts, pic- tures, feelings, questions, or con- nections to other texts. Responses can be made before, during, and after reading. Recursive: Writing does not follow a linear process. The act of <span class="highlight">com</span>- posing involves prewriting, drafting, revising, editing, and publishing
Microsoft Word - iaf_reading.rtf
[means “more,” not “one who”] bi- (e.g., bicycle, bivalve, triangle) co- (con-, com-, coll-) (e.g., coincidence, congregate, combine, collision) bio (e.g., biology, biography) -cide (e.g., fratricide, suicide) -ary (e.g., dictionary, dietary) -est (e.g., biggest, brigh...
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[means “more,” not “one who”] bi- (e.g., bicycle, bivalve, triangle) co- (con-, com-, coll-) (e.g., coincidence, congregate, combine, collision) bio (e.g., biology, biography) -cide (e.g., fratricide, suicide) -ary (e.g., dictionary, dietary) -est (e.g., biggest, brightest) ex- (e.g., exclude, expel) demo (e.g., democratic, demographic) cycle (e.g., bicycle, cyclone) corp (e.g., corporal, corporation) aud (e.g., audible, auditory) -less (e.g., careless, helpless) fact (e.g
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http://www.isbe.state.il.us/assessment/pdfs/iaf_reading.pdf#page=18
www.isbe.state.il.us/assessment/pdfs/iaf_reading.pdf#page=18
[means “more,” not “one who”] bi- (e.g., bicycle, bivalve, triangle) co- (con-, <span class="highlight">com</span>-, coll-) (e.g., coincidence, congregate, combine, collision) bio (e.g., biology, biography) -cide (e.g., fratricide, suicide) -ary (e.g., dictionary, dietary) -est (e.g., biggest, brightest) ex- (e.g., exclude, expel) demo (e.g., democratic, demographic) cycle (e.g., bicycle, cyclone) corp (e.g., corporal, corporation) aud (e.g., audible, auditory) -less (e.g., careless, helpless) fact (e.g
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