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Southworth & Hawes Gallery
The images presented here spent more than half a century in a Massachusetts basement, part of a group of 240 Southworth & Hawes works that were unknown and unseen until 1999. {For that part of the story, click here} Accompanying th...
 2006 Science and Technology/Engineering Curriculum Framework
appropriate hand protection when employees' hands are exposed to hazards such as those from skin absorption of harmful substances; severe cuts or lacerations; severe abrasions; punctures; chemical burns; thermal burns; and harmful temperature extremes. 130 Massachusetts S...
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appropriate hand protection when employees' hands are exposed to hazards such as those from skin absorption of harmful substances; severe cuts or lacerations; severe abrasions; punctures; chemical burns; thermal burns; and harmful temperature extremes. 130 Massachusetts Science and Technology/Engineering Curriculum Framework, October 2006
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=138
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=138
appropriate hand protection when employees' hands are exposed to hazards such as those <span class="highlight">from</span> skin absorption <span class="highlight">of</span> harmful substances; severe cuts or lacerations; severe abrasions; punctures; chemical burns; <span class="highlight">thermal</span> burns; <span class="highlight">and</span> harmful temperature extremes. 130 Massachusetts Science <span class="highlight">and</span> Technology/Engineering Curriculum Framework, October 2006
Massachusetts History and Social Science Curriculum Framework: August 2003
inno- vation, 2) human interaction with the environment, 3) values, beliefs, political ideas, and institutions, 4) conflict and cooperation, 5) comparative history of major developments, and 6) patterns of social and political interaction. See...
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inno- vation, 2) human interaction with the environment, 3) values, beliefs, political ideas, and institutions, 4) conflict and cooperation, 5) comparative history of major developments, and 6) patterns of social and political interaction. See the Bradley Commission, Building a History Curriculum: Guidelines for Teaching History in Schools (Educational Excellence Network, 1988). The four themes contained in the National Center for History in the Schools report are 1) the development and changing character
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=15
www.doe.mass.edu/frameworks/hss/final.pdf#page=15
inno- vation, 2) <span class="highlight">human</span> interaction with the environment, 3) values, beliefs, political ideas, <span class="highlight">and</span> institutions, 4) conflict <span class="highlight">and</span> cooperation, 5) <span class="highlight">comparative</span> history <span class="highlight">of</span> major developments, <span class="highlight">and</span> 6) patterns <span class="highlight">of</span> social <span class="highlight">and</span> political interaction. See the Bradley Commission, Building <span class="highlight">a</span> History Curriculum: Guidelines <span class="highlight">for</span> Teaching History in Schools (Educational Excellence Network, 1988). The four themes contained in the National Center <span class="highlight">for</span> History in the Schools report are 1) the development <span class="highlight">and</span> changing character
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