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Under the guidance of expert mentors from the Canadian Arts, Entertainment, and Academic landscape, we collaborated on a 2-month learning project. We shared ideas, knowledge, and experiences, informed by our schools, cities, communities, provincial, and territorial perspectives. This culminated in a final, national youth leadership retreat focussing on gender-based violence initiatives, helping ourselves and our peers address this issue right now, in our schools. In an effort to capture and capitalize on our shared passion, we co-wrote this guidebook, Pride Guide: ByYouth For-Youth Guide to Tackling Gender-Based Violence in Our Schools.\n\nWe, the LGBTQ+ youth involved in this project, are representing a crucial voice in the developing national conversation around gender-based violence in our communities. We are speaking out and taking action in the face of transphobia, homophobia, and gender-associated discrimination. We are excited to share our ideas and passion with you. Please read and implement our suggested actions in your own school communities across Canada.\n\nIn the spring of 2019, with support from the Public Health Agency of Canada, TakingITGlobal and the Centre for Global Education brought together the Gender and Sexual Alliance (GSA) student groups from 12 high school, from across Canada came together to create a guidebook on how to best address the gender-based violence experienced by LGBTQ+ (Lesbian, Gay, Bisexual, Transgender, and Queer and others) youth in this country. Their goal was to develop a by-youth for-youth guide that addressed necessary practices for developing and maintaining GSAs within schools.\n\nWith this goal in mind, the Centre for Global Education developed the framework for a national youth dialogue, wherein the coast-to-coast-to-coast schools could discuss the ongoing challenges they face, and strategize around possible solutions. Each week, for a total of eight weeks, youth collectively and collaboratively completed activities on an online classroom platform, communicated through videoconferences, and sought the guidance and mentorship from a series of prominent Canadian LGBTQ+ artists, activists, and academics. This culminated in a national youth leadership retreat, consisting of 30 high school student leaders from across country synthesizing the thoughts and ideas of their peers into a single, guiding document.\n\nThe purpose of this manual is to present a collection of by-youth for-youth strategies that address some of the most common challenges in creating GSAs and keeping them strong, inclusive, and task-oriented, specifically in the context of schools. The youth compiled this information with the hope that it will equip people with real-life ideas and experiences that can help them to grow and strengthen their GSAs.\n\nCore components include:\n- Defining gender-based violence\n- Highlighting the importance of GSAs in schools\n- Creating and maintaining successful GSAs\n- Respecting identities, individuals, and language\n- Designing effective and engaging projects\n- Imagining what your schools can undertake right now\n- Contextualizing the current Canadian experiences of LGBTQ+ youth\n\nWe, the youth involved in this project are excited to share our first-hand knowledge, thoughts, passion, and enthusiasm of community involvement and addressing GBV in our schools with other students from across the country. There was also deep discussion about the systemic changes that needed to occur beyond the development of this guide, and the potential for great youth-led initiatives and dialogues on the experiences of LGBTQ+ youth, in regard to health, wellbeing, and safety. We want to emphasize the needs we see in our schools for additional mental health awareness, sexual health education, and wellness support of their community within schools. In the meantime, please share this document – the voice and calls to action of Canadian youth - through your student and school networks.\n\nAll content in this manual, the PRIDE GUIDE, were directly provided by youth. The guidebook was compiled and copy-edited by the Centre for Global Education staff.\n\nIn this guidebook, we are using a specific definition of Gender-Based Violence (GBV), focussing in on GBV as a type of violence that is directed towards an individual based on their sex assigned at birth, gender identity, gender expression, and sexual orientation. It is a violence that is not only physical, but can also involve emotional, verbal, mental, financial, and social abuse.\n\n“Educate yourself then educate others – you can’t have a good house, without a good foundation!” Student, College Jeanne Sauvé, Winnipeg, MB\n\nThe strength of your Gender & Sexual Alliance (GSA) is a key factor to the development of an active LGBTQ+ community within your school. Students are actively trying to make our academic environment more safe and welcoming; our strengths are what motivate us to go further. Our collective has identified numerous strengths such as: having an established club, supportive staff, determined and welcoming members, and the drive to effect change.\n\nHaving an established Gender & Sexuality Alliance (GSA, in this guidebook), Queer Straight Alliance (QSA), or Gay Straight Alliance (GSA) allows the school to have a clear LGBTQ+ community and presence. This provides students a safe place to express themselves and ask questions. GSAs are often used as a stepping stone, providing words and a voice, and/or coming out to family. Being around other queer people decreases feelings of isolation. There are real life benefits to GSAs existing. GSAs are able to amplify the voices of individual students, and bring forth concerns to the administration as a collective and not just as individuals. They provide broad experiences; not just the opinions of one individual.\n\n“Having this club at my school while I was figuring out my identity, made it so much easier. I didn’t feel like I was weird or deviant. The other kids helped me come out to my parents and supported me after.”\n\nAn essential part of a safe school is finding supportive teachers. Teachers are the liaison between students and administration, with the ability to get to know individual students on a deeper level than the assistant principals and principal. A supportive teacher fosters a welcoming classroom space, and opens up discussions outside of the GSA environment. Conversation outside of queer designated spaces is crucial to acceptance and change. Students that don’t have a supportive figure like a teacher or staff member to champion them or the cause and walk with the GSA will not be motivated and will not have access to the same resources as those with an involved and impactful leader. This idea of leadership carries over to students as well.\n\nA healthy GSA’s livelihood depends on the members involved. A passionate and determined group of students, who are willing to take action, will carry the club to success. It makes or breaks the ability to affect equality. For a GSA to thrive, every member must have the motivation and the drive to make change in their community and environment. Events and discussions are not possible without the passion and motivation of each and every member of the club.\n\n“The diversity in schools like my own can be an opportunity. With our school being diverse we can learn a lot about a bunch of different cultures. With that we can get to see different points of views of topics such as LGBTQ community.” Student, Queen Elizabeth High School, Edmonton, AB\n\nWithout these strengths, the queer community will not be successful within schools, and we will not have the ability to thrive. Establishing a GSA, encouraging a supportive staff, and developing determined members and community, will help our school environments become more accepting and loving. The first step to equality is education, and our mission is to educate our schools and peers on how to better serve the wonderful community we call LGBTQ+.\n\nPURPOSE & BENEFITS OF A GSA\n\n“In our school there is a large population that displays homophobic tendencies to counteract this, many of our students - no matter their orientation - remind and/or educate others that the school is a Queer positive place and about the GSA that we have. This reinforces the idea of a unified school and establishes a school-wide support system. We believe that we shouldn’t hold resentment toward these individuals because many of the students come from places where being queer is a crime.” Student, Queen Elizabeth High School, Edmonton, AB\n\nIt is important to have a GSA to empower youth. We are the future. We need and deserve to be seen, heard, and celebrated for living our true, authentic identities. GSAs can work towards making a safer environment for all students to promote mental, physical, and emotional wellness.\n\n“To transgender students, bullying is even more apparent. Youth are often outed and ridiculed by their peers. This bullying is also often looked over by teachers and/or adults in our schools as jokes or ignorance rather than hate. Youth can lead by example and encourage their peers to be accepting and respectful.” Student, Collège Jeanne Sauvé, Winnipeg, MB\n\nA GSA provides a sanctuary of youth struggling with questions. They can provide a peer-support network for those who cannot or do not want to seek counseling, and others who are devoted and passionate about social justice issues.\n\n“GSAs are helpful to people discovering their identities.” Student, Colonel By, Ottawa, ON\n\nGSAs can also help raise awareness for the problems that matter in your school, your community and this world. Some of our groups have hosted events such as fundraisers, assemblies, and carnivals.\n\n- Having a GSA promotes inclusivity and equality in schools. It also is a safe space for students and encourages them to make new friends with all different grade levels.\n\n- GSAs allow students to interact with people who can perhaps relate to some of the struggles that come with being a teenager.\n\n- GSAs can provide education for the confused/ignorant. Whether that be those who are questioning their sexuality and/or gender, or simply seeking knowledge on queer matters/history.\n\n- GSAs provide a space for youth to seek acceptance and inclusion.\n\nWhen we were discussing the various strengths and weaknesses, opportunities, and challenges faced by our GSAs, and considering how to articulate the way in which we all could make our groups stronger, we came to a few important realizations. This was a learning moment for all of us, and revitalized how we want to approach our own groups in our own schools. The key we all identified was passion: Finding passionate youth who truly want to do something to make change in your school. You may have hopes, ideas, wishes or dreams for your school. But you will never see these put into action until you bring together a group of dedicated and driven youth. It is important that we take charge of our own needs and wants within their communities, believe in our voices and experiences, and find advocates and allies in our school administration that will help us channel our passion into change.\n\n“We’re quiet. But we’re very passionate and committed. Out of the few teachers I’ve met, they’re supportive of our GSA. We make GSA a safe space for everyone, we have positive relationships with everyone and we are kind and comfortable with each other.” Student, Winston Knoll Collegiate, Regina, SK\n\nWe also realized that it is vital to meet frequently with your GSA members (once a week seems ideal) to keep conversations going and maintain momentum towards common goals. If there are significant gaps in times, then meetings are spent refocussing or reviewing, instead of remaining focussed on progress and next steps.\n\nSome common issues experienced by Our GSAs & How to Tackle Them:\n\n• Creating your GSA\n\n - Create a proposal for your principal/teachers to present the idea\n - Talk to other, nearby schools with GSAs to see what they have done so far to get ideas\n - Remind people that anyone can join\n - Find a safe space\n - Identify an interested & trustworthy teacher-sponsor\n\n• Low participation\n\n - Encourage others to show up and participate\n - People like memes. Use memes and other aspects of pop culture to create interest in your club\n - Talk about past projects - feelings of accomplishment resonate with youth and encourages them to return to help see more changes/progress made\n\n“Lack of participation is a major issue as it makes it difficult to do large-scale projects, while making the youth who do participate feel disappointed and overwhelmed. Additionally, the lack of participation...”\n\naffects the number of members in GSAs, resulting in less change being made, and less knowledge being spread.”\n\nStudent, Collège Jeanne Sauvé, Winnipeg, MB\n\nAs mentioned above, disapproval (real or perceived) from peers and authority figures discourages new members from joining. Thus, in fear of being judged, shamed or bullied, people stay away from the meetings and don’t join in our larger events. Encouraging participation among the student body through fun and social activities such as game nights, potlucks, etc., proves effective in some of our schools, and would certainly prove effective elsewhere.\n\n- Not very diverse - Participation and attendance are key to making change. If no-one shows up, no-one listens, and no-one learns to make change. Motivate your peers to be present.\n\n - Make sure the club is being appropriately advertised as a safe and accessible space for all people\n - When people do show up, try to be inclusive and respect their opinions and level of knowledge about the community - even LGBTQ+ identified people can make mistakes about language, pronouns, and deadnaming. It is important that we support each other on our journey to be inclusive.\n - Ask/ remind/ train teachers or guidance staff members to recommend student to the GSA\n - Friends discussing GSA with their peers can also encourage others to give it a try\n - Members recruiting at local hang outs, for example the local library, recreation centre, or pride centre\n - At the beginning of the year, talk with the returning members about what qualities they’re looking for in new members - this can help them live up to welcoming & embracing these qualities\n\n- Message has not been spread outside of the club\n\n - Organize assemblies - Get people talking about your group, wondering how they can join, seeing the importance of the work you are doing - and that all of this is supported by your teachers and staff\n - Mental health fairs\n - Guest speakers\n - Trans Day of Remembrance ceremonies\n - School announcements\n - Class presentations\n - Posters\n - Advertise safe ways to find out about where and when the group meets\n - Advertise a google classroom to help keep people informed on what’s going on if they can’t or don’t want to attend the meetings\n - Create an atmosphere of respect and inclusion by having\n\nsafe space symbols displayed around the school\n- Initiate Awareness days/ weeks\n- Host lunch booths\n- Host recruitment parties\n- Have raffles with prizes\n- Present health-related skits\n- Use social media and post pictures of the GSA in action\n- Talk to elementary schools so that when they get to high school, they know about those resources\n\n“In our QSA/GSA clubs, there is a lack of diversity, and an overall lack of participation and advertisement. As a result, many queer youth may not be able to access resources and feel accepted and safe in our school.” Student, Queen Elizabeth High School, Edmonton, AB\n\nWe can counterbalance this with increased promotion and normal discussion. Although it is necessary to make sure that GSAs are positive places for queer youth, it is equally important to ensure that the GSAs are also safe places for non-queer people and allies.\n\nWhat made you want to join your GSA:\n“It looked fun and awesome”\n“We thought it was cool”\n“A friend invited me to a meeting”\n“My teacher suggested that I join”\n“To be heard”\n“To meet new people”\n“To make a difference for my friend who was unhappy and being bullied”\n“To help my school become more positive”\n“I was looking for somewhere to fit in”\n\nThink about why you and your fellow members joined, and then use that information to make posters, instagram posts, or other advertisements of your group.\n\n• Uncommitted members\n\n- Announce that if they come every time for a month they can select what games are played at a regular games night, or they get to decide/lead the ice breaker, or they get to select the snack that is shared/ art project completed/ movie watched (in other words, all are welcome at meetings, but those that attend more regularly are rewarded and have increased incentive to return often)\n- Incentives to show up and participate like a passport stamp or small prizes (stickers/candy)\n\n“We do not have enough time to do anything big without losing our train of thought with one lunch hour a week. I think that moving meetings to alternate times, such as after school (or alternating times each week, once at lunch and one after school) would help alleviate this stress. This change might allow for an ease in accessibility for some students who may not be able to attend meetings at specific times during the day.” Student, École Sir John Franklin High School, Yellowknife, NWT\n\n• Motivation and cooperation issues\n\n- Motivate others and remind them to participate and come to GSA\n- Have fun activities that people want to attend\n- Have a healthy balance between work and play (Ex: 20 minutes of hard work, 10 minutes play)\n- Discuss goals for the year.\n- Talk about potential events and bonding group discussions.\n\nIn order to maintain motivation, planning fun activities and reminding members of past success are a few different methods to recruit and motivate youth. Other achievable ways are to make a plan, for example, creating a schedule of planned events. While one message and approach may be appealing to one student, it may not catch the attention of another student who’s also a great fit for the GSA. Some GSAs may consider having a recruitment chair or committee to help with the recruitment process.\n\nWhat keeps you coming to your GSA:\n\n“I’m committed”\n“I like to do something that everyone else doesn’t do”\n“My friends”\n“The activities and projects”\n“The amazing people, fun discussions, and helping our school “\n“The opportunity to listen to others’ input and views”\n“The GSA is my second family”\n“I want students to feel good about their school and know their voices are heard through changes we make”\n“I want to leave the school better than when I came”\n“Having a safe space”\n“It is nice to do productive things with my friends”\n\nThink about what motivates you to return every week, and use that information to help keep people involved!\n\n• Lack of focus\n\n- Create plans beforehand and stay on track\n- Have resources available that encourage group discussion and learning\n- Make a focal point for each meeting, whether it be playing games or talking about serious subjects\n- If you have an active or long-standing group, you might benefit from longer-term planning\n - At the beginning of the year, host a strategic planning retreat or workshop. This gives you an opportunity to reflect on last year’s accomplishments and challenges, as well as set a plan for the upcoming year.\n\n• Lack of sharing\n\n- It may just be the pressure of sharing on the spot\n- But if it is a culture of poor communication in the group, a lack of discussion while talking about serious issues can be a sign that you do not have a strong bonded feeling in your group. Try some team-building exercises to help build stronger, more trusting relationships - check-ins and ice breakers at the beginning of each meeting help build community\n - Check-in activities can be as simple as everyone sharing their win of their week, or describing their mood by picking out a type of weather.\n - Ice breakers could include using play doh to make a shape of something that describes themselves and sharing it with the group, or picking an object out of a bag and describing why they feel that it is interesting.\n\n“Maybe it’s just me that can’t talk when you’re put on the spot with everyone watching.” Student, Collège Jeanne Sauvé, Winnipeg, MB\n\n• Lack of safe spaces\n\n - Use a space that is clearly defined by symbols and the teacher to be a welcoming and judgement-free zone\n - If this isn’t possible, look to your community or faith groups to see if a meeting space exists\n - Create rules that maintain your space as inclusive and accessible - and enforce them\n - Listen to the concerns and requests of your members, a safe space welcomes everyone’s opinions, needs, and ideas\n - In order to establish a respectful and inclusive space for your GSA, consider working together to develop a ground rules, group norms, and/or expectations\n - Some examples of important rules include:\n 1. Talk about the idea, not the person\n 2. No dead-naming, name-calling, or yelling\n 3. What happens at GSA stays at GSA\n 4. Be wary of pronoun and other assumptions\n 5. Challenge others respectfully\n\n“There should also be a way for students to communicate with others in a safe setting, the students should help to ensure that there are safe places in the school, by reminding others that the school is a place for everyone and anyone to be accepted.” Student, Dakota Collegiate, Winnipeg, MB\n\n• Ignorant student body\n\n - Join the student government\n - Making sure the way you bring awareness to the issues in your school isn’t accusatory or causing others to become defensive\n\nIn regard to the inequalities found in the student body, such as lack of representation, there are many ways to help gain acknowledgement. Students may inform and educate their student bodies about LGBTQ+ issues and help raise awareness. Other ways to fix these inequalities are to join or create student bodies. It is also important to ensure that the forms of awareness are not accusatory nor aggressive. When in the process of creating a GSA, as long as students show an interest in the club and can find a supportive teacher, the club should be allowed to proceed.\n\n• Difficulties Choosing Group Focus\n\n - Projects let our groups be creative and are valuable in getting all of us to work together on one task. Some GSAs may use their regular meeting time to discuss ideas as a group. Other GSAs may hold sub-group meetings, with just the interested youth, to plan projects or events.\n - Examples of strategies provided by our groups include:\n - Brainstorm as a group and write ideas on a timeline. Everyone’s opinion is valued.\n - Have a group discussion with flip-chart paper\n - Have smaller group discussions and share ideas with the larger group\n - Pair with a partner to share ideas and report out to the larger group\n - Use a T-chart to help organize pros and cons of doing a specific project\n - Use a voting system to ensure everyone has a fair say in the decision making process\n\n• How to Plan a Project\n\n - Whether you do one, five, or ten projects having your GSA members working together to create, promote and deliver a finished project helps them to feel a sense of belonging, purpose, and accomplishment. It brings excitement to the group.\n - Projects are a great way for the GSA to show positive messages about the group to the school, and increase awareness and membership\n - Some of our schools found it easiest to follow monthly themes to determine their project.\n - Examples include:\n - September: Back to School/ Welcome/ Recruitment/ Goal Setting\n - October: World Coming Out Day, Bullying Prevention Month\n - November: Trans Day of Remembrance\n - December: World AIDS Day\n - January: International Day of Education\n - February: Pink Shirt Day, Valentine’s Day, World Day of Social Justice\n - March: International Transgender Day of Visibility, International Day of Happiness,\n - April: Day of Silence, World Health Day\n - May: International Day Against Homophobia, Transphobia, and Biphobia, International Day of Light\n - June: Pride Month, World Refugee Day\n\nHow to Successfully Plan Your Next Project or Event!\n\n1. Identify an issue that is pressing to your school\n2. Brainstorm ways to address the issue - pick one to become your project\n3. Set goals and specific outcomes that you want for your project\n4. Determine your target audience and potential collaborative partners\n5. Secure approval and buy-in from administration and teachers\n6. Create realistic timeline and specific steps, set deadlines\n7. Break up and assign necessary tasks\n8. Get the word out. Make sure you have a clear message and great promo\n9. Have fun!\n10. Self-evaluate how it went and how it could go even better next time.\n\nPride Week\n\nLa semaine de PRIDE\n\nFrom: QSA\n\nAREAS YOUR GSA CAN MAKE AN IMPACT\n\nQSA\n\nSex Education\n- Defining differences between sexual and sexual\n- More focus on LGBT+ bodies/relationships\n- Ability to organize process and movements\n\nAdvocacy\n- Normalizing LGBT+\n- Educating about gender and sexuality\n- Intent vs. impact of slurs and terminology\n- Decolonize our ideas of gender and sexuality\n\nEducation\n- Helping people explore their identities\n- History of gender and sexuality movements\n- Educating staff on student experiences\n\nCommunity\n- Sense of belonging\n- Student-led\n- Support\n- Advice to be oneself and feel safe\n- Counselling\n- Events (games, get-togethers, pride)\n\nResources\n- Information\n- Medication\n- Consent\n\nLGBT body terminology\n- Working with other organizations to obtain resources\n\nBE THE CHANGE: OUR IDEAS & OPPORTUNITIES\n\nIdeas for Activities, Actions, and Opportunities\n\n- Bake sale\n- Carnival\n- T-Shirts, buttons, socks, pants and pin\n- Assembly\n- Present group to entire school\n- Fundraisers\n- Transgender week of Remembrance\n- GSA Conference\n- No Name-calling Week\n- Anti Bullying Pledge Poster\n- Colour run\n- GSA Thought of the Day\n- Education; Queer sex ed, Acceptance of queer (maybe relate queer discrimination to racial discrimination to gain perspective). e.g. How to Queer 101\n- Influential well-known speakers.\n- Different names other than “GSA”\n- GSA Library\n- Book club\n- Game Day/Night\n- Social Innovation Labs\n- Dance (queer) eg. Homo Hop\n- GSA Classes\n- Free Candy for Valentines Day\n- Free Hugs\n- Discussions with admin\n- Potlucks\n- Hosting Coffee House\n- Gay Movie Nights\n- Art Day\n- Queer Valentines\n- Changing name in school system\n- Christmas Party\n- Ally posters\n- Rainbow Gift Exchange\n- Paint something queer eg. Sidewalk, wall, room\n- Posters promoting GSA\n- Membership cards\n- Day of Silence\n- Day of Pink\n- Donations/make awareness for organizations helping out the GSA community\n- Mental Health Day\n- Pride Flag Flown\n- Global Connections\n- Sticky notes around school\n- Diversity Training\n- Gender Neutral Bathrooms\n- Karaoke Night\n- Group Chat\n- Queer Comedy Special\n- Support Groups\n- After school groups\n- Drop-in\n- GSA News/Newspaper\n- Encourage Free Space\n- GSA Fashion show\n- Guest Speakers in School\n\nCanadian youth are protected under the United Nations Convention on the Rights of the Child (UNCRC). Canada has ratified this agreement; and it protects and ensures your rights. Article 12, under the UNCRC states: “You have the right to give your opinion, and for adults to listen and take it seriously.” This means that it is your right to challenge people in power, and it is your right to be listened to. This article is a tool for anyone that wants to make a change and empowers you to start the conversation with people that can help you achieve your goals and make your school a better place! When thinking or approaching people in power or trying to figure how to do so, it is essential to have clear objectives and a plan to get the desired outcome.\n\n“The reason why it is essential for youth to know this is because youth are the best advocates for youth issues. It is vital for youth to take charge in times when their voices are not being heard. We all have such powerful voices and strong opinions about what we need to do to make this world and our communities a better place for all. So it is essential to use the tools and rights we have to ensure we can make changes for our communities and especially give voices to people who may not have one.” - Scott Sharma, Colonel By Secondary School, Ottawa, ON\n\nStep 1: Understand what outcomes and objectives you want from the interaction or meeting. Identify the right person to have the conversation with to meet these goals.\n\nStep 2: Reach out to your target audience to invest in your goals and get buy-in.\n\nStep 3: Prepare for meeting and ensure that you are well researched and have your discussion points.\n\nStep 4: Ensure that you know what the person you are working with could benefit or have an interest in, in order to get buy-in and engage stakeholders.\n\nStep 5: Congratulations, you are in the meeting! Take notes and write down everything because you do not want to forget any information.\n\nStep 6: After the meeting, take time to reflect on the conversation and outcomes. Consider whether the meeting achieved your goals, or whether you need to consider engaging others in the discussion.\n\nStep 7: Send a thank you note to those you met with. Summarize what was discussed and the next steps. If anyone is responsible for action items include by whom and when they are to be done. Set next meeting time.\n\n*A SWOC analysis, looking at the Strengths, Weaknesses, Opportunities, and Challenges facing your GSAs is a great way to capture the current context of your school and group. It allows you to identify goals, and set plans to achieve them.\n\nSchools should use LGBTQ+ inclusive language to reflect the diversity of orientations, genders, and expressions in the school communities. For example, there are gender-inclusive pronouns beyond “he/she” such as the singular use of “they.” One can use “folks” to address groups of people instead of “ladies and gentlemen.” Students and staff should be aware of the use of non-inclusive language and how it can exclude groups of people (e.g., the use of “you guys”).\n\nAnother issue is the use of deadnames with trans people. This can result in outing people when they may not be comfortable with everyone knowing how they identify. It is essential for students to lobby their administration to ensure that people’s preferred names are on attendance sheets, so that there is no accidental deadnaming. Also, someone being misgendered could have the same consequences that deadnaming could cause.\n\nThere is a lot of violence and harassment that can be prevented by ensuring people are being gendered correctly. A way to provide this is by simply ensuring that you ask everyone pronouns or presenting your pronouns when you are with someone you do not know. The use of slurs is also prevalent against the LGBTQ+ community. A way to combat this type of behaviour is to contextualize the meaning and the hurt that surrounds the slur that is being used. It helps to start the conversation of why that particular word is so hurtful.\n\n“By making the use of preferred names more common, etc., we can ensure the safety and comfort of everyone at our school, as well as educating staff who are not immediately aware. Legal names should only be shown on formal documents to the administrative staff when necessary. It is never necessary to deadname someone while checking if they are present or handing in homework on time.” Student, Argyll Centre, Edmonton, AB\n\n| Subjective | Objective | Possessive adjective | Possessive pronoun | Reflexive |\n|------------|-----------|----------------------|--------------------|-----------|\n| She | Her | Her | Hers | Herself |\n| He | Him | His | His | Himself |\n| *They | Them | Their | Theirs | Themself |\n\n*There are people who choose to use alternate pronouns like xe/xem, zi/zim etc, pronouns used in the trans community instead of “he/she” or “him/her.” These pronouns offer inclusion and accuracy for someone who doesn’t identify by the male/female gender classifications. Make sure to be accepting and accommodating of everyone’s preferred pronouns. Ask how someone wishes to be identified and referred to. It may feel awkward at first, but we already commonly use these. Just think about when you find something in your class… ‘Someone forgot their phone. I wonder who it belongs to. They’re probably freaking out. I’ll take it to the office for them.’\n\n“There is a huge problem with homophobia and gender-based hate within our schools. Although it isn’t always direct, it is ingrained in most of our youth. To elaborate, lots of in-school weeks have gender swap days, which promote binary genders and gender roles. Also, slurs are prevalent in an indirect sense, being used as synonyms for ‘stupid,’ or ‘idiotic.’ This ignorance could be a major factor for our lack of members and/or participation. Furthermore, teens are intimidated by the school administrations lack of support/approval so they aren’t participating as much as they could be.” Avery & Frankie, College Jeanne-Sauvé, Winnipeg, MB\n\nOUR TRANS MANIFESTO\n\nHere are some things we can all do to help transgender folks feel more comfortable and safe on a daily basis in our schools:\n\n- We have the right to feel safe in our schools.\n- What we want is more important than what you think we want.\n- What we actually say is more important than what you think we will say.\n- Facilities made to accommodate us should be clean and safe (e.g., bathrooms, change rooms).\n- Being outed to the wrong people can incite violence against us, please be mindful.\n- Bullying directed towards us is rarely recognized. Your own prejudices can affect your (in)actions.\n- Consider the difference between tolerating transgender students and supporting them.\n- Be mindful of our family situations, often our parents are not supportive and outing us to our parents is not always safe.\n- Respect us!! Respect our pronouns!! Respect our names!!\n- Ask us in a way that does not “out” us about our preferred names.\n- Feel free to ask questions, politely, in privacy, and with confidentiality.\n- These are basic human rights, we are as important as everyone else.\n\nArgyll Centre, Edmonton, AB\nWe are an online based school that offers different ways to further one’s learning, taking into account each student’s unique situation and learning style. At Argyll, we are challenged by a potential disconnect from our students, many of whom are long distance learners. However, a large portion of our student body often comes onsite to interact with teachers and staff, and participates in field trips, workshops and optional onsite classes. Being online, we have many opportunities to expand our horizons and make an environment that is as inclusive as possible. Currently, we are looking to create a district wide, online, GSA that will connect students not just from our own school, but from others in the area. We are fortunate to be a part of so many wonderful events, because we have so much to say and add to the conversation. Our voices are impactful and should be listened to.\n\nCentral Collegiate Institute, Moose Jaw, SK\nWe are a school that has students from grades 9 to 12. In our school, we are fortunate enough to have a course; Gender and Sexual Diversity 20 (GSD). It is a course that provides education and a credit in learning about gender and sexuality extending similar to what the school’s GSA hopes to provide. The intent is for the students in the course and the GSA to work harmoniously to promote awareness and education in the school and community and provide others with resources.\n\nCollège Jeanne Sauvé, Winnipeg, MB\nWe are a French immersion school in the South end of Winnipeg, Manitoba. Our GSA has been going strong for the past three years. At CJS, there is a group of devoted students that really prioritize on social justice issues that focus on mental health, feminism, and LGBTQ2* people and more! We have done many things to promote equality within our school community. For example, we have done bake sales to raise money for local LGBTQ2* resource centres. We’ve done many presentations to staff and future students, and have attended several conferences. Our GSA is always growing with more new members every year. Along with the new members come bigger projects. We are excited to advance even more. - Avery, Skye, Frankie, Mariah, Nina, Grace, & Jenna\n\nColonel By Secondary School, Ottawa, ON\nWe are a public high school in the East end of Ottawa. S.A.F.E (Students Advocating For Equality) club has been working within the school since 2006. Our club runs on a drop-in basis, we have 20-30 members. We run several events every school year, including an activism week and transgender day of remembrance. In 2018, we were able to get a gender neutral single stall washroom put in the school. We are currently working towards getting funding for a gender neutral change-room. Our school faces many unique challenges. We have had difficulty motivating members to take action. Many students are afraid of admitting that they are a part of the club. As we have made our school more welcoming, the culture around these issues has also shifted, and we feel as though we have faced less challenges.\n\nDakota Collegiate, Winnipeg, MB\nIs a grade 9-12 high school in Winnipeg Manitoba. Over 1200 students attend the school. The Gender Sexuality\n\nAlliance, on average, has a regular attendance of approximately ten student members and five staff members. The group consists mostly of members of the queer community, as well as various ally supporters. Casual attenders are welcome as there are many initiatives in the school which students participate in. There are both structured and unstructured conversations, often lead by one or more senior student members. Dakota’s GSA has been fortunate to have one particular staff member take on a leadership role in the group for over ten years. He has supported the group by providing consistent supervision, enthusiasm, discussion topic ideas, and great snacks to keep attendance strong. Events and opportunities we’ve provided for students can range from Day of Pink, participating in the pride parade, helping transgender and non-binary youth feel more comfortable at school, having gender neutral bathrooms, and participating in school-based events such as the open house.\n\nÉcole Sir John Franklin, Yellowknife, NWT\n\nOur GSS (Gender & Sexuality Squad) works within the community to provide safer spaces for queer youth. We live in Yellowknife, NT and there are about 600 students who regularly attend our school. We meet on a regular basis in the school’s Health Haven and have presented in front of the school at assemblies to raise awareness of our group. We work with other organizations like M.A.G.M.A. (Magnanimous Advocates Generating Mental Health Awareness) and the Rainbow Coalition of Yellowknife to host events such as a coffee house with an open mic, bowling nights, gender inclusive swimming, a Days of Pink education booth, and other activities that are inclusive and accessible for LGBTQ+ youth. We are working with our administration and school board to create gender-neutral change rooms near the gym. Our group was originally formed in the 2015-16 school year, but only this year (2018-19) have we really been present and visible within the school. We are slowly growing with each meeting.\n\nQueen Elizabeth High School, Edmonton, AB\n\nIn Queen Elizabeth we have many refugees that sometimes are not understanding of others. This gives us opportunities to learn about other cultures. As a UNESCO school we have the ability to partake in unique activities such as the global citizenship program, the foreign exchange program and AP programs. Our club is also a safe and welcoming place to everyone who has an interest in joining the community, advocating as a strong ally, or wanting to share their feelings in a confidential and peaceful environment. Our GSA doubles as a way to talk and receive advice; similar to speaking with a counsellor, but student lead. Instead of adults/counsellor leading and/or telling the students what is best for them, it is the students helping each other overcome problems through their own life experiences. Students help each other understand themselves and give their perspectives without the fear of an authority figure. As a club created for teenagers we feel it best to hear from one’s peers instead of an adult; who many may feel they are trying to get away from.\n\nRobert Thirsk High School, Calgary, AB\n\nWe are a Calgary based school of over 1200 students. On a good day we can get around 20 people to show up to our QSA. We face the challenge of people either not show up because they are scared or they just don’t feel comfortable. But we have also done some awesome things since I joined this year. Most impressive being the drag show we put on near the start of the year. The majority of the student body pretty much just ignores us or doesn’t even know we are a thing. We are very based around community and most of our members are very close. We want to spread this type of bond to everyone in the school.\n\nSaint John High School, Saint John, New Brunswick\n\nAt Saint John High School we value respect and diversity; that’s why our GSA was formed in 2017 and strives to make change to our school through activism and understanding. We have hosted spirit events in our school such as rainbow day, and hope to pursue larger events such as fundraising through coffee houses, painting a mural and finally, being the\n\nfirst to raise the pride flag at Saint John High School. We are lucky to have the support of staff and students alike and hope to break the social barriers which prevent students from expressing who they really are.\n\nWinston Knoll Collegiate, Regina, SK\n\nOur high school is a very diverse place with a variety of different cultures, religions, sexualities, and identities. Our GSA group (established around 2013) is called WKC PRIDE (formerly called WKC SAGA) and we meet every week on Friday lunchtime. During the beginning of the year we had a lot of new grade 9 students joining the group as they came from an elementary school with an active GSA. We as a school are very inclusive and have done a lot for our students. We’ve already opened up two of our very own gender inclusive washrooms, we’ve bought flags, and plan to start a gender neutral gym class next year. Our group goes to different events and conferences. We stay very involved with the community and take opportunities thrown at us. We still have a lot to do, but with perseverance and strength we will accomplish making our school safe for all students.\n\nPARTICIPATING SCHOOLS\n\n- Argyll Centre, Edmonton, AB\n- Central Collegiate Institute, Moose Jaw, SK\n- Collège Jeanne Sauvé, Winnipeg, MB\n- Colonel By Secondary School, Ottawa, ON\n- Dakota Collegiate, Winnipeg, MB\n- David Suzuki High School, Brampton, ON\n- École Sir John Franklin, Yellowknife, NWT\n- Queen Elizabeth High School, Edmonton, Alberta\n- Robert Thirsk High School, Calgary, AB\n- Sa-Hali Secondary School, Kamloops, BC\n- Saint John High School, Saint John, NB\n- Winston Knoll Collegiate, Regina, SK\n\nPROJECT PARTNERS\n\n- The Centre for Global Education\n- TakingITGlobal Youth Association\n- Public Health Agency of Canada\n\nThe first step in working within and amongst the sexual and gender-minority communities is understanding the terminology. Adapted and expanded from a glossary published in the Ontario Human Rights Commission, *Policy on Preventing Discrimination Because of Gender Identity and Gender Expression*,\\(^1\\) the definitions we provide below are not meant to label, or restrict, or limit any individual; but rather, are intended as helpful functional descriptors. These words, like all words, are socially embedded within our culture, space, and time. They are constructed, and (re)developed over time. New language is constantly formed, both to unite community members, as well as define groups by experience, politics, and other memberships. These terms and definitions are not standardized, and may be used differently by different people, and in different regions. Labels and identities should only be self-selected by individuals, not assumed by others. Biology does not imply identity. Nor does behaviour and expression alone constitute identity.\n\n**Asexual:** Very little to no sexual feelings, attractions, or associations, but can still be attracted romantically.\n\n**Biphobia:** The aversion to, fear or hatred, or intolerance of bisexual people and communities. Like other prejudices, it is based on stereotypes and misconceptions that are used to justify discrimination, harassment, and violence toward bisexual people.\n\n**Bisexual:** Sexually attracted not exclusively to people of one particular gender; attracted to men, women, and non-binary people.\n\n**Cisgender and Cisnormativity:** The majority of people are “cisgender.” That is, their gender identity is in line with or “matches” the sex they were assigned at birth. The opposite of this definition would be trans, or transgender. Cisnormativity (“cis” meaning “the same as”) refers to the commonplace assumption that all people are cisgender and that everyone accepts this as “the norm.” The term is used to describe prejudice against trans people that is less overt or direct and more widespread or systemic in society, organizations and institutions. This form of systemic prejudice may even be unintentional and unrecognized by the people or organizations responsible.\n\n**Deadnaming:** Using the pre-transition name (i.e., deadname) for someone, instead of the individual’s current preferred, chosen name. This can be emotionally and psychologically harmful.\n\n**Gay and/or Lesbian:** Someone that is sexually attracted to people of one’s own gender. Lesbian is an exclusive term for women who are solely attracted to other women. Gay is not exclusively used to describe men who are sexually attracted to man, as it is also a cultural epithet for any LGBTQ+ identified person.\n\n**Gender Binary:** A social system whereby people are thought to belong to one of two genders: Man or woman. These genders are expected to correspond to birth sex: Male or female. In the gender binary system, there is no room for interpretations, for living between genders, or for crossing the binary. The gender binary system is rigid and restrictive for many people who feel that their natal sex (sex they were labelled with at birth) does not match up with their gender, or that their gender is fluid and not fixed.\n\n---\n\n\\(^1\\) Ontario Human Rights Commission. (2014). *Policy on Preventing Discrimination Because of Gender Identity and Gender Expression*. Retrieved from http://www.ohrc.on.ca/sites/default/files/Policy%20on%20preventing%20discrimination%20because%20of%20gender%20identity%20and%20gender%20expression.pdf\n\n**Gender Expression**: How a person publicly presents or expresses their gender. This can include behaviour and outward appearance such as dress, hair, make-up, body language and voice. A person’s chosen name and pronouns are also common ways people express their gender. Others perceive a person’s gender through these attributes. All people, regardless of their gender identity, have a gender expression and they may express it in any number of ways. For trans people, their chosen name, preferred pronoun and apparel are common ways they express their gender. People who are trans may also take medically supportive steps to align their body with their gender identity.\n\n**Gender Identity**: Each person’s internal and individual experience of gender. It is a person’s sense of being a woman, a man, both, neither, or anywhere along the gender spectrum. A person’s gender identity may be the same as or different from their birth assigned sex. For most people, their sex and gender identity align. For some, it does not. A person may be assigned male at birth but identify as a woman, or assigned female at birth but identify as a man. Other people may identify outside the categories of woman/man, or may see their gender identity as fluid and moving between different genders at different times in their life.\n\n**Gender Non-Conforming**: Individuals who do not follow gender stereotypes based on the sex they were assigned at birth. They may identify and express themselves as “feminine men” or “masculine women” or as androgynous, outside of the categories “boy/man” and “girl/woman.” People who are gender non-conforming may or may not identify as trans.\n\n**Gender Norms**: The gender binary influences what society considers “normal” or acceptable behaviour, dress, appearances and roles for women and men. Gender norms are a prevailing force in everyday lives. Strength, action, and dominance are stereotypically seen as “masculine” traits; while vulnerability, passivity, and receptiveness are stereotypically seen as “feminine” traits. A woman expressing masculine traits may be stereotyped as overly “aggressive,” while a man expressing “feminine” traits may be labeled as “weak.” Gender norms can contribute to power imbalances and gender inequality in the home, at work and in communities.\n\n**GSA & QSA**: Gender & Sexuality Alliance, Gay Straight Alliance, or Queer Straight Alliance.\n\n**Homophobia**: The aversion to, fear or hatred, or intolerance of gay and lesbian people and communities. Like other prejudices, it is based on stereotypes and misconceptions that are used to justify discrimination, harassment, and violence toward gay and lesbian people.\n\n**Intersectionality**: A concept used in critical theories to describe the ways in which oppressive institutions (racism, sexism, homophobia, transphobia, ableism, classism, etc.) are interconnected and cannot exist separately from one another.\n\n**Intersex**: A term used to describe a person born with reproductive systems, chromosomes and/or hormones that are not easily characterized as male or female. This might include a woman with XY chromosomes or a man with ovaries instead of testes. Intersex characteristics occur in one out of every 1,500 births. Typically, intersex people are surgically assigned one sex, male or female, at birth. Some intersex people identify with their assigned sex, while others do not. Some choose to identify as intersex. Intersex people do not typically identify as transgender, and many intersex people do not identify as LGBTQ+ at all.\n\n**“Lived” Gender Identity**: The gender a person internally feels (“gender identity” along the gender spectrum) and publicly expresses (“gender expression”) in their daily life including at work, while shopping or accessing other services, in their housing environment or in the broader community. This can also be used by trans people to describe their experiences before transitioning.\n\n**Misgender**: Refer to (someone, especially a transgender person) using a word, a pronoun or form of address, that does not correctly reflect the gender with which they identify.\n\n**Non-Binary**: An all encompassing category for gender identities that are not exclusively masculine or feminine—identities, which are outside the gender binary.\n\n**Pansexual**: The sexual, romantic or emotional attraction towards people regardless of their sex or gender identity.\n\n**Queer**: An umbrella term used to describe people in the LGBTQ+ community broadly. Although it can be seen as a slur by certain people, so be weary of usage.\n\n**Sex**: The classification of people as male, female, or intersex. Sex is usually assigned at birth and is based on an assessment of a person’s reproductive systems, hormones, chromosomes, and other physical characteristics.\n\n**Sex and Gender**: Whereas “sex” is a person’s physical characteristics, “gender” is the range of characteristics pertaining to, and differentiating between, masculinity, femininity, and neither. It is the expectations and stereotypes about behaviours, actions, and roles linked to being a “man” or “woman.” Social norms related to gender can vary depending on the culture and can change over time.\n\n**Sexual Orientation and Gender Identity**: Sexual orientation describes human sexuality, from gay and lesbian to bisexual and heterosexual orientations. A person’s gender identity is fundamentally different from and not related to their sexual orientation. Because a person identifies as trans does not predict or reveal anything about their sexual orientation. A trans person may identify as gay, lesbian, queer, straight or bisexual, just as people who do not identify as trans.\n\n**Slur**: An insinuation or allegation about someone that is likely to insult them or damage their reputation. Slurs are used to attack oppressed groups. Being called a slur can be a traumatic experience for some individuals.\n\n**Trans or transgender**: An umbrella term that describes people with diverse gender identities and gender expressions that do not conform to stereotypical ideas about what it means to be a girl/woman or boy/man in society.\n\n“Trans” can mean transcending beyond, existing between, or crossing over the gender spectrum. It includes, but is not limited to, people who identify as transgender, transsexual, or gender non-conforming (gender variant or gender queer). “Trans” includes people whose gender identity is different from the gender associated with their birth-assigned sex. Trans people may or may not undergo medically supportive treatments, such as hormone therapy and a range of surgical procedures, to align their bodies with their internally felt gender identity.\n\nPeople who have transitioned from one gender to another may simply identify as female or male. Others may also identify as trans, as a trans woman or a trans man. Some people may identify as trans and not use the labels “female” or “male.” Others may identify as existing between male and female or in different ways beyond the binary of male/female. Often FTM (female-to-male) and MTF (male-to-female) are used in short-form to describe the transition they have undergone.\n\nTrans people may identify their gender in many ways. There is no single or universal experience of what it means to be trans. As a result, different trans people face distinct forms of discrimination in society, and this may relate to whether they identify as male, female, a person with a trans history, a person in the process of transitioning, a trans man, trans woman, transsexual, or gender non-conforming.\n\n**Trans man and Trans woman**: A person whose sex assigned at birth is “female” and identifies as a man may also identify as a trans man (female-to-male FTM). A person whose sex assigned at birth is “male” and identifies as a woman may also identify as a trans woman (male-to-female MTF).\n\n**Transitioning**: Refers to a host of processes that some trans people may pursue to affirm their gender identity. This may include changes to their name, sex designation, dress, the use of specific pronouns, and possibly medically supportive treatments such as hormone therapy, gender-confirmation surgeries or other procedures. There is no checklist or average time for a transition process, and no universal goal or endpoint. Each person decides what meets their needs.\n\n**Transphobia**: The aversion to, fear or hatred or intolerance of trans people and communities. Like other prejudices, it is based on stereotypes and misconceptions that are used to justify discrimination, harassment and violence toward trans people.\n\n**Two-Spirit**: A term used by Indigenous people to describe from a cultural perspective people who are gay, lesbian, bisexual, trans or intersex. It is used to capture a concept that exists in many different Indigenous cultures and languages. For some, the term Two-Spirit describes a societal and spiritual role that people played within traditional societies, such as: mediators, keepers of certain ceremonies, transcending accepted roles of men and women, and filling a role as an established middle gender. It is said that some Indigenous cultures had up to 8 different gender designations."},"id":{"kind":"string","value":"4c8ed995-a165-4c47-8e89-afecf80e15c0"},"dump":{"kind":"string","value":"CC-MAIN-2020-40"},"url":{"kind":"string","value":"https://nwtta.nt.ca/sites/default/files/pride_guide_-_national_youth_dialogue_on_gbv_in_the_lgbtq_community_web_0.pdf"},"date":{"kind":"string","value":"2020-09-28T09:20:13+00:00"},"file_path":{"kind":"string","value":"crawl-data/CC-MAIN-2020-40/segments/1600401598891.71/warc/CC-MAIN-20200928073028-20200928103028-00290.warc.gz"},"offset":{"kind":"number","value":521616251,"string":"521,616,251"},"token_count":{"kind":"number","value":11679,"string":"11,679"},"language":{"kind":"string","value":"eng_Latn"},"page_average_lid":{"kind":"string","value":"eng_Latn"},"page_average_lid_score":{"kind":"number","value":0.9143472566054418,"string":"0.914347"},"full_doc_lid":{"kind":"string","value":"eng_Latn"},"full_doc_lid_score":{"kind":"number","value":0.9976363778114319,"string":"0.997636"},"per_page_languages":{"kind":"list like","value":["eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","unknown","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn"],"string":"[\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"unknown\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\"\n]","isConversational":false},"is_truncated":{"kind":"bool","value":true,"string":"true"},"extractor":{"kind":"string","value":"rolmOCR"},"page_ends":{"kind":"list like","value":[115,1470,4521,5050,8373,10665,13079,15414,17793,20743,23510,25302,25346,26108,27565,30183,33747,34847,38054,42231,43355,43864,43985,47559,49960,53463,56742],"string":"[\n 115,\n 1470,\n 4521,\n 5050,\n 8373,\n 10665,\n 13079,\n 15414,\n 17793,\n 20743,\n 23510,\n 25302,\n 25346,\n 26108,\n 27565,\n 30183,\n 33747,\n 34847,\n 38054,\n 42231,\n 43355,\n 43864,\n 43985,\n 47559,\n 49960,\n 53463,\n 56742\n]","isConversational":false},"fw_edu_scores":{"kind":"list like","value":[2.09375,2.4375],"string":"[\n 2.09375,\n 2.4375\n]","isConversational":false},"minhash_cluster_size":{"kind":"number","value":1,"string":"1"},"duplicate_count":{"kind":"number","value":0,"string":"0"}}},{"rowIdx":3169,"cells":{"text":{"kind":"string","value":"Mr. Chief Justice, Mr. Vice President, distinguished Members of Congress, Secretary Riplev, distinguished guests, ladies and gentlemen:\n\nThis beautiful new museum and its exciting exhibits of the mastery of air and space is a perfect birthday present from the American people to themselves. Although it is almost impolite to boast, perhaps we can say with patriotic pride that the flying machines we see here from the Wright Brothers 12-horsepower biplane to the latest space vehicle were mostly \"Made in U.S.A.\"\n\nThe story of powered flight is an American saga. The wonder is that it has all happened within the lifetime and the memory of living Americans. How many of us remember vividly the thrill of the first take-off? How many recall the first news of Lindbergh's safe landing in Paris? How many saw man's first giant step that planted the American flag on the moon?\n\nAt this moment, an unmanned Viking spacecraft is circling the planet Mars. It has only been 80 years since the Smithsonian's Samuel Langley launched his unmanned aerodrome for a half-mile flight before it plunged into the Potomac.\n\nThe amazing American achievements in air and space tell us something even more important about ourselves on earth. The hallmark of the American adventure has been a willingness -- even an eagerness -- to reach for the unknown.\n\nFor three and a half centuries Americans and their ancestors have been explorers and inventors, pilgrims and pioneers, always searching for something new across the oceans, across the continent, across the solar system, across the frontiers of science, beyond the boundaries of the human mind.\n\nConfined within these walls and windows are the products of American men and women whose imagination could not be confined. There is nothing more American than saying if at first you don't succeed, try, try again.\n\nNor could Americans be confined to the Atlantic Seaboard. The wide open spaces have lured Americans from our beginnings. The frontier shaped and molded our society and our people.\n\nGertrude Stein once wrote, \"In the United States there is more space where nobody is than where anybody is.\" This is what makes America what it is.\n\nIndeed, the impact of what is unknown, of what was dimly perceived to be as \"out there\" has left a permanent mark on the American character.\n\nIn the early 17th century, a few fragile vessels--like the Discovery in 1607 and the Mayflower in 1620--sailed across 3,000 miles of unfriendly sea. Their passengers and crew knew far less about their destination than the American astronauts knew at lift-off about the lunar landscape a quarter million miles away.\n\nThe pilgrims feared the perils of the voyage and the misery of the unfamiliar land, but the sentiments that sustained them were recorded by Governor William Bradford \"that all great and honorable actions are accompanied with great difficulties and must be both enterprised and overcome with answerable courages.\"\n\nBehind them lay the mighty ocean, separating them from the world they knew and before them lay an untamed wilderness. Three and a half centuries later that wilderness has been transformed. A continent once remote and isolated now supports a mighty nation, a nation built by those who also dared to reach for the unknown.\n\nThe discovery of this continent was unprecedented. It opened the eyes of mankind, showing them the world was bigger than they had thought. Our nation's birthday was unprecedented as well. A new form of Government was begun which would allow for change by future generations, yet secure basic rights to men and women.\n\nThe chance to earn property was given to those who had never had property, education to those who had never been educated.\n\nIn the New World, Americans had to be handy. Ours was a do-it-yourself society. Our fascination with machines to lighten labor and increase production began very early. The practical problems of engineering and science required education. The hard life attracted few learned scholars from Europe. Sometimes Americans built their schools before their own rough cabins.\n\nBy the time of the Revolution, there were more colleges and universities in America than in the British Isles. The men who wrote our Declaration of Independence were probably the best educated rebels and revolutionaries history had ever seen. When independence was won, the growth of free public education in the United States amazed the world and quickened our pace in science and technology.\n\nOur Constitution specifically gave Congress power to promote science and useful arts by rewarding inventors and authors with patents and copyrights. While some Governments are always fearful of what individuals may write or discover, ours has always encouraged free inquiry, with results that speak for themselves.\n\nIt was just a century ago, at the Philadelphia Centennial Exposition in 1876, that Alexander Graham Bell first publicly demonstrated his telephone. Today, millions around the world can see and hear the highlights of history as they are happening. Each new discovery, the result of each experiment, humbles us by the dimensions of the unknown. Our progress can be measured not only by the extent of our knowledge, but by increasing awareness of all that remains to be discovered.\n\nTo keep reaching into the unknown, we must remain free. We must have freedom to find and freedom to fail. Like our ancestors, we are always at the edge of the unknown.\n\nIn the next 100 years, the American spirit of adventure can find out even more about the forces of nature, how to harness them, preserve them; explore the great riches of the oceans, still an uncharted frontier; turn space into a partner for controlling pollution and instant communication to every corner of the world; learn how to make our energy resources renewable and draw new energy from sun and earth; develop new agricultural technologies so all the deserts of the earth can bloom; conquer many more of humanity's deadly enemies, such as cancer and heart disease.\n\nMORE.\n\nAs Thoreau reminded us, long before the age of air and space, \"The frontiers are not east or west, north or south, but wherever man fronts a fact.\" The American adventure is driven forward by challenge, competition and creativity.\n\nIt demands of us sweat and sacrifice and gives us substance and satisfaction. Our country must never cease to be a place where men and women try the untried, test the impossible and take uncertain paths into the unknown.\n\nOur Bicentennial commemorates the beginning of such a quest, a daring attempt to build a new order in which free people govern themselves and fulfill their individual destinies. But, the best of the American adventure lies ahead.\n\nThomas Jefferson said: \"I like to dream of the future better than the history of the past.\" So did his friendly rival, John Adams, who wrote of his dream: \"to see rising in America an empire of liberty, and a prospect of two or three hundred millions of freemen, without one noble or one king among them. You say it is impossible. If I should agree with you in this, I would still say -- let us try the experiment.\"\n\nI can only add -- let the experiment continue.\n\nThank you."},"id":{"kind":"string","value":"<urn:uuid:8357904f-c8d6-4741-945a-86fb327faa2e>"},"dump":{"kind":"string","value":"CC-MAIN-2018-17"},"url":{"kind":"string","value":"https://www.fordlibrarymuseum.gov/library/document/0248/whpr19760701-019.pdf"},"date":{"kind":"string","value":"2018-04-21T19:18:30Z"},"file_path":{"kind":"string","value":"crawl-data/CC-MAIN-2018-17/segments/1524125945317.36/warc/CC-MAIN-20180421184116-20180421204116-00606.warc.gz"},"offset":{"kind":"number","value":802623269,"string":"802,623,269"},"token_count":{"kind":"number","value":1417,"string":"1,417"},"language":{"kind":"string","value":"eng_Latn"},"page_average_lid":{"kind":"string","value":"eng_Latn"},"page_average_lid_score":{"kind":"number","value":0.9991656243801117,"string":"0.999166"},"full_doc_lid":{"kind":"string","value":"eng_Latn"},"full_doc_lid_score":{"kind":"number","value":0.9991868138313293,"string":"0.999187"},"per_page_languages":{"kind":"list like","value":["eng_Latn","eng_Latn","eng_Latn","eng_Latn"],"string":"[\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\"\n]","isConversational":false},"is_truncated":{"kind":"bool","value":false,"string":"false"},"extractor":{"kind":"string","value":"rolmOCR"},"page_ends":{"kind":"list like","value":[1627,3708,6017,7179],"string":"[\n 1627,\n 3708,\n 6017,\n 7179\n]","isConversational":false},"fw_edu_scores":{"kind":"list like","value":[2.609375],"string":"[\n 2.609375\n]","isConversational":false},"minhash_cluster_size":{"kind":"number","value":2,"string":"2"},"duplicate_count":{"kind":"number","value":0,"string":"0"}}},{"rowIdx":3170,"cells":{"text":{"kind":"string","value":"Light Management in Stone Fruit Orchards: The Role of Summer Pruning\n\nKevin R. Day\nTulare County Tree Fruit Farm Advisor\nUniversity of California Cooperative Extension\n\nProper light management is one of the most important aspects of successful farming. A tree and its leaves essentially function as a large solar collector. The leaves can be viewed as small factories that convert sunlight into sugars. Various processes within the tree then determine how and where these sugars are used. Most of the cultural practices we perform on trees are either to 1) keep these factories running efficiently, e.g. irrigation, fertilization, pest and disease control, or 2) alter how and where these sugars are used, e.g. pruning, thinning, summer pruning, and girdling.\n\nSummer pruning is one of the most powerful tools we have for managing the tree light environment. Preharvest and postharvest summer pruning will help maintain light penetration through the tree. The simplest method of summer pruning involves the removal of upright watersprouts. This single practice is often enough to drastically alter tree light status. On very vigorous trees it may sometimes be necessary to do this more than once during the season – both pre- and postharvest. And in some instances, a more detailed summer pruning of the tree may be necessary – usually performed only after harvest. A rough rule of thumb is to prune sufficiently so that light is filtering through the tree and striking the orchard floor in a random, broken pattern.\n\nPreharvest summer pruning is best performed 2 to 4 weeks prior to anticipated harvest. The additional light on fruit and the leaves adjacent to it will help improve fruit color, fruit size and fruit soluble solids concentration. The emphasis here should be on removing upright watersprouts that interfere with light transmission into the middle and lower parts of the tree. Typically these are shoots that are more than 18 inches long that have already begun to show signs of secondary branching. Also, heavy, vigorous shoots growing on the exterior of the tree can be removed. There should be no cutting of shoots that bear fruits since this can reduce fruit quality attributes.\n\nPostharvest summer pruning can be helpful if trees are overly vigorous and/or too shaded. This pruning will help reduce shoot shading and death, and may increase bud fruitfulness. In some instances fruit bearing hangars will need to be cut back, shortened, or eliminated entirely. Again, the severity of this type of pruning is dependent on tree vigor and light environment. After midsummer most fruiting shoots have quit growing, and care should be taken not to prune too severely (especially with respect to heading cuts) since this may actually cause shoots to initiate new growth. This type of growth can actually lead to reduced flowering the following year since buds that would otherwise have become flowers are stimulated back into the vegetative mode. Again, the goal after summer pruning is to have filtered light throughout the tree with a bit falling on the ground. This will help ensure the best overall tree light status.\n\nAugust-September Checklist\n\n■ Fruit Doubling and Deep/Open Sutures\n\nBoth of these fruit abnormalities are made worse by environmental stress during the period of flower bud development. Research by Scott Johnson at the Kearney Ag Center has demonstrated that water stress during mid-August through early September also plays a large role in formation of these damaged fruit. Well-timed irrigations during this period can drastically reduce the incidence of doubles in the following year. An effective strategy is to apply a deep irrigation in mid-August, and possibly a second irrigation 10 to 20 days later as soil moisture and weather conditions warrant.\n\n■ Postharvest Fertilization\n\nLate summer is an effective time to fertilize in orchards that require nitrogen. In the fall the tree begins transporting many nutrients from the leaves into its internal storage pool. Nitrogen applied in late summer can therefore be added to this pool to help support early season fruit, shoot, and root growth. Remember, however, that overfertilization beyond basic tree needs can cause reduced fruit size, color, and fruit soluble solids concentrations. An effective strategy is to apply the majority of the nitrogen fertilizer in the fall, and supplement in the following spring as tree needs dictate.\n\nOther nutrients, most notably cations such as potassium, can be effectively applied in the late summer or fall. Winter rains will help move these products into the root zone where they can become available for uptake in the subsequent spring. Additionally, fall is an ideal time to correct soil pH problems with lime or sulfur.\n\n■ Ground Prep for Replanting\n\nRemove as many old roots as possible prior to soil fumigation. These roots can harbor pests and nematodes and are difficult for fumigants to penetrate. Deep ripping and chiseling are essential in helping to bring roots to the surface. The hand labor then required to remove these roots from a field is money well spent.\n\n■ Fall Irrigation\n\nTree water use drops precipitously after mid-September. Additionally, phytophthora root can be aggravated by excessive fall irrigation. Unless the fall is unusually hot most orchards can benefit from significantly reduced irrigation after mid-September.\n\n__________________________\n\nKevin R. Day\nFarm Advisor\n(559) 685-3309, Ext. 211\n\nUniversity of California Cooperative Extension and the Kearney Agricultural Center present\n\nVARIETY DISPLAY AND RESEARCH UPDATE SEMINAR\n\nTuesday, August 14, 2001 at the\n\nKearney Agricultural Center\n9240 S. Riverbend Avenue\nParlier, CA\n\nMulti-Purpose Room\n\n8:00 – 9:00 a.m. Variety display by stone fruit nurseries, breeders and the USDA\n\n9:00 – 10:00 a.m. Orchard replant problems and fumigation\nDr. Mike McKenry, UC Kearney Ag Center\n\nFor more information call Kevin R. Day, (559) 685-3309, Ext. 211."},"id":{"kind":"string","value":"<urn:uuid:1fe80f55-7cc5-44ea-8747-6def25ba9d15>"},"dump":{"kind":"string","value":"CC-MAIN-2024-22"},"url":{"kind":"string","value":"https://cetulare.ucanr.edu/newsletters/August_200130313.pdf"},"date":{"kind":"string","value":"2024-05-19T21:36:57+00:00"},"file_path":{"kind":"string","value":"crawl-data/CC-MAIN-2024-22/segments/1715971057922.86/warc/CC-MAIN-20240519193629-20240519223629-00417.warc.gz"},"offset":{"kind":"number","value":139004743,"string":"139,004,743"},"token_count":{"kind":"number","value":1206,"string":"1,206"},"language":{"kind":"string","value":"eng_Latn"},"page_average_lid":{"kind":"string","value":"eng_Latn"},"page_average_lid_score":{"kind":"number","value":0.9711662530899048,"string":"0.971166"},"full_doc_lid":{"kind":"string","value":"eng_Latn"},"full_doc_lid_score":{"kind":"number","value":0.9977882504463196,"string":"0.997788"},"per_page_languages":{"kind":"list like","value":["eng_Latn","eng_Latn","eng_Latn"],"string":"[\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\"\n]","isConversational":false},"is_truncated":{"kind":"bool","value":false,"string":"false"},"extractor":{"kind":"string","value":"rolmOCR"},"page_ends":{"kind":"list like","value":[3134,5462,5965],"string":"[\n 3134,\n 5462,\n 5965\n]","isConversational":false},"fw_edu_scores":{"kind":"list like","value":[2.3125],"string":"[\n 2.3125\n]","isConversational":false},"minhash_cluster_size":{"kind":"number","value":1,"string":"1"},"duplicate_count":{"kind":"number","value":1,"string":"1"}}},{"rowIdx":3171,"cells":{"text":{"kind":"string","value":"Rules By Cynthia Lord Study Guide\n\nRight here, we have countless ebook rules by cynthia lord study guide mybooklibrary and collections to check out. We additionally manage to pay for variant types and moreover type of the books to browse. The customary book, fiction, history, novel, scientific research, as skillfully as various new sorts of books are readily available here.\n\nAs this rules by cynthia lord study guide mybooklibrary, it ends up subconscious one of the favored book rules by cynthia lord study guide mybooklibrary collections that we have. This is why you remain in the best website to see the incredible books to have.\n\nLesson Summary. Rules by Cynthia Lord is about a 12-year-old girl named Catherine who balances caring for her autistic brother and befriending a boy with a disability with her search to find a ...\n\nWritten by kanittha jiwachotkamjon, grbfd gerrtt and other people who wish to remain anonymous. Rules starts off with Catherine, a 12-year-old girl, trying to drag her brother, David, to the car. David has autism, and he has to go to occupational therapy, or OT. However, he won't leave the house.\n\nRules by Cynthia Lord: Characters – Study.com\n\nRules By Cynthia Lord Suggestions and Expectations This curriculum unit can be used in a variety of ways. Each chapter of the novel study focuses on two chapters of Rules and is comprised of five of the following different activities: • Before You Read • Vocabulary Building • Comprehension Questions • Language Activities • Extension Activities\n\nRules Irony | GradeSaver\n\nSummary Cynthia Lord’s children’s novel Rules begins with the central character Catherine, age twelve, babysitting her eight-year-old brother David on the first day of summer vacation. We soon...\n\n\"Rules\", by Cynthia Lord, is told from the perspective of Catherine, the 12-year-old sister of David, an autistic 8-year-old. Catherine, at 12, is dealing with finding a place in a family that seems to be centered around coping with David's needs for comfort and development.\n\nThe different ways characters use language and words to communicate, as well as the barriers they face in communicating with others, form a central theme of Rules. Two of the main characters,...\n\nA modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality study guides that feature detailed chapter summaries and analysis of major themes, characters, quotes, and essay topics. *Rules* by Cynthia Lord is a children’s novel about friendship, the importance and value of rules, honesty, diversity, and acceptance. The protagonist, Catherine, is twelve years old.\n\nRules - Pages 41 - 58 Summary & Analysis. Cynthia Lord. This Study Guide consists of approximately 27 pages of chapter summaries, quotes, character analysis, themes, and more – everything you need to sharpen your knowledge of Rules. Print Word PDF.\n\nUNIT OF STUDY\n\nRules. by Cynthia Lord (adapted. from New Rochelle Reads Study Guide) Before Reading... Think about It . 1. What expectations do you have about the book from previewing the book cover? 2. How do you feel about rules, in general? 3. Describe one situation in which you think rules are necessary. Explain your reasons. 4. Imagine a world without rules.\n\nMaterials For Teachers and Librarians – Cynthia Lord\n\nRules. by Cynthia Lord. Follow the links below to find free resources and book unit samples.\n\nRules Cynthia Lord Study Guide – dev.livaza.com\n\nRules by Cynthia Lord. The author has a very good site that addresses\n\nthe book's complex themes and it includes reproducible worksheets. E. answered all the thoughtful study guide questions, which works well as an approach to assess reading comprehension. Posted by Dinged Corners at 10:25 AM.\n\nRules - WordPress.com\n\nRules A Novel Study This is a 65-page complete novel study for Rules by Cynthia Lord. I have tried to include EVERYTHING a teacher would need to teach the book. It is packed full of goodies! This is a novel study to be used in the classroom with Rules by Cynthia Lord.\n\nRules by Cynthia Lord by Littlebird Books | Teachers Pay...\n\nRules by Cynthia Lord Complete Study Guide for Entire Book (TeachersPayTeachers) Gr 4-11; Author: Jane Kotinek 6 Download .doc from TPT $2 Rules (Novel Unit Student Packet) (ECS Learning / Novel Units Inc)\n\nRules By Cynthia Lord Study Guide Mybooklibrary\n\nRules Cynthia Lord, 2006 Scholastic, Inc. 208 pp. ISBN-13:\n\nSummary Winner, 2007 Newbery Honor Book. Twelve-year-old Catherine just wants a normal life. Which is near impossible when you have a brother with autism and a family that revolves around his disability.\n\nRules by Cynthia Lord (Rules Cards) Chapter 1 Follow the rules. Chapter 2 Don't run down the clinic hallway. Chapter 3 If it's too loud, cover your ears or ask the other person to be quiet.\n\nRules by Cynthia Lord will keep your middle school students interested as they read about twelve-year-old Catherine and her autistic brother David. Catherine just wants a normal life, but there is more than her younger brother that complicates that. If you're looking to print some lesson plans for Rules by Cynthia Lord, you're in the right place!\n\n8 Best Rules by Cynthia Lord ideas | character analysis...\n\nChapter Summary Rules by Cynthia Lord by Sandra Saenz on Prezi\n\nRules by Cynthia Lord is a study in character development as 12-year-old Catherine learns that being different is okay. Catherine longs for a normal life. Her brother, David, has autism. Having a brother like David ...\n\nLearn cynthia lord with free interactive flashcards. Choose from 110 different sets of cynthia lord flashcards on Quizlet.\n\nRules By Cynthia Lord – Displaying top 8 worksheets found for this concept. Some of the worksheets for this concept are Rules by cynthia lord name if you were catherine what, Rules, Rules discussion guide 1205, Rules by cynthia lord battle 2010, A teaching unit for rules, Teaching the book overview, Unit of study, Books bar graph.\n\ndifferent sets of Cynthia Lord flashcards on Quizlet. Log in Sign up. Cynthia Lord Flashcards. Browse 62 sets of Cynthia Lord flashcards. Study sets. Diagrams. Classes. Users ... Rules by Cynthia Lord.\n\n[Book] Rules by Cynthia Lord Download PDF EPUB FB2\n\nJun 5, 2016 - Explore Andrea Becker's board \"Rules\", followed by 229 people on Pinterest. See more ideas about Rules, Grade book, Novel studies.\n\nActivities to Use with the Book Rules by Cynthia Lord ...\n\nDisplaying top 3 worksheets found for - Pillsbury Dough Noy. Some of the worksheets for this concept are Im a literacy teacher in my and im lovin it, Blue green brown handwriting paper, Rules by cynthia lord study guide.\n\n[PDF] The Cynthia Lord Collection Rules Touch Blue Half A ...\n\nRules, by Cynthia Lord Oregon Battle of the Books (sample questions) By Mary Lynn Thomas [email protected] RULES 1. In Rules, Catherine and Jason attend a community event together, even though Jason is in a\n\nwheelchair, what event do they attend? Pg. 186-197 (a community dance) In which book does the main character draw on cards to depict words for a special needs boy?\n\nRules Discussion Guide | happyhounds.pridesource\n\nApr 17, . Cynthia Lord is the award-winning author of Rules, a Newbery Honor Book and a Schneider Family Book Award winner, as well as the critically acclaimed Half a Chance and A Handful of Stars. She made her picture-book debut with Hot Rod Hamster, which won several awards, including the Parents' Choice Award, and is the author of the Shelter Pet Squad chapter book series/5()."},"id":{"kind":"string","value":"<urn:uuid:68914733-f26d-48af-afa0-3b1a0eb7ede5>"},"dump":{"kind":"string","value":"CC-MAIN-2021-04"},"url":{"kind":"string","value":"http://marriageunblocked.com/rules_by_cynthia_lord_study_guide_mybooklibrary.pdf"},"date":{"kind":"string","value":"2021-01-23T21:19:15+00:00"},"file_path":{"kind":"string","value":"crawl-data/CC-MAIN-2021-04/segments/1610703538431.77/warc/CC-MAIN-20210123191721-20210123221721-00574.warc.gz"},"offset":{"kind":"number","value":66068599,"string":"66,068,599"},"token_count":{"kind":"number","value":1612,"string":"1,612"},"language":{"kind":"string","value":"eng_Latn"},"page_average_lid":{"kind":"string","value":"eng_Latn"},"page_average_lid_score":{"kind":"number","value":0.9966194960806105,"string":"0.996619"},"full_doc_lid":{"kind":"string","value":"eng_Latn"},"full_doc_lid_score":{"kind":"number","value":0.9976302981376648,"string":"0.99763"},"per_page_languages":{"kind":"list like","value":["eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn"],"string":"[\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\"\n]","isConversational":false},"is_truncated":{"kind":"bool","value":false,"string":"false"},"extractor":{"kind":"string","value":"rolmOCR"},"page_ends":{"kind":"list like","value":[834,1750,2614,3499,4394,5200,5942,6895,7494],"string":"[\n 834,\n 1750,\n 2614,\n 3499,\n 4394,\n 5200,\n 5942,\n 6895,\n 7494\n]","isConversational":false},"fw_edu_scores":{"kind":"list like","value":[2.625],"string":"[\n 2.625\n]","isConversational":false},"minhash_cluster_size":{"kind":"number","value":1,"string":"1"},"duplicate_count":{"kind":"number","value":0,"string":"0"}}},{"rowIdx":3172,"cells":{"text":{"kind":"string","value":"List of Anniversaries in Thailand (1996 - 1997)\n\nDate: June 9, 1996\n\nName of the Event: The Fiftieth Anniversary (Golden Jubilee) of His Majesty King Bhumibol Adulyadej's Accession to the throne\n\nDescription:\n\nThe year 1996 will be recorded as one of the most important years in the history of the Thai Kingdom as well as the World's history as it is the year when His Majesty King Bhumibol Adulyadej, Rama IX of the house of Chakri will have reigned for 50 years.\n\nHis Majesty took the Oath of Accession at the sacred moment of his coronation according to the code of conduct for Kingship, traced back to King Asoke the Great of the Mauryan Dynasty of India around the third century B.C.: *We will reign with righteousness for the benefit and happiness of the people*. For fifty years as father of the nation, His Majesty follows the never-ending task of bettering the lives of the people. His Majesty has initiated several projects for social welfare, agriculture, forestry, education, health and disaster relief programme. To his Majesty, the benefit and the happiness of the Thai people are of paramount importance, and all his royal efforts are towards this end.\n\nDue to His Majesty's devotion and selfless dedication to the country, Thailand enters the last decade of the 20th century with a high-profile role in world affairs. Good will and friendship have been earned from all over the world, serving as the bases for further relations in the future.\n\nHis Majesty has led Thailand to share the responsibilities of managing the world with respect to sustainable development. This serves as a means to bring about a harmonious co-existence of man, society and nature.\n\nThe reign of His Majesty King Bhumibol Adulyadej of Thailand will be recorded as the one which has brought unprecedented wealth and prosperity to the Kingdom of Thailand.\n\nAnniversary to be celebrated: fiftieth anniversary\n\nEvents organized by Thailand:\n\nThe Royal Thai Government has designated the period of 1 January 1995 to 12 December 1996 as *The Fiftieth Anniversaries of King Bhumibol Adulyadej's Accession to the Throne*. The whole nation will contribute to the events.\n\nFunds allocated to these events by the Royal Thai Government etc.:\n\nTotal of allocation not yet published.\n\nCelebration or action expected of UNESCO:\n\n1. Proclamation of Chiang Mai 700th Anniversary Celebration\n2. Invitation issued to UNESCO member countries to publicize this commemorative occasion in their own countries.\n\nUNESCO's financial contribution: U.S. $10,000\n\nResponsible Body for coordinating the Celebrations:\n\n1. Office of the Secretary Chiang Mai Provincial Authority\n Chiang Mai Province 50200\n Tel. (66 53) 22 12 33\n Fax (66 53) 21 38 40\n\n2. Thailand National Commission for UNESCO\n External Relations Division\n Ministry of Education\n Rajdamnern Avenue\n Bangkok 10300, Thailand\n Tel. (662) 282 23 68"},"id":{"kind":"string","value":"<urn:uuid:7dfa2ee7-13d2-40ec-9c9f-ee9e411e9df5>"},"dump":{"kind":"string","value":"CC-MAIN-2021-04"},"url":{"kind":"string","value":"https://www.bic.moe.go.th/images/stories/pdf/King_Rama_IX0001.pdf"},"date":{"kind":"string","value":"2021-01-23T21:25:21+00:00"},"file_path":{"kind":"string","value":"crawl-data/CC-MAIN-2021-04/segments/1610703538431.77/warc/CC-MAIN-20210123191721-20210123221721-00575.warc.gz"},"offset":{"kind":"number","value":689515692,"string":"689,515,692"},"token_count":{"kind":"number","value":657,"string":"657"},"language":{"kind":"string","value":"eng_Latn"},"page_average_lid":{"kind":"string","value":"eng_Latn"},"page_average_lid_score":{"kind":"number","value":0.9372255504131317,"string":"0.937226"},"full_doc_lid":{"kind":"string","value":"eng_Latn"},"full_doc_lid_score":{"kind":"number","value":0.9929249286651611,"string":"0.992925"},"per_page_languages":{"kind":"list like","value":["eng_Latn","eng_Latn"],"string":"[\n \"eng_Latn\",\n \"eng_Latn\"\n]","isConversational":false},"is_truncated":{"kind":"bool","value":false,"string":"false"},"extractor":{"kind":"string","value":"rolmOCR"},"page_ends":{"kind":"list like","value":[2153,2888],"string":"[\n 2153,\n 2888\n]","isConversational":false},"fw_edu_scores":{"kind":"list like","value":[2.28125],"string":"[\n 2.28125\n]","isConversational":false},"minhash_cluster_size":{"kind":"number","value":1,"string":"1"},"duplicate_count":{"kind":"number","value":0,"string":"0"}}},{"rowIdx":3173,"cells":{"text":{"kind":"string","value":"READ THESE INSTRUCTIONS FIRST\n\nIf you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet.\n\nWrite your Centre number, candidate number and name on all the work you hand in.\n\nWrite in dark blue or black pen.\n\nYou may use a soft pencil for any diagrams or graphs.\n\nDo not use staples, paper clips, highlighters, glue or correction fluid.\n\nAnswer all the questions.\n\nGive non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.\n\nThe use of an electronic calculator is expected, where appropriate.\n\nYou are reminded of the need for clear presentation in your answers.\n\nAt the end of the examination, fasten all your work securely together.\n\nThe number of marks is given in brackets [ ] at the end of each question or part question.\n\nThe total number of marks for this paper is 75.\n\nQuestions carrying smaller numbers of marks are printed earlier in the paper, and questions carrying larger numbers of marks later in the paper.\n\n1 Given that $\\cos x = p$, where $x$ is an acute angle in degrees, find, in terms of $p$,\n\n(i) $\\sin x$, \\hspace{1cm} [1]\n\n(ii) $\\tan x$, \\hspace{1cm} [1]\n\n(iii) $\\tan(90^\\circ - x)$. \\hspace{1cm} [1]\n\n2\n\n\n\nFig. 1\n\n\n\nFig. 2\n\nFig. 1 shows a hollow cone with no base, made of paper. The radius of the cone is 6 cm and the height is 8 cm. The paper is cut from $A$ to $O$ and opened out to form the sector shown in Fig. 2. The circular bottom edge of the cone in Fig. 1 becomes the arc of the sector in Fig. 2. The angle of the sector is $\\theta$ radians. Calculate\n\n(i) the value of $\\theta$, \\hspace{1cm} [4]\n\n(ii) the area of paper needed to make the cone. \\hspace{1cm} [2]\n\n3 The equation of a curve is $y = \\frac{2}{\\sqrt{(5x - 6)}}$.\n\n(i) Find the gradient of the curve at the point where $x = 2$. \\hspace{1cm} [3]\n\n(ii) Find $\\int \\frac{2}{\\sqrt{(5x - 6)}} \\, dx$ and hence evaluate $\\int_{2}^{3} \\frac{2}{\\sqrt{(5x - 6)}} \\, dx$. \\hspace{1cm} [4]\n\n4 Relative to an origin $O$, the position vectors of points $A$ and $B$ are given by\n\n$$\\overrightarrow{OA} = \\mathbf{i} + 2\\mathbf{j} \\quad \\text{and} \\quad \\overrightarrow{OB} = 4\\mathbf{i} + p\\mathbf{k}.$$\n\n(i) In the case where $p = 6$, find the unit vector in the direction of $\\overrightarrow{AB}$. \\hspace{1cm} [3]\n\n(ii) Find the values of $p$ for which angle $AOB = \\cos^{-1}\\left(\\frac{1}{5}\\right)$. \\hspace{1cm} [4]\n\n5\n\nThe diagram shows a rectangle $ABCD$ in which point $A$ is $(0, 8)$ and point $B$ is $(4, 0)$. The diagonal $AC$ has equation $8y + x = 64$. Find, by calculation, the coordinates of $C$ and $D$. [7]\n\n6\n\nIn the diagram, $S$ is the point $(0, 12)$ and $T$ is the point $(16, 0)$. The point $Q$ lies on $ST$, between $S$ and $T$, and has coordinates $(x, y)$. The points $P$ and $R$ lie on the $x$-axis and $y$-axis respectively and $OPQR$ is a rectangle.\n\n(i) Show that the area, $A$, of the rectangle $OPQR$ is given by $A = 12x - \\frac{3}{4}x^2$. [3]\n\n(ii) Given that $x$ can vary, find the stationary value of $A$ and determine its nature. [4]\n\n7 (a) An athlete runs the first mile of a marathon in 5 minutes. His speed reduces in such a way that each mile takes 12 seconds longer than the preceding mile.\n\n(i) Given that the $n$th mile takes 9 minutes, find the value of $n$. [2]\n\n(ii) Assuming that the length of the marathon is 26 miles, find the total time, in hours and minutes, to complete the marathon. [2]\n\n(b) The second and third terms of a geometric progression are 48 and 32 respectively. Find the sum to infinity of the progression. [4]\n\n[Questions 8, 9 and 10 are printed on the next page.]\n\n8 A function $f$ is defined by $f : x \\mapsto 3 \\cos x - 2$ for $0 \\leq x \\leq 2\\pi$.\n\n(i) Solve the equation $f(x) = 0$. [3]\n\n(ii) Find the range of $f$. [2]\n\n(iii) Sketch the graph of $y = f(x)$. [2]\n\nA function $g$ is defined by $g : x \\mapsto 3 \\cos x - 2$ for $0 \\leq x \\leq k$.\n\n(iv) State the maximum value of $k$ for which $g$ has an inverse. [1]\n\n(v) Obtain an expression for $g^{-1}(x)$. [2]\n\n9 The diagram shows part of the curve $y = \\frac{8}{x} + 2x$ and three points $A$, $B$ and $C$ on the curve with $x$-coordinates 1, 2 and 5 respectively.\n\n(i) A point $P$ moves along the curve in such a way that its $x$-coordinate increases at a constant rate of 0.04 units per second. Find the rate at which the $y$-coordinate of $P$ is changing as $P$ passes through $A$. [4]\n\n(ii) Find the volume obtained when the shaded region is rotated through $360^\\circ$ about the $x$-axis. [6]\n\n10 A curve has equation $y = 2x^2 - 3x$.\n\n(i) Find the set of values of $x$ for which $y > 9$. [3]\n\n(ii) Express $2x^2 - 3x$ in the form $a(x + b)^2 + c$, where $a$, $b$ and $c$ are constants, and state the coordinates of the vertex of the curve. [4]\n\nThe functions $f$ and $g$ are defined for all real values of $x$ by\n\n$$f(x) = 2x^2 - 3x \\quad \\text{and} \\quad g(x) = 3x + k,$$\n\nwhere $k$ is a constant.\n\n(iii) Find the value of $k$ for which the equation $gf(x) = 0$ has equal roots. [3]"},"id":{"kind":"string","value":"<urn:uuid:b5bf97cb-bbe8-43f7-9b5e-d4598f06afd7>"},"dump":{"kind":"string","value":"CC-MAIN-2018-17"},"url":{"kind":"string","value":"http://dynamicpapers.com/wp-content/uploads/2015/09/9709_w13_qp_12.pdf"},"date":{"kind":"string","value":"2018-04-21T19:10:42Z"},"file_path":{"kind":"string","value":"crawl-data/CC-MAIN-2018-17/segments/1524125945317.36/warc/CC-MAIN-20180421184116-20180421204116-00608.warc.gz"},"offset":{"kind":"number","value":95875159,"string":"95,875,159"},"token_count":{"kind":"number","value":1615,"string":"1,615"},"language":{"kind":"string","value":"eng_Latn"},"page_average_lid":{"kind":"string","value":"eng_Latn"},"page_average_lid_score":{"kind":"number","value":0.9705527573823929,"string":"0.970553"},"full_doc_lid":{"kind":"string","value":"eng_Latn"},"full_doc_lid_score":{"kind":"number","value":0.9923226237297058,"string":"0.992323"},"per_page_languages":{"kind":"list like","value":["eng_Latn","eng_Latn","eng_Latn","eng_Latn"],"string":"[\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\"\n]","isConversational":false},"is_truncated":{"kind":"bool","value":false,"string":"false"},"extractor":{"kind":"string","value":"rolmOCR"},"page_ends":{"kind":"list like","value":[1089,2518,3728,5111],"string":"[\n 1089,\n 2518,\n 3728,\n 5111\n]","isConversational":false},"fw_edu_scores":{"kind":"list like","value":[2.96875],"string":"[\n 2.96875\n]","isConversational":false},"minhash_cluster_size":{"kind":"number","value":5,"string":"5"},"duplicate_count":{"kind":"number","value":0,"string":"0"}}},{"rowIdx":3174,"cells":{"text":{"kind":"string","value":"DIRECTIONS to the BINDER.\n\nPlace Plate CXLVII. CXLVIII. and CXLIX. between page 332 and page 333.\nCL. CLI. and CLII. between page 352 and page 353.\nCLIII. and CLIV. between page 360 and page 361.\nCLV. CLVI. CLVII. CLVIII. and CLIX. between page 390 and page 391.\nCLX. between page 402 and page 403.\nCLXI. and CLXII. between page 428 and page 429.\nCLXIII. and CLXIV. between page 436 and page 437.\nCLXV. at the end of the Volume.\n\nNATURAL HISTORY.\n\nTHE BEAR.*\n\nTHERE is no animal so generally known as the bear, concerning which the writers of natural history have differed so much. Their uncertainties, and even contradictions, with regard to the nature and manners of this animal, seem to have proceeded from their not distinguishing properly the different species; and, of course, they sometimes ascribe to one the properties of another. In the first place, the land-bear must be distinguished from the sea-bear, the latter being commonly called the white bear, or\n\n* The bear has six cutting teeth and two canine in each jaw; five toes before and five behind. In walking, he rests on the hind-feet, as far as the heel; Pennant's Synops. of Quad. p. 190.\n\nIn Greek, Αρκτος; in Latin, Ursus; in Italian, Orso; in Spanish, Oso; in German, Baer; in Swedish, Björn; in Polish, Wiew, Niedzwiedz; in French, L'Ours.\n\nUrsus; Gesner. Quad. p. 941. Icon. Quad. p. 65. Ray, Synops. Quad. p. 171. Klein. Quad. p. 82.\n\nUrsus niger, cauda unicolor; Brisson. Regn. Anim. p. 253.\n\nUrsus cauda abrupta; Linn. Syst. p. 69.\n\nVOL. V. A bear\n\nbear of the frozen sea. These two animals are very different, both in the form of their bodies, and in their natural dispositions. The land-bears must again be distinguished into the brown* and the black†; because, having neither the same inclinations, nor the same natural appetites, they cannot be regarded as varieties only of one and the same species. Besides, some land-bears are white, and, though resembling in colour the sea-bear, they differ from it, in every other particular, as much as the other bears. These white land-bears are found in Great Tartary †, in Muscovy, in Lithuania, and in other northern regions. They are not rendered white during winter by the rigour of the climate, like the ermines, or the hares, but are brought forth white, and remain so in all seasons. They ought, therefore, to be considered as a fourth species, if we did not also find bears with their hair consisting of a mixture of brown and white, which indicates an intermediate race between the white land-bear and the brown or black bear; consequently the white land-bear is only a variety of one or other of these species.\n\nThe brown bear is very common in the Alps; but the black bear is extremely rare. The latter, on the contrary, abounds in the forests of the northern regions of Europe and America. The brown bear is furious and carnivorous; but the black bear is only wild, and uniformly refuses to eat flesh. Of this we cannot give a more distinct and recent testimony than that of M. du Pratz, in his history of Louisiana*.\n\n'The black bear,' says he, 'appears in Louisiana during the winter; because the snows which cover the northern countries prevent him from finding sufficient nourishment. He lives upon fruits, acorns, and roots; but he is peculiarly fond of honey and milk; and, when he meets with these articles, he will rather die than quit them. Notwithstanding the common prejudice, I affirm, and in this assertion I am supported by all the inhabitants of this province, and of the neighbouring countries, that he is not a carnivorous animal. Though numerous, and often pressed by extreme hunger, they never devour men, nor eat even butcher-meat, when they fall in with it. During the time I lived among the Natches, a severe winter in the northern regions made the bears descend in vast quantities. They were so numerous, that they starved each other, and were very meagre. Famine made them come out of the woods which border on the river. We saw them during the night, run into houses and court-yards, which were not properly shut, where they found meat exposed; but they never touched it, and eat only what grains they could pick\n\n* Under the denomination of the Brown Bears, I comprehend those which are brown, yellow, red, or reddish; and under black, all the shades of that colour.\n\n† See Relation de la Grande Tartarie, p. 8.\n\n* Tom. ii. p. 77.\n\nup. On an occasion so pressing, they must infallibly have discovered their carnivorous disposition, if they had an appetite of this nature. They never kill animals to devour them; and, if they were carnivorous, they would not abandon countries covered with snow, where they could find men and animals at will, in order to search for fruits and roots, a species of food rejected by the carnivorous tribes.' M. du Pratz adds, in a note, that, since writing the above article, he had learned with certainty, that, in the mountains of Savoy, there are two kinds of bears, the one black, like those of Louisiana, and not carnivorous; the other red, and equally carnivorous as the wolves. The Baron de Hontan remarks*, that the bears of Canada are very black, but by no means dangerous; and that they never attack men, unless when shot at and wounded. He farther observes†, that the reddish bears are extremely mischievous, and boldly attack the hunters; but that the black bears uniformly fly from men.\n\nWormius ‡ informs us, that there are three kinds of bears in Norway: The first (breffdiur) is very large, not altogether black, but brownish, and not so destructive as the other kinds, living only on herbs and the leaves of trees: The second (ildgierfduir) is smaller, blacker, and carnivorous, often attacking horses and other animals,\n\n* Tom. i. p. 86. † Tom. ii. p. 40.\n‡ Mus. Worm. p. 318.\n\nespecially in autumn: The third (myrebiorn) is still smaller, but fails not to be noxious. He is said to feed upon ants, and delights in overturning their hillocks. It has been remarked (he adds, without proof), that these three kinds mix, and produce intermediate species; that the carnivorous kind attacks the flocks, kills every creature, like the wolf, and devours only one or two; that, though carnivorous, they eat wild fruits; and, when the fruit of the service-tree abounds, they become more dangerous, because this fruit sets their teeth so much on edge, that nothing but blood or grease can remove this malady, which prevents them from eating with ease. But most of these facts related by Wormius appear to be extremely equivocal; for we have no examples of animals, with appetites so uniformly different as those of the two first species, the one living only on herbs and the leaves of trees, and the other on flesh and blood, intermixing and producing intermediate species. Besides, he makes the black bears carnivorous, and the brown frugivorous, which is absolutely repugnant to truth. Add to this, that P. Rzaczynski *, a Polish writer, and M. Klein of Dantzick †, in describing the bears of their country, mention two species only, the black, and the brown or red; and, of the latter, they speak of a larger and lesser kind. They remark, that the black bears are more rare; that the\n\n* Actuar. Hist. Nat. p. 32. † De Quadrup. p. 82.\n\nbrown, on the contrary, are very common; that the black bears are the largest, and feed upon ants; and, lastly, that the red or brown kind are the most carnivorous and destructive. These proofs, added to those of M. du Pratz and of the Baron de la Hontan, are perfectly opposite to what Wormius advances. In a word, it appears to be certain, that the red or brown bears, which are found not only in Savoy, but in the high mountains, in the vast forests, and in almost every desert of the earth, devour live animals, and even the most putrid carcases. The black bears inhabit not very cold countries, but we find the brown or red bears in the frozen, the temperate, and even in the southern regions. They were common in Greece; and the Romans brought them from Lybia *, to be exhibited at their public spectacles. They are found in China †, in Japan ‡, in Arabia, in Egypt, and as far as the island of Java ||. Aristotle § likewise mentions white land-bears, and considers this difference of colour as accidental, and proceeding from a defect in generation. Thus bears are found in all desert, rude, and woody countries. But they never appear in populous nations, nor in open and cultivated regions. There are none in France or in Britain, except, perhaps, a few in the most unfrequented mountains of France.\n\nThe bear is not only a savage, but a solitary animal. He flies from all society, avoiding every place to which man can have access, and is only easy where Nature appears in her rudest and most ancient form. An old cavern among inaccessible rocks, or a grotto formed by time in the trunk of a decayed tree, in the midst of a thick forest, serve him for an habitation. Thither he retires alone, and passes part of the winter without provisions, and goes not out of it for several weeks. However, he is neither torpid, nor deprived of feeling, like the dormouse and marmot; but, as he is excessively fat about the end of autumn, which is the time he retires, this abundance of grease enables him to endure abstinence; and he departs not from his den till he is almost famished. It is alleged, that the males leave not their retreats for forty days *; but that the females continue four months, because it is there that they bring forth their young. It is difficult to believe that they should not only subsist, but nourish their young, without taking food for so long a period. I allow, that, when pregnant, they are prodigiously fat, and that, being clothed with very thick hair, sleeping the greatest part of the time, and remaining without motion, they must\n\n* Herodot. Solon. Crinit. et alii. Quod franco Lybici domantur ursi, says Martial.\n† Hist. Generale des Voyages, par M. l'Abbé Prevost, tom. iii. p. 492. Hist. Nat. du Japon, par Koempfer, tom. i. p. 109.\n‡ Strabo, lib. xvi. Prosp. Alpin. p. 233.\n|| Voyage autour du Monde de le Gentil, tom. iii. p. 85.\n§ Aristot. de Admir. cap. cxd. Idem de Gen. Anim. lib. v, cap. 6.\n\nlose little by perspiration. But, if it be true, that the males, pressed with hunger, go out in forty days, it is not natural to think, that the females, after bringing forth and suckling their young, should feel less the want of food, unless we suppose them to devour some of their offspring, together with the membranes, &c. which is not probable, notwithstanding the example of the cats, which sometimes eat their young. Besides, I am here talking of the brown species only, the males of which devour the new-born cubs, when they discover them in their dens. The females, on the contrary, seem to love their offspring with an astonishing ardour: After they bring forth, they are more ferocious and more dangerous than the males. They fight, and expose themselves to every peril, in order to save their young, who are not unformed for some time after birth, as the ancients alleged, but grow nearly as quick as other animals. They are perfectly formed in the womb of the mother*; and, if the foetus, or young cub, seems, at the first glance, to be ill-formed, it is only because the old bear herself, upon the whole, is an animal gross and disproportioned; and we know, that, in every species, the foetus, or new-born animal, is more disproportioned than the adult.\n\n* In museo illust. senatus Bononiensis ursulum a caelo matri utero extractum, et omnibus suis partibus formatum, in vase vitreo adhuc servamus; Aldrov. de Quadrup. p. 120.\n\nAutumn, with the bears, is the season of love: The female is said to be more ardent than the male. It is alleged, that she lies on her back to receive him, that she embraces him closely, and keeps him fast for a long time, &c. It is certain, however, that they copulate like other quadrupeds. Captive bears have been seen coupling, and have been impregnated. But how long the females go with young, has not been so accurately marked as could be wished. Aristotle* has said, that they go with young 30 days only. As nobody has contradicted this fact, and as we are not in a condition to verify it, we, of course, can neither affirm nor deny with regard to this matter. We shall only remark, that it appears to be doubtful: 1. Because the bear is a large animal; and, in proportion to the size of animals, they require the longer time to be formed in the womb: 2. Because the young bears grow very slowly; they follow their mother, and require her assistance, for a year or two: 3. Because the female produces but one, two, three, four, and never more than five; a property common to all large animals, who produce but a few young, and carry them long: 4. Because the bear lives 20 or 25 years, and the time of gestation and that of growth are generally proportioned to the duration of life. From these analogies, I am inclined to believe that the bear goes with young at least several months. However this matter stands,\n\n* Arist. Hist. Animal, lib. vi. cap. 30.\n\nthe mother takes the greatest care of her young. She prepares for them a bed of moss and herbs in the bottom of her cavern, and suckles them till they are able to go abroad with her. She brings forth in winter, and the cubs begin to follow her in the spring. The male and female live not together; but each has a separate and distant retreat. When they cannot find a cavern for a den to make a lodging, they break and collect branches of trees, which they so cover with herbs and leaves as to render them impenetrable by water.\n\nThe voice of the bear is a deep murmuring, often accompanied with a grinding of the teeth, especially when irritated. He is very susceptible of anger, which is always furious, and often capricious. Though, when tamed, he appears mild and even obedient to his master, he should always be treated with diffidence and circumspection; and we should be particularly careful not to strike him on the nose, or on the parts of generation. He may be taught to walk on end, to dance, and to perform various gesticulations. He seems even to listen to music, and to observe some kind of measure. But, to give him this species of education, he must be taken young, and constrained during life. An old bear cannot be tamed, nor will he suffer restraint. He is naturally intrepid, or, at least, indifferent to danger. The wild bear never turns out of his road, nor flies from the aspect of man. It is alleged, however, that the sound of a whistle * surprises and confounds him to such a degree, that he rises on his hind feet. This is the time for shooting, and endeavouring to kill him; for, if he be only wounded, he attacks the huntsman with fury, embraces him with his fore-feet, and suffocates him †, if not timely assisted.\n\nBears are hunted in different manners. In Sweden, Norway, Poland, &c. the least dangerous mode, it is said ‡, is to intoxicate them by throwing ardent spirits on honey, of which they are fond, and search for it in the trunks of trees. In Louisiana and Canada, where the black bears are common, and where they live not in caverns, but in decayed trees, they are taken by setting their habitations on fire §. As they climb trees with ease, they seldom reside on a level with the ground, and their habitations are often 30 or 40 feet high. If it be a mother with her young, she descends first, and is slain before she reaches the ground. The cubs follow, are seized by throwing a rope round their necks, and carried off either for the purposes of training or eating them; for the flesh of the cubs is delicate and good: That of the adult is eatable; but, as it is mixed with an oily fat, the paws alone, which are more compact, are reckoned a delicate dish.\n\n* Voyages de Regnard, tom. i. p. 37.\n‡ Id. ibid. Hist. de la Louisiane, par M. du Pratz, tom. ii. p. 81.\n§ Voyages de Regnard, tom. i. p. 53.\n§ Mem. sur la Louisiane, par M. Dumont, p. 75. Hist. de la Louisiane, par M. du Pratz, tom. ii. p. 87.\n\nThe hunting of the bear, without being very dangerous, is extremely lucrative, when performed with success. The skin is a valuable fur, and the quantity of oil drawn from a single bear is considerable. The flesh and fat are boiled together in a caldron, and the oil is easily separated. \"Afterwards,\" says M. du Pratz, \"the oil is purified, by throwing it, when very warm, into a quantity of salt and water. A detonation ensues, and a thick smoke rises, which carries off the disagreeable odour of the grease. When the smoke ceases, and while the grease is still warm, it is put into a pot, where it is allowed to remain for eight or ten days. At the end of this period, a clear oil is seen swimming on the top, which is taken off with a ladle. This oil is equally good, and answers the same purposes, as the best olive oil. Beneath, we find a lard as white, but a little softer than hog's-lard. It serves for culinary purposes, and has no bad taste or smell.\" M. Dumont, in his Memoirs of Louisiana, agrees with M. du Pratz, and adds, that, from a single bear, they obtain more than 120 pots of this oil; that the savages traffick in this article with the French; that it is very wholesome and good; that it never congeals but during great colds, and, when this happens, it is all clotted and of a dazzling whiteness; and that it is then eaten upon bread like butter. Our druggists keep no bear's grease, but import, from Savoy, Switzerland, or Canada, axungium, which is by no means pure. The author of the Dictionary of Commerce affirms, that good bear's grease should be grayish, viscid, and of a disagreeable odour; and that, when too white, it is sophisticated and mixed with suet. It is applied topically in hernias, rheumatism, &c., and many persons assure us, that they have felt its good effects.\n\nThe amazing fatness of the bear makes him light for swimming; and, accordingly, he traverses, with ease, rivers and lakes. \"The bears of Louisiana,\" says Dumont *, \"which are of a fine black colour, cross the river, notwithstanding its great breadth. They are remarkably fond of the fruit of the *plagueminier*, *guiacana* †, or date plumb-tree: They climb these trees, sit astride upon a branch, keep themselves firm with one hand, and collect the fruit with the other. They frequently come from the woods into the cultivated fields to eat potatoes and yams.\" In autumn, they are so fat, that they can hardly walk ‡, or, at least, they cannot run so quick as a man ||. Upon the sides and thighs they have sometimes ten inches thick of fat §. The soles of their feet are gross and inflated. When wounded, there issues out a white lacteous juice. This part appears to be composed of\n\n* Mem. sur la Louisiane, p. 76.\n† For an account of this tree, see Dict. Raisonné d'Histoire Nat. par Bonare.\n‡ Voyage du Baron de la Hontan, p. 86.\n|| Histoire de la Louisiane, par M. du Pratz, p. 83.\n§ Extrait d'un ouvrage Danois cité par Mrs. Arnauld de Nobleville et Salerne; Hist. Nat. des Animaux, tom. vi. p. 374.\n\nsmall glands, like papillæ; and it is for this reason, that these animals, during their winter retreat, continually suck their paws.\n\nThe bear enjoys, in an excellent degree, the senses of seeing, hearing, and touching, though his eye is proportionally small, his ears short, and his skin thick and covered with bushy hair. His sense of smelling is, perhaps, more exquisite than that of any other animal; for the internal surface of this organ is very much extended, having four rows* of bony plates, separated from each other by three perpendicular planes, which increase prodigiously the surfaces proper for the reception of impressions from odoriferous bodies. He has fleshy legs and arms, like those of a man, a short heel-bone, which forms a part of the sole of the foot, five metatarsal bones opposed to the heel in the hind-feet, and an equal number of metacarpal bones in the fore-feet. But the thumb is not separated, and the largest finger is on the outside of this species of hand; whereas, in man, it is on the inside. His toes are thick, short, and locked to each other, both in the hands and feet. His nails are black, and of a hard homogeneous substance. But these gross resemblances to man render the bear only more deformed, and give him no superiority over the other animals.\n\n* Etienne Lorentinus, Ephem. d'Allem. decur. i. an. ix et x. p. 403. cité par Mrs. Arnauld de Nobleville et Salerne; Hist. Nat. des Animaux, tom. vi. p. 366.\n\nM. de Musly, major of artillery in the service of the States General, has communicated some notices concerning domestic bears, of which the following is an extract.\n\n\"At Berne, where these animals are nourished,\" says M. de Musly, \"they are kept in large square ditches, where they have room to walk about. These ditches are covered above, and lined with stone, both at the bottom and on the sides. Their lodges or cabbins are likewise paved on a level with the bottom of the ditch, divided into two by walls, and may be shut both internally and externally by iron gates. In the middle of these ditches, there are large holes in the pavement, where considerable trees may be set up on end. There is likewise, in each ditch, a trough full of fresh water.\n\n\"Two young brown bears were transported here from Savoy, thirty-one years ago, of which the female is still alive; the male was killed about two months ago, by a fall from one of the high trees planted in the ditch. They began to generate at the age of five years: Since that time, they have every year come in season during the month of June; and the female has always brought forth in the beginning of January. The first\n\nfirst time she produced one cub only, and afterwards, sometimes one, sometimes two, and sometimes three, but never more; and the three last years she brought forth one only at each time. The man who takes care of her, thinks her still pregnant (October 17, 1771). When the young come into the world, their figure is pretty; their colour is yellow, but white round the neck; and they have not the least appearance of bears. The mother is extremely fond of them. Their eyes are shut during four weeks. At first they exceed not eight inches in length; and three months after, they measure 14 or 15 inches from the end of the muzzle to the root of the tail; and their hair is nearly an inch long. Their figure is then almost round, and the muzzle is very sharp pointed; so that a person would hardly know them. They afterwards become weak and tender till they acquire their full growth; the white colour is gradually effaced, and the yellow changes into brown.\n\nDuring the act of copulation, the male commences with short, but brisk movements, which last about a quarter of a minute; he then repose double that time upon the female, without disengaging himself: In this manner he proceeds for three or four times; and when the operation is finished, the male bathes himself in the trough up to the neck. They sometimes fight cruelly, making a horrible grumbling noise. But, in the season of love, the female has generally the advantage, because the male, at that time, spares her. The ditches, which formerly were in the town, are now filled up, and others are made between the ramparts and the old walls. These two bears, having been separated some hours when removing into new ditches, raised themselves on an end when they again met, and embraced each other with transport. After the death of the male, the female appeared to be much afflicted, and refused every kind of nourishment for several days. But, unless these animals be brought up and fed together from their earliest youth, they cannot endure one another; and, after being accustomed to this kind of society, the survivor will not admit another mate.\n\n\"The trees put yearly into the ditches in the month of May, are green larches, in climbing upon which the bears take vast delight. They are fed with rye-bread, which is cut into large morsels, and steeped in warm water. They likewise eat all sorts of fruits; and, when any unripe fruits are brought to the market, they are thrown in to the bears by order of the magistrate. It has been remarked, however, that some bears prefer pulse to the fruits of trees. When the female is about to bring forth, they give her plenty of straw, of which she makes a rampart. After this the male is removed, lest he should eat the cubs; and when she has littered, she is fed...\"\n\nwith a more nourishing diet than usual. We never could perceive any part of the membranes or after-birth, which makes it probable that she eats them. The cubs are allowed to remain with her for ten weeks; and are afterwards separated, and fed, for some time, with milk and biscuit.\n\n\"The bear which we believed to be in a state of pregnancy, was furnished, about the common time, with straw, of which she made a bed, and rested on it during three weeks, without producing anything. She brought forth, for the last time, at the age of 31, in the month of January 1771; but, though she received the male in the following June, it was ineffectual in January 1772. It were to be wished that she was allowed to live, in order to discover the term fixed by Nature for the duration of these animals.\n\n\"There are brown bears on Mount Jura, upon the frontiers of our canton, in Franche-comté, and in the country of Gex. When they descend into the plains in autumn, they repair to the chestnut woods, where they make great havoc. In this country, the bears are said to have weak eyes, but acute senses of hearing, touching, and smelling.\"\n\nThe bears of Norway are more common in the provinces of Bergen and Drontheim, than in the other districts of that country. Two races of them are remarked, of which the one is considerably smaller than the other. In the colours of both, there are great varieties. Some of them are of a deep brown, others of a shining brown; and some are grey, and of every shade of white. At the beginning of October, they retire into the dens they prepare for themselves, and where they make a kind of bed composed of moss and leaves of trees. As these animals are very formidable, especially when wounded, there are seldom less than three or four hunters in company; and, as the bear easily kills large dogs, they employ only small dogs, who pass under his belly, and seize him by the genitals. When he finds himself overpowered, he leans his back against a rock or a tree, collects turf and stones, which he throws at his enemies; and it is generally in this situation that he receives the finishing blow*.\n\nWe have seen at the menagery of Chantilly an American bear of a fine black colour, and having soft, straight, long hair. We remarked other differences in the figure of this American bear, compared with that of Europe, as in the head, which is somewhat longer, because the muzzle is not so flat as that of the European bear.\n\nIn the relation of M. de Bertram's expedition, we have a notice of an American bear, killed near St. John's river, in East Florida, in the following terms:\n\n* Pontoppidan's Natural History of Norway.\n\nTHE BEAR.\n\n\"This bear,\" according to the relation, \"weighed only 400 pounds, though the length of its body was seven feet, from the extremity of the nose to the tail. The fore-feet were only five inches broad, and the thickness of the fat was four inches. We drew from this animal 60 Paris pints of oil *.\"\n\n* Letter of Mr. Collinson to M. de Buffon, dated London, February 6, 1767.\n\nPlate CIII.\n\nBEAR.\n\nPlate CIV.\n\nWHITE BEAR."},"id":{"kind":"string","value":"<urn:uuid:60411c01-9aef-4441-94c2-d5746c49481a>"},"dump":{"kind":"string","value":"CC-MAIN-2019-18"},"url":{"kind":"string","value":"https://swco-ir.tdl.org/bitstream/handle/10605/133/DeBuffonVol5Ch1TheBear.pdf?sequence=4&isAllowed=y"},"date":{"kind":"string","value":"2019-04-25T12:30:34Z"},"file_path":{"kind":"string","value":"crawl-data/CC-MAIN-2019-18/segments/1555578721441.77/warc/CC-MAIN-20190425114058-20190425140058-00376.warc.gz"},"offset":{"kind":"number","value":564982367,"string":"564,982,367"},"token_count":{"kind":"number","value":6623,"string":"6,623"},"language":{"kind":"string","value":"eng_Latn"},"page_average_lid":{"kind":"string","value":"eng_Latn"},"page_average_lid_score":{"kind":"number","value":0.9973131147297946,"string":"0.997313"},"full_doc_lid":{"kind":"string","value":"eng_Latn"},"full_doc_lid_score":{"kind":"number","value":0.9985212683677673,"string":"0.998521"},"per_page_languages":{"kind":"list like","value":["eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","unknown"],"string":"[\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"unknown\"\n]","isConversational":false},"is_truncated":{"kind":"bool","value":true,"string":"true"},"extractor":{"kind":"string","value":"rolmOCR"},"page_ends":{"kind":"list like","value":[1523,4390,7234,10173,13078,16025,19038,21671,24447,27097,27481,27526],"string":"[\n 1523,\n 4390,\n 7234,\n 10173,\n 13078,\n 16025,\n 19038,\n 21671,\n 24447,\n 27097,\n 27481,\n 27526\n]","isConversational":false},"fw_edu_scores":{"kind":"list like","value":[2.09375,1.6171875],"string":"[\n 2.09375,\n 1.6171875\n]","isConversational":false},"minhash_cluster_size":{"kind":"number","value":1,"string":"1"},"duplicate_count":{"kind":"number","value":0,"string":"0"}}},{"rowIdx":3175,"cells":{"text":{"kind":"string","value":"FEMALE ROLE MODELS: ARE THEY EFFECTIVE AT ENCOURAGING GIRLS TO STUDY SCIENCE?\n\nIn France, as in most developed nations, the under-representation of women in the sciences is a major obstacle to achieving equality in the workplace. Since 2014, the For Girls in Science awareness programme run by Fondation L’Oréal has offered one-hour classroom talks by young women with a science background (women working for the L’Oréal group and young researchers). These talks aim to combat the stereotypes associated with science-related careers and with women’s role in the sciences, in order to make science more attractive to young women. Using a random assignment evaluation protocol on nearly 20,000 pupils in seconde (Year 11) and terminale scientifique (Year 13) year groups at French high schools in 2015–2016, we show that these one-off talks lead to a significant reduction in pupils’ stereotypical representations of science-related careers and gender differences in scientific ability, among both girls and boys. Although the talks have no discernible impact on choice of educational track for all pupils in seconde and for boys in terminale S, they have significant effects on the post-baccalauréat track choices of girls in terminale S, for whom the proportion choosing a preparatory class for the most prestigious universities (CPGE) in a STEM subject rose from 11 to 14.5% (a 30% increase). One of the lessons learned from the study is that the ability to influence young girls’ career choices depends not only on how effectively the female role models bust the stereotypes associated with science-related careers and gender roles in science, but also on the type of identification engendered by exposure to the role model.\n\n- Talks by women in science to high school classes significantly reduce the prevalence of stereotypes associated with careers in science and women’s role in the sciences, among both girls and boys.\n- The programme did not significantly affect the educational track chosen by pupils in seconde, but caused the proportion of girls in terminale S who go on to choose a science CPGE course to rise from 11 to 14.5%.\n- Among the highest achieving pupils in mathematics, the programme reduced by a third the difference in the number of boys and the number of girls who choose a science CPGE course.\n- The programme’s impact on pupils’ choice of educational track depends heavily on the profile of the role models who give the classroom talks.\n- One unanticipated effect of the programme is that, by emphasising the under-representation of women in scientific disciplines and careers, the talks reinforced the feeling among pupils, and particularly among low-achievers, that women are discriminated against in science.\n\nWomen nowadays are better qualified on average than men in most OECD countries but they continue to be under-represented in scientific and technical subjects and careers. In France in 2016, 31% of girls opted for the première (Year 12) science track after seconde, compared to 39% of boys. Conversely, girls were three times more likely to choose the première arts track (14% compared to 4% of boys). In higher education, although girls represent 55% of students (42% on CPGE courses and 58% at university), only 29% of students in science-related preparatory classes for the grandes écoles (CPGE) are girls.\n\nThis under-representation of women in scientific and technical disciplines is considered by researchers and the government to be a cause for concern, particularly because it contributes vastly to gender inequality in the employment market: depending on the country, the under-representation of women in science accounts for between 20 and 30% of the gender wage gap for people with higher education qualifications.\n\nThis policy brief analyses the results of the impact assessment of the For Girls in Science programme implemented in 2015-2016 at around a hundred high schools in the Paris region. The scheme, run by Fondation L’Oréal, every year brings young women with a science background into French high schools to meet pupils of both genders, in order to combat gender stereotypes and try to make the sciences more attractive to girls.\n\nThe results of the study show that the one-hour talks given in class by these young women significantly reduce the prevalence of stereotypes associated with careers in science and women’s aptitude for science, among both girls and boys. Although the programme has no discernible impact on the subject choices of pupils in seconde, it does have significant effects on the post-baccalauréat courses of study chosen by girls in terminale scientifique.\n\n**The For Girls in Science programme: a random assignment evaluation**\n\nThe For Girls in Science awareness programme (see Box) takes the form of one-hour talks given in the classroom by young women with a science background or in a science-related career.\n\nEvaluation of the programme took place at 98 of the 489 (public and private) general and technology high schools (lycées) in the Paris region during 2015-2016 (see Figure 1), with the support of the Ministry of Education and the three local education authorities (académies) for the Paris region (Créteil, Paris and Versailles). The high schools were recruited on a voluntary basis from a larger group of around 300 high schools of sufficient size for the experimental protocol. We checked that the participating high schools are representative of the general and technological high schools in the Paris region from the point of view of both social composition and pupil attainment.\n\nThe talks were offered at two key points in pupils’ school careers, at the end of which decisive choices are made regarding educational track: general and technological seconde year groups (GT) and terminale scientifique year groups (S).\n\nFor the purposes of the evaluation, two seconde GT classes and one terminale S class were randomly chosen at each high school from four seconde GT classes and two terminale S classes initially put forward by the school principal (see Figure 2). These “visited” classes received a visit from a young woman in science, and the other classes were used as “control” groups. The fact that the classroom talks were allocated randomly rather than on the basis of observable characteristics such as pupil attainment, or non-observable characteristics such as how much the class’ main teacher is involved in pupils’ choice of educational track, guarantees that classes that benefit from the programme and those that do not are, on average, comparable. The differences observed after the talks, between the “visited” classes and the “control” classes, can therefore be interpreted as measuring the programme’s causal impact.\n\nIn total, the experiment involved 19,451 pupils, 13,700 of them in 416 seconde GT classes and 5,751 in 185 terminale S classes. The visits by the young women in science took place between November 2015 and March 2016 to\n\n---\n\n1. Source : Ministry of Education and Youth and Ministry of Higher Education, Research and Innovation, Filles et garçons sur le chemin de l’égalité, de l’école à l’enseignement supérieur – Édition 2019, MENJ-DEPP, 2019.\n2. See Blau, F. and Kahn, L. (2017), \"The Gender Wage Gap: Extent, Trends, and Explanations\", Journal of Economic Literature, 2017, vol. 55, no. 3; Erb, L.-A. (2019), \"Disciplines du diplôme de master et insertion professionnelle selon le genre\", Education & Formations, no. 98.\n\nThe *For Girls in Science* programme is an awareness campaign launched in 2014 by Fondation L’Oréal. The programme aims to promote the diversity of science-related careers and to foster among girls a vocation for science, through classroom talks given by female role models (ambassadors) with a science background or working in the sciences.\n\n**Ambassador profile**: in 2015-2016, talks were given in class by around sixty young women with an average age of 33 years and two distinct profiles:\n- 38 young female scientists working in L’Oréal’s research and innovation department, who volunteered to take part in the programme;\n- 21 young female scientific researchers (PhD students or post-docs) on L’Oréal-UNESCO “For Women in Science” bursaries, who took part in the programme as part of the terms of their bursary.\n\n**Content of the talks**: the classroom talks last an hour and consist of four parts.\n- The presentation begins with a series of customisable slides highlighting two key facts: careers in science offer many opportunities but there is a severe shortage of graduates in relevant disciplines; and (2) women are under-represented in the scientific disciplines and professions. These two facts are illustrated by examples of professional career paths and by statistics highlighting the differences in employment rates and average pay based on subjects studied, and showing the contribution of women’s under-representation in the sciences to the gender wage gap.\n- The second sequence starts with the showing of two videos which aim to illustrate and combat the stereotypical representations held by pupils about careers in science and women’s role in the sciences.\n- The third sequence focuses on the speaker’s experience as a young woman in science and takes the form of an interactive Q&A session with pupils. Some examples of the topics discussed include the typical working day of a woman in science, their everyday interactions with colleagues, how much they are paid, and how they juggle work life and home life.\n- The talk ends with a brief discussion of the diversity of science subjects and careers, illustrated by concrete examples such as design, environmental engineering and computer science.\n\n**Graphique 2 – Experimental protocol**\n\nClasses randomly selected for a visit (approximately half).\n\nThe effects of the talks on the teenagers’ perceptions and choice of educational track were measured by means of a survey by questionnaire. The questionnaire was administered in class to all pupils who took part in the experiment, between one and six months after the talk. The response rate to the survey was very high, with 90% of pupils completing the questionnaire. The pupils’ responses were matched up with administrative data to give near-exhaustive information about their academic attainment (results in the diplôme national du brevet or baccalauréat) and about the educational track they had enrolled in the year after the talk (2016-2017 academic year).\n\n**Significant effects on pupils’ perceptions**\n\nThe programme’s impact was evaluated so as to measure the effects of the classroom talks on several aspects of interest: the pupils’ declared taste for the sciences, their attitude towards mathematics, their perception of careers and jobs in science and their perception of gender differences in relation to science. These effects are presented separately for girls and boys in seconde GT and terminale S.\n\n**No discernible impact on taste for the sciences and attitude towards mathematics**\n\nThe programme’s main aim was to increase pupils’ interest in careers in science and combat the influence of gender stereotypes on girls’ educational choices. Since the classroom talks did not focus on the sciences as such, the finding that they had no significant impact on pupils’ declared taste for the sciences is unsurprising: the summary index we created based on the responses to the questions particularly about their taste (measured on a scale of 1 to 10) for the science subjects taught at high school (mathematics, physics/chemistry, biology) does not differ significantly in the visited classes and the control classes (see part (a) of Figure 3).\n\nIt can also be seen that the programme’s effects on pupil self-confidence in mathematics was barely significant (see part (b) of Figure 3), which we measured using an index based on several questions concerning in particular pupils’ self-assessment of their performance in this subject and whether they experienced anxiety when faced with a mathematics problem. More detailed analysis of the survey questionnaire reveals, however, that the programme led to a significant, though modest (between 2 and 7 percentage points), reduction in the proportion of pupils who say they feel anxious when they think about mathematics.\n\nA significantly more positive perception of science-related careers\n\nBy contrast, the classroom talks significantly altered pupils’ attitudes to science-related careers, which was one of the programme’s main aims. The pupils’ perceptions were measured on the basis of two factors: the prevalence of stereotypes related to careers in science, and whether the pupils saw themselves going into a scientific career.\n\nTo measure the extent to which the pupils’ representations of science-related careers were affected by stereotypes, we asked them their opinion of the following five statements: “scientific studies are necessarily long”, “jobs in science are boring”, “jobs in science are solitary”, “pay is higher for jobs in science”, and “it’s difficult to have a fulfilling personal life when you work in science”. The pupils’ responses to these questions were then combined to create a standardised index (i.e. expressed in standard deviation units) to quantify the extent to which their perceptions of scientific careers were affected by stereotypes.\n\nComparison of the responses of pupils in the visited classes and those in the control classes shows that the speakers’ visits caused a very significant reduction in the negative stereotypes associated with science-related careers, among both girls and boys (see part (c) of Figure 3): on average, these stereotypes fell by 17 to 31% of one standard deviation among pupils in the visited classes compared to the control classes, especially among girls in terminale S.\n\nIn addition to this very significant reduction in stereotypes associated with science-related careers, we were also interested in the programme’s impact on the interest expressed by the pupils in these careers. This interest was\n\n**Graphique 3 – Effects of the programme on pupils’ perceptions of the sciences and science-related careers**\n\n\n\n**Interpretation:** This graph compares the impact of the *Far Girls In Science* programme on pupils’ perceptions of the sciences and science-related careers, according to the class attended (second- or third-year terminale S) and gender of the pupils. Perception indices were calculated on the basis of answers given to the survey questionnaire. Each index is standardised so that the classes that were not visited by a young woman in science (control classes) take the value 0. Each point represents the mean value of the index in the visited classes and measures the programme’s estimated impact on the question in question. The indices are expressed in standard deviation units: a value of 0.10 corresponds to an effect equivalent to 10% of a standard deviation. In education, effects below 5% of a standard deviation are generally considered to be “weak”, effects between 5 and 20% “moderate” and effects above 20% “strong”. The 95% confidence intervals are represented by T-shaped horizontal bars.\n\n**Sources:** Survey by questionnaire conducted in 2016 as part of the evaluation of the *Far Girls In Science* programme.\n\nmeasured using an index based on the responses to several questions, particularly whether the pupils were interested in at least one occupation from a list of scientific and non-scientific professions. Although the results indicate that the classroom talks did not significantly alter interest in science-related careers among pupils in *seconde* GT or boys in *terminale* S (see part (d) of Figure 3), they did significantly increase interest among girls in *terminale* S (by around 12% of a standard deviation).\n\n**Significant reduction in gender stereotypes about aptitude for science**\n\nAs well as having a major effect on pupils’ perception of science-related careers, the *Far Girls in Science* programme met its second objective, causing a very significant reduction in the prevalence of stereotypes about men’s and women’s aptitude for science (see parts (a) and (b) of Figure 4). This reduction in gender stereotypes is observed in both girls and boys: in *seconde* GT, the proportion of boys who say they agree with the statement that “men are better at mathematics than women” falls from 30% in the control classes to 25% in the visited classes; among girls, this proportion falls from 19 to 16%. In *terminale* S, the impact is of a similar magnitude (a reduction of 3 to 4 percentage points) among both girls and boys.\n\n**Greater visibility of the under-representation of women in science**\n\nWhile the programme succeeds in combating the stereotype that women are “naturally” less good at science, it also has the effect of making much more visible the objective fact that they are under-represented in the sciences: the proportion of pupils who say they agree with this statement increases by 12 to 17 percentage points in the visited classes compared with the control classes (see part (c) of Figure 4).\n\nOne unanticipated effect of the programme is that, by emphasising the under-representation of women in scientific disciplines and careers, the talks reinforced the feeling among the pupils that women “don’t like science as much as men” and are “discriminated against in science-related careers” (see parts (d) and (e) of Figure 4). An analysis of the survey data suggests that pupils rationalise the under-representation of women in the sciences not by resorting to explanations based on differences in aptitude between the sexes, but instead on the basis that women are less keen on science (the proportion of pupils who said they agreed with this statement increased by 5 to 10 percentage points in the visited classes compared to the control classes) and that they would be discriminated against in science-related careers (increase of 7 to 15 percentage points). The survey data also show that these indirect effects of the classroom talks are more pronounced among...\n\nlow-achieving pupils. This phenomenon should be examined alongside an analysis of the programme’s effects on choice of educational track, which varies significantly with pupil attainment.\n\n**A significant impact on the educational choices of girls in terminale S**\n\nThe effects of the *For Girls in Science* programme on pupils’ educational track can be measured very precisely using the near-exhaustive administrative data available on enrolments for secondary and higher education courses.\n\n**In seconde: no effect on educational track**\n\nCross-checking the experimental data with administrative data for school and university enrolment shows that the classroom talks did not cause a discernible change in the educational track of pupils in *seconde* GT classes (see part (a) of Figure 5). The fact that *première* S is the most popular course of study among the highest-achieving pupils, particularly those who do not want to close off their options and are keen to keep a wide range of potential higher education courses open to them, could explain the absence of any effects on orientation towards this track caused by the programme.\n\n**In terminale S, one girl in every two classes changes orientation to a science CPGE**\n\nIn *terminale* S, the programme’s effects on educational track differ significantly according to pupil gender. The classroom talks did not alter boys’ educational track in any statistically detectable way but they did have significant effects on girls’ post-baccalauréat orientation (see part (b) of Graph 5): whereas in the control classes, only 11% of girls enrolled for a science CPGE at the start of the 2016-2017 academic year, this proportion was 14.5% among the girls in the visited classes 3. This increase of 3.5 percentage points (i.e. 30% of the rate observed in the control classes) means that, on average, the programme encouraged one girl in every two *terminale* S classes (i.e. one girl in 28) to enrol in a science CPGE instead. The results also reveal a significant increase in the proportion of girls choosing to enrol on CPGE courses or undergraduate degree courses in male-dominated subjects (mathematics, physics, computer science), from 16.5% in the control classes to 20% in the visited classes.\n\n**Among the highest-achieving pupils, a one-third reduction in the difference between the numbers of boys and girls enrolling on science CPGE courses**\n\nA more detailed analysis of the experimental data reveals that the programme’s effects on the choice of post-baccalauréat educational track are mainly apparent among girls in *terminale* S with the highest attainment in mathematics (see part (a) of Figure 6), which is consistent with the fact that these pupils are a priori best prepared for success on a science CPGE course: among the top 20% of pupils in terms of mathematics results in the baccalauréat, 45% of the girls in the visited classes choose a science CPGE course compared with only 28% in the control classes. Our results also show that girls with the highest attainment in mathematics were even more sensitive to the “positive” messages conveyed during the classroom talks (studying science does not of necessity take a long time, women are as good at mathematics as men, etc.). Conversely, among the lowest-achieving pupils, the talks generated less interest in science-related careers and reinforced the idea that women are discriminated against in science.\n\nAlthough the programme also seems to have encouraged some of the boys with the highest attainment in mathematics to choose a science CPGE course, the effect is more moderate and only marginally significant. Overall, the classroom talks contributed to a reduction of approximately 30% in the difference in rates of entry to science CPGE courses between girls and boys.\n\n**Varying effects of the role models on pupil orientation**\n\nOne of the lessons learned from the study is that the programme’s ability to influence pupils’ choice of educational track depends on the profile of the role model who gives the classroom talk. The increase in the proportion of girls in *terminale* S enrolling for a science CPGE course is only significant in the classes visited by young female scientists who were L’Oréal employees (see part (b) of Figure 6). The PhD students and post-doctoral researchers on a L’Oréal-UNESCO bursary had a smaller, non-significant effect on orientation towards a science CPGE course, though they did succeed in improving perceptions of science-related careers among pupils and in busting stereotypes regarding gender aptitude for science.\n\nThe additional analyses we conducted to try to explain this contrast suggest that the professional situation of the L’Oréal employees could have been seen as more attractive and more easily achievable. They increased pupils’ interest in jobs in science to a greater extent and made the under-representation of women in science less apparent.\n\nGraphique 5 – Impact of the programme on pupils’ educational track in 2016-2017\n\n(a) Pupils in seconde GT\n\n(b) Pupils in terminale S\n\nFormation suivie en 2016-2017\n\nInterpretation: This graph shows the impact of the For Girls in Science programme on pupils’ orientation towards a science track in the year after the talks. The left-hand part of the graph compares the orientation of girls and boys in the seconde GT classes; the vertical bars indicate the proportions of pupils enrolled in a general or technical science première class (S, STI2D or STL series) at the start of the 2016-2017 academic year; the points indicate the proportions observed in the classes visited by a young woman in science. The 95% confidence intervals are represented by T-shaped horizontal bars. The right-hand part of the graph compares the orientations of girls and boys in the terminale S classes, distinguishing between those enrolling for post-baccalauréat science courses, science CPGE courses and courses related to male-dominated science subjects (mathematics, physics, computer science).\n\nSources: Pupil databases of the Créteil, Paris and Versailles education authorities (2015-2016 and 2016-2017); SISE-Inscrits, SISE-ENS, SISE-Ingé, SISE-Mana and SISE-Priv databases (2016-2017).\n\nGraphique 6 – Differences in effects on enrolment for a science CPGE course by pupils in terminale S\n\n(a) Based on performance in maths\n\n(b) Based on speaker profile\n\nInterpretation: In the left-hand part of the graph, pupils in terminale S are split into five groups of equal size (quintiles) based on their results in written mathematics exams for the baccalauréat: the Q1 quintile corresponds to the 20% of pupils with the lowest attainment in mathematics, whereas Q5 corresponds to the 20% of pupils with the highest attainment. In the right-hand part of the graph, pupils are distributed according to whether the talks at their school were given by a L’Oréal group employee or by a young researcher (on a L’Oréal-UNESCO bursary). The vertical bars indicate the proportions of pupils enrolled on a science CPGE course in the academic year after the talk. The red points indicate the proportions observed in the visited classes. The 95% confidence intervals are represented by T-shaped horizontal bars.\n\nSources: Pupil databases of the Créteil, Paris and Versailles education authorities (2015-2016 and 2016-2017) and OCEAN-BAC database (2016).\n\nThese results seem to support the hypothesis that the ability of role models to influence girls’ choice of educational track depends not only on how effectively they bust general stereotypes associated with science-related careers and gender roles in science, but also on the attractiveness of their own situation to the girls: the more they can identify with the role model, the more likely the role model will be to influence their choice of educational track.\n\n**Conclusion and perspectives**\n\nBy using a large sample of nearly 20,000 pupils in around a hundred high schools in the Paris region, the random assignment evaluation of the *For Girls in Science* programme enables fairly precise conclusions to be drawn as to the effectiveness of female role models at encouraging girls to study science.\n\nThe results show, firstly, that the role models have an effect on orientating girls towards the sciences only in the subject fields where are they are most under-represented: the study did not find that the role models have a significant impact on orientation towards the première S stream, where girls are only moderately under-represented. Conversely, the *For Girls in Science* programme’s speakers had a major effect on girls’ orientation towards higher education courses where they are most under-represented: science CPGE courses and male-dominated subjects (mathematics, physics, computer science). The role models also had a greater impact among girls with the highest attainment in mathematics, who tend to opt much less often for the sciences than their male counterparts (see part (a) of Graph 6). These results suggest that female role models are effective at combating the effects of gender stereotypes where these are sufficiently strong to cause major segregation between the sexes, but they do not influence orientation in other cases.\n\nThe second lesson learned from the study is that role models can pass on a number of general messages and change pupils’ perceptions and stereotypical representations without necessarily altering their educational orientation. It can thus be seen that, by emphasising women’s under-representation in the sciences, role models could reinforce the feeling that women are discriminated against in science-related careers and, consequently, discourage some pupils who only have a fairly limited awareness of these phenomena. Finally, and above all, role models can have very varied effects on orientation depending on their profile, even if they have been effective at combating stereotypes regarding science-related jobs and women’s aptitude for science. This suggests that the role model’s identity and girls’ ability to identify positively with their individual career path are at least as important as the messages they convey, for reducing women’s under-representation in scientific disciplines and science-related careers.\n\n**Reference of the study**\n\nThis report is based on the paper: \"Can Female Role Models Reduce the Gender Gap in Science? Evidence from Classroom Interventions in French High Schools\", by Thomas Breda, Julien Grenet, Marion Monnet and Clémantine Van Effenterre, PSE Working Document No 2018-06. https://halshs.archives-ouvertes.fr/halshs-01713068\n\nThis study received financial support from Fondation L’Oréal. The results in this policy brief represent the work of its authors only.\n\n**Authors**\n\nThomas Breda is a researcher at CNRS, a professor at the Paris School of Economics, and \"Employment\" programme director at the IPP.\n\nJulien Grenet is a researcher at CNRS, a professor at the Paris School of Economics, and Deputy Director of the IPP.\n\nMarion Monnet is a PhD student at EHESS and the Paris School of Economics, affiliated to the IPP.\n\nClémentine Van Effenterre is a professor of Economics at the University of Toronto and a research affiliate at the IPP.\n\n**Acknowledgements**\n\nThe authors would like to thank Fondation L’Oréal, the Ministry of National Education and Youth, the Directorate for Assessment, Planning and Performance (MENJ-DEPP), the Sub-Directorate for Information Systems and Statistical Studies (MESRI-SIES) and Créteil, Paris and Versailles education authorities for their support for this study and for provision of the data used in the evaluation.\n\nIPP Policy Briefs:\n\nn° 38 \"Sexual division of labour in the French Parliament\", Q. Lippmann (2019).\nn° 35 \"Multi-collège catchment areas in Paris: an effective tool for combating social segregation?\", J. Grenet and Y. Souidi (2018),\nn° 28 \"Does class size influence student achievement?\", A. Bouguen, J. Grenet and M. Gurgand (2017).\nn° 25 \"How does children's school schedule affect mothers' labor supply? Temporal flexibility and inequalities in the labor market\", E. Duchini and C. Van Effenterre (2017).\nn° 24 \"Améliorer la mobilité des enseignants sans pénaliser les académies les moins attractives?\", J. Combe, O. Tercieux and C. Terrier (2016).\nn° 23 \"Analysing socio-fiscal policies through the lens of gender inequality\", A. Bozio, S. Cottet, M. Monnet and L. Romanello (2016).\nn° 19 \"How to improve learning to read at school? The impact of teachers' practices in pre-school\", A. Bouguen (2015).\nn° 17 \"How much does grade repetition in French primary and secondary schools cost?\", A. Benhenda and J. Grenet (2015).\nn° 15 \"Are girls discriminated against in the sciences? Lessons from the ENS competitive entrance exams\", T. Breda and S.-T. Ly (2014).\nn° 14 \"A helping hand for girls? Gender bias in marks and its effects on student progress\", C. Terrier (2014).\nn° 13 \"Does the composition of classes affect social and educational diversity?\", S.-T. Ly, E. Maurin and A. Riegert (2014),\nn° 11 \"Can we increase the social and academic mix in the education system? The impact of allocation procedures on Lycée students in the Paris region\", G. Fack and J. Grenet (2014).\n\nIPP Reports:\n\nn° 14 Assessing the gender impact of tax and benefit reforms, S. Cottet, M. Monnet and L. Romanello (2016).\nn° 13 Impact evaluation of social and educational programmes for disadvantaged students, P. Bressoux, M. Gurgand, N. Guyon, M. Monnet and J. Pernaudet (2016).\nn° 12 Feminisation and firms’ economic and social performance, T. Breda (2015).\nn° 7 The cost of grade retention: an evaluation, A. Benhenda and J. Grenet (2015).\nn° 4 Social and academic mix in the Paris region: the role of junior-high and high schools, S.-T. Ly, E. Maurin and A. Riegert (2014).\nn° 3 The impact of student assignment procedures on social and educational diversity in the high schools of the Paris region, G. Fack, J. Grenet and A. Benhenda (2014)."},"id":{"kind":"string","value":"41711bd3-99a1-4673-b63a-beee2c096ca0"},"dump":{"kind":"string","value":"CC-MAIN-2021-17"},"url":{"kind":"string","value":"https://www.ipp.eu/wp-content/uploads/2019/09/n45-notesIPP-september2019.pdf"},"date":{"kind":"string","value":"2021-04-10T21:43:50+00:00"},"file_path":{"kind":"string","value":"crawl-data/CC-MAIN-2021-17/segments/1618038059348.9/warc/CC-MAIN-20210410210053-20210411000053-00005.warc.gz"},"offset":{"kind":"number","value":929656495,"string":"929,656,495"},"token_count":{"kind":"number","value":6715,"string":"6,715"},"language":{"kind":"string","value":"eng_Latn"},"page_average_lid":{"kind":"string","value":"eng_Latn"},"page_average_lid_score":{"kind":"number","value":0.9858088427119784,"string":"0.985809"},"full_doc_lid":{"kind":"string","value":"eng_Latn"},"full_doc_lid_score":{"kind":"number","value":0.9971210956573486,"string":"0.997121"},"per_page_languages":{"kind":"list like","value":["eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn"],"string":"[\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\"\n]","isConversational":false},"is_truncated":{"kind":"bool","value":true,"string":"true"},"extractor":{"kind":"string","value":"rolmOCR"},"page_ends":{"kind":"list like","value":[2739,7463,11226,15289,18083,23012,25435,29700,32030],"string":"[\n 2739,\n 7463,\n 11226,\n 15289,\n 18083,\n 23012,\n 25435,\n 29700,\n 32030\n]","isConversational":false},"fw_edu_scores":{"kind":"list like","value":[2.359375,1.5],"string":"[\n 2.359375,\n 1.5\n]","isConversational":false},"minhash_cluster_size":{"kind":"number","value":1,"string":"1"},"duplicate_count":{"kind":"number","value":0,"string":"0"}}},{"rowIdx":3176,"cells":{"text":{"kind":"string","value":"Killer Waves on the East Coast?\n\nUnderwater landslides off the mid-Atlantic could trigger a tsunami, but the likelihood appears slim\n\nIf you perused any of several metropolitan newspapers along the Eastern seaboard this summer, you might have imagined a disaster of hurricane proportions striking the coast on a clear, blue day. With a sudden crumbling of the seafloor, the Atlantic Ocean would rise up and flatten Virginia Beach and Cape Hatteras. Giant waves might even surge up the Potomac River and flood the U.S. capital.\n\nThe notion of a tsunami striking the mid-Atlantic coast is startling—those disasters tend to hit earthquake-prone locales of the Pacific Rim, where land slipping along underwater faults sloshes the sea into threatening swells. But despite the breathless news reports, a long string of ifs and buts stretches between an imminent threat of an East Coast tsunami and its newly discovered potential cause: underwater landslides.\n\nThe landslide concern stems from new indications of looming instability atop the slope between the shallow continental shelf and the deep sea, off the coasts of North Carolina and New Jersey. Enormous cracks northeast of Cape Hatteras could be an underwater landslide in the making, three scientists suggested in the May *Geology*. Mud suddenly breaking loose and tearing downslope could displace enough water to swamp the nearby coastline with tsunami waves some five meters (15 feet) high—an event comparable to the storm surges of Hurricane Fran, which ravaged North Carolina in 1996.\n\nThe day after the media caught wind of the report, television helicopters were landing on the lawn of the Woods Hole Oceanographic Institution in Massachusetts, the workplace of the report’s lead author, Neal W. Driscoll. Elsewhere, Driscoll’s colleagues Jeffrey K. Weissel of Columbia University’s Lamont-Doherty Earth Observatory and John A. Goff of the University of Texas at Austin were also fielding calls from eager reporters. “We underestimated the excitement the paper would cause,” Weissel says.\n\nWhat the scientists knew—and what many news accounts failed to emphasize—was that although a tsunami would be devastating, the potential risk was remarkably unclear. At the time, the researchers had no idea when a landslide might occur (if ever), no mathematical predictions of the waves that might be generated and no evidence of a tsunami ever having struck the mid-Atlantic coast in the past. Still, Weissel maintains that coast. A magnitude-7.1 earthquake had rocked the area only minutes before, but the waves were up to five times larger than expected for a quake that size. When oceanographers inspected the nearby seafloor, they found evidence of a landslide that could have enlarged the tsunami.\n\nTwo rare landslides in the western Atlantic also fuel the tsunami concern. In 1929 an earthquake-triggered landslide off Newfoundland’s Grand Banks spawned a tsunami that killed 51 people. A similarly massive slide occurred some 20,000 years ago just to the south of the cracks.\n\nGIANT GAS BLOWOUTS, which may have cratered the seafloor off the North Carolina coast, could presage underwater landslides. Potential blowouts (*not shown*) also lie off New Jersey.\n\n“the paper would have been incomplete without a portion on tsunamis.” At the heart of the scientists’ concern is the growing evidence that underwater landslides—not earthquakes alone—pose a tsunami threat [see “Tsunami,” by Frank I. González, *Scientific American*, May 1999].\n\nOceanographers conducted the first intensive investigation of this theory after the 1998 Papua New Guinea tsunami. At least 2,200 people died—drowned, impaled on mangrove branches or bludgeoned by debris—when waves up to 15 meters high struck the country’s north discovered off the North Carolina coast.\n\nHad scientists detected those cracks 10 years earlier, before underwater landslides were a suspected cause of tsunamis, their interpretations might have been different, Weissel says. But in light of this new historical evidence, his team couldn’t ignore the possibility. Frank I. González, leader of the National Oceanic and Atmospheric Administration’s tsunami research program in Seattle, agrees: “I think these guys were right on to call attention to the potential tsunami risk.”\n\nBased on sonar images, the cracks have\n\nturned out to be giant craters—some five kilometers long and two kilometers across—that the team now thinks formed from eruptions of gas trapped in the sediments. What’s more, additional gas is still waiting to blow. The researchers don’t know when the past blowouts occurred, but they have reason to think they could have been explosive: such eruptions have destroyed oil rigs that penetrated gas deposits in the Gulf of Mexico and the North Sea.\n\nIn the July 14 *Science*, a second team reported another potential cause of seafloor blowouts. Peter B. Flemings and Brandon Dugan of Pennsylvania State University noted that explosions of waterlogged sediments could have carved several mysterious submarine canyons about 150 kilometers east of Atlantic City, N.J.\n\nDuring an Ocean Drilling Program research cruise in 1997, Flemings and the crew drilled into one-million-year-old mud that contained up to 65 percent water. The soggy sediments were buried so fast that the water had nowhere to go. But the pressure caused by being buried 600 meters below the seafloor means that deep erosion could unleash the water with a bang. Flemings and Dugan didn’t mention tsunamis in their journal article, but the media didn’t miss the connection. “I just continually remind people that we haven’t done any work on whether a tsunami would be generated,” Dugan says.\n\nSuch a prediction would be difficult to make, anyway. It takes a sudden flow of a large volume of mud to create a tsunami; the scientists don’t know whether the canyons formed quickly—in one explosive event—or eroded over tens of thousands of years. Even today, muddy seeps and geysers bleed off trapped water little by little.\n\nNor is it clear whether gas blowouts farther south would stabilize the slope by reducing the pressurized gas or destabilize it by rendering the shelf edge more precariously balanced than before, Weisel says. The fact is that landslides may never occur in either region. And until scientists can estimate the frequency of landslides—whatever the cause—it will be impossible to calculate the probability of a future tsunami. From Dugan’s perspective, the bottom line is this: “Are these blowouts preventable? No. Should people be worried? No.”\n\n—Sarah Simpson\n\n**Killer Waves on the East Coast**\n\n*Article questions*\n\n1. Where do tsunami waves normally occur?\n\n2. Why is there a concern about a possible tsunami on the east coast?\n\n3. When was this theory first investigated?\n\n4. Describe the 1998 Papua New Guinea tsunami.\n\n5. When did the landslide off the North Carolina coast occur?\n\n6. What is a potential cause of seafloor blowouts?\n\n7. “Should people be worried?”"},"id":{"kind":"string","value":"<urn:uuid:f50a42f7-ddb3-4939-823d-c5dcbbd83fec>"},"dump":{"kind":"string","value":"CC-MAIN-2017-51"},"url":{"kind":"string","value":"http://magee-science.homestead.com/APES/APES_Articles/Article-Killer_Waves_East_Coast.pdf"},"date":{"kind":"string","value":"2017-12-12T21:43:46Z"},"file_path":{"kind":"string","value":"crawl-data/CC-MAIN-2017-51/segments/1512948519776.34/warc/CC-MAIN-20171212212152-20171212232152-00321.warc.gz"},"offset":{"kind":"number","value":166759006,"string":"166,759,006"},"token_count":{"kind":"number","value":1453,"string":"1,453"},"language":{"kind":"string","value":"eng_Latn"},"page_average_lid":{"kind":"string","value":"eng_Latn"},"page_average_lid_score":{"kind":"number","value":0.9980081915855408,"string":"0.998008"},"full_doc_lid":{"kind":"string","value":"eng_Latn"},"full_doc_lid_score":{"kind":"number","value":0.9979802966117859,"string":"0.99798"},"per_page_languages":{"kind":"list like","value":["eng_Latn","eng_Latn"],"string":"[\n \"eng_Latn\",\n \"eng_Latn\"\n]","isConversational":false},"is_truncated":{"kind":"bool","value":false,"string":"false"},"extractor":{"kind":"string","value":"rolmOCR"},"page_ends":{"kind":"list like","value":[4323,6979],"string":"[\n 4323,\n 6979\n]","isConversational":false},"fw_edu_scores":{"kind":"list like","value":[2.15625],"string":"[\n 2.15625\n]","isConversational":false},"minhash_cluster_size":{"kind":"number","value":1,"string":"1"},"duplicate_count":{"kind":"number","value":0,"string":"0"}}},{"rowIdx":3177,"cells":{"text":{"kind":"string","value":"The Mississippi Library Commission conducted a project that involved raising public awareness, collection development, and English as a Second Language (ESL) services. The project served a community of over 200,000 people, with ESL learners as the specific target group. The goal of the project was to aid public library and other literacy efforts in selecting and providing ESL materials for students and teachers. A core collection of ESL materials for use by ESL instructors, trainers, and program directors was purchased. The collection, housed at the Mississippi Library Commission, allows ready access through an established library resource sharing network throughout all areas of the state. The bibliography of ESL materials produced through the project was distributed to all public libraries, literacy providers, school districts, colleges, and junior colleges. A survey accompanied the bibliography, and was intended to obtain feedback from service providers who have the most direct contact with the target population. Information from the survey was also used in planning for future literacy programs. Literacy students will benefit from both the literacy providers' use of the collection and from personal access to the collection. Attachments include newspaper articles, the survey, and a 46-page annotated bibliography with three indexes (author, subject, and series) of ESL literacy materials. (SWC)\n\nMississippi Library Commission,\nFinal Performance Report for Library Services and Construction Act (LSCA) Title VI,\nLibrary Literacy Program\n\nFINAL PERFORMANCE REPORT\n\nfor\n\nLIBRARY SERVICES AND CONSTRUCTION ACT\nTITLE VI\nLIBRARY LITERACY PROGRAM\n\n(CFDA No. 84.167)\n\nMississippi Library Commission\n1221 Ellis Avenue\nJackson, Mississippi 39289\n\nSeptember 1994\n\nPart I: General Information\n\n1. Grantee: Mississippi Library Commission\n 1221 Ellis Avenue\n P.O. Box 10700\n Jackson, MS 39289-0700\n\n2. Reporting: Patricia Beard, Library Services Director\n Jean Hudspeth, Outreach Services Manager\n Mississippi Library Commission\n 601-359-1036\n\n3. Grant Number: R167A20396-92\n\n4. Grant Award/Expenditure: $25,000 (awarded) $22,862.11 (expended)\n\nPart II: Quantitative Data\n\nProvide the following information about this project by filling in the blanks or putting a checkmark next to the answer that best describes your project. If any of the questions are not relevant to this project, write N/A.\n\n1. What is the size of the community served by this project?\n\n___ under 10,000\n___ between 10,000 - 25,000\n___ between 25,000 - 50,000\n___ between 50,000 - 100,000\n___ between 100,000-200,000\n___ over 200,000\n\n2. What type of project was this? (Check as many as applicable)\n\n___ Recruitment\n___ Retention\n___ Space Renovation\n___ Coalition Building\n___ Public Awareness\n___ Training\n___ Rural Oriented\n___ Basic Literacy\n___ Other (describe) ________________\n\n___ Collection Development\n___ Tutoring\n___ Computer Assisted\n___ Other Technology\n___ Employment Oriented\n___ Intergenerational/Family\n___ English as a Second Language (ESL)\n\n3. Did you target a particular population? (Check as many as applicable)\n\n___ Homeless\n___ Hearing Impaired\n___ Visually Impaired\n___ Learning Disabled\n___ Mentally Disabled\n___ Workforce/Workplace\n___ Inmates of Correctional Institutions\n___ Other (describe) ________________\n\n___ Homebound\n___ Seniors/Older Citizens\n___ Migrant Workers\n___ Indian Tribes\n___ Intergenerational/Families\n___ English as a Second Language\n\n4. If this project involved tutoring, what tutoring method was used? N/A\n\n___ Laubach ___ LVA ___ Michigan Method\n___ Orton-Gillingham ___ Other (describe)\n\n5. If this project involved tutoring, how was it provided? (check as many as applicable) N/A\n\n___one-on-one tutoring ___small group instruction\n___classroom instruction\n\n6.(a) If this project involved tutoring, was the learning progress of the adult literacy students quantitatively measured? ___yes ___no N/A\n\n(If \"yes\", identify any tests, questionnaires, or standard methods used and summarize student results.)\n\n6.(b) If this project involved tutoring, were qualitative outcomes of student progress documented? ___yes ___no N/A\n\n(If \"yes\", briefly describe how progress was determined and summarize student results. You may attach samples of any documents used to record observations or demonstrate outcomes.)\n\n7. During the course of this project were any of the following items produced? If so, attach a copy to each copy of the report.\n\n___bibliography ___resource directory\n___curriculum guide ___evaluation report\n___training manual ___survey\n___public relations audiovisual ___newsletter(s)\n___training audiovisual X other (describe)\n___recruitment brochure NEWS RELEASE\n\n8. During the course of this project:\n\nHow many adult learners were served? (i.e., individuals who made use of the library's literacy project services in some way) **NOT AVAILABLE**\n\nOf those served, how many received direct tutoring service? **NA**\n\nHow many hours of direct tutoring service did they receive? **NA**\n\nHow many new volunteer tutors were trained? **NA**\n\nHow many current volunteer tutors received additional training? **NA**\n\nHow many volunteer tutors (total) were involved? **NA**\n\nHow many non-tutor volunteers were recruited? **NA**\n\nHow many service hours were provided by non-tutors? **NA**\n\nHow many librarians were oriented to literacy methods, materials, and students? **NA**\n\nHow many trainers of tutors were trained? **NA**\n\n**Part III: Narrative Report**\n\nProvide a narrative report that includes the following information:\n\n1. A comparison of actual accomplishments to the goals and objectives set forth in the approved application. Describe any major changes or revisions in the program with respect to approved activities, staffing, and budgeting, including unspent funds. Explain why established goals and objectives were not met, if applicable.\n\n2. Provide a comparison between proposed and actual expenditures by budget category, i.e., personnel, travel, materials, etc.\n\n3. Provide, as appropriate, specific details as to the activities undertaken -- e.g., if library materials were acquired, describe the kinds of materials purchased; if a needs assessment was conducted, describe the results of the assessment; if training was provided, describe the training and include the dates and topics; if services were contracted out, describe the contractor's activities.\n\n4. Describe the role the library has played in the accomplishment of the goals and objectives set forth in the approved grant, including whether the library was involved in the project's implementation or as a resource and site only.\n\n5. Provide names of agencies and organizations recruited to volunteer their services for the literacy program or that were involved in the coordination and planning of the literacy program. Describe the nature of their role.\n\n6. Provide the names and locations of libraries and other sites whose facilities were used for this project.\n\n7. Describe the impact of the Federal project on the ongoing program of the grantee.\n\nNote: Narrative reports are not expected to exceed 20 double-spaced typewritten pages.\n\n[Further monies or other benefits may, but not necessarily, be withheld under these programs unless these reports are completed and filed as required by existing law and regulations (20 U.S.C. 351 et seq.; 34 CFR Parts 75 and 77).]\n\nPart III: Narrative Report\n\nThe Title VI Literacy Grant for the Mississippi Library Commission had two goals:\n\n1. To aid public library and other literacy efforts in Mississippi in selecting ESL materials for students and teachers; and\n\n2. To assist public library and other literacy efforts in Mississippi in providing ESL materials for students and teachers.\n\nThe goals listed above were to be accomplished by these two objectives:\n\n1. Purchase a core collection of materials for use by ESL instructors, trainers, program directors, etc., in planning for and/or evaluating materials for ESL literacy programs; and\n\n2. Provide for ESL students, through public libraries, ESL reading materials to supplement ESL literacy course materials.\n\nThe first goal, to aid public library and other literacy efforts in Mississippi in selecting ESL materials for students and teachers, was accomplished by the purchasing of a core collection of materials for use by ESL instructors, trainers, program directors, etc., in planning for and/or evaluating materials for ESL literacy programs. The second goal, to assist public library and other literacy efforts in Mississippi in providing ESL materials for students and teachers, was accomplished by providing for ESL students and teachers, through\n\npublic libraries, ESL reading materials to supplement ESL literacy courses. The objectives were achieved by the purchase of a wide range of English as a second language materials for use by both teachers and students. Materials purchased included items in various formats and on various skill levels.\n\nRevisions in the program included a change in the staff administering the grant. Sharman Smith, Library Services Director, was the original project director. After her resignation from the Library Commission to become State Librarian of Iowa, Patricia Beard, formerly Outreach Services Manager and assistant project director, was promoted to Library Services Director and named as project director. Jean Hudspeth, coordinator of Talking Book and Braille Services, was promoted to Outreach Services Manager and named as assistant project director. Due to the changes in those administering the grant and other staff shortages throughout the agency as a whole, it was realized that the Library Commission would not be able to complete the project by the grant deadline. An extension of the grant period was requested and a ten month extension was granted with project completion date extended to July 31, 1994.\n\nThere were some changes in budget amounts -- both direct and in-kind. The library materials budget went over the proposed amount by $43.04. The amount proposed for printing was under by almost the same amount. The number of bibliographies produced was 1100 less than the number proposed due to it being almost twice as long as originally estimated. There were still a sufficient number of bibliographies for mailing to all proposed recipients with an adequate number for distribution upon request.\n\nThe amount of paper needed for press releases was over estimated. Postage costs were the most out of line of the direct charges. The cost of mailing the bibliographies was less than anticipated. One news release concerning the awarding of the grant was done before the funds became available.\n\nIn-kind contributions, also reflect some major differences. The projected time for the assistant project director was underestimated. The reviewing of selection tools and preparation of selection lists was more involved than anticipated due to the many parts contained in many of the sets. The development of the annotations for materials purchased was also very time consuming. In addition the assistant project director was more involved in the preparation of the bibliography because an update to the database that would have allowed for desktop publishing formatting of the bibliography did not arrive before project completion.\n\nThe time proposed for the two public relations staff members fell far below the proposal due to the bibliography not being done on a desktop publisher. In addition one of the news releases concerning the grant was done at the time the grant award was announced and before the funds were awarded. The time required for printing jobs also fell below the time projected.\n\nThis was quite a complex project for the Technical Services Department of the Library Commission. What the Library Commission regarded as a \"set\" was not always found cataloged that way on OCLC. Every OCLC record required extensive editing; however, no more than 10 original cataloging records had to be created. There were 370 monographs and sets assigned call numbers. Most of the items were sets consisting of two or more\n\nparts (some as many as 17). Although we know that there are 370 cataloging records, there is not a count of the total number of parts in the entire collection. 370 times $6.50 (estimated cost of processing one piece) gives a very low cost attributed to cataloging and processing procedures - $2,405.00.\n\nThe magnitude of the project was so great that projected project staff was not sufficient to accomplish project goals in the time allotted; therefore additional professional staff added with some aspects of the project, i.e. input of order information, accessioning of the materials, preparation of annotations of materials, and preparation of the bibliography. This information is listed in the comparative budget.\n\nSome staff contributions are not included at all. The time by the Fiscal Management Division is not being reported; they were involved in record keeping and in the ordering and receipt of materials. The Computer Services Department was called upon to train for data input for materials ordered and also aided with the processes necessary to produce the bibliography in its final form. The staff in the mailing area were responsible for the mailing of the news releases and the bibliography.\n\nThe original and actual budgets for the project were as follows:\n\n| | ORIGINAL | ACTUAL* |\n|----------------|------------|------------|\n| Library Materials | $21,400.00 | $21,443.04 |\n| Printing | $548.00 | $502.77 |\n| Postage | $3,076.00 | $915.30 |\n| TOTAL | $25,000.00 | $22,861.11 |\n\n(rounded)\n\n## COMPARISON BUDGET\n\n| Description | Proposed | Actual* |\n|------------------------------------|-----------|-----------|\n| **Direct Charges** | | |\n| Library Materials | $21,400.00| $21,443.04|\n| Other | $3,600.00 | (rounded) |\n| Printing - Paper | $548.00 | $502.77 |\n| Postage | | |\n| Bibliography - library rate | $1,675.00 | $522.06 |\n| News releases - first class | $1,401.00 | $393.24 |\n| **TOTAL DIRECT** | $25,000.00| $22,861.11|\n\n| **In-Kind Salaries** | | |\n| Project Director: | $597.00 | $644.93 |\n| (Proposed 30 hrs. @ $16.84/hr = | | |\n| $508.20; Fringe = $88.43) | | |\n| (Actual 34.25 hrs. @ $16.04/hr = | | |\n| $549.37; Fringe = $95.56) | | |\n| Asst. Project Dir.: | $1,156.00 | $6,636.88 |\n| (Proposed 80 hrs. @ $12.31/hr = | | |\n| $984.80; Fringe = $171.36) | | |\n| (Actual 323.75 hrs. @ $17.46/hr = | | |\n| 5,652.68; Fringe = $984.20) | | |\n| Pub. rel. staff: | $422.00 | $57.82 |\n| (Proposed 40 hrs. @ $8.99/hr = | | |\n| $359.60; Fringe = $76.01) | | |\n| (Actual - 2 staff members: (1) 1 hr @ $14.02/hr = $14.02; Fringe = $2.44 & (2) 2.75 hrs. @ $12.81/hr = $35.23; Fringe = $6.13) | | |\n\nPrinting staff: $858.0\n(Proposed 64 hrs. @ $11.43/hr = $731.52; Fringe = $127.28)\n(Actual - 2 staff members: (1) 17 hrs. @ $12.62/hr = $214.54; Fringe = $37.40 & (2) 22.75 hrs. @ $9.55/hr = $217.26; Fringe = $37.77.)\n\nOther prof. staff: $1,993.88\n(Not in proposal)\n(Actual - 2 staff members: (1) 71.25 hrs. @ $14.30/hr = $1018.88; Fringe = $176.70 & (2) 45 hrs. @ $15.11/hr = $679.95; Fringe = $118.35)\n\nCataloging and Processing $2,405.00\n(Proposed not detailed because number of items to be purchased unknown. Costs = $6.50 per piece)\n(Actual - This amount is very low because the figure used is the number of catalog records -- most records consist of multiple items. 370 records at $6.50 each)\n\nTOTAL IN-KIND $3,048.00 $12,245.48\n\nTOTAL PROJECT $28,048.00 $35,106.59\n\n*For deviations from actual to proposed see budget narrative.\n\nPROJECT IMPACT\n\nThe Mississippi Library Commission has had three LSCA Title VI, Literacy Grants funded in the past. The first two focused on the acquisitions of literacy materials for placement in public libraries and correctional facilities. The third grant, funded in 1991, provided for direct contact between the Library Commission and literacy project coordinators allowing for an exchange of ideas and concerns about the state's literacy problem. This grant provides access to a core collection of English as a second materials to a diverse and scattered non-English population of the state. The collection, housed at the Mississippi Library Commission, allows ready access through an established library resource sharing network throughout all areas of the state. The project had a direct impact on all literacy programs throughout the state in that the bibliography produced in conjunction with the project and sent to all public libraries, literacy providers, schools districts, colleges and universities, community and junior colleges and others interested in literacy provided a means of accessing the collection on the local level. The impact will be both direct and indirect on literacy students in that they will benefit both from the literacy providers use of the collection and from personal access to the collection. Use of the collection both in-house and through interlibrary loan began immediately upon release of the bibliography and a press release announcing the project. Representatives from literacy programs and the Department of Education, Office of Community and Outreach Services viewed the collection in-house and were impressed and excited with what they found.\n\nACTIVITIES\n\nAcquisition of Materials:\n\nThe materials were chosen by the Assistant Project Coordinator. In selecting items for the project a wide range of literacy materials producers were used: Audio-Forum, The Language Source; Laubach/New Readers Press, Literacy Volunteers of America, Inc.; Contemporary Books, Inc.; Glencoe, Barron's Educational Series, Inc.; Regents/Prentice Hall, Longman ESL, and Educational Activities, Inc. In selecting the materials that would meet the needs of literacy providers and students a variety of formats was considered and purchased. For example, Expressways, a multilevel program, has student books and workbooks, teacher guides, audio tapes, picture cards, achievement tests, and a placement test kit. CORE Reading and Vocabulary Development Program, an interactive and versatile tutorial program, consists of 18 computer diskettes and 5 manuals in binders. You Can Read! uses video cassettes and masters for activity sheets to teach word attack and word analysis skills. Strategies in Listening tasks, for beginning and intermediate students, primarily uses audio tapes to reach its audience but also uses a workbook, tape scripts, and answer key as supplements.\n\nSome materials introduce students to American culture. All About the USA, an American Cultural Reader and American Customs and Traditions are two such examples on the high-beginning to low-intermediate level. American Picture Show is an advanced level, content based, cultural reader designed for students preparing to attend American colleges and universities. The\n\nU.S.A. Customs and Institutions and Faces of the USA are two that represent resources for the intermediate to advanced student.\n\nOne of the hardest concepts for English as a second language students to master is the many American idioms used in every day speech (i.e. \"bed of roses\", \"piece of cake\", \"pin down\", \"pick the brains of\", \"shake a leg\", \"head over heels\", to name a few). The meaning of the phrase cannot be understood by knowing the meaning of the individual parts. Titles that meet this need include: Idioms in American Life, Take It Easy: American Idioms, and Handbook of Commonly Used American Idioms.\n\nSeveral examples of sample courses were also purchased to be a part of the collection for the project. For example: Coast to Coast, intended for international students and college intensive programs and on three levels for beginning and intermediate students, has components in print and audio formats. AKA (American Kernel Lessons) is on 3 levels (beginning, intermediate, and advanced) and is also multi-format (student books, teacher's manuals, workbooks, student tests, audio cassettes - episodes, audio cassettes - situations/dialogs, audio cassettes - lab drills, and lab drill tapescripts. The Lado English Series with its multi-format approach takes the student from a zero level knowledge of English to basic aptitude in the four language skills (understand, speak, read, and write).\n\nDictionaries and other reference books of special interest to literacy providers and their students include: A Comprehensive Grammar of the English Language, Longman Lexicon of Contemporary English, Longman's Dictionary of American English, GrammarGuide, and A Dictionary of American Idioms. There are numerous\n\nopportunities for literacy providers to increase their knowledge concerning and to improve their classroom skills. Some of these titles include: *The Multicultural Classroom: Readings for Content-area Teachers*, *Top 20 ESL Word Games: Beginning vocabulary Development* (This title uses games, puzzles, and activities to increase basic vocabulary.), *Techniques for Classroom Interaction*, *Teaching English to Children*, and *Teacher Training Through Video - ESL Techniques*.\n\nSupplemental and recreational reading materials were also a part of the projects; titles in this area included simplified versions of the classics and popular fiction (*The Bridge Series* that includes titles like *Best Detective Stories of Agatha Christie* and *Flowers for Mrs. Harris*, *New Method Supplementary Readers* that include titles like *Canterbury Tales* and *Call of the Wild*, and *Longman's Simplified English Series* that includes such classics as *The Adventures of Tom Sawyer* and *Jane Eyre*). Other materials of this nature include the *Everything's Different* program that consists of 18 original novels written specifically for young adult/adult ESL students; these novels written on high-beginner/intermediate reading level examine immigrants' experiences *At School*, *On the Job*, and *In the Community*. Individual titles include: *The Chicken Smells Good, Stories from Latin America*, *Unusual Stories from Many Lands*, and many other such titles.\n\nOther titles include writing skills in English from the beginner to those needed by college students and professionals. *Development and Production of the Bibliography*\n\nCataloging data of the materials purchased for the English\n\nas a Second Language Project was downloaded into Procite for manipulation of data to form an annotated title bibliography with three indexes (author, subject, and series). The annotated subject listing has 310 entries with many of them consisting of multi-levels and/or parts. At least one entry has as many as 50 separate items making up its various levels and formats. Once the data was arranged into the bibliography and its three indexes the data was downloaded into OFIS One Word Processing for final editing and formatting. A print ready copy was given to Library Commission staff in public relations and printing for mass production of the bibliography. The final bibliography, *English as a Second Language Literacy Materials: A Bibliography*, consisted of 90 pages, 40 pages longer than estimated in the proposal. This resulted in a reduction in the number of bibliographies produced to approximately 1400. Seven hundred ninety-one bibliographies were mailed to public libraries, literacy programs or providers, colleges and universities, junior or community colleges, school districts, and other organizations interested in literacy services. Mailing of the bibliography was done the last week of June 1994. Thirty copies were given to the government documents librarian as part of the state document depository program. The remaining 600 copies are for distribution upon request. A copy of the bibliography is included with this report.\n\n**Survey and Survey Results**\n\nA survey (copy included with this report) was developed and mailed with the bibliography. Everyone receiving a copy of *English as a Second Language: A Bibliography* received a copy of\n\nthe survey. The survey had two purposes: (1) Provide feedback from service providers who most directly come in contact with the target population since the population itself cannot be surveyed directly; and (2) To use the information garnered from the survey in planning for future literacy programs of the Library Commission. Although response to the survey did not meet with our expectations we did obtain some valuable information as to the types of aid the Library Commission could provide literacy providers in the future.\n\nENGLISH AS A SECOND LANGUAGE: SURVEY RESULTS\n\n1. Surveys completed and returned by:\n\n\\[\n\\begin{align*}\n19 & - \\text{ Public libraries (without literacy programs).} \\\\\n8 & - \\text{ Public libraries (with a literacy program).} \\\\\n28 & - \\text{ School Districts} \\\\\n12 & - \\text{ Literacy Programs} \\\\\n5 & - \\text{ Junior or Community Colleges} \\\\\n5 & - \\text{ Colleges and Universities} \\\\\n6 & - \\text{ Other} \\\\\n83 & - ? \\text{ TOTAL SURVEYS RETURNED (791 surveys were mailed, 10.5% return rate.)}\n\\end{align*}\n\\]\n\n2. What is the English as a second language (ESL) population of your target group or area?\n\nThe replies to this question varied greatly. Some responses concerned the national origin of the target population - Latin American, Native American (Choctaw), Vietnamese, Danish, Korean, Chinese, Laotian, and Indian. Other responses were more generic, i.e. foreign exchange students, many countries, or South East Asia. Some responses were a percentage of the population served, others a figure (ten, fifty, 200, etc.), and one said 4 out of 1000. Fifteen respondents said there where none in their target area (the majority of these were school\n\ndistricts). The largest concentration of the English as a second language population is located on the Mississippi Gulf Coast.\n\n3. Estimate the percentage of this population that would benefit from an English as a second language literacy program.\n\nMany of the respondents misunderstood this question in that they gave the percentage of the total population that would benefit from an ESL program. Several reported 100%; one of which was a program for refugees. Responses that appeared to be valid range from 50% to 100%.\n\n4. Total number of ESL students served over:\n\n(a) Five years - Twenty-seven respondents reported that they had not served any ESL students during the last five years. Many reported serving less than 10. There were seven \"no responses\" to this question. The largest number (1200) was reported by a school district on the Gulf Coast. One church sponsored program served 200; and a University reported serving 451. A junior college served 350. The remaining literacy services served between 11 and 126 ESL students.\n\n(b) currently - Twenty-nine respondents reported no current service to ESL students. The majority of the respondents are serving less than ten ESL students. The school district on the Gulf Coast that served 1200 over the past 5 years is currently serving 684 ESL students. Eight respondents left this question blank. The\n\nremaining respondents that reported serving ESL students served between 11 and 99 students.\n\n5. Does your library's current collection include ESL materials?\n\n25 - yes 53 - no 5 - not known\n\n6. Are these materials being used by or for your target population?\n\n16 - yes 14 - no 44 - not applicable\n5 - not sure 5 - no response\n\n7. How have you selected ESL materials in the past?\n\nOnly 24 said they had purchased ESL materials in the past. Thirteen responded not applicable. Eleven of the respondents reported not selecting ESL materials and 35 did not respond to the question. Of the ones selecting materials, some of selection aids and methods were:\n\nRecommendations from users\nTeacher requests, recommendations, and reviews\nLaubach Literacy System - 7\nObtain materials on loan from the Department of Education - 5 (School districts)\nSelection by a professional in ESL methods\nNew Readers Press, Steck-Vaughn Companies, ABE catalogs, school materials, and other literacy catalogs\nReal Life English I & II\nBuy only dictionaries\n\n8. Do you feel that the material represented in English as a Second Language Literacy Materials: A Bibliography will be useful in your programs?\n\n61 - yes 12 - no 2 - Don't know\n1 - possibly 1 - not applicable 6 - no response\n\nSelected Comments:\n\n1. Definitely, if we had any in the students that we serve. (University)\n\n2. There are no programs currently on campus -- We welcome the addition of your bibliography to our collection for further use. (University)\n3. This is an excellent bibliography. (Literacy program)\n4. It will be another resource to reach our students. (Literacy program)\n5. Since it [ESL materials] is not a part of our collection, it is great to know these materials are available. (Junior college)\n6. __________, who works with ESL, was very much in need of this bibliography! Thinks it will be very useful. It will also be useful to the LRC [Literacy Resource Center]. (Junior college)\n7. [Yes] if we can get the teacher to use it. (Junior college)\n8. [No] Would be extremely useful if there was a need. (Literacy program)\n9. [Yes] Simplify the process of locating the materials we need. (School district)\n10. [Yes] Since these materials are available via our local public library, the students and their parents will have additional resources that are accessible outside of school. (School district)\n11. You have collected some good resource materials, but the key to their effectiveness is in use by trained knowledgeable teachers. (School district)\n12. [Yes] Supplementary materials are needed for the English as a second language student to broaden his/her English reading, writing, and speaking skills. (Library with a literacy program)\n13. [Yes] If readily available as advertised, if there is a delay or waiting period to receive the materials the usefulness will be diminished. Viewing the collection in Jackson would have little value for us, since we live 5 hours away. (Library with a literacy program)\n14. [Yes] The bibliography will be available, do not know if it will be used.\n15. [No] This does not seem to be a need in our community at the present time. We have had not request for such materials nor have we had any persons who did not speak English in our libraries. (Library without a literacy program)\n16. Bibliographies are always a good source of finding materials and information. (Library without a literacy program)\n17. [Yes] If the need for this material should arise it [the bibliography] would be the first source. (Library without a literacy program)\n\n9. What are some ways the Mississippi Library Commission can provide assistance to your literacy program(s) in the\n\nfuture?\n\n[Note] Total responses are greater than the number of surveys returned because some respondents marked more than one response.\n\n25 Workshop on grant writing and fund raising.\n18 Workshop on literacy volunteer management.\n24 Purchase of additional materials for literacy collections. What kind?\n Videos, audio tapes, etc.\n Maintain literacy collection, keep it up to date\n Supplementary materials\n Instructional materials\n Materials for the deaf culture\n Tutorial materials\n Short fiction in foreign languages for international students\n Short fiction in English by international authors\n Low level high interest readers for adults these should include fiction, nonfiction, career books, and should be minority centered for blacks, Latin Americans, and other nationalities\n Workbooks for students - not ESL\n Job materials for low readers\n9 Workshop on collection development for literacy programs.\n19 Workshop on the development of a library literacy program.\n\n6 Other.\n List of model literacy programs and their areas of emphasis, contact people, summary of activities, etc.\n Help with getting the word out to those who need help that help is available\n Workshop to train ESL volunteers\n Provide basic education materials and programs (other than JTPR or JOBS funded programs) for those who do not qualify for these programs\n Perhaps a workshop or seminar where the materials in the bibliography are available and participants are allowed to review the various items.\n\n3 Not applicable.\n18 No response.\n3 Don't know.\n\nNews Releases\n\nThe public was notified of the grant award through local and state newspapers. A sample of one such announcement is included with this report. At the completion of the grant period and with\n\nthe production of the bibliography, the staff of public affairs prepared and mailed another news release to be sent to state newspapers (weekly and daily), radio and television stations, state agencies having literacy programs that have newsletters, volunteer groups and Mississippi Libraries. (Samples from various newspapers and other publications are included with this report.) Copies of the news release were also mailed to public libraries (included with the bibliography), public library trustees (who would have normally received the information through The Packet, but this publication was not being published at the time the project was completed), and delegates to the White House Conference on Libraries and Information Services. A copy of the news release was to have gone to delegates of the Mississippi Conference on Libraries and information services, but this information was no longer in the data base. A total of 2147 of the second news releases were mailed, 1356 in first class mail and 791 were mailed with the bibliographies.\n\nState Library Projects\n\nThe Library commission has a staff member, Manager of Outreach Services, who is designated to work with library literacy programs. This person is responsible for preparing agency grant applications for literacy grants, as well as serving as a liaison between the Library Commission and other state agencies interested in combating adult illiteracy. Other agencies include the Department of Education, Governor's Office of Literacy, Department of Economic and Community Development, etc. At the\n\npresent time she is serving on a work team for a grant that is being administered by the Governor's Office of Literacy. The purpose of this grant, \"The State Capacity Building Staff Development Grant\", is three fold: (1) \"Help state leaders create and institutionalize staff development systems for staff of all local programs providing literacy and basic skills service to adults....\" (2) \"Strengthen the State Literacy Resource Center. and (3) Contribute to the creation and maintenance of a national system for literacy.\"\n\nThis English as a Second Language Project will continue to provide materials to a small but under served group of Mississippians. The local public libraries do not have the resources to provide second language literacy materials on the local level but through interlibrary loan such materials will be available to serve the needs of literacy providers and students.\n\nThere were no training programs on literacy conducted by the agency.\n\nLibrary commission targets grant funds\n\nJACKSON (AP) - The Mississippi Library Commission will use a $25,000 federal grant to buy literacy materials and circulate them across the state.\n\nThe grant will allow the commission to establish a collection of materials for teaching English as a second language, commission spokeswoman Charmain Thompson said.\n\n\"There are very few literacy programs that are geared toward non-English-speaking people,\" Thompson said. \"This program is geared toward those people throughout the state.\"\n\nLibrary collects literacy materials for non-English speaking readers\n\nThe Mississippi Library Commission has received a $25,000 grant from the Library Services and Construction Act (LSCA) Title VI to establish a core collection of literacy materials for the non-English speaking population of Mississippi.\n\nThe collection is housed at the Mississippi Library Commission at 1221 Ellis Ave. in Jackson. Materials may be borrowed through the local library.\n\n\"English as a Second Language, Literacy Materials: A Bibliography\" provides references to materials that enable teachers to assist students to acquire English speaking skills, and to become literate in English.\n\nIn addition, the collection includes supplementary materials that will provide practice for the English as a second language student and a means of broadening his/her English reading, writing and speaking skills.\n\nAny individual, on the referral of their local librarian, may view the collection at the Mississippi Library Commission.\n\nLibrary Commission receives grant\n\nThe Mississippi Library Commission has received a $25,000 grant from the Library Services and Construction Act (LSCA) Title VI to establish a core collection of literacy materials for the non-English speaking population of Mississippi.\n\nThe collection is housed at the Mississippi Library Commission at 1221 Ellis Avenue in Jackson. Materials may be borrowed through your local library.\n\n\"English as a Second Language, Literacy Materials: A Bibliography\" provides references to materials that enable teachers to assist students to acquire English speaking skills, and to become literate in English.\n\nIn addition, the collection includes supplementary materials that will provide practice for the English as a second language student and a means of broadening his/her English reading, writing, and speaking skills.\n\nAny individual, on the referral of their local librarian, may view the collection at the Mississippi Library Commission.\n\nFor further information contact:\nJim Crawford, Public Affairs Director\nMississippi Library Commission\n1221 Ellis Avenue - P.O. Box 10700\nJackson, MS 39289-0700\n(601) 359-1036/Fax 354-4181\n\nMS Library Commission Receives Grant\n\nThe Mississippi Library Commission has received a $25,000 grant from the Library Services and Construction Act (LSCA) Title VI to establish a core collection of literacy materials for the non-English speaking population of Mississippi.\n\nThe collection is housed at the Mississippi Library Commission at 1221 Ellis Avenue in Jackson. Materials may be borrowed through your local library.\n\n\"English as a Second Language, Literacy Materials: A Bibliography\" provides references to materials that enable teachers to assist students to acquire English speaking skills, and to become literate in English.\n\nIn addition, the collection includes supplementary materials that will provide practice for the English as a second language student and a means of broadening his/her English reading, writing, and speaking skills.\n\nAny individual, on the referral of their local librarian, may view the collection at the Mississippi Library Commission.\n\nGrant To Establish Core Collection Of Foreign Language Materials\n\nThe MS Library Commission has received a $25,000 grant from the Library Services and Library Construction Act (LS&CA) Title VI to establish a core collection of literacy materials for the non-English speaking population of Mississippi.\n\nThe collection is housed at the MS Library Commission at 1221 Ellis Avenue in Jackson. Materials may be borrowed through your local library or any individual on the referral list of their local librarian may view the collection at the MS Library Commission.\n\n\"English is a Second Language Literacy Materials: A Bibliography\" provides references to materials that enable teachers to assist students to acquire English speaking skills, and to become literate in English.\n\nIn addition, the collection includes supplementary materials that will provide practice for the English as a second language student and a means of broadening his/her English reading, writing, and speaking skills.\n\nThe collection also includes materials that will provide practice for the non-English speaking student and a means of broadening his/her English reading, writing, and speaking skills.\n\nAny individual on the referral list of their local librarian may view the collection at the MS Library Commission.\n\n\"English as a Second Language, Literacy Materials: A Bibliography\" provides references to materials that enable teachers to assist students to acquire English speaking skills, and to become literate in English.\n\nTO: Recipients of English as a Second Language Literacy Materials: A Bibliography\n\nFROM: Jean Hudspeth, Manager of Outreach Services\n\nDATE: June 24, 1994\n\nRE: ENGLISH AS A SECOND LANGUAGE : A SURVEY\n\nEnclosed find a copy of English as a Second Language Literacy Materials: A Bibliography, a copy of the news release mailed to all state newspapers (both daily and weekly) and radio and television stations, and a survey concerning English as a second language literacy programs and materials.\n\nThis packet of materials was mailed to all public libraries, school district offices, literacy programs, junior colleges, and colleges and universities. We would appreciate your response to the survey by August 31, 1994 so that survey results will reflect input from as many different literacy providers as possible. Please mail your completed survey to:\n\nJean Hudspeth\nOutreach Services\nMississippi Library Commission\nP.O. Box 10700\nJackson, MS 39289-0700\n\nI thank you in advance for a timely reply to this short survey.\n\nWhat are some ways the Mississippi Library Commission can provide assistance to you with any of your literacy program(s) in the future? (Check any that apply)\n\n_____ Workshop on grant writing and fund raising.\n\n_____ Workshop on literacy volunteer management.\n\n_____ Purchase of additional materials for literacy collections.\n\nWhat kind?\n\n_____ Workshop on collection development for literacy programs\n\n_____ Workshop on the development of a library literacy program.\n\n_____ Other:\n\nPLEASE COMPLETE AND MAIL THIS SURVEY BY AUGUST 31, 1994.\n\nMAIL TO:\n\nJean Hudspeth\nOutreach Services\nMississippi Library Commission\nP.O. Box 10700\nJackson, MS 39209-0700\n\nEnglish As A Second Language Literacy Materials: A Bibliography\n\n1994\n\nMississippi Library Commission\n\nENGLISH AS A SECOND LANGUAGE LITERACY MATERIALS\nA BIBLIOGRAPHY\n\nCONTENTS:\n\nEnglish as a Second Language Literacy Materials:\n a Bibliography ........................................ Page 1\n\nAuthor Index ............................................. Page 47\n\nSubject Index ............................................ Page 64\n\nSeries Index ............................................. Page 90\n\nThis publication was partially funded under the Library Services and Construction Act administered by the Mississippi Library Commission\n\nBEST COPY AVAILABLE\n\nINTRODUCTION\n\nThe non-English speaking population of Mississippi is scattered in the state. There is no single area where large numbers of this target population are concentrated. (The single exception is the area of the state on the Mississippi Gulf Coast. The three coastal counties have an ever growing number of Asian immigrants.) This dispersion makes it difficult for any one library or library system to justify more than a minimal number of titles for English as a second language materials without putting a strain on already overburdened budgets. To meet the needs of the small but little served population, the Mississippi Library Commission made application for a Library Services and Construction Act (LSCA) Title VI Library Literacy Program grant of $25,000 to establish a core collection of English as a second language (ESL) materials and the grant was funded. The goal of the project was two-fold: (1) To aid public library and other literacy efforts in Mississippi in selecting ESL materials for students and teachers and (2) To assist public libraries and other literacy efforts in Mississippi in providing ESL materials for students and teachers.\n\nThe collection developed through this grant consists of a wide range of English as a second language materials at various skill levels in multiple formats. Materials include computer software, student workbooks and texts, teachers' guides, video and audio tapes, activities sets with transparencies, flashcards, games, etc. In addition the collection includes supplementary materials that will provide the ESL student practice and a means of broadening his/her English reading, writing, and speaking skills. Materials for ESL literacy providers, program developers, instructors, teachers, etc., include monographs, texts, videos, etc., on the subject of ESL literacy.\n\nThe core collection is housed at the Mississippi Library Commission and is available through an automated interlibrary loan system. Mississippi public libraries will be the main local distribution points for the materials. State employees of Mississippi may borrow directly from the Mississippi Library Commission. Any individual, upon referral from their local public library, may visit the Library Commission and use the collection in-house.\n\n101 American English idioms understanding and speaking English like an American [sound recording] Harry Collis. Lincolnwood, Ill.: Passport Books, [1991]. 2 sound cassettes + 1 book (104 p.)\n\nSUMMARY: Provides insight into American language, customs, and idioms, American English colloquialisms are humorously illustrated.\n\nESL 0350.\n\nThe ability to risk : reading skills for beginning students of ESL, Leslie J. Noone, Englewood Cliffs, N.J.: Prentice-Hall, 1986. 161 p. & Teacher's manual.\n\nSUMMARY: \"The Ability to Risk\" is designed to teach reading skills to beginning students of ESL. The skill of risking, daring to continue reading without a thorough understanding of every word, is essential for students to master if they are to become efficient readers.\n\nESL 0001.\n\nAcademic challenges in reading, Helen Taylor Abdulaziz and Alfred D. Stover, Englewood Cliffs, N.J.: Regents/Prentice Hall, 1989. 225 p. with Answer key.\n\nSUMMARY: Through readings and exercises, this text provides high-beginning-level ESL students with experience in extensive, specific-purpose reading in five key area: math, science, business, social science, and charts and graphs.\n\nESL 0002.\n\nAcademic reading and study skills for international students, Lisa Rosenthal and Susan Blake Rowland, Englewood Cliffs, N.J.: Prentice Hall Regents, 1986. 246 p.\n\nSUMMARY: Teaches reading skills as they relate to study skills. Emphasizes using the dictionary and using the library as well as learning reading and vocabulary skills.\n\nESL 0003.\n\nAccess : fundamentals of literacy and communication, Steven J. Molinsky, Bill Bliss, Carol H. Van Duzer and Elizabeth M. Bailey, Englewood Cliffs, NJ: Regents/Prentice Hall, 1991. 152 p. + 2 sound cassettes (in container) + Teacher's guide (152 p.)\n\nSUMMARY: \"Access\" is an innovative pre-beginning-level text from the authors of the \"Side by Side\" and \"Express Ways\" series. It is especially appropriate for students who cannot read or write in their native language or in English.\n\nESL 0134.\n\nAction English pictures, Maxine Frauman-Prickel, Haywood, Calif.: Alemany Press, 1985. 110 p.\n\nSUMMARY: The main purpose of \"Action English Pictures\" is to offer students opportunities to engage in language acquisition activities. The pictures provide the stimuli for listening and speaking, while texts created by either the teacher or students provide material for reading and writing.\n\nESL 0004.\n\nThe active reader : an introductory reading/communication text for students of ESL, Christine Pearson Casanave and Diane Williams, Englewood Cliffs, N.J.: Prentice-Hall, 1987. 206 p. with Teacher's manual.\n\nSUMMARY: \"The Active Reader\" is an introductory reading/communication text for young adult and adult ESL students who plan to use English as a medium for study and work. The text is designed to be used by students as a first textbook in the American classroom. The communication activities help students get to\n\nknow each other, in addition to serving as a foundation for reading by activating background knowledge and providing vocabulary on each topic.\n\nESL 0005.\n\nAdventures in conversation: exercises in achieving oral fluency and developing vocabulary in English, Lynne Hunter and Cynthia Swanson Hofbauer, Englewood Cliffs, NJ: Prentice Hall, 1989. 126 p. with instructor's manual.\n\nSUMMARY: Based on the notion that there is no one best type of exercise or style of teaching that works best for all students, this innovative conversation/vocabulary text for intermediate college-level or adult learners of ESL provides a kaleidoscope of conversation activities of all types.\n\nESL 0006.\n\nAirspeak: radiotelephony communication for pilots, F. A. Robertson, New York: Prentice Hall, 1988. 219 p. + 6 sound cassettes (in container). Book and container separately barcoded.\n\nSUMMARY: \"Airspeak\" is an innovative and efficient training manual designed to help pilots and air traffic controllers throughout the world to communicate effectively by radio in English.\n\nESL 0270.\n\nAKL beginning. AKL intermediate. AKL advanced., Robert O'Neill, Larry Anger and Karen Davy, White Plains, N.Y.: Longman, 1981. 3 levels each with multiple parts in various formats. (American kernel lessons Longman American English). Each level includes [1.] Student's book -- [2.] Teacher's manual -- [3.] Workbook -- [4.] Student's tests -- [5.] Sound cassettes -- [6.] Tapescript for lab drills.\n\nSUMMARY: An intensive three-part series for young adult and adult students--students progress gradually from performing basic communicative tasks to more sophisticated language use while learning the major points of English grammar, which is contextualized through pictures, dialogs, and texts.\n\nESL 0200, ESL 0201, ESL 0202.\n\nAll about the USA: a cultural reader, Milada Broukal and Peter Murphy, White Plains, NY: Longman, 1991. 92 p.\n\nSUMMARY: This engaging text features thirty units focusing on a uniquely American cultural phenomenon or personality. Enhanced with amusing illustrations, each reading is followed by comprehension, vocabulary, grammar and discussion activities.\n\nESL 0235.\n\nAlternatives: games, exercises and conversations for the language classroom, Richard Baudains and Marjorie Baudains, Harlow [England]: Longman, 1990. 65 p. (Pilgrims Longman resource books).\n\nSUMMARY: 60 different ways to make language learning more motivating and more enjoyable. Games, exercises, and conversations.\n\nESL 0298.\n\nAmerican accent training [sound recording] Ann Cook. N.Y.: Barron's, 1991. 3 sound cassettes + 1 mirror + 1 manual (162 p.)\n\nSUMMARY: Pays special attention to American-style English and American pronunciation. It emphasizes rhythms and sounds of English-language speech, features exercises that prompt students to listen and imitate, and stresses practice over abstract theory.\n\nESL 0337.\n\nAmerican classics Advanced level, Robert James Dixson, Englewood Cliffs, N.J.: Prentice Hall Regents, c1973-c1974. 5 v. + 16 cassettes.\n\nSUMMARY: This series of 5 carefully graded readers—5 typical American classics, sensitively abridged—is designed to make the life and color of American literature available to students with a limited command of English. ESL 0325.\n\nAmerican classics Intermediate level, Robert James Dixson, New York: Regents Pub. Co., c1973-1974]. 5 v. + 12 cassettes.\n\nSUMMARY: This series of 5 carefully graded readers—5 typical American classics sensitively abridged—is designed to make the life and color of American literature available to students with a limited command of English. ESL 0324.\n\nAmerican customs and traditions, Terry Tomsha, Essex, England: Longman, 1990. 31 p.\n\nSUMMARY: Brings colorful festivals and special celebrations alive, and also introduces some of the more everyday American customs. ESL 0226.\n\nAmerican homes, Elizabeth Laird, Harlow: Longman, 1989. 31 p.\n\nSUMMARY: Looks at the development of housing styles in the U.S. from the tepees and pueblos of native Americans to European-styles brought by immigrants to the \"New\" world to contemporary ideas. ESL 0295.\n\nAmerican picture show: a cultural reader, Elizabeth A. Mejia, Maida Kennedy Xiao and Lucyna Pasternak, Englewood Cliffs, N.J.: Prentice Hall Regents, 1992. 220 p.\n\nSUMMARY: This is an advanced-level, content-based, cultural reader designed for use with classes of ESL students who are preparing to enter American colleges and universities. It is based on the premise that such students must learn in English as well as about English. ESL 0007.\n\nAmerican topics: a reading-vocabulary text for speakers of English as a second language, Robert C. Lugton, 2nd ed. Englewood Cliffs, N.J.: Prentice-Hall, 1986. 264 p.\n\nSUMMARY: This text is intended for students of English as a second language at or above the intermediate level. Each of the fifteen chapters centers on some aspect of American life. Some present opinion; some provide factual perspective. All have been planned around contemporary issues of concern to older adolescents and adult students, and all have been especially written or adapted for this volume. ESL 0008.\n\nAmerican vocabulary builder, Bernard Seal, White Plains, N.Y.: Longman, 1990. 2 v.\n\nSUMMARY: Two books that students can study either in the classroom or at home to help them expand their vocabulary. Aimed at students approaching the intermediate level. ESL 0223.\n\nThe American way: an introduction to American culture, Edward N. Kearny, Mary Ann Kearny and Jo Ann Crandall, Englewood Cliffs, N.J.: Prentice-Hall, 1984. 241 p.\n\nSUMMARY: Aimed at advanced-level ESL readers, this volume demystifies the values, attitudes, and cultural patterns of American life while offering students ample practice in improving their reading, writing and study skills.\n\nESL 0009.\n\nAmericans at school, Anne Moss and Janet Williams, Essex: Longman, 1990. 31 p.\n\nSUMMARY: Gives you the answers as it finds out what life is really like for students in elementary school, high school and college in the U.S.A.\n\nESL 0297.\n\nAmericans on the move, Elizabeth Laird, Essex, England: Longman, 1989. 31 p.\n\nSUMMARY: Takes a lively look at travel and transportation in the U.S. The author traces the history of travel from wagon trains and railroads to cars and airplanes.\n\nESL 0296.\n\nAt the door: selected literature for ESL students, Sandra McKay and Dorothy Petict, Englewood Cliffs, N.J.: Regents/Prentice Hall, 1984. 142 p.\n\nSUMMARY: This fine anthology of selected literature opens the door to greater English fluency and reading comprehension. Selection-ending activities require students to explore various aspects of literature, practice reading/vocabulary strategies, and compose their own passages.\n\nESL 0010.\n\nBack & forth: pair activities for language development, Adrian S. Palmer, Theodore A. Rodgers and Judy Winn-Bell Olsen, Englewood Cliffs, NJ: Alemany Press, 1985. 110 p.\n\nSUMMARY: \"Back & Forth\" contains 32 reproducible exercises designed to help intermediate ESL students improve their listening and speaking skills. The exercises are short, interactive, and highly focused, requiring students to communicate with one another to complete a specific task.\n\nESL 0011.\n\nBarron's 1001 pitfalls in English grammar, Vincent Foster Hopper and Ruth Parlle Craig, 3rd ed. Woodbury, N.Y.: Barron's Educational Series, 1986. 376 p.\n\nSUMMARY: This book has been designed to give both native-born and foreign students a solid sense of security in mastery of English. 123 irregular verbs are fully conjugated, pitfalls in sentence structure are analyzed, and rules for such trouble areas as spelling and punctuation are outlined.\n\nESL 0344.\n\nBarron's basic tips on the test of English as a foreign language: TOEFL, Pamela J. Sharpe, Pocket-size ed. Hauppauge, N.Y., Barron's Educational Series: 1982. 193 p. with sound cassette.\n\nSUMMARY: A concise TOEFL review guide for students who do not require extensive practice in English. This book contains one full-length model TOEFL exam, study hints, and 101 tips on the fine points of English.\n\nESL 0342.\n\nBarron's English verbs, Vincent Foster Hopper, Paper ed. Hauppauge, NY: Barron's Educational Series, 1991. 346 p.\n\nSUMMARY: More than 120 of the most commonly used irregular English verbs are conjugated in all tenses.\n\nESL 0336.\n\nBarron's How to prepare for the Michigan test battery: covers all 3 tests in the Michigan test battery, aural comprehension, English proficiency, composition, Pamela J. Sharpe, Hauppauge, N.Y.: Barron's Educational Series, 1982. 190 p. with sound cassette.\n\nSUMMARY: A complete guide to one of the most widely-used tests of English for speakers of other languages--required for admission and placement by hundreds of U.S. colleges and universities.\n\nESL 0343.\n\nBarron's how to prepare for the TOEFL, test of English as a foreign language, Pamela J. Sharpe and Barron's Educational Series, Inc. 6th ed. New York: Barron's Educational Series, Inc., 1989. 569 p.\n\nSUMMARY: Seven complete practice exams are closely modeled after the actual Test of English as a Foreign Language, and are presented with answers and explanations.\n\nESL 0341.\n\nBarron's how to prepare for the TOEFL, test of English as a foreign language, Pamela J. Sharpe and Barron's Educational Series, Inc. 6th ed. New York: Barron's Educational Series, Inc., 1989. 569 p. + 2 sound cassettes (in container).\n\nSUMMARY: Seven complete practice exams are closely modeled after the actual \"Test of English as a Foreign Language,\" and are presented with answers and explanations. Also includes two listening cassettes of spoken English - one test for each of the manual's seven model test.\n\nESL 0339.\n\nBarron's practice exercises for the test of English as a foreign language, TOEFL, Pamela J. Sharpe, 2nd ed. Hauppauge, N.Y.: Barron's Educational Series, 1989. 331 p. + 2 sound cassettes.\n\nSUMMARY: More than 1000 practice questions are deigned to improve skills in language structure, written expression and reading comprehension, while also increasing the student's English vocabulary. You get the TOEFL practice test manual, plus two practice exercise cassettes of spoken English.\n\nESL 0340.\n\nBasic adult survival English: with orientation to American life, Robert E. Walsh, Englewood Cliffs, N.J.: Prentice Hall Regents, 1984. 2 v.\n\nSUMMARY: This program offers refugees and other newcomers to America the competency-based language instruction and cultural orientation they need to get along in everyday life situations. Book 1 focuses on personal information, food and shopping, housing, directions and transportation, and health care. Topics in Book 2 deal with telephones and emergencies, money and banking, work, driving, and community services.\n\nESL 0012.\n\nBasic English grammar, Betty Schrampfer Azar and Barbara Matthies, Englewood Cliffs, N.J.: Prentice Hall Regents, 1984. 284 p.\n\nSUMMARY: \"Basic English Grammar\" is a developmental skills text for students of English as a second language. It presents fundamental structures and vocabulary and provides ample opportunities for practice through extensive and varied exercises. While focusing on grammar, the text actively promotes the development of speaking, listening, and writing skills as well as situationally appropriate language use in everyday life in the United States and Canada.\n\nESL 0013.\n\nBasic skills for academic reading, James W. Ramsay, Englewood Cliffs, N.J.: Prentice Hall Regents, 1986. 252 p. with Instructor's manual.\n\nSUMMARY: \"Basic Skills for Academic Reading\" is intended for adult learners of English as a second language who are preparing to attend universities or training programs in which they will need to read English for academic purposes. The text may be used to introduce the basic skills of reading in English, or it may be used as a review of those skills. It is assumed that students who use this text will be high school graduates who have previously studied some English.\n\nESL 0014.\n\nBasic writing, Joy M. Reid and Shelley Reid, Englewood Cliffs, N.J.: Prentice-Hall Regents, 1987. 222 p.\n\nSUMMARY: This book is designed for students whose English language proficiency is limited. Sample paragraphs about common experiences were written by students studying English as a second language.\n\nESL 0359.\n\nBasics in listening [sound recording] Munetsugu Uruno and Michael Rost. [New York]: Longman, 1988. 3 sound cassettes + text (71 p.) + tapescript and answer keys (58 p.)\n\nSUMMARY: Designed to help beginning students practice various skills required for effective listening. The tasks in the book provide students practice with: following instructions, taking messages, understanding descriptions, solving problems, making sound discriminations, hearing specific grammatical forms, making inferences, taking notes, and listening for main ideas.\n\nESL 0211.\n\nBasics in reading : an introduction to American magazines, Eleanor C. Boone, Joseph Bennett and Lyn Motai, San Francisco, Calif.: Lateral Communications, 1988. 115 p. plus teacher's manual.\n\nSUMMARY: Designed for high-beginners, uses popular American magazines to introduce and reinforce basic reading strategies.\n\nESL 0319.\n\nBefore book one : listening activities for prebeginning students of English, John R. Boyd and Mary Ann Boyd, 2nd ed. Englewood Cliffs, N.J.: Prentice Hall Regents, 1991. 2 v. + 5 sound cassettes.\n\nSUMMARY: This very low-level aural comprehension program is appropriate as a first text for students from any first language background who enter an ESL/EFL class without prior study or exposure to English. It provides a method for reaching the \"quiet students,\" the nonliterate, or those who are just afraid or shy.\n\nESL 0015.\n\nBeginning English day by day, Michael Roddy, Novato, Calif.: Academic Therapy Publications, 1991. 224 p.\n\nSUMMARY: Now the bestselling \"Day by day\" has been adapted for beginning levels. This beginning level text/workbook uses the same practical competency-based approach to teaching as its earlier counterpart. In addition to teaching adult skills in listening, speaking, reading, and writing of English, critical thinking skills are also introduced.\n\nESL 0351.\n\nBeginning lessons in English, Isobel Yealy Fisher and Robert James Dixson, New rev. ed. Englewood Cliffs, NJ: Prentice Hall Regents, 1983. 2 v.\n\nSUMMARY: This text emphasizes the spoken language and focuses attention on pronunciation and conversation.\n\nESL 0184.\n\nBeyond language: cross-cultural communication, Deena R. Levine and Mara B. Adelman, 2nd ed. Englewood Cliffs, N.J.: Regents/Prentice Hall, 1993. 286 p.\n\nSUMMARY: Two sections: (1) readings and exercises about cross-cultural communication and selected areas of American culture; and (2) intercultural communication activities designed to promote discussion of the subtleties of cross-cultural communication.\n\nESL 0360.\n\nBeyond the beginning : a reader in English, Keesia Harrison Hyzer, Ann Marie Niedermeier and Mary Mitchell Church, Englewood Cliffs, N.J.: Regents/Prentice Hall, 1991. 118 p.\n\nSUMMARY: \"Beyond the Beginning: A Reader in English\" is a comprehensive reading book for secondary and adult students of English as a second language at the intermediate level. The text focuses on reading as a process, with comprehension enhanced by exercises in all skill areas.\n\nESL 0016.\n\nBeyond words : an advanced reading course, Mark O. James and Norman W. Evans, Englewood Cliffs, N.J.: Regents/Prentice Hall, 1989. 343 p. with Instructor's manual.\n\nSUMMARY: \"Beyond Words\" is primarily designed for advanced students of ESL (TOEFL score of 525 +), though remedial students and those who speak English as a second dialect will also benefit from the use of this text. The readings cover broad-based topics which are mainly intended for students preparing for undergraduate university course work.\n\nESL 0017.\n\nBreaking rules : generating and exploring alternatives in language teaching, John F. Fanselow, New York: Longman, 1987. 487 p.\n\nSUMMARY: Provides language teachers with a multidimensional tool to explore what they and their students do in the classroom and to generate new alternative.\n\nESL 0245.\n\nBreaking the ice basic communication strategies [sound recording] Maureen Hynes. [White Plains, N.Y.]: Longman, p1989. 2 sound cassettes + 1 book (90 p.)\n\nSUMMARY: \"Breaking the Ice\" is an interactive communication strategies book for low-intermediate and intermediate students. Each of the 14 units in the book begins and ends with tasks designed to integrate listening and speaking skills.\n\nESL 0209.\n\nBreaking the TOEFL barrier! : thirty steps to mastering TOEFL skills and strategies, Noel W. Schutz, Englewood Cliffs, N.J.: Prentice Hall/Regents, 1991. 479 p. + 2 sound cassettes.\n\nSUMMARY: Designed to prepare students to score high on TOEFL, this is the first text to cover all aspects of TOEFL and to include both English-language skills and test-taking strategies based on the analysis of thousands of actual TOEFL items.\n\nESL 0018.\n\nThe Bridge series, Harlow, England: Longman, 1945. 9 v.\n\nSUMMARY: Each title has been moderately simplified in vocabulary and often slightly reduced in length, but with little change in syntax. The purpose of the texts is to help students reach the objective of reading original works of literature in English with full understanding and appreciation.\n\nESL 0304.\n\nBusiness interactions, Candace Matthews, Englewood Cliffs, N.J.: Regents/Prentice Hall, 1987. 208 p. + instructor's manual + 1 sound cassette (in container).\n\nSUMMARY: The purpose of \"Business Interactions\" is to develop the oral communication skills of EFL/ESL students of business. The text focuses on teaching students the skills they need in order to interact effectively in small group discussions.\n\nESL 0019.\n\nBy the people, for the people : U.S. government and citizenship, Deborah Short, Margaret Seufert-Bosco, Allene Guss Grognet and Center for Applied Linguistics, Englewood Cliffs, N.J.: Prentice Hall Regents, 1992. 174 p.\n\nSUMMARY: Designed with the special needs of ESL students in mind, this new source provides a thorough treatment of American government using proven ESL techniques.\n\nESL 0101.\n\nCan we talk? : a multiskills approach to communication, Donald R. H. Byrd and John Klosek, Englewood Cliffs, N.J.: Prentice Hall Regents, 1991. 175 p.\n\nSUMMARY: \"Can We Talk?\" is for students of English who have some knowledge of the basic structures, functions, and vocabulary. The text provides students with a number of situations to express their ideas, opinions, and emotions on a variety of topics. The emphasis is on the expression of one's own thoughts in English rather than on isolated points of grammar or vocabulary.\n\nESL 0020.\n\nThe card book : interactive games and activities for language learners, Abigail Tom and Heather McKay, Englewood Cliffs, N.J.: Alemany Press, Regents/Prentice Hall, 1991. 146 p.\n\nSUMMARY: Intended for use with students at all levels, this innovative volume consists of 243 reproducible cards—27 cards in each of nine categories (food, clothing, tools, road signs, faces, furniture, animals, daily activities, and leisure activities)—with each card set accompanied by six activities. The variety of language development activities provides vocabulary practice, conversational and written language practice, and cultural information.\n\nESL 0021.\n\nCase studies in international business, Christine Uber Grosse and Robert E. Grosse, Englewood Cliffs, N.J.: Prentice Hall Regents, 1988. 155 p.\n\nSUMMARY: Targeted for intermediate to advanced level students of English, this new text uses actual case studies along with language-focused exercises to present \"Business English\" and to bring international business world realities to the classroom.\n\nESL 0356.\n\nChallenges: a process approach to academic English, H. Douglas Brown, Deborah S. Cohen and Jennifer O'Day, Englewood Cliffs, N.J.: Prentice Hall Regents, 1993. 257 p. with Workbook and Teacher's guide.\n\nSUMMARY: \"Challenges\" may be described as a content-centered approach to English language mastery. Students get caught up in real challenges that they are facing in their own lives and, in many instances, in their own academic fields of interest. This book encourages a learner-centered or cooperative approach in which students are encouraged to be creative in their ideas and outlook.\n\nESL 0022.\n\nChanging times: toward an integrated approach to reading, Lewis Levine and Lucinda S. Hughey, Englewood Cliffs, NJ: Regents/Prentice Hall, 1985. 226 p.\n\nSUMMARY: \"Changing Times\" is a reading text designed to help students acquire the reading, study, and critical thinking skills necessary for success in college-level work. Each chapter builds on and reinforces skills, concepts, and vocabulary presented in preceding chapters.\n\nESL 0023.\n\nThe chicken smells good: an ESL reader, William P. Pickett, Englewood Cliffs, N.J.: Regents/Prentice Hall, 1984. 195 p.\n\nSUMMARY: \"The Chicken Smells Good\" is a beginning reader for students of ESL. It is a book written for and about adults. It is intended for advanced beginners or low-intermediate students in college, community college, and adult-education classes, as well as for older high school students and those who are studying on their own.\n\nESL 0024.\n\nChoices: an ESL lifeskills series for adults, Chicago, Ill.: Contemporary Books, 1991. 6 v. with 2 teacher's guides.\n\nSUMMARY: This dynamic competency-based series (for the intermediate ESL student) develops the critical knowledge base, language skills, and problem-solving abilities ESL students need to actively participate in U.S. society.\n\nESL 0330.\n\nCoast to coast, Jeremy Harmer and Harold Surguine, London, New York: Longman, 1987. 3 levels each with multiple parts in various formats.\n\nSUMMARY: \"Coast to Coast\" provides a balanced program of activities and gives students practice in listening, speaking, reading and writing. Ideal for the international student, and college intensive programs. Program uses materials in the following formats: student books, workbooks, teacher's manuals, cassettes, and drill cassettes.\n\nESL 0273, ESL 0274, ESL 0275.\n\nCommon threads: an interactive vocabulary builder, Anita J. Sokmen, Englewood Cliffs, N.J.: Prentice Hall Regents, 1992. 130 p.\n\nSUMMARY: A unique, activity-oriented opportunity to improve vocabulary in English, \"Common Threads\" can be used with various levels of students and\n\nserves as a generic, generative workbook that becomes a text for an intermediate of advanced ESL class.\n\nESL 0025.\n\nCommunicate: a video course in English (beginning and intermediate). Edwin T. Cornelius, Jr., White Plains, NY: distributed by Longman Inc., copyrighted by Pace International Research, Inc., 1985. 8 videocassettes + 2 viewer's guides.\n\nSUMMARY: A video-based course that helps secondary and adult students understand and use contemporary American English.\n\nESL 0246.\n\nCommunicate: strategies for international teaching assistants, Jan Smith, Colleen M. Meyers and Amy J. Burkhalter, Englewood Cliffs, N.J.: Regents/Prentice Hall, 1992. 256 p.\n\nSUMMARY: Highly practical, this text combines work on teaching, language, and cross-cultural communication skills that are related to teaching regardless of the ITA's field. All three types of skills are presented separately in each unit.\n\nESL 0026.\n\nCommunicate what you mean: grammar for high-level ESL students, Carroll Washington Pollock, Englewood Cliffs, N.J.: Prentice-Hall, 1982. 293 p.\n\nSUMMARY: This text provides intensive study of those troublesome points of grammar and structure that cause advanced students to have difficulty expressing themselves clearly and logically in both speaking and writing.\n\nESL 0027.\n\nCommunicating in the real world: developing communication skills for business and the professions, Terrence G. Wiley and Heide Spruck Wrigley, Englewood Cliffs, N.J.: Prentice Hall Regents, 1987. 187 p.\n\nSUMMARY: A valuable bridge between the theory of grammar and the \"real\" world of employment. Designed as a simple cultural and linguistic guide.\n\nESL 0361.\n\nCommunication skills that work: a functional approach for life and work, Wendy Stein and Elizabeth Romanek, Chicago, Ill.: Contemporary Books, 1991. 2 v.\n\nSUMMARY: Presents strategies that enable students to communicate more effectively in their daily lives and at work. Book one covers basic speaking and listening skills and simple writing tasks such as making lists and filling out forms. Book two encompasses more advanced communication skills and more complex writing activities such as writing memos and letters.\n\nESL 0332.\n\nCommunication through writing, Margaret Pogemiller Coffey, Englewood Cliffs, N.J.: Prentice-Hall, 1987. 190 p. with instructor's manual.\n\nSUMMARY: \"Communication Through Writing\" is a writing text for high-intermediate or low-advanced English language learners. The text reviews the paragraph and then introduces the short essay and its basic writing patterns. Emphasis is placed on the process approach to writing.\n\nESL 0029.\n\nCommunication-starters and other activities for the ESL classroom, Judy E. Winn-Bell Olsen, Englewood, Cliffs, N.J.: Regents/Prentice-Hall, 1977. 121 p.\n\nSUMMARY: This excellent collection of language acquisition activities is designed expressly for ESL teachers.\n\nESL 0028.\n\nA communicative grammar of English, Geoffrey N. Leech and Jan Svartvik, London: Longman, 1975. 324 p.\n\nSUMMARY: A grammar text designed to give maximum help to advanced students of English.\n\nESL 0309.\n\nComp one! : an introductory composition workbook for students of ESL, Thomas Sheehan, Englewood Cliffs, N.J.: Prentice-Hall, 1986. 173 p. with instructor's manual.\n\nSUMMARY: \"Comp One!\" is a complete semester-long composition course for low level students of English as a second language. It gives students step-by-step instruction in sentence mechanics, spelling, punctuation, and rhetoric. While the book is not a grammar book, it does have presentations and practice of basic grammatical structures.\n\nESL 0030.\n\nA Comprehensive grammar of the English language, Randolph Quirk, London, New York: Longman, 1985. 1779 p.\n\nSUMMARY: An ambitious compilation of the most thorough and definitive grammar of modern English.\n\nESL 0303.\n\nThe confidence book : building trust in the language classroom, Paul Davis and Mario Rinvolucri, Canterbury, England Harlow, Essex, England: Pilgrims Longman, 1990. 85 p. (Pilgrims Longman resource books).\n\nSUMMARY: This text is about building trust between students and teachers so that language learning is fun and productive.\n\nESL 0299.\n\nConsider the issues : advanced listening and critical thinking skills, Carol Numrich and National Public Radio (U.S.), White Plains, N.Y.: Longman, 1987. 152 p. + 2 sound cassettes.\n\nSUMMARY: Exciting approach to listening comprehension and discussion for high-intermediate/advanced students of English as a Second Language. Exercises develop essential listening strategies such as predicting, looking at language, understanding main ideas and points of view, and focusing on details.\n\nESL 0210.\n\nConsonant sounds and letters. New Readers Press, Syracuse, N.Y.: New Readers Press, 1990. 2 videocassettes (VHS) (138 min.)\n\nSUMMARY: Highly effective with learning disabled students and beginning literacy students, this multisensory video program develops understanding and retention of sound-letter associations.\n\nESL 0345.\n\nConsonant sounds training video. New Readers Press, Syracuse, NY: New Readers Press, 1990. 1 videocassette (48 min.) + 1 instructor's handbook (32 p.)\n\nSUMMARY: Useful for in-service training, this video will assist ESL instructors in improving their students' pronunciation and help basic literacy tutors learn more about how sounds are produced.\n\nESL 0282.\n\nContact U.S.A.: reading and vocabulary textbook, Paul Abraham and Daphne Mackey, 2nd ed. Englewood Cliffs, N.J.: Prentice Hall Regents, 1989. 220 p. with instructor's manual.\n\nSUMMARY: The authors have integrated research on effective reading and vocabulary development in writing the second edition of CONTACT USA. The topics, presented with an intriguing view of contemporary U.S. culture, are intended to generate lively discussions in which students can apply their knowledge and express their opinions about both American culture and their own. The book addresses students at the high-beginner and low-intermediate level of English proficiency.\n\nESL 0031.\n\nContemporary's look at the U.S., Carole Cross and Sally Wigginton, Chicago, Ill.: Contemporary Books, 1989. 3 v. with teacher's guide. (An ESL/civics series).\n\nSUMMARY: Uses listening, speaking, reading, and writing skills to help students expand their knowledge of the basics of U.S. government and history. Targets three different levels of English proficiency: literacy, beginning, and intermediate.\n\nESL 0333.\n\nContemporary's reading skills that work: a functional approach for life and work, Susan Echore-Yoon and Mark Boone, Chicago, Ill.: Contemporary Books, 1991. 2 v.\n\nSUMMARY: Presents strategies that enable adult learners to read a variety of materials related to daily life and work. Book one covers basic strategies for interpreting material. Book two takes students to higher levels of thinking and problem solving using written and graphic materials.\n\nESL 0331.\n\nContemporary's Working in English, Lynne Robinson and Contemporary Books, inc. Chicago, Ill.: Contemporary Books, 1991. 2 v. with 2 teacher's guides.\n\nSUMMARY: Teaches ESL students to communicate and function effectively on the job.\n\nESL 0329.\n\nContrasting conversations: activities for exploring our beliefs and teaching practices, John F. Fanselow, White Plains, N.Y.: Longman, 1992. 183 p.\n\nSUMMARY: Raises important issues in the areas of teaching and supervision. In his unique style, John Fanselow challenges assumptions, questions universal teaching truths, and entertains us at the same time.\n\nESL 0244.\n\nA conversation book: English in everyday life, Tina Kasloff Carver and Sandra Douglas Fotinos, 2nd ed. Englewood Cliffs, N.J.: Prentice Hall Regents, c1985-c1986. 2 v.\n\nSUMMARY: These best-selling conversation books for beginning/intermediate-level students are especially designed to draw out the most reticent speakers, prompting them to engage in meaningful two-way conversation and stimulating group discussion.\n\nESL 0032.\n\nConversational English tutor training English as a second language [kit] Literacy Volunteers of America. Syracuse, N.Y.: Literacy Volunteers of America, 1980. 8 videocassettes (VHS), 2 sound cassettes, 5 books.\n\nSUMMARY: Equips new and experienced tutors with sure methods for effective learning, using discussion, practice, and video demonstrations.\n\nESL 0353.\n\nCoping in English: beyond the basics, Karen Brockmann and Annalee Kagen, Englewood Cliffs, N.J.: Prentice-Hall, 1985. 272 p + Instructor's manual + 1 sound cassette (in container).\n\nSUMMARY: This flexible, multi-purpose text provides a rich source of material for vocabulary development, grammar review, listening, discussion, and writing skills improvement.\n\nESL 0033.\n\nCORE reading and vocabulary development program [machine-readable data file] Priscilla Hamilton, Barbara Hombs and Educational Activities, Inc. English [ed.] Freeport, N.Y.: Educational Activities, Inc., 1985. ca. 162 program files on 18 computer disks + 5 manuals in binders.\n\nSUMMARY: Designed for the older or ESL student who is reading at beginning levels. This program emphasizes the processes embedded in the total reading act. It is an interactive and versatile tutorial program that supplements classroom teaching and provides extensively guided drill and practice in the core vocabularies used by so many major reading textbooks.\n\nESL 0269.\n\nCritical reading and writing for advanced ESL students, Sharon Scull, Englewood Cliffs, N.J.: Prentice-Hall, 1987. 392 p. with Instructor's manual.\n\nSUMMARY: \"Critical Reading and Writing for Advanced ESL Students\" instructs students in rhetoric, prewriting, writing, revision, library research, grammar, and style. Learning strategies are discussed directly with the students as they are introduced to the critical and communication skills required for college or employment.\n\nESL 0034.\n\nCuing in: activities on blackline masters for beginning writers of English, Claudia J. Rucinski, Glenview, Ill.: Scott, Foresman and Company, 1990. 194 p.\n\nSUMMARY: Pre-literacy level: tailor instruction to meet the needs of your adult learners with these 181 reproducible reading and writing activities. Practical, consistent lessons help students master the basics of the Roman alphabet, the numbers 1-100, and the completion of simple forms.\n\nESL 0262.\n\nCuing in with pictures, Claudia J. Rucinski and Cheryl Kirchner, Glenview, Ill.: Scott, Foresman and Company, 1991. 103 p.\n\nSUMMARY: Literacy level: This friendly workbook builds vocabulary and teaches vocabulary skills through picture-word association.\n\nESL 0263.\n\nThe culture puzzle: cross-cultural communication for English as a second language, Deena R. Levine, Jim Baxter and Piper McNulty, Englewood Cliffs, N.J.: Prentice Hall Regents, 1987. 236 p. with Answer key.\n\nSUMMARY: This innovative text, designed for the intermediate-level student, integrates the teaching of English as a second language and cross-cultural communication. It examines key cultural differences and, building on these, provides related activities and language exercises that help students develop confidence in their ability to communicate in English.\n\nESL 0035.\n\nDeveloping academic reading skills, Laura Donahue Latulippe, Englewood Cliffs, N.J.: Regents/Prentice Hall, 1987. 303 p. with Instructor's manual.\n\nSUMMARY: Advanced ESL students will find this book to be a bridge between studying English as a language and using English to study academic subjects such as computer science, environmental science, social science and business. ESL 0036.\n\nA Dictionary of American idioms: based on the earlier edition, Adam Makkai, 2nd ed. revised and thoroughly updated by Adam Makkai, ed. New York: Barron's, 1987. 398 p.\n\nSUMMARY: More than 5,000 American idiomatic words and expressions are defined in this updated guide to slang, regional, and informal American-English. ESL 0338.\n\nDrawing out: creative, personalized, whole language activities, Sharron Bassano and Mary Ann Christison, Rev. ed. Englewood Cliffs, N.J.: Alemany Press, Regents/Prentice Hall, 1992. 130 p.\n\nSUMMARY: This innovative volume presents a collection of acquisition activities which focus on student-created images as a means to becoming more communicative in the second-language. Throughout, the object of each drawing activity is the oral interaction that follows the drawing, not the drawing itself. ESL 0038.\n\nEarth and physical science: content and learning strategies, Mary Ann Christison and Sharron Bassano, [Student] ed. Reading, Mass.: Addison-Wesley Pub. Co., 1992. 120 p.\n\nSUMMARY: High-interest activities before and after reading passages develop essential vocabulary and basic academic concepts in physical science while systematically building critical thinking skills. ESL 0277.\n\nEasy reading selections in English, Robert J. Dixson, New rev. ed. New York: Prentice Hall Regents, 1985. 104 p. + 4 cassettes.\n\nSUMMARY: Provides a collection of classic short stories adapted and simplified for high-intermediate to advanced ESL students. ESL 0334.\n\nEffective class management, Mary Underwood, London, New York: Longman, 1987. 96p.\n\nSUMMARY: \"Effective Class Management\" provides practical advice on basic organizational skills for all teachers. ESL 0254.\n\nElementary reader in English [sound recording] Robert James Dixson. New rev. ed. [s.l.]: R.J. Dixson Associates, 1985. 4 cassettes + 1 book (98 p.)\n\nSUMMARY: This volume contains a selection of short, varied human interest stories which are perfect for beginning, elementary, and low-intermediate ESL students. ESL 0037.\n\nEnglish at work a tool kit for teachers [kit] Deborah Barndt, Mary Ellen Belfiore, Jean Handscome and Center for Workforce Education. Syracuse, N.Y.:\n\nCenter for Workforce Education, 1991. 8 various pieces + 1 videocassette in container.\n\n[1.] Teacher's guide -- [2.] Photocopy masters -- [3.] 1 sound cassette -- [4.] 1 poster set (set of 5) -- [5.] Cartoon cards (set of 2) -- [6.] Photo packs (set of 6) -- [7.] 1 carrying case -- [8.] 1 videocassette.\n\nSUMMARY: English at work is a multimedia resource for teachers in workplace education, providing them with tools that encourage active and relevant learning. English at work is also effective for ESL and ABE instruction outside of the workplace setting.\n\nESL 0199.\n\nEnglish day by day, Michael Roddy, Novato, Calif.: Academic Therapy Publications, 1989. 303 p.\n\nSUMMARY: \"English Day by Day\" is a highly organized, effective and cooperative method of teaching adults the practical English they need to participate fully in their communities.\n\nESL 0352.\n\nEnglish for careers, Eugene J. Hall, New York: Regents Publishing Company, 1982. 9 v.\n\n[v.1] The language of accounting in English -- [v.2] The language of advertising and merchandising in English -- [v.3] The language of air travel in English, ground services -- [v.4] The language of chemical engineering in English -- [v.5] The language of hotels in English -- [v.6] The language of international trade in English -- [v.7] The language of marketing in English -- [v.8] The language of restaurants and catering in English -- [v.9] The language of tourism in English.\n\nSUMMARY: This series of career-related ESL texts is appropriate for high-intermediate and advanced ESL students who have a knowledge of their specialized field in their native language, but who need the English vocabulary of their speciality.\n\nESL 264.\n\nEnglish for science, Fran Zimmerman, Englewood Cliffs, N.J.: Prentice Hall Regents, 1989. 186 p. with Instructor's manual.\n\nSUMMARY: \"English for Science\" helps the academically oriented ESL reader develop the skills necessary for effective participation in any basic science course. Organized around rhetorical functions, it improves all four prime language skills: reading, writing, listening, and speaking.\n\nESL 0039.\n\nEnglish grammar digest, Trudy Aronson, Englewood Cliffs, N.J.: Prentice Hall Regents, 1984. 214 p.\n\nSUMMARY: \"The English Grammar Digest\" is a developmental review course in grammar and writing structure for advanced ESL students. It is designed to improve sentence writing skills and also to prepare students effectively for the \"Structure and Written Expression\" section of the TOEFL and other college-qualifying English tests.\n\nESL 0040.\n\nEnglish grammar through guided writing; [and] English sounds and spelling, Lorraine McClelland, Patricia Ann Hale and Donna Beaudikofer, Englewood Cliffs, N.J.: Regents/Prentice-Hall, 1976. 3 v. with Instructor's manual.\n\nContents: [v.1] Parts of speech -- [v.2] Verbs -- [v.3] English sounds and spelling.\n\nSUMMARY: Using a guided English grammar approach, these three text/workbooks help beginning and intermediate-level ESL students develop basic English skills through a carefully designed, logically structured presentation of pronunciation, spelling, and writing fundamentals.\n\nESL 0041.\n\nEnglish pronunciation for Spanish speakers, consonants, Paulette Dale and Lillian Poms, Englewood Cliffs, N.J.: Regents/Prentice-Hall, 1986. 248 p. + 2 sound cassettes (in container).\n\nSUMMARY: Designed to reduce foreign accents which interfere with effective communication in English, this practical new book includes a complete treatment of consonants, diphthongs, stress, rhythm, and intonation patterns of American English.\n\nESL 0042.\n\nEnglish pronunciation for Spanish speakers: vowels, Paulette Dale and Lillian Poms, Englewood Cliffs, N.J.: Regents/Prentice-Hall, 1985. 209 p. + 2 sound cassettes (in container).\n\nSUMMARY: Designed to reduce foreign accents which interfere with effective communication in English. This practical new book includes a complete treatment of vowels, diphthongs, stress, rhythm, and intonation patterns of American English. Though particularly planned for Spanish speakers, its material is applicable to all non-native speakers.\n\nESL 0043.\n\nEnglish skills for algebra: math-language activities for algebra students, Jo Ann Crandall, Englewood Cliffs, N.J.: Prentice Hall Regents, 1989. 2 v.\n\nSUMMARY: Written for students of beginning algebra with limited English proficiency, this text/workbook integrates the learning of English language skills with the acquisition of basic concepts in algebra.\n\nESL 0281.\n\nEnglish step by step with pictures, Ralph Steele Boggs and Robert J. Dixson, New ed. Englewood Cliffs, N.J., London: Prentice Hall Regents Prentice-Hall International, 1991. 229 p. with Workbook.\n\nSUMMARY: A basic text for beginning/intermediate-level students of all ages, this volume introduces approximately 800 vocabulary words and all the basic structures of English in conversational context.\n\nESL 0044.\n\nEnglish that works, Glenview, IL: Scott, Foresman, 1982. 2 levels with multiple parts in various formats + flashcards.\n\nSUMMARY: This prevocational, competency-based ESL program provides basic English skills for adult students. Each unit contains a series of lessons that relate to one general survival skill. Program uses materials in the following formats: Student editions, instructor's editions, cassettes, cultural notes (Chinese and Vietnamese), and flashcards.\n\nESL 0264, ESL 0265.\n\nEnglish-Spanish phrasebook with useful wordlist (for Spanish speakers), Leonel Mustelier and Center for Applied Linguistics, Washington, D.C.: Center for Applied Linguistics, 1981. 141 p. + 4 cassettes.\n\nSUMMARY: This program was produced by the Center for Applied Linguistics to introduce basic English vocabulary necessary for day-to-day life in the United\n\nStates. The English phrases in the book are grouped by subject for easy reference, and cover a wide range of situations. For the most part the phrases are presented in the form of short two-line dialogs.\n\nESL 0358.\n\nEnglish-Vietnamese phrasebook with useful word list (for Vietnamese speakers), Hy Quang Nguyen, Washington: Center for Applied Linguistics, 1980. 142 p. + 3 sound cassettes (in container).\n\nSUMMARY: Introduces basic English vocabulary necessary for day-to-day life in the United States. Contains appropriate words and phrases in essential areas. Book also features a list of more than 1400 common and useful words in English and the learner's native language.\n\nESL 0355.\n\nESL grammar handbook for intermediate to advanced students of English as a second language, Allan Kent Dart, Englewood Cliffs, N.J.: Regents/Prentice-Hall, 1982. 226 p.\n\nSUMMARY: The book is semi-programmed, the explanations are carefully graded and sequenced, and the old material is constantly being reviewed within the context of the new. Formal and informal usage is compared throughout the text.\n\nESL 0370.\n\nESL grammar workbook : for intermediate speakers and writers of English as a second language, Allan Kent Dart, Englewood Cliffs, N.J.: Regents/Prentice-Hall, 1978. 2 v.\n\nSUMMARY: Constitutes a survey of the English language for intermediate students of English as a second language. All of the material in this text has been tested over a period of three years.\n\nESL 0369.\n\nESL teacher's activities kit, Elizabeth Claire, Englewood Cliffs, N.J.: Prentice Hall, 1988. 276 p.\n\nSUMMARY: This unique resource gives you a collection of over 160 language generating games and activities to increase ESL students' motivation, participation, and retention. Most of the activities are designed to provide natural learning experiences, thus allowing the same developmental learning processes the student used when acquiring a first language.\n\nESL 0045.\n\nESL teacher's holiday activities kit, Elizabeth Claire, West Nyack, N.Y.: Center for Applied Research in Education, 1990. 211 p.\n\nSUMMARY: This unique resource gives you over 175 complete activities that draw on important content concepts through all of the popular American holidays, customs and special events, to give ESL students at all levels a solid grasp of English vocabulary, reading and language skills.\n\nESL 0046.\n\nEssential idioms in English : with exercises for practice and tests, Robert James Dixson, New rev. ed. Englewood Cliffs, NJ: Prentice Hall Regents, 1983. 196 p.\n\nSUMMARY: This widely used classic is designed to help beginning through advanced ESL students learn to understand and use approximately 500 of the most common English idioms.\n\nESL 0185.\n\nEven more true stories: an intermediate reader, Sandra Heyer, White Plains, N.Y.: Longman, 1992. 94 p.\n\nSUMMARY: Fifteen human interest stories adapted from newspapers and magazines for the intermediate level student. Exercises in vocabulary, comprehension, discussion and writing follow each reading selection.\n\nESL 0318.\n\nEveryday dialogues in English, Robert James Dixson, New rev. ed. Englewood Cliffs, N.J.: Prentice Hall Regents, 1983. 190 p.\n\nSUMMARY: These dialogues cover a wide range of everyday situations, from buying groceries to flying in an airplane. The purpose of the book is to acquaint those learning English with the vocabulary and particular forms of address used in these various situations.\n\nESL 0047.\n\nEveryday English, Johnnie Prather, Linda Schurer, Elliotte Mao and Asian Newcomer Parent Program, San Francisco: Alemany Press, 1980. 3 v. + 2 Teacher's guides.\n\nSUMMARY: Designed for adult and young adult students at the beginning survival level. \"Everyday English\" provides the critical first steps into English for newcomers from around the world.\n\nESL 0259.\n\nEverything's different at school, Penny Cameron, Hayward, CA: Alemany Press, 1990. 6 v. with Teacher's guide and resource.\n\nSUMMARY: The \"Everything's Different Readers\" program was written for secondary and adult school students whose reading skills are at the second to third grade level. The stories in this collection focus on the lives of seven students at West Street High School.\n\nESL 0048.\n\nEverything's different in the community, Penny Cameron, Hayward, CA: Alemany Press, 1990. 6 v. with teacher's guide and resource.\n\nSUMMARY: The \"Everything's Different Readers\" program was written for secondary and adult school students whose reading skills are at the second to third grade level. The stories in this collection focus on six individuals as they encounter the problems and possibilities of their new communities.\n\nESL 0050.\n\nEverything's different on the job, Penny Cameron, Hayward, CA: Alemany Press, 1990. 6 v. with Teacher's guide and resource.\n\nContents: Vijay, the first sale -- Irma, hotel headaches -- Benigno, I'm a person too! -- Beatriz, a designer's dream -- Wing, a balancing of accounts -- Ruya, you're fired -- Teacher's guide and resource.\n\nSUMMARY: The \"Everything's Different Readers\" program was written for secondary and adult school students whose reading skills are at the second to third grade level. The stories in this collection focus on the lives of six individuals at work or \"on the job\".\n\nESL 0049.\n\nExercises in English conversation [sound recording] Robert James Dixson. New rev. ed. [s.l.]: R.J. Dixson Associates, 1985. 2v. (each volume has 4 sound cassettes + 1 book).\n\nSUMMARY: A time-honored favorite of English teachers everywhere, this two-volume series constitutes a complete course in conversational English.\n\nESL 0051, ESL 0052.\n\nExpectations : language and reading skills for students of ESL, Kenneth J. Pakenham, Englewood Cliffs, N.J.: Prentice Hall Regents, 1986. 325 p.\n\nSUMMARY: Designed to help low-proficiency students develop basic skills essential to meaningful reading in ESL.\n\nESL 0362.\n\nExpeditions into English : a beginning integrated skills series, Brigham Young University English Language Center, Englewood Cliffs, N.J., London: Prentice Hall Regents Prentice-Hall International, 1990. 4 v. with Instructor's manual + Audiotapes (4 cassettes).\n\nSUMMARY: Designed for true ESL beginners who are first-language literate, thisonal-functional, four component series integrates Listening/Speaking, Grammar, Reading and Writing.\n\nESL 0053.\n\nExpressWays Foundation A, Foundation B, IA, 1B, 2A, 2B, 3A, and 3B: English for communication., Steven J. Molinsky and Bill Bliss, Englewood Cliffs, N.J.: Prentice Hall, 1992. 6 sets [each contains 5 v consisting of a student course book, a guide book, a companion workbook, achievement tests, & audio program( 6 sound cassettes in container)] + picture cards (191 b&w) + placement test kit.\n\nSUMMARY: \"ExpressWays\" provides dynamic, communicative practice that involves students in lively interactions based on the content of real-life contexts and situations. The functional syllabus is fully integrated into a complete conversational course in which students not only learn the various ways to express each function, but also intensively practice the grammatical forms required to turn functional expressions into lines of effective communication in English.\n\nESL 0055, ESL 0056, ESL 0057, ESL 0058, ESL 0059, ESL 0060, ESL 0061, ESL 0062, ESL 0063, ESL 0064.\n\nFace the issues : intermediate listening and critical thinking skills, Carol Numrich and National Public Radio (U.S.), New York: Longman, 1990. 154 p. + 2 cassettes (in container).\n\nSUMMARY: A new and exciting approach to listening comprehension and discussion for intermediate students of English as a Second Language. Each of the 12 units is based on an authentic radio broadcast taken from National Public Radio. Exercises develop essential listening strategies such as predicting, looking at language, understanding main ideas and points of view, and focusing on details.\n\nESL 0213.\n\nFaces of the U.S.A., Elizabeth Laird, London New York: Longman, 1987. 80 p. + 1 cassette (in container).\n\nSUMMARY: Introduces reader to Americans from all walks of life and from all major regions of the U.S. In lively and informative reading passages, suitable for students at intermediate level, \"Faces of the U.S.A.\" gives real insight into the lives of individual Americans and into American society.\n\nESL 0224.\n\nFamily album U.S.A. Book 1. James C. Kelty, Alvin Cooperman, George Lefferts and Maxwell Macmillan International Publishing Group, [New York]: Maxwell Macmillan\n\nInternational, 1991. 4 levels (each having 3 videocassettes (VHS) and 2 books) + 2 viewer's guides.\n\nSUMMARY: Learn English with the Stewarts, a typical American Family. See them in everyday situations and share their many experiences as you hear English spoken naturally. Family album, U.S.A. is for all students with at least one year of classroom exposure to English.\n\nESL 0287, ESL 0288, ESL 0289, ESL 0290, ESL 0291, ESL 0292.\n\nFeelings, thoughts, and dreams : writing and conversation starters for ESL-literacy. Fran Reed, Rev. ed. Syracuse, N.Y.: New Readers Press, 1987. 31 p.\n\nSUMMARY: ESL-literacy readers relate their own \"Feelings, Thoughts and Dreams\" to motivating short stories prepared in a low-reading level framework that includes discussion, writing exercises and survival reading.\n\nESL 0197.\n\nFifty-Fifty : a basic course in communicative English, Warren Wilson and Roger Barnard, Englewood Cliffs, N.J.: Regents/Prentice Hall, 1992. 2 v. + 1 sound cassette.\n\nSUMMARY: This text is intended for students of English who have previously studied the language and who may even have a fair passive knowledge of grammar and vocabulary, but who lack the skills and confidence to converse in English.\n\nESL 0065.\n\nFirst class reader! : an integrated skills approach to literacy, Sharron Bassano and John Duffy, Englewood Cliffs, NJ: Alemany Press, 1990. 125 p.\n\nSUMMARY: Designed especially to help your low literacy students develop their reading and writing abilities. Using an integrated skills approach, students have numerous opportunities to hear, read, and speak before they finally write in English.\n\nESL 0328.\n\nFirst steps in listening [sound recording] Michael Rost and Nobuhiro Kumai. [Tucson, Ariz.]: Lingual House Pub., 1990. 3 sound cassettes + 1 text + 1 manual.\n\nSUMMARY: Will help beginning students develop basic listening skills. The text follows an introductory structural outline of grammar points.\n\nESL 0222.\n\nFrom process to product : beginning-intermediate writing skills for students of ESL, Natalie Lefkowitz, Englewood Cliffs, N.J.: Prentice Hall Regents, 1987. 179 p.\n\nSUMMARY: Natalie Lefkowitz communicates her love of writing and teaching in this dynamic new book. She shows how, with just a little practice, individual creativity through self-expression is possible for everyone. The author provides the necessary skills and motivation that can turn the students' thoughts and perceptions into enjoyable compositions.\n\nESL 0066.\n\nFrom sea to shining sea : an elementary ESL reader, Anna Harris Live and Suzanne Harris Sankowsky, Englewood Cliffs, N.J.: Prentice-Hall, 1985. 242 p.\n\nSUMMARY: In this delightful collection of readings, the authors have based the language materials directly on the accompanying reading selection. While learning essential language skills the ESL student will be reading lively, interesting articles about American and Canadian cities as well as descriptions\n\nof famous national parks. A photograph of each city or park enhances the student's interest.\n\nESL 0067.\n\nFrom the Fitting in books read-along [sound recording] Rosanne Keller. Syracuse, NY: New Readers Press, 1990. 8 sound cassettes (in container) + 3 books.\n\nSUMMARY: Eight stories that explore the experience of living in a new culture and its effect on people's feelings and relationships. Written with high-beginning level grammatical structures.\n\nESL 0196.\n\nFrom the start [sound recording] Jann Huizenga. New York: Longman, 1987. 2 sound cassettes + 1 textbook.\n\nSUMMARY: The ideal listening workbook for students who have had no exposure to spoken English. Basic vocabulary and structures are presented in natural, realistic language situations of immediate importance to the language learner.\n\nESL 0216.\n\nFunctioning in business, P. Lance Knowles and Rosi Jillett, New ed. London: Longman, 1991. 64 p. with answer key + 1 video + 1 cassette (in container).\n\nSUMMARY: Concentrates on listening and speaking skills, aiming to develop recognition and production of key functional phrases and to expand student's basic business vocabulary.\n\nESL 0320.\n\nFundamentals of English grammar, Betty Schrampfer Azar, 2nd ed. Englewood Cliffs, N.J.: Regents/Prentice Hall, 1994. 398 p.\n\nSUMMARY: Provides a well-organized and abundant core of material around which instructors can build classroom activities and a course syllabus. Promotes the development of speaking, listening and writing skills.\n\nESL 0346.\n\nGrammarGuide: English grammar in context, Janet Mueller Bing, Englewood Cliffs, NJ: Prentice Hall Regents, 1989. 318 p.\n\nSUMMARY: A true reference for intermediate and advanced-level ESL students, this modern grammar—with a traditional framework—may be used on its own or as a companion volume to the GrammarWork series.\n\nESL 0068.\n\nGrammarwork: English exercises in context, Pamela Breyer and Janet Mueller Bing, Englewood Cliffs, NJ: Regents/Prentice Hall, 1984. 4 v.\n\nSUMMARY: The contextualized exercises in this four-book series are ideal as a follow-up to a teaching activity or for homework. Each volume is carefully coordinated with a grammar reference text (GrammarGuide) so that students know exactly where to turn for a more detailed explanation of each grammatical point.\n\nESL 0069.\n\nHandbook for citizenship [sound recording] Margaret Seely. 2nd ed. Englewood Cliffs, NJ: Alemany Press, 1989. 1 sound cassette + 1 book (104 p.)\n\nSUMMARY: Prepares your advanced beginner and above students to successfully pass the United States citizenship examination.\n\nESL 0368.\n\nHandbook of American idioms and idiomatic usage, Harold C. Whitford and Robert James Dixson, New ed. Englewood Cliffs, NJ: Regents/Prentice Hall, 1973. 188 p.\n\nSUMMARY: A valuable reference for the study of spoken English, this handbook lists over 5,000 of the most common idiomatic words and phrases. It defines each idiom and illustrates its use in a sentence.\n\nESL 0070.\n\nHandbook of commonly used American idioms, Adam Makkai, 2nd ed. Hauppauge, N.Y.: Barron's, 1991. 319 p.\n\nSUMMARY: Useful, up-to-date guide to 2500 popular American idioms.\n\nESL 0335.\n\nA handy book of commonly-used American idioms, Solomon Wiener, Englewood Cliffs, NJ: Prentice Hall Regents, 1981. 112 p.\n\nSUMMARY: This handy, pocket-sized book provides concise definitions and sample sentences illustrating over 1,000 common American idioms.\n\nESL 0071.\n\nHeadlines: an advanced text for reading, speaking, and listening, Priscilla Karant, Englewood Cliffs, N.J.: Prentice-Hall Regents, 1985. 140 p. with sound cassette.\n\nSUMMARY: Combines a selection of some of America's finest journalism, a 90-minute tape that simulates fact-filled newscasts, and thought-provoking exercises to create a well-rounded reading, listening, and oral communication program.\n\nESL 0326.\n\nHeadstarts: one hundred original pre-text activities, Natalie Hess, Essex, England: Longman, 1991. 121 p. (Pilgrims Longman resource books).\n\nSUMMARY: Provides exciting and original resources to use newspapers, magazines, poems, and plays in the classroom.\n\nESL 0302.\n\nHeartworks: inspirations for English as a second language: a creative approach for adults, Howard S. Beckerman, Englewood Cliffs, N.J.: Prentice Hall Regents, 1989. 189 p. + 1 Audio cassette.\n\nSUMMARY: This innovative text calls upon the power of the arts to stimulate the acquisition of English for advanced-level students.\n\nESL 0072.\n\nHere to stay in the USA, Timothy Maciel, John Duffy and Edna Diolata-MacArthur, Hayward, Calif.: Alemany Pr., 1990. 133 p. with teacher's manual.\n\nSUMMARY: \"Here to Stay in the USA\" is an exciting American lifeskills and basic US studies book designed especially for low-beginner ESL students. It is perfect for amnesty applicants, anyone applying for permanent residency, or visitors to the USA who want to learn English and more about American lifeskills and lifestyle.\n\nESL 0073.\n\nIdioms in American life, Julie Howard, Englewood Cliffs, N.J.: Prentice-Hall Regents, 1987. 138 p.\n\nSUMMARY: Designed especially for the high-beginner/intermediate level, this volume enables learners to understand and use 100 high frequency American idioms in various grammatical and situational contexts.\n\nESL 0074.\n\nThe immigrant experience, Dennis Johnson and Joan Young, Englewood Cliffs, N.J.: Prentice-Hall Regents, 1987. 2 v. + 1 sound cassette.\n\nSUMMARY: Comprehensive in scope, this text helps intermediate-level adult ESL students reinforce the skills of reading, writing, listening, and speaking through 60 self-contained lessons.\n\nESL 0075.\n\nImproving oral communication, Jeanne Handschuh and Alma Simounet-Geigel, Englewood Cliffs, NJ: Prentice-Hall, 1985. 239 p. + 3 sound cassettes (Vowels -- Consonants -- Appropriateness).\n\nSUMMARY: Realistic and practical, this volume helps students develop a knowledge of socially correct and appropriate English, as well as the correct pronunciation of English.\n\nESL 0076.\n\nIn the U.S.A. series, Catherine Porter and Elizabeth Minicz, Glenview, Ill.: Scott, Foresman, c1991-c1992. 4 pts.\n\nContents: [pt. 1.] A look at life in the U.S.A. (107 p.) -- [pt. 2.] Holidays in the U.S.A. (166 p.) -- [pt. 3.] Places to know in the U.S.A. (135 p.) -- [pt. 4.] Holidays in the U.S.A. (1 sound cassette).\n\nSUMMARY: Students sharpen communication skills as they learn about American life and culture. Short content passages lead naturally to a variety of lively activities: pre- and post-reading; interaction and discussion.\n\nESL 0260.\n\nIndex card games for ESL, Ruthanne Brown and Raymond C. Clark, Rev. ed. Brattleboro, VT: Pro Lingua Associates, 1992. 74 p.\n\nSUMMARY: This is a useful book of easy-to-prepare language games. Six basic types of games are described, and variations are suggested. Inventing new games is also explored.\n\nESL 0354.\n\nInterlink : a course in integrating skills in English, Samuela Eckstut and Tom Miller, New York: Prentice Hall International English Language Teaching, 1987. 3 v. + 2 sound cassettes.\n\nSUMMARY: A comprehensive, integrated course in two volumes, this series offers about 150 hours of study for intermediate-level ESL students and requires no ancillary support.\n\nESL 0077.\n\nInternational restaurant English, L. L. Keane, New York: Prentice Hall, 1990. 173 p. + 1 sound cassette (in container).\n\nSUMMARY: Designed for those studying for, or working in, the hotel and catering professions where effective communication in English with an international clientele is important.\n\nESL 0347.\n\nAn introduction to second language acquisition research, Diane Larsen-Freeman and Michael H. Long, London, New York: Longman, 1990. 398 p. (Applied linguistics and language study).\n\nSUMMARY: Provides a comprehensive synthesis of empirical findings on second language learning by children and adults.\n\nESL 0310.\n\nIt's up to you : language skills and strategies for getting a job, Mission Language and Vocational School and Joanne Dresner, New York: Longman, 1980. 120 p. + 1 sound cassette.\n\nSUMMARY: Offers students an exciting, innovative approach to developing the linguistic and social skills essential for job seeking in an English speaking environment.\n\nESL 0212.\n\nJazz chants [Sound recording] Carolyn Graham. New York: Oxford University Press, 1978. 1 sound cassette (in container.) + 1 book (80 p.)\n\nSUMMARY: \"Jazz Chants\" is a collection of chants and poems that set everyday, situational English to jazz rhythms to demonstrate the rhythm and intonation pattern of conversational American English.\n\nESL 0191.\n\nLado English series 1,2,3,4,5, and 6, Robert Lado, New ed. Englewood Cliffs, N.J.: Prentice Hall Regents, 1990. Each series contains 3 v. (student's book, teacher's ed., workbook) with 5 sound cassettes + student placement and evaluation package.\n\nSUMMARY: The six carefully graded levels of this popular series take adult and young adult ESL students from a zero-level knowledge of English to basic facility in the four language skills. Five cassettes for each level include all the dialogues, readings, practice exercises, and pronunciation drills from the student book. Student placement and evaluation package for use in placing students into one of the six levels of the Lado English series, and for testing following completion of one of the levels.\n\nESL 0078, ESL 0079, ESL 0080, ESL 0081, ESL 0082, ESL 0083, ESL 0084.\n\nLado picture dictionary, Robert Lado, Englewood Cliffs, NJ: Prentice Hall Regents, 1992. 121 p.\n\nSUMMARY: Designed to help readers acquire vocabulary directly in English, the \"Lado Picture Dictionary\" introduces more than 2,800 words in context, grouped in contextual areas ranging from self and family to community, travel, sports, holidays, and the world.\n\nESL 0085.\n\nLanguage and study skills for learners of English, Marjorie R. Romanoff, Englewood Cliffs, N.J.: Prentice Hall Regents, 1991. 128 p.\n\nSUMMARY: Designed for use as a textbook/workbook with an entire class or on an individual student basis, this text consists of six units -- each focusing on specific language and study skills and offering examples and practice in each.\n\nESL 0086.\n\nThe language of medicine in English, Ethel Tiersky and Martin Tiersky, Rev. ed. Englewood Cliffs, N.J.: Prentice Hall Regents, 1992. 132 p.\n\nSUMMARY: This text is designed to help students master the English vocabulary and idioms needed to function successfully in an English-speaking medical environment, and to improve their ability to communicate in English, generally.\n\nESL 0087.\n\nLaubach way to English, Frank Charles Laubach, Jeanette D. Macero and Martha A. Lane, Rev ed. Syracuse, N.Y.: New Readers Press, 1991. 4 levels each with multiple parts in various formats.\n\nSUMMARY: An ESL program, \"Laubach Way to English\", is designed to teach basic speaking, listening, reading and writing skills to functionally illiterate speakers of other languages. Program uses materials in the following formats: skill books, read-along tapes, teacher's manuals, illustrations, workbooks, correlated readers, checkups, diplomas, readers, crossword puzzles, and flashcards.\n\nESL 0187, ESL 0188, ESL 0189, ESL 0190.\n\nThe Laubach way to English video-based tutor workshop. New Readers Press and Laubach Literacy Action, Syracuse, N.Y.: New Readers Press, 1989. 2 videocassettes (90 min. each) in notebook with Leader guide.\n\nSUMMARY: \"The Laubach Way to English Video-based Tutor Workshop\", developed by Laubach Literacy Action, is a video-based training program which can serve as the core of your 18-hour ESL tutor training workshop.\n\nESL 0267.\n\nLearn to listen; listen to learn an advanced ESL/EFL lecture comprehension and note-taking textbook [sound recording] Susan R. Lebauer. Englewood Cliffs, N.J.: Prentice Hall Regents, 1988. 5 sound cassettes + 1 text + 1 instructor's ed.\n\nSUMMARY: The book is designed to help advanced ESL/EFL students prepare themselves for the demands of academic lecture comprehension and note-taking.\n\nESL 0088.\n\nLessons from the learner: student generated activities from the language classroom, Sheelagh Deller, Essex, England: Longman, 1990. 79 p. (Pilgrims Longman teachers resource book).\n\nSUMMARY: Gives teachers a fresh outlook to add to their teaching. Gives students the opportunity to bring their own knowledge and enthusiasm to the classroom.\n\nESL 0301.\n\nLife science: content and learning strategies, Sharron Bassano and Mary Ann Christison, [Student] ed. Reading, Mass.: Addison-Wesley Pub. Co., 1992. 104 p.\n\nSUMMARY: High-interest activities before and after reading passages develop essential vocabulary and basic academic concepts in life science while systematically building critical thinking skills.\n\nESL 0276.\n\nListen & say it right in English [sound recording] Nina J. Weinstein. Lincolnwood, IL: National Textbook Co., [1992]. 3 sound cassettes (180 min.) + 1 student text (91 p.) + 1 teacher's manual (34 p.)\n\nSUMMARY: A listening and conversation program that will teach you the differences between formal and everyday English. A practical, easy-to-use program that will give you the confidence to say it right in the right situation!\n\nESL 0349.\n\nListening contours [sound recording] Michael A. Rost. 2nd ed. [Tucson, Ariz.]: Lingual House, 1981. 3 sound cassettes + 1 text (107 p.) + 1 teacher's manual.\n\nSUMMARY: A course for high beginning students in controlled listening. Students work with practical, tangible topics within a vocabulary of 1500 works, and develop all language skills through a listening base.\n\nESL 0220.\n\nListening focus comprehension practice for students of English [sound recording] Ellen Kisslinger. Tucson, Ariz.: Lingual House Pub., 1980. 3 sound cassettes + 1 text (85 p.)\n\nSUMMARY: \"Listening Focus\" is a complete comprehension-based course for high-intermediate students. Maps, sketches, and graphs are unique inclusions in the text that aid in contextualization.\n\nESL 0219.\n\nListening in language learning, Michael Rost, London, New York: Longman, 1990. 278 p. (Applied linguistics and language study).\n\nSUMMARY: A theoretical and practical discussion of the role of listening in language use and language learning.\n\nESL 0293.\n\nLiteracy and bilingualism, James D. Williams and Grace Capizzi Snipper, New York: Longman, 1990. 162 p.\n\nSUMMARY: Identifies and analyzes the mechanisms and issues in literacy--reading and writing--as they relate to bilingualism.\n\nESL 0255.\n\nLiving with strangers in the U.S.A.: communicating beyond culture, Carol M. Archer, Englewood Cliffs, N.J.: Prentice Hall Regents, 1991. 156 p.\n\nSUMMARY: Examining an ESL classroom from the point of view of international students and their teachers, \"Living with strangers in the U.S.A.\" provides a new, personal way to approach cultural values and behavior. This contextual approach is used to teach reading skills and vocabulary development.\n\nESL 0089.\n\nLongman dictionary of American English: a dictionary for learners of English, New York: Longman, 1983. 792 p. with workbook.\n\nSUMMARY: This unique dictionary is designed to show your students how to use the English language more effectively.\n\nESL 0231.\n\nLongman dictionary of English idioms, T. H. Long, Harlow [Eng.]: Longman, 1979. 387 p.\n\nSUMMARY: A detailed dictionary of 5,000 idioms, with clear definitions using a controlled vocabulary of 2,000 common words. The dictionary's first aim is to select and record idioms currently used in written and spoken English today.\n\nESL 0234.\n\nLongman English grammar, L. G. Alexander and R. A. Close, London, New York: Longman, 1988. 374 p.\n\nSUMMARY: A comprehensive reference of modern English grammar, \"Longman English Grammar\" has been organized from the student's point of view providing accurate information for effective communication.\n\nESL 0311.\n\nLongman ESL literacy: student book, Yvonne Wong Nishio, New York: Longman, 1991. 183 p. + Teacher's book (198 p.)\n\nSUMMARY: \"Longman ESL Literacy\" is for true beginners. It provides a basic introduction to English for students who are not ready for level 1. Unique in the integration of the four basic language skills, reading, writing, listening, and speaking.\n\nESL 0239.\n\nLongman lexicon of contemporary English, Tom McArthur, Harlow [Eng.]: Longman, 1981. 910 p.\n\nSUMMARY: Organized like a thesaurus, with an alphabetical index, \"The Longman Lexicon of Contemporary English\" categorizes words into 14 semantic areas of everyday use. The student of English learns not only what a word means, but also how it differs from the other words in a particular set.\n\nESL 0233.\n\nLongman photo dictionary, Marilyn S. Rosenthal and Daniel B. Freeman, White Plains, N.Y.: Longman, 1989. 91 p + 1 Teacher's guide + 3 workbooks + 4 photo dictionaries + 4 sound cassettes + 2 (sets) of wall charts.\n\nSUMMARY: The \"Longman Photo Dictionary\" is a vocabulary and conversation book, presenting a photographic panorama of language and life in North America. Each page offers a wealth of classroom activities.\n\nESL 0241.\n\nLongman preparation course for the TOEFL, Deborah Phillips, New York: Longman, 1989. 4 v.\n\nSUMMARY: Gives students the skills, strategies, practice and confidence they need to increase their scores on the TOEFL test. This program provides comprehensive coverage of the language skills and test-taking strategies students need to increase their TOEFL scores.\n\nESL 0214.\n\nLongman simplified English series, Harlow, Essex, England: Longman Group, 1937. 25 v.\n\nSUMMARY: Contemporary bestsellers by Arthur Hailey and John Le Carre ... Classics by Jane Austen and Jules Verne ... Mysteries by Robert Louis Stevenson and Edgar Allan Poe. All abridged and simplified.\n\nESL 0308.\n\nLook again pictures : for language development and lifeskills, Judy Winn-Bell Olsen, Englewood Cliffs, N.J.: Prentice Hall Regents, 1984. 112 p.\n\nSUMMARY: This innovative resource book for teachers of secondary and adult students at all levels uses lifeskills themes to develop English language skills.\n\nESL 0090.\n\nLook who's talking! : activities for group interaction, Mary Ann Christison and Sharron Bassano, 2nd ed. Englewood Cliffs, NJ: Prentice Hall Regents, 1987. 118 p.\n\nSUMMARY: \"Look Who's Talking!\", second edition, offers 78 stimulating activities for group interaction. The activities are grouped under six specific strategies for facilitating classroom cooperation, maximizing participation, and building group rapport and trust.\n\nESL 0091.\n\nMaking it happen : interaction in the second language classroom : from theory to practice, Patricia A. Richard-Amato, New York: Longman, 1988. 426 p.\n\nSUMMARY: A comprehensive and practical methodology book that synthesizes theory and classroom practice in second language teaching.\n\nESL 0251.\n\nMastering American English; a handbook-workbook of essentials, Rebecca E. Hayden, Englewood Cliffs, N.J.: Prentice-Hall, 1956. 260 p.\n\nSUMMARY: A handbook and a workbook as well, \"Mastering American English\" covers the basic sentence patterns and major grammatical structures, and provides drill and review through diversified exercises. It is intended primarily for adults who are at an intermediate or advanced level in the study of English as a foreign language, but need further review and drill in order to develop fluency and accuracy in its use.\n\nESL 0092.\n\nMeaning by all means: a vocabulary text and workbook for students of ESL, Charles Mason, Englewood Cliffs, N.J.: Prentice-Hall Regents, 1986. 132 p. with answer key.\n\nSUMMARY: In this easy-to-use book, the author deals with 588 basic academic vocabulary items. Each of 15 lessons helps the student work individually with vocabulary items in a variety of settings. Group discussions and decision making as to the meaning and use of the vocabulary reinforce the student's comprehension without the use of a dictionary.\n\nESL 0093.\n\nModern American English 1, 2, 3, 4, 5, and 6., Robert James Dixson and Eugene J. Hall, New ed. as rev. by Eugene J. Hall ed. Englewood Cliffs, NJ: Prentice Hall Regents, 1992. Each step consists of 3 v. (student book, teacher's edition, workbook) with 8 cassettes.\n\nSUMMARY: The program offering a step-by-step progression from repetition to practice to use and carefully controlled structure and vocabulary, this series is ideal for absolute beginners, taking them from zero-level knowledge of English to advanced proficiency in all language skills. Levels 1-3 present all new vocabulary and structures in fully illustrated narratives consisting of a series of questions and answers. Levels 4-6 include short paragraphs followed by questions.\n\nESL 0094, ESL 0095, ESL 0096, ESL 0097, ESL 0098, ESL 0099.\n\nModern English, Marculla Frank, 2nd ed. Englewood Cliffs, N.J.: Prentice-Hall Regents, 1993. 3 v.\n\nContents: [pt. 1.] Exercises for non-native speakers: parts of speech -- [pt. 2.] Exercises for non-native speakers: sentences and complex structures -- [pt. 3.] A practical reference guide.\n\nSUMMARY: The two volumes of \"Modern English: Exercises for Non-Native Speakers,\" 2nd edition, are intended to help foreign students achieve the level of English proficiency expected of native university students. \"Modern English: a practical reference guide\" provides the basis for the two volumes of exercises.\n\nESL 0102.\n\nModern short stories in English, Robert James Dixson, New rev. ed. Englewood Cliffs, N.J.: Regents/Prentice Hall, 1984. 89 p. + 4 sound cassettes (in container).\n\nSUMMARY: This collection of 15 easy-to-comprehend short stories for advanced ESL students focuses almost entirely on present-day life in the United States.\n\nESL 0103.\n\nMore picture stories: language and problem posing activities, Fred Ligon, Elizabeth Tannenbaum, Carol Richardson Rodgers, and Experiment in International Living, White Plains, N.Y.: Longman, 1992. 113 p.\n\nSUMMARY: Perfect book for young adult and adult students adapting to life in the United States. Each story contains an unresolved issue or problem that students are encouraged to examine critically and generate possible solutions through a process of guided questioning.\n\nESL 0243.\n\nMore reasons for reading, Carrie Dobbs and Frank Dobbs, Englewood Cliffs, NJ: Regents/Prentice Hall, 1992. 293 p.\n\nSUMMARY: Designed to help students build a nontechnical college-level vocabulary.\n\nESL 0365.\n\nMore true stories: a beginning reader, Sandra Heyer, White Plains, NY: Longman, 1990. 94 p.\n\nSUMMARY: Humorous, high-interest stories that are fun and spark lively classroom discussions.\n\nESL 0317.\n\nMoving on [sound recording] Jann Huizenga. [White Plains, N.Y.]: Longman, 1989. 2 sound cassettes.\n\nSUMMARY: Ideal listening workbook for low-beginning students. Basic vocabulary and structures are presented in natural, realistic language situations of immediate importance to the language learner.\n\nESL 0217.\n\nThe Multicultural classroom: readings for content-area teachers, Patricia A. Richard-Amato and Marguerite Ann Snow, White Plains, NY: Longman, 1992. 413 p.\n\nSUMMARY: This sourcebook is essential reading for teachers in multicultural classrooms. Focusing on the needs of language minority students, it presents selections from the works of experienced teachers and researchers.\n\nESL 0250.\n\nThe new arrival: stories and activities for language development, Laurie Kuntz, 2nd ed. Englewood Cliffs, NJ: Alemany Press, Prentice Hall Regents, 1988. 2 v. with Teacher's guide.\n\nSUMMARY: The \"New Arrival,\" second edition provides authentic reading texts for young adults and adults based on the experiences of the author's own students.\n\nESL 0183.\n\nA new beginning: an ESL reader, Mary Mitchell Church, Keesia Harrison Hyzer, Ann Marie Niedermeyer and Jana Fothergill, Englewood Cliffs, N.J.: Prentice Hall Regents, 1988. 117 p.\n\nSUMMARY: Designed as a comprehensive reader for secondary and adult ESL students, \"A New Beginning\" features lively reading passages based on the experiences of an immigrant family recently arrived in the United States. These readings are intended to stimulate student interest, expand communicative vocabulary, and enhance cultural knowledge.\n\nESL 0104.\n\nNew method supplementary readers, Harlow, Essex [Eng.]: Longman Group, 1967. Stage 2 (800 word vocabulary, 9 v.) -- Stage 4 (1500 word vocabulary, 14 v.) -- Stage 5 (1800 word vocabulary, 10 v.)\n\nSUMMARY: Simplified versions of the classics, the best in children's fiction, and simplified stories of famous figures of history and legend.\n\nESL 0305, ESL 0306, ESL 0307.\n\nThe new Oxford picture dictionary, E. C. Parnwell, New York, NY: Oxford University Press, 1988. 15 parts.\n\n[1.] Monolingual English ed. -- [2.] English/Spanish ed. -- [3.] English/Chinese ed. -- [4.] English/Japanese -- [5.] English/Korean ed. [6.] English/Cambodian ed. -- [7.] English/Vietnamese ed. -- [8.] 1 boxed package of 80 playing cards -- [9.] Teacher's Guide -- [10.] 3 sets of wall charts in containers -- [11.] Beginner's Workbook -- [12.] Intermediate Workbook -- [13.] 4 sound cassettes (in container).\n\nSUMMARY: A comprehensive vocabulary development program.\n\nESL 0198.\n\nOdyssey [sound recording] Victoria Kimbrough. White Plains, N.Y.: Longman, 1983. 6 levels each with multiple parts in various formats.\n\nSUMMARY: A six-book series designed especially for secondary school students in public or private schools and young adults in language institutes. It combines a structural syllabus with a clear, communicative approach. Program uses materials in the following formats: student books, teacher's manuals, workbooks, audiocassettes, and test booklets.\n\nESL 0203, ESL 0204, ESL 0205, ESL 0206, ESL 0207, ESL 0208.\n\nOf the people : U.S. history, Deborah Short, Margaret Seufert-Bosco and Allene Guss Grognet, Englewood Cliffs, N.J.: Prentice Hall Regents, 1991. 178 p.\n\nSUMMARY: Helping ESL students understand key events and concepts in American history, \"Of the People : U.S. History\" provides students with the information they need to become better, more informed residents and citizens of the United States. With a variety of exercises, maps, charts, and graphs, this text helps students practice and improve all four ESL skills: speaking, listening, reading, and writing.\n\nESL 0105.\n\nOn a roll : a conversation and listening text, Sharon Peters, Englewood Cliffs, N.J.: Prentice Hall Regents, 1991. 144 p. with Audio tapes (2 tapes) and Instructor's manual.\n\nSUMMARY: This set introduces contemporary idioms, expressions, and reduction patterns in short, culturally authentic dramas that allow students to hear and use relaxed, informal English.\n\nESL 0106.\n\nOn your way, building basic skills in English [sound recording] Larry Ranger. [White Plains, N.Y.]: Longman, 1987. 3 levels each with multiple parts in various formats.\n\nSUMMARY: A unique three-level course that integrates grammar, functions and life skills. It is designed for adult and young adult learners from the beginning to intermediate levels. Presents natural language in context and gives students the practical skills they need to get along in English. Program uses materials in the following formats: student books, teacher's manuals, workbooks, and audiocassettes.\n\nESL 0228, ESL 0229, ESL 0230.\n\nOpening doors: idioms in English, Michael A. Zucaro, Englewood Cliffs, NJ: Prentice Hall Regents, 1992. 255 p.\n\nSUMMARY: Designed to help students to comprehend and produce natural, idiomatic English, this workbook describes over 300 North American idiomatic expressions that help acclimate students to the habits, customs, manners, and culture in which these idioms are grounded.\n\nESL 0107.\n\nOutsiders: American short stories for students of ESL, Jean S. Mullen, Englewood Cliffs, N.J.: Prentice-Hall, 1984. 233 p. with teacher's guide.\n\nSUMMARY: These absorbing selections by well-known authors, combined with exercises, vocabulary, and study questions, give the reader a taste of literature while developing analytical thinking and writing skills.\n\nESL 0108.\n\nParagraph development: a guide for students of English, Martin L. Arnaudet and Mary Ellen Barrett, 2nd ed. Englewood Cliffs, N.J.: Prentice Hall Regents, 1990. 182 p. with Instructor's guide.\n\nSUMMARY: This text is designed to take high-intermediate-to-advanced-level ESL students systematically from the perfect sentence through the paragraph to the composition, in a series of logical and practical steps that take the mystery out of developing and writing a paragraph.\n\nESL 0109.\n\nParagraph power: communicating ideas through paragraphs, George Rooks, Englewood Cliffs, N.J.: Prentice Hall Regents, 1988. 156 p. with instructor's manual.\n\nSUMMARY: This text, intended for college bound students, explores paragraph structure and development and empowers students to communicate their ideas more effectively in paragraph form.\n\nESL 0110.\n\nPD's in depth [sound recording] Edith Crowell Trager. Englewood Cliffs, N.J.: Prentice Hall, 1982. 7 sound cassettes in container + 1 book (177 p.)\n\nSUMMARY: A unique text with many innovative features, \"PD's in Depth\" provides both oral and aural practice for intermediate through advanced learners of English.\n\nESL 0272.\n\nThe PD's: pronunciation drills for learners of English [sound recording] Edith Crowell Trager. 2nd ed. Englewood Cliffs, N.J.: Prentice-Hall, 1983. 7 sound cassettes + 1 book (156 p.)\n\nSUMMARY: \"The PD's\" is the classic text for students who want to master the phonological and morphological systems of English.\n\nESL 0271.\n\nPhrase by phrase pronunciation and listening in American English [sound recording] Marsha Chan. Englewood Cliffs, NJ: Prentice Hall Regents, [198-]. 4 sound cassettes + 1 text (180 p.) + 1 instructor's manual.\n\nSUMMARY: This text/tape program helps low-intermediate-level ESL students sharpen their listening discrimination and accuracy, and build fluency and confidence in oral production of connected discourse.\n\nESL 0111.\n\nPicture it!, John Dunicich, Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1981. 15 p.\n\nSUMMARY: In this text, beginning or intermediate-level students practice talking about essential, everyday experiences in English by describing sequences of pictures.\n\nESL 0112.\n\nPicture stories for beginning communication, Sandra Heyer. Englewood Cliffs, N.J.: Regents/Prentice Hall, 1989. 138 p.\n\nSUMMARY: This fun-filled volume is designed to provide a welcome break from the rigors of teaching/learning life skills and grammar.\n\nESL 0113.\n\nPicture stories: language and literacy activities for beginners, Fred Ligon, Elizabeth Tannenbaum, Carol Richardson Rodgers and Experiment in International Living, New York: Longman, 1990. 121 p.\n\nSUMMARY: Perfect book for young adult and adult students with little or no literacy skills in English or their first language. The authors present pictures students are certain to understand.\n\nESL 0242.\n\nA picture's worth a thousand words: a vocabulary book, Kim Sanabria, Englewood Cliffs, N.J.: Regents/Prentice Hall, 1988. 120 p.\n\nSUMMARY: In this text, fun-filled and creative exercises introduce beginning-level students to over 1000 words used in everyday situations, and to a wide variety of contemporary topics which can be used as springboards for lively conversation.\n\nESL 0114.\n\nThe pizza tastes great: dialogues and stories, William P. Pickett, Englewood Cliffs, N.J.: Prentice Hall Regents, 1988. 182 p. + 1 sound cassette (in container).\n\nSUMMARY: Appropriate for students of all ages who are approaching English for the first time, this text is designed to make their first steps in reading English easy and enjoyable.\n\nESL 0115.\n\nPlease write: a beginning composition text for students of ESL, Patricia Ackert, Englewood Cliffs, N.J.: Prentice Hall Regents, 1986. 178 p. with Teacher's manual.\n\nSUMMARY: Here is a lively writing book for beginning students at the university level that emphasizes writing correct English sentences and then organizing them into simple compositions.\n\nESL 0116.\n\nThe practice of English language teaching, Jeremy Harmer, New ed. London, New York: Longman, 1991. 296 p.\n\nSUMMARY: The new edition of this \"classic\" text incorporates recent changes in the concerns of methodologists and linguists, along with updated theories on teaching techniques.\n\nESL 0257.\n\nPrentice Hall workbook for ESL writers, Stacy A. Hagen and Bernice Ege-Zavala, Englewood Cliffs, N.J.: Prentice Hall, 1988. 249 p.\n\nSUMMARY: \"The Prentice Hall Workbook for ESL Writers\" highlights grammar and writing problems particularly troublesome to nonnative speakers.\n\nESL 0118.\n\nPrentice-Hall's practice tests for the TOEFL, Roberta Steinberg, Englewood Cliffs, N.J.: Regents/Prentice Hall, 1987. 134 p. + 1 sound cassette (in container).\n\nSUMMARY: This text features four practice tests that simulate the actual TOEFL tests in directions, content, length, and level of difficulty.\n\nESL 0117.\n\nPreparing the way Beginning listening [sound recording] Jann Huizenga. White Plains, N.Y.: Longman, 1987. 1 sound cassette + 1 manual (38 p.)\n\nSUMMARY: Ideal listening workbook for absolute beginners. Taken from \"From the Start: Beginning Listening Book 1,\" it presents numbers and letters in useful, everyday contexts.\n\nESL 0227.\n\nPreposition practice, L. L. Keane, White Plains, N.Y.: Longman, 1991. 64 p.\n\nSUMMARY: Designed to give intermediate students practice in the use of prepositions. The exercises include prepositions of time, place, and direction, prepositions occurring with verbs and adjectives, and prepositions in common phrases.\n\nESL 0248.\n\nProblem solving : critical thinking and communication skills, Linda W. Little and Ingrid A. Greenberg, White Plains, N.Y.: Longman, 1991. 113 p.\n\nSUMMARY: A learner-centered and interactive text for intermediate students. It encourages students to discuss their problems and share their beliefs.\n\nESL 0247.\n\nThe process of composition, Joy M. Reid, 2nd ed. Englewood Cliffs, N.J.: Prentice-Hall, 1988. 236 p. with instructor's manual.\n\nSUMMARY: Designed for advanced ESL students, this highly successful text focuses on the techniques and formats required in academic writing--essays, critiques, research reports, and term papers.\n\nESL 0119.\n\nThe process of paragraph writing, Joy M. Reid and Margaret Lindstrom, Englewood Cliffs, N.J.: Prentice-Hall, 1985. 242 p. with teacher's manual.\n\nSUMMARY: This solid handbook covers all essential paragraph skills and basic thinking and ordering techniques that ensure success in writing.\n\nESL 0120.\n\nProfessional interactions : oral communication skills in science, technology, and medicine, Candace Matthews and Joanne Marino, Englewood Cliffs, N.J.: Prentice Hall Regents, 1990. 263 p. + 1 sound cassette (in container) + Instructor's manual (61 p.)\n\nSUMMARY: Incorporating a learning-through-doing approach, this student-centered text is aimed at developing the oral communication skills of current or future technical professionals at an intermediate to advanced level of ESL/EFL.\n\nESL 0121.\n\nPronunciation contrasts in English, Don Lee Fred Nilsen and Alleen Pace Nilsen, Englewood Cliffs, NJ: Prentice Hall Regents, 1973. 88 p.\n\nSUMMARY: Designed to help ESL teachers deal with their students' pronunciation difficulties, this volume provides specialized exercises that isolate and correct pronunciation problems.\n\nESL 0122.\n\nPronunciation exercises in English, M. Elizabeth Clarey and Robert James Dixson, Revised ed. Englewood Cliffs, N.J.: Prentice Hall Regents, 1963. 122 p. + 2 sound cassettes (in container).\n\nIncludes drills for the correction of faulty accent and intonation.\n\nSUMMARY: This highly regarded classic explores the sounds of English for intermediate/advanced-level ESL students.\n\nESL 0123.\n\nPurple cows & potato chips: multi-sensory language acquisition activities, Mary Ann Christison and Sharron Bassano, Englewood Cliffs, NJ: Alemany Press, Regents/Prentice Hall, 1987. 104 p.\n\nSUMMARY: This text experiments with the senses and introduces intermediate level students to a different approach to language acquisition.\n\nESL 0124.\n\nRapid review of English grammar: a text for students of English as a second language, Jean Praninskas, 2d ed. Englewood Cliffs, NJ: Prentice Hall Regents, 1975. 370 p.\n\nSUMMARY: Designed to increase a working knowledge of spoken and written English, this highly successful text reviews basic grammatical patterns.\n\nESL 0125.\n\nReact interact: situations for communication, Donald R. H. Byrd, and Isis Clemente-Cabetas, 2nd ed. Englewood Cliffs, NJ: Prentice Hall Regents, 1991. 144 p.\n\nSUMMARY: A conversation text for intermediate and advanced students, this volume stimulates real communication, expands students' knowledge of vocabulary and grammar, and gives them an opportunity to express their own ideas, opinions, and values in English.\n\nESL 0126.\n\nReactions: multicultural reading-based writing modules, Susan R. Lebauer and Robin C. Scarcella, Englewood Cliffs, NJ: Regents/Prentice Hall, 1993. 356 p.\n\nSUMMARY: This complete process writing book features multicultural reading modules that integrate the four language skills (reading, writing, speaking, listening) and focus on the writing process, rather than the product approach.\n\nESL 0364.\n\nThe reader's journal: authentic readings for writers, Mark D. Rentz, Englewood Cliffs, NJ: Regents/Prentice Hall, 1992. 249 p.\n\nSUMMARY: Innovative text offers a variety of meaningful, entertaining, and informative readings, and invites students to respond to those readings through journal writing.\n\nESL 0363.\n\nReading, etc.: an integrated skills text, Robert L. Roseberry and Rachel Weinstock, Englewood Cliffs, NJ: Prentice Hall Regents, 1992. 292 p. with 4 sound cassettes + Instructor's guide.\n\nSUMMARY: This volume helps students acquire the skills that academic study requires—e.g., understanding vocabulary in context, coping with complex grammatical structures in reading passages, and combining information from several sources to write academic essays on topics related to reading passages. ESL 0127.\n\nReading for a reason: an intermediate/advanced reading text, Carrie Dobbs, Englewood Cliffs, NJ: Prentice Hall Regents, 1989. 283 p. with instructor's manual.\n\nSUMMARY: This volume is designed to help high-intermediate and advanced level ESL students build a non-technical college-level vocabulary and to develop reading skills for college-level materials. ESL 0128.\n\nReading for meaning: skills development for active reading, Anne Ediger, Roberta Alexander and Krystyna Srutwa, White Plains, NY: Longman, 1989. 92 p.\n\nSUMMARY: An exciting new text for low-intermediate students, takes a fresh look at the reading process. Explores such issues as what we choose to read, why we choose it, how we read it, and what we do with the information from it. ESL 0236.\n\nReading in English: for students of English as a second language, Dorothy Danielson, ed. 2d ed. Englewood Cliffs, NJ: Prentice-Hall, 1980. 242 p.\n\nSUMMARY: Designed to develop cross-cultural awareness, this advanced-level reader combines fiction and non-fiction with discussion and composition exercises. ESL 0129.\n\nReading in the content areas: an interactive approach for international students: advanced, Patricia A. Richard-Amato, White Plains, NY: Longman, 1990. 104 p.\n\nSUMMARY: Offers an exciting alternative to the tightly controlled, skill-focused books which are so familiar. Designed for international students preparing for English-speaking universities, it features authentic readings of broad appeal. ESL 0237.\n\nReadings in English, Caroline Banks and Tom Rowe, Englewood Cliffs, NJ: Prentice Hall Regents, 1990. 3 v. + 3 sound cassettes (in container) + instructor's manual.\n\nSUMMARY: This three-level reading course offers students an exciting range of subjects and activities that will expand their vocabulary, improve their grammar, sharpen their powers of critical thinking, and develop their overall reading efficiency. Book One addresses the younger adolescent reader; Book Two the adult reader; and Book Three the adult from high school to maturity. ESL 0130.\n\nReady for business [sound recording] Andrew Vaughan. [London, New York]: Longman, 1990. 1 sound cassette.\n\nSUMMARY: Designed for students who need to acquire a knowledge of basic business English. Each unit focuses on a specific business situation likely to be encountered.\n\nESL 0225.\n\nRegents English workbook, Robert James Dixson, Englewood Cliffs, NJ: Regents/Prentice Hall, 1986. 3 v. (Dixson English series).\n\nSUMMARY: Used in schools throughout the world, this three-volume grammar series is appropriate for beginning, intermediate, and advanced-level ESL students.\n\nESL 0131.\n\nRichness in writing: empowering ESL students, Donna M. Johnson and Duane H. Roen, New York: Longman, 1989. 306 p.\n\nSUMMARY: This text approaches writing as a cultural and social activity—as well as a cognitive and linguistic one—addressing writing for second-language students of all ages and in many learning situations. It concentrates on three goals: writing development; second language development; and empowerment of language minority students through nondeficit models of schooling.\n\nESL 0256.\n\nSecond book in English, Robert James Dixson, New rev. ed. Englewood Cliffs, NJ: Prentice Hall, 1983. 119 p.\n\nSUMMARY: This text focuses on conversation and pronunciation, and it provides numerous practical exercises to help the student with newly introduced grammar points. Sequel to Beginning lessons in English.\n\nESL 0132.\n\nShare your paragraph: an interactive process approach to writing, George Rooks, Englewood Cliffs, NJ: Prentice Hall Regents, 1988. 136 p. with instructor's manual.\n\nSUMMARY: A highly flexible and engaging introduction to writing, this text transforms the writing class into a lively laboratory—providing a setting in which the students' own writing is the central focus.\n\nESL 0133.\n\nSide by side, Steven J. Molinsky and Bill Bliss, 2nd ed. Englewood Cliffs, NJ: Prentice Hall Regents, 1990. 4 levels + 2 levels (core conversation courses), each level with multiple parts in various formats.\n\nSUMMARY: Through the methodology of guided conversations, \"Side by Side\" engages students in meaningful conversational exchanges within carefully structured grammatical frameworks, and then encourages students to break away from the textbook and use these frameworks to create conversations on their own. Program uses materials in the following formats: student texts, activity books, student text tapes, activity book tapes, teacher's guides, picture cards, and tests packages.\n\nESL 0135, ESL 0136, ESL 0137, ESL 0138, ESL 0139, ESL 0140, ESL 0141, ESL 0142.\n\nSkillful reading: a text and workbook for students of English as a second language, Amy L. Sonka and Elizabeth Whalley, Englewood Cliffs, NJ: Prentice-Hall, 1981. 278 p.\n\nSUMMARY: \"Skillful Reading\" introduces ESL students to the skills they need to work successfully with the organization, language, and content of textbooks.\n\nESL 0143.\n\nSkits in English, Mary Elizabeth Hines, New ed. Englewood Cliffs, NJ: Regents/Prentice Hall Regents, 1980. 121 p. with 4 sound cassettes.\n\nSUMMARY: Lively in approach, this volume offers students an opportunity to practice speaking English by participating in short skits and associated roleplaying activities which elicit free use of English.\n\nESL 0144.\n\nSmall talk : more jazz chants. Carolyn Graham, New York: Oxford University Press, 1986. 2 sound cassettes (in container) + 1 book (86 p.)\n\nSUMMARY: \"Small Talk\" is Carolyn Graham's hot new collection of jazz chants. Jazz chanting, a unique teaching technique, uses the rhythms of jazz to teach conversational American English.\n\nESL 0193.\n\nSound advantage : a pronunciation book, Stacy A. Hagen and Patricia E. Grogan, Englewood Cliffs, N.J.: Regents/Prentice Hall, 1992. 220 p. with 4 sound cassettes + Instructor's manual.\n\nSUMMARY: \"Sound Advantage\" teaches pronunciation and includes those elements essential to production. Companion text to \"Sound-Advice.\"\n\nESL 0145.\n\nSound advice : a basis for listening, Stacy A. Hagen, Englewood Cliffs, N.J.: Prentice Hall Regents, 1988. 187 p.\n\nSUMMARY: Using listening material that is not available in any other ESL text, this skills approach to discrete point listening prepares intermediate and advanced ESL students to understand rapid, relaxed English.\n\nESL 0146.\n\nSounds and rhythm : a pronunciation course, Willard De Mont Sheeler and Rayner W. Markley, 2nd ed. Englewood Cliffs, NJ: Prentice-Hall, 1991. 203 p. + 8 sound cassettes (in container).\n\nSUMMARY: A comprehensive English pronunciation course for students at all levels, Sounds and rhythm, Second edition, provides practice in the sounds, the rhythm, and the intonation of American English.\n\nESL 0283.\n\nSpeaking American English at work. Guilford, CT: Video-Forum, 1988. 2 videocassettes (VHS) (30 min. each) + 1 teacher's manual (120 p.)\n\nSUMMARY: Designed to improve the communication skills, verbal and non-verbal, most needed to get a job and be promoted to a better one. Provides a checklist of competencies needed for each unit, pre- and post-tests, and complete transcripts of the video cassettes.\n\nESL 0357.\n\nSpeaking and social interaction : activities for intermediate to advanced ESL students, Susan M. Reinhart and Ira Fisher, Englewood Cliffs, NJ: Prentice-Hall, 1985.\n\nSUMMARY: This text focuses on English as a tool for social interaction, and provides a framework for conversational analysis and practice.\n\nESL 0147.\n\nSpeaking of survival, Daniel B. Freeman, New York: Oxford University Press, 1982. 228 p. + 1 sound cassette (in container).\n\nSUMMARY: Teach your adult learners the vocabulary they need to cope in today's complex world. Covering 14 topics, including transportation, banking, shopping, housing, medical care, and emergencies, \"Speaking of Survival\" focuses on improving listening, speaking, reading, and writing skills.\n\nESL 0195.\n\nSpeaking up at work, Catherine Robinson, Jenise Rowekamp and International Institute of Minnesota, New York, Oxford: Oxford University Press, 1985. 178 p.\n\nSUMMARY: \"Speaking Up at Work\" can be used by non-native speakers with an intermediate level of proficiency in English, and also by native speakers, to acquire competencies needed to get jobs, to keep jobs, and to advance.\n\nESL 0194.\n\nSpeech communication for international students, Paulette Dale and James C. Wolf, Englewood Cliffs, NJ: Prentice Hall, 1988. 168 p. with instructor's manual.\n\nSUMMARY: This text will guide students and teachers through the practical principles of speech communication while providing them with ideas for communication experiences which will enhance students' vocabularies and knowledge of English form, structure, and use.\n\nESL 0148.\n\nStart reading : a basic reader in English, Franklin I. Bacheller, Englewood Cliffs, NJ: Prentice Hall Regents, 1991. 195 p. with Instructor's manual.\n\nSUMMARY: Designed for beginning to high-beginning students of ESL/EFL, this integrative text combines reading with listening and speaking skills.\n\nESL 0149.\n\nStart right! : a positive approach to literacy, Karen Brinkman, Englewood Cliffs, N.J.: Prentice Hall Regents, 1991. 172 p. plus teacher's edition.\n\nSUMMARY: A unique basic text for nonliterate adults \"Start Right!\" incorporates learning, language experience, direct instruction, and the use of a master picture for every word taught.\n\nESL 0327.\n\nStart writing, Franklin I. Bacheller, Englewood Cliffs, NJ: Prentice-Hall, 1988. 120 p. with instructor's manual.\n\nSUMMARY: Aimed at the initial development of academic writing skills, \"Start writing\" introduces beginning ESL/EFL students to the composition of simple paragraphs, as well as punctuation, capitalization, and sentence structure.\n\nESL 0150.\n\nStarting English for business, Donald Adamson, New York: Prentice Hall, 1991. 187 p. + 1 sound cassette (in container).\n\nSUMMARY: \"Starting English for Business\" offers that much-needed bridge between general English and business English at the early stages of learning.\n\nESL 0151.\n\nStories from Latin America : an ESL/EFL reader, Larry T. Myers, Englewood Cliffs, NJ: Prentice Hall Regents, 1987. 131 p.\n\nSUMMARY: Especially designed for beginning/intermediate-level Latin American ESL students, this text focuses on developing reading fluency.\n\nESL 0152.\n\nStories we brought with us: beginning readings for ESL, Carol Kasser and Ann Silverman, Englewood Cliffs, N.J.: Prentice-Hall, 1986. 167 p.\n\nSUMMARY: This beginning-level ESL reader offers 21 intriguing international folk tales from a variety of cultures, each written on two levels of difficulty.\n\nESL 0153.\n\nStrategies for readers: a reading/communication text for students of ESL, Christine Pearson Casanave, Englewood Cliffs, N.J.: Prentice Hall Regents, 1986. 2 v. with Answer key.\n\nSUMMARY: This integrated two-volume reading/communication series requires students to read, think, compare, solve problems, and communicate their own ideas.\n\nESL 0154.\n\nStrategies in listening tasks: for listening development [sound recording] Michael Rost. New York: Longman, 1986. 3 sound cassettes + 1 workbook + 1 tape script and answer key.\n\nSUMMARY: Designed to help beginning and intermediate students acquire skills and strategies needed for effective listening. The tasks in the book provide students practice with selecting the important parts of what they hear, helping to increase their confidence in dealing with naturally spoken English.\n\nESL 0221.\n\nStrategies in reading: developing essential reading skills, Lyn Motai and Eleanor C. Boone, New York, London: Longman, 1988. 112 p. plus teacher's manual.\n\nSUMMARY: Expands the exercises based on the same magazines and articles from \"Basics in Reading\".\n\nESL 0323.\n\nStructure practice in context, Penny Laporte and Jay Maurer, New York: Longman, 1984. 3 v.\n\nSUMMARY: A grammar workbook series that presents grammar in natural contexts—ads, letters, games, and dialogs—that students recognize. The books are designed to complement any course—beginning through high-intermediate that uses either a grammar-based syllabus or a notional-functional curriculum.\n\nESL 0249.\n\nTake it easy: American idioms, Pamela McPartland, Englewood Cliffs, NJ: Prentice-Hall, 1981. 210 p.\n\nSUMMARY: One of the first books to present idioms related to a specific topic in a meaningful context, this text helps students gain mastery of 164 verb idioms and brings them closer to native-like command of the English language.\n\nESL 0155.\n\nTaking off, Tracey Forrest and Jann Huizenga, White Plains, NY: Longman, 1990. 85 p. + 2 cassettes (in container).\n\nSUMMARY: Workbook for beginning students who have had some exposure to basic English. \"Taking Off\" is unique in that new language is presented in natural, realistic situations and represented by a series of photographs in the workbook.\n\nESL 0218.\n\nTalk about trivia: 1001 questions, Irene Schoenberg, White Plains, NY: Longman, 1986. 117 p.\n\nSUMMARY: Is a supplementary text based on Trivial Pursuit. Played as a game or as a springboard for conversations, vocabulary, grammar or general knowledge classes. An answer key is provided.\n\nESL 0314.\n\nTalk about values: conversation skills for intermediate students, Irene Schoenberg, White Plains, NY: Longman, 1989. 105 p.\n\nSUMMARY: Presents values-oriented topics - honesty, money concerns, gift-giving, and what to look for in a husband or wife - of particular interest to older teenagers and adults. Also suggestions for writing activities.\n\nESL 0316.\n\nTalking about grammar, R. G. Bowers, Essex, England: Longman, 1987. 101 p.\n\nSUMMARY: Designed as a workbook to accompany \"A Communicative Grammar of English,\" will increase students' knowledge and understanding of the forms and functions of English.\n\nESL 0312.\n\nTeacher to teacher Video training for teachers of ABE and ESL. City University of New York, and New Readers Press, New York: New Readers Press, 1988. 13 Videocassettes (VHS) + 1 User's guide.\n\nSUMMARY: The Teacher to teacher video training program offers comprehensive approaches to teaching adults in basic education or English as a Second Language classes.\n\nESL 0186.\n\nTeacher training through video ESL techniques. K. Lynn Savage, Don Carney, Frank Lang and Video Guys (Firm), White Plains, N.Y: Longman, 1992. 12 videocassettes + 12 workbooks + 1 manual of reproducible masters + 1 user's guide.\n\nSUMMARY: \"Teacher Training Through Video\" shows teachers, trainers, and trainees how to design effective ESL lessons and use specific techniques in the classroom.\n\nESL 0240.\n\nTeaching English pronunciation, Joanne Kenworthy, London, New York: Longman, 1987. 164 p.\n\nSUMMARY: Offers practical help to teachers who wish to improve the pronunciation and speech quality of their students in a communicative context.\n\nESL 0258.\n\nTeaching English to children, Wendy A. Scott and Lisbeth H. Ytreberg, London New York: Longman, 1990. 115 p.\n\nSUMMARY: A valuable resource book for anyone teaching English to young learners. It is full of ideas and activities which can be adapted for use with children of any age and it gives much practical advice on the planning of lessons and the organization of the classroom.\n\nESL 0252.\n\nTeaching English to speakers of other languages: a guide for the volunteer teacher, M. Christine Hjelt and Georgia E. Stewart, Syracuse, NY: New Readers Press, 1988. 73 p.\n\nSUMMARY: This guide presents theories and outlines some practical teaching applications for the volunteer tutor or for the teacher unfamiliar with teaching ESL.\n\nESL 0266.\n\nTechniques for classroom interaction, Donn Byrne, London, New York: Longman, 1987. 108 p. (Longman keys to language teaching).\n\nSUMMARY: Shows you how to introduce and organize interaction activities in your classroom.\n\nESL 0313.\n\nTests and drills in English grammar, Robert James Dixson, Rev. ed. New York: Regents Publishing Company, 1972. 2 v.\n\nSUMMARY: These two volumes teach all the basic structures of English. Book 1 is designed for beginning and low-intermediate-level ESL students; Book 2 is appropriate for high-intermediate and advanced-level students.\n\nESL 0348.\n\nThinking/writing: an introduction to the writing process for students of English as a second language, Martha Kilgore Rice and Jane Unaiki Burns, Englewood Cliffs, NJ: Prentice Hall Regents, 1986. 176 p. with Instructor's manual.\n\nSUMMARY: Aimed at the low-intermediate level, this text is for students who have had little or no experience in formal writing.\n\nESL 0156.\n\nThis is a recording: listening with a purpose [sound recording] Barbara Fowler Swartz. [Englewood Cliffs, N.J.]: Prentice Hall Regents, 1986. 1 sound cassette + 1 book (132 p.).\n\nSUMMARY: This engaging, task-listening program for intermediate-level students builds listening skills through exposure to recorded messages and the conversations of native speakers.\n\nESL 0157.\n\nTime and space, a basic reader, Michael Connelly and Jean Sims, 2nd ed. Englewood Cliffs, NJ: Prentice Hall Regents, 1990. 196 p.\n\nSUMMARY: Here is a lively collection of readings that offers non-native speakers of English an easy-to-use approach to fluency in reading.\n\nESL 0158.\n\nTop 20 ESL word games: beginning vocabulary development, Marjorie Fuchs, Berenice Pliskin and Claudia Karabaic Sargeant, New York: Longman, 1991. 57 p.\n\nSUMMARY: Unique blackline masters designed to teach basic vocabulary using motivating games, puzzles, and activities. Reinforcement of other skills is also provided.\n\nESL 0238.\n\nTraditional ties: cultural awareness and listening skills: a radio play, Silvia Bregin, Philippa Bianco and Ardiss Mackie, White Plains, N.Y.: Longman, 1992. 114 p.\n\nSUMMARY: Captures the imagination of low-intermediate level students as it develops cultural awareness through a dramatic radio play.\n\nESL 0322.\n\nTrue stories in the news: a beginning reader, Sandra Heyer, White Plains, NY: Longman, 1987. 93 p.\n\nSUMMARY: Centers on a human interest story adapted from newspapers and magazines. Exercises in vocabulary, comprehension, discussion, and writing follow each selection.\n\nESL 0315.\n\nTuning in to spoken messages: basic listening strategies, Lila Blum, White Plains, NY: Longman, 1990. 85 p. + 2 cassettes (in container).\n\nSUMMARY: Brings \"real,\" unedited language into the classroom, with radio broadcasts, commercials, loudspeaker announcements, and phone messages.\n\nESL 0215.\n\nUnderstanding and using English grammar chartbook: a reference grammar, Betty Scrampfer Azar, 2nd ed. Englewood Cliffs, NJ: Prentice Hall Regents, 1993. 140 p.\n\nSUMMARY: Grammar charts from the second edition of \"Understanding and using English grammar\"; easy-to-understand explanations with clear examples; an essential survey of ESL/EFL grammar.\n\nESL 0286.\n\nUnderstanding and using English grammar Volume A and Volume B, Betty Schrampfer Azar, Barbara F. Matthies and Donald Azar, 2nd ed. Englewood Cliffs, NJ: Prentice Hall Regents, 1991. Each volume has 3 parts (text + workbook + teacher's guide).\n\nSUMMARY: Features an improved organization, expanded and clarified grammar points, new exercises and charts, a more thorough appendix containing grammar review units and exercises, and more illustrations. Volume A focuses on verb forms. Volume B focuses on complex structures.\n\nESL 0284, ESL 0285.\n\nUnusual stories from many lands, Arlo T. Janssen and Rosa Lopez, Englewood Cliffs, NJ: Prentice Hall Regents, 1985. 212 p.\n\nSUMMARY: \"Unusual Stories from Many Lands\" contains twenty stories, all unusual, all interesting, all short, and all designed to help the student learn to converse more effectively in the English language.\n\nESL 0159.\n\nThe U.S.A.: customs and institutions: a survey of American culture and traditions: an advanced reader for ESL and EFL students, Ethel Tiersky and Martin Tiersky, 3rd ed. Englewood Cliffs, NJ: Prentice Hall Regents, 1990. 277 p. with instructor's manual.\n\nSUMMARY: This text introduces students to the lifestyles, attitudes, customs, and traditions which are characteristic of Americans--and develops reading comprehension skills, vocabulary, and idiom comprehension skills at the same time.\n\nESL 0160.\n\nThe USA series, Robert J. Dixson, New [3rd] ed. Englewood Cliffs, NJ: Prentice Hall Regents, 1987. 2 v.\n\nContents: [V.1.] The land and the people / Robert J. Dixson -- [V.2.] People and history / Robert J. Dixson and Herbert Fox.\n\nSUMMARY: These readers are especially designed for those students who need to improve their reading comprehension and who enjoy reading factual material.\n\nESL 0161.\n\nUsing English, your second language, Dorothy Danielson, Patricia A. Porter and Rebecca E. Hayden, 2nd ed. Englewood Cliffs, NJ: Prentice Hall Regents, 1990. 401 p. with instructor's manual.\n\nSUMMARY: This text provides students with the opportunity to see and practice the grammatical features of spoken and written English in realistic communicative exercises.\n\nESL 0162.\n\nVariations: reading skills/oral communication for beginning students of ESL, Pat Duffy and Daphne Fraser, Englewood Cliffs, N.J.: Regents/Prentice-Hall, 1986. 229 p.\n\nSUMMARY: Brief, entertaining reading passages that promote class discussion and interaction. These readings have a structural focus, followed by exercises in reading skills, contextualized grammar, close dictation, physical response, and group activities.\n\nESL 0367.\n\nVisions: a pre-intermediate grammar, Emily Lites and Jean Lehman, Englewood Cliffs, NJ: Prentice Hall Regents, 1990. 310 p. with instructor's ed.\n\nSUMMARY: Unique in both perspective and approach, \"Visions\" is intended for the low-intermediate-level student who already has a knowledge of elementary English forms.\n\nESL 0164.\n\nVisions: an academic writing text, Emily Lites and Jean Lehman, Englewood Cliffs, NJ: Prentice Hall Regents, 1990. 191 p.\n\nSUMMARY: This volume prepares pre-university, intermediate-level ESL students in academic and technical fields for academic writing.\n\nESL 0163.\n\nVISTAS: an interactive course in English, H. Douglas Brown, Englewood Cliffs, NJ: Regents/Prentice Hall, 1992. 4 levels. Each of the four levels include: [v.1. Text] -- [v.2] Workbook -- [v.3] Audio program (5 sound cassettes) -- [v.4] Teacher's ed.\n\nSUMMARY: Summary: Using all four language skills, students learn the functions and vocabulary necessary to get along successfully in an English-speaking environment.\n\nESL 0165, ESL 0167, ESL 0168, ESL 0166.\n\nVisual impact: creative language learning through pictures, David A. Hill, Canterbury Harlow, England: Pilgrims Longman, 1990. 67 p. (Pilgrims Longman resource books).\n\nSUMMARY: \"Visual Impact\" provides a wide range of activities based on the idea of pictures to stimulate language learning.\n\nESL 0300.\n\nVisuals for the language classroom, Andrew Wright and Safia Haleem, London New York: Longman, 1991. 119 p.\n\nSUMMARY: Practical advice on the way visuals can bring color, animation, and excitement to the classroom.\n\nESL 0253.\n\nVocabulary for advanced reading comprehension: the keyword approach, John T. Crow, Englewood Cliffs, NJ: Prentice-Hall, 1986. 207 p.\n\nSUMMARY: This text helps advanced students of ESL build a strong passive vocabulary for increased reading comprehension.\n\nESL 0171.\n\nA vocabulary workbook: prefixes, roots, and suffixes for ESL students, Anne Farid, Englewood Cliffs, NJ: Regents/Prentice-Hall, 1983. 200 p.\n\nSUMMARY: Written with the needs of college-bound students in mind, this word-building guide teaches the meanings of common prefixes, roots, and suffixes.\n\nESL 0172.\n\nVoices of freedom, Bill Bliss and Steven J. Molinsky, Englewood Cliffs, NJ: Prentice Hall Regents, 1989. 2 v.\n\nv. 1. English for U.S. government and citizenship -- v. 2. English for U.S. history, government, and citizenship.\n\nSUMMARY: This series is designed for learners of English who are applying for legalization or naturalization, and whose limited language skills prevent them from using standard citizenship texts.\n\nESL 0173.\n\nWhaddaya say? [sound recording] Nina J. Weinstein. Englewood Cliffs, NJ: Regents/Prentice Hall, 1982. 2 sound cassettes + 1 text (68 p.)\n\nSUMMARY: In this text, students learn the difference between clearly articulated classroom English and the informal \"relaxed\" English of everyday speech.\n\nESL 0174.\n\nWhat'll we talk about?: a vocabulary and conversation book, Jeanne Handschuh and Alma Simouret-Geigel, Englewood Cliffs, N.J.: Regents/Prentice Hall, 1992. 232 p. with 2 sound cassettes + Instructor's manual.\n\nSUMMARY: \"What'll We Talk About?\" covers listening, speaking, reading, and writing skills, and uses topics pertinent to everyday living to help develop vocabulary.\n\nESL 0175.\n\nWhat's up?: American idioms, Pamela McPartland, Englewood Cliffs, NJ: Regents/Prentice Hall, 1990. 177 p. + 1 sound cassette (in container).\n\nSUMMARY: Appropriate for special classes in idioms, vocabulary, or listening comprehension, or as an ancillary text for grammar, conversation, listening, reading, or writing courses.\n\nESL 0176.\n\nThe whole story, R. Rossner, Harlow, England: Longman, 1988. 112 p. with sound cassette.\n\nSUMMARY: A collection of modern short stories with related language activities designed to increase students' appreciation of literature by giving them the opportunity to explore and enjoy complete texts.\n\nESL 0321.\n\nThe Working culture, David Hemphill, Barbara Pfaffenberger and Barbara Hockman, Englewood Cliffs, NJ: Regents/Prentice Hall, 1989. 2 v. with Instructor's manual for book 1.\n\nbk. 1. Cross-cultural communication for new Americans -- bk. 2. Career development for new Americans.\n\nSUMMARY: This two-volume, intermediate-level set teaches cross-cultural communication skills in a nontrivial way, and helps students develop a deeper understanding of U.S. culture, especially as it relates to working.\n\nESL 0177.\n\nThe working experience, Jeanne H. Smith and Harry Ringel, Syracuse, NY: New Readers Press, 1991. 3 v. with teacher's manual (92 p.)\n\nSUMMARY: \"The Working Experience\" is an exciting new set of reading texts for ESL students, written at the low-beginning, high-beginning, and low-intermediate levels. Central to each lesson is a short selection on the theme of work.\n\nESL 0192.\n\nWrite it right: beginning handwriting and composition for students of ESL, Helen Taylor Abdulaziz and Ellen Shenkarow, Englewood Cliffs, NJ: Prentice Hall, 1986. 194 p.\n\nSUMMARY: This beginning-level writing text is especially designed for academically oriented ESL students who may be literate in their own language, but who have little or no familiarity with English or the Roman alphabet.\n\nESL 0178.\n\nWrite on cue: beginning ESL writing exercises, Cheryl Kirchner, Glenview, Ill.: Scott, Foresman and Company, 1990. 1 v. (unpaged) + 1 instructor's guide.\n\nSUMMARY: Literacy level: Promote writing confidence--and success--with this writing book for beginners.\n\nESL 0261.\n\nWriting as thinking: a guided process approach, Marcella Frank, Englewood Cliffs, NJ: Regents/Prentice Hall, 1990. 379 p. with Instructor's manual.\n\nSUMMARY: This writing workbook for advanced ESL/EFL students in freshman English writing classes offers a guided process approach for the three stages of writing -- pre-writing, writing, revision.\n\nESL 0179.\n\nA writing book: English in everyday life, Tina Kasloff Carver, Sandra Douglas Fotinos and Christie Kay Olson, Englewood Cliffs, N.J.: Prentice-Hall, 1982. 200 p.\n\nSUMMARY: This text provides students with the skills they need to perform necessary writing tasks long before they achieve a high level of proficiency in spoken English.\n\nESL 0180.\n\nWriting by choice: intermediate composition for students of ESL, Judith Rodby, Englewood Cliffs, NJ: Prentice-Hall, 1987. 110 p.\n\nSUMMARY: This process-oriented text provides advanced-beginning and intermediate-level ESL students with both the step-by-step strategies and the structures for communicating to readers in written English.\n\nESL 0181.\n\nWriting up research: experimental research report writing for students of English, Robert Weissberg and Suzanne Buker, Englewood Cliffs, NJ: Prentice Hall Regents, 1990. 202 p.\n\nSUMMARY: Designed for high-intermediate and advanced ESL students preparing to engage in scientific research, this volume is geared primarily to the\n\nwriting of experimental research reports, theses, and dissertations in the natural and physical sciences, engineering, and the social sciences, including education.\n\nESL 0366.\n\nWritten English: an introduction for beginning students of English as a second language, Robert Rainsbury, Englewood Cliffs, NJ: Prentice-Hall, 1977. 111 p.\n\nSUMMARY: This unique workbook gives beginning-level ESL students intensive practice with the mechanics of written English--spelling and punctuation (in the initial stage) and sentence-combining and clause-making (in the latter stages).\n\nESL 0182.\n\nYesterday and today in the U.S.A.: intermediate ESL reader, Anna Harris Live, 2nd ed. Englewood Cliffs, N.J.: Regents/Prentice Hall, 1988. 277 p.\n\nSUMMARY: Dramatizes the American cultural experience and issues of human interest in American history while exposing students to the vocabulary, grammatical patterns, and idioms of the English language.\n\nESL 0232.\n\nYou can read!, Educational Activities, Inc., [s.l.] Freeport, NY: Video Schoolhouse, Inc. [distributor] Educational Activities, Inc., 1992. 8 videocassettes (VHS) + 1 folder (\"You can read activity masters\").\n\nContents: [Tape 1] Lesson 1: Alphabet and key words -- [Tape 2] Lesson 2: Short vowels -- [Tape 3] Lesson 3: Long vowels; Lesson 4: Blends -- [Tape 4] Lesson 5: R-controlled vowels and QU; Lesson 6: Digraphs -- [Tape 5] Lesson 7: Diphthongs; Lesson 8: Y as a vowel -- [Tape 6] Lesson 9: Soft C and G; Lesson 10: Prefixes and suffixes -- [Tape 7] Lesson 11: Patterns and exceptions -- [Tape 8] Lesson 12: Syllable division).\n\nSUMMARY: \"You Can Read!\" uses video's unique qualities to teach word attack and word analysis skills, so learners can put sounds together to form words, and ultimately divide longer words into syllables.\n\nESL 0268.\n\nABDULAZIZ, HELEN TAYLOR\nAcademic challenges in reading\nWrite it right: beginning handwriting and composition for students of ESL\n\nABRAHAM, PAUL\nContact U.S.A.: reading and vocabulary textbook\n\nACKERT, PATRICIA\nPlease write: a beginning composition text for students of ESL\n\nADAMSON, DONALD\nStarting English for business\n\nADELMAN, MARA B.\nBeyond language: cross-cultural communication\n\nALEXANDER, L. G.\nLongman English grammar\n\nALEXANDER, ROBERTA\nReading for meaning: skills development for active reading\n\nANGER, LARRY\nAKL beginning. AKL intermediate. AKL advanced\n\nARCHER, CAROL M.\nLiving with strangers in the U.S.A.: communicating beyond culture\n\nARNAUDET, MARTIN L.\nParagraph development: a guide for students of English\n\nARONSON, TRUDY\nEnglish grammar digest\n\nASIAN NEWCOMER PARENT PROGRAM\nEveryday English\n\nAZAR, BETTY SCHRAMPFER\nBasic English grammar\nFundamentals of English grammar\nUnderstanding and using English grammar chartbook: a reference grammar\nUnderstanding and using English grammar Volume A and Volume B\n\nAZAR, DONALD\nUnderstanding and using English grammar Volume A and Volume B\n\nBACHELLER, FRANKLIN I.\nStart reading: a basic reader in English\nStart writing\n\nBAICHMAN, MIRIAM\nBreaking the ice basic communication strategies\n\nBAILEY, ELIZABETH M.\nAccess: fundamentals of literacy and communication\n\nBANKS, CAROLINE\nReadings in English\n\nBARNARD, ROGER\nFifty-Fifty: a basic course in communicative English\n\nBARNDT, DEBORAH\nEnglish at work: a tool kit for teachers\n\nBARRETT, MARY ELLEN\nParagraph development: a guide for students of English\n\nBARRON'S EDUCATIONAL SERIES, INC\nBarron's how to prepare for the TOEFL, test of English as a foreign language\nBarron's how to prepare for the TOEFL, test of English as a foreign language\n\nBASSANO, SHARRON\nDrawing out: creative, personalized, whole language activities\nEarth and physical science: content and learning strategies\n\nFirst class reader! : an integrated skills approach to literacy\nLife science : content and learning strategies\nLook who's talking! : activities for group interaction\nPurple cows & potato chips : multi-sensory language acquisition activities\n\nBAUDAINS, MARJORIE\nAlternatives : games, exercises and conversations for the language classroom\n\nBAUDAINS, RICHARD\nAlternatives : games, exercises and conversations for the language classroom\n\nBAXTER, JIM\nThe culture puzzle : cross-cultural communication for English as a second language\n\nBEAUDIKOFEK, DONNA\nEnglish grammar through guided writing ; [and] English sounds and spelling\n\nBECKERMAN, HOWARD S.\nHeartworks : inspirations for English as a second language : a creative approach for adults\n\nBELFIORE, MARY ELLEN\nEnglish at work a tool kit for teachers\n\nBENNETT, JOSEPH\nBasics in reading : an introduction to American magazines\n\nBLANCO, PHILIPPA\nTraditional ties : cultural awareness and listening skills : a radio play\n\nBING, JANET MUELLER\nGrammarGuide : English grammar in context\nGrammawork : English exercises in context\n\nBLISS, BILL\nAccess : fundamentals of literacy and communication\nExpressWays Foundation A, Foundation B, 1A, 1B, 2A, 2B, 3A, and 3B: English for communication\nSide by side\nVoices of freedom\n\nBLUM, LILA\nTuning in to spoken messages : basic listening strategies\n\nBOGGS, RALPH STEELE\nEnglish step by step with pictures\n\nBOONE, ELEANOR C.\nBasics in reading : an introduction to American magazines\nStrategies in reading : developing essential reading skills\n\nBOONE, MARK\nContemporary's reading skills that work : a functional approach for life and work\n\nBOWERS, R. G.\nTalking about grammar\n\nBOYD, JOHN R.\nBefore book one : listening activities for prebeginning students of English\n\nBOYD, MARY ANN\nBefore book one : listening activities for prebeginning students of English\n\nBREGIN, SILVIA\nTraditional ties : cultural awareness and listening skills : a radio play\n\nBREYER, PAMELA\nGrammawork : English exercises in context\n\nBRIGHAM YOUNG UNIVERSITY ENGLISH LANGUAGE CENTER\nExpeditions into English : a beginning integrated skills series\n\nBRINKMAN, KAREN\nStart right! : a positive approach to literacy\n\nBROCKMANN, KAREN\nCoping in English : beyond the basics\n\nBROUKAL, MILADA\nAll about the USA: a cultural reader\n\nBROWN, H. DOUGLAS\nChallenges: a process approach to academic English\n\nVISTAS: an interactive course in English\n\nBROWN, RUTHANNE\nIndex card games for ESL\n\nBUKER, SUZANNE\nWriting up research: experimental research report writing for students of English\n\nBURKHALTER, AMY J.\nCommunicate: strategies for international teaching assistants\n\nBURNS, JANE UNAIKI\nThinking/writing: an introduction to the writing process for students of English as a second language\n\nBYRD, DONALD R. H.\nCan we talk?: a multiskills approach to communication\nReact interact: situations for communication\n\nBYRNE, DONN\nOdyssey\nTechniques for classroom interaction\n\nCAMERON, PENNY\nEverything's different at school\nEverything's different in the community\nEverything's different on the job\n\nCARNEY, DON\nTeacher training through video ESL techniques\n\nCARVER, TINA KASLOFF\nA conversation book: English in everyday life\nA writing book: English in everyday life\n\nCASANAVE, CHRISTINE PEARSON\nThe active reader: an introductory reading/communication text for students of ESL\nStrategies for readers: a reading/communication text for students of ESL\n\nCENTER FOR APPLIED LINGUISTICS\nBy the people, for the people: U.S. government and citizenship\nEnglish-Spanish phrasebook with useful wordlist (for Spanish speakers)\n\nCENTER FOR WORKFORCE EDUCATION\nEnglish at work a tool kit for teachers\n\nCHAN, MARSHA\nPhrase by phrase pronunciation and listening in American English\n\nCHRISTISON, MARY ANN\nDrawing out: creative, personalized, whole language activities\nEarth and physical science: content and learning strategies\nLife science: content and learning strategies\nLook who's talking!: activities for group interaction\nPurple cows & potato chips: multi-sensory language acquisition activities\n\nCHURCH, MARY MITCHELL\nBeyond the beginning: a reader in English\nA new beginning: an ESL reader\n\nCITY UNIVERSITY OF NEW YORK\nTeacher to teacher Video training for teachers of ABE and ESL\n\nCLAIRE, ELIZABETH\nESL teacher's activities kit\nESL teacher's holiday activities kit\n\nCLAREY, M. ELIZABETH\nPronunciation exercises in English\n\nCLARK, RAYMOND C.\nIndex card games for ESL\n\nCLEMENTE-CABETAS, ISIS\nReact interact: situations for communication\n\nCLOSE, R. A.\nLongman English grammar\n\nCOFFEY, MARGARET POCEMILLER\nCommunication through writing\n\nCOHEN, DEBORAH S.\nChallenges: a process approach to academic English\n\nCOLLIS, HARRY\n101 American English idioms understanding and speaking English like an American\n\nCONNELLY, MICHAEL\nTime and space, a basic reader\n\nCONTEMPORARY BOOKS, INC\nContemporary's Working in English\n\nCOOK, ANN\nAmerican accent training\n\nCOOPERMAN, ALVIN\nFamily album U.S.A Book 1\n\nCORNELIUS, EDWIN T., JR\nCommunicate: a video course in English (beginning and intermediate)\n\nCRAIG, RUTH PARLRE\nBarron's 1001 pitfalls in English grammar\n\nCRANDALL, JO ANN\nThe American way: an introduction to American culture\n\nCROSS, CAROLE\nContemporary's look at the U.S.\n\nCROW, JOHN T.\nVocabulary for advanced reading comprehension: the keyword approach\n\nDALE, PAULETTE\nEnglish pronunciation for Spanish speakers, consonants\n\nEnglish pronunciation for Spanish speakers: vowels\n\nSpeech communication for international students\n\nDANIELSON, DOROTHY\nReading in English: for students of English as a second language\n\nUsing English, your second language\n\nDART, ALLAN KENT\nESL grammar handbook for intermediate to advanced students of English as a second language\n\nESL grammar workbook: for intermediate speakers and writers of English as a second language\n\nDAVIS, PAUL\nThe confidence book: building trust in the language classroom\n\nDAVY, KAREN\nAKL beginning. AKL intermediate. AKL advanced.\n\nDELLER, SHEELAGH\nLessons from the learner: student generated activities from the language classroom\n\nDIOLATA-MACARTHUR, EDNA\nHere to stay in the USA\n\nDIXSON, ROBERT J.\nEasy reading selections in English\nEnglish step by step with pictures\nThe USA series\n\nDIXSON, ROBERT JAMES\nAmerican classics Advanced level\nAmerican classics Intermediate level\nBeginning lessons in English\nElementary reader in English\nEssential idioms in English: with exercises for practice and tests\nEveryday dialogues in English\nExercises in English conversation\nHandbook of American idioms and idiomatic usage\nModern American English 1,2,3,4,5, and 6\nModern short stories in English\nPronunciation exercises in English\nRegents English workbook\nSecond book in English\nTests and drills in English grammar\n\nDOBBS, CARRIE\nMore reasons for reading\nReading for a reason: an intermediate/advanced reading text\n\nDOBBS, FRANK\nMore reasons for reading\n\nDRESNER, JOANNE\nIt's up to you: language skills and strategies for getting a job\n\nDUFFY, JOHN\nFirst class reader!: an integrated skills approach to literacy\nHere to stay in the USA\n\nDUFFY, PAT\nVariations: reading skills/oral communication for beginning students of ESL\n\nDUMICICH, JOHN\nPicture it!\n\nECHAORE-YOON, SUSAN\nContemporary's reading skills that work: a functional approach for life and work\n\nECKSTUT, SAMUELA\nInterlink: a course in integrating skills in English\n\nEDIGER, ANNE\nReading for meaning: skills development for active reading\n\nEDUCATIONAL ACTIVITIES, INC\nCORE reading and vocabulary development program\nYou can read\n\nEGE-ZAVALA, BERNICE\nPrentice Hall workbook for ESL writers\n\nEVANS, NORMAN W.\nBeyond words: an advanced reading course\n\nEXPERIMENT IN INTERNATIONAL LIVING\nMore picture stories: language and problem posing activities\nPicture stories: language and literacy activities for beginners\n\nFANSELOW, JOHN F.\nBreaking rules: generating and exploring alternatives in language teaching\nContrasting conversations: activities for exploring our beliefs and teaching practices,\n\nFARID, ANNE\nA vocabulary workbook: prefixes, roots, and suffixes for ESL students\n\nFISHER, IRA\nSpeaking and social interaction: activities for intermediate to advanced ESL students\n\nFISHER, ISOBEL YEALY\nBeginning lessons in English\n\nFORREST, TRACEY\nTaking off\n\nFOTHERCILL, JANA\nA new beginning: an ESL reader\n\nFOTINOS, SANDRA DOUGLAS\nA conversation book: English in everyday life\nA writing book: English in everyday life\n\nFRANK, MARCELLA\nModern English\nWriting as thinking: a guided process approach\n\nFRASER, DAPHNE\nVariations: reading skills/oral communication for beginning students of ESL\n\nFRAUMAN-PRICKEL, MAXINE\nAction English pictures\n\nFREEMAN, DANIEL B.\nLongman photo dictionary\nSpeaking of survival\n\nFUCHS, MARJORIE\nTop 20 ESL word games: beginning vocabulary development\n\nGRAHAM, CAROLYN\nJazz chants\nSmall talk: more jazz chants\n\nGREENBERG, INGRID A.\nProblem solving: critical thinking and communication skills\n\nGROGAN, PATRICIA E.\nSound advantage: a pronunciation book\n\nGROGNET, ALLENE GUSS\nBy the people, for the people: U.S. government and citizenship\nOf the people: U.S. history\n\nGROSSE, CHRISTINE UBER\nCase studies in international business\n\nGROSSE, ROBERT E.\nCase studies in international business\n\nHAGEN, STACY A.\nPrentice Hall workbook for ESL writers\nSound advantage: a pronunciation book\nSound advice: a basis for listening\n\nHALE, PATRICIA ANN\nEnglish grammar through guided writing; [and] English sounds and spelling\n\nHALLEM, SAFIA\nVisuals for the language classroom\n\nHALL, EUGENE J.\nEnglish for careers\nModern American English 1,2,3,4,5, and 6.\n\nHAMILTON, PRISCILLA\nCORE reading and vocabulary development program\n\nHANDSCHUH, JEANNE\nImproving oral communication\nWhat'll we talk about?: a vocabulary and conversation book\n\nHANDSCOME, JEAN\nEnglish at work: a tool kit for teachers\n\nHARMER, JEREMY\nCoast to coast\nThe practice of English language teaching\n\nHAYDEN, REBECCA E.\nMastering American English; a handbook-workbook of essentials\nUsing English, your second language\n\nHEMPHILL, DAVID\nThe Working culture\n\nHENDERSON, SARA COOK\nThe PD's: pronunciation drills for learners of English\n\nHESS, NATALIE\nHeadstarts: one hundred original pre-text activities\n\nHEYEN, NEIL\nReady for business\n\nHEYER, SANDRA\nEven more true stories: an intermediate reader\nMore true stories: a beginning reader\nPicture stories for beginning communication\nTrue stories in the news: a beginning reader\n\nHILL, DAVID A.\nVisual impact: creative language learning through pictures\n\nHINES, MARY ELIZABETH\nSkits in English\n\nHJELT, M. CHRISTINE\nTeaching English to speakers of other languages: a guide for the volunteer teacher\n\nHOCKMAN, BARBARA\nThe Working culture\n\nHOFBAUER, CYNTHIA SWANSON\nAdventures in conversation: exercises in achieving oral fluency and developing vocabulary in English\n\nHOMBS, BARBARA\nCORE reading and vocabulary development program\n\nHOPPER, VINCENT FOSTER\nBarron's 1001 pitfalls in English grammar\nBarron's English verbs\n\nHOWARD, JULIE\nIdioms in American life\n\nHUGHES, LUCINDA S.\nChanging times: toward an integrated approach to reading\n\nHUIZENGA, JANN\nFrom the start\nMoving on\nPreparing the way: Beginning listening\nTaking off\n\nHUNTER, LYNNE\nAdventures in conversation: exercises in achieving oral fluency and developing vocabulary in English\n\nHYNES, MAUREEN\nBreaking the ice: basic communication strategies\n\nHYZER, KEESIA HARRISON\nBeyond the beginning: a reader in English\nA new beginning: an ESL reader\n\nINTERNATIONAL INSTITUTE OF MINNESOTA\nSpeaking up at work\nJAMES, MARK O.\nBeyond words: an advanced reading course\nJANSSEN, ARLO T.\nUnusual stories from many lands\nJILLETT, ROSI\nFunctioning in business\nJOHNSON, DENNIS\nThe immigrant experience\nJOHNSON, DONNA M.\nRichness in writing: empowering ESL students\nKAGEN, ANNALEE\nCoping in English: beyond the basics\nKARANT, PRISCILLA\nHeadlines: an advanced text for reading, speaking, and listening\nKASSER, CAROL\nStories we brought with us: beginning readings for ESL\nKEANE, L. L.\nInternational restaurant English\nPreposition practice\nKEARNY, EDWARD N.\nThe American way: an introduction to American culture\nKEARNY, MARY ANN\nThe American way: an introduction to American culture\nKELLER, ROSANNE\nFrom the Fitting in books read-along\nKELTY, JAMES C.\nFamily album U.S.A Book 1\nKENNEDY XIAO, MAIDA\nAmerican picture show: a cultural reader\nKENWORTHY, JOANNE\nTeaching English pronunciation\nKIMBROUGH, VICTORIA\nOdyssey\nKIRCHNER, CHERYL\nCuing in with pictures\nWrite on cue: beginning ESL writing exercises\nKLISSLINGER, ELLEN\nListening focus comprehension practice for students of English\nKLOSEK, JOHN\nCan we talk?: a multiskills approach to communication\nKNOWLES, P. LANCE\nFunctioning in business\nKUMAI, NOBUHIRO\nFirst steps in listening\nKUNTZ, LAURIE\nThe new arrival: stories and activities for language development\nLADO, ROBERT\nLado English series 1,2,3,4,5, and 6\nLado picture dictionary\nLAIRD, ELIZABETH\nAmerican homes\nAmericans on the move\nFaces of the U.S.A.\n\nLANE, MARTHA A.\nLaubach way to English\n\nLANG, FRANK\nTeacher training through video ESL techniques\n\nLAPORTE, PENNY\nStructure practice in context\n\nLARSEN-FREEMAN, DIANE\nAn introduction to second language acquisition research\n\nLATULIPPE, LAURA DONAHE\nDeveloping academic reading skills\n\nLAUBACH, FRANK CHARLES\nLaubach way to English\n\nLAUBACH LITERACY ACTION\nThe Laubach way to English video-based tutor workshop\n\nLEBAUER, R. SUSAN\nLearn to listen; listen to learn an advanced ESL/EFL lecture comprehension and note-taking textbook\nReactions: multicultural reading-based writing modules\n\nLEECH, GEOFFREY N.\nA communicative grammar of English\n\nLEFFERTS, GEORGE\nFamily album U.S.A Book 1\n\nLEFKOWITZ, NATALIE\nFrom process to product: beginning-intermediate writing skills for students of ESL\n\nLEHMAN, JEAN\nVisions: a pre-intermediate grammar\nVisions: an academic writing text\n\nLEVINE, DEENA R.\nBeyond language: cross-cultural communication\nThe culture puzzle: cross-cultural communication for English as a second language\n\nLEVINE, LEWIS\nChanging times: toward an integrated approach to reading\n\nLIGON, FRED\nMore picture stories: language and problem posing activities\nPicture stories: language and literacy activities for beginners\n\nLINDSTROM, MARGARET\nThe process of paragraph writing\n\nLITERACY VOLUNTEERS OF AMERICA\nConversational English tutor training English as a second language\n\nLITES, EMILY\nVisions: a pre-intermediate grammar\nVisions: an academic writing text\n\nLITTLE, LINDA W.\nProblem solving: critical thinking and communication skills\n\nLIVE, ANNA HARRIS\nFrom sea to shining sea: an elementary ESL reader\nYesterday and today in the U.S.A.: intermediate ESL reader\n\nLONG, MICHAEL H.\nAn introduction to second language acquisition research\n\nLONG, T. H.\nLongman dictionary of English idioms\n\nLONGMAN INC\nOdyssey\n\nLOPEZ, ROSA\nUnusual stories from many lands\n\nLUCTON, ROBERT C.\nAmerican topics: a reading-vocabulary text for speakers of English as a second language\n\nMACERO, JEANETTE D.\nLaubach way to English\n\nMACIEL, TIMOTHY\nHere to stay in the USA\n\nMACKEY, DAPHNE\nContact U.S.A.: reading and vocabulary textbook\n\nMACKIE, ARDISS\nTraditional ties: cultural awareness and listening skills: a radio play\n\nMAKKAI, ADAM\nA Dictionary of American idioms: based on the earlier edition Handbook of commonly used American idioms\n\nMAO, ELLIOTTE\nEveryday English\n\nMARINO, JOANNE\nProfessional interactions: oral communication skills in science, technology, and medicine\n\nMARKLEY, RAYNER W.\nSounds and rhythm: a pronunciation course\n\nMASON, CHARLES\nMeaning by all means: a vocabulary text and workbook for students of ESL\n\nMATTHEWS, CANDACE\nBusiness interactions\nProfessional interactions: oral communication skills in science, technology, and medicine\n\nMATTHIES, BARBARA\nBasic English grammar\n\nMATTHIES, BARBARA F.\nUnderstanding and using English grammar Volume A and Volume B\n\nMAJERER, JAY\nStructure practice in context\n\nMAXWELL MACMILLAN INTERNATIONAL PUBLISHING GROUP\nFamily album U.S.A Book 1\n\nMCARTHUR, TOM\nLongman lexicon of contemporary English,\n\nMCCLELLAND, LORRAINE\nEnglish grammar through guided writing; [and] English sounds and spelling\n\nMCKAY, HEATHER\nThe card book: interactive games and activities for language learners\n\nMCKAY, SANDRA\nAt the door: selected literature for ESL students\n\nMCNULTY, PIPER\nThe culture puzzle: cross-cultural communication for English as a second language\n\nMCPARTLAND, PAMELA\nTake it easy: American idioms\nWhat's up?: American idioms\n\nMEJIA, ELIZABETH A.\nAmerican picture show: a cultural reader\n\nMEYERS, COLLEEN M.\nCommunicate: strategies for international teaching assistants\n\nMILLER, TOM\nInterlink: a course in integrating skills in English\n\nMINICZ, ELIZABETH\nIn the U.S.A. series\nMISSION LANGUAGE AND VOCATIONAL SCHOOL\nIt's up to you: language skills and strategies for getting a job\nMOLINSKY, STEVEN J.\nAccess: fundamentals of literacy and communication\nExpressWays Foundation A, Foundation B, 1A, 1B, 2A, 2B, 3A, and 3B: English for communication.\nSide by side\nVoices of freedom\nMOSS, ANNE\nAmericans at school\nMOTAL, LYN\nBasics in reading: an introduction to American magazines\nStrategies in reading: developing essential reading skills\nMULLEN, JEAN S.\nOutsiders: American short stories for students of ESL\nMURPHY, PETER\nAll about the USA: a cultural reader\nMUSTELIER, LEONEL\nEnglish-Spanish phrasebook with useful wordlist (for Spanish speakers)\nMYERS, LARRY T.\nStories from Latin America: an ESL/EFL reader\nNATIONAL PUBLIC RADIO (U.S.)\nConsider the issues: advanced listening and critical thinking skills\nFace the issues: intermediate listening and critical thinking skills\nNEW READERS PRESS\nConsonant sounds and letters\nConsonant sounds training video\nThe Lubach way to English video-based tutor workshop\nTeacher to teacher Video training for teachers of ABE and ESL\nNGUYEN, HY QUANG\nEnglish-Vietnamese phrasebook with useful word list (for Vietnamese speakers)\nNIEDERMEIER, ANN MARIE\nBeyond the beginning: a reader in English\nA new beginning: an ESL reader\nNILSEN, ALLEEN PACE\nPronunciation contrasts in English\nNILSEN, DON LEE FRED\nPronunciation contrasts in English\nNISHIO, YVONNE WONG\nLongman ESL literacy: student book\nNOONE, LESLIE J.\nThe ability to risk: reading skills for beginning students of ESL\nNUMRICH, CAROL\nConsider the issues: advanced listening and critical thinking skills\nFace the issues: intermediate listening and critical thinking skills\nO'DAY, JENNIFER\nChallenges: a process approach to academic English\nOLSEN, JUDY E.-WINN-BELL\nCommunication-starters and other activities for the ESL classroom\nOLSEN, JUDY WINN-BELL\nBack & forth: pair activities for language development\nLook again pictures: for language development and lifeskills\n\nOLSON, CHRISTIE KAY\nA writing book: English in everyday life\n\nO'NEILL, ROBERT\nAKL beginning. AKL intermediate. AKL advanced.\n\nPAKENHAM, KENNETH J.\nExpectations: language and reading skills for students of ESL\n\nPALMER, ADRIAN S.\nBack & forth: pair activities for language development\n\nPALMER, MICHAEL\nOdyssey\n\nPARNEWELL, E. C.\nThe new Oxford picture dictionary\n\nPASTERNAK, LUCYNA\nAmerican picture show: a cultural reader\n\nPAVLIK, CHERYL\nOn your way, building basic skills in English\n\nPERGAMON INSTITUTE OF ENGLISH (NEW YORK, N.Y.)\nInterlink: a course in integrating skills in English\n\nPETERS, SHARON\nOn a roll: a conversation and listening text\n\nPETITT, DOROTHY\nAt the door: selected literature for ESL students\n\nPFAFFENBERGER, BARBARA\nThe Working culture\n\nPHILLIPS, DEBORAH\nLongman preparation course for the TOEFL\n\nPLCKETT, WILLIAM P.\nThe chicken smells good: an ESL reader\nThe pizza tastes great: dialogues and stories\n\nPLISKIN, BERENICE\nTop 20 ESL word games: beginning vocabulary development\n\nPOLLOCK, CARROLL WASHINGTON\nCommunicate what you mean: grammar for high-level ESL students\n\nPOMS, LILLIAN\nEnglish pronunciation for Spanish speakers, consonants\nEnglish pronunciation for Spanish speakers: vowels\n\nPORTER, CATHERINE\nIn the U.S.A. series\n\nPORTER, PATRICIA A.\nUsing English, your second language\n\nPRANINSKAS, JEAN\nRapid review of English grammar: a text for students of English has a second language\n\nPRATHER, JOHNNIE\nEveryday English\n\nQUIRK, RANDOLPH\nA Comprehensive grammar of the English language\n\nRAINSBURY, ROBERT\nWritten English: an introduction for beginning students of English as a second language\n\nRAMSAY, JAMES W.\nBasic skills for academic reading\n\nRANGER, LARRY\nOn your way, building basic skills in English\n\nREED, FRAN\nFeelings, thoughts, and dreams: writing and conversation starters for ESL-literacy\n\nREID, JOY M.\nBasic writing\nThe process of composition\nThe process of paragraph writing\n\nREID, SHELLEY\nBasic writing\n\nREINHART, SUSAN M.\nSpeaking and social interaction: activities for intermediate to advanced ESL students\n\nRENTZ, MARK D.\nThe reader's journal: authentic readings for writers\n\nRICE, MARTHA KILGORE\nThinking/writing: an introduction to the writing process for students of English as a second language\n\nRICHARD-AMATO, PATRICIA A.\nMaking it happen: interaction in the second language classroom: from theory to practice\nThe Multicultural classroom: readings for content-area teachers\nReading in the content areas: an interactive approach for international students: advanced\n\nRINGEL, HARRY\nThe working experience\n\nRINVOLUCRI, MARIO\nThe confidence book: building trust in the language classroom\n\nROBERTSON, F. A.\nAirspak: radiotelephony communication for pilots\n\nROBINSON, CATHERINE\nSpeaking up at work\n\nROBINSON, LYNNE\nContemporary's Working in English\n\nRODBY, JUDITH\nWriting by choice: intermediate composition for students of ESL\n\nRODDY, MICHAEL\nBeginning English day by day\nEnglish day by day\n\nRODGERS, CAROL RICHARDSON\nMore picture stories: language and problem posing activities\nPicture stories: language and literacy activities for beginners\n\nRODGERS, THEODORE A.\nBack & forth: pair activities for language development\n\nROEN, DUANE H.\nRichness in writing: empowering ESL students\n\nROMANEK, ELIZABETH\nCommunication skills that work: a functional approach for life and work\n\nROMANOFF, MARJORIE R.\nLanguage and study skills for learners of English\n\nROOKS, GEORGE\nParagraph power: communicating ideas through paragraphs\nShare your paragraph: an interactive process approach to writing\n\nROSEBERRY, ROBERT L.\nReading, etc.: an integrated skills text\n\nROSENTHAL, LISA\nAcademic reading and study skills for international students\n\nROSENTHAL, MARILYN S.\nLongman photo dictionary\n\nROSSNER, R.\nThe whole story\n\nROST, MICHAEL\nBasics in listening\nFirst steps in listening\nListening focus comprehension practice for students of English\nListening in language learning\nStrategies in listening tasks: for listening development\n\nROST, MICHAEL A.\nListening contours\n\nROWE, TOM\nReadings in English\n\nROWEKAMP, JENISE\nSpeaking up at work\n\nROWLAND, SUSAN BLAKE\nAcademic reading and study skills for international students\n\nRUCINSKI, CLAUDIA J.\nCuing in: activities on blackline masters for beginning writers of English\nCuing in with pictures\n\nSANABRIA, KIM\nA picture's worth a thousand words: a vocabulary book\n\nSANKOWSKY, SUZANNE HARRIS\nFrom sea to shining sea: an elementary ESL reader\n\nSARGEANT, CLAUDIA KARABAIC\nTop 20 ESL word games: beginning vocabulary development\n\nSAVAGE, K. LYNN\nTeacher training through video ESL techniques\n\nSCARCELLA, ROBIN C.\nReactions: multicultural reading-based writing modules\n\nSCHOENBERG, IRENE\nTalk about trivia: 1001 questions\nTalk about values: conversation skills for intermediate students\n\nSCHURER, LINDA\nEveryday English\n\nSCHUTZ, NOEL W.\nBreaking the TOEFL barrier!: thirty steps to mastering TOEFL skills and strategies\n\nSCOTT, WENDY A.\nTeaching English to children\n\nSCULL, SHARON\nCritical reading and writing for advanced ESL students\n\nSEAL, BERNARD\nAmerican vocabulary builder\n\nSEELY, MARGARET\nHandbook for citizenship\n\nSEGAL, MARGARET KEENAN\nOn your way, building basic skills in English\n\nSEUFERT-BOSCO, MARGARET\nBy the people, for the people: U.S. government and citizenship\nOf the people: U.S. history\n\nSHARPE, PAMELA J.\nBarron's basic tips on the test of English as a foreign language: TOEFL\nBarron's How to prepare for the Michigan test battery: covers all 3 tests in\nthe Michigan test battery, aural comprehension, English proficiency,\ncomposition\nBarron's how to prepare for the TOEFL, test of English as a foreign language\nBarron's how to prepare for the TOEFL, test of English as a foreign language\nBarron's practice exercises for the test of English as a foreign language, TOEFL\n\nSHEEHAN, THOMAS\nComp one!: an introductory composition workbook for students of ESL\n\nSHEELER, WILLARD DE MONT\nSounds and rhythm: a pronunciation course\n\nSHEMKAROW, ELLEN\nWrite it right: beginning handwriting and composition for students of ESL\n\nSHORT, DEBORAH\nBy the people, for the people: U.S. government and citizenship\nOf the people: U.S. history\n\nSILVERMAN, ANN\nStories we brought with us: beginning readings for ESL\n\nSIMOUNET-GEIGEL, ALMA\nImproving oral communication\nWhat'll we talk about?: a vocabulary and conversation book\n\nSIMS, JEAN\nTime and space, a basic reader\n\nSMITH, JAN\nCommunicate: strategies for international teaching assistants\n\nSMITH, JEANNE H.\nThe working experience\n\nSMITH, RICHARD L.\nThis is a recording: listening with a purpose\n\nSNIPPER, GRACE CAPIZZI\nLiteracy and bilingualism\n\nSNOW, MARGUERITE ANN\nThe Multicultural classroom: readings for content-area teachers\n\nSOKMEN, ANITA J.\nCommon threads: an interactive vocabulary builder\n\nSONKA, AMY L.\nSkillful reading: a text and workbook for students of English as a second\nlanguage\n\nSRUTWA, KRYSTYNA\nReading for meaning: skills development for active reading\n\nSTEIN, WENDY\nCommunication skills that work: a functional approach for life and work\n\nSTEINBERG, ROBERTA\nPrentice-Hall's practice tests for the TOEFL\n\nSTEWART, GEORGIA E.\nTeaching English to speakers of other languages: a guide for the volunteer\nteacher\n\nSTOVER, ALFRED D.\nAcademic challenges in reading\n\nSURGUINE, HAROLD\nCoast to coast\n\nSVARTVIK, JAN\nA communicative grammar of English\n\nSWARTZ, BARBARA FOWLER\nThis is a recording: listening with a purpose\n\nTANNENBAUM, ELIZABETH\nMore picture stories: language and problem posing activities\nPicture stories: language and literacy activities for beginners\n\nTIERSKY, ETHEL\nThe language of medicine in English\nThe U.S.A.: customs and institutions: a survey of American culture and traditions: an advanced reader for ESL and EFL students\n\nTIERSKY, MARTIN\nThe language of medicine in English\nThe U.S.A.: customs and institutions: a survey of American culture and traditions: an advanced reader for ESL and EFL students\n\nTOM, ABIGAIL\nThe card book: interactive games and activities for language learners\n\nTOMSHA, TERRY\nAmerican customs and traditions\n\nTRAGER, EDITH CROWELL\nPD's in depth\nThe PD's: pronunciation drills for learners of English\n\nUNDERWOOD, MARY\nEffective class management\n\nURUNO, MUNETSUQU\nBasics in listening\n\nVAN DUZER, CAROL H.\nAccess: fundamentals of literacy and communication\n\nVAUGHAN, ANDREW\nReady for business\n\nVIDEO GUYS (FIRM)\nTeacher training through video ESL techniques.\n\nWALSH, ROBERT E.\nBasic adult survival English: with orientation to American life\n\nWEINSTEIN, NINA J.\nListen & say it right in English\nWhaddaya say?\n\nWEINSTOCK, RACHEL\nReading, etc.: an integrated skills text\n\nWEISSBERG, ROBERT\nWriting up research: experimental research report writing for students of English\n\nWHALLEY, ELIZABETH\nSkillful reading: a text and workbook for students of English as a second language\n\nWHITFORD, HAROLD C.\nHandbook of American idioms and idiomatic usage\n\nWIENER, SOLOMON\nA handy book of commonly-used American idioms\n\nWIGGINTON, SALLY\nContemporary's look at the U.S.\n\nWILEY, TERRENCE G.\nCommunicating in the real world: developing communication skills for business and the professions\n\nWILLIAMS, DIANE\nThe active reader: an introductory reading/communication text for students of ESL\n\nWILLIAMS, JAMES D.\nLiteracy and bilingualism\n\nWILLIAMS, JANET\nAmericans at school\n\nWILSON, WARREN\nFifty-Fifty: a basic course in communicative English\n\nWOLF, JAMES C.\nSpeech communication for international students\n\nWRIGHT, ANDREW\nVisuals for the language classroom\n\nWRIGLEY, HEIDE SPRUCK\nCommunicating in the real world: developing communication skills for business and the professions\n\nYOUNG, JOAN\nThe immigrant experience\n\nYTREBERG, LISBETH H.\nTeaching English to children\n\nZIMMERMAN, FRAN\nEnglish for science\n\nZUCARO, MICHAEL A.\nOpening doors: idioms in English\n\nSUBJECT INDEX\n\nADULT EDUCATION\nEnglish at work: a tool kit for teachers\nTeacher to teacher Video training for teachers of ABE and ESL\n\nAERONAUTICS—TERMINOLOGY\nAirsppeak: radiotelephony communication for pilots\n\nAIRPLANES—PILOTING—TERMINOLOGY\nAirsppeak: radiotelephony communication for pilots\n\nALGEBRA—STUDY AND TEACHING\nEnglish skills for algebra: math-language activities for algebra students\n\nAMERICAN CUSTOMS\nAmerican customs and traditions\n\nAMERICAN LITERATURE\nEasy reading selections in English\n\nAMERICAN USAGE\nImproving oral communication\n\nAMERICAN USAGE — FOR NON-ENGLISH SPEAKING STUDENTS\nBasic adult survival English: with orientation to American life\n\nAMERICANISMS\n101 American English idioms understanding and speaking English like an American\nAmerican accent training\nBasic adult survival English: with orientation to American life\nHandbook of American idioms and idiomatic usage\nA handy book of commonly-used American idioms\nIdioms in American life\nTake it easy: American idioms\nWhat's up?: American idioms\n\nAMERICANISMS--DICTIONARIES\nA Dictionary of American idioms: based on the earlier edition\nHandbook of commonly used American idioms\nThe new Oxford picture dictionary\n\nANGLAIS (LANGUE)—GRAMMAIRE\nA communicative grammar of English\nA Comprehensive grammar of the English language\n\nAPPLICATIONS FOR POSITIONS\nSpeaking American English at work\n\nARCHITECTURE, DOMESTIC—UNITED STATES\nAmerican homes\n\nARCHITECTURE, MODERN—20TH CENTURY—UNITED STATES\nAmerican homes\n\nAUDIOCASSETTES\nBasics in listening\nStrategies in listening tasks: for listening development\n\nAUDIO-LINGUAL METHOD (LANGUAGE TEACHING)\nBefore book one: listening activities for prebeginning students of English\n\nBILINGUAL EDUCATION\nLiteracy and bilingualism\n\nBUSINESS ENGLISH\nFunctioning in business\n\nCAREER EDUCATION\nEnglish for careers\n\nCHANTS\nSmall talk: more jazz chants\n\nCHINESE LANGUAGE--CONVERSATION AND PHRASE BOOKS\nEnglish that works\n\nCITIES AND TOWNS--PROBLEMS, EXERCISES, ETC\nFrom sea to shining sea: an elementary ESL reader\n\nCITIZENSHIP--UNITED STATES\nBy the people, for the people: U.S. government and citizenship\nHandbook for citizenship\n\nCITIZENSHIP--UNITED STATES--STUDY GUIDES\nContemporary's look at the U.S.\n\nCIVICS--STUDY AND TEACHING--UNITED STATES\nHandbook for citizenship\n\nCLASSROOM MANAGEMENT\nEffective class management\nTechniques for classroom interaction\n\nCOLLEGE READERS\nThe ability to risk: reading skills for beginning students of ESL\nAcademic challenges in reading\nBasic skills for academic reading\nChallenges: a process approach to academic English\nChanging times: toward an integrated approach to reading\nCritical reading and writing for advanced ESL students\nDeveloping academic reading skills\nHeadlines: an advanced text for reading, speaking, and listening\nMore reasons for reading\nReactions: multicultural reading-based writing modules\nThe reader's journal: authentic readings for writers\nReading, etc.: an integrated skills text\nReading for a reason: an intermediate/advanced reading text\nReading in English: for students of English as a second language\nReadings in English\nStories from Latin America: an ESL/EFL reader\nStrategies for readers: a reading/communication text for students of ESL\nUnusual stories from many lands\nVocabulary for advanced reading comprehension: the keyword approach\n\nCOLLEGE TEACHING--UNITED STATES\nCommunicate: strategies for international teaching assistants\n\nCOMMUNICATION\nBreaking the ice: basic communication strategies\nCan we talk?: a multiskills approach to communication\nCommunicating in the real world: developing communication skills for business and the professions\nCommunication skills that work: a functional approach for life and work\nProblem solving: critical thinking and communication skills\nProfessional interactions: oral communication skills in science, technology, and medicine\nReact interact: situations for communication\n\nCOMMUNICATION IN MANAGEMENT\nBusiness interactions\n\nCOMMUNICATION IN MEDICINE\nProfessional interactions: oral communication skills in science, technology, and medicine\n\nCOMMUNICATION IN SCIENCE\nProfessional interactions: oral communication skills in science, technology, and medicine\n\nCOMMUNICATION OF TECHNICAL INFORMATION\nProfessional interactions: oral communication skills in science, technology, and medicine\n\nCOMMUNICATION--SOCIAL ASPECTS--UNITED STATES\nLiving with strangers in the U.S.A.: communicating beyond culture\n\nCOMPOSITION (ARTS)\nChallenges: a process approach to academic English\n\nCOMPREHENSION\nFace the issues: intermediate listening and critical thinking skills\nFirst steps in listening\nTuning in to spoken messages: basic listening strategies\n\nCOMPREHENSION -- FOR SCHOOLS\nThe whole story\n\nCOMPREHENSION -- QUESTIONS & ANSWERS -- FOR NON-ENGLISH SPEAKING\nConsider the issues: advanced listening and critical thinking skills\n\nCRITICAL THINKING\nConsider the issues: advanced listening and critical thinking skills\nFace the issues: intermediate listening and critical thinking skills\nProblem solving: critical thinking and communication skills\n\nCURRICULUM\nHeadstarts: one hundred original pre-text activities\nTeaching English to children\n\nCURRICULUM SUBJECTS: ENGLISH LANGUAGE\nAlternatives: games, exercises and conversations for the language classroom\nBarron's basic tips on the test of English as a foreign language: TOEFL\nBreaking rules: generating and exploring alternatives in language teaching\nLessons from the learner: student generated activities from the language classroom\nVisual impact: creative language learning through pictures\n\nDEVELOPMENT\nReading for meaning: skills development for active reading\n\nDEVELOPMENTAL READING\nElementary reader in English\n\nDIARIES--AUTHORSHIP\nThe reader's journal: authentic readings for writers\n\nEDUCATION\nBarron's basic tips on the test of English as a foreign language: TOEFL\n\nEDUCATION, BILINGUAL--UNITED STATES\nLiteracy and bilingualism\n\nEDUCATIONAL GAMES\nThe card book: interactive games and activities for language learners\nIndex card games for ESL\n\nEDUCATIONAL INSTITUTIONS\nHeadstarts: one hundred original pre-text activities\n\nENGLISH AS A SECOND LANGUAGE\n101 American English idioms understanding and speaking English like an American\nThe ability to risk: reading skills for beginning students of ESL\nAcademic challenges in reading\nAcademic reading and study skills for international students\nAccess: fundamentals of literacy and communication\nAction English pictures\nThe active reader: an introductory reading/communication text for students of ESL\nAdventures in conversation: exercises in achieving oral fluency and developing vocabulary in English\nAirspeak: radiotelephony communication for pilots\n\nAKL beginning. AKL intermediate. AKL advanced\nAll about the USA: a cultural reader\nAlternatives: games, exercises and conversations for the language classroom\nAmerican accent training\nAmerican classics Advanced level\nAmerican classics Intermediate level\nAmerican customs and traditions\nAmerican homes\nAmerican picture show: a cultural reader\nAmerican topics: a reading-vocabulary text for speakers of English as a second language\nAmerican vocabulary builder\nThe American way: an introduction to American culture\nAmericans at school\nAmericans on the move\nAt the door: selected literature for ESL students\nBack & forth: pair activities for language development\nBarron's 1001 pitfalls in English grammar\nBarron's basic tips on the test of English as a foreign language: TOEFL\nBarron's English verbs\nBarron's How to prepare for the Michigan test battery: covers all 3 tests in the Michigan test battery, aural comprehension, English proficiency, composition\nBarron's how to prepare for the TOEFL, test of English as a foreign language\nBarron's practice exercises for the test of English as a foreign language, TOEFL\nBasic adult survival English: with orientation to American life\nBasic English grammar\nBasic skills for academic reading\nBasic writing\nBasics in listening\nBasics in reading: an introduction to American magazines\nBeginning English day by day\nBeginning lessons in English\nBeyond language: cross-cultural communication\nBeyond the beginning: a reader in English\nBeyond words: an advanced reading course\nBreaking rules: generating and exploring alternatives in language teaching\nBreaking the ice basic communication strategies\nBreaking the TOEFL barrier!: thirty steps to mastering TOEFL skills and strategies\nThe Bridge series\nBusiness interactions\nBy the people, for the people: U.S. government and citizenship\nCan we talk?: a multiskills approach to communication\nThe card book: interactive games and activities for language learners\nCase studies in international business\nChanging times: toward an integrated approach to reading\nThe chicken smells good: an ESL reader\nChoices: an ESL lifeskills series for adults\nCoast to coast\nCommon threads: an interactive vocabulary builder\nCommunicate: a video course in English (beginning and intermediate)\nCommunicate: strategies for international teaching assistants\nCommunicate what you mean: grammar for high-level ESL students\nCommunicating in the real world: developing communication skills for business and the professions\n\nCommunication skills that work: a functional approach for life and work\nCommunication through writing\nCommunication-starters and other activities for the ESL classroom\nA communicative grammar of English\nComp one!: an introductory composition workbook for students of ESL\nA Comprehensive grammar of the English language\nThe confidence book: building trust in the language classroom\nConsider the issues: advanced listening and critical thinking skills\nConsonant sounds and letters\nConsonant sounds training video\nContact U.S.A.: reading and vocabulary textbook\nContemporary's look at the U.S.\nContrasting conversations: activities for exploring our beliefs and teaching practices\nA conversation book: English in everyday life\nConversational English tutor training English as a second language\nCoping in English: beyond the basics\nCORE reading and vocabulary development program\nCritical reading and writing for advanced ESL students\nCuing in: activities on blackline masters for beginning writers of English\nCuing in with pictures\nThe culture puzzle: cross-cultural communication for English as a second language\nDeveloping academic reading skills\nA Dictionary of American idioms: based on the earlier edition\nDrawing out: creative, personalized, whole language activities\nEarth and physical science: content and learning strategies\nEasy reading selections in English\nEffective class management\nElementary reader in English\nEnglish at work a tool kit for teachers\nEnglish day by day\nEnglish for careers\nEnglish for science\nEnglish grammar digest\nEnglish grammar through guided writing; [and] English sounds and spelling\nEnglish pronunciation for Spanish speakers, consonants\nEnglish pronunciation for Spanish speakers: vowels\nEnglish skills for algebra: math-language activities for algebra students\nEnglish step by step with pictures\nEnglish that works\nEnglish-Spanish phrasebook with useful wordlist (for Spanish speakers)\nEnglish-Vietnamese phrasebook with useful word list (for Vietnamese speakers)\nESL grammar handbook for intermediate to advanced students of English as a second language\nESL grammar workbook: for intermediate speakers and writers of English as a second language\nEssential idioms in English: with exercises for practice and tests\nEven more true stories: an intermediate reader\nEveryday dialogues in English\nEveryday English\nEverything's different in the community\nEverything's different on the job\nExercises in English conversation\nExpectations: language and reading skills for students of ESL\nExpeditions into English: a beginning integrated skills series\n\nExpressWays Foundation A, Foundation B, 1A, 1B, 2A, 2B, 3A, and 3B: English for communication\nFace the issues: intermediate listening and critical thinking skills\nFaces of the U.S.A.\nFamily album U.S.A. Book 1\nFeelings, thoughts, and dreams: writing and conversation starters for ESL-literacy\nFifty-Fifty: a basic course in communicative English\nFirst steps in listening\nFrom process to product: beginning-intermediate writing skills for students of ESL\nFrom sea to shining sea: an elementary ESL reader\nFrom the Fitting in books read-along\nFrom the start\nFunctioning in business\nFundamentals of English grammar\nGrammarGuide: English grammar in context\nGrammarwork: English exercises in context\nHandbook for citizenship\nHandbook of American idioms and idiomatic usage\nHandbook of commonly used American idioms\nA handy book of commonly-used American idioms\nHeadlines: an advanced text for reading, speaking, and listening\nHeadstarts: one hundred original pre-text activities\nHeartworks: inspirations for English as a second language: a creative approach for adults\nHere to stay in the USA\nIdioms in American life\nThe immigrant experience\nImproving oral communication\nIn the U.S.A. series\nIndex card games for ESL\nInterlink: a course in integrating skills in English\nInternational restaurant English\nAn introduction to second language acquisition research\nIt's up to you: language skills and strategies for getting a job\nJazz chants\nLado English series 1, 2, 3, 4, 5, and 6\nLado picture dictionary\nLanguage and study skills for learners of English\nThe language of medicine in English\nLaubach way to English\nThe Laubach way to English video-based tutor workshop\nLearn to listen; listen to learn an advanced ESL/EFL lecture comprehension and note-taking textbook\nLessons from the learner: student generated activities from the language classroom\nLife science: content and learning strategies\nListen & say it right in English\nListening contours\nListening focus comprehension practice for students of English\nListening in language learning\nLiteracy and bilingualism\nLiving with strangers in the U.S.A.: communicating beyond culture\nLongman dictionary of American English: a dictionary for learners of English\n\nLongman dictionary of English idioms\nLongman English grammar\nLongman ESL literacy: student book\nLongman lexicon of contemporary English\nLongman photo dictionary\nLongman preparation course for the TOEFL\nLongman simplified English series\nLook again pictures: for language development and lifeskills\nLook who's talking!: activities for group interaction\nMaking it happen: interaction in the second language classroom: from theory to practice\nMastering American English; a handbook-workbook of essentials\nMeaning by all means: a vocabulary text and workbook for students of ESL\nModern American English 1,2,3,4,5,and 6\nModern English\nModern short stories in English\nMore picture stories: language and problem posing activities\nMore reasons for reading\nMore true stories: a beginning reader\nMoving on\nThe Multicultural classroom: readings for content-area teachers\nThe new arrival: stories and activities for language development\nA new beginning: an ESL reader\nNew method supplementary readers\nThe new Oxford picture dictionary\nOdyssey\nOf the people: U.S. history\nOn your way, building basic skills in English\nOpening doors: idioms in English\nOutsiders: American short stories for students of ESL\nParagraph development: a guide for students of English\nParagraph power: communicating ideas through paragraphs\nPD's in depth\nThe PD's: pronunciation drills for learners of English\nPhrase by phrase pronunciation and listening in American English\nPicture it!\nPicture stories for beginning communication\nPicture stories: language and literacy activities for beginners\nA picture's worth a thousand words: a vocabulary book\nThe pizza tastes great: dialogues and stories\nPlease write: a beginning composition text for students of ESL\nThe practice of English language teaching\nPrentice Hall workbook for ESL writers\nPrentice-Hall's practice tests for the TOEFL\nPreparing the way Beginning listening\nPreposition practice\nProblem solving: critical thinking and communication skills\nThe process of composition\nThe process of paragraph writing\nProfessional interactions: oral communication skills in science, technology, and medicine\nPronunciation contrasts in English\nPronunciation exercises in English\nPurple cows & potato chips: multi-sensory language acquisition activities\n\nRapid review of English grammar: a text for students of English as a second language\nReact interact: situations for communication\nReactions: multicultural reading-based writing modules\nThe reader's journal: authentic readings for writers\nReading, etc.: an integrated skills text\nReading for a reason: an intermediate/advanced reading text\nReading for meaning: skills development for active reading\nReading in English: for students of English as a second language\nReading in the content areas: an interactive approach for international students: advanced\nReadings in English\nReady for business\nRegents English workbook\nRichness in writing: empowering ESL students\nSecond book in English\nShare your paragraph: an interactive process approach to writing\nSide by side\nSkillful reading: a text and workbook for students of English as a second language\nSkitis in English\nSmall talk: more jazz chants\nSound advantage: a pronunciation book\nSound advice: a basis for listening\nSounds and rhythm: a pronunciation course\nSpeaking American English at work\nSpeaking and social interaction: activities for intermediate to advanced ESL students\nSpeaking of survival\nSpeaking up at work\nSpeech communication for international students\nStart reading: a basic reader in English\nStart writing\nStarting English for business\nStories from Latin America: an ESL/EFL reader\nStories we brought with us: beginning readings for ESL\nStrategies for readers: a reading/communication text for students of ESL\nStrategies in listening tasks: for listening development\nStructure practice in context\nTake it easy: American idioms\nTaking off\nTalk about trivia: 1001 questions\nTalk about values: conversation skills for intermediate students\nTalking about grammar\nTeacher to teacher Video training for teachers of ABE and ESL\nTeacher training through video ESL techniques\nTeaching English pronunciation\nTeaching English to children\nTeaching English to speakers of other languages: a guide for the volunteer teacher\nTechniques for classroom interaction\nTests and drills in English grammar\nThinking/writing: an introduction to the writing process for students of English as a second language\nThis is a recording: listening with a purpose\n\nTime and space, a basic reader\nTop 20 ESL word games: beginning vocabulary development\nTrue stories in the news: a beginning reader\nTuning in to spoken messages: basic listening strategies\nUnderstanding and using English grammar chartbook: a reference grammar\nUnderstanding and using English grammar Volume A and Volume B\nUnusual stories from many lands\nThe U.S.A.: customs and institutions: a survey of American culture\nand traditions: an advanced reader for ESL and EFL students\nThe USA series\nUsing English, your second language\nVariations: reading skills/oral communication for beginning students of ESL\nVisions: a pre-intermediate grammar\nVisions: an academic writing text\nVISTAS: an interactive course in English\nVisual impact: creative language learning through pictures\nVisuals for the language classroom\nVocabulary for advanced reading comprehension: the keyword approach\nA vocabulary workbook: prefixes, roots, and suffixes for ESL students\nVoices of freedom\nWhaddaya say?\nWhat'll we talk about?: a vocabulary and conversation book\nWhat's up?: American idioms\nThe whole story\nThe Working culture\nThe working experience\nWrite it right: beginning handwriting and composition for students of ESL\nWrite on cue: beginning ESL writing exercises\nWriting as thinking: a guided process approach\nA writing book: English in everyday life\nWriting by choice: intermediate composition for students of ESL\nWriting up research: experimental research report writing for students of English\nWritten English: an introduction for beginning students of English as a second language\nYesterday and today in the U.S.A.: intermediate ESL reader\nYou can read\n\nENGLISH COMPOSITION TEST--STUDY GUIDES\nBarron's How to prepare for the Michigan test battery: covers all 3 tests in the\nMichigan test battery, aural comprehension, English proficiency, composition\n\nENGLISH LANGUAGE\nBasic adult survival English: with orientation to American life\nBasic English grammar\nBeyond words: an advanced reading course\nChallenges: a process approach to academic English\nA Comprehensive grammar of the English language\nDrawing out: creative, personalized, whole language activities\nEnglish grammar digest\nEnglish pronunciation for Spanish speakers: vowels\nFace the issues: intermediate listening and critical thinking skills\nFunctioning in business\nFundamentals of English grammar\nHeadstarts: one hundred original pre-text activities\nImproving oral communication\nLado English series 1, 2, 3, 4, 5, and 6\n\nLongman English grammar\nMeaning by all means: a vocabulary text and workbook for students of ESL\nPlease write: a beginning composition text for students of ESL\nReading, etc.: an integrated skills text\nReading in the content areas: an interactive approach for international students:\n advanced\nStarting English for business\nTalking about grammar\nTeaching English pronunciation\nTeaching English to children\nThinking/writing: an introduction to the writing process for students of English\n as a second language\nTuning in to spoken messages: basic listening strategies\nThe whole story\nWriting as thinking: a guided process approach\nENGLISH LANGUAGE -- FOR AEROPLANE PILOTS -- FOR NON-ENGLISH SPEAKERS\nAirspeak: radiotelephony communication for pilots\nENGLISH LANGUAGE -- FOR NON-ENGLISH SPEAKING STUDENTS\nAmerican topics: a reading-vocabulary text for speakers of English as a second\n language\nExpectations: language and reading skills for students of ESL\nENGLISH LANGUAGE -- READERS\nAcademic challenges in reading\nChanging times: toward an integrated approach to reading\nInternational restaurant English\nMore true stories: a beginning reader\nA new beginning: an ESL reader\nENGLISH LANGUAGE -- READERS -- FOR NON-ENGLISH SPEAKING STUDENTS\nAcademic reading and study skills for international students\nCoping in English: beyond the basics\nFrom sea to shining sea: an elementary ESL reader\nHeadlines: an advanced text for reading, speaking, and listening\nTrue stories in the news: a beginning reader\nUnusual stories from many lands\nVocabulary for advanced reading comprehension: the keyword approach\nYesterday and today in the U.S.A.: intermediate ESL reader\nENGLISH LANGUAGE--BUSINESS ENGLISH\nBusiness interactions\nContemporary's Working in English\nFunctioning in business\nReady for business\nStarting English for business\nENGLISH LANGUAGE--COMPOSITION AND EXERCISES\nChallenges: a process approach to academic English\nCuing in with pictures\nImproving oral communication\nMastering American English; a handbook-workbook of essentials\nThe new arrival: stories and activities for language development\nThe process of composition\nRegents English workbook\nWrite it right: beginning handwriting and composition for students of ESL\nA writing book: English in everyday life\nENGLISH LANGUAGE--CONSONANTS\nConsonant sounds and letters\n\nConsonant sounds training video\nEnglish pronunciation for Spanish speakers, consonants\n\n**ENGLISH LANGUAGE—CONVERSATION AND PHRASE BOOKS**\nAdventures in conversation: exercises in achieving oral fluency and developing vocabulary in English\nA conversation book: English in everyday life\nEveryday dialogues in English\nExpressWays Foundation A, Foundation B, 1A, 1B, 2A, 2B, 3A, and 3B: English for communication\nOn a roll: a conversation and listening text\nSide by side\nSpeaking and social interaction: activities for intermediate to advanced ESL students\nTake it easy: American idioms\nWhaddaya say?\nWhat'll we talk about?: a vocabulary and conversation book\n\n**ENGLISH LANGUAGE—CONVERSATION AND PHRASE BOOKS (FOR AIR PILOTS)**\nAirspeak: radiotelephony communication for pilots\n\n**ENGLISH LANGUAGE—CONVERSATION AND PHRASE BOOKS (FOR RESTAURANT)**\nInternational restaurant English\n\n**ENGLISH LANGUAGE—CONVERSATION AND PHRASE BOOKS—SPANISH**\nEnglish-Spanish phrasebook with useful wordlist (for Spanish speakers)\n\n**ENGLISH LANGUAGE—CONVERSATION AND PHRASE BOOKS—VIETNAMESE**\nEnglish-Vietnamese phrasebook with useful word list (for Vietnamese speakers)\n\n**ENGLISH LANGUAGE—DICTIONARIES**\nFunctioning in business\nLongman lexicon of contemporary English\n\n**ENGLISH LANGUAGE—ERRORS OF USAGE**\nBarron's 1001 pitfalls in English grammar\n\n**ENGLISH LANGUAGE—EXAMINATIONS**\nBarron's basic tips on the test of English as a foreign language: TOEFL\nBarron's How to prepare for the Michigan test battery: covers all 3 tests in the Michigan test battery, aural comprehension, English proficiency, composition\n\n**ENGLISH LANGUAGE—EXAMINATIONS, QUESTIONS, ETC**\nBreaking the TOEFL barrier!: thirty steps to mastering TOEFL skills and strategies\n\n**ENGLISH LANGUAGE—EXAMINATIONS—STUDY GUIDES**\nBarron's how to prepare for the TOEFL, test of English as a foreign language\nBarron's how to prepare for the TOEFL, test of English as a foreign language\nBarron's practice exercises for the test of English as a foreign language, TOEFL\nLongman preparation course for the TOEFL\nPrentice-Hall's practice tests for the TOEFL\n\n**ENGLISH LANGUAGE—FILMS FOR FOREIGN SPEAKERS**\nFamily album U.S.A. Book 1\n\n**ENGLISH LANGUAGE—GRAMMAR**\nA communicative grammar of English\nA Comprehensive grammar of the English language\nESL grammar handbook for intermediate to advanced students of English as a second language\nESL grammar workbook: for intermediate speakers and writers of English as a second language\nGrammarGuide: English grammar in context\nModern American English 1, 2, 3, 4, 5, and 6\nSecond book in English\nVisions: a pre-intermediate grammar\n\nENGLISH LANGUAGE--GRAMMAR--1950-\nBasic English grammar\nBeginning lessons in English\nCommunicate what you mean: grammar for high-level ESL students\nCuing in: activities on blackline masters for beginning writers of English\nEnglish grammar digest\nFundamentals of English grammar\nGrammarwork: English exercises in context\nLongman English grammar\nMastering American English; a handbook-workbook of essentials\nThe new arrival: stories and activities for language development\nPrentice Hall workbook for ESL writers\nUnderstanding and using English grammar chartbook: a reference grammar\nUnderstanding and using English grammar Volume A and Volume B\nThe whole story\nWrite on cue: beginning ESL writing exercises\n\nENGLISH LANGUAGE--GRAMMAR--1950--EXAMINATIONS, QUESTIONS, ETC\nTalking about grammar\n\nENGLISH LANGUAGE--GRAMMAR--PROBLEMS, EXERCISES, ETC\nTests and drills in English grammar\n\nENGLISH LANGUAGE--GRAMMAR--STUDY AND TEACHING\nStructure practice in context\n\nENGLISH LANGUAGE--IDIOMS\nEssential idioms in English: with exercises for practice and tests\nLongman dictionary of English idioms\nOpening doors: idioms in English\n\nENGLISH LANGUAGE--IDIOMS--DICTIONARIES\nA handy book of commonly-used American idioms\n\nENGLISH LANGUAGE--MEDICAL ENGLISH\nThe language of medicine in English\n\nENGLISH LANGUAGE--PARAGRAPHS\nParagraph development: a guide for students of English\nParagraph power: communicating ideas through paragraphs\nThe process of paragraph writing\nShare your paragraph: an interactive process approach to writing\n\nENGLISH LANGUAGE--PREPOSITIONS--PROBLEMS, EXERCISES, ETC\nPreposition practice\n\nENGLISH LANGUAGE--PROGRAMMED INSTRUCTION\nGrammarwork: English exercises in context\n\nENGLISH LANGUAGE--PRONUNCIATION\nEnglish pronunciation for Spanish speakers: vowels\nImproving oral communication\nPD's in depth\nThe PD's: pronunciation drills for learners of English\nPhrase by phrase pronunciation and listening in American English\nPronunciation contrasts in English\nPronunciation exercises in English\nSound advantage: a pronunciation book\nSounds and rhythm: a pronunciation course\n\nENGLISH LANGUAGE--PRONUNCIATION BY FOREIGN SPEAKERS\nTeaching English pronunciation\n\nENGLISH LANGUAGE--PRONUNCIATION--STUDY AND TEACHING\nTeaching English pronunciation\n\nENGLISH LANGUAGE--RHETORIC\nCommunication through writing\n\nCritical reading and writing for advanced ESL students\nPrentice Hall workbook for ESL writers\nReactions: multicultural reading-based writing modules\nThe reader's journal: authentic readings for writers\nVisions: an academic writing text\nWriting as thinking: a guided process approach\nWriting by choice: intermediate composition for students of ESL\nWriting up research: experimental research report writing for students of English\n\nENGLISH LANGUAGE--RHETORIC--PROBLEMS, EXERCISES, ETC\nBasic writing\nStart writing\n\nENGLISH LANGUAGE--SELF-INSTRUCTION\nOn your way, building basic skills in English\n\nENGLISH LANGUAGE--SOUND RECORDINGS FOR FOREIGN SPEAKERS\n101 American English idioms understanding and speaking English like an American\nBasics in listening\nFirst steps in listening\nFrom the Fitting in books read-along\nFrom the start\nListening focus comprehension practice for students of English\nMoving on\nOn your way, building basic skills in English\nStrategies in listening tasks: for listening development\nThis is a recording: listening with a purpose\nWhaddaya say?\n\nENGLISH LANGUAGE--SPOKEN ENGLISH\nBack & forth: pair activities for language development\nBreaking the ice: basic communication strategies\nFirst steps in listening\nJazz chants\nLook who's talking!: activities for group interaction\nPurple cows & potato chips: multi-sensory language acquisition activities\nSmall talk: more jazz chants\nSound advice: a basis for listening\nSpeaking up at work\n\nENGLISH LANGUAGE--SPOKEN ENGLISH--UNITED STATES\nAmerican accent training\n\nENGLISH LANGUAGE--STUDY AND TEACHING\n101 American English idioms understanding and speaking English like an American\nAction English pictures\nSecond book in English\n\nENGLISH LANGUAGE--STUDY AND TEACHING (ELEMENTARY)--FOREIGN SPEAKERS\nTeaching English to children\n\nENGLISH LANGUAGE--STUDY AND TEACHING (HIGHER)--FOREIGN SPEAKERS\nWriting up research: experimental research report writing for students of English\n\nENGLISH LANGUAGE--STUDY AND TEACHING--AUDIO-VISUAL INSTRUCTION\nExercises in English conversation\nVisuals for the language classroom\n\nENGLISH LANGUAGE--STUDY AND TEACHING--FOREIGN SPEAKERS\nAlternatives: games, exercises and conversations for the language classroom\nAmerican classics Advanced level\nAmerican classics Intermediate level\nAmerican customs and traditions\nAmerican homes\nBarron's 1001 pitfalls in English grammar\n\nBarron's basic tips on the test of English as a foreign language: TOEFL\nBarron's English verbs\nThe Bridge series\nThe card book: interactive games and activities for language learners\nChanging times: toward an integrated approach to reading\nCommunicate what you mean: grammar for high-level ESL students\nCommunication through writing\nComp one!: an introductory composition workbook for students of ESL\nThe confidence book: building trust in the language classroom\nConsonant sounds and letters\nConsonant sounds training video\nContrasting conversations: activities for exploring our beliefs and teaching practices\nConversational English tutor training English as a second language\nCORE reading and vocabulary development program\nCuing in with pictures\nEffective class management\nEnglish at work: a tool kit for teachers\nEnglish for careers\nEnglish grammar through guided writing; [and] English sounds and spelling\nEnglish skills for algebra: math-language activities for algebra students\nEnglish-Spanish phrasebook with useful wordlist (for Spanish speakers)\nEnglish-Vietnamese phrasebook with useful word list (for Vietnamese speakers)\nExpeditions into English: a beginning integrated skills series\nFamily album U.S.A. Book 1\nFeelings, thoughts, and dreams: writing and conversation starters for ESL-literacy\nFifty-Fifty: a basic course in communicative English\nFirst class reader!: an integrated skills approach to literacy\nHandbook for citizenship\nHandbook of American idioms and idiomatic usage\nHandbook of commonly used American idioms\nA handy book of commonly-used American idioms\nHeadstarts: one hundred original pre-text activities\nHere to stay in the USA\nIn the U.S.A. series\nIndex card games for ESL\nIt's up to you: language skills and strategies for getting a job\nLanguage and study skills for learners of English\nLaubach way to English\nThe Laubach way to English video-based tutor workshop\nLessons from the learner: student generated activities from the language classroom\nLife science: content and learning strategies\nListen & say it right in English\nLongman simplified English series\nLook again pictures: for language development and lifeskills\nLook who's talking!: activities for group interaction\nMaking it happen: interaction in the second language classroom: from theory to practice\nMastering American English; a handbook-workbook of essentials\nModern short stories in English\nThe Multicultural classroom: readings for content-area teachers\nPhrase by phrase pronunciation and listening in American English\nThe practice of English language teaching\n\nThe process of composition\nPurple cows & potato chips: multi-sensory language acquisition activities\nReadings in English\nRichness in writing: empowering ESL students\nSecond book in English\nSounds and rhythm: a pronunciation course\nSpeaking American English at work\nTeacher to teacher Video training for teachers of ABE and ESL\nTeacher training through video ESL techniques\nTeaching English pronunciation\nTeaching English to speakers of other languages: a guide for the volunteer teacher\nTechniques for classroom interaction\nTop 20 ESL word games: beginning vocabulary development\nVisual impact: creative language learning through pictures\nVisuals for the language classroom\nThe whole story\nYou can read\n\nENGLISH LANGUAGE--STUDY AND TEACHING--FOREIGN SPEAKERS--AUDIO- VISUAL\nCommunicate: a video course in English (beginning and intermediate)\n\nENGLISH LANGUAGE--STUDY AND TEACHING--FOREIGN STUDENTS\nCommunication-starters and other activities for the ESL classroom\nElementary reader in English\nOdyssey\nPicture it!\nSkits in English\n\nENGLISH LANGUAGE--STUDY AND TEACHING--UNITED STATES--FOREIGN SPEAKERS\nLearn to listen, listen to learn an advanced ESL/EFL lecture comprehension and note-taking textbook\nLiteracy and bilingualism\n\nENGLISH LANGUAGE--SUFFIXES AND PREFIXES--PROBLEMS, EXERCISES, ETC.\nA vocabulary workbook: prefixes, roots, and suffixes for ESL students\n\nENGLISH LANGUAGE--TECHNICAL ENGLISH\nEnglish for science\nEnglish skills for algebra: math-language activities for algebra students\nLife science: content and learning strategies\n\nENGLISH LANGUAGE--TERMS AND PHRASES\nTake it easy: American idioms\n\nENGLISH LANGUAGE--TERMS AND PHRASES--DICTIONARIES\nA Dictionary of American idioms: based on the earlier edition\n\nENGLISH LANGUAGE--TEXT BOOKS FOR FOREIGN STUDENTS\nHeartworks: inspirations for English as a second language: a creative approach for adults\n\nENGLISH LANGUAGE--TEXTBOOKS FOR FOREIGN SPEAKERS\nThe ability to risk: reading skills for beginning students of ESL\nAcademic challenges in reading\nAcademic reading and study skills for international students\nAccess: fundamentals of literacy and communication\nThe active reader: an introductory reading/communication text for students of ESL\nAdventures in conversation: exercises in achieving oral fluency and developing vocabulary in English\nAirspeak: radiotelephony communication for pilots\nAKL beginning. AKL intermediate. AKL advanced.\nAll about the USA: a cultural reader\nAmerican homes\n\nAmerican picture show: a cultural reader\nAmerican topics: a reading-vocabulary text for speakers of English as a second language\nAmerican vocabulary builder\nThe American way: an introduction to American culture\nAt the door: selected literature for ESL students\nBack & forth: pair activities for language development\nBarron's How to prepare for the Michigan test battery: covers all 3 tests in the Michigan test battery, aural comprehension, English proficiency, composition\nBarron's how to prepare for the TOEFL, test of English as a foreign language\nBarron's how to prepare for the TOEFL, test of English as a foreign language\nBarron's practice exercises for the test of English as a foreign language, TOEFL\nBasic adult survival English: with orientation to American life\nBasic English grammar\nBasic skills for academic reading\nBasic writing\nBasics in reading: an introduction to American magazines\nBefore book one: listening activities for prebeginning students of English\nBeginning English day by day\nBeyond language: cross-cultural communication\nBeyond the beginning: a reader in English\nBeyond words: an advanced reading course\nBreaking the ice basic communication strategies\nBreaking the TOEFL barrier!: thirty steps to mastering TOEFL skills and strategies\nBusiness interactions\nBy the people, for the people: U.S. government and citizenship\nCan we talk?: a multiskills approach to communication\nThe chicken smells good: an ESL reader\nChoices: an ESL lifeskills series for adults\nCoast to coast\nCommon threads: an interactive vocabulary builder\nCommunicating in the real world: developing communication skills for business and the professions,\nCommunication through writing\nA communicative grammar of English\nComp one!: an introductory composition workbook for students of ESL\nConsider the issues: advanced listening and critical thinking skills\nContact U.S.A.: reading and vocabulary textbook\nContemporary's Working in English\nA conversation book: English in everyday life\nCoping in English: beyond the basics\nCritical reading and writing for advanced ESL students\nCuing in: activities on blackline masters for beginning writers of English\nCuing in with pictures\nThe culture puzzle: cross-cultural communication for English as a second language\nDrawing out: creative, personalized, whole language activities\nEarth and physical science: content and learning strategies\nEasy reading selections in English\nElementary reader in English\nEnglish day by day\nEnglish for science\nEnglish grammar digest\nEnglish step by step with pictures\nEnglish that works\n\nESL grammar handbook for intermediate to advanced students of English as a second language\nESL grammar workbook: for intermediate speakers and writers of English as a second language\nEssential idioms in English: with exercises for practice and tests\nEven more true stories: an intermediate reader\nEveryday English\nEverything's different at school\nEverything's different in the community\nEverything's different on the job\nExpectations: language and reading skills for students of ESL\nExpressWays Foundation A, Foundation B, 1A, 1B, 2A, 2B, 3A, and 3B: English for communication\nFace the issues: intermediate listening and critical thinking skills\nFaces of the U.S.A.\nFeelings, thoughts, and dreams: writing and conversation starters for ESL-literacy\nFifty-Fifty: a basic course in communicative English\nFrom process to product: beginning-intermediate writing skills for students of ESL\nFrom sea to shining sea: an elementary ESL reader\nFrom the start\nFundamentals of English grammar\nGrammarwork: English exercises in context\nHeadlines: an advanced text for reading, speaking, and listening\nIdioms in American life\nThe immigrant experience\nImproving oral communication\nInterlink: a course in integrating skills in English\nInternational restaurant English\nJazz chants\nLado English series 1, 2, 3, 4, 5, and 6\nLado picture dictionary\nThe language of medicine in English\nLaubach way to English\nLearn to listen; listen to learn an advanced ESL/EFL lecture comprehension and note-taking textbook\nListening contours\nLiving with strangers in the U.S.A.: communicating beyond culture\nLongman dictionary of American English: a dictionary for learners of English\nLongman English grammar\nLongman ESL literacy: student book\nLongman photo dictionary\nLongman preparation course for the TOEFL\nMeaning by all means: a vocabulary text and workbook for students of ESL\nModern American English 1, 2, 3, 4, 5, and 6\nModern English\nModern short stories in English\nMore picture stories: language and problem posing activities\nMore reasons for reading\nMore true stories: a beginning reader\nThe new arrival: stories and activities for language development\nA new beginning: an ESL reader\nNew method supplementary readers\nThe new Oxford picture dictionary\n\nOf the people: U.S. history\nOn a roll: a conversation and listening text\nOpening doors: idioms in English\nOutsiders: American short stories for students of ESL\nParagraph development: a guide for students of English\nParagraph power: communicating ideas through paragraphs\nPD's in depth\nThe PD's: pronunciation drills for learners of English\nPicture stories for beginning communication\nPicture stories: language and literacy activities for beginners\nA picture's worth a thousand words: a vocabulary book\nThe pizza tastes great: dialogues and stories\nPlease write: a beginning composition text for students of ESL\nPrentice Hall workbook for ESL writers\nPrentice-Hall's practice tests for the TOEFL\nPreparing the way: Beginning listening\nPreposition practice\nProblem solving: critical thinking and communication skills\nThe process of paragraph writing\nPronunciation contrasts in English\nRapid review of English grammar: a text for students of English as a second language\nReact interact: situations for communication\nReactions: multicultural reading-based writing modules\nThe reader's journal: authentic readings for writers\nReading, etc.: an integrated skills text\nReading for a reason: an intermediate/advanced reading text\nReading for meaning: skills development for active reading\nReading in English: for students of English as a second language\nReading in the content areas: an interactive approach for international students: advanced\nReady for business\nRegents English workbook\nShare your paragraph: an interactive process approach to writing\nSide by side\nSkillful reading: a text and workbook for students of English as a second language\nSound advantage: a pronunciation book\nSound advice: a basis for listening\nSpeaking and social interaction: activities for intermediate to advanced ESL students\nSpeaking of survival\nSpeaking up at work\nSpeech communication for international students\nStart reading: a basic reader in English\nStart right!: a positive approach to literacy\nStart writing\nStarting English for business\nStories we brought with us: beginning readings for ESL\nStrategies for readers: a reading/communication text for students of ESL\nStrategies in reading: developing essential reading skills\nStructure practice in context\nTake it easy: American idioms\nTaking off\nTalk about trivia: 1001 questions\n\nTalk about values: conversation skills for intermediate students\nTests and drills in English grammar\nThinking/writing: an introduction to the writing process for students of English\nas a second language\nThis is a recording: listening with a purpose\nTime and space, a basic reader\nTraditional ties: cultural awareness and listening skills: a radio play\nTrue stories in the news: a beginning reader\nUnderstanding and using English grammar chartbook: a reference grammar\nUnderstanding and using English grammar Volume A and Volume B\nUnusual stories from many lands\nThe U.S.A.: customs and institutions: a survey of American culture and traditions: an advanced reader for ESL and EFL students\nUsing English, your second language\nVariations: reading skills/oral communication for beginning students of ESL\nVisions: a pre-intermediate grammar\nVisions: an academic writing text\nVISTAS: an interactive course in English\nVocabulary for advanced reading comprehension: the keyword approach\nA vocabulary workbook: prefixes, roots, and suffixes for ESL students\nWhat'll we talk about?: a vocabulary and conversation book\nWhat's up?: American idioms\nThe Working culture\nThe working experience\nWrite it right: beginning handwriting and composition for students of ESL\nWrite on cue: beginning ESL writing exercises\nWriting as thinking: a guided process approach\nA writing book: English in everyday life\nWriting by choice: intermediate composition for students of ESL\nWritten English: an introduction for beginning students of English as a second language\nYesterday and today in the U.S.A.: intermediate ESL reader\n\nENGLISH LANGUAGE--TEXTBOOKS FOR FOREIGN SPEAKERS--SPANISH\nEnglish pronunciation for Spanish speakers, consonants\nEnglish pronunciation for Spanish speakers: vowels\nStories from Latin America: an ESL/EFL reader\n\nENGLISH LANGUAGE--TEXTBOOKS FOR FOREIGNERS\nEveryday dialogues in English\n\nENGLISH LANGUAGE--UNITED STATES--ACCENTS AND ACCENTUATION\nAmerican accent training\n\nENGLISH LANGUAGE--UNITED STATES--DICTIONARIES\nLongman dictionary of American English: a dictionary for learners of English\nThe new Oxford picture dictionary\n\nENGLISH LANGUAGE--UNITED STATES--IDIOMS\n101 American English idioms understanding and speaking English like an American\nHandbook of American idioms and idiomatic usage\nIdioms in American life\nTake it easy: American idioms\nWhat's up?: American idioms\n\nENGLISH LANGUAGE--UNITED STATES--IDIOMS--DICTIONARIES\nA Dictionary of American idioms: based on the earlier edition\nHandbook of commonly used American idioms\n\nENGLISH LANGUAGE--UNITED STATES--PRONUNCIATION\nAmerican accent training\nEnglish pronunciation for Spanish speakers, consonants\n\nENGLISH LANGUAGE--UNITED STATES--STUDY AND TEACHING (HIGHER)--FOREIGN SPEAKERS\nCommunicate: strategies for international teaching assistants\n\nENGLISH LANGUAGE--UNITED STATES--USAGE\nHandbook of American idioms and idiomatic usage\n\nENGLISH LANGUAGE--USAGE\nA handy book of commonly-used American idioms,\n\nENGLISH LANGUAGE--VERB--TABLES\nBarron's 1001 pitfalls in English grammar\nBarron's English verbs\n\nENGLISH LANGUAGE--WRITING\nCuing in: activities on blackline masters for beginning writers of English\nPlease write: a beginning composition text for students of ESL\nThinking/writing: an introduction to the writing process for students of English\nas a second language\nWrite on cue: beginning ESL writing exercises\n\nETHNIC GROUPS--PROBLEMS, EXERCISES, ETC\nReactions: multicultural reading-based writing modules\n\nEXAMINATIONS & TESTS\nBarron's basic tips on the test of English as a foreign language: TOEFL\n\nEXAMINATIONS--STUDY GUIDES\nLanguage and study skills for learners of English\n\nFOREIGN PROFESSIONAL PERSONNEL\nThe language of medicine in English\n\nFOREIGN PROFESSIONAL PERSONNEL--EDUCATION\nProfessional interactions: oral communication skills in science, technology, and medicine\n\nGRADING AND MARKING (STUDENTS)\nBarron's basic tips on the test of English as a foreign language: TOEFL\n\nGRADUATE TEACHING ASSISTANTS--TRAINING OF--UNITED STATES\nCommunicate: strategies for international teaching assistants\n\nGRAMMAR\nA Comprehensive grammar of the English language\nFundamentals of English grammar\n\nGRAMMAR -- FOR NON-ENGLISH SPEAKING STUDENTS\nLongman English grammar\n\nGRAMMAR -- QUESTIONS & ANSWERS -- FOR NON-ENGLISH SPEAKING STUDENT\nBasic English grammar\nEnglish grammar digest\n\nGRAMMAR -- QUESTIONS & ANSWERS -- FOR SCHOOLS\nTalking about grammar\n\nHIGH INTEREST--LOW VOCABULARY BOOKS\nFeelings, thoughts, and dreams: writing and conversation starters for ESL-literacy\n\nHUMANS\nReact interact: situations for communication\n\nHUMOR IN EDUCATION\nPicture stories for beginning communication\n\nINTERACTION ANALYSIS IN EDUCATION\nTechniques for classroom interaction\n\nINTERCULTURAL COMMUNICATION\nBeyond language: cross-cultural communication\nThe culture puzzle: cross-cultural communication for English as a second language\nLiving with strangers in the U.S.A.: communicating beyond culture\n\nINTERCULTURAL COMMUNICATION--PROBLEMS, EXERCISES, ETC\nThe Working culture\n\nINTERDISCIPLINARY APPROACH IN EDUCATION\nThe Multicultural classroom: readings for content-area teachers\nReading in the content areas: an interactive approach for international students:\nadvanced\n\nINTERNATIONAL BUSINESS ENTERPRISES—MANAGEMENT—CASE STUDIES\nCase studies in international business\n\nINTERPERSONAL RELATIONS\nProfessional interactions: oral communication skills in science, technology, and medicine\n\nINTERPERSONAL RELATIONSHIPS\nReact interact: situations for communication\n\nLANGUAGE\nAn introduction to second language acquisition research\n\nLANGUAGE AND LANGUAGES—STUDY AND TEACHING\nBreaking rules: generating and exploring alternatives in language teaching\nListening in language learning\nLook again pictures: for language development and lifeskills\nMaking it happen: interaction in the second language classroom: from theory to practice\n\nLANGUAGE ARTS (ELEMENTARY)\nTeaching English to children\n\nLANGUAGE ARTS (HIGHER)\nLanguage and study skills for learners of English\n\nLANGUAGES AND VOCATIONAL OPPORTUNITIES\nIt's up to you: language skills and strategies for getting a job\n\nLANGUAGES, FOREIGN\nEnglish that works\n\nLATIN AMERICA—FICTION\nStories from Latin America: an ESL/EFL reader\n\nLEARNING\nAn introduction to second language acquisition research\n\nLECTURE METHOD IN TEACHING\nLearn to listen; listen to learn an advanced ESL/EFL lecture comprehension and note-taking textbook\n\nLIFE SCIENCES—PROBLEMS, EXERCISES, ETC\nLife science: content and learning strategies\n\nLIFE SKILLS\nChoices: an ESL lifeskills series for adults\n\nLIFE SKILLS—HANDBOOKS, MANUALS\nHere to stay in the USA\n\nLIFE SKILLS—PROBLEMS, EXERCISES, ETC\nContemporary's reading skills that work: a functional approach for life and work\nTraditional ties: cultural awareness and listening skills: a radio play\n\nLIFE SKILLS—UNITED STATES\nHere to stay in the USA\n\nLISTENING\nBreaking the ice basic communication strategies\nConsider the issues: advanced listening and critical thinking skills\nFace the issues: intermediate listening and critical thinking skills\nFirst steps in listening\nLearn to listen; listen to learn an advanced ESL/EFL lecture comprehension and note-taking textbook\nListening in language learning\nOn a roll: a conversation and listening text\nPhrase by phrase pronunciation and listening in American English\n\nSound advice: a basis for listening\nStrategies in listening tasks: for listening development\nTraditional ties: cultural awareness and listening skills: a radio play\nTuning in to spoken messages: basic listening strategies\nLISTENING—PROBLEMS, EXERCISES, ETC\nTaking off\n\nLITERACY PROGRAMS\nThe Laubach way to English video-based tutor workshop\n\nLITERACY—UNITED STATES\nLiteracy and bilingualism\n\nMEDICINE—VOCABULARY—PROBLEMS, EXERCISES, ETC\nThe language of medicine in English\n\nMOTION PICTURES—PROBLEMS, EXERCISES, ETC\nAmerican picture show: a cultural reader\n\nMUSIC IN EDUCATION\nJazz chants\n\nNATURALIZATION—UNITED STATES\nHandbook for citizenship\n\nNEW LITERATES, WRITING FOR\nAction English pictures\n\nNOMENCLATURE—PROBLEMS\nThe language of medicine in English\n\nNON-ENGLISH SPEAKING STUDENTS\nAlternatives: games, exercises and conversations for the language classroom\nBarron's basic tips on the test of English as a foreign language: TOEFL\nLessons from the learner: student generated activities from the language classroom\nVisual impact: creative language learning through pictures\n\nNOTE-TAKING\nLearn to listen; listen to learn an advanced ESL/EFL lecture comprehension and note-taking textbook\n\nORAL COMMUNICATION\nImproving oral communication\nProfessional interactions: oral communication skills in science, technology, and medicine\nTuning in to spoken messages: basic listening strategies\n\nPICTURE DICTIONARIES\nLongman photo dictionary\n\nPICTURE DICTIONARIES, ENGLISH\nLado picture dictionary\nLongman photo dictionary\n\nPLURALISM (SOCIAL SCIENCES)—PROBLEMS, EXERCISES, ETC\nReactions: multicultural reading-based writing modules\n\nPRIMARY SCHOOLS\nTeaching English to children\n\nPRONUNCIATION\nTeaching English pronunciation\n\nPRONUNCIATION — FOR NON-ENGLISH SPEAKING STUDENTS\nEnglish pronunciation for Spanish speakers: vowels\n\nPRONUNCIATION — QUESTIONS & ANSWERS — FOR NON-ENGLISH SPEAKING\nImproving oral communication\n\nPUBLIC SPEAKING\nSpeech communication for international students\n\nQUESTIONS AND ANSWERS\nTalk about trivia: 1001 questions\n\nRADIO PLAYS, AMERICAN\nTraditional ties: cultural awareness and listening skills: a radio play\n\nREADERS\nAmerican classics Intermediate level\nAt the door: selected literature for ESL students\nBeyond the beginning: a reader in English\nBeyond words: an advanced reading course\nCoast to coast\nEven more true stories: an intermediate reader\nLongman simplified English series\nMore true stories: a beginning reader\nA new beginning: an ESL reader\nThe pizza tastes great: dialogues and stories\nSkillful reading: a text and workbook for students of English as a second language\nStart reading: a basic reader in English\nStories we brought with us: beginning readings for ESL\n\nREADERS (ADULT)\nFrom the Fitting in books read-along\nReading in the content areas: an interactive approach for international students: advanced\n\nREADERS FOR NEW LITERATES\nAction English pictures\nAmerican homes\nContemporary's reading skills that work: a functional approach for life and work\nFeelings, thoughts, and dreams: writing and conversation starters for ESL-literacy\nLongman ESL literacy: student book\n\nREADERS (SECONDARY)\nBeyond words: an advanced reading course\n\nREADERS—1950-\nNew method supplementary readers\nTime and space, a basic reader\n\nREADERS—CANADA\nFrom sea to shining sea: an elementary ESL reader\n\nREADERS—CITIES AND TOWNS\nFrom sea to shining sea: an elementary ESL reader\n\nREADERS—ETHNIC GROUPS\nReactions: multicultural reading-based writing modules\n\nREADERS—HISTORY\nThe USA series\n\nREADERS—INTERCULTURAL COMMUNICATION\nLiving with strangers in the U.S.A.: communicating beyond culture\nThe Working culture\n\nREADERS—LATIN AMERICA\nStories from Latin America: an ESL/EFL reader\n\nREADERS—LIFE SKILLS\nTraditional ties: cultural awareness and listening skills: a radio play\n\nREADERS—MEDICINE\nThe language of medicine in English\n\nREADERS—MOTION PICTURES\nAmerican picture show: a cultural reader\n\nREADERS—PLURALISM (SOCIAL SCIENCES)\nReactions: multicultural reading-based writing modules\n\nREADERS--SCIENCE\nEarth and physical science: content and learning strategies\nEnglish for science\nLife science: content and learning strategies\n\nREADERS--SHORT STORIES\nModern short stories in English\n\nREADERS--UNITED STATES\nAll about the USA: a cultural reader\nAmerican picture show: a cultural reader\nAmerican topics: a reading-vocabulary text for speakers of English as a second language\nThe American way: an introduction to American culture\nBy the people, for the people: U.S. government and citizenship\nFaces of the U.S.A.\nFrom sea to shining sea: an elementary ESL reader\nLiving with strangers in the U.S.A.: communicating beyond culture\nOf the people: U.S. history\nThe U.S.A.: customs and institutions: a survey of American culture and traditions: an advanced reader for ESL and EFL students\nYesterday and today in the U.S.A.: intermediate ESL reader\n\nREADERS--VOCATIONAL GUIDANCE\nThe Working culture\n\nREADERS--WORK\nContemporary's Working in English\n\nREADING\nReading, etc.: an integrated skills text\nYou can read\n\nREADING (ADULT EDUCATION)\nFrom the Fitting in books read-along\n\nREADING BOOKS\nReading in the content areas: an interactive approach for international students: advanced\n\nREADING COMPREHENSION\nContemporary's reading skills that work: a functional approach for life and work\nReading for meaning: skills development for active reading\n\nREADING (HIGHER EDUCATION)\nLanguage and study skills for learners of English\nMore reasons for reading\n\nREADING SKILLS\nReading for meaning: skills development for active reading\n\nREADING--AIDS AND DEVICES\nYou can read\n\nREADING--REMEDIAL TEACHING\nThe Laubach way to English video-based tutor workshop\n\nREASONING--PROBLEMS, EXERCISES, ETC\nContemporary's reading skills that work: a functional approach for life and work\n\nREPORT WRITING\nWriting up research: experimental research report writing for students of English\n\nRESTAURANT MANAGEMENT--TERMINOLOGY\nInternational restaurant English\n\nSCHOOLS\nBreaking rules: generating and exploring alternatives in language teaching\n\nSCIENCE--PROBLEMS, EXERCISES, ETC\nEarth and physical science: content and learning strategies\nEnglish for science\n\nSECOND LANGUAGE ACQUISITION\nMaking it happen: interaction in the second language classroom: from theory to practice\n\nSECOND LANGUAGE ACQUISITION—RESEARCH\nAn introduction to second language acquisition research\n\nSHORT STORIES\nModern short stories in English\nUnusual stories from many lands\n\nSOCIAL LIFE—FOR NON-ENGLISH SPEAKING STUDENTS\nFaces of the U.S.A.\n\nSPEECH\nProfessional interactions: oral communication skills in science, technology, and medicine\n\nSPOKEN ENGLISH LANGUAGE\nConsider the issues: advanced listening and critical thinking skills\n\nSTUDENTS, FOREIGN—UNITED STATES\nCommunicate: strategies for international teaching assistants\n\nSTUDY\nLanguage and study skills for learners of English\n\nSTUDY, METHOD OF\nLanguage and study skills for learners of English\n\nSUCCESS\nSpeaking American English at work\n\nTALES\nStories we brought with us: beginning readings for ESL\n\nTALKING BOOKS\nFrom the Fitting in books read-along\n\nTEACHING\nAlternatives: games, exercises and conversations for the language classroom\nBreaking rules: generating and exploring alternatives in language teaching\nLessons from the learner: student generated activities from the language classroom\nTeaching English pronunciation\nVisual impact: creative language learning through pictures\n\nTECHNICAL WRITING\nWriting up research: experimental research report writing for students of English\n\nTECHNIQUES\nLanguage and study skills for learners of English\n\nTRANSPORT, HISTORY\nAmericans on the move\n\nTRANSPORTATION—UNITED STATES\nAmericans on the move\n\nTRUST (PSYCHOLOGY)\nThe confidence book: building trust in the language classroom\n\nUNITED STATES\nAmericans on the move\nFaces of the U.S.A.\nLiteracy and bilingualism\n\nUNITED STATES—CIVILIZATION\nAll about the USA: a cultural reader\nThe USA series\n\nUNITED STATES—CIVILIZATION—PROBLEMS, EXERCISES, ETC\nAmerican picture show: a cultural reader\nAmerican topics: a reading-vocabulary text for speakers of English as a second language\n\nThe American way : an introduction American culture\nThe U.S.A. : customs and institutions : a survey of American culture and\ntraditions : an advanced reader for ESL and EFL students\nYesterday and today in the U.S.A. : intermediate ESL reader\nUNITED STATES--DESCRIPTION AND TRAVEL\nIn the U.S.A. series\nUNITED STATES--HISTORY\nContemporary's look at the U.S.\nOf the people : U.S. history\nVoices of freedom\nUNITED STATES--POLITICS AND GOVERNMENT\nBy the people, for the people : U.S. government and citizenship\nContemporary's look at the U.S.\nVoices of freedom\nUNITED STATES--SOCIAL LIFE AND CUSTOMS\nAmerican customs and traditions\nFaces of the U.S.A.\nUNITED STATES--SOCIAL LIFE AND CUSTOMS--1971-\nFaces of the U.S.A.\nVIETNAMESE LANGUAGE--CONVERSATION AND PHRASE BOOKS\nEnglish that works\nVOCABULARY\nAmerican topics : a reading-vocabulary text for speakers of English as a second\nlanguage\nCommon threads : an interactive vocabulary builder\nA picture's worth a thousand words : a vocabulary book\nVocabulary for advanced reading comprehension : the keyword approach\nWhat'll we talk about? : a vocabulary and conversation book\nVOCABULARY -- QUESTIONS & ANSWERS -- FOR NON-ENGLISH SPEAKING STUDENTS\nMeaning by all means : a vocabulary text and workbook for students of ESL\nVOCABULARY TESTS--COMPUTER-ASSISTED INSTRUCTION\nCORE reading and vocabulary development program\nVOCABULARY--COMPUTER-ASSISTED INSTRUCTION\nCORE reading and vocabulary development program\nVOCABULARY--PROBLEMS, EXERCISES, ETC\nAdventures in conversation : exercises in achieving oral fluency and developing\nvocabulary in English\nAmerican vocabulary builder\nMeaning by all means : a vocabulary text and workbook for students of ESL\nA vocabulary workbook : prefixes, roots, and suffixes for ESL students\nVOCABULARY--STUDY AND TEACHING\nTop 20 ESL word games : beginning vocabulary development\nVOCATIONAL GUIDANCE\nSpeaking American English at work\nVOCATIONAL GUIDANCE--PROBLEMS, EXERCISES, ETC\nIt's up to you : language skills and strategies for getting a job\nThe Working culture\nWORD GAMES\nTop 20 ESL word games : beginning vocabulary development\nWORD PROBLEMS (MATHEMATICS)\nEnglish skills for algebra : math-language activities for algebra students\nWORK--PROBLEMS, EXERCISES, ETC\nContemporary's Working in English\nWRITING SKILLS\nWriting as thinking : a guided process approach\n\nWRITING SKILLS - FOR NON-ENGLISH SPEAKING STUDENTS\nPlease write: a beginning composition text for students of ESL\nThinking/writing: an introduction to the writing process for students of English\nas a second language\n\nSERIES INDEX\n\nAMERICAN KERNEL LESSONS LONGMAN AMERICAN ENGLISH\nAKL beginning, AKL intermediate, AKL advanced\n\nAPPLIED LINGUISTICS AND LANGUAGE STUDY\nAn introduction to second language acquisition research\nListening in language learning\n\nDIXSON ENGLISH SERIES\nRegents English workbook\n\nESL/CIVICS SERIES\nContemporary's look at the U.S.\n\nLONGMAN KEYS TO LANGUAGE TEACHING\nTechniques for classroom interaction\n\nPILGRIMS LONGMAN RESOURCE BOOKS\nAlternatives: games, exercises and conversations for the language classroom\nThe confidence book: building trust in the language classroom\nHeadstarts: one hundred original pre-text activities\nVisual impact: creative language learning through pictures\n\nPILGRIMS LONGMAN TEACHERS RESOURCE BOOK\nLessons from the learner: student generated activities from the language classroom\n\nNOTICE\n\nREPRODUCTION BASIS\n\nThis document is covered by a signed \"Reproduction Release (Blanket)\" form (on file within the ERIC system), encompassing all or classes of documents from its source organization and, therefore, does not require a \"Specific Document\" Release form.\n\nThis document is Federally-funded, or carries its own permission to reproduce, or is otherwise in the public domain and, therefore, may be reproduced by ERIC without a signed Reproduction Release form (either \"Specific Document\" or 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Nearly 97 percent of this forest land is capable of timber production. Forestry contributes more than $6 billion annually to the State’s economy. The State’s forests are genetically and commercially diverse and support more than 60 major tree species. Many other species are also important to the State’s native forest ecosystems. Major forest types are oak and hickory; loblolly and shortleaf pine; oak, gum, and cypress; oak and pine; and longleaf pine. State forestry programs support these species, other important species, and ecosystem restoration efforts. More than 50 million tree seedlings are planted annually, 16 million of which are produced by State nurseries. While most of these seedlings are softwoods, local hardwood seed is also collected and expansion of container seedling operations continues. Inroads have been made in growing more specialty species for wetland and streambank restoration needs. Understory herbaceous plants are also being grown for longleaf pine ecosystem restoration projects. Support for the State nursery is still strong, and landowners are encouraged to plant and reforest lands as part of their long-term forest management.\n\n**Forest Land Ownership**\n\nApproximately 14.1 million acres (5.7 million hectares), or about 78 percent of the State’s timber land, is owned by non-industrial private forest (NIPF) landowners (figure 5). The proportion of NIPF ownership is 91 percent in the Piedmont, 74 percent across the Coastal Plain, and 70 percent in the Mountains. Ownership by timber investment management organizations has been increasing in the past decade. Forest industry timber land ownership accounts for 8 percent of all timber land (14 percent of Coastal Plain, 3 percent of the Piedmont, and 1 percent of the Mountains).\n\nTimber land ownership by public agencies accounts for 14 percent of all timber land in the State. Public ownership of timber land has increased by about 10 percent since 2002. Public ownership is highest in the mountains, largely due to National Forest System holdings there.\n\n**Challenges Facing the State’s Forests**\n\n**Urbanization**\n\nAs the North Carolina population grows, so does the rural-urban interface. This expanding interface increases demand on forests for water, recreation, and aesthetics, as well as for traditional wood products. Incoming residents in these areas are typically unfamiliar with North Carolina’s native forest ecosystems, management practices, and wildfire danger. Green corridors are becoming narrower and disjointed and some forests are becoming smaller. Many of the ownerships in this interface are only a few acres (hectares) in size.\n\n**Insects and Diseases**\n\nThe southern pine beetle (*Dendroctonus frontalis* Zimmermann) is the most destructive forest insect in North Carolina, attacking trees of all age classes. Populations are cyclical; a beetle population-monitoring program is in place. Ips engraver beetle (*Ips spp.*) is the second most destructive insect pest in the State.\n\nYoung loblolly pine seedlings are susceptible to pine tip moth (*Rhyacionia spp.*) and to fusiform rust (*Cronartium quercuum* f. sp. *fusiforme* [Hedg. & N. Hunt] Burdsall & G. Snow), especially when the alternate host is present. Genetic improvement of loblolly pine has made great strides in finding resistant families. These families are now recommended for high rust hazard sites.\n\nShortleaf pine (*Pinus echinata* Mill.) is susceptible to fusiform rust, pitch canker (*Fusarium subglutinans* (Wollenweb. & Reinking) P.E. Nelson, Toussoun & Marasas f. sp. *pini*), and littleleaf disease (*Phytophthora cinnamomi* Rands).\n\nPhytophthora is becoming endemic and also kills Fraser fir (*Abies fraseri* [Pursh.] Poir.). Eastern white pine is resistant and is recommended as an alternative species to Fraser fir on those sites, which are infected with Phytophthora. Eastern white pine, however, is susceptible to white pine blister rust, (*Cronartium ribicola* J.C.Fisch.) and white pine weevil (*Pissodes strobi* Peck). Combined, these pests reduce the value of white pine in the State.\n\nLongleaf pine shows a high resistance to fusiform rust, tip moth, and fire (Barnard and Mayfield 2009) but is susceptible to pitch canker. Brown-spot needle blight (*Scirrhia acicola* [Dearn.] Siggers.) is also a problem.\n\nMore details regarding North Carolina’s current forest health are available in the 2010 Forestry Assessment (Bardon and others 2010).\n\n**Drought**\n\nCurrently, most of the North Carolina Piedmont is in a severe drought (NCDMAC 2011). Surrounding areas are designated as being in moderate drought. In recent years, drought has played a significant role in the occurrence and severity of forest fires.\n\n**Wildfire**\n\nNorth Carolina has a distinct forest fire season. This season has been extended due to the recent drought conditions affecting the State. In addition, fires have become more serious due to the increase in the number of residents living in the rural-urban interface. This situation is problematic due to the extent of fire-dependent ecosystems that are present.\n\n**Tree Production and Planting in North Carolina**\n\nAcross the State, trees are typically planted for traditional forest products such as poles, timber, pulpwood, pine straw, watershed, wildlife, aesthetics, as well as for ecosystem restoration, biomass production, landscape plants, and Christmas trees. Older, natural hardwood stands are usually harvested to supply lumber to the furniture industry and pulpwood.\n\nThe most planted species in North Carolina is loblolly pine, which is the economic forestry giant in the State. Essentially all of these seedlings are genetically improved. The next most planted species is longleaf pine. More than 50 million forest tree seedlings are typically planted in North Carolina each year (table 3). These quantities are expected to remain at this level during the next few years.\n\nFor stand establishment, weed control is one of the most important cultural practices undertaken before planting (site preparation) and during early stand establishment. If weed control is not vigorously undertaken, an entire young stand can be lost.\n\nStand spacing depends on site and species. Pine stand spacing ranges from 400 to 600 trees per acre (tpa), while hardwoods are typically planted at 350 to 500 tpa. AWC seedlings are typically planted at closer spacings (1,500 to 1,700 tpa). Third cycle loblolly pine require wider spacing to allow the trees to grow more freely.\n\nRestoration Projects\n\nLongleaf Pine Restoration\n\nRecognizing the declining longleaf forest acreage, the NCDFR implemented the Longleaf Pine Restoration Initiative. The initiative focuses on artificial forest regeneration as the primary means to restore longleaf pine to sites where it was historically found and adapted to, especially in the southern Piedmont and Coastal Plain (figure 9). An average of 5,000 acres (2,023 hectares) of longleaf pine seedlings are now planted annually (NCDFR 2009b). Longleaf pine ecosystem restoration has also gained importance in recent years with increased production of seedlings and seeds of understory species.\n\nShortleaf Pine Restoration\n\nFor a variety of reasons, artificial regeneration of shortleaf pine has lagged behind other species. An average of 110 acres (44.5 hectares) of shortleaf was planted each year between 2005 and 2009 on NIPF land (NCDFR 2009a). A number of cost-share assistance programs support shortleaf pine establishment on private lands. North Carolina’s FDP is the primary State-administered financial assistance program supporting shortleaf establishment, although the federally funded Environmental Quality Incentives Program, a program of the U.S. Department of Agriculture, Natural Resources Conservation Service, also funds the planting of shortleaf pine. NCDFR helps to develop management plans and provide technical expertise for these programs.\n\nAtlantic White Cedar Restoration\n\nAtlantic white cedar (AWC) was once a common forest type in North Carolina coastal wetlands, but has decreased to less than 10 percent of its original range. Most of the estimated 10,583 acres (4,283 hectares) remaining in North Carolina are on public lands. Exploitive logging, natural regeneration failure, absence of artificial regeneration, drainage effects, fire exclusion, and lack of competition control are cited as reasons behind the decline of AWC forests. North Carolina has identified AWC as a species of concern. NCDFR promotes conservation, restoration, and planting of AWC by providing forest management advice, conducting applied forest management research, and providing workshops and inhouse training.\n\nFuture Outlook for Tree Planting in North Carolina\n\nAs in most Southern States, urbanization is reducing the land area available for producing traditional forestry products in North Carolina. The acreage of the rural-urban interface is also growing resulting in more people living within native fire ecosystems. Risks to these residents from wildfire have increased. Demand for forest resources is also changing. While the demand for traditional products like pulp, timber, and poles is increasing, more residents also believe more forests are needed to provide clean water, wildlife, aesthetic value, and recreational environments.\n\nMore efficient use of North Carolina’s forest land base is required. Use of more productive and disease-resistant, genetically improved trees is necessary. The best forest lands must be planted with the best trees and intensively managed with the most appropriate cultural practices. The number of acres planted annually has declined during the past few years. Productivity on every acre has increased, however. Potential productivity of forest land in the State is lost when a site is planted without using appropriate long-term stand management practices.\n\nSome Southern States have closed their nurseries, but support in North Carolina is still strong. In fact, demand for seedlings from the two State nurseries appears to be increasing.\n\nRoeder, K. (2011). Forestry and Tree Planting in North Carolina. *Tree Planters' Notes, 54*(2), 12-22. 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Work with what you have. Start small, start big, but get started!\n\nIt is important to remember that the best designed makerspaces are part of a larger context of meeting the needs of all patrons, all ages, in developing their technological skills expanding their digital literacy, and developing 21C Skills – critical thinking skills, creativity, and problem solving – skills that have never been more important in our daily lives and the changing workplace.\n\nAll Shapes and Sizes\n\n- “Genius Bar”\n- DIY – with real tools and crafting materials\n- Creative Technologies – Hardware and Software\n- Resources Centers for entrepreneurs, students and job seekers, inventors\n- Classes for novice and advanced learners\n\nEverything from DIY (Do It Yourself) projects to creative technologies — patrons can go to the library and find what they need, use software to design furniture, (CAD drawing) – borrow a tool for a project at home, or learning how to work with hardware and software that includes video recording and editing, cartooning, video game creation, app creation, computer programming or just learning how to use Photoshop and download library resources on their own devices.\n\nWhy?\n\n- Libraries are about learning...\n - And helping people learn new things...\n\n- Libraries are about the creation of knowledge\n - And are centers of innovation and inspiration\n\nYou all know—or you would not be why libraries are important educational resources—but it doesn’t hurt to articulate why makerspaces are an integral part of library services—you ultimately will have to communicate the “why” to the public.\n\n- Enhances the traditional role of the public library as a facilitator in the ‘creation of knowledge’—a source for innovation and inspiration.\n\n- Libraries play an important role in workforce development and the Maker movement is also regarded as a potential economic engine as more entrepreneurs emerge and thrive—Libraries foster the creative and critical thinking skills that are needed to drive this entrepreneurial spirit and the “new” economy.\n\nThink about it—Biotechnology industry growing in Westchester—if we are to stay competitive, we develop the critical thinking skills and STEM education (informal learning) to support the future workforce. Libraries have a role here.\n\nWhy?\n\n- Libraries promote literacy\n - Makerspaces help bridge the digital divide\n\n- Libraries are about access\n - To technology, information and resources and even tools!\n\n- Libraries are about community\n - Makerspaces build community connections\n\nMost importantly – it is about literacy...\n\nMakerspaces further the library’s role in assisting patrons with access to technology and instruction on new literacies.\n\nPromotes literacy as more than reading and writing; literacy has evolved into ‘trans-literacy’ – we need to read, write and interact across a broad range of platforms.\n\nAnd it is about community.... Presents a myriad of opportunities for public engagement. They build community connections.\n\nSome examples\n\nMLK Library, Washington, DC\nDigital Commons\n\nA wide variety of resources are available here – taking up the entire ground floor.\n\n3D Printers, collaborative meeting spaces, an Espresso Book Machine, digital bar (like the MAC Genius bar) where patrons can spend up to 15 minutes “trying” various devices, explore different operating systems, and learn how to download and access library resources.\n\nAround 300 public use computers – Mac Computers, design programs, meeting rooms, and classes on 3D printing, blogging, and computer programming. In first year – outgrew space – creating a second floor – ‘fab-lab’ with hands on tools and technology to create innovative projects, targeted to open Spring 2015.\n\nBoost community involvement by hosting DC Tech Meet-ups, bring local businesses in the tech/creative industries together - modeling what businesses, incubators and organizations like Tech Shop and ideaspace are doing.\n\nVery entrepreneurial in their approach – staff comes from the tech and creative world.\n\nThey have outgrown their space – library staff (often industry professionals) train 500-700 people a month.\n\nLooking to partner with a large institution or company to create a “badging” system – validate an individual’s skills in 3D printing or Arduino, etc.\n\nIn 2015, second floor renovation will include a sound studio, visual production area, laser cutters, and work benches for designing furniture and other projects.\n\nCurrently in its 3rd year - very successful, the development of the Makerspace is a natural outgrowth of a clear community interest and the library’s commitment to the Maker movement. The makerspace has solidified the library’s position as community hub for many different kinds of learning experiences.\n\nWestport Public Library\n\n- Initiated with IMLS funding in 2011, sustained with local funding and family foundations\n- Built awareness and interest with 1st state-wide Maker Faire, dedicated staff and marketing effort\n- “A place for people to connect and create”\n\nWestport describes its Makerspace in The Great Hall as a place for people to connect and create.\n\nThe Library helps its patrons take ideas and concepts from imagination to actual production.\n\nThe MakerSpace is where people can create content as well as also consume it--an incubator for ideas and entrepreneurship.\n\nGrowing support for your Makerspace\n\n- Articulate your vision and benefits to the community\n- Use public engagement and programming as a cultivation tool\n- Seek volunteer mentors to develop and implement programming\n\nBuild your case – what is your focus? Informal learning, life-long learning, technology access, digital literacy, digital inclusion, fostering 21st C workforce skills, building entrepreneurial skills, fostering creativity.\n\nArticulate what you are doing (how does it fit into your strategic plan), tell people why you are doing this, what is your strategy to support it, and what is its potential impact on the community.\n\nUse public engagement and programming as a cultivation tool\n- Newsletter\n- Update website\n- Host meet-ups for technology and creative industries.\n\nSeek out local expertise/mentor volunteers; use local experts to create a project that benefits the community.\n\nGrowing Support\n\n- The Sparks! Ignition Grants for Libraries:\n - Small grants of $10,000 to $25,000\n- 3D Systems – 3D Printers – November 17, 2014\n- Your own backyard!\n - Pursue dollars for doers\n - Seek out matching gifts\n - Leverage dollars through a ‘matching’ program from a local donor\n - Leverage WLS support/ training opportunities/ mini-grants\n\nFinal thoughts:\n\nMakerspaces – potential to build community, are about learning new things, public access to tools, software, electronics and more.\n\nTake advantage of what is offered at WLS – Staff training is huge part of successful makerspaces…. Leverage WLS support – lots of training – “Train the Trainer, Arduino, University of Fashion Beta project.\n\nWLS Con Ed grant – training on sustainable environmental education programming, funds to support community projects – more information will be forthcoming.\n\nPending IMLS Continuing Education Grant to provide hands-on training in Creative Technologies with for profit partner – DAE (March 2015).\n\nApril event – Breakfast with Bruni, Celebrating National Library Week – will raise funds for innovative library programming.\n\nWe continue to seek funds that support our mutual goals to provide the best in library services to Westchester."},"id":{"kind":"string","value":"<urn:uuid:df225de1-8ca8-4d80-919d-207d1b1f99e1>"},"dump":{"kind":"string","value":"CC-MAIN-2018-30"},"url":{"kind":"string","value":"https://www.westchesterlibraries.org/wp-content/files/wls-board/presentations/Pat_Brigham_Presentation_10-07-2014.pdf"},"date":{"kind":"string","value":"2018-07-21T01:56:22Z"},"file_path":{"kind":"string","value":"crawl-data/CC-MAIN-2018-30/segments/1531676592150.47/warc/CC-MAIN-20180721012433-20180721032433-00341.warc.gz"},"offset":{"kind":"number","value":1040660761,"string":"1,040,660,761"},"token_count":{"kind":"number","value":1759,"string":"1,759"},"language":{"kind":"string","value":"eng_Latn"},"page_average_lid":{"kind":"string","value":"eng_Latn"},"page_average_lid_score":{"kind":"number","value":0.9828968097766241,"string":"0.982897"},"full_doc_lid":{"kind":"string","value":"eng_Latn"},"full_doc_lid_score":{"kind":"number","value":0.997493326663971,"string":"0.997493"},"per_page_languages":{"kind":"list like","value":["eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn"],"string":"[\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\"\n]","isConversational":false},"is_truncated":{"kind":"bool","value":false,"string":"false"},"extractor":{"kind":"string","value":"rolmOCR"},"page_ends":{"kind":"list like","value":[137,1406,1935,2655,3762,4471,5501,5924,6229,6808,7707,8956],"string":"[\n 137,\n 1406,\n 1935,\n 2655,\n 3762,\n 4471,\n 5501,\n 5924,\n 6229,\n 6808,\n 7707,\n 8956\n]","isConversational":false},"fw_edu_scores":{"kind":"list like","value":[2.0625],"string":"[\n 2.0625\n]","isConversational":false},"minhash_cluster_size":{"kind":"number","value":1,"string":"1"},"duplicate_count":{"kind":"number","value":1,"string":"1"}}},{"rowIdx":3180,"cells":{"text":{"kind":"string","value":"Herbs are plants with savoury or aromatic flavours, that are used for flavouring and garnishing food. Their different textures and tastes provide a sensory experience. Touch the leaves and the stems for texture. Roll them in your fingers and rub them with a little oil, to release their aroma and breathe in their wonderful scent! Cooking with herbs livens up even the plainest dish and adds a new depth to cooking.\n\n**Basil:** Has a sweet, slightly aniseed flavour. Some say it also has a slightly peppery depth to it. It is very versatile to use, easy to tear up and throw on pizzas, grind up for pesto, or roughly chopped to put in omelettes. Alex has used basil in his Pizza recipe.\n\n**Chives:** Are a member of the onion family, not sharp in taste, mildly delicate and tickles your tongue! Chop them up and sprinkle on salad, tear them up and add to quiches or dips, it will give them all an extra zing! Simmie has used chives in her Creamy Ham and Mushroom Farfalle Pasta recipe.\n\n**Oregano:** This herb has an aromatic scent, which can be slightly bitter to the taste. It can be bought fresh or dried and is the basis for many Italian dishes. Like best friends, oregano and garlic complement each other very well. They are often found together in many recipes. Kate and Hannah have used oregano in their Courgetti Bolognese recipe.\n\n**Rosemary:** This herb has needle like leaves on tough stalks. It has a woody, pine like scent, that can also have a hint of pepper to its taste. It can be fresh or dried. Fresh rosemary stalks and leaves can be used in many dishes (remember to take the stalks out of your dishes before eating) or the leaves can be used by themselves. Rosemary is really easy to grow in your garden or in a pot on your window sill. Give it a try!\n\nSpice up your life!\n\nSpices are seeds, fruit, roots or bark that are mainly used for flavouring or colouring all sorts of food. Spices can drive a dish wild with tasty, exotic flavours, that can range from mild and sweet to extremely hot and zingy!\n\n**Chilli:** This is a small hot pod from the capsicum family. There are different forms of pods ranging in size, colour and strength of flavour. They can be used fresh or can be found in supermarkets as dried flakes, powdered, crushed or paste. Simmie has used chilli in her Veggie Chilli and Herby Rice recipe.\n\n**Turmeric:** Is the root of a flowering plant widely used in cooking. It is usually boiled, sun-dried and then ground into a powder. It has a deep, golden-orange colour and is part of the ginger family. It has a peppery, warm flavour with a mild fragrance. Ali has used turmeric in his Chicken Tikka Masala recipe.\n\n**Paprika:** Is made by drying a particular type of sweet pepper then grinding it to a fine, rich red powder. Its flavours range from mild to fiery heat. Melissa has used paprika in her Spicy Kebabs recipe.\n\n**Ground mixed spice:** This is a dried blend of spices, sometimes called pudding spice. The blend is often made up of several spices including cinnamon, nutmeg and cloves. It is warm and sweet with a spicy aroma. Chris has used ground mixed spice in his Nana Mary’s Fat Free, Fruit Cake recipe."},"id":{"kind":"string","value":"<urn:uuid:41bda4f0-3009-4c80-a3bf-5c92698ce142>"},"dump":{"kind":"string","value":"CC-MAIN-2021-43"},"url":{"kind":"string","value":"https://alstrom.org.uk/wp-content/uploads/2020/12/Herbs-and-Spices-FINAL-BK.pdf"},"date":{"kind":"string","value":"2021-10-23T05:45:14+00:00"},"file_path":{"kind":"string","value":"crawl-data/CC-MAIN-2021-43/segments/1634323585561.4/warc/CC-MAIN-20211023033857-20211023063857-00338.warc.gz"},"offset":{"kind":"number","value":177226027,"string":"177,226,027"},"token_count":{"kind":"number","value":727,"string":"727"},"language":{"kind":"string","value":"eng_Latn"},"page_average_lid":{"kind":"string","value":"eng_Latn"},"page_average_lid_score":{"kind":"number","value":0.9993158578872681,"string":"0.999316"},"full_doc_lid":{"kind":"string","value":"eng_Latn"},"full_doc_lid_score":{"kind":"number","value":0.9993485808372498,"string":"0.999349"},"per_page_languages":{"kind":"list like","value":["eng_Latn","eng_Latn"],"string":"[\n \"eng_Latn\",\n \"eng_Latn\"\n]","isConversational":false},"is_truncated":{"kind":"bool","value":false,"string":"false"},"extractor":{"kind":"string","value":"rolmOCR"},"page_ends":{"kind":"list like","value":[1771,3156],"string":"[\n 1771,\n 3156\n]","isConversational":false},"fw_edu_scores":{"kind":"list like","value":[2.03125],"string":"[\n 2.03125\n]","isConversational":false},"minhash_cluster_size":{"kind":"number","value":1,"string":"1"},"duplicate_count":{"kind":"number","value":0,"string":"0"}}},{"rowIdx":3181,"cells":{"text":{"kind":"string","value":"1 - Introduction\n\nThe main report concerning the reference level project (international report – May 2001) intends mainly to provide references concerning curriculum issues (intended and implemented mathematics curricula in the countries concerned by the study).\n\nStudents' achievement issues have been only slightly touched by the main report. Concerning these issues, at least four questions may be raised:\n\n1 - What 16 year old students really know, in mathematics, across Europe?\n\n2 - How are they assessed?\n\n3 - What is worth for them to know?\n\n4 - Is it possible to design any assessment scheme that could be used across countries without regard to the many differences that have been acknowledged in the main report?\n\nThis paper summarises our reflections about these questions and, at the same time, introduces a bunch of possible reference questions (reference questions - part 2).\n\n2 - Students' achievement and assessment issues\n\nSome of the national presentations give partial answers to the first and second questions (what students really know and how are they assessed?), but essentially show how these questions are difficult to tackle. In fact in most countries, hardly any empirical data is available concerning students' achievement at 16. Furthermore, when such data exist it is difficult to obtain them. To be clear, when data are available, there are aggregated data without the connected assessment items that would allow relevant comparisons, and when assessment items are available (for instance\n\nexamination questions) they are associated with passing rates and rarely with informative data concerning observed students' achievement.\n\nThe Third International Mathematics and Science Study has been unfortunately of few relevance for our project. First, only some of the concerned countries participated in TIMSS, second the TIMSS study has assessed 14 year old students (population 2), and 18 year old students (population 3); any inference made to 16 year students would be a bit hazardous.\n\nThe current OECD-PISA study might be more relevant: as a fact, PISA 2000 had a part devoted to mathematics; not the main part but a part that should be informative enough. The fact that this study concerns 15 year old students in more than 30 countries including about all European countries makes this study of special interest for our project. Meanwhile, the first results will be known only by August 2001.\n\nTherefore, investigating the achieved curriculum at 16, in Europe, is still a work to be done.\n\nConcerning the fourth question (designing an assessment scheme), our group of experts quickly agreed to the idea that the question was premature. What has been considered more urgent, useful, and manageable, was to draw a picture as accurate as possible of the way 16 year old students are taught across our respective countries and what are the main problems teaching mathematics has to face. So that makes the bulk of the reports (the international one and the national presentations).\n\nMeanwhile, the third question (what is worth to know?) has always been present more or less explicitly in our discussions. Being a group of mathematicians and of mathematics educators, this even appeared to be quite the more relevant question.\n\nFinally we decided to give a partial joint answer to the third and fourth question with proposing a bunch of mathematical tasks that can convey our feelings about what students should learn and how that learning might be assessed.\n\nSo we are proposing questions that we are considering of didactical value, worth to be used in assessment settings, but also that can be inserted in the flow of the teaching process. We did not try to deliver any ready-to-wear assessment items but more to suggest a possible style that can be adapted in each national context (as can do a couturier). Our ambition is to make these questions known and used across European countries and to get feedback from users (especially teachers) along with proposals for alternative and additional questions. We would like to consider these questions as a starting point for a European database of assessment questions.\n\n3 - The use of the OECD PISA study\n\nAs our European mathematical education systems are on the way to be internationally assessed by the OECD PISA 2000, 2003 and 2006 studies\\(^{1/2}\\), we thought interesting to link our study to the\n\n---\n\n\\(^1\\) OECD : 1999, Measuring Student Knowledge and – A new framework for assessment (also available in French).\nOECD : 1999, Measuring Student Knowledge and – The PISA 2000 Assessment of Reading, Mathematical and science literacy – Education and Skills (also available in French).\n\n\\(^2\\) http://www.pisa.oecd.org/\n\nPISA framework. On a one hand, the PISA framework seemed to be the more relevant for our purpose (and the one that takes more into account the current reflections and knowledge concerning the didactics of mathematics); on the other hand, we thought useful to help favouring a common language to address the students' knowledge and competencies issue across Europe.\n\nThe PISA study is aimed to assess mathematical literacy (along with language and sciences) of 15 year old students across countries.\n\nHere is the PISA definition of mathematical literacy\\(^3\\).\n\nMathematical literacy is an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded mathematical judgements and to engage in mathematics, in ways that meet the needs of that individual's current and future life as a constructive, concerned and reflective citizen.\n\nSo PISA is deliberately aimed to assess at our \"target 1\" level (*for all*), but at age 15. Meanwhile, the PISA framework is relevant for any age level and may be extended far beyond what is called here mathematical literacy.\n\n4 - Reference questions\n\nWe name \"reference question\" any mathematical problem, task, teaching or assessment situation that the members of our group are considering:\n\n- Relevant for exemplifying a class of situations of importance in mathematics (general relevance).\n- Relevant for 1 or 2 dimensions of our 3 \"targets\":\n - **Target 1 : For all**\n - **Target 2 : For those supposed they need mathematics for further studies**\n - **Target 3 : For those likely heading towards higher mathematics**\n- Sufficiently important to justify subsequent pedagogical effort towards better student achievement on similar questions.\n- Not too closely linked to a particular national curriculum or \"didactical contract\".\n\nIn this part of the study, we don't have much in mind any kind of assessment constraints. On the opposite, we aim to present a set of questions that we consider interesting for teaching and learning.\n\nWe don't focus on mathematical content but more on processes and on the way mathematical questions are understood and mathematical knowledge is likely to be activated in mathematical situations.\n\nPart of those reference questions are *tasks* that in our view students by age 16 should be able to complete: either because they have already been exposed to situations of the like or because coping\n\n\\(^3\\) All texts borrowed to the OECD PISA documents are written in distinctive style (this one)\n\nwith them can be viewed as expected results of previous learning or still possibly because our group of experts think so, even if that doesn't fit current practices.\n\nHowever, we aim also to present tasks in which 15 years old students should be able to show interest, to engage in, and achieve substantial part of the implied process. In our view, assessment can in no mean be only a question of success and failure; students have also to be confronted with tasks in which full mastery is not expected (at least from all of them) but in which they might show their mathematical qualities in exploring, experimenting, modelling, linking mathematical situation with their mathematical formal knowledge,...). So, intermediate knowledge as well as mathematical attitudes should also be aimed in assessment settings.\n\nMost of these questions might be entitled to be adapted to become part of tests and to contribute to build assessment scales and then, better inform reference proficiency levels. But that is not our first goal.\n\nFor the moment, we are more concerned by the mathematical education quality, and by consequential validity (S. Messick\\(^4\\)) of further assessment tools that might be derived from our proposals than in the assessment process itself.\n\nHere it is important to make clear that we want to encourage, in addition of traditional competencies and qualities pursued with mathematical education:\n\n- Students' self confidence.\n- Students' self assessment (to give importance to self evaluation and measure of confidence by the students themselves).\n- Assurance in giving meaning to the acquired knowledge.\n- Mathematical initiative and creativity.\n\nWe did not try to obtain any homogeneous set of questions. On the opposite, we want to stress on the need for diversity: diversity in learning settings as well as in assessment settings.\n\nAll the proposed reference questions are accompanied by an *Identity Card* featuring them.\n\nTo do that, we could have used the classification presented in our preliminary report:\n\n| General Abilities | Mathematical World | Application of Math |\n|--------------------------------------------------------|-------------------------------------|--------------------------------------|\n| Algorithms | Arithmetic | Modelling |\n| Reasoning, deduction, proof | Variables, equations | Investigation, (re)search |\n| Language (using, creating, communicating ... symbols) | Geometry | Approximate calculation |\n| Visual thinking | Data Analysis | Computer(assisted learning.) |\n| Transfer | Functions (incl. Graphs) | Self control (checking) |\n| Appreciation of mathematics, confidence to using it | | |\n\n\\(^4\\) Messick, S.: 1995, *Values and Standards in Performance assessment : Issues, Findings, and Viewpoints*, Educational Measurement : Issues and Practice spécial issue, vol 14, n°4, NCME\n\nAs a fact, this typology was mainly aimed to address curriculum design and teaching issues. It is insufficient to describe mathematical tasks and, further on, to address the students' achievement and other assessment issues.\n\nTherefore, as explained earlier, we are using a task analysis framework borrowed from the PISA 2003 project (only slightly modified) that addresses the following \"dimensions\":\n\n- The conceptual fields or problem fields the question may principally refer to.\n- The mathematical competencies mainly involved.\n- The cognitive complexity of the task.\n\n5: The PISA framework\n\n5 - I : The \"conceptual fields\" or \"problematic fields\" the question may principally refer to\n\nAs in PISA, instead of focusing mainly on mathematical content, we prefer to put ahead the mathematical processes and the problem fields. That has been addressed in PISA as the \"Big ideas\" scheme. Note that the notion of \"big ideas\" matches well with our \"dream questions\" design. Both call for innovation and for going further deep towards meaningful mathematical learning.\n\n(Pisa quotation) The concept of “big ideas” is not new. In 1990, the Mathematical Sciences Education Board (Senechal, 1990) published “On the Shoulders of the Giant: New Approaches to Numeracy”, which is a strong plea to help students delve deeper in order to find concepts that underlie mathematics and hence to reach a better understanding of their significance in the real world. For this it is necessary to explore ideas with deep roots in the mathematical sciences without concern for the limitations imposed by present school curricula.\n\nOther mathematicians support this idea, one of the better known publications being \"Mathematics: The Science of Patterns\" (Devlin, 1994, 1997).\n\nThe following list of mathematical big ideas is used in OECD/PISA to meet this requirement:\n\nP1 – Quantity\n\nP2 – space and shape\n\nP3 – Change and relationship\n\nP4 – uncertainty\n\nPapers clarifying and exemplifying these \"big ideas\" have been written by the PISA mathematics expert group (cf. references); there is also comprehensive descriptions in the book quoted above (on the shoulder of the giants)\\(^5\\).\n\n\\(^5\\) Steen, L. A (ed): (1990), On the shoulders of the giants - New approaches to numeracy. National Academic Press (Washington)\n\nIndeed, this classification may seem a bit too broad. As a fact it is a reduction of a larger classification that has been published elsewhere and even a reduction of a first one used by PISA 2000. Having in view to stay consistent with the PISA 2003 framework and as that did not hinder our views, we have preferred to stick to this part of the PISA framework.\n\nActually, many significant mathematical tasks can be referred to more than one conceptual field. As long as we want to give priority to content validity (and not to psychometrics validity), this is not an issue.\n\nIn addition with being referred to those conceptual fields, our questions refer also to the mathematical content they are directly or indirectly likely to address (see Questions Identity Card).\n\nHowever, what we want help developing in students' learning and subsequently what we want our reference questions reflect is the large spectrum of competencies practising mathematics both require and help to develop. For that we could have used such or such framework already experimented in some of our countries (for instance the R. Gras classification often used in France), but we thought that a framework known and used in the international scene more appropriate. The more recent and the more in agreement with our views was, here again, the one developed by PISA.\n\n5 - II : Mathematical competencies (still borrowed from PISA)\n\nThis [ ] is a non-hierarchical list of general mathematical skills that are relevant and pertinent to all levels of education. This list includes the following elements:\n\nC1. Mathematical thinking skill\n\nThis includes posing questions characteristic of mathematics (\"Is there...?\", \"If so, how many?\", \"How do we find...?\"); knowing the kinds of answers that mathematics offers to such questions; distinguishing between different kinds of statements (definitions, theorems, conjectures, hypotheses, examples, conditioned assertions); and understanding and handling the extent and limits of given mathematical concepts.\n\nC2. Mathematical argumentation skill\n\nThis includes knowing what mathematical proofs are and how they differ from other kinds of mathematical reasoning; following and assessing chains of mathematical arguments of different types; possessing a feel for heuristics (\"What can(not) happen, and why?\"); and creating mathematical arguments.\n\nC3. Modelling skill\n\nThis includes structuring the field or situation to be modelled; \"mathematising\" (translating \"reality\" into mathematical structures); \"de-mathematising\" (interpreting mathematical models in terms of \"reality\"); working with a mathematical model; validating the model; reflecting, analysing and offering a critique of a model and its results; communicating about\n\nthe model and its results (including the limitations of such results); and monitoring and controlling the modelling process.\n\n**C4. Problem posing and solving skill**\n\nThis includes posing, formulating, and defining different kinds of mathematical problems (\"pure\", \"applied\", \"open-ended\" and \"closed\"); and solving different kinds of mathematical problems in a variety of ways.\n\n**C5. Representation skill**\n\nThis includes decoding, interpreting and distinguishing between different forms of representation of mathematical objects and situations and the interrelationships between the various representations; choosing, and switching between, different forms of representation, according to situation and purpose.\n\n**C6. Symbolic, formal and technical skill**\n\nThis includes: decoding and interpreting symbolic and formal language and understanding its relationship to natural language; translating from natural language to symbolic/formal language; handling statements and expressions containing symbols and formulae; using variables, solving equations and undertaking calculations.\n\n**C7. Communication skill**\n\nThis includes expressing oneself, in a variety of ways, on matters with a mathematical content, in oral as well as in written form, and understanding others' written or oral statements about such matters.\n\n**C8. Aids and tools skill**\n\nThis includes knowing about, and being able to make use of, various aids and tools (including information technology tools) that may assist mathematical activity, and knowing about the limitations of such aids and tools.\n\n**5 - III : Cognitive complexity of the task (PISA competency classes)**\n\nWe first intended to use the R. Gras taxonomy for describing and pointing out the level of task complexity, but for the moment we can stick to the classification proposed by PISA:\n\n- **Class 1:** reproduction, definitions, and computations.\n- **Class 2:** connections and integration for problem solving.\n- **Class 3:** mathematical thinking, generalisation and insight\n\nIn a sense, this classification corresponds closely to the one formulated by R. Gras.\n\nWhen we will need to refine particular reference question classification we could use the R. Gras extended taxonomy\\(^6\\) (due to be soon translated into English).\n\nNote that the cognitive taxonomy (as well as the competency classes) concerns task features (while not absolutely independent of the group of people the task is submitted to) and not the question difficulty. The difficulty relates always to a target group (even, but at a less extend, when using sophisticated methods as the \"Item Response Theory\"). The following PISA quotation doesn't contradict these assumptions.\n\n[...PISA....] Each of the skills listed above is likely to play a role in all competency classes. That is, the skills do not belong within only one competency class. The classes form a conceptual continuum, from simple reproduction of facts and computational skills, to the competency of making connections between different strands in order to solve simple real-world problems, and to the third class, which involves the “mathematisation” (this term is discussed in detail below) of real-world problems and reflection on the solutions in the context of the problems, using mathematical thinking, reasoning and generalisation.\n\nThe above discussion suggests that the classes form a hierarchy, in the sense that a set of tasks requiring Class 3 competencies will in general be more difficult than a set of tasks requiring Class 2 competencies. However, this does not imply that Class 2 competencies are a prerequisite for each Class 3 competency. In fact, previous studies (de Lange, 1987; Shafer and Romberg, in press) show that it is not necessary to excel in Class 1 competencies to do well in Class 2 or 3, while students performing well in Class 3 may not necessarily excel in Class 1 competencies.\n\n**Class 1 competencies: reproduction, definitions, computations**\n\nIn this class, material typically featured in many standardised assessments and in comparative inter-national studies is dealt with. The class includes knowledge of facts, representation, recognition of equivalents, recalling of mathematical objects and properties, performance of routine procedures, application of standard algorithms and development of technical skills. Manipulation of expressions containing symbols and formulae in standard form, and calculations, are also competencies in this class. Items that assess competencies in this class can usually be in a multiple-choice or a restricted open-ended format.\n\nThis class relates in particular to the symbolic, formal and technical skill ....\n\n**Class 2 competencies: connections and integration for problem solving**\n\n---\n\n\\(^6\\) Gras R.: 1977, *Contributions à l'étude expérimentale et à l'analyse de certaines acquisitions cognitives et de certains objectifs didactiques en mathématiques* - Thèse- université de RENNES.\n\nIn this class, connections between the different strands and domains in mathematics are of importance, and information must be integrated in order to solve simple problems. Students will therefore have to choose which strategies and mathematical tools to use. Although the problems are classified as non-routine, they require only a relatively low level of mathematisation.\n\nIn this class, students are also expected to handle different methods of representation, according to situation and purpose. The connections component also requires students to be able to distinguish and relate different statements such as definitions, claims, examples, conditioned assertions and proofs.\n\nThe class relates to several of the mathematical skills mentioned above. It is clear that solving the problems given in the example requires some reasoning or argumentation; hence it requires the use of mathematical argumentation skills. Further, the students need to “model” the problem in order to solve it – thus modelling skills are required. The problem solving itself requires problem-posing and problem-solving skills. When in the process of solving the problem the students use various forms of representation – a table, a chart or a drawing – this requires representation skills.\n\nFrom the mathematical language point of view, decoding and interpreting symbolic and formal language and understanding its relationship to natural language is another important skill in this class. Items in this class are often placed within a context, and engage students in mathematical decision making.\n\n**Class 3 competencies: mathematical thinking, generalisation and insight**\n\nFor items in this class, students are asked to “mathematise” situations, that is, to recognise and extract the mathematics embedded in the situation and to use mathematics to solve the problem; to analyse; to interpret; to develop their own models and strategies and to present mathematical arguments, including proofs and generalisations.\n\nThese competencies include an analysis of the model and reflection on the process. In this class of competencies, students should not only be able to solve problems but also to pose problems.\n\nAll these competencies will function well only if students are able to communicate adequately in different ways: oral, written, visual, etc. Communication is regarded as a two-way process: students should be able to communicate their mathematical ideas as well as to understand the mathematical communications of others.\n\nFinally, it is important to stress that students also need insight into the nature of mathematics, including cultural and historical elements, and the use of mathematics in other contexts and other curriculum areas that are amenable to mathematical modelling.\n\nThe competencies in this class often incorporate skills and competencies from other classes.\n\n“Mathematisation”\n\nIn the PISA framework, mathematisation belongs to the class 3 of competency. We tried to point out what kind of mathematisation can be expected from our target 1 students' group and what kind of it can be expected from our Targets 2 and 3 students' groups.\n\nMathematisation, as it is used in OECD/PISA, refers to the organisation of perceived reality through the use of mathematical ideas and concepts. It is the organising activity according to which acquired knowledge and skills are used to discover unknown regularities, relationships and structures (Treffers and Goffree, 1985). This process is sometimes called horizontal mathematisation (Treffers, 1986). It requires activities such as:\n\n- identifying the specific mathematics in a general context\n- schematising\n- formulating and visualising a problem\n- discovering relationships and regularities\n- recognising similarities between different problems (de Lange, 1987)\n\nAs soon as the problem has been transformed into a mathematical problem, it can be resolved with mathematical tools. That is, mathematical tools can be applied to manipulate and refine the mathematically modelled real-world problem. This process is referred to as vertical mathematisation and can be recognised in the following activities:\n\n- representing a relationship by means of a formula\n- proving regularities\n- refining and adjusting models\n- combining and integrating models\n- generalising\n\nThus the process of mathematisation occurs in two different phases: horizontal mathematisation, which is the process of translating the real world into the mathematical world, and vertical mathematisation, that is, working on a problem within the mathematical world and using mathematical tools in order to solve the problem. Reflecting on the solution with respect to the original problem is an essential step in the process of mathematisation that seldom receives adequate attention.\n\nOne can argue that mathematisation occurs in all competency classes because, in any contextualised problem, one needs to identify the relevant mathematics. However, in OECD/PISA, the kind of mathematisation that is required in Competency Class 3 is of particular importance. It is that form of mathematisation that goes beyond the mere recognition of well-known problems.\n\n6 - Reference Question Identity Card and Trial Records\n\nThe reference questions presented in the second part of this document (bundle of proposed reference questions) are accompanied by an Identity Card that tries to summarise information concerning especially:\n\n- The origin of the question.\n- Its classification according the PISA framework.\n- Possible targets, according our 3 \"target groups\":\n - For all\n - For those considered to need mathematics for further studies\n - For those likely to be heading towards higher mathematics.\n- Its fitness to curriculum in some countries (likeliness a student aged 16 may have met similar questions: in lessons, assessment settings, or others activities related to school mathematics)\n- Its expected achievement rates at 16 in some countries.\n- Results of possible try out\n- The kind of setting suggested for the question (class assignment, group work, assessment task, house or personal work…), specification for time allocation, material made available….\n\n| EMS REFERENCE QUESTION IDENTITY CARD |\n|--------------------------------------|\n| **NAME and Number of the Question:** | EMS XXX |\n| Origin of the question | |\n| Problematic field (\"Big idea\") | |\n| Main contents supposed to be covered| |\n| Competencies supposed to be implied | |\n| Complexity class | |\n| Target group | |\n| Type of setting | |\n\n| TRIAL COUNTRY |\n|---------------|\n| Fitness to curriculum |\n| Expected present achievement rate at 16 |\n\n| Try out of the question | Context of the trial | Number of students | Results |\n|-------------------------|----------------------|--------------------|---------|"},"id":{"kind":"string","value":"<urn:uuid:484290a6-d630-4a9d-b6e9-0d2b4b5c6f6d>"},"dump":{"kind":"string","value":"CC-MAIN-2018-30"},"url":{"kind":"string","value":"http://emis.matem.unam.mx/projects/Ref/doc_ems_pdf/EMS_INTERNATIONAL_REPORTS/EMS_RQ_PRESENTATION.pdf"},"date":{"kind":"string","value":"2018-07-21T01:58:36Z"},"file_path":{"kind":"string","value":"crawl-data/CC-MAIN-2018-30/segments/1531676592150.47/warc/CC-MAIN-20180721012433-20180721032433-00344.warc.gz"},"offset":{"kind":"number","value":121360644,"string":"121,360,644"},"token_count":{"kind":"number","value":5229,"string":"5,229"},"language":{"kind":"string","value":"eng_Latn"},"page_average_lid":{"kind":"string","value":"eng_Latn"},"page_average_lid_score":{"kind":"number","value":0.9960918047211387,"string":"0.996092"},"full_doc_lid":{"kind":"string","value":"eng_Latn"},"full_doc_lid_score":{"kind":"number","value":0.997002363204956,"string":"0.997002"},"per_page_languages":{"kind":"list like","value":["eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn"],"string":"[\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\"\n]","isConversational":false},"is_truncated":{"kind":"bool","value":false,"string":"false"},"extractor":{"kind":"string","value":"rolmOCR"},"page_ends":{"kind":"list like","value":[1520,4706,7224,10537,12836,15584,17690,20530,23397,25702,27466],"string":"[\n 1520,\n 4706,\n 7224,\n 10537,\n 12836,\n 15584,\n 17690,\n 20530,\n 23397,\n 25702,\n 27466\n]","isConversational":false},"fw_edu_scores":{"kind":"list like","value":[1.1171875,2.65625],"string":"[\n 1.1171875,\n 2.65625\n]","isConversational":false},"minhash_cluster_size":{"kind":"number","value":4,"string":"4"},"duplicate_count":{"kind":"number","value":3,"string":"3"}}},{"rowIdx":3182,"cells":{"text":{"kind":"string","value":"Page summary\n\nThis factsheet provides information about how stigma and shame can impact a person who uses crystal methamphetamine ‘ice’. Some of the topics covered include:\n\n- What stigma and shame are.\n- How these feelings can impact a person.\n- How we can reduce stigma and shame in the community.\n\nWhat is stigma and shame?\n\nStigma and shame can impact a person who is taking crystal methamphetamine (‘ice’), their family or friends and their community. Stigma is when a person is made to feel different perhaps because of the way they live or for their behaviours. This leads to them being treated in a negative way as a result. Shame can be thought of as the impact or emotion that comes from stigma, like feelings of embarrassment, self-hate, sense of failure, feeling hopeless. This can also sometimes be called self-stigma.\n\nPeople may experience stigma because of their cultural background such as identifying as an Aboriginal or Torres Strait Islander person, (which may also be a source of pride), their use or dependency on drugs or alcohol or from other life challenges such as unemployment. Individuals, family or friends and communities may experience stigma and shame for a variety of reasons due to fear of visits from police, child services and other government agencies. Stigma and shame can also lead to people becoming disconnected from friends, family and important events.\n\nWho may experience feelings of shame and stigma?\n\nPeople who use ice may have feelings of shame for lots of different reasons. Some of these may be because of things such as their culture, the impact of their use of drugs on family or community and the type of drugs or alcohol they use. Research has found that:\n\n- Experiencing feelings of shame is common for young Aboriginal people regardless of whether they use alcohol or other drugs.\n- People who use ice may feel more shame and fear because of negative advertising on television and the suggestion that people who use drugs are violent.\n\nFamily and friends of people who use ice also describe feelings of shame and say that these feelings may stop them asking for help and socialising with and connecting with important others. Families also have increased feelings of shame because of their family member’s actions, particularly after having contact with child protection services, police and the justice system.\n\nCommunities and its members may also experience stigma and feelings of shame. Community members may feel embarrassed by people using ice in their community. Suggestion from media outlets of violent behaviour may also create a sense of fear in the community.\n\nHow can shame and stigma affect us?\n\n- It may create barriers to asking for help. This may affect people who use ice, their friends and family or community members. “Personal fears or feelings of shame were seen as barriers to some clients’ help seeking” (Lee et al. 2014).\n- People may be more isolated and feel separate from those that can help them such as family, friends or community. This disconnection may impact negatively on peoples mental and physical health.\n- People may feel worthless, hopeless and lonely. This may lead to people using more ice at a given time or using ice on more occasions. It may also lead to mixing ice with alcohol or other drugs. People may feel like they are a lost cause and there is no way out of their use of ice.\n\nHow can we reduce stigma/shame/fear?\n\n• Look up the facts about ice, including why people use ice. Try to see the person behind the substance and understand the reasons people use ice. Click here to view the ‘Person behind the substance’ animation.\n\n• Avoid shaming people who use drugs, rather try to connect with them through conversations. Encourage those who may be experiencing difficulties with their use to seek support and remind them that there is no shame in asking for help.\n\n• Focus on connecting people with one another, their family, community and culture, being mindful of the need for safety around people who when they are affected by alcohol and other drugs. Being connected and having positive social identities have significant effects on individual health and wellbeing.\n\n• Increasing awareness of the impact of stigma and shame amongst health professionals, local clinics and Alcohol and other Drug services. Check out our factsheet on stigma, shame and fear for health professionals here.\n\nKey Sources\n\nAlcohol & Drug Foundation. *Stigma and Vulnerability to AOD*. 2017 https://adf.org.au/insights/stigma-and-vulnerability/ retrieved on 26 October 2019.\n\nLancaster, K., Seear, K., Ritter, A. (2017). *Reducing stigma and discrimination for people experiencing problematic alcohol and other drug use*. A report for the Queensland Mental Health Commission.\n\nLee, K. S., Harrison, K., Mills, K., Conigrave, K. M (2014). *Needs of Aboriginal Australian women with comorbid mental and alcohol and other drug use disorders*. Drug Alcohol Review, 33(5): 473-481\n\nMatthews, S., Dwyer, R., Snoek, A. (2017). *Stigma and Self-stigma in Addiction*. Journal of Bioethical Inquiry, 14(2): 275-286.\n\nMacLean, S., Hengsen, R., Stephens, R. (2017). *Critical considerations in responding to crystal methamphetamine use in Australian Aboriginal communities*. Drug and Alcohol Review 36(4): 502-508.\n\nQueensland Mental Health Commission, 2018. Changing attitudes, changing lives. *Options to reduce stigma and discrimination for people experiencing problematic alcohol and other drug use.*"},"id":{"kind":"string","value":"<urn:uuid:35229429-a844-42c9-9d10-5da23374cf9d>"},"dump":{"kind":"string","value":"CC-MAIN-2025-08"},"url":{"kind":"string","value":"https://cracksintheice.org.au/pdf/download/citi-i-stigma-and-shame.pdf"},"date":{"kind":"string","value":"2025-02-12T06:19:34+00:00"},"file_path":{"kind":"string","value":"crawl-data/CC-MAIN-2025-08/segments/1738831951751.22/warc/CC-MAIN-20250212060941-20250212090941-00883.warc.gz"},"offset":{"kind":"number","value":164589215,"string":"164,589,215"},"token_count":{"kind":"number","value":1121,"string":"1,121"},"language":{"kind":"string","value":"eng_Latn"},"page_average_lid":{"kind":"string","value":"eng_Latn"},"page_average_lid_score":{"kind":"number","value":0.9808604270219803,"string":"0.98086"},"full_doc_lid":{"kind":"string","value":"eng_Latn"},"full_doc_lid_score":{"kind":"number","value":0.9957600831985474,"string":"0.99576"},"per_page_languages":{"kind":"list like","value":["eng_Latn","eng_Latn","eng_Latn","eng_Latn"],"string":"[\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\"\n]","isConversational":false},"is_truncated":{"kind":"bool","value":false,"string":"false"},"extractor":{"kind":"string","value":"rolmOCR"},"page_ends":{"kind":"list like","value":[1445,3382,5091,5478],"string":"[\n 1445,\n 3382,\n 5091,\n 5478\n]","isConversational":false},"fw_edu_scores":{"kind":"list like","value":[2.359375],"string":"[\n 2.359375\n]","isConversational":false},"minhash_cluster_size":{"kind":"number","value":1,"string":"1"},"duplicate_count":{"kind":"number","value":0,"string":"0"}}},{"rowIdx":3183,"cells":{"text":{"kind":"string","value":"Ptosis\n\nPtosis is when the upper eyelid droops over the eye. The eyelid may droop just a little, or so much that it covers the pupil (the black dot at the center of your eye that lets light in). Ptosis can limit or even completely block normal vision.\n\nChildren and adults can have ptosis. Fortunately, this condition can be treated to improve vision as well as appearance.\n\nSometimes, a child born with ptosis can also have other eye-related problems. They can include eye movement issues, eye muscle disease, tumors (on the eyelid or elsewhere) and other problems.\n\nHaving ptosis puts a child at risk for vision problems. If the child’s eyelid droops so much that it blocks vision, amblyopia (also called “lazy eye”) can develop. One eye will have better vision than the other. A child with ptosis can also have astigmatism, where they see blurry images. The child may also develop misaligned (crossed) eyes.\n\nOphthalmologists consider the following factors when deciding the best way to treat ptosis in children:\n\n- The child’s age\n- Whether one or both eyelids are involved\n- The eyelid height\n- The strength of the eyelid’s muscle\n- The eye’s movements\n\nIn most cases, ophthalmologists recommend surgery to treat ptosis in children. This is to either tighten the levator muscle or attach the eyelid to other muscles that can help lift the eyelid. The goal is to improve vision.\n\nIf the child also has amblyopia, that condition must be treated as well. Amblyopia may be treated by wearing an eye patch or special eyeglasses, or using certain eye drops, to strengthen the weaker eye.\n\nPtosis in adults\n\nAdults get ptosis (called involutional ptosis) when the levator muscle stretches or separates away from their eyelid. This can be caused by aging or an eye injury. Sometimes ptosis happens as a side effect after certain eye surgery. Rarely, diseases or tumors can affect the eyelid muscle, causing ptosis.\n\nYour ophthalmologist will find the cause of your ptosis in order to recommend treatment. They will do a complete eye exam, and may also want you to have blood tests, X-rays, or other tests. The ophthalmologist will likely recommend surgery to help the eyelid muscle work better.\n\nAdult ptosis surgery\n\nPtosis surgery is done as an outpatient procedure in your ophthalmologist’s office. A local anesthesia will be used to numb your eye and the area around it.\n\nSometimes, the surgeon may only need to make a small adjustment to the lid’s lifting muscle. Extra skin from the eyelid also may be removed to help the eyelid lift properly. For more severe ptosis, the levator muscle may need to be strengthened and reattached to the eyelid.\n\nBefore eyelid surgery, be sure to tell your ophthalmologist about all the medicines you take. Include all prescription and over-the-counter medications, vitamins, and supplements. It is important for your eye surgeon to know if you take aspirin (or aspirin-containing drugs) or blood thinners, or if you have a bleeding problem.\n\nAs with any type of surgery, there are possible risks and complications with ptosis repair. Your ophthalmologist will discuss these with you.\n\nSummary\n\nPtosis, or a droopy eyelid, can affect both children and adults. This condition can limit vision and affect how you look. It is very important that children with ptosis have regular eye exams with an ophthalmologist early in life. They are at risk for developing poor vision in the eye with the droopy lid.\n\nFortunately, children and adults with ptosis usually can have surgery to improve vision as well as cosmetic appearance.\n\nIf you have any questions about your eyes or your vision, speak with your ophthalmologist. He or she is committed to protecting your sight.\n\nWatch a ptosis video from the American Academy of Ophthalmology’s EyeSmart program at [aao.org/ptosis-link](http://aao.org/ptosis-link)."},"id":{"kind":"string","value":"<urn:uuid:495a58d7-469b-4904-9b87-157411d48f14>"},"dump":{"kind":"string","value":"CC-MAIN-2025-08"},"url":{"kind":"string","value":"https://laeyeandlaser.com/wp-content/uploads/2018/09/Ptosis.pdf"},"date":{"kind":"string","value":"2025-02-12T07:43:47+00:00"},"file_path":{"kind":"string","value":"crawl-data/CC-MAIN-2025-08/segments/1738831951751.22/warc/CC-MAIN-20250212060941-20250212090941-00877.warc.gz"},"offset":{"kind":"number","value":319420602,"string":"319,420,602"},"token_count":{"kind":"number","value":839,"string":"839"},"language":{"kind":"string","value":"eng_Latn"},"page_average_lid":{"kind":"string","value":"eng_Latn"},"page_average_lid_score":{"kind":"number","value":0.9987745682398478,"string":"0.998775"},"full_doc_lid":{"kind":"string","value":"eng_Latn"},"full_doc_lid_score":{"kind":"number","value":0.9989351630210876,"string":"0.998935"},"per_page_languages":{"kind":"list like","value":["eng_Latn","eng_Latn","eng_Latn"],"string":"[\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\"\n]","isConversational":false},"is_truncated":{"kind":"bool","value":false,"string":"false"},"extractor":{"kind":"string","value":"rolmOCR"},"page_ends":{"kind":"list like","value":[1586,3120,3837],"string":"[\n 1586,\n 3120,\n 3837\n]","isConversational":false},"fw_edu_scores":{"kind":"list like","value":[2.796875],"string":"[\n 2.796875\n]","isConversational":false},"minhash_cluster_size":{"kind":"number","value":3,"string":"3"},"duplicate_count":{"kind":"number","value":1,"string":"1"}}},{"rowIdx":3184,"cells":{"text":{"kind":"string","value":"April 22, 2024\n\nDear Honorable Finance Committee Members of Alaska State Senate,\n\nI am writing this letter to express my sincere support for the introduction of the Senate Bill 131, “An Act requiring education in the history and contributions of Asian Americans and Pacific Islander”.\n\nI know that American history is the story of many immigrants seeking freedom and prosperity coming from all around the world. This legacy of freedom, diversity, and inclusivity in the United States has blossomed into the spirit of democracy, which thrives, and not only US but also many nations around the world continue to uphold this democratic spirit.\n\nSince the independence in 1776, the United States has consistently advanced the spirit of pluralism. All forms of discrimination against minority races have been abolished, and American people built up the great country through milestones such as Emancipation Proclamation in 1863, Civil Right Movement and Act in 1960s. And schools educate future generation about the remarkable progress of American history.\n\nBut unfortunately, it seems that Asia-Pacific American’s history, culture and their contributions are relatively less well-known in the United States, despite American education promotes values such as diversity and inclusion.\n\nFor example, Korean American’s immigration history spans over 120 years now. Since the first Koreans came to Hawaii, US as sugarcane plantation labor workers, currently there are more than two million Korean Americans residing in across the United States, who work in the various fields and devote themselves for the developments of America.\n\nHere in Alaska also, significant numbers, around 7 thousand Korean Americans are living now. They are dedicated themselves to various fields such as the military, law enforcement, nursing, education, and various small business enhancing diversity in Alaska, becoming a part of indispensable social fabric.\n\nNot only Korean Americans but also multiple Asian-Pacific Americans including Japanese, Chinese, Pilipino, Vietnamese Americans and others, have brought rich cultural diversities to the American society and contributed to the development of America consistently.\n\nMoreover, Asia-Pacific American’s population increased steadily in the US. In case of Alaska, the percentage of Asia-Pacific Americans is less than 1% before 1970, but currently the percentage of them increased over 8% of total Alaska population.\n\nHence, it is important that their contributions taught in public education system. Rich cultural heritage of Asians and Pacific Islanders has greatly influenced the cultural diversity and therefore must be passed down to the future generation.\n\nI hope that through the legislation of “An act requiring education in the history and contributions of Asian Americans and Pacific Islanders” their history and contributions to American society could be well taught in schools in the State of Alaska.\n\nThrough this, I am confident that Alaska’s youth will develop a broader understanding of the diverse minority groups in Alaska, leading to further advancement in social solidarity and awareness within Alaska’s society.\n\nI avail myself of this opportunity to assure to all the Finance Committee Members my highest consideration.\n\nBest regards,\n\nJoongsuk Park\nConsul & Head\nConsulate of the Republic of Korea in Anchorage"},"id":{"kind":"string","value":"<urn:uuid:fa6e8829-62f6-4e3e-a14e-e7856853d3a2>"},"dump":{"kind":"string","value":"CC-MAIN-2025-08"},"url":{"kind":"string","value":"https://www.akleg.gov/basis/get_documents.asp?session=33&docid=44221"},"date":{"kind":"string","value":"2025-02-12T08:11:05+00:00"},"file_path":{"kind":"string","value":"crawl-data/CC-MAIN-2025-08/segments/1738831951751.22/warc/CC-MAIN-20250212060941-20250212090941-00883.warc.gz"},"offset":{"kind":"number","value":596314181,"string":"596,314,181"},"token_count":{"kind":"number","value":610,"string":"610"},"language":{"kind":"string","value":"eng_Latn"},"page_average_lid":{"kind":"string","value":"eng_Latn"},"page_average_lid_score":{"kind":"number","value":0.9957908391952515,"string":"0.995791"},"full_doc_lid":{"kind":"string","value":"eng_Latn"},"full_doc_lid_score":{"kind":"number","value":0.9962863326072693,"string":"0.996286"},"per_page_languages":{"kind":"list like","value":["eng_Latn","eng_Latn"],"string":"[\n \"eng_Latn\",\n \"eng_Latn\"\n]","isConversational":false},"is_truncated":{"kind":"bool","value":false,"string":"false"},"extractor":{"kind":"string","value":"rolmOCR"},"page_ends":{"kind":"list like","value":[1929,3358],"string":"[\n 1929,\n 3358\n]","isConversational":false},"fw_edu_scores":{"kind":"list like","value":[2.875],"string":"[\n 2.875\n]","isConversational":false},"minhash_cluster_size":{"kind":"number","value":1,"string":"1"},"duplicate_count":{"kind":"number","value":0,"string":"0"}}},{"rowIdx":3185,"cells":{"text":{"kind":"string","value":"Informal Mathematics\n\nLogic, Ordering and Patterns\n\n| LEARNING OUTCOMES (LOs) | ASSESSMENT STANDARDS (ASs) | FORMATIVE ASSESSMENT ASs Pages | SUMMATIVE ASSESSMENT Tasks or tests (%) | Ave for LO (% and mark out of 4) |\n|------------------------|----------------------------|---------------------------------|----------------------------------------|----------------------------------|\n| **LO 1** | **We know this when the learner:** | | | |\n| NUMBERS, OPERATIONS AND RELATIONSHIPS | R 1.1 counts accurately to at least 10 everyday objects; | 2, 10, 12, 16, 54, 55, 58 | | |\n| The learner is able to recognise, describe and represent numbers and their relationships, and counts, estimates, calculates and checks with competence and confidence in solving problems. | R 1.2 uses number names in context; | 12 | | |\n| | R 1.3 knows the number names and symbols for 1 - 10; | 12, 16, 46, 47, 48, 49, 54, 55 | | |\n| | R 1.4 orders and compares groups of objects by using the words “more”, “less”, “equal” and “same number”; | 21, 40, 46, 47, 48, 49, 54, 55 | | |\n| | R 1.7 uses the following techniques: | 57, 58 | | |\n| | R 1.7.1 builds up and breaks down numbers to at least 10. | | | |\n| **LO 2** | **We know this when the learner:** | | | |\n| PATTERN FUNCTIONS AND ALGEBRA | R 2.3 counts in 2's. | 10 | | |\n| The learner is able to recognise, describe and represent patterns and relationships, and solve problems using algebraic language and skills. | | | | |\n\n| LEARNING OUTCOMES (LOs) | ASSESSMENT STANDARDS (ASs) | FORMATIVE ASSESSMENT ASs Pages (mark out of 4) | SUMMATIVE ASSESSMENT Tasks or tests (%) | Ave for LO (% and mark out of 4) |\n|------------------------|----------------------------|-----------------------------------------------|----------------------------------------|---------------------------------|\n| **LO 3** \nSPACE AND SHAPE \nThe learner is able to describe and represent characteristics and relationships between 2-D shapes and 3-D objects in a variety of orientations and positions. | **We know this when the learner:** \nR 3.1 recognises, identifies and names 3-D objects in the room, pictures, including boxes, balls; \nR 3.2.1 describes, sorts and compares 3-D objects according to: \n• size; \nR 3.5 describes 3-D objects in relation to another (e.g. In front of, behind). | 26, 27, 31 \n30 \n42, 43, 44, 51, 53, 56, 57 | | |\n| **LO 4** \nMEASUREMENT \nThe learner is able to use appropriate measuring units, instruments and formulae in a variety of contexts. | **We know this when the learner:** \nR 4.4 compares and orders objects on a concrete basis and uses suitable vocabulary to describe the following: \nR 4.4.3 length; \nR 4.4.4 size. | 37 \n20, 21, 30, 34 | | |\n| **LO 5** \nDATA HANDLING \nThe learner is able to collect, summarise, display and critically analyse data to draw conclusions and make predictions, and to interpret and determine chance variations. | **We know this when the learner:** \nR 5.2 sorts objects according to one specific attribute; \nR 5.3 draws a picture as record of their collections. | 2, 26, 27, 31, 45 \n4, 6, 8, 14, 18 | | |\n\nCount the different kinds of flowers and colour them...\n\nblue\n\nred\n\nyellow\n\npurple\n\nhow many?\n\nDraw many flowers.\nDraw some that are the same and some that are different.\nColour them in different colours.\n\nMy flowers\n\nDraw many different kinds of trees.\n\nMy trees\n\nLO R 5.3\n\nIn the farmyard they saw a group of animals. There is a goat, a horse, a sheep, a cow and a pig.\n\nDraw different animals.\n\nMy animals\n\nLO R 5.3\n\n😊 Count the fowl.\n\n.................. fowl.\n\n😊 Count the feet.\n\n2 2 2\n\n.................. feet.\n\n| LO R 1.1 | LO R.2.3 |\n|----------|----------|\n\nCount the chickens.\n\n| Chickens | Dots |\n|----------|------|\n| 3 | |\n| 6 | |\n| 10 | |\n| 8 | |\n| 5 | |\n\n| LO R 1.1 | LO R 1.2 | LO R 1.3 |\n|----------|----------|----------|\n| | | |\n\nThey came to the aviary. What do you see? Yes, there are many birds. Is there anything different? Yes, the rabbit and the carrot are not the same as the birds.\n\nDraw many different kinds of birds.\n\nMy birds\n\nLO R 5.3\n\nMother and John went home.\nMother put a big box full of things in front of John.\n\nHere are all the things that were in the box. Name them.\n\nThere are cotton reels, sticks, bottles, pencils, tins, blocks and marbles.\n\nCount them . . . .\n\n| marbl | ...... | pencil | ...... |\n|-------|-------|--------|-------|\n| block | ...... | cottonr | ...... |\n| alasse| ...... | tins | ...... |\n| bottle| ...... | straws | ...... |\n\nLOR 1.1 \nLOR 1.3\n\nJohn sorted all the things in the box.\nName them.\nLook again at picture 3 and picture 4 and see\n\nwhether he has sorted the things correctly.\n\nDraw a group of...\n\nblocks\n\nmarbles\n\npencils\n\ntins\n\nDo these flowers all look the same?\nNo.\n\nTalk about their differences.\nThe colours are not the same; the shape of the petals and sepals are not\n\nthe same; some flowers have more petals and others have fewer petals, some are bigger and some are smaller.\n\nDraw.\n\n| Smaller | Smaller |\n|---------|---------|\n| Bigger | Bigger |\n\nLO R 4.4.4\n\nDraw the same but . . .\n\nsmaller\n\nbigger\n\nmore petals\n\nfewer petals\n\nHere are four groups of flowers.\n\nWhat is the same about all these groups of flowers?\n\nThey are all flowers; they all have the same shape; they\n\nall have the same number of petals.\n\nColour the flowers in the first group red; the second group, yellow; the third group, blue; and the fourth group, green.\n\nWhat is the difference between the different groups?\n\nThe difference is colour.\n\nName the colours in each group of flowers.\n\nFind pictures. Cut and paste.\n\nred\n\nblue\n\ngreen\n\nyellow\n\nLO R 5.1\n\nLook at the blocks. What is the same about all the blocks?\nThey are all blocks.\nWhat is different about them?\n\nThe blocks have different shapes.\n\nSort:\nThere are square blocks, circular, rectangular and triangular blocks.\nSort these blocks according to the shapes.\n\n| LO R 5.2 | LO R.3.1 |\n|----------|----------|\n\nColour all the circles blue.\n\nColour all the squares red.\n\nColour all the triangles yellow.\n\nColour all the rectangles green.\n\nCount the squares.\n\nblue\nyellow\n\nred\ngreen\n\nLOR 5.2\nLOR 3.1\n\nHave the shapes been sorted correctly?\nGive each group a name according to their shapes.\nThere are rectangular blocks, round blocks or\n\ncircular blocks, square blocks and triangular blocks.\n\nLook at the rectangles.\nWhat is the same about all these blocks?\nThe shapes are the same.\n\nLook at each of the other three groups and name one thing that is the same about the blocks.\nThe shapes are the same.\n\nLook again at the rectangles.\nWhat is the difference between the blocks?\nThe blocks are not the same length.\n\nWhat is the difference between the circles?\nThey are not all the same size.\n\nWhat is the difference between the triangles?\nThey are not all the same size.\n\nWhat is the difference between the squares?\nThey are not all the same size.\n\nDraw:\n\nsame size\n\nsame size\n\nsame length\n\nDraw and sort:\n\n| Triangle | Circle |\n|----------|--------|\n| | |\n\n| Square | Rectangle |\n|----------|-----------|\n| | |\n\n| Half circle | Triangle |\n|-------------|----------|\n| | |\n\nHere are two groups of blocks.\n\nWhat is the same about the blocks in the two groups?\nAll are blocks; the blocks have the same shape; all the blocks are squares; all the blocks have four corners\n\nand their sides are all the same length.\n\nWhat is the difference between the blocks in the first group and the blocks in the second group?\n\nDraw:\n\nbig blocks\n\nsmall blocks\n\nLOR 4.4.4\n\nName two things that are the same in both these groups.\n\nThere are blocks; their shapes are rectangular.\n\nWhat is the difference between the first group of blocks and the second group of blocks?\n\nDraw:\n\nlong roses\n\nshort roses\n\nLOR 4.4.3\n\nName four things that are the same about all the blocks in all the groups. They are all blocks; they all have square shapes; their\n\nsizes are the same; they all have black dots on them. What is the difference about the blocks?\n\nDraw:\n\nmany roses\n\na few houses\n\nLook at the top row of shapes arranged in groups. Name two things that are the same about the groups. What is different about the groups? Describe the position of the small circle in each group.\n\nLook at the middle row. Name two things that are the same about the groups.\n\nWhat is different about the groups?\nDescribe the positions of the short stick in each group.\nDescribe the differences in the bottom row.\n\nLO R 3.5\n\nDraw a cross (X)\n\nin front of the boy\n\nbehind the boy\n\nin front of the chick\n\nbehind the chick\n\nin front of the\n\nbehind the\n\ncar\n\nin front of the rabbit\n\nbehind the rabbit\n\nLO R 3.5\n\nDraw:\n\n1 more 4 1 more 5\n\n1 more ...\n\n1 more .....\n\n1 more .....\n\n1 more ....\n\nOne more.\n\n1 2 ....... ....... .......\n\n| LO R 1.3 | LO R.1.4 |\n|----------|----------|\n| | |\n\nDraw 1 more.\n\nLO R 1.3 LO R.1.4\n\nDraw 1 less.\n\nOne less.\n\n5\n\n| LO R 1.3 | LO R.1.4 |\n\nDraw 1 less.\n\nLO R 1.3 LO R.1.4\n\nDiscuss the things that are the same in each row.\n\n😊 Discuss the things that are different in each row.\n\nLO R 3.5"},"id":{"kind":"string","value":"b2ded5ed-64f4-4515-8d74-868343ef13c3"},"dump":{"kind":"string","value":"CC-MAIN-2024-33"},"url":{"kind":"string","value":"http://www.mathsx.co.za/wp-content/uploads/2020/04/Informal_maths_Gr1_m1.pdf"},"date":{"kind":"string","value":"2024-08-08T19:35:10+00:00"},"file_path":{"kind":"string","value":"crawl-data/CC-MAIN-2024-33/segments/1722640740684.46/warc/CC-MAIN-20240808190926-20240808220926-00328.warc.gz"},"offset":{"kind":"number","value":38509474,"string":"38,509,474"},"token_count":{"kind":"number","value":2482,"string":"2,482"},"language":{"kind":"string","value":"eng_Latn"},"page_average_lid":{"kind":"string","value":"eng_Latn"},"page_average_lid_score":{"kind":"number","value":0.9914388401167733,"string":"0.991439"},"full_doc_lid":{"kind":"string","value":"eng_Latn"},"full_doc_lid_score":{"kind":"number","value":0.9976122975349426,"string":"0.997612"},"per_page_languages":{"kind":"list like","value":["unknown","unknown","eng_Latn","eng_Latn","eng_Latn","unknown","unknown","unknown","eng_Latn","unknown","unknown","unknown","unknown","unknown","eng_Latn","unknown","unknown","eng_Latn","eng_Latn","unknown","eng_Latn","unknown","unknown","eng_Latn","eng_Latn","unknown","unknown","eng_Latn","unknown","eng_Latn","unknown","unknown","eng_Latn","unknown","eng_Latn","unknown","eng_Latn","unknown","eng_Latn","unknown","eng_Latn","eng_Latn","eng_Latn","unknown","eng_Latn","eng_Latn","unknown","eng_Latn","eng_Latn","unknown","eng_Latn","eng_Latn","unknown","eng_Latn","eng_Latn","eng_Latn","unknown","unknown","unknown","unknown","unknown","unknown","unknown","unknown","unknown"],"string":"[\n \"unknown\",\n \"unknown\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"unknown\",\n \"unknown\",\n \"unknown\",\n \"eng_Latn\",\n \"unknown\",\n \"unknown\",\n \"unknown\",\n \"unknown\",\n \"unknown\",\n \"eng_Latn\",\n \"unknown\",\n \"unknown\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"unknown\",\n \"eng_Latn\",\n \"unknown\",\n \"unknown\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"unknown\",\n \"unknown\",\n \"eng_Latn\",\n \"unknown\",\n \"eng_Latn\",\n \"unknown\",\n \"unknown\",\n \"eng_Latn\",\n \"unknown\",\n \"eng_Latn\",\n \"unknown\",\n \"eng_Latn\",\n \"unknown\",\n \"eng_Latn\",\n \"unknown\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"unknown\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"unknown\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"unknown\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"unknown\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"unknown\",\n \"unknown\",\n \"unknown\",\n \"unknown\",\n \"unknown\",\n \"unknown\",\n \"unknown\",\n \"unknown\",\n \"unknown\"\n]","isConversational":false},"is_truncated":{"kind":"bool","value":true,"string":"true"},"extractor":{"kind":"string","value":"rolmOCR"},"page_ends":{"kind":"list like","value":[50,2291,3932,4027,4138,4150,4197,4207,4305,4352,4449,4498,4660,4766,4927,4974,4984,5066,5201,5425,5522,5567,5619,5764,5873,5959,6028,6173,6210,6457,6514,6524,6635,6670,6790,6839,6986,7027,7163,7218,7538,7694,7813,8054,8252,8392,8436,8542,8632,8675,8807,8903,8936,9209,9357,9482,9540,9659,9732,9766,9791,9819,9853,9904,9968],"string":"[\n 50,\n 2291,\n 3932,\n 4027,\n 4138,\n 4150,\n 4197,\n 4207,\n 4305,\n 4352,\n 4449,\n 4498,\n 4660,\n 4766,\n 4927,\n 4974,\n 4984,\n 5066,\n 5201,\n 5425,\n 5522,\n 5567,\n 5619,\n 5764,\n 5873,\n 5959,\n 6028,\n 6173,\n 6210,\n 6457,\n 6514,\n 6524,\n 6635,\n 6670,\n 6790,\n 6839,\n 6986,\n 7027,\n 7163,\n 7218,\n 7538,\n 7694,\n 7813,\n 8054,\n 8252,\n 8392,\n 8436,\n 8542,\n 8632,\n 8675,\n 8807,\n 8903,\n 8936,\n 9209,\n 9357,\n 9482,\n 9540,\n 9659,\n 9732,\n 9766,\n 9791,\n 9819,\n 9853,\n 9904,\n 9968\n]","isConversational":false},"fw_edu_scores":{"kind":"list like","value":[3.984375],"string":"[\n 3.984375\n]","isConversational":false},"minhash_cluster_size":{"kind":"number","value":1,"string":"1"},"duplicate_count":{"kind":"number","value":0,"string":"0"}}},{"rowIdx":3186,"cells":{"text":{"kind":"string","value":"This paper summarizes 10 research-based principles for improving children's reading achievement. The principles are: (1) home language and literacy experiences that lead to development of key print concepts are plentiful; (2) preschool programs are beneficial for children who do not experience informal learning opportunities in their homes; (3) skills that predict later reading success can be promoted through a variety of classroom language and meaningful reading and writing events; (4) primary-level instruction that supports successful reading acquisition is consistent, well-designed, and focused; (5) primary-level classroom environments in successful schools provide opportunities for students to apply what they have learned; (6) cultural and linguistic diversity among children reflects the variations within the communities and homes in which they live; (7) children who are identified as having reading disabilities benefit from systematic instruction; (8) proficient reading in third grade and above is sustained and enhanced by programs that adhere to four fundamental features; (9) professional opportunities to improve reading achievement are prominent in successful schools and programs; and (10) entire school communities are involved in bringing children to high levels of achievement. Contains 30 references (three for each of the 10 research-based principles). (RS)\n\nImproving the Reading Achievement of America's Children\n\n10 Research-Based Principles\n\n1. **Home language and literacy experiences** that lead to the development of key print concepts are plentiful among children who enter school prepared to learn to read. Joint book reading with family members helps children develop a wide range of knowledge that supports them in school-based reading. Once students are in school, parental help in the form of modeling good reading habits and monitoring homework and television viewing is associated with gains in student achievement. Programs that assist families in initiating and sustaining these sorts of activities show positive benefits for children’s reading achievement.\n\n2. **Preschool programs** are particularly beneficial for children who do not experience informal learning opportunities in their homes. These preschool experiences include opportunities to listen to and examine books, say nursery rhymes, write messages, and see and talk about print. Such preschool experiences lead to improved reading achievement in the school years, with some effects proving durable through grade 3.\n\n3. **Skills that predict later reading success** can be promoted through a variety of classroom language and meaningful reading and writing events in kindergarten and grade 1. The two most powerful of these predictors are letter-name knowledge and phonemic awareness (the conscious awareness of the sounds in *spoken* words). Instruction that promotes phonemic awareness engages children in hearing and blending sounds. Activities that promote this attention to sounds can be motivating and playful for young children, including oral renditions of rhymes, poems, and songs, as well as writing their own journals and messages. Such instruction has demonstrated positive effects on primary-grade reading achievement, especially when it is coupled with letter-sound instruction.\n\n4. **Primary-level instruction** that supports successful reading acquisition is consistent, well-designed, and focused. Teachers lead lessons where children receive systematic word recognition instruction on common, consistent letter-sound relationships and important but often unpredictable high-frequency words, such as *the* and *what*. Teachers ensure that children become adept at monitoring the accuracy of their reading as well their understanding of texts through instruction in strategies such as predicting, inferencing, clarifying misunderstandings, and summarizing. Instructional activities that promote growth in word recognition and comprehension include repeated reading of text, guided reading and writing, strategy lessons, reading aloud with feedback, and conversations about texts children have read.\n\n5. **Primary-level classroom environments** in successful schools provide opportunities for students to apply what they have learned in teacher-guided instruction to everyday reading and writing. In these classrooms, teachers read books aloud and hold follow-up discussions, children read independently every day, and children write stories and keep journals. These events are monitored frequently by teachers, ensuring that time is well spent and that children receive feedback on their efforts. Teachers design these events carefully, using information from ongoing assessment of children’s strengths and needs as the primary basis for new activities.\n\n6. **Cultural and linguistic diversity** among America’s children reflects the variations within the communities and homes in which they live and is manifest in differences in their dispositions toward and knowledge about topics, language, and literacy. Effective instruction includes assessment, integration, and extension of relevant background knowledge and the use of texts that recognize these diverse backgrounds. The language of children’s homes is especially critical for schools to build on when children are learning to speak, listen to, write, and read English. There is considerable evidence that the linguistic and orthographic knowledge students acquire in speaking and reading their first language predicts and transfers to learning to read a second language. When teachers capitalize on the advantages of bilingualism or biliteracy, second language reading acquisition is significantly enhanced.\n\n7. **Children who are identified as having reading disabilities** benefit from systematic instruction, but not at the cost of opportunities to engage in meaningful reading and writing. These children profit from the same sort of well-balanced instructional programs that benefit all children who are learning to read and write. Programs are characterized by intensive one-on-one or small-group instruction, attention to both comprehension and word recognition processes, thoroughly individualized assessment and instructional planning, and extensive experiences with an array of texts.\n\n8. **Proficient reading in third grade and above** is sustained and enhanced by programs that adhere to four fundamental features: (1) deep and wide opportunities to read, (2) the acquisition of new knowledge and vocabulary, partially through wide reading but also through explicit attention to acquiring networks of new concepts through instruction, (3) an emphasis on the influence that the kinds of text (e.g., stories versus essays) and the ways writers organize particular texts has on understanding, and (4) explicit attention to assisting students in reasoning about text.\n\n9. **Professional opportunities** to improve reading achievement are prominent in successful schools and programs. These opportunities allow teachers and administrators to analyze instruction, assessment, and achievement, to set goals for improvement, to learn about effective practices, and to participate in on-going communities in which participants deliberately try to understand both successes and persistent problems.\n\n10. **Entire school communities**, not just first-grade teachers, are involved in bringing children to high levels of achievement. In successful schools, goals for reading achievement are clearly stated, high expectations for children’s attainment of these goals are shared with all participants, instructional means for attaining these goals are articulated, and shared assessments are used to monitor children’s progress. Instructional programs in successful schools may have many different components, including a range of materials and technology, but they maintain a focus on reading and writing. Successful programs extend into the home by involving parents in their children’s reading and homework. Community partnerships, including volunteer tutoring programs, are common in such schools.\n\n1. Home Language and Literacy Experiences\n\n• Baker, L., Scher, D., & Mackler, K. (1997). Home & family influences on motivations for reading. *Educational Psychologist, 32*, 69–82.\n\nBus, A.G., van IJzendoorn, M.H., & Pellegrini, A.D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. *Review of Educational Research, 65*, 1–21.\n\n• Neuman, S.B. (1996). Children engaging in storybook reading: The influence of access to print resources, opportunity, & parental interaction. *Early Childhood Research Quarterly, 11*, 495–513.\n\n2. Preschool Programs\n\nCampbell, F.A., & Ramey, C.T. (1995). Cognitive & social outcomes for high-risk African-American students at middle adolescence: Positive effects of early intervention. *American Educational Research Journal, 32*, 743–772.\n\nDickinson, D.K., & Smith, M.K. (1994). Long-term effects of preschool teachers' book readings on low-income children's vocabulary & story comprehension. *Reading Research Quarterly, 29*, 105–120.\n\nWhitehurst, G.J., Epstein, J.N., Angell, A.L., Payne, A.C., Crone, D.A., & Fischel, J.E. (1994). Outcomes of an emergent literacy intervention in Head Start. *Journal of Educational Psychology, 86*, 542–555.\n\n3. Skills That Predict Later Reading Success\n\nCunningham, A.E. (1990) Explicit instruction in phonemic awareness. *Journal of Experimental Child Psychology, 50* 429–444.\n\nFielding-Barnsley, R. (1997). Explicit instruction in decoding benefits children high in phonemic awareness & alphabet knowledge. *Scientific Studies of Reading, 1*, 85–98.\n\n• Phillips, L.M., Norris, S.P., & Mason, J.M. (1996). Longitudinal effects of early literacy concepts on reading achievement: A kindergarten intervention & five-year follow-up. *Journal of Literacy Research, 28*, 173–195.\n\n4. Primary-Level Instruction\n\n• Adams, M.J. (1990). *Beginning to read: Thinking & learning about print*. Cambridge, MA: MIT Press.\n\n• Hiebert, E.H., Colt, J.M., Catto, S.L., & Gury, E.C. (1992). Reading & writing of first-grade students in a restructured Chapter I program. *American Educational Research Journal, 29*, 545–572.\n\n• Ross, S.M., Smith, L.J., Casey, J., & Slavin, R.E. (1995). Increasing the academic success of disadvantaged children: An examination of alternative early intervention programs. *American Educational Research Journal, 32*, 773-800.\n\n5. Primary-Level Classroom Environments\n\n• Morrow, L.M. (1992). The impact of a literature-based program on literacy achievement, use of literature, & attitudes of children from minority backgrounds. *Reading Research Quarterly, 27*, 250–275.\n\n• Purcell-Gates, V., McIntyre, E., & Freppon, P. (1995). Learning written storybook language in school: A comparison of low-SES children in skills-based & whole language classrooms. *American Educational Research Journal, 32*, 659–685.\n\n• Pressley, M., Rankin, J., & Yokoi, L. (1996). A survey of instructional practices of primary teachers nominated as effective in promoting literacy. *The Elementary School Journal, 96*, 363–384.\n\n6. Cultural & Linguistic Diversity\n\n• August, D., & Hakuta, K. (Eds.). (1997). *Improving schooling for language minority children: A research agenda*. Washington, DC: National Academy Press.\n\nFitzgerald, J. (1995). English-as-a-second-language learners' cognitive reading processes: A review of research in the U.S. *Review of Educational Research, 65*, 145–190.\n\n• Jiménez, R.T., García, G.E., & Pearson, P.D. (1996). The reading strategies of Latina/o students who are successful readers: Opportunities & obstacles. *Reading Research Quarterly, 31*, 90–112.\n\n7. Children With Reading Disabilities\n\n• Englert, C.S., Garmon, A., Maringe, T.V., Rozendal, M.S., Tarrant, K.L., & Urba, J. (1995). The Early Literacy Project: Connecting across the literacy curriculum. *Learning Disability Quarterly, 18*, 253–275.\n\nVellutino, F.R. et al. (1996). Cognitive profiles of difficult-to-remediate & readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive & experiential deficits as basic causes of specific reading disability. *Journal of Educational Psychology, 88*, 601–638.\n\n• Wasik, B.A., & Slavin, R.E. (1993). Preventing early reading failure with one-to-one tutoring: A review of five programs. *Reading Research Quarterly, 28*, 178-200.\n\n8. Reading In Grade Three and Above\n\n• Anderson, R.C., Wilson, P.T. & Fielding, L.G. (1988). Growth in reading & how children spend their time outside of school. *Reading Research Quarterly, 23*, 285–303.\n\n• Beck, I.L., McKeown, M.G., Sandora, C., Kucan, L., & Worthy, J. (1996). Questioning the author: A year-long classroom implementation to engage students with text. *The Elementary School Journal, 96*, 385–414.\n\n• Guthrie, J.T. et al. (1996). Growth of literacy engagement: Changes in motivations & strategies during concept-oriented reading instruction. *Reading Research Quarterly, 31*, 306–325.\n\n9. Professional Development\n\n• Louis, K.S., Marks, H.M., & Kruse, S. (1996). Teachers' professional community in restructuring schools. *American Educational Research Journal, 33*, 757–798.\n\n• Peterson, P.L., McCarthy, S.J., & Elmore, R.F. (1996). Learning from school restructuring. *American Educational Research Journal, 33*, 119–153.\n\nSacks, C.H., & Mergendoller, J.R. (1997). The relationship between teachers' theoretical orientation toward reading & student outcomes in kindergarten children with different initial reading abilities. *American Educational Research Journal, 34*, 721–739.\n\n10. School-Wide Programs\n\n• Invernizzi, M., Rosemary, C., Juel, C., & Richards, H. (1997). At-risk readers & community volunteers: A three-year perspective. *Scientific Studies of Reading, 1*, 277–300.\n\n• Smith, L.J., Ross, S.M. & Casey, J. (1996). Multi-site comparison of the effects of Success for All on reading achievement. *Journal of Literacy Research, 28*, 329–353.\n\n• Teddie, C., & Stringfield, S. (1993). *Schools make a difference: Lessons learned from a 10-year study of school effects*. New York: Teachers College Press.\n\n• Reported research comes from a line of work previously or currently supported by funds from the U.S. Department of Education.\n\nNOTICE\n\nREPRODUCTION BASIS\n\nThis document is covered by a signed \"Reproduction Release (Blanket)\" form (on file within the ERIC system), encompassing all or classes of documents from its source organization and, therefore, does not require a \"Specific Document\" Release form.\n\nThis document is Federally-funded, or carries its own permission to reproduce, or is otherwise in the public domain and, therefore, may be reproduced by ERIC without a signed Reproduction Release form (either \"Specific Document\" or \"Blanket\")."},"id":{"kind":"string","value":"<urn:uuid:aad55486-12d3-4b42-b136-ec4ac9a8fd41>"},"dump":{"kind":"string","value":"CC-MAIN-2019-22"},"url":{"kind":"string","value":"https://files.eric.ed.gov/fulltext/ED419224.pdf"},"date":{"kind":"string","value":"2019-05-23T10:59:38Z"},"file_path":{"kind":"string","value":"crawl-data/CC-MAIN-2019-22/segments/1558232257243.19/warc/CC-MAIN-20190523103802-20190523125802-00302.warc.gz"},"offset":{"kind":"number","value":466220205,"string":"466,220,205"},"token_count":{"kind":"number","value":3081,"string":"3,081"},"language":{"kind":"string","value":"eng_Latn"},"page_average_lid":{"kind":"string","value":"eng_Latn"},"page_average_lid_score":{"kind":"number","value":0.9566003382205963,"string":"0.9566"},"full_doc_lid":{"kind":"string","value":"eng_Latn"},"full_doc_lid_score":{"kind":"number","value":0.9897026419639587,"string":"0.989703"},"per_page_languages":{"kind":"list like","value":["eng_Latn","eng_Latn","eng_Latn","eng_Latn"],"string":"[\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\"\n]","isConversational":false},"is_truncated":{"kind":"bool","value":false,"string":"false"},"extractor":{"kind":"string","value":"rolmOCR"},"page_ends":{"kind":"list like","value":[1388,8085,14301,14823],"string":"[\n 1388,\n 8085,\n 14301,\n 14823\n]","isConversational":false},"fw_edu_scores":{"kind":"list like","value":[3.796875],"string":"[\n 3.796875\n]","isConversational":false},"minhash_cluster_size":{"kind":"number","value":1,"string":"1"},"duplicate_count":{"kind":"number","value":1,"string":"1"}}},{"rowIdx":3187,"cells":{"text":{"kind":"string","value":"Modern Automotive Technology\nChapter 4\n\nPower Tools\nAnd Equipment\n\nChapter 4\n\nLearning Objectives\n\n- List the most commonly used power tools and equipment\n- Describe the uses for power tools and equipment\n- Explain the advantages of one type of tool over another\n- Explain the safety rules that pertain to power tools\n\n1. An AIR HAMMER is useful during various driving and cutting operations.\n\n2. An ARC WELDER is used to weld metal parts together.\n\nAn Air Hammer is useful for removing rusted exhaust systems and cutting other light metals. **ALWAYS** wear safety glasses when using any air powered impact tool!\n\nAn Arc Welder uses electricity to weld metal together. **ALWAYS** wear the proper clothing and safety glasses when using an arc welder.\n\n3. A COLD SOLVENT TANK is used to remove grease and oil from parts.\n\n4. An OXYACETYLENE TORCH is used to cut, bend, and weld or braze metal parts.\n\nCold Solvent Tank\n\nContains a pump, reservoir, and solvent—used to remove grease and oil from parts\n\nAn OXYACETYLENE TORCH torch uses gases (acetylene and oxygen) to produce tremendous heat for metal fabrication.\n\n5. An AIR COMPRESSOR is the source of pressurized air for the auto shop.\n\n6. An AIR RATCHET is an impact type wrench designed for working in tight corners.\n\n7. An air IMPACT WRENCH is a very quick method for installing or removing threaded fasteners.\n\nThe basic parts of a typical automotive repair shop air pressure system\n\nAn Air Ratchet is a special impact tool designed to work in areas with limited space or access. Always “break” the fastener by hand before using the air ratchet to remove the fastener. ALWAYS wear safety glasses when using any air powered impact tool!\n\nAn Air Impact Wrench provides a quick way to remove fasteners. **ALWAYS** wear safety glasses when using any air powered impact tool!\n\n8. Always use JACK STANDS to support a vehicle during repair.\n\n9. AIR HOSES connected to the metal lines from the air compressor.\n\n10. BLOW GUNS are commonly used to dry and clean parts washed in solvent.\n\nJack Stands\n\nJacks Stands must always be used when working under a car.\n\nA Blow Gun is used for drying solvent from a part after it has been washed. **NEVER** point a blow gun at your face or skin. Air bubbles can be forced into the bloodstream, causing death!\n\nCreepers are very useful when working under a vehicle. **NEVER** leave a creeper lying on the floor: a person can easily trip or fall over it and get injured.\n\nFender Covers help protect the car's finish while you're working under the hood.\n\nA Hydraulic Press is used to press out bearings, bushings and seals. **ALWAYS** wear safety glasses must always be worn when using a press.\n\nAn Engine Hoist is the safest way to remove an engine or drivetrain from a vehicle. NEVER over-extend the boom.\n\nPower tools use compressed air, electricity, or hydraulic pressure.\n\nAlways use the proper sockets on air impact tools.\n\nAn air drill is excellent for many repairs because of its power and speed adjustments.\n\nAlways use fender covers when working under the hood.\n\nChapter 4\n\nLearning Objectives\n\n- List the most commonly used power tools and equipment\n- Describe the uses for power tools and equipment\n- Explain the advantages of one type of tool over another\n- Explain the safety rules that pertain to power tools"},"id":{"kind":"string","value":"<urn:uuid:a0224187-07d3-4213-a19b-e8ad5c854a84>"},"dump":{"kind":"string","value":"CC-MAIN-2017-26"},"url":{"kind":"string","value":"http://autotechl.com/MATChapters/MATChapter_4PowerTools.pdf"},"date":{"kind":"string","value":"2017-06-22T23:53:47Z"},"file_path":{"kind":"string","value":"crawl-data/CC-MAIN-2017-26/segments/1498128319933.33/warc/CC-MAIN-20170622234435-20170623014435-00283.warc.gz"},"offset":{"kind":"number","value":35361743,"string":"35,361,743"},"token_count":{"kind":"number","value":732,"string":"732"},"language":{"kind":"string","value":"eng_Latn"},"page_average_lid":{"kind":"string","value":"eng_Latn"},"page_average_lid_score":{"kind":"number","value":0.9781817084267026,"string":"0.978182"},"full_doc_lid":{"kind":"string","value":"eng_Latn"},"full_doc_lid_score":{"kind":"number","value":0.9984815716743469,"string":"0.998482"},"per_page_languages":{"kind":"list like","value":["eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn"],"string":"[\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\"\n]","isConversational":false},"is_truncated":{"kind":"bool","value":false,"string":"false"},"extractor":{"kind":"string","value":"rolmOCR"},"page_ends":{"kind":"list like","value":[65,317,448,612,749,897,998,1111,1363,1436,1689,1824,2030,2103,2292,2452,2534,2675,2788,3052,3304],"string":"[\n 65,\n 317,\n 448,\n 612,\n 749,\n 897,\n 998,\n 1111,\n 1363,\n 1436,\n 1689,\n 1824,\n 2030,\n 2103,\n 2292,\n 2452,\n 2534,\n 2675,\n 2788,\n 3052,\n 3304\n]","isConversational":false},"fw_edu_scores":{"kind":"list like","value":[3.671875],"string":"[\n 3.671875\n]","isConversational":false},"minhash_cluster_size":{"kind":"number","value":1,"string":"1"},"duplicate_count":{"kind":"number","value":0,"string":"0"}}},{"rowIdx":3188,"cells":{"text":{"kind":"string","value":"Exploring the history of catacombs\n\nBy Suemedha Sood\n\nThe Catacombs of Paris are located south of the former city gate near Place Denfert-Rochereau. (Huw Jones/LPI/Getty)\n\nBeneath the city streets that travellers walk on each day, dark labyrinths of underground catacombs are passageways to the past, to a time when the ghostly tunnels served as burial grounds for millions of people.\n\nThe catacombs of Rome, which date back to the 1st Century and were among the first ever built, were constructed as underground tombs, first by Jewish communities and then by Christian communities. There are only six known Jewish catacombs and around 40 or more Christian catacombs.\n\nIn Ancient Rome, it was not permitted for bodies to be buried within the city walls. So while pagans cremated their dead, Christians, who were not legally allowed to practice their religion, turned to underground cemeteries, built beneath land owned by the city’s few rich Christian families. The Jewish population was already implementing this practice when Christians began doing so around the 2nd Century.\n\nThe use of catacombs in Rome expanded during the 2nd and 3rd Centuries, as the illegal religion of Christianity grew in popularity. Some areas of the tunnels even became shrines for martyrs buried there. But after Christianity was legalized in 313 AD, funerals moved above ground, and by the 5th Century, the use of catacombs as grave sites dwindled, though they were still revered as sacred sites where pilgrims would come to worship.\n\nThe Rome catacombs then fell victim to pillaging by Germanic invaders around the early 9th Century. As a result, relics of Christian martyrs and saints were moved from the catacombs to churches in the city centre. Eventually, the underground burial tunnels were abandoned altogether – only to be rediscovered via excavations in the 1600s.\n\nToday, travellers from all over the world visit Rome to explore its 600km network of catacombs, spread out over five storeys underground near the Park of the Tombs of Via Latina. Dedicated to Christian saints, they are adorned with some of the earliest\n\nChristian artwork in the world, dating back to the 2nd Century, featuring paintings on the tunnel walls that depict ancient life. Sacred catacombs open to the public include the Catacombs of Priscilla (Via Salaria, 430), the Catacombs of St Callixtus (Via Appia Antica, 110-126) and the Catacombs of St Agnes (Via Nomentana, 349). The Vatican provides details on how to visit these and other holy burial sites. A few Jewish catacombs, including the catacombs on the Vigna Randanini and those in the Villa Torlonia, are also open to the public -- though some by appointment.\n\nCenturies later in Paris, catacombs emerged as a creative and discreet solution to a dire public health problem. In the late 1700s, mass graves in the Les Halles district, such as those in the now closed Saints Innocents Cemetery, were overcrowded with improperly disposed of bodies, creating unsanitary conditions that led to the spread of disease. Saint Innocents was shut down, and in 1786 the Paris police moved all the remains buried in the cemetery to an underground network of ancient limestone quarries -- the now infamous Catacombs of Paris, located south of the former city gate near Place Denfert-Rochereau.\n\nThe eerie tunnels -- a significant portion of which is open to the public as a museum -- took on other uses over the course of history. During World War II, for instance, some sections became hideouts for French Resistance fighters, while other areas were converted by German soldiers into bunkers. Today, Paris's nearly 300km of catacombs lie 30m under the ground's surface and still house the remains of around six million people.\n\nThe world's longest network of underground tunnels, extending more than 2,400km, can be found in Odessa, Ukraine, where the catacombs were formed around the 1830s as a result of limestone mining. As in Paris, the tunnels were used as bunkers and hideouts by soldiers during World War II, and a portion of the catacombs is open to the public via the Museum of Partisan Glory.\n\nThe catacombs of Malta are designated as a World Heritage Site for their role in Paleochristian history. Carved from the rock underneath the city of Rabat, likely beginning around the 3rd Century, the tunnels show how rural family burials took place among Christian, Jewish and Pagan communities. The complex network of passageways provided graves for 1,000 people and extended over about 5,700sqkm. Heritage Malta provides information on visiting St Paul's Catacombs located near St Paul's Church and Grotto.\n\nIn Alexandria, Egypt, the Catacombs of Kom el-Shoqafa were originally built for just one rich family around the 2nd Century, but eventually housed more 300 mummies. Open to the public, the three-story tomb about 30m under the ground, features elaborate carvings illustrating scenes from Egyptian mythology, including one relief depicting the jackal-headed god, Anubis.\n\nTravelwise is a BBC Travel column that goes behind the travel stories to answer common questions, satisfy uncommon curiosities and uncover some of the mystery surrounding travel. If you have a burning travel question, contact Travelwise.\n\nWeb link\nhttp://www.bbc.com/travel/blog/20121025-exploring-the-history-of-catacombs\n\nFrom around the BBC\n\nForgotten countries of the world\nBBC TRAVEL\n\nHitler's Ukrainian bunker revealed\nBBC TRAVEL\n\nThe equation of dual citizenship\nBBC TRAVEL\n\nThe wilder side of sex\nBBC FUTURE\n\nWhat is killing smartphones?\nBBC FUTURE\n\nFrom around the web\n\n22 Things You Should Never Do Again\nAfter 50\nAARP.ORG\n\nThe 12 Worst Supermarkets in America\nTHE FISCAL TIMES\n\nLindsey Vonn Spills Details on Marriage Plans With Tiger Woods\nCAFE MOM\n\n15 Foods You Should Never Buy Again\nREADER'S DIGEST\n\nThe 10 Cheapest Cities For Luxury Living Around The World\nAFK INSIDER"},"id":{"kind":"string","value":"<urn:uuid:f5af76b4-8b9e-4ee9-bfbf-5f95ff8f8213>"},"dump":{"kind":"string","value":"CC-MAIN-2017-43"},"url":{"kind":"string","value":"http://cyhsenglishanderson.wikispaces.com/file/view/CoA%20Catacombs.pdf/450845952/CoA%20Catacombs.pdf"},"date":{"kind":"string","value":"2017-10-20T21:42:24Z"},"file_path":{"kind":"string","value":"crawl-data/CC-MAIN-2017-43/segments/1508187824357.3/warc/CC-MAIN-20171020211313-20171020231313-00532.warc.gz"},"offset":{"kind":"number","value":77347894,"string":"77,347,894"},"token_count":{"kind":"number","value":1331,"string":"1,331"},"language":{"kind":"string","value":"eng_Latn"},"page_average_lid":{"kind":"string","value":"eng_Latn"},"page_average_lid_score":{"kind":"number","value":0.9981355369091034,"string":"0.998136"},"full_doc_lid":{"kind":"string","value":"eng_Latn"},"full_doc_lid_score":{"kind":"number","value":0.9981235265731812,"string":"0.998124"},"per_page_languages":{"kind":"list like","value":["eng_Latn","eng_Latn"],"string":"[\n \"eng_Latn\",\n \"eng_Latn\"\n]","isConversational":false},"is_truncated":{"kind":"bool","value":false,"string":"false"},"extractor":{"kind":"string","value":"rolmOCR"},"page_ends":{"kind":"list like","value":[2108,5880],"string":"[\n 2108,\n 5880\n]","isConversational":false},"fw_edu_scores":{"kind":"list like","value":[2.46875],"string":"[\n 2.46875\n]","isConversational":false},"minhash_cluster_size":{"kind":"number","value":1,"string":"1"},"duplicate_count":{"kind":"number","value":4,"string":"4"}}},{"rowIdx":3189,"cells":{"text":{"kind":"string","value":"Children’s Ministry Policies and Procedures\n\nUpdated September 2015\n\n| Section | Page |\n|----------------------------------------------|------|\n| Cross Creek’s Vision & Values | 3 |\n| Policies | 4 |\n| Classrooms | 6 |\n| Curriculum | 7 |\n| Parent Responsibility | 8 |\n| Volunteers | 10 |\n| Classroom Management Policies | 13 |\n| Positive Classroom Management and Discipline | 15 |\n| A Summary of the Gospel | 17 |\n\nCross Creek’s Vision & Values\n\nWe are a community called by God’s grace to engage North Florida with the transforming power of the gospel – to bring restoration spiritually, socially, and culturally – from St. Johns to the nations for God’s glory.\n\n• **Renewing Grace.** In a world of brokenness, Cross Creek seeks to be a place that fathoms God’s relentless, pursuing love. The transforming power of the Gospel drives our worship, prayers, and desire for a deeper knowledge of Scripture.\n\n• **Redemptive Community.** In a world of disconnection, Cross Creek seeks to build community that is authentic and honest about life’s struggles. The Gospel builds healthy connection through life groups, discipleship, marriage building, and nurture of our children.\n\n• **Relentless Mission.** In a world of self-absorption, Cross Creek seeks to be Kingdom-driven through relentless acts of mercy, grace and compassion. The Gospel brings health and healing to the hurting of our community and the world.\n\nThe Children’s Ministry seeks to encourage & support families in their commitment to the church and community by facilitating, discipling, and offering practical support to them as they apply Cross Creek’s values and beliefs to their families.\n\nMuch of the material in this manual has been adapted from Redeemer Presbyterian Church, NYC, NY.\n\nPolicies\n\nWellness\n1. Children must be symptom free from the following illness without medication for 24 hours before entering the classroom:\n - Fever of 100 or higher\n - Vomiting or diarrhea\n - Conjunctivitis (pink eye or other eye infection)\n - Rash\n - Nasal drainage that is green or yellow\n - Sore throat\n - Open sores\n - Cold\n - Excessive coughing\n - Lice\n2. If a child develops any of these symptoms while in class, the parent will be contacted to pick up the child. If a parent cannot be reached, the child will stay outside of the class with a ministry volunteer.\n3. Security tags for children with allergies will be marked accordingly. Parents should also discuss allergies with teachers at drop-off.\n\nInjury and First Aid\n1. We can administer only Band-Aids and Ice Packs.\n2. For children with severe allergies requiring an epi-pen, please give it to the area supervisor.\n\nSafety and Security\nWe believe that it is of utmost importance that our children are nurtured in a safe and responsible environment. We also desire that our staff and volunteers be protected from any false allegations of misconduct.\n1. Each new volunteer in our ministry is required to complete an application process, which includes a personal interview and background check.\n2. Each volunteer is required to read and agree to follow the stipulations in this manual regarding Children’s Ministry Policies and Procedures.\n3. We hold comprehensive teacher trainings to (1) ensure our volunteers understand and follow our policies and to (2) enable them to nurture our children.\n\n4. We have a detailed security procedure for picking up a child outlined in the Parent Responsibility section of this manual.\n\n5. There is a Two-Volunteer rule in place for all classrooms. This means there should always be two volunteers, at least one of whom is a woman, present while children are there. This is to protect the children from the possibility of abuse and to protect the adults from false accusations. If there is a situation in which there is only one adult, the door to the room should be open.\n\n**Restroom and Diapering**\n\n1. Parents are encouraged to take their toilet-trained child to the restroom prior to dropping him/her off in class.\n2. Only women should take children to the restroom.\n3. Only women or the parent of a child may change diapers.\n4. All diapers should be checked and changed if necessary before children are picked up.\n5. Adults must wash their own hands as well as the children’s hands (at a sink or with hand sanitizer) after going to the restroom or changing a diaper.\n6. Supplies should always be kept within reach of the changing table. Never leave a child alone on the table, even if just to reach for something.\n\n**Evacuation**\n\n1. If the fire alarm sounds while parents are in the service, they must follow the evacuation instructions out of the auditorium. Parents flooding the children’s area will cause congestion and prevent the children from being able to safely evacuate the building. Parents should pick up their children at outside evacuation areas. Evacuating staff and volunteers will not return to the children’s wing until an all clear has been given by the fire department or fire safety staff.\n2. All volunteers are aware of the plan to follow in case of an emergency. They will be responsible for getting everyone out of the building and helping people to follow the evacuation plans in their designated areas. Volunteers should take attendance sheets with them to the outside evacuation area in order to account for children.\n3. Make sure that no one is left in the areas where you are serving. Close the doors as you exit rooms, but do not lock them. Move briskly to outside evacuation areas.\n\nClassrooms\n\nThe Children’s Ministry has classes available for the following ages:\n\n• **Nursery**: Infants through young 3’s\n• **Preschool**: 3 years through Pre-K / Kindergarten, if potty trained\n• **Younger Kids**: Grades 1 through 2\n• **Older Kids**: Grades 3 through 5\n\nThe Nursery opens 10 min prior to each service. Preschool and Elementary age children sit in the service with their parents until dismissed to their classes.\n\nThe welcome and check-in areas are located in the lobby. Parents must check in their children prior to leaving them in a classroom.\n\nGenerally, we promote children the first Sunday in August, with the exception of infant, walkers, and two’s.\n\nCurriculum\n\nThe Gospel Project for Kids\nThe big picture of God’s story.\n\n“At last! A Bible study resource that shows how Christ fits into the entire gospel story, pre-creation to eternity. And where each one of us fits into it, too. The three-year chronological timeline ensures that no matter when you jump in, you won’t miss a thing.\n\nThe Gospel Project for Kids is a Christ-centered Bible study resource that follows a chronological timeline of Bible events—presenting the story of redemption through Jesus like kids have never seen it before! Each week, these stories come to life through video, music, activities, and more.”\n\nThe Specifics\n• Three-year chronological teaching plan for Preschool, Younger Kids and Older Kids\n• Available in digital (customizable) or print format—quarterly or short-term\n\nEach lesson includes:\n• Videos that bring Bible stories to life\n• Discussion-starter videos for Younger and Older Kids\n• Music for all ages available\n• Coloring pages for Preschool and Younger Kids\n• Fun-filled activity sheets\n• Hands-on activities\n• Low-prep lesson plans\n• Customizable parent resources\n• Additional hour of worship resources available\n\n“From infancy you have known the holy scriptures, which are able to make you wise for salvation through faith in Christ Jesus.” 2 Timothy 3:15\n\nParent Responsibility\n\nFor the safety and well-being of your child, please adhere to the policies and procedures that are outlined in this entire manual.\n\nAlerts and Requests\n\n1. If your child has an allergies or special conditions, please explain them to the volunteer leading your child’s class. For allergies, make sure that a note about the allergy has been made during check-in. An indication will appear on the child’s name tag.\n\n2. Alert the teachers if your child is potty training. Please take potty-trained children to the restroom before dropping them off in class.\n\n3. It is often most beneficial to quickly drop off your child, as this reduces separation anxiety and helps the child more quickly adjust to the classroom.\n\n4. Drop off your child at the door rather than entering the classroom. This reduces confusion and crowding.\n\n5. Whenever possible, allow one parent to drop off and pick up your child in order to prevent crowding.\n\n6. We ask that only children’s ministry volunteers and parents with a security tag (matching the child’s name tag) enter the children’s hallway.\n\nItems You Bring\n\n1. Label all of your child’s belongings, including diaper bags, cups, bottles, pacifiers, etc.\n\n2. Please leave all toys and dolls at home as they can get lost or cause other children to be upset.\n\n3. All bottles must be pre-mixed. Nursery workers are not allowed to mix formula for health and sanitation reasons.\n\nTags\n\n1. Every parent must acquire a name tag for their child and its corresponding security tag prior to entering the childcare area. This is a security measure to prevent unauthorized people from accessing children.\n\n2. Affix the name tag to the child’s back. Parents must retain the security tag as it is required for admittance into the hallway and pick up. This security number may also be used to page parents in the sanctuary if their child is in need of extra attention.\n\nSecurity for Child Pick Up\n\n1. As mentioned above, each child receives a name tag and security tag prior to class. Parents must retain the security tag. It allows parents access to the children’s hallway and to pick up their children from class. No adult can pick up a child without the corresponding security tag without direct consent and supervision of a staff member.\n\nVolunteering\n\n1. We encourage parents to volunteer in our classes. We request that all parents volunteer in class at least three times per year.\n2. When you volunteer, please sign in when you check in your child.\n\nVolunteers\n\nRequirements to Serve\n1. Each new volunteer in our ministry is required to complete an application process, which includes a personal interview and background check.\n2. We hold comprehensive teacher trainings to (1) ensure our volunteers understand and follow our policies and to (2) enable them to nurture our children.\n3. Youth under the age of 18 who are working in the nursery or with the children need to be accompanied by an adult volunteer, through permission of the staff and classroom teacher.\n4. In the event that there are last minute volunteers who have not been screened, they will be approved by staff and placed with a volunteer who has had a background check.\n5. Volunteers are entrusted to teach the children of Cross Creek about the Gospel. We ask that volunteers commit themselves to the responsibility of building a strong, spiritual foundation in the hearts of the children.\n\nScheduling\n1. Volunteers will communicate with the ministry leadership concerning the schedule.\n2. Once the schedule is set, any changes should be made by switching with another team member and notifying the ministry leadership as soon as possible. Team members’ contact information is supplied by the supervisor.\n3. In case of an emergency that causes the volunteer to run late or be unable to serve, it is imperative to call or text ministry leadership.\n4. When a volunteer is no longer able to serve with the Children’s Ministry, please let the ministry leadership know as soon as possible to ensure enough time needed to find a replacement.\n\nGeneral\n1. Volunteers must be knowledgeable about and adhere to applicable policies and procedures in this manual.\n2. Volunteers are not permitted to have any personal drink (other than water) or food during class.\n3. Personal belongings must remain off of the floor and out of reach of children.\n4. Phones are to be on vibrate and may not be used in the classroom except in the case of an emergency.\n\n5. Any special treats or activities involving food outside of the scheduled curriculum must be approved by ministry leadership.\n\n**Arrival and Setup**\n1. Please remember that tardiness has a domino effect, involving staff, fellow volunteers, children, and families.\n2. Sign in upon arrival and take your name tag and lanyard from the check-in desk.\n3. Wash your hands before setting up the room.\n4. Set out any materials needed for class.\n5. Ensure that all tables are wiped clean and toys and supplies are put away neatly in their proper places prior to leaving the room.\n\n**Snacks**\n1. All children’s hands must be washed prior to eating a snack.\n2. A light snack is provided for Walkers and Two’s children (water and goldfish, teddy grahams, cheddar bunnies, etc.).\n3. Before handing children snacks, ensure they do not have allergies.\n4. Children may have snacks and drinks only when they are seated. Children are not allowed to walk around with snacks or cups due to allergy and sanitation reasons.\n5. Cups should be promptly removed once each child has finished.\n6. All bottles must be *pre-mixed*. Nursery workers are not allowed to mix formula for health and sanitation reasons.\n\n**Class Time**\n1. Anyone not wearing an approved name tag is not permitted to enter the classroom. *If there is a problem, or you feel uncomfortable asking someone if they are approved*, see a member of staff or the ministry leadership team.\n2. One volunteer should welcome children and take attendance while the other engages the other children.\n3. Be particularly aware of children with allergies and check all name tags for any indication of allergies or other special needs. Ask parents for further clarification.\n4. Review the classroom rules with the children every week. *(Refer to the Classroom Management section for details.)*\n5. Whenever possible, sit on the floor or in a chair with children to interact with them. Being on their eye level helps gain and maintain their attention.\n6. Remain in the classroom at all times unless you are leaving to take a child to the restroom.\n\n7. Enjoy being with the kids! Remember that this is not babysitting, but ministering to these children and guiding them closer to the Lord.\n\n**Departure Procedures**\n1. Children must be wearing an approved name tag to enter the classroom. If a child arrives without a name tag, send the parent and child back to the check-in area.\n2. When a parent arrives, ask for the child’s security tag before releasing the child. *This is imperative: do not release a child without having the security tag.*\n3. Match the child’s attendance number on the roster with the security tag number, and keep the security tag when releasing the child. Turn in rosters and security tags to ministry leadership after the service.\n4. After all children have been picked up, tidy your classroom and return your name tag and lanyard to the check-in area.\n5. You can listen to the sermon audio online at crosscreek.us.\n\nClassroom Management Policies\n\nClassroom Rules\n1. Obey the Teacher.\n2. Listen.\n3. Respect Others.\n4. Keep Your Hands and Feet to Yourself.\n\nProactive Steps for Helping Children in the Classroom\n1. Communicate the rules at the beginning of class every Sunday.\n2. Make eye contact when speaking to the child.\n3. Catch the child being well behaved. Use positive reinforcement.\n4. Have the child repeat what you have asked them to do.\n5. Try to redirect the child if they are doing something they shouldn’t be doing.\n6. Discipline should always be given in love, not in anger.\n\nPreventative Actions\n1. Create a loving, caring atmosphere.\n2. Establish and communicate realistic expectations for children.\n3. Focus on positive actions.\n4. Be fair and consistent with children.\n\nAggressive Behavior\n1. Biting, hitting, pushing, scratching, or pulling is considered aggressive behavior.\n2. If a child displays any of these behaviors, he or she will be removed from the class and the parent will be notified.\n\nDiscipline Steps\n1. Verbal Warning: If possible, whisper to the child in order to not draw attention away from the teaching and onto the inappropriate behavior.\n2. Remove and Set Apart: Remove the child from the rest of the class. Have him or her sit in a different area of the classroom for a set amount of time or until the child is ready to participate cooperatively.\n\nSelf Evaluation\n1. Pay attention to how you feel. If you are stressed, children will sense that. Try to focus on the present moment and the children in front of you rather than outside stresses and circumstances. We only have a short time with these kids each week.\n\nto give them our all and teach them about the depth of God’s love for them, which we can demonstrate through our actions and our undivided attention. Take a minute away if needed.\n\n2. If you are struggling with a child, pass him or her off to another teacher or volunteer. You are never alone in the classroom, so let those around you help you through the difficult moments.\n\n3. Arrive prepared for the morning, in heart and mind. Arriving on time enables you to have time to prepare for the morning (and get coffee...).\n\nPositive Classroom Management and Discipline\n\n1. Praise the positive and reward good behavior.\n Children often learn by modeling behavior. So try, for example, “I love the way Sarah is sitting quietly with her hands in her lap. Great job!” The other children will follow quickly in hopes of being praised in the same way. Praising kids rewards good behavior and reinforces it for the entire class. You may also use rewards, such as: obedient children are the first to receive snacks or art supplies.\n\n2. Explain the rules of the class every week.\n Children do well when they know what is expected of them. Keep the classroom structure similar from week to week. Having a predictable routine helps kids cope with an environment and understand appropriate behavior.\n\n3. Make things fun!\n Instead of going into things like cleanup time with a negative approach, such as “I’m so sorry, but we have to put toys away now…”, try addressing it with a positive spin like, “OK, kids, I have a mission for you: do you think we can have all of these toys put away in two minutes?” Or, singing the cleanup song is a fun way to begin and encourage a cleanup routine. Don’t offer too many activity choices for the kids. Switch out the toys so kids do not become bored.\n\n4. Talk to a child who is crying.\n Engage an upset child with something of interest. Talk to them in a way that distracts them from thinking about their parents and avoid saying that Mommy is coming. If absolutely necessary, you can remind them that Mommy and Daddy will come back soon, but do not make that the point of your conversation. For children who are likely to cry, ask their parents about how to best soothe them.\n\n5. Incorporate the Gospel when you are correcting a child.\n Focus on God’s love for the child and your love for the child. Be specific as you explain that you want him or her to follow directions, be kind to friends, participate, etc. Talk to the child about how it pleases the Lord when we obey Him. Remember that discipline should always be given in love, not in anger.\n\n“For these commands are a lamp, teaching is a light, and the corrections of discipline are the way of life.” Proverbs 6:23\n\nKids Policies and Procedures\n\nA Summary of the Gospel\n\n1. God is the Sovereign Creator of all things.\n2. God created people for His glory.\n3. Man is sinful.\n4. God is Holy, Righteous, and Just. He is right to punish sin.\n5. God is also Merciful. He is kind to undeserving sinners.\n6. Jesus is God’s Holy and Righteous Son.\n7. God put our punishment on Jesus.\n8. God offers the free gift of salvation to those who repent and believe in Jesus.\n9. Those who trust in Jesus will live to please Him and will receive the promise of eternal life—enjoying God with Him forever.\n\n“Christ also suffered once for sins, the righteous for the unrighteous, that He might bring us to God.” 1 Peter 3:18\n\nGospel-Centered vs. Morality-Centered Teaching\n\n| Morality-Centered Teaching | Gospel-Centered Teaching |\n|---------------------------|-------------------------|\n| You must try for Jesus. | You must trust in Jesus. |\n| What you do. | What Christ has done for you. |\n| Obedience because of obligation/duty. | Obedience because of gratitude/love. |\n| You are the hero of the story. | God is the hero of the story. |\n| The story is about you. | The story is about Jesus. |\n| Aims primarily at action. | Aims primarily at the heart. |\n| Stays small with the story. | Appeals to the big story of redemption. |\n\nYancey C. Arrington, *Gospel-Centered Curriculum*\n\nOur volunteers are a valuable part of our ministry. Volunteers are always needed. If you are not currently serving in the Children’s Ministry and would like to be, please contact the Children’s Ministry leadership team and/or the church office.\n\nThe information in this manual should help you understand our role in ministering to your child. If you have any questions, please contact our ministry leadership team and/or church office. We welcome you to the Children’s Ministry at Cross Creek Church!"},"id":{"kind":"string","value":"<urn:uuid:390adac3-a250-48a5-96d0-48e68a514c86>"},"dump":{"kind":"string","value":"CC-MAIN-2017-43"},"url":{"kind":"string","value":"https://static1.squarespace.com/static/5508bc2fe4b0a308ed6b67c6/t/588210d917bffcdf83b27baa/1484919001866/CC%2BKids%2BPolicies%2Band%2BProcedures%2BManual.pdf"},"date":{"kind":"string","value":"2017-10-20T21:48:47Z"},"file_path":{"kind":"string","value":"crawl-data/CC-MAIN-2017-43/segments/1508187824357.3/warc/CC-MAIN-20171020211313-20171020231313-00536.warc.gz"},"offset":{"kind":"number","value":849174670,"string":"849,174,670"},"token_count":{"kind":"number","value":4468,"string":"4,468"},"language":{"kind":"string","value":"eng_Latn"},"page_average_lid":{"kind":"string","value":"eng_Latn"},"page_average_lid_score":{"kind":"number","value":0.9540974040826161,"string":"0.954097"},"full_doc_lid":{"kind":"string","value":"eng_Latn"},"full_doc_lid_score":{"kind":"number","value":0.9982450008392334,"string":"0.998245"},"per_page_languages":{"kind":"list like","value":["eng_Latn","unknown","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","unknown","eng_Latn"],"string":"[\n \"eng_Latn\",\n \"unknown\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"unknown\",\n \"eng_Latn\"\n]","isConversational":false},"is_truncated":{"kind":"bool","value":false,"string":"false"},"extractor":{"kind":"string","value":"rolmOCR"},"page_ends":{"kind":"list like","value":[67,686,2024,3605,5764,6439,7746,9653,10240,12197,14275,15168,16808,17330,19518,19548,21384],"string":"[\n 67,\n 686,\n 2024,\n 3605,\n 5764,\n 6439,\n 7746,\n 9653,\n 10240,\n 12197,\n 14275,\n 15168,\n 16808,\n 17330,\n 19518,\n 19548,\n 21384\n]","isConversational":false},"fw_edu_scores":{"kind":"list like","value":[1.671875,2.203125],"string":"[\n 1.671875,\n 2.203125\n]","isConversational":false},"minhash_cluster_size":{"kind":"number","value":1,"string":"1"},"duplicate_count":{"kind":"number","value":0,"string":"0"}}},{"rowIdx":3190,"cells":{"text":{"kind":"string","value":"IN CASE OF\nEMERGENCY...\n\nINSTRUCTIONS AND CHECKLISTS TO PREPARE YOU FOR EMERGENCY SITUATIONS\n\nCOURTESY OF\nSTATE REPRESENTATIVE\n\nMatt Pierce\n\n1-800-382-9842 | www.in.gov/H61\nwww.facebook.com/inhousedems\n@inhscdems\n\nIn case of emergency ...\n\nTable of Contents\n\nBASIC PREPAREDNESS\n- Design a Family Plan\n- Complete this Checklist\n- Assemble Emergency Supplies\n- Caring for your Animals\n\nSEVERE WEATHER SAFETY\n- Thunderstorms\n- Lightning\n- Tornadoes\n- Floods\n- Winter Storms\n- Winter Vehicle Safety\n- Extreme Heat\n\nOTHER EMERGENCIES\n- Fire\n- Terrorism\n- Pandemic Influenza\n\nWritten and compiled by the\nIndiana House of Representatives\nDemocratic Publications Staff\n\nFor additional copies, contact 1-800-382-9842.\n\nInformation and photography for this booklet taken from the Centers for Disease Control and Prevention (www.cdc.gov), and “Family Disaster Plan,” a resource developed by the Federal Emergency Management Agency (www.fema.gov) and the American Red Cross (www.redcross.org).\n\nBasic Preparedness\n\nThe best way to protect yourself and your family in an emergency is to prepare for one. This section offers things you should do to prepare for any emergency.\n\nDesign a family plan\n\nEmergencies strike quickly and without warning. They can force you to evacuate your home or neighborhood or trap you in it. Local officials and relief workers will be on the scene after a disaster, but they cannot reach everyone right away. Listed on this page are basic steps you can follow to prepare for such events.\n\nFind Out What Could Happen to You\n\n1. Contact your local American Red Cross chapter or emergency management office before a disaster occurs — be prepared to take notes. Ask what types of disasters are most likely to happen. Request information on how to prepare for each.\n\n2. Learn about your community’s warning signals: what they sound like and what you should do when you hear them.\n\n3. Find out about the disaster plans at your workplace, your children’s school or day care center, and other places where your family spends time.\n\nCreate a Family Plan\n\n1. Meet with your family and discuss why you need to prepare for disaster. Explain the dangers of fire, severe weather and other disasters to children. Discuss what to do in case of an evacuation. Plan to share responsibilities and work together as a team.\n\n2. Make a family communications plan. Pick two places to meet. One should be right outside your home in case of a sudden emergency, like a fire. The other should be outside your neighborhood in case you can’t return home. Also, pick a friend or relative who lives out-of-state to be your family contact. After a disaster, family members should call this person and tell them where they are. Make a contact card for each family member that lists your meeting places and family contact’s telephone number. You may want to send a contact card to school with each child to keep on file.\n\nIf evacuation is necessary …\n\n**Always:**\n- Keep a full tank of gas in your car if evacuation seems likely.\n- Make transportation arrangements with friends or local government if you do not own a car.\n- Listen to a battery-powered radio and follow local evacuation instructions.\n- Leave early enough to avoid being trapped by severe weather.\n\n**If time permits:**\n- Wear sturdy shoes and clothing that provide some protection, such as long pants, long-sleeved shirts and a cap.\n- Secure your home by locking doors and windows, and unplugging electrical equipment (only unplug refrigerators and freezers if there is a risk of flooding).\n- Let others know where you are going.\n\nComplete this checklist\n\nThe following tasks will prepare your family and your home for emergency situations.\n\n- Post emergency telephone numbers by phones (fire, police, family contact, etc.). Teach children how and when to call 9-1-1 or your local Emergency Medical Services number for emergency help.\n\n- Show each family member how and when to turn off the utilities (water, gas and electricity) at the main switches. See sidebar at right.\n\n- Check if you have adequate insurance coverage. Obtain property, health and life insurance if you do not have them.\n\n- Get training from the fire department for each family member on how to use the fire extinguisher.\n\n- Install smoke detectors on each level of your home, especially near bedrooms (but not in them).\n\n- Take a Red Cross first aid and CPR class.\n\n- Determine the best escape routes from your home. Find two ways out of each room. Draw a floor plan of your home and illustrate the escape routes. Make sure children understand the drawings. Post a copy of the drawings at eye level in each child’s room.\n\n- Find the safe places in your home for each type of disaster. Discuss them as a family.\n\n - If you or a member of your family have special needs, find out about assistance that may be available in your community. The American Red Cross, www.redcross.org, offers an excellent guide to preparing for disasters for people with disabilities.\n\n- Inventory your home possessions and protect important documents.\n\n- Consider saving money in an emergency savings account that could be used in any crisis (i.e. at a bank not located in your area so it would be unlikely to experience the same disasters as you). It is advisable to keep a small amount of cash or traveler’s checks at home in a safe place where you can quickly access them in case of evacuation.\n\n**TURNING OFF UTILITIES**\n\n**WATER**\nShutting off the water traps the clean water already in your pipes, which you may need for drinking. Locate the shutoff valve for the water line that enters your house. Make sure the valve can be completely shut off. Replace the valve if necessary.\n\n**GAS**\nThere are different gas shutoff procedures for different gas meter configurations, so it is important to contact your local gas company for guidance. Turn off the gas using the outside main valve if you can. If you turn off the gas for any reason, however, a qualified professional MUST turn it back on.\n\n**ELECTRICITY**\nLocate your electricity circuit box. Always shut off all the individual circuits before shutting off the main circuit breaker.\n\nassemble emergency supplies\n\nYou may need to survive on your own after a disaster. This means having your own food, water and other supplies in sufficient quantity to last for at least three days. An emergency supplies kit is a collection of basic items your family may need in the event of a disaster. Keep your supplies in one or two easy-to-carry containers, such as an unused trashcan, camping backpack or duffel bag. Pack individual items in airtight plastic containers or bags. Rethink your needs every year and update your kit as your family’s needs change. Make sure everyone in the household knows where the emergency supplies are stored.\n\nInclude these items in your kit:\n\n- Portable, battery-powered radio or television and extra batteries.\n- Flashlight and extra batteries.\n- Whistle – to signal for help.\n- First aid kit and manual.\n- Sanitation and hygiene items (such as moist towelettes, toilet paper and waterless hand sanitizer).\n- Matches in a waterproof container.\n- A three-day supply of nonperishable food for entire family. Choose foods that do not require refrigeration or cooking, and avoid foods that will make you thirsty. Be sure to include a manual can opener. Replace stored food every six months.\n- A three-day supply of water – one gallon per person, per day. The safest emergency supply of water is commercially bottled water. Keep bottled water in its original container and do not open it until you need it. Replace stored water every six months.\n- Kitchen accessories and utensils, and a trash bag to collect your trash.\n- Extra clothing – Be sure to include one complete change of clothing and shoes per person. Choose long pants, long-sleeved shirts and sturdy shoes for protection from the elements. For the winter months, also include a coat, hat, mittens, scarf and sleeping bag or warm blanket for each person.\n- Photocopies of credit and identification cards along with a small amount of cash and coins (for making phone calls).\n- Special needs items such as prescription medications, eye glasses, contact lens solution and hearing aid batteries. Replace prescription medications every six months.\n- Items for infants, such as formula, diapers, bottles and pacifiers.\n\nCaring for your animals\n\nAnimals also are affected by emergency situations. Use the information on this page to prepare a plan for caring for pets and large animals.\n\nHousehold Pets\n\n- Ensure your pet has proper ID tags and up-to-date veterinarian records.\n\n- Make an emergency supplies kit for your pet. It should be in a waterproof container and should include:\n - A three-day supply of pet food (include a can opener if necessary) and water.\n - Any medications your pet takes and copies of their veterinary records.\n - A sturdy leash, harness and/or carrier.\n - Current photos of your pet in case they are lost.\n - Your veterinarian’s name and phone number.\n\n- If you need to evacuate your home, the most important thing is to TAKE YOUR PET WITH YOU. Leaving pets behind, even if you try to create a safe place for them, is not the best action. However, pets cannot go with you to an American Red Cross emergency shelter (unless they are service animals), so you need to plan ahead. Find out which local hotels and motels allow pets and where pet boarding facilities are located. Be sure to research options outside your local area in case local facilities close.\n\nLarge Animals\n\n- Ensure all animals have some form of identification.\n\n- Evacuate animals whenever possible. Make available vehicles and trailers needed for transporting and supporting each type of animal. Also make sure you have experienced handlers and drivers to assist with the evacuation.\n\n- Ensure destinations have food, water, veterinary care and handling equipment.\n\n- If evacuation is not possible, animal owners must decide whether to move large animals to shelter or turn them outside.\n\nThere are a number of severe weather situations we are likely to face in Indiana. This section offers safety tips for each type of severe weather emergency.\n\nThunderstorms\n\nAll thunderstorms are dangerous. About 10 percent of thunderstorms are classified as severe – meaning they produce hail at least three-quarters of an inch in diameter, have winds of 58 miles per hour or higher, or produce a tornado.\n\nTo prepare for a thunderstorm you should:\n\n- Regularly remove dead or rotting trees and branches on your property that could fall and cause injury or damage during a severe thunderstorm.\n\n- When severe weather is in the forecast, secure outdoor objects that could blow away or cause damage, shutter windows and secure outside doors. If shutters are not available, close window blinds, shades or curtains.\n\n- Remember the 30/30 lightning safety rule: Go indoors if, after seeing lightning, you cannot count to 30 before hearing thunder. Then, stay indoors for 30 minutes after hearing the last clap of thunder.\n\nDuring a thunderstorm you should:\n\n- Postpone outdoor activities and get inside a building or hard-top automobile. While you may be injured if lightning strikes your car, you are much safer inside a vehicle than outside.\n\n- Remember, rubber-soled shoes and rubber tires provide NO protection from lightning. However, the steel frame of a hard-top vehicle provides increased protection if you are not touching metal.\n\n- Unplug appliances and turn off air conditioners to avoid damage from power surges.\n\nWhere to seek shelter from a storm\n\n| If you are: | You should: |\n|-------------------------------------------------|-----------------------------------------------------------------------------|\n| In a forest | Seek shelter in a low area under a thick growth of small trees. |\n| In an open area | Go to a low place such as a ravine or valley. Be alert for flash floods. |\n| Anywhere you feel your hair stand on end, which indicates lightning is about to strike | Squat down on the balls of your feet. Make yourself the smallest target possible and minimize your contact with the ground. Place your hands over your ears and your head between your knees. DO NOT lie flat on the ground. |\n\nLightning\n\nThe associated dangers of thunderstorms are lightning, tornadoes, strong winds, hail and flash flooding. Every thunderstorm produces lightning. In the United States, an average of 300 people are injured and 80 people are killed each year by lightning.\n\nFacts about lightning\n\n- Lightning’s unpredictability increases the risk to individuals and property.\n- Lightning often strikes outside of heavy rain and may occur as far as 10 miles away from any rainfall.\n- “Heat lightning” is actually lightning from a thunderstorm too far away for thunder to be heard. However, the storm may be moving in your direction.\n- Although most lightning victims survive, people struck by lightning often report a variety of long-term, debilitating symptoms. Lightning strike victims carry no electrical charge and should be attended to immediately.\n\nThings to avoid when there is lightning:\n\n- Natural lightning rods such as a tall, isolated object (like a tree) in an open area.\n- Hilltops, open fields, the beach or a boat on the water.\n- Isolated sheds or other small structures in open areas.\n- Anything metal – tractors, farm equipment, motorcycles, golf carts, golf clubs and bicycles.\n- Avoid showering or bathing. Plumbing and bathroom fixtures can conduct electricity.\n- Use cordless and cellular telephones. Corded telephones should only be used for emergencies during a thunderstorm.\n\nIf someone is struck by lightning:\n\n- Call 911 for medical help immediately.\n- If breathing has stopped, begin mouth-to-mouth resuscitation.\n- If the person has no heartbeat, begin CPR.\n- If the person has a pulse and is breathing, look for other injuries such as burns where the lightning entered and left the body, broken bones, and hearing or eyesight loss.\n\nTornadoes\n\nTornadoes are nature’s most violent storms. Spawned from powerful thunderstorms, tornadoes can cause fatalities and devastate a neighborhood in seconds. A tornado appears as a rotating, funnel-shaped cloud that extends from a thunderstorm to the ground with whirling winds that can reach 300 miles per hour.\n\nFacts about tornadoes\n\n- Tornadoes may strike quickly, with little or no warning.\n- Tornadoes generally occur near the trailing edge of a thunderstorm.\n- Tornadoes are most likely to occur between 3 p.m. and 9 p.m., but can occur any time.\n- Before a tornado strikes, the wind may die down and the air may become very still.\n- Signs a tornado may strike soon are large hail; a dark, greenish sky; a large, dark, low-lying cloud (particularly if rotating); and a loud roar similar to the sound of a freight train.\n\nDuring a tornado\n\n- If you are in a building, go to a predesignated shelter area such as a safe room, basement, storm cellar or the lowest building level. If there is no basement, go to the center of an interior room (possibly a closet or hallway) on the lowest level away from corners, windows, doors and outside walls.\n- Put as many walls as possible between you and the outside. Get under a sturdy table or lay in a bathtub if possible. Use your arms to protect your head and neck.\n- If you are in a vehicle, trailer or mobile home, get out immediately and go to the lowest floor of a sturdy, nearby building or storm shelter. Mobile homes, even if tied down, offer little protection from tornadoes.\n- If you are outside with no shelter, lie flat in a nearby ditch or depression and cover your head with your hands. Do not get under an overpass or bridge.\n- Watch out for flying debris. Flying debris from tornadoes causes more fatalities and injuries than the actual tornado itself.\n\nKNOW THE TERMS\n\nTORNADO WATCH\nThis term indicates tornadoes are possible. Remain alert for approaching storms. Watch the sky and stay tuned to NOAA Weather Radio, television or commercial radio for more information.\n\nTORNADO WARNING\nThis term signals a tornado has been sighted or indicated by weather radar. Take shelter immediately!\n\nFloods\n\nFloods are one of the most common hazards in the United States. Some floods develop slowly over a period of days, while flash floods develop in a matter of minutes. Be aware of flood hazards, especially if you live in a low-lying area, near water or downstream from a dam.\n\nPreparing for a flood\n\n- Contact your county geologist or county planning department to find out if your home is located in a flash flood-prone area.\n\n- Learn about your community’s emergency plans, warning signals, evacuation routes and locations of emergency shelters.\n\n- Buy and install sump pumps with backup power.\n\n- For drains, toilets and other sewer connections, install backflow valves or plugs to prevent floodwater from entering.\n\nIf you are under a flood watch or warning:\n\n- Listen to the radio or television for more information.\n\n- Bring outdoor possessions, such as lawn furniture, grills and trash cans inside or tie them down securely.\n\n- Gather your emergency supplies kit and review the contents to make sure nothing is missing.\n\n- Never ignore evacuation orders if they are given in your community. If you must evacuate, turn off the gas, electricity and water (see “Complete this Checklist” page in the Basic Preparedness section for instructions). Also, disconnect appliances to prevent electrical shock when power is restored. DO NOT TOUCH ELECTRICAL EQUIPMENT IF YOU ARE WET OR STANDING IN WATER. If you have time, move essential items to an upper floor of your home.\n\nFlood Fact\n\nMoving water is extremely dangerous. DO NOT walk or drive through moving water. A foot of water will float most vehicles. If you must walk in water, walk where the water is not moving.\n\nWinter storms\n\nWinter storms are considered deceptive killers, because most deaths are indirectly related to the storm. Most people who die in winter storms die from traffic accidents on icy roads or from hypothermia because of prolonged exposure to cold.\n\nPreparing for a winter storm\n\nPrimary concerns are the potential loss of heat, power, telephone service and a shortage of supplies if storm conditions continue for more than a day. Prepare your home or workplace by having available:\n\n- Flashlight and extra batteries\n- Battery-powered radio to hear weather and emergency reports\n- Extra food and water to provide your body with energy for producing its own heat and to prevent dehydration.\n- Heating fuel and an emergency heat source, such as a fireplace or space heater.\n\nDuring a winter storm\n\n- Eat and drink regularly, but avoid caffeine and alcohol.\n- Avoid overexertion when shoveling snow, which could lead to a heart attack.\n- Watch for frostbite. Signs include loss of feeling and white or pale appearance in fingers, toes, ear lobes and the tip of the nose. If symptoms are detected, seek medical help immediately.\n- Watch for hypothermia. Symptoms include uncontrollable shivering, memory loss, disorientation, incoherence, slurred speech, drowsiness and apparent exhaustion. If symptoms are detected, get the victim to a warm location, remove wet clothing, warm the center of the body first and give warm, non-alcoholic beverages if the victim is conscious. Seek medical help as soon as possible.\n- Conserve fuel by temporarily closing off heat to some rooms, covering cracks under doors with towels and covering windows at night. However, always properly ventilate when using alternative heat sources.\n- Wear layers of loose fitting, lightweight, warm clothing. The outer garments should be tightly woven and water repellent. Wear a hat and mittens, which are warmer than gloves, and cover your mouth with a scarf to protect your lungs.\n\nWinter vehicle safety\n\nThe best way to protect yourself from winter vehicle hazards is to plan your travel wisely and check weather reports to avoid the storm. It is also important to fully check and winterize your vehicle before the winter storm season begins. Have a mechanic check all fluids and filters; the battery, thermostat, heater and defroster; tires and brakes; and lights and windshield wipers. Also, try not to travel alone and keep others informed of your schedule and route.\n\nKeep these items in your vehicle in the winter:\n\n- Blankets and extra clothing to keep warm and dry\n- Flashlight with extra batteries\n- High-calorie, non-perishable food (such as dried fruits, nuts and granola bars) and a small metal can with waterproof matches to melt snow for drinking water.\n- Tissues and paper towel for sanitary purposes\n- Shovel and windshield scraper\n\nIf you are stranded in a vehicle:\n\n- Remain in your vehicle where rescuers are most likely to find you. Do not set out on foot. Turn on hazard lights and hang a distress flag from the radio antenna or window. At night, turn on the inside light or your flashlight so rescuers can see you.\n\n- Run the engine and heater for 10 minutes each hour to keep warm. To protect yourself from carbon monoxide poisoning, periodically check that no snow is blocking your exhaust pipe and open an upwind window slightly for ventilation.\n\n- Exercise from time to time by vigorously moving arms, legs, fingers and toes to keep blood circulating, which will help keep you warm.\n\n- If you are trapped with others, huddle together with other passengers to keep warm. Also, take turns sleeping so one person is always awake to look for rescue crews.\n\nExtreme heat\n\nPreparing for extreme heat\n\n- Install window air conditioners and check ducts for proper insulation.\n\n- Install temporary window reflectors between windows and drapes, such as aluminum foil-covered cardboard, to reflect heat back outside.\n\n- Cover windows that receive morning or afternoon sun with drapes, shades, awnings or louvers. Outdoor awnings or louvers can reduce the heat that enters a home by up to 80 percent.\n\nDuring a heat emergency\n\n- Stay indoors as much as possible and limit exposure to the sun.\n\n- Stay on the lowest floor out of the sunshine if air conditioning is not available.\n\n- Spend the warmest part of the day in public buildings such as libraries, schools, movie theaters, shopping malls or other community facilities.\n\n- Eat well-balanced, light and regular meals, and drink plenty of water. (Avoid caffeine and alcoholic beverages.)\n\n- Dress in loose fitting, lightweight and light-colored clothes that cover as much skin as possible. Protect your face and head by wearing a wide-brimmed hat.\n\n- Check on people who do not have air conditioning and spend much of their time alone.\n\n- Avoid strenuous work during the warmest part of the day. Use a buddy system when working in extreme heat and take frequent breaks.\n\nFirst Aid for Heat-Induced Illnesses\n\n**Heat cramps:** Symptoms include leg and stomach spasms, heavy sweating. Get the victim to a cooler location, slowly give sips of cool water and massage muscles to relieve spasms.\n\n**Heat exhaustion:** Symptoms include heavy sweating but skin may be cool, pale or flushed; fainting, dizziness, nausea or vomiting. Get the victim to lie down in a cool place, loosen or remove clothing, slowly give sips of cool water and seek medical help if vomiting occurs.\n\n**Heat stroke:** Symptoms include high body temperature; hot, red, dry skin; rapid shallow breathing; possible unconsciousness. Call 911 or seek medical help immediately, then move victim to cooler environment, lay a cool, wet sheet over their body and watch for breathing problems.\n\nMany additional emergency situations could arise in your lifetime and it is best to be prepared for all of them. This section explores some other emergencies and offers specific tips for each.\n\nFire\n\nTo protect yourself, it is important to understand fire spreads quickly. There is no time to gather valuables or make a phone call. In just five minutes, a residence can be engulfed in flames.\n\nHeat and smoke from fire can be more dangerous than the flames. Inhaling the scorching-hot air can sear your lungs. Also, fire produces poisonous gases that make you disoriented and drowsy. Instead of being awakened by a fire, you may fall into a deeper sleep. Asphyxiation is the leading cause of fire deaths, exceeding burns by a three-to-one ratio.\n\nPreparing for a fire\n\n- Install smoke alarms on every level of your home. Place them outside bedrooms on the ceiling or high on the wall (4-12 inches from ceiling), at the top of open stairways or at the bottom of enclosed stairways, and near, but not in, the kitchen.\n\n- Review escape routes with your family. Practice escaping from each room.\n\n- Clean out storage areas. Do not let flammable items, such as old newspapers and magazines, accumulate.\n\n- Never use gasoline or similar flammable liquids indoors. Never smoke near flammable liquids. Discard all rags or materials that have been soaked in flammable liquids in an outdoor metal container.\n\n- Keep matches and lighters away from kids by storing them out of reach or in a locked cabinet.\n\nTo escape a fire:\n\nCheck closed doors for heat before you open them. Use the back of your hand to feel the top of the door, the doorknob, and the crack between the door and door frame before you open it. Never use the palm of your hand or fingers to test for heat – burning those areas could impair your ability to escape.\n\nHOT DOOR – Do not open. Escape through a window. If you cannot escape, hang a white or light-colored sheet outside the window, alerting firefighters to your presence.\n\nCOOL DOOR – Open slowly to make sure fire and/or smoke are not blocking your escape route. If the escape route is blocked, shut the door immediately and escape through a window. If the escape route is clear, leave immediately and close the door behind you. Crawl to the exit, because the air is clearer and cooler near the floor.\n\nActs of terrorism include threats of terrorism; assassinations; kidnappings; hijackings; bomb scares and bombings; cyber attacks (computer-based); and the use of chemical, biological, nuclear and radiological weapons.\n\n**Staying safe in an explosion**\n\n- Get under a sturdy table or desk if things are falling around you. When they stop falling, leave the building quickly. Once outside, move away from buildings and stay off of streets to allow emergency workers access to the area.\n\n- If you are trapped in debris, cover your nose and mouth with anything you have (clothing, mask, etc.). If possible, use a whistle or flashlight to signal rescuers, or tap on a pipe or wall. Shout only as a last resort as it could cause you to inhale dangerous amounts of dust.\n\n**Staying safe in a biological attack**\n\n- Biological agents can be spread by air, by infecting animals, and by contaminating food and water supplies. During a biological attack, watch television or listen to the radio for news and information. Also, use common sense and practice good hygiene.\n\n- If you are exposed to a biological agent, remove and bag your clothes and personal items. Wash yourself with soap and water. Put on clean clothes, and then seek medical assistance.\n\n- HEPA filters are useful in biological attacks. If your central heating and cooling system has a HEPA filter, turn it on. If you have a portable HEPA filter, take it with you to an internal room and turn it on.\n\n**Staying safe in a chemical attack**\n\n- Chemical agents are poisonous vapors, aerosols, liquids and solids that are released into the environment. While potentially lethal, chemical agents are difficult to produce and deliver in lethal concentrations.\n\n- To prepare for a chemical attack, designate an internal room without windows on the highest level to take shelter in. Make sure your emergency supplies kit includes a roll of duct tape and scissors; and plastic for doors, windows and vents for the room you will take shelter in (premeasure and precut for each opening to save time).\n\n- A person affected by a chemical agent requires immediate medical attention from a professional. If medical help is not immediately available, decontaminate yourself before assisting others. To decontaminate, cut off contaminated clothing and seal in plastic bags, wash with soap and water, and change into uncontaminated clothing (such as clothes from your emergency kit or clothes stored in drawers or closets).\n\nPandemic influenza\n\nAn influenza (flu) pandemic is a worldwide outbreak of flu disease that occurs when a new type of influenza virus appears that people have not been exposed to before (or have not been exposed to in a long time). The pandemic virus can cause serious illness because people do not have immunity to the new virus. We cannot predict how severe the next pandemic will be or when it will occur, but being prepared may help lower the impact of an influenza pandemic on you and your family.\n\nPreparing for a pandemic\n\nA pandemic would touch every aspect of society, so every part of society must begin to prepare. You and your family should plan your response to the following situations:\n\n- Stores may close or have limited supplies. Use the checklists at www.pandemicflu.gov to determine what items you should stockpile to help you manage without these services. Some medical supplies you should keep on hand include a thermometer, medicines for fever (such as acetaminophen or ibuprofen), anti-diarrheal medication, vitamins and fluids with electrolytes.\n\n- Transportation services may be disrupted. Consider that the ability to travel, even by car if there are fuel shortages, may be limited.\n\n- Widespread illness may result in the shutdown of ATMs and banks. Keep a small amount of cash or traveler’s checks in small denominations in your emergency supplies kit for easy use.\n\n- Being able to work may be difficult or impossible. Ask your employer how business will continue during a pandemic. Plan for possible loss of income if you are unable to work or the company you work for temporarily closes.\n\n - Schools, from preschools to universities, may close to limit the spread of flu in the community. Plan for children staying home for extended periods of time. Have learning and recreational activities planned, such as reading, playing board games and coloring.\n\n - Hospitals and doctors’ offices are likely to be overwhelmed. Make sure you have necessary medical supplies for chronic conditions, including a continuous supply of prescription medications. If you receive ongoing medical care, talk to your doctor about plans to continue care during a pandemic.\n\nPreventing a pandemic\n\nThese steps may help prevent the spread of respiratory illnesses such as the flu:\n\n- Cover your nose and mouth with a tissue when you cough or sneeze and throw the tissue away immediately after use.\n\n- Wash your hands often with soap and water. If you are not near water, use an alcohol-based hand sanitizer.\n\n- Avoid close contact with people who are sick. When you are sick, keep your distance from others, stay home from work or school, and avoid social gatherings.\n\nWhat about bird flu?\n\nAvian influenza (bird flu) is a disease of wild and farm birds caused by viruses. Bird flu viruses do not usually infect humans, but since 1997 there have been a number of confirmed cases of human infection from bird flu viruses. Most of these resulted from direct contact with infected birds.\n\nThe spread of bird flu viruses from an infected person to another person has been reported very rarely and has not been reported to continue beyond one person. A worldwide pandemic could occur if a bird flu virus were to change so that it could easily be passed from person to person. Here are common questions and answers about bird flu:\n\n- **IS IT SAFE TO EAT POULTRY?** Yes, it is safe to eat properly cooked poultry. Cooking destroys germs, including bird flu viruses. Use a food thermometer to ensure poultry has reached an internal temperature of at least 165°F.\n\n- **IS THERE A VACCINE AVAILABLE?** A vaccine probably would not be available in the early stages of a pandemic, or would be available in very limited amounts. Once a potential pandemic strain of influenza virus is identified, it usually takes at least six months before a vaccine will be widely available.\n\n- **HOW CAN I PROTECT MYSELF FROM BIRD FLU?** Follow the steps listed at the top of this page under “Preventing a Pandemic.” During a pandemic it is especially important for people to stay home from work or school and seek medical care for all types of illnesses.\n\nWhile it will not protect you from pandemic flu, the Indiana State Department of Health recommends flu shots to guard against common flu strains that are in circulation."},"id":{"kind":"string","value":"<urn:uuid:26dbc8eb-8e34-490b-9228-f75f13d9adac>"},"dump":{"kind":"string","value":"CC-MAIN-2019-09"},"url":{"kind":"string","value":"https://assets.indianahousedemocrats.org/members/Publications/emergency_pierce.pdf"},"date":{"kind":"string","value":"2019-02-23T23:18:19Z"},"file_path":{"kind":"string","value":"crawl-data/CC-MAIN-2019-09/segments/1550249556231.85/warc/CC-MAIN-20190223223440-20190224005440-00592.warc.gz"},"offset":{"kind":"number","value":471810927,"string":"471,810,927"},"token_count":{"kind":"number","value":6708,"string":"6,708"},"language":{"kind":"string","value":"eng_Latn"},"page_average_lid":{"kind":"string","value":"eng_Latn"},"page_average_lid_score":{"kind":"number","value":0.946389165148139,"string":"0.946389"},"full_doc_lid":{"kind":"string","value":"eng_Latn"},"full_doc_lid_score":{"kind":"number","value":0.9987132549285889,"string":"0.998713"},"per_page_languages":{"kind":"list like","value":["slv_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn"],"string":"[\n \"slv_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\"\n]","isConversational":false},"is_truncated":{"kind":"bool","value":false,"string":"false"},"extractor":{"kind":"string","value":"rolmOCR"},"page_ends":{"kind":"list like","value":[212,981,1161,3579,6141,8353,10025,10183,12418,14170,16328,18003,19961,21658,23700,23894,26019,28483,30668,32792],"string":"[\n 212,\n 981,\n 1161,\n 3579,\n 6141,\n 8353,\n 10025,\n 10183,\n 12418,\n 14170,\n 16328,\n 18003,\n 19961,\n 21658,\n 23700,\n 23894,\n 26019,\n 28483,\n 30668,\n 32792\n]","isConversational":false},"fw_edu_scores":{"kind":"list like","value":[4.1875,3.609375],"string":"[\n 4.1875,\n 3.609375\n]","isConversational":false},"minhash_cluster_size":{"kind":"number","value":41,"string":"41"},"duplicate_count":{"kind":"number","value":0,"string":"0"}}},{"rowIdx":3191,"cells":{"text":{"kind":"string","value":"School Dog Policy\n\nEvidence of intentions and practice - for the information of staff, governors, parents, LA, OFSTED and DfE\n\nPrepared by:\nMrs S Waller\nHead\n\nApproved by:\nB Mitchell\nChair of Governors\n\nIssue date: March 2017\nReview date: March 2018\n\nParkstone Primary School\n\nSchool Dog Policy\n\nIntroduction\n\nChildren can benefit educationally and emotionally, increase their understanding of responsibility and develop empathy and nurturing skills through contact with a dog.\n\nIn addition to these benefits, children take great enjoyment from interaction with a dog.\n\nIs there a risk in bringing a dog into a school environment?\n\nOf course there is, though there are a variety of accidents which can happen within the school environment which far exceed the number of injuries or incidents caused by a dog. Therefore, it is just another risk that needs to be managed.\n\nSchool Policy\n\nThe dog will be owned by Mrs Sarah Waller. The dog is a Labrador chosen for its very mild temperament.\n\nThe Chair of Governors, Mrs Mitchell has agreed that the school can have a dog. Staff have been informed, that the school will have a dog. Parents have been informed by letter that a dog will be in school.\n\nMrs Waller has produced a risk assessment and this will be reviewed annually.\n\nStaff, visitors and students known to have allergic reactions to dogs must not go near the dog.\n\nIf the dog is ill he will not be allowed into school.\n\nThe dog will be kept on a lead until fully trained when moving between classrooms or on a walk and will be under the full control and supervision of an adult.\n\nPupils must never be left alone with the dog and there must be appropriate adult supervision at all times when the dog is present with students.\n\nPupils should be reminded of what is appropriate behaviour around the dog. Pupils should remain calm around the dog. They should not make sudden movements and must never stare into a dog’s eyes as this could be threatening for the dog. Pupils should not put their face near a dog and should always approach it standing up. Pupils should never go near or disturb the dog that is sleeping or eating. Pupils must not be allowed to play too roughly with the dog.\n\nIf the dog is surrounded by a large number of pupils, the dog could become nervous and agitated. Therefore the adult in charge of the dog must ensure that they monitor the situation.\n\nDogs express their feelings through their body language. Growling or baring of teeth indicates that the dog is feeling angry or threatened. Flattened ears, tail lowered or between their legs, hiding behind their owner, whining or growling are signs that the dog is frightened or nervous. If the dog is displaying any of these warning signs he should be immediately removed from that particular situation or environment.\n\nChildren should not feed, or eat close to the dogs.\n\nChildren should always wash their hands after handling a dog.\n\nAny dog foul will be cleaned immediately and disposed of appropriately by an adult.\n\nRoles and Responsibilities\n\nThe Governing Body has a responsibility to ensure that the school has a written policy for dogs in School.\n\nThe Headteacher is responsible for implementing this policy. The Headteacher may delegate this responsibility to a Deputy Head.\n\nTeachers and staff are required to abide by this policy.\n\nThe Health and Safety Officer is responsible for providing information, advice and guidance as and when required.\n\nWith a dog in the classroom, pupils have the opportunity to learn how to care for the animal. This includes walking and grooming. Researchers report that involving pupils in the daily care of classroom dogs is a positive experience, promoting their own daily care. The pupils also learn about responsibility, caring, and sharing when helping each other take care of a dog at school.\n\nAs a reward: Dogs will be gentle and loving, but at the same time full of fun and enjoyment for the pupils. Those pupils who have performed incredibly well during the week or those who have made progress in a certain subject, or those who have achieved tasks set for them, will be rewarded with spending time during lunch or break to interact with the dog. Walking, grooming, playing and training are some of the responsibilities pupils will be allowed to undertake. It has been proved that working and playing with a dog improves children’s social skills and self-esteem.\n\nSupport Dogs can work with pupils on a one-one basis and will especially help those pupils who have been bullied, abused, going through upsetting/difficult times or even scared/phobic of dogs. The dog will bring much joy and help to all the pupils they meet and are happy to provide plenty of hugs to the pupils they are spending time with. Pupils who struggle with social interaction can find a reassuring friend in a dog.\n\nPolicy written March 2017\n\nPolicy to be reviewed March 2018"},"id":{"kind":"string","value":"<urn:uuid:c48838e9-afe4-472b-bfc1-01b6df82b810>"},"dump":{"kind":"string","value":"CC-MAIN-2019-09"},"url":{"kind":"string","value":"http://www.parkstoneprimary.co.uk/wp-content/uploads/2017/03/School-Dog-Policy.pdf"},"date":{"kind":"string","value":"2019-02-23T23:20:27Z"},"file_path":{"kind":"string","value":"crawl-data/CC-MAIN-2019-09/segments/1550249556231.85/warc/CC-MAIN-20190223223440-20190224005440-00590.warc.gz"},"offset":{"kind":"number","value":412747169,"string":"412,747,169"},"token_count":{"kind":"number","value":974,"string":"974"},"language":{"kind":"string","value":"eng_Latn"},"page_average_lid":{"kind":"string","value":"eng_Latn"},"page_average_lid_score":{"kind":"number","value":0.9878707528114319,"string":"0.987871"},"full_doc_lid":{"kind":"string","value":"eng_Latn"},"full_doc_lid_score":{"kind":"number","value":0.9994903206825256,"string":"0.99949"},"per_page_languages":{"kind":"list like","value":["eng_Latn","eng_Latn","eng_Latn"],"string":"[\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\"\n]","isConversational":false},"is_truncated":{"kind":"bool","value":false,"string":"false"},"extractor":{"kind":"string","value":"rolmOCR"},"page_ends":{"kind":"list like","value":[249,2998,4880],"string":"[\n 249,\n 2998,\n 4880\n]","isConversational":false},"fw_edu_scores":{"kind":"list like","value":[2.09375],"string":"[\n 2.09375\n]","isConversational":false},"minhash_cluster_size":{"kind":"number","value":1,"string":"1"},"duplicate_count":{"kind":"number","value":0,"string":"0"}}},{"rowIdx":3192,"cells":{"text":{"kind":"string","value":"CAN I USE THAT PICTURE?\n\n[a \"picture\" is any photograph, drawing, cartoon, logo, icon, infographic, chart, graph, work of art, or doodle you want to use for some purpose]\n\n1. **Do you own the copyright?**\n - Copyright [kop-ee-rahyt]\n - The exclusive, legal right to use, duplicate, sell, edit, or exploit an image.\n\n2. **Is the image licensed with Creative Commons?**\n - Creative Commons [kree-ey-tiv kom-uhnz]\n - A set of licenses that allows people to use, share, edit, or sell an image without permission, but with copyrighted restrictions.\n\n3. **Is the image in the public domain?**\n - Public Domain [fair yoos]\n - An image whose copyright has expired, is no longer protected by copyright, and is available to use for any purpose by any person at any time.\n\n4. **Are you using it under fair use?**\n - Fair Use [fair yoos]\n - Using copyrighted material without permission by assuming reasonable, non-commercial use that typically benefits the greater good.\n\n**Flowchart Questions:**\n\n- **Do you own the copyright?**\n - Did you create the picture yourself?\n - Yes: Did you get permission from the owner?\n - Yes: Did you purchase the right to use it?\n - Yes: YES!\n - No: NO!\n - No: NO!\n - No: NO!\n\n- **Is the image licensed with Creative Commons?**\n - Did you find the image on a site that uses Creative Commons licenses?\n - Yes: Are you using the image according to the copyright owner's specified restrictions?\n - Yes: YES!\n - No: NO!\n - No: NO!\n\n- **Is the image in the public domain?**\n - Was the image created by the government?\n - Yes: Has the copyright expired?\n - Yes: YES!\n - No: Did the creator put it in the public domain?\n - Yes: YES!\n - No: NO!\n - No: NO!\n\n- **Are you using it under fair use?**\n - Are you using the image to comment, critique, or parody?\n - Yes: YES!\n - No: Is the image being used for educational purposes?\n - Yes: YES!\n - No: NO!\n\n**YES!**\nIf you created the picture yourself, obtained permission, purchased the rights, appropriately followed creative commons parameters, OR found the photo in the public domain, you should be good to use the picture!\n\n**NO!**\nIf you answered \"no\" to all of the above questions, you should either obtain permission from the copyright owner or not use the picture!"},"id":{"kind":"string","value":"<urn:uuid:c1d53aaa-af44-45d5-a53b-08aa95c0c646>"},"dump":{"kind":"string","value":"CC-MAIN-2023-40"},"url":{"kind":"string","value":"https://www.natcom.org/sites/default/files/publications/CanIUseThatPicture.pdf"},"date":{"kind":"string","value":"2023-09-25T10:13:09+00:00"},"file_path":{"kind":"string","value":"crawl-data/CC-MAIN-2023-40/segments/1695233508959.20/warc/CC-MAIN-20230925083430-20230925113430-00078.warc.gz"},"offset":{"kind":"number","value":989542149,"string":"989,542,149"},"token_count":{"kind":"number","value":571,"string":"571"},"language":{"kind":"string","value":"eng_Latn"},"page_average_lid":{"kind":"string","value":"eng_Latn"},"page_average_lid_score":{"kind":"number","value":0.9989051222801208,"string":"0.998905"},"full_doc_lid":{"kind":"string","value":"eng_Latn"},"full_doc_lid_score":{"kind":"number","value":0.9989051222801208,"string":"0.998905"},"per_page_languages":{"kind":"list like","value":["eng_Latn"],"string":"[\n \"eng_Latn\"\n]","isConversational":false},"is_truncated":{"kind":"bool","value":false,"string":"false"},"extractor":{"kind":"string","value":"rolmOCR"},"page_ends":{"kind":"list like","value":[2351],"string":"[\n 2351\n]","isConversational":false},"fw_edu_scores":{"kind":"list like","value":[3.703125],"string":"[\n 3.703125\n]","isConversational":false},"minhash_cluster_size":{"kind":"number","value":1,"string":"1"},"duplicate_count":{"kind":"number","value":1,"string":"1"}}},{"rowIdx":3193,"cells":{"text":{"kind":"string","value":"Progress check\n\nCorrect or incorrect?\n\nStudent A\n\n1. Have you ever been to New York?\n2. We use a modem for to send information to our Hong Kong office.\n3. In business you must to listen your customers.\n4. Ring me tomorrow before ten o’clock.\n5. Do you finish writing that report yet?\n6. Can I speak to Leslie Woo, please?\n7. You don’t must smoke in the office.\n8. Fantastic! My boss has just given me a promotion!\n9. Don’t forget to check the price.\n10. The company have grown by more than 10% this year.\n11. Thank you – you’ve done a very well job.\n12. You needn’t worry. Everything is under control.\n\nStudent B\n\n1. Have you ever went to New York?\n2. We use a modem to send information to our Hong Kong office.\n3. In business you must listen to your customers.\n4. Ring you me tomorrow before ten o’clock.\n5. Have you finished writing that report yet?\n6. Can I to speak to Leslie Woo, please?\n7. You mustn’t smoke in the office.\n8. Fantastic! My boss just gives me a promotion!\n9. No forget to check the price.\n10. The company has grown by more than 10% this year.\n11. Thank you – you’ve done a very good job.\n12. You don’t needn’t worry. Everything is under control.\n\nCorrect or incorrect? Worksheet Progress check 31-35\n\nACTIVITY\nPairwork: speaking\n\nAIM\nTo decide whether a set of sentences are correct or incorrect.\n\nGRAMMAR AND FUNCTIONS\nRevision: imperative, infinitive of purpose, present perfect, needn’t, can, must, good vs. well\n\nVOCABULARY\nmodem, office, customers, ring (= telephone), report, boss, promotion, to check, price, company, to grow, job, to worry, under control\n\nPREPARATION\nMake one copy of the worksheet for each pair of students and cut it in two as indicated.\n\nTIME\n10 to 20 minutes\n\nPROCEDURE\n1 Tell the students they are going to revise some of the grammar they have studied.\n2 Divide the students into two groups – A and B – and give out the relevant worksheet.\n3 Tell the students they have twelve sentences. In each case one student has a correct sentence, the other has an incorrect sentence.\n4 Tell them to read the sentences to each other and decide which one is correct. Allow 5 to 10 minutes.\n5 When most pairs have finished, reconvene the class and check the answers by asking individual students.\n\nFOLLOW-UP\nAsk the students in pairs to write correct and incorrect sentences and give them to other pairs to check.\n\nANSWERS\n\n| | A | B |\n|---|---|---|\n| 1 | ✓ | |\n| 2 | | ✓ |\n| 3 | | ✓ |\n| 4 | ✓ | |\n| 5 | | ✓ |\n| 6 | ✓ | |\n| 7 | | ✓ |\n| 8 | ✓ | |\n| 9 | ✓ | |\n|10 | | ✓ |\n|11 | | ✓ |\n|12 | ✓ | |"},"id":{"kind":"string","value":"<urn:uuid:1c95b4f4-76f2-4a9d-afd6-88c324ff4cc9>"},"dump":{"kind":"string","value":"CC-MAIN-2021-39"},"url":{"kind":"string","value":"https://www.onestopenglish.com/download?ac=2049"},"date":{"kind":"string","value":"2021-09-23T21:23:26+00:00"},"file_path":{"kind":"string","value":"crawl-data/CC-MAIN-2021-39/segments/1631780057447.52/warc/CC-MAIN-20210923195546-20210923225546-00292.warc.gz"},"offset":{"kind":"number","value":956671051,"string":"956,671,051"},"token_count":{"kind":"number","value":686,"string":"686"},"language":{"kind":"string","value":"eng_Latn"},"page_average_lid":{"kind":"string","value":"eng_Latn"},"page_average_lid_score":{"kind":"number","value":0.9978504180908203,"string":"0.99785"},"full_doc_lid":{"kind":"string","value":"eng_Latn"},"full_doc_lid_score":{"kind":"number","value":0.9989928603172302,"string":"0.998993"},"per_page_languages":{"kind":"list like","value":["eng_Latn","eng_Latn"],"string":"[\n \"eng_Latn\",\n \"eng_Latn\"\n]","isConversational":false},"is_truncated":{"kind":"bool","value":false,"string":"false"},"extractor":{"kind":"string","value":"rolmOCR"},"page_ends":{"kind":"list like","value":[1167,2559],"string":"[\n 1167,\n 2559\n]","isConversational":false},"fw_edu_scores":{"kind":"list like","value":[4.3125],"string":"[\n 4.3125\n]","isConversational":false},"minhash_cluster_size":{"kind":"number","value":1,"string":"1"},"duplicate_count":{"kind":"number","value":2,"string":"2"}}},{"rowIdx":3194,"cells":{"text":{"kind":"string","value":"A Choose the correct sentence or phrase for the situation.\n\nExample:\nSusie: ... well what about yesterday?\n a) Alex: Well, I haven’t done anything special.\n b) Alex: Well, I didn’t do anything special.\nSusie: That’s a pity.\n\n1 Teresa: Can you come to the pub?\n a) Mary: No, I’ve just washed my hair.\n b) Mary: No, I washed my hair.\nTeresa: What a shame, maybe you can join us later.\n\n2 Juan: Why couldn’t you come to the pub last week?\n a) Alice: I’ve washed my hair.\n b) Alice: I washed my hair.\nJuan: What a shame, maybe you can join us this week.\n\n3 Matthew: I love travelling.\n a) Francesca: Really? Have you ever been to Paris?\n b) Francesca: Really? Did you ever go to Paris?\nMatthew: Oh yes, several times.\n\n4 Satoshi: I lived in the south of France for a year.\n a) Bob: Really? Have you ever been to Paris?\n b) Bob: Did you ever go to Paris?\nSatoshi: Oh yes, several times.\n\n5 Ivan: That’s my fiancée.\n a) Mika: Really? How long have you been engaged?\n b) Mika: Really? How long were you engaged?\nIvan: Oh, quite a long time.\n\n6 Corrie: That’s my ex-fiancé.\n a) Roger: Really? How long have you been engaged?\n b) Roger: Really? How long were you engaged?\nCorrie: Oh, quite a long time.\n\nB This is an excerpt from a tennis championship commentary. Complete the commentary using the verbs in brackets in the present simple, the present perfect or the past simple.\n\nAnd now Donna Scarlatti _______ (play) Barbara Schmidt. Donna, now nineteen, 1 ____________ (start) playing when she 2 ____________ (be) four. She first 3 ____________ (train) with her father, but since his death five years ago, she 4 ____________ (train) with the famous Mirenda Merlinghetti.\n\nDonna 5 ____________ (play) in some of the most important tennis tournaments of the last four years, but this 6 ____________ (be) the first time she 7 ____________ (play) at Wimbledon. Oh look! Someone 8 ____________ (throw) down a bunch of red roses to her from the crowd. She 9 ____________ (be) a very popular player this year, even though most of the crowd 10 ____________ (not see) her play before. And now they are about to begin ...\n\n44 Past perfect and past simple 1\n\nConversation 1: 1 k 2 b/d 3 i 4 h 5 e\nConversation 2: 6 f 7 b/d 8 a 9 l 10 j\n\n45 Past perfect and past simple 2\n\nA\n1b 2a 3b 4a 5a 6b 7a 8b\nB\n1c 2a 3b\n\nC\n1a c 2b,c 3b,c 4a,b 5b,c 6a,b\n\n46 Prepositions\n\nA\n1 What on? 6 What to?\n2 What about? 7 What of?\n3 What with? 8 What about?\n4 What for? 9 What for?\n5 What in? 10 What with?\n\nB\n1 at 4 on 7 of 10 of\n2 to 5 on 8 on 11 to\n3 in 6 to 9 of\n\n47 Present perfect\n\nA\n1 done 4 made 7 learnt\n2 given 5 acted 8 won\n3 written 6 visited\n\nThe hidden name is Dean Watts.\n\nB\n1 They’ve torn the sofa.\n2 They’ve broken the window.\n3 They’ve disconnected the phone/telephone.\n4 They’ve stolen the picture.\n\n48 Present perfect and past simple 1\n\nA\n1a 2b 3a 4b 5a 6b\n\nB\n1 started 6 is\n2 was 7 has played\n3 trained 8 has thrown\n4 has trained/has 9 is\nbeen training 10 have not seen\n5 has played\n\n49 Present perfect and past simple 2\n\nA\n1b 2a 3a 4b 5b 6a 7b 8a\n\nB\nPresent perfect: 1, 2, 4 Past simple: 3\n\nC\n1 has been 4 has joined/been\n2 wrote 5 was\n3 visited 6 was decimalised\n\n50 Present perfect and past simple 3\n\nA\n1 I’ve been here for about nine days now.\n2 I haven’t been to London yet.\n3 I saw a very interesting film.\n4 It was about life in Scotland.\n5 I’m waiting for a phone call which hasn’t come yet.\nAll other sentences are correct.\n\nB\n1 has happened 7 met\n2 have had 8 fell\n3 had 9 (have) asked\n4 have been 10 have been\n5 have made 11 has given\n6 haven’t spoken\n\n51 Present perfect and past simple 4\n\nA\nI haven’t been to Brighton ...\n1 today.\n2 for a while.\n3 this winter.\n4 for a week.\n7 recently.\n8 since Tuesday.\n9 up to now.\nI didn’t go to Dublin ...\n1 today.\n2 for a while.\n3 this winter.\n4 for a week.\n5 yesterday.\n6 three days ago.\n7 recently.\n\nB\n1b 2a 3b 4b\n\nC\n1b 2a 3a 4b 5b 6a 7a 8b\n\n52 Present perfect and past simple 5\n\nConversation 1: 1g 2e 3a 4h/i 5n 6b 7f\nConversation 2: 8c 9p 10o 11h/i 12m 13l 14k\n\n53 Present perfect simple and continuous 1\n\nA\n1 …’s been fishing.\n…’s caught a crab.\n2 …’s been cooking.\n…’s made a cake.\n3 …’s been painting.\n…’s re-painted the ceiling.\n\nB\n1 … I’ve been waiting ... 4 …’ve been studying\n2 … I’ve finished ... 5 …’s travelled ...\n3 … I’ve driven ... 6 …’s been travelling\n\n54 Present perfect simple and continuous 2\n\nA\n1a 2b 3a 4b 5b 6a 7a 8b 9b 10a 11b 12a\n\nB\n1 I’ve been reading this book all day.\n2 I’ve been reading this book, but I haven’t finished it yet."},"id":{"kind":"string","value":"<urn:uuid:ce8fe6de-3833-486a-b2ce-e78d73c8c802>"},"dump":{"kind":"string","value":"CC-MAIN-2021-39"},"url":{"kind":"string","value":"https://www.onestopenglish.com/download?ac=1755"},"date":{"kind":"string","value":"2021-09-23T22:03:58+00:00"},"file_path":{"kind":"string","value":"crawl-data/CC-MAIN-2021-39/segments/1631780057447.52/warc/CC-MAIN-20210923195546-20210923225546-00295.warc.gz"},"offset":{"kind":"number","value":967691108,"string":"967,691,108"},"token_count":{"kind":"number","value":1484,"string":"1,484"},"language":{"kind":"string","value":"eng_Latn"},"page_average_lid":{"kind":"string","value":"eng_Latn"},"page_average_lid_score":{"kind":"number","value":0.996443897485733,"string":"0.996444"},"full_doc_lid":{"kind":"string","value":"eng_Latn"},"full_doc_lid_score":{"kind":"number","value":0.9975773096084595,"string":"0.997577"},"per_page_languages":{"kind":"list like","value":["eng_Latn","eng_Latn"],"string":"[\n \"eng_Latn\",\n \"eng_Latn\"\n]","isConversational":false},"is_truncated":{"kind":"bool","value":false,"string":"false"},"extractor":{"kind":"string","value":"rolmOCR"},"page_ends":{"kind":"list like","value":[2135,4523],"string":"[\n 2135,\n 4523\n]","isConversational":false},"fw_edu_scores":{"kind":"list like","value":[4.34375],"string":"[\n 4.34375\n]","isConversational":false},"minhash_cluster_size":{"kind":"number","value":1,"string":"1"},"duplicate_count":{"kind":"number","value":3,"string":"3"}}},{"rowIdx":3195,"cells":{"text":{"kind":"string","value":"Looking for a way to keep your faith active and engaged this summer? Join the Living Word Bible Story Summer Reading Challenge!\n\nHow it works:\n\n1. **Pledge!** This summer pledge as a family, couple, or individual to read the assigned Bible Stories each week for 12 weeks beginning on Sunday June 6th and ending on Sunday August 22nd (Fall Kick-Off Sunday).\n\n2. **Get a Bible!** Story Bibles are recommended for families with small children. This challenge references the *Spark Story Bible* published by 1517 Media. If you need help getting a Bible contact Mark or Pastor Ariel. Two of the stories on our reading challenge are not in most Story Bibles, so we have included an attachment of them for you.\n\n3. **Read!** Starting at the beginning of the list, read each weekly story individually or as a group.\n\n4. **Track your progress!** Bible Story Maps (for children/families) & Journals (for adults) are available to help track progress.\n\n5. **Discuss!** Use one or more of the questions listed below to discuss the stories. If you are doing this challenge solo, consider keeping a journal for reflection.\n\n A. What is the story about? (Feel free to get creative! Retell the story in your own words, act it out, portray it via an artistic medium.)\n \n B. What did you like best in the story? With whom did you identify?\n \n C. How does this story connect with the previous one? Where do you see signs of God’s covenant (promise or pledge) with God’s people?\n \n D. What does this story call you or your household to do as God’s people?\n\n# Summer Reading Challenge\n\n## Children & Families\n\n| Week | Theme | Stories | Bible Text | Spark Story Bible |\n|------|---------------------|--------------------------------|-----------------------------|----------------------------|\n| 1 | Water Stories | Separation of the Water | Genesis 1:6-10 | *Creation* Pg. 2 |\n| 2 | Water Stories | Parting of the Sea | Exodus 14:1, 5-31 | *The Red Sea* Pg. 84 |\n| 3 | Water Stories | Baptism of Jesus | Matthew 3:13-17 | *John the Baptist* Pg. 234 |\n| | | | | *Jesus’ Baptism* Pg. 242 |\n| 4 | Water Stories | Calming of the Storm | Mark 4:35-41 | *A Storm* Pg. 286 |\n| 5 | Plant & Food Stories| Manna & Quail | Exodus 16 | *Manna, Quail, Water* Pg. 90 |\n| 6 | Plant & Food Stories| Feeding the 5,000 | Mark 6:31-44 | *Jesus Feed 5,000* Pg. 426 |\n| 7 | Plant & Food Stories| Rest for the Land | Leviticus 25:1-7 | Attached Story |\n| 8 | Plant & Food Stories| Parable of the Sower | Mark 4:1-9 | *The Sower* Pg. 292 |\n| 9 | Animal Stories | Creation of Animals | Genesis 1:20-25 | *Creation* Pg. 2 |\n| 10 | Animal Stories | Balaam & the Lord’s Messenger | Numbers 22:22-35 | Attached Story |\n| 11 | Animal Stories | Jonah & the Big Fish | Jonah 1-4 | *Jonah & the Big Fish* Pg. 190 |\n| 12 | Animal Stories | Parable of the Lost Sheep | Luke 15:1-7 | *The Lost Sheep & Lost Coin* Pg. 374 |\n\n| WEEK | THEME | STORIES | BIBLE TEXT |\n|------|---------------------|----------------------------------------------|-----------------------------|\n| 1 | Anything But Ordinary | A Child Promised to Abraham & Sarah | Genesis 18: 1-15 (21:1-7) |\n| 2 | Anything But Ordinary | Hagar & Ishmael are Cast Away | Genesis 21: 8-21 |\n| 3 | Anything But Ordinary | The Binding of Isaac | Genesis 22: 1-14 |\n| 4 | Anything But Ordinary | The Marriage of Isaac & Rebekah | Genesis 24: 1-67 |\n| 5 | Anything But Ordinary | The Birth of Jacob & Esau | Genesis 25: 19-34 |\n| 6 | Anything But Ordinary | Jacob’s Dream at Bethel | Genesis 28: 10-19a |\n| 7 | Anything But Ordinary | Jacob Marries Leah & Rachel | Genesis 29: 15-28 |\n| 8 | Anything But Ordinary | Jacob Wrestles at Peniel | Genesis 32: 22-31 |\n| 9 | Anything But Ordinary | Joseph’s Brothers Sell Him into Slavery | Genesis 37: 1-4, 12-28 |\n| 10 | Anything But Ordinary | Joseph Reveals Himself to His Brothers | Genesis 45: 1-15 |\n| 11 | Anything But Ordinary | Moses’ Birth | Exodus 1:8 – 2:10 |\n| 12 | Anything But Ordinary | Moses & the Burning Bush | Exodus 3: 1-15 |\n\nSUMMER READING CHALLENGE PLEDGE\n\nAt the time of baptism, all parents & sponsors pledge to place in their children’s hands the Holy Scriptures and nurture them in faith & prayer. All the baptized, when they affirm their baptism, promise to hear the Word of God.\n\nAs a household, we make a commitment to become more fluent in the first language of faith, the language of Scripture, in order to live into our calling as a people of God – renewed, enlivened, & empowered by the Word, to continue being A Living Expression of Christ in the World!\n\nName: ________________________________ Date: ___________________________\n\nName: ________________________________ Date: ___________________________\n\nName: ________________________________ Date: ___________________________\n\nName: ________________________________ Date: ___________________________\n\nRest for the Land – Leviticus 25: 1-7\n\nOn Mount Sinai the Lord spoke to Moses and told him – “Tell the people of Israel that when y’all arrive in the promised land that I am giving to you, you can work the land. You can grow crops and vineyards and orchards with fruit and vegetables for six straight years. But on the seventh year – the land needs a break. The earth gets tired just like we do, and it needs to rest so it can restore itself and be ready to grow more food again later. During that year you can eat anything that just naturally grows on its own, but do not plant gardens or large fields of any kind. Give the earth a break.”\n\nBalaam & the Lord’s Messenger – Numbers 22: 22-35\n\nBalaam was not an Israelite, but God had a special job for him to do anyway. God wanted Balaam to deliver messages for God Himself. Balaam wasn’t so sure he wanted to be a prophet of God, so he got up one morning and saddled his donkey and went off with some important men from Moab instead.\n\nAs he was going, God got mad at him. He was not doing what God asked! So, God sent God’s angel to confront Balaam. The donkey Balaam was riding was able to see God’s angel and knew that God was mad, so the donkey tried to take a different path to avoid the angel. Balaam couldn’t see the angel and got mad at his donkey and hit it.\n\nThis happened again as they were going through a vineyard. The vineyard had a fence on each side of the path. As the donkey tried to avoid the angel, Balaam’s foot and leg ended up getting scraped by the fence.\n\nBalaam lost his temper and hit the donkey with a stick.\n\nGod decided to speak to Balaam through the donkey. God said, “What have I done to deserve getting hit by you?”\n\nBalaam he didn’t even realize that his donkey was talking. He replied: “You’ve been playing tricks and not doing what you are supposed to. You keep trying to take me on the wrong paths. I should have hurt you even more than I did!”\n\nGod spoke again through the donkey: “Haven’t I been your donkey for years? You’ve ridden me over and over again. Have I ever done anything like this before?”\n\nBalaam said: “No.”\n\nThen God helped Balaam see what was happening. Balaam saw the angel and realized how wrong and mean he had been.\n\nHe knelt in the ground before God’s angel.\n\nThe angel spoke to Balaam and said: ‘Why have you been so mean to your poor donkey. I came to block your way because you aren’t doing what God asked of you. Your donkey saw me and was trying to protect you.”\n\nBalaam replied: “I have sinned. I had no idea you were standing there and I shouldn’t have treated my donkey that way. I’ll go back to where I came from.”\n\nThe angel told Balaam: “Go ahead and keep traveling with the important men from Moab, but from now on you only get to say what God wants you to say. Nothing else. You are God’s prophet now.”"},"id":{"kind":"string","value":"<urn:uuid:162f3871-f4a5-42c9-9a2e-235799eecb62>"},"dump":{"kind":"string","value":"CC-MAIN-2021-39"},"url":{"kind":"string","value":"https://cce0f099c5277cf719ec-080a60db5379bcaa1ecb22d4dcff6cdc.ssl.cf2.rackcdn.com/uploaded/2/0e12405276_1620930871_2021-05-06-summer-reading-challenge.pdf"},"date":{"kind":"string","value":"2021-09-23T19:57:00+00:00"},"file_path":{"kind":"string","value":"crawl-data/CC-MAIN-2021-39/segments/1631780057447.52/warc/CC-MAIN-20210923195546-20210923225546-00291.warc.gz"},"offset":{"kind":"number","value":204252451,"string":"204,252,451"},"token_count":{"kind":"number","value":2073,"string":"2,073"},"language":{"kind":"string","value":"eng_Latn"},"page_average_lid":{"kind":"string","value":"eng_Latn"},"page_average_lid_score":{"kind":"number","value":0.9927709847688675,"string":"0.992771"},"full_doc_lid":{"kind":"string","value":"eng_Latn"},"full_doc_lid_score":{"kind":"number","value":0.9993625283241272,"string":"0.999363"},"per_page_languages":{"kind":"list like","value":["eng_Latn","unknown","unknown","eng_Latn","eng_Latn","eng_Latn"],"string":"[\n \"eng_Latn\",\n \"unknown\",\n \"unknown\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\"\n]","isConversational":false},"is_truncated":{"kind":"bool","value":false,"string":"false"},"extractor":{"kind":"string","value":"rolmOCR"},"page_ends":{"kind":"list like","value":[1548,3461,4998,5837,7537,8664],"string":"[\n 1548,\n 3461,\n 4998,\n 5837,\n 7537,\n 8664\n]","isConversational":false},"fw_edu_scores":{"kind":"list like","value":[2.453125],"string":"[\n 2.453125\n]","isConversational":false},"minhash_cluster_size":{"kind":"number","value":1,"string":"1"},"duplicate_count":{"kind":"number","value":0,"string":"0"}}},{"rowIdx":3196,"cells":{"text":{"kind":"string","value":"Journalist: Are your eating habits healthy?\n\nSarah: My eating habits are not healthy. I do not usually eat vegetables and fruits, and I do not drink a lot of water. My decision for this year is to change my diet by reducing the amount of fast food and sugar which I eat. Last week, I read an article that explained how a lot of teenagers have become obese because of fast food. So, people, including myself, must stop eating fast food and instead, increase their vegetables. Changing one’s eating habits is difficult, but it is worth the effort.\n\nMoe: At home, eating healthy is a rule. My parents don’t permit a soda in the house, and sports are a must. My parents are sport crazy, so naturally my sister and I are. There isn’t any junk food, potato chips, cookie, etc… in my household. We rarely have ice cream. But eating healthy and exercising like this helps you live longer and feel better.\n\nAdapted from: http://learning.blogs.nytimes.com/2011/01/25/are-your-eating-habits-healthy/comment-page-2/#respond\n\nPART ONE (14pts)\n\n1) READING COMPREHENSION: (07 Pts.)\n\na) Read the text carefully and answer the following questions: (02 Pts.)\n1/ Is Sarah’s diet healthy or unhealthy? why or why not?\n2/ Does Moe’s family practise sports?\n\nb) Read the text again and say: TRUE, FALSE or NOT MENTIONED: (03 Pts.)\n1/ The journalist is from The New York Times newspaper.\n2/ Sarah eats a lot of fast food.\n3/ Eating vegetables isn’t very healthy.\n\nLEXIS 1/ Match each word with its appropriate meaning: (02 Pts.)\n\n1. diet\n2. reduce\n3. must\n4. obese\n\na. something necessary\nb. very fat or overweight\nc. the foods eaten by a particular person\nd. to lower in degree, amount, etc… ealthy.\n\nII/ MASTERY OF LANGUAGE: (07 Pts.)\n\na) Re-order the following words to get a coherent sentence: (02 Pts.)\n\nmany- soda – on – has – Drinking- risks- health -your.\n\nb) Complete the table: (03 Pts.)\n\n| adjective | comparative | superlative |\n|-----------|-------------|-------------|\n| difficult | ............. | ............ |\n| ........... | Crazier than | ............ |\n| ........... | .............. | The worst |\n\nPut each word into its corresponding box according to the pronunciation of the letters written in bold: (02 Pts.)\n\n-diet- there-explained-how\n\n| /ai/ | /ei/ | /ao/ | /ea/ |\n|------|------|------|------|\n\nPart Two: Situation of integration (6pts)\n\nDo you think the Algerian eating habits are like the ones of other people in the world?\n\nWrite a composition of about (08 to 10 lines) in which you talk about:\n\n- The Algerian meals.\n- What they consist of.\n- Their times.\n- Healthy or not healthy"},"id":{"kind":"string","value":"<urn:uuid:790aca09-18fc-40b7-b117-3a41caaaacd5>"},"dump":{"kind":"string","value":"CC-MAIN-2021-39"},"url":{"kind":"string","value":"https://www.ency-education.com/uploads/3/0/9/3/309326/english-4am19-2trim6.pdf"},"date":{"kind":"string","value":"2021-09-23T20:20:23+00:00"},"file_path":{"kind":"string","value":"crawl-data/CC-MAIN-2021-39/segments/1631780057447.52/warc/CC-MAIN-20210923195546-20210923225546-00295.warc.gz"},"offset":{"kind":"number","value":804279704,"string":"804,279,704"},"token_count":{"kind":"number","value":652,"string":"652"},"language":{"kind":"string","value":"eng_Latn"},"page_average_lid":{"kind":"string","value":"eng_Latn"},"page_average_lid_score":{"kind":"number","value":0.9981533288955688,"string":"0.998153"},"full_doc_lid":{"kind":"string","value":"eng_Latn"},"full_doc_lid_score":{"kind":"number","value":0.9978213906288147,"string":"0.997821"},"per_page_languages":{"kind":"list like","value":["eng_Latn","eng_Latn"],"string":"[\n \"eng_Latn\",\n \"eng_Latn\"\n]","isConversational":false},"is_truncated":{"kind":"bool","value":false,"string":"false"},"extractor":{"kind":"string","value":"rolmOCR"},"page_ends":{"kind":"list like","value":[1874,2590],"string":"[\n 1874,\n 2590\n]","isConversational":false},"fw_edu_scores":{"kind":"list like","value":[3.734375],"string":"[\n 3.734375\n]","isConversational":false},"minhash_cluster_size":{"kind":"number","value":1,"string":"1"},"duplicate_count":{"kind":"number","value":0,"string":"0"}}},{"rowIdx":3197,"cells":{"text":{"kind":"string","value":"We have again an article concerning Vermilyea Place Names, this time a street in New York City and the Dyckman House in Harlem.\n\nVermilyea Avenue, New York City, New York.\nby Carl P. Vermilyea (#1774)\n\nVermilyea Avenue is located at the northern end of Manhattan Island about two blocks east-north-east of the area known as The Cloisters. One block east of and running parallel to Broadway Avenue (Route 9), its terminal points are Dyckman Avenue in the south and 211th Street at the north. Along its stark, straight, 0.46 mile length are four- and five-story, walk-up, tenement (apartment) buildings of various shades of brown and rust colored brick; a fire station; and, on its southeast corner with Dyckman Avenue, a restaurant. The area is inhabited now by Hispanics and African-Americans; and, referred to as a part of \"Spanish Harlem.\" When I visited the neighborhood in 1984, it was run-down and generally not considered safe for tourists. In 1998, I found a significant improvement. The area was relatively clean, the exteriors of buildings were in a better state of repair and the people were friendly and helpful - a much more pleasant environment. During the daylight hours, tourists should have no problems. I have made no attempt to determine how Vermilyea Avenue came by its name; however, research has revealed that our ancestors owned large parcels of land in the area in the late 1600s and early 1700s.\n\nVermilyea Avenue, New York City, New York, 1998\n(Looking north from Dyckman Avenue)\n\nContinued on page 7\n\nThe 2001 VFA Reunion will be in the Amherst-Northampton area of Massachusetts; which, as you can see on your map, is just east of the Connecticut River. The exact date(s) and location have not been set. Our site coordinator, Pat Zukowski (Thanks, Pat, for volunteering!), is in the process of inquiring at the many hotels and motels in the area to find the best facilities for our needs. As more information becomes available, we will post it to our Web Site, and, of course, include it in upcoming editions of this newsletter.\n\nOne of the many goals the staff has set for itself is to improve the Association's publicity tools. This newsletter is one of them. Long-time members will notice the many format changes our publisher, Joanne Vermilya MacArthur, has made gradually over the past few editions. We hope you agree that these changes have enhanced both the appearance and effectiveness of the newsletter. Sandra Vermilyea Todd, our Secretary/Historian, is the one primarily concerned with providing the bulk of the articles published. She has done an outstanding job by providing a variety of interesting information and anecdotes covering our extended family. But, she needs the help of every member to ensure that we continue to include interesting articles. Please help us by sending Sandra information about your family and the results of your research. In the end, the newsletter will be only as good as you help make it.\n\nOther publicity tools we use include the two VFA Internet Web Sites - one maintained by Joanne and the other by Sandra. Both have been updated and reformatted since the last newsletter; albeit, we recognize more work is needed and, thus, we will continue to make improvements. The sites are linked so that once you've reached one, it is easy to get to the other. Joanne has included at her site a copy of the membership application which can be easily printed out. She has also added a Guest Book in which folks can leave a message for all to read. I think you'll find that feature interesting. You may find there a message from a \"long lost\" relative to whom you can send an E-mail. Each message left in the Guest Book is acknowledged by Sandra Todd. Sandra, at her site, changes about once a month, the pictures of those who attended the 1999 Reunion in Oregon, and, she will be updating it periodically with information about the 2001 Reunion. We invite everyone to visit both sites - the addresses are on the inside back page of this newsletter. (For those without a computer, don't forget that most local libraries have computers which patrons may use to access internet websites.)\n\nWhere are all our artists? We were led to believe that there were many of you out there! In our last issue, we announced a \"Tree Design Competition\" aimed at creating a new tree symbol for the Association. As mentioned in the notice, the tree we are currently using is attractive and adequate; but, it is clip art. We believe it would be more meaningful and appropriate to have a tree designed and created by \"one of our own.\" Only one response was received to our challenge. That does not make for a competition; so, we have canceled it for now. We intend to resurrect it in the future; perhaps next year. Those of you who are artists, or have artists in your family, please be thinking about a good tree design for our Association.\n\nAnd, on a last note, Sandra has included in this newsletter information concerning the publications she is working on - the 2d printing of her 1998 edition of \"The Vermilyea Family\" and the update to the 1998 edition, which she aims to complete next year. If you are interested in obtaining either or both, I suggest you let Sandra know. That will enable her to better determine the number of copies to make. (Don't forget, these books make great gifts!)\n\nBIRTHDAYS\n\nApril 9 ............... Vivian Sladek,\nMay 2 .............. Jo Vermilyea,\nMay 4 .............. Kathlyn White Osmond,\nMay 8 .............. Beverly Vermilyea Watson,\nMay 16 ............ Joanne Vermilya MacArthur,\nJune 4 ............. Madonna Vermilyea Stanovsky,\n.................. Jennie Stout,\nJune 18 ........... John A. Holladay,\nJune 21 ........... Carole Ann Vermilya Borkovec\nJuly 8 ............. Dyckman W. Vermilye,\nJuly 11 ........... Steven Andrew Russell,\nJuly 13 ........... Olive Vermilyea Miner,\nJuly 14 ........... John Ware Vermilye,\nJuly 21 ........... Edwin (Ed) Vermilyea,\nAugust 9 .......... Frederick J. (Fritz) Vermilyea\nAugust 10 ....... Barbara Fernkopf,\n\nNEW MEMBERS\n\nPhyllis Vermilye Waldo,\nVera Vermilyea Croley,\nSam and Jo Vermilyea,\nElizabeth Olsen,\nKathlyn White Osmond,\n\nWELCOME TO OUR NEWEST VERMILYEA\n\nWord has been received that Pete (#876-421) and Jill Vermilyea of Bantam, Connecticut are the parents of new son Benjamin Charles Vermilyea born February 23, 2000. He is named in part for Benjamin Vermilyea (#64) from New York who fought in the Revolutionary War. Congratulations Pete and Jill!\n\n“THE VERMILYEA FAMILY” BOOK\n\nAt this time I have requests for 14 copies of the next printing of “The Vermilyea Family”.\n\nIt has been voted by the Board of Directors of the Vermilyea Family Association to extend the $4.00 discount to include this printing. In order to qualify one must have paid for one full years membership ($12.00). This will entitle you to one book at the discounted price of $20.00. Shipping costs are $3.50. It has also been voted that the offer will not be extended to future printings. Please contact me if you are interested in a book.\n\nWork has already started on “Book Two”. Please contact me with any updates to your family information. The cutoff date has been set for January 1, 2001 for new information to be received. We have many new families added, please contact your family members so that they may have the opportunity to be included.\n\n~Sandra\n\nOUR NEW BOARD MEMBERS\n\nTom Vermilye (#1672), Olathe, Kansas has been a member of the VFA for two years. He and his wife Cynthia have one child, Matthew, 19. We enjoyed meeting Tom and Cynthia at the reunion last year in Oregon.\n\nWilma Vermilyer (Unidentified - Barnabas Vermilyer, Illinois) I am a Vermilyer by marriage although after 35 years of marriage, I have been a Vermilyer longer than a Mitchell, (my maiden name). Jim and I attended the same Jr. High and High Schools in Monterey, California. We graduated together in 1963 and married in 1964.\n\nWe have two sons. Our oldest son, Dan, made the candle holder that was raffled at the Reunion in Oregon last summer. Our youngest son, John, works for the power company and lives about 3 hours from us.\n\nWe have one grandchild, Dan’s son who is almost eleven years old.\n\nJim works for the power company and in his spare time likes to fish in Monterey Bay or work on his 1940, Piper Cub, a J-4 airplane. He has spent many years restoring the plane and hopes to fly it someday. I prefer he continues working on it, on the ground, in the hanger!\n\nMy hobbies are many, which give me little time for each. I like to work with clay. I have a potters wheel and kiln. I enjoy hand building with clay as well. Once in a great while, I paint with acrylics. I love working with paint and photo programs on my computer. I have a few unusual plants in my yard and many roses. My bird aviary, built by Jim, gives me hours of pleasure. I have softbills, canaries, finch, pheasant, etc.\n\nJim and I have been trying to put the Vermilyer families together for many years. We realized that only 30 families had phones with that sir name throughout the United States. Our goal was to connect just that spelling. When we happened on the Vermilyea Web Site, we were very surprised to see the names were so closely connected. Little did we know that all the different spellings were from one man entering the United States.\n\nI am on the board representing our spelling due to one simple fact; my husband loathes the computer! His brother doesn’t have a computer. I was elected by default. That is fine with me and I still get their opinions. This is a very exciting time for research!\n\nJim and I will be making a trip to Illinois and to Indiana in the month of May. We are going on a mission of research. We are trying to find information on Charles B. Vermilyer and Barnabas Vermilyer with the hope of proving they are one in the same person, or prove they are two separate people and how they are related. If anyone reading this has any information please let us know. Harriet Keller is a name that may be helpful as well.\n\nI was asked to write a profile. Perhaps some of this is correct.\n\nIn closing, we would like to say “hi” to all of you. We were very happy to meet so many at the Reunion in Oregon and hope to meet still others next year!\n\nWilma Vermilyer and James (Jim) Vermilyer\n\nA PRAYER FOR MY COMPUTER\n\nDear Lord\nEvery evening\nAs I’m lying here in bed\nThis tiny little prayer\nKeeps running through my head\nGod bless my Mom and dad\nAnd bless my little pup\nAnd look out for my sister\nWhen things aren’t looking up\nAnd God, there’s one more thing\nI wish that you could do\nHope you don’t mind me asking\nBut please bless my computer too?\nNow I know that’s not normal\nTo bless a motherboard\nBut just listen a second\nWhile I explain to you My Lord\n\nYou see, that little metal box\nholds more to me than odds & ends\nInside those small compartments\nRest a hundred of my ‘BEST FRIENDS’\nI know for sure they like me\nBy the kindness that they give\nAnd this little scrap of metal\nIs how I travel to where they live\nBy faith is how I know them\nMuch the same as you\nI share in what life brings them\nFrom that our friendship grew\nPLEASE take an extra minute\nFrom your duties up above\nTo bless this scrap of metal\nThat’s filled with so much love!\n\n~“Anonymous”\n\nTREASURER’S REPORT\n1/01/00 thru 3/31/00\n\nBeginning Balance .......................................................... $1186.66\nDeposits ........................................................................... $304.50\nWithdrawals ..................................................................... $99.50\nBalance as of March 31, 2000 ........................................ $1391.66\n\nDeposit Summary\nMembership .................................................................... $261.00\nBooks .............................................................................. $43.50\n\nWithdrawal Summary:\nNewsletter ....................................................................... $48.00 (11/99 expenses)\nBooks .............................................................................. $51.50\n\n~Submitted by Jim Vermilyea, Treasurer\n\nJames Vermilyer, grandson of James and Wilma Vermilyer of San Juan Bautista, California shows his school project, a clay rendition of the original San Rafael Mission which is located north of San Francisco. When the projects were chosen at James’s school each child choose a California Mission, he was almost last to choose, with a name like Vermilyer. They started with A.\n\nThe small original mission no longer exists being replaced with a more modern building. They used a drawing of the original building as their model, done from memory by a man in his 80’s. With the help of his grandma, who is a talented worker of clay, they fashioned all the intricate pieces including trees, crosses and fence pieces for the cemetery, bells and their frame, even bulls and a man. All the parts were shaped, fired in Wilma’s kiln, then assembled. Good work James, thanks for sharing it with us.\n\nWHAT IS THE CORRECT WAY TO SPELL YOUR NAME?\n\nDonald Lines Jacobus, in his *Genealogy as Pastime and Profession*, writes, “The correct way to spell your surname is the way you yourself spell it….every man is privileged to spell his own name as he sees fit. But because you and perhaps your father and grandfather spelled the name a certain way is no reason for being concerned to prove that your first American ancestor spelled it the same way. It is a matter of small importance whether he did or did not, and our first American ancestors were too much occupied with serious matters to worry much about how their names were spelled. The spelling in vital records is not conclusive, since it may have been the error of a clerk. The spelling on gravestones is not always conclusive, for stonecutters made many mistakes. Even an autograph is not conclusive unless the writer was a person of some education, for often men spelled their names differently in different signatures.”\n\nTHE END\n\nThe Dyckman House\n\nOf significant historical interest in the vicinity of Vermilyea Avenue is the Dyckman House on the corner of Broadway and 204th Street. Built in 1764 by William and Maritie Dyckman and restored by two of their descendants in 1915, this museum is referred to as “Manhattan’s Last Dutch Colonial Farmhouse.” The House, which may not be much different than the ones built by our Vermilye ancestors, is one of a very few structures of 1800 century vintage which are being maintained in their original state by the City of New York. On about an acre of land, it is an oasis of bygone-years’ tranquillity in the otherwise bustling tenement neighborhood. The house and its grounds, including a vegetable garden and two outbuildings, are in near-original condition. Notice, in the picture below, that the roof is typical of what we now refer to as Dutch Colonial design. One of the outbuildings is a restored log hut originally built and used by soldiers during the Revolutionary War when the property was occupied as a British encampment. Most of the rooms in the house contain period furniture and, in one, is a small display of military artifacts found on the property. The museum has a copy of a Dyckman genealogy which contains the names of several Vermilyes who married into the Dyckman family in the late 1600s and early 1700s. The genealogy may be read there at the House - no copies are available for sale. Unfortunately, my schedule at the time of my 1998 visit permitted only a quick scan of the genealogy’s index. If any of you visit the House, please take paper and pen to record information from the genealogy; and, then, send it to our Historian. The Dyckman House has limited open hours; therefore, it is best to call ahead (212-304-9422) before visiting.\n\nDyckman House\nBroadway and 204th Street, New York City, New York, 1998\n\nAs a side-bar to this article: Our VFA member, Dyckman (“Dyck”) Vermilye (#1320), who grew up in the New York City area, relates how his father wondered what a policeman’s reaction might be if Dyck were stopped and asked for his name at the corner of Dyckman and Vermilyea Avenues. No doubt, Dyck would have a lot of explaining to do.\n\nCORRECTIONS TO LAST NEWSLETTER\n\nRobert Blue #429-II-2-a. Should be #429-II-2-a\nGlenda Avery #1165-11. Should be #1165-II.\n\nNEW WEB PAGE FEATURE\n\nIn February Joanne added a new feature to our Vermilyea Family Association Web Page. You will find a link from the main page to our Guest Book where messages may be left to be viewed by other family members. The hope is to establish communication with all our family that have access to the Internet and find our site. So far the following messages have been posted:\n\nDave G., in Massachusetts mentions that he enjoyed seeing the pictures at the Reunion site and the resemblances to his family; his grandfather Ralph Arnott Vermilyea in particular, brings back fond memories of him.\n\nTom Vermilye, Olathe, Kansas sends greeting to all our family.\n\nPhyllis Vermilye Waldo, Windsor, Ohio mentions she is pleased to have found our site.\n\nLynnette May, Ogden, Utah mentions she has a manuscript researched by Charles Vermilyea and is doing research for her daughter. (This manuscript is Source Code #105 “The Vermilyea Family” book).\n\nFerold Rodrick Vermilyea Jr., Saint Joseph, Missouri says he descends from Roy Vermilyea and that he is contacting other relatives to let them know about our site.\n\nRobert J. Ellertsen, Newton, Massachusetts gives his family line.\n\nChristopher Bonn Jonnes, Stillwater, Minnesota gives us some information about his family.\n\nSylvia Fries, Martinsburg, West Virginia tells us that when she and her Mom travel the first thing her Mom does is look for Vermilyea’s in the phone book. She is happy to know we are interested in preserving the history of the family. (I have had contact with Sylvia, and while it is too early to be certain, we are pursuing a connection for John Vermilyea, a West Virginia Unidentified listed on page 416 in “The Vermilyea Family”.)\n\nTake the opportunity to post your message for the family. Start at http://members.aol.com/vfa95/vfa.htm\n\nTHE SETTLEMENT OF NEW HARLEM\n\nA Brief History with the Vermilya/e/ea/er Family Connection\n\nThe area now known as Harlem, New York City, New York, was first settled by Dr. Johannes de la Montagne who was of French-Flemish ancestry and educated in Leiden, Holland. In 1636, he and his family immigrated to New Netherlands landing at what is now known as the Battery in New York City, called “Capsee” by the first Dutch settlers. Dr. de la Montagne had been sent to New Netherlands to set up a hospital for the Colony at New Amsterdam; however, upon his arrival, the Colony’s Governor Kieft would not permit him to do so. Staying in New Amsterdam only a short time, he set out in dugouts with his family and some farm hands and paddled up the East River to what is now the east end of 105th Street. There he found a creek running northwestward. Traveling along it, he stopped at a point that would now be in the vicinity of 124th Street and Seventh Avenue. He built a bark cabin and soon after\n\nobtained a land grant of about 200 acres from the Governor. He is thus credited as being the pioneer of New Harlem. Other emigrants followed his lead and established homesteads east of his property. Indian uprisings forced all of them to move back to New Amsterdam twice; first from 1639 to 1645 and again from 1651 to 1655. After regaining their properties in 1655, they were successful in holding them. In 1660, the last of the Indians on Manhattan Island were driven north across the Harlem River by a militia force led by de la Montagne.\n\nIn 1658, 23 of the settlers petitioned the new Governor, Peter Stuyvesant, to establish a town. In March of that year, Stuyvesant passed an ordinance organizing the village and, in August, surveys set its boundaries; which encompassed the general area extending from what is now 125th Street and the Harlem River, southwestward to Fifth Avenue and 111th Street. Stuyvesant named the town Nieuw Haarlem (New Harlem). The 23 settlers, who had emigrated from France, Northern Germany, England and Holland (but none from Haarlem, Holland), were credited as town founders. Not listed among them was Dr. de la Montagne whose property was south and west of the patent area. The Doctor petitioned Stuyvesant to create yet another town. Stuyvesant denied the request; but, suggested to the Doctor that he petition New Harlem for permission to adjoin his property to that town, which the Doctor was successful in doing.\n\nIn October 1662, our ancestors, Isaac Vermeille, his wife, Jacomina, and their four adult children, Maria, Johannes, Abraham and Rachel, arrived at Capsee from Holland and moved on to New Harlem to join old acquaintances. Isaac purchased an erf (house lot) on Indian Trail, the main road through the town, and built his home. He started an orchard, which became his primary livelihood, and assisted his son, Johannes, with establishing and operating a brewery. He also became one of the town’s most active citizens by accepting leadership positions in the militia, government and church (the Harlem Collegiate Dutch Reformed Church).\n\nOn May 1663, Isaac’s daughter Rachel married Johannes von der Bosch, a farmer. On June 10, 1663, Isaac’s eldest daughter, Maria, married Johannes de la Montagne Jr., son of New Harlem’s pioneer. He was the community’s school teacher and over the years served the town as clerk, magistrate, and constable. He also was the church’s first deacon and its voorleser (the person who conducted services in the absence of a minister). The life of Isaac’s son, Johannes, has been documented in previous editions of this newsletter and in “The Vermilyea Family” written by Sandra Vermilyea Todd in 1998. In summary, he owned a brewery and was very politically active at both the town and Colony levels. In 1670, he married Aeltje Waldron, daughter of Resolved Waldron who served the town as a constable and magistrate for many years. As the only son of Isaac to have sons, Johannes is considered the patriarch of all those who spell their name Vermilyea/ea/er today. Very little is known about the second son, Abraham. He served in the New Harlem militia for a few years; but, otherwise, no information about him has been found in historical publications.\n\nIn September 1664, the English took control of New Netherlands from the Dutch. Governor Nichols, appointed by the King of England, officially recognized New Harlem and expanded the borders of the town as follows: on the west, north and east, the Hudson, Harlem and East Rivers, respectively; and, in the south, a line which meandered southeastward from what is now 130th Street on the Hudson River to 75th Street on the East River. Governor Nichols’ successors, English and Dutch (the Dutch regained\n\ncontrol of Manhattan Island on August 10, 1673 and lost it again to the English on November 10, 1674), permitted residents to continue governing New Harlem. With the borders set and the population increasing, town officials sectioned off the town’s area. The sub-dividing was done over time from 1664 through 1712 and generally from south to north. Both old and new families purchased land. Isaac Vermeille and his descendants came to own 9 lots during those years, the largest of which was a parcel of about 600 acres at the most northern end of Manhattan Island.\n\n**TWO APRIL T.V. PROGRAMS HAD TIES TO OUR FAMILY**\n\nTwo T.V. programs which aired recently had connections to past members of our extended family. On April 1st, A&E Channel’s “Guide to Historic Houses” ran a short (ten minute) piece on the Dyckman House, New York City. Those of us who watched the program and have been to the House, were a bit disappointed with the brief coverage; but, it did present an accurate, albeit quick, overview of its history and showed a few interesting parts of the House.\n\nAlso in April, the History Channel did a program about the Chindits. This was a unique, British led, brigade-sized, all volunteer, infantry, long-range, guerrilla warfare unit consisting of personnel from many allied countries which in February 1943 entered Burma from India to gather intelligence about and conduct sabotage missions against the Japanese Army. The unit, which stayed in the jungle until late May 1943, lived off the land and received some military supplies by air-drops. It suffered heavily from jungle-type sicknesses and maladies, as well as enemy action. The unit’s senior medical officer was a Canadian, Captain (later Major) George Vermilyea Faulkner - son of Helen (Vermilyea) Faulkner (#614).\n\nIt has been suggested that we include complete mailing addresses for all members in the October, November, December issue of this newsletter. Please advise me if you do not wish your address to be posted.\n\nPeople will forget what you said.\nPeople will forget what you did, but\nPeople will never forget how you made them feel.\n\nTHE VFA\n\nThe VFA (Vermilyea Family Association), a not-for-profit organization staffed by volunteers, was founded in August 1995. We have shared information about the descendants of Johannes Vermelje (the Vermilya, Vermilye, Vermilyea and Vermilyer lines), and thus together learned much about our small, unique, extended family. With the goals of increasing family unity, bonding and fellowship, we encourage you to submit your family research findings plus stories, histories and information about your family, ancestors and descendants to our Secretary/Historian. By doing so, we’ll all learn more; and, from our consolidated records, you might just find that long-lost relative you’ve been wondering about for years.\n\nBOARD MEMBERS AND OFFICERS\n\nPresident: Carl P. Vermilyea,\nTreasurer: C. J. (“Jim”) Vermilyea,\n\nSecretary/Historian: Sandra Vermilyea Todd,\n\nNewsletter Publisher: Joanne Vermilyea MacArthur\n\nOther Board Members: Tom Vermilye.\n\nWilma Vermilyer,\n\nMEMBERSHIP DUES - NEW MEMBERS AND RENEWALS\n\nAnnual membership dues are $12.00. For those joining after February 15th of the year, the dues are $9.00; after May 15th, $6.00; or, after August 15th, $3.00. Please make your check payable to: Vermilyea Family Association; and, mail it and, for new members, a membership application to: Mr. C. J. Vermilyea, VFA Treasurer,\n\nTHIS NEWSLETTER\n\n“Vermilya/e/ea/er’s …Historically Speaking,” published on February 15, May 15, August 15 and November 15, is the primary periodical of the Vermilyea Family Association (Vermilya, Vermilye, Vermilyea, Vermilyer). The cost of a subscription is included in the membership dues. Comments concerning distribution may be sent to the Publisher, Joanne V. MacArthur. Comments concerning the content and articles for publication should be sent to the Secretary/Historian, Sandra Vermilyea Todd.\n\nDO YOU HAVE ACCESS TO THE INTERNET?\n\nCheck our VFA Web Page (maintained by Joanne MacArthur) at: http://members.aol.com/vfa95/vfa.htm\nCheck our Reunion Web Page (maintained by Sandra Todd) at: http://members.aol.com/vermreun/fampage1.htm\nThe Association’s E-mail address (staffed by Sandra Todd) is:\n\nVERMILYA FAMILY ASSOCIATION\n\n\"We Are Family\""},"id":{"kind":"string","value":"<urn:uuid:c5b0a0a5-a821-4dda-a77c-1859dc27c580>"},"dump":{"kind":"string","value":"CC-MAIN-2018-47"},"url":{"kind":"string","value":"http://www.vermilyeafamilyreunion.com/files/historical/2000II.pdf"},"date":{"kind":"string","value":"2018-11-13T07:09:26Z"},"file_path":{"kind":"string","value":"crawl-data/CC-MAIN-2018-47/segments/1542039741294.2/warc/CC-MAIN-20181113062240-20181113084240-00107.warc.gz"},"offset":{"kind":"number","value":383592299,"string":"383,592,299"},"token_count":{"kind":"number","value":6175,"string":"6,175"},"language":{"kind":"string","value":"eng_Latn"},"page_average_lid":{"kind":"string","value":"eng_Latn"},"page_average_lid_score":{"kind":"number","value":0.9924580563198436,"string":"0.992458"},"full_doc_lid":{"kind":"string","value":"eng_Latn"},"full_doc_lid_score":{"kind":"number","value":0.9979799389839172,"string":"0.99798"},"per_page_languages":{"kind":"list like","value":["eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","eng_Latn","unknown"],"string":"[\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"unknown\"\n]","isConversational":false},"is_truncated":{"kind":"bool","value":false,"string":"false"},"extractor":{"kind":"string","value":"rolmOCR"},"page_ends":{"kind":"list like","value":[1525,5339,7362,10282,12095,13968,16283,19092,22829,24944,27084,27130],"string":"[\n 1525,\n 5339,\n 7362,\n 10282,\n 12095,\n 13968,\n 16283,\n 19092,\n 22829,\n 24944,\n 27084,\n 27130\n]","isConversational":false},"fw_edu_scores":{"kind":"list like","value":[0.95703125,2.265625],"string":"[\n 0.95703125,\n 2.265625\n]","isConversational":false},"minhash_cluster_size":{"kind":"number","value":1,"string":"1"},"duplicate_count":{"kind":"number","value":1,"string":"1"}}},{"rowIdx":3198,"cells":{"text":{"kind":"string","value":"A\n\n8\n\nC\n\nC\n\nC\n\nQ\n\nThe 1980s saw a resurgence in bold, geometric patterns that were reminiscent of the Art Deco era. These patterns often featured zigzags, triangles, and other angular shapes, creating a sense of movement and dynamism. The use of bright colors like yellow, orange, and pink added to the overall vibrancy of these designs.\n\nIn fashion, these patterns were often seen on clothing items such as dresses, jackets, and accessories. They also appeared on home decor items like curtains, wallpaper, and furniture upholstery. The popularity of these patterns continued into the early 1990s before gradually fading out of mainstream fashion and design.\n\nToday, there is a renewed interest in retro styles, including those from the 1980s. As a result, some designers have started incorporating these geometric patterns into their work, bringing them back into modern contexts while still maintaining their original aesthetic appeal.\n\nThe first step is to identify the number of squares in each row and column. In this case, we have 5 rows and 4 columns.\n\nNext, we need to determine how many squares are in each row and column. We can do this by counting the number of squares in each row and column.\n\nIn the first row, there are 5 squares.\nIn the second row, there are 4 squares.\nIn the third row, there are 3 squares.\nIn the fourth row, there are 2 squares.\nIn the fifth row, there is 1 square.\n\nIn the first column, there are 5 squares.\nIn the second column, there are 4 squares.\nIn the third column, there are 3 squares.\nIn the fourth column, there are 2 squares.\n\nNow that we know the number of squares in each row and column, we can calculate the total number of squares in the grid. We do this by multiplying the number of squares in each row by the number of squares in each column.\n\nTotal number of squares = (number of squares in each row) x (number of squares in each column)\nTotal number of squares = 5 x 4\nTotal number of squares = 20\n\nTherefore, there are 20 squares in the grid.\n\nG\n\nThe 1980s saw a resurgence in bold, geometric patterns that were reminiscent of the Art Deco era. These patterns often featured strong lines and shapes, creating a sense of movement and energy. The use of bright colors and contrasting elements was also a hallmark of this decade, reflecting the vibrant and dynamic spirit of the time.\n\nOne of the most iconic patterns from the 1980s is the Memphis style, which was characterized by its use of bold, graphic shapes and a mix of materials. This style was popularized by the Italian design firm Memphis, which was known for its innovative and avant-garde approach to design. The Memphis style was often used in interior design, fashion, and product design, and it continues to influence contemporary design today.\n\nAnother popular pattern from the 1980s was the zigzag or chevron pattern, which was often used in clothing and accessories. This pattern was characterized by its sharp, angular lines and its ability to create a sense of movement and dynamism. The zigzag pattern was often combined with other elements, such as stripes or polka dots, to create a more complex and visually interesting design.\n\nIn conclusion, the 1980s saw a revival of bold, geometric patterns that were inspired by the Art Deco era. These patterns were characterized by their use of strong lines and shapes, bright colors, and contrasting elements. The Memphis style and the zigzag pattern were two of the most iconic patterns from this decade, and they continue to influence contemporary design today.\n\n1\n\nThe text is not present in the image.\n\nEggs on a pink background.\n\nThe 1980s saw a resurgence in the popularity of blue, with denim jeans becoming a staple of casual wear. The color was also used extensively in graphic design and fashion, with bold patterns and geometric shapes becoming popular.\n\nN\n\nThe 2023 edition of the *Journal of the American Medical Association* (JAMA) has been published, featuring a range of articles that cover various aspects of medical research and practice. This issue includes studies on the effectiveness of new treatments for chronic diseases, advancements in surgical techniques, and insights into the impact of technology on healthcare delivery. Additionally, there are discussions on public health initiatives aimed at improving population health outcomes. The journal also highlights the latest research findings in areas such as mental health, infectious diseases, and preventive medicine. Overall, this issue provides a comprehensive overview of current trends and developments in the field of medicine.\n\nHello! How can I assist you today?\n\n90s Style Pattern\n\nThis pattern is inspired by the 1990s fashion trends, featuring bold and vibrant colors with geometric shapes and zigzag patterns. It's perfect for adding a retro touch to your designs!\n\n2\n\nCAREER\n\nCAREER\n\n2\n\nT\n\nU\n\nV\n\nW\n\nX\n\nY\n\nThe 1980s saw a surge in the popularity of geometric patterns, with bold lines and shapes becoming a defining feature of fashion and design. This era was characterized by a love for vibrant colors and dynamic shapes, which were often used to create eye-catching and modern designs.\n\nOne of the most iconic patterns from the 1980s is the \"boom box\" pattern, which features large, overlapping rectangles in bright colors. This pattern was often used on clothing, accessories, and even furniture, creating a sense of movement and energy that was perfect for the decade's exuberant spirit.\n\nAnother popular pattern from the 1980s is the \"bubblegum\" pattern, which features small, rounded shapes in pastel colors. This pattern was often used on clothing and accessories, creating a playful and whimsical look that was perfect for the decade's fun-loving attitude.\n\nOverall, the 1980s were a time of boldness and creativity, and the geometric patterns of the era continue to inspire designers and artists today. Whether you're looking for a retro throwback or a modern take on these classic designs, there's no shortage of options to choose from."},"id":{"kind":"string","value":"<urn:uuid:bb6fb624-fcf0-4acf-a694-5c4132b45a6f>"},"dump":{"kind":"string","value":"CC-MAIN-2018-17"},"url":{"kind":"string","value":"http://studiodiy-wpengine.netdna-ssl.com/wp-content/uploads/2016/12/Graphic-Initial-Sweatshirt-by-Studio-DIY-REVERSED.pdf"},"date":{"kind":"string","value":"2018-04-21T18:47:22Z"},"file_path":{"kind":"string","value":"crawl-data/CC-MAIN-2018-17/segments/1524125945317.36/warc/CC-MAIN-20180421184116-20180421204116-00612.warc.gz"},"offset":{"kind":"number","value":318157599,"string":"318,157,599"},"token_count":{"kind":"number","value":1257,"string":"1,257"},"language":{"kind":"string","value":"eng_Latn"},"page_average_lid":{"kind":"string","value":"eng_Latn"},"page_average_lid_score":{"kind":"number","value":0.9986470341682434,"string":"0.998647"},"full_doc_lid":{"kind":"string","value":"eng_Latn"},"full_doc_lid_score":{"kind":"number","value":0.9992637038230896,"string":"0.999264"},"per_page_languages":{"kind":"list like","value":["unknown","unknown","unknown","unknown","eng_Latn","eng_Latn","unknown","eng_Latn","unknown","unknown","unknown","eng_Latn","unknown","eng_Latn","unknown","eng_Latn","unknown","unknown","unknown","unknown","unknown","unknown","unknown","unknown","unknown","eng_Latn"],"string":"[\n \"unknown\",\n \"unknown\",\n \"unknown\",\n \"unknown\",\n \"eng_Latn\",\n \"eng_Latn\",\n \"unknown\",\n \"eng_Latn\",\n \"unknown\",\n \"unknown\",\n \"unknown\",\n \"eng_Latn\",\n \"unknown\",\n \"eng_Latn\",\n \"unknown\",\n \"eng_Latn\",\n \"unknown\",\n \"unknown\",\n \"unknown\",\n \"unknown\",\n \"unknown\",\n \"unknown\",\n \"unknown\",\n \"unknown\",\n \"unknown\",\n \"eng_Latn\"\n]","isConversational":false},"is_truncated":{"kind":"bool","value":false,"string":"false"},"extractor":{"kind":"string","value":"rolmOCR"},"page_ends":{"kind":"list like","value":[1,4,13,16,938,1998,2001,3533,3536,3575,3603,3834,3837,4581,4617,4823,4826,4842,4845,4848,4851,4854,4857,4860,4863,6005],"string":"[\n 1,\n 4,\n 13,\n 16,\n 938,\n 1998,\n 2001,\n 3533,\n 3536,\n 3575,\n 3603,\n 3834,\n 3837,\n 4581,\n 4617,\n 4823,\n 4826,\n 4842,\n 4845,\n 4848,\n 4851,\n 4854,\n 4857,\n 4860,\n 4863,\n 6005\n]","isConversational":false},"fw_edu_scores":{"kind":"list like","value":[2.046875],"string":"[\n 2.046875\n]","isConversational":false},"minhash_cluster_size":{"kind":"number","value":1,"string":"1"},"duplicate_count":{"kind":"number","value":0,"string":"0"}}},{"rowIdx":3199,"cells":{"text":{"kind":"string","value":"Chapter 10 Area Of Polygons\n\nEventually, you will completely discover a other experience and achievement by spending more cash. still when? attain you bow to that you require to get those all needs gone having significantly cash? Why don't you attempt to acquire something basic in the beginning? That's something that will lead you to understand even more more or less the globe, experience, some places, with history, amusement, and a lot more?\n\nIt is your categorically own get older to exploit reviewing habit. among guides you could enjoy now is chapter 10 area of polygons below.\n\nCommon Core Geometry.Unit #10.Lesson #3. The Area of Polygons 10-3: Areas of Regular Polygons Polygons Area of Regular Polygons - Hexagons, Pentagons, u0026 Equilateral Triangles With Inscribed Circles Area of Polygons Geometry Chapter 10 Section 3 Area of Regular Polygons Area of Regular Polygons Area Of Field Book (Polygon) || Exercise 14.2 || Class 8 Maths RBSE Geometry - Chapter 11 Review (Area of Polygons and Circles) Geometry - Chapter 10 - Les 3 : Area of Regular Polygons Mensuration L 4 | Area of Polygon with Menti Quiz | NCERT Class 8 Maths Chapter 11 | Vedantu Pirates Everything About Circle Theorems - In 3 minutes! Area of Trapezium and Polygonl Class 8 Exercise 18B Question 1 - 2| RS AggarwallLearn maths Area of Trapezium and Polygonl Class 8 Exercise 18B Question 3| RS Aggarwall Learn maths Area Of Trapezium | Learn with BYJU'S 11.3 types of polygons Area of Rectilinear Figures Area of Trapezium and Polygonl Class 8 Exercise 18B Question 4| RS AggarwallLearn maths Geometry Lesson 10.3 Area of a Polygon\n\nFind area of regular polygon given radius\n\nWhat is a Polygon? | Don't Memorise9.2 Area equation for Polygons Area of Trapezium and Polygonl Class 8 Exercise 18A Question 1 - 6| RS AggarwallLearn maths Find the Area of Regular Polygons Math Antics - Area Introduction - Mensuration - Chapter 11 - NCERT Class 8th Maths How to Calculate the Area of Polygons\n\nFind the Area of Regular Polygon Given Radius\n\nArea Of Trapezium And A Polygon Exercise 18A ICBSE class 8 in hindi rs aggarwal | Rajmith StudyChapter 10 Area Of Polygons\n\nStart studying Chapter 10- Geometry: Area of Polygons. Learn vocabulary, terms, and more with flashcards, games, and other study tools.\n\nChapter 10- Geometry: Area of Polygons Flashcards | Quizlet\n\nCHAPTER 10 Area of Polygons Lesson 10.1 Area of Triangles Identify a base and a height for each triangle. 1. A B C 2. T P Q R For each triangle, label a base with the letter b and a height with the letter h. 3. A B C D 4. E F 5. G H K 6. P Q © Marshall Cavendish International (Singapore) Private Limited. R Extra Practice Course 1B 29 Name: Date:\n\nCHAPTER 10 Area of Polygons – Barrington High School\n\nChapter 10: Area of Polygons Lesson 10.1: Area of Triangles. Lesson Notes Practice (Homework) Additional Practice. Lesson 10.2: Area of Parallelograms & Trapezoids. ... Chapter Review Key (Book B p. 115-117) Powered by Create your own unique website with customizable templates.\n\nChapter 10: Area of Polygons – MR. DELINSKI'S CLASSROOM\n\n400 Chapter 10 Polygons and Area What You'll Learn Key Ideas • Name polygons according to the number of sides and angles. (Lesson 10-1) • Find measures of interior and exterior angles of polygons. (Lesson 10-2) • Estimate and find the areas of polygons. (Lessons 10-3 to 10-5) • Identify figures with line or rotational symmetry. (Lesson 10-6)\n\nChapter 10: Polygons and Area - Glencoe\n\nBookmark File PDF Chapter 10 Area Of Polygons Wikibooks is a collection of open-content textbooks, which anyone with expertise can edit — including you. Unlike Wikipedia articles, which are essentially lists of facts, Wikibooks is made up of linked chapters that aim to teach the reader about a certain subject.\n\nmatter and interactions solution manual\n\nChapter 10 Area Of Polygons - giantwordwinder.com\n\nChapter 10: Perimeter and area of shapes You will remember from Grade 6 that perimeter is the distance around the outermost border of something. Area is the size of a flat surface of something.\n\nPerimeter of polygons | Perimeter and area of shapes ...\n\nChapter 10 • Area Study Guide and Review 10.1 • Areas of Parallelograms and Triangles A parallelogram is a quadrilateral (four-sided figure) with both pairs of opposite sides parallel. △ = A triangle is any three sided polygon. △ = 1 2 * The base and height must intersect at a right angle!**\n\nChapter 10 Area Study Guide and Review\n\nThe apothem of a regular polygon is a line segment from the center of the polygon to the midpoint of one of its sides. The area of any regular polygon is equal to half of the product of the perimeter and the apothem. Area of regular polygon = where p is the perimeter and a is the apothem.\n\nArea Of Polygons - Formulas (video lessons, examples, step ...\n\nThis chapter 10 area of polygons, as one of the most operational sellers here will extremely be in the middle of the best options to review. If you're having a hard time finding a good children's book amidst the many free classics available online, you might want to check out the International Digital Children's Library, where you can find award-winning books that range in length and reading levels.\n\nChapter 10 Area Of Polygons - embraceafricaigroup.co.za\n\nYou may not be perplexed to enjoy all book collections chapter 10 area of polygons that we will entirely offer. It is not roughly the costs. It's just about what you compulsion currently. This chapter 10 area of polygons, as one of the most full of zip sellers here will unconditionally be in the midst of the best options to review.\n\nChapter 10 Area Of Polygons - chimerayanartas.com\n\nDisplaying top 8 worksheets found for - Perimeter And Area Of Polygons. Some of the worksheets for this concept are Perimeter and area of polygons b,\n\nPerimeter of a polygon 11s1. Finding the perimeter of triangles per 1. Perimeter of a polygon 1, Chapter 10 area of polygons, Area and perimeter of regular and irregular polygons an, Formulas for perimeter area surface volume, Rectangles.\n\n**Perimeter And Area Of Polygons Worksheets – Learny Kids**\nabout what you compulsion currently. This chapter 10 area of polygons, as one of the most full of zip sellers here will unconditionally be in the midst of the best options to review. Chapter 10 Area Of Polygons - chimerayanartas.com Area of polygon = n x AB x . OG 2 = n x 2r tan . 180 r. o. x n2 = nr. 2. tan . Sq. unit . Perimeter = 2nr tan .\n\n**Chapter 10 Area Of Polygons – silo.notactivelylooking.com**\nCHAPTER 10 Area of Polygons - Barrington High School Bookmark File PDF Chapter 10 Area Of Polygons Comprehending as with ease as bargain even more than further will provide each success. next to, the message as without difficulty as perception of this chapter 10 area of polygons can be taken as without difficulty as picked to act. Page 2/9\n\n**Chapter 10 Area Of Polygons – wallet.guapecoin.com**\nSubject: Download Chapter 10 Area Of Polygons - CHAPTER 10 Area of Polygons Lesson 101 Area of Triangles Identify a base and a height for each triangle 1 A B C 2 T P Q R For each triangle, label a base with the letter b and a height with the letter h Chapter 10 Area Of Polygons | happyhounds.pridesource Geometry: Common Core (15th Edition ...\n\n**Polygons And Quadrilaterals Chapter Test Form A | calendar ...**\nArea of polygon = n x AB x . OG 2 = n x 2r tan . 180 r. o. x n2 = nr. 2. tan . Sq. unit . Perimeter = 2nr tan . Example 2: A regular pentagon is circumscribed about circle with a radius of 20 cm. Find the area of the pentagon. Solution: Radius r = 20cm . n = 5 (pentagon) Area of circumscribed polygon = nr. 2. tan = 5(20) 2 tan . 180o 5 = 5 x 400 x tan 36o = 2000 x (.726)\n\n**Chapter 12 Area of Polygons – pbit.edu.pk**\nChapter 10 polygons and area. regular polygon. convex. concave. polygonal region. a closed figure that is both equilateral and equiangular. all diagonals lie on the inside of the figure. if any part of the diagonal lies outside the figure. any polygon and its interior. regular polygon.\n\n**polygons chapter 8 area Flasheards and Study Sets | Quizlet**\nArea Of Special Polygons - Displaying top 8 worksheets found for this concept.. Some of the worksheets for this concept are 6 area of regular polygons, Chapter 10 area of polygons, Honors packet on polygons quadrilaterals and special, Honors accelerated geometry, 7 quadrilaterals and other polygons, 9 area perimeter and volume mep y9 practice book b, Table of contents, Area mixed shapes.\n\nEach chapter contains a study guide that goes in-depth into each subject before the practice problems. For each concept, there are step-by-step explanations on how to approach the solving problems. There are a variety of practice problems on which covers everything that had been gone over in the study guide. Afterwards, there is a self-test that assesses that knowledge of the student. And in the middle of the book, there is another review test that grasps the reader's knowledge all the previous chapters. The table of contents Chapter 7: Similarity. This chapter explains the ratio between two numbers, discern proportions and their properties, identifies the properties of similar polygons, and proves that two triangles can be similar with different postulates and theorems, as well as learning how to identify dilations and its properties. Chapter 8: Right Triangles. This chapter shows how to solve problems involving similar triangles formed by the altitude that is perpendicular to the hypotenuse, finding the lengths of the sides of a triangle with the Pythagorean Theorem, use side lengths to classify triangles and angles measures and find their length in special right triangles, and to find the magnitude and direction of a vector. Chapter 9: Circles. This section discusses segments and lines related to circles, use properties of tangents, arcs, and chords of a circle as well as the properties of inscribed angles and inscribed polygons of a circle, and finding and graphing the equation of a circle. Chapter 10: Area of Polygons and Circles. This chapter describes the angle measures in polygons, the areas of regular polygons as well as the perimeters and areas of similar figures, the circumference and arc length of circles, and the areas of circles and their sectors. Chapter 11: Surface Area and Volume of Solids. This chapter encounters the various surface areas of solids, such as pyramids, prisms, and spheres and also shows how find their volume. Review Test Additionally, the appendix contains useful formulas as well as relevant vocabulary.\n\nA new series of bespoke, full-coverage resources developed for the 2015 GCSE Mathematics qualifications. Written for the AQA GCSE Mathematics Foundation tier specification for first teaching from 2015, our Homework Book is an ideal companion to the AQA Foundation tier Student Book and can be used as a standalone resource. With exercises that correspond to each section of the Student Book, it offers a wealth of additional questions for practice and consolidation. Our Homework Books contain a breadth and depth of questions covering a variety of skills, including problem-solving and mathematical reasoning, as well as extensive drill questions. Answers to all questions are available free on the Cambridge University Press UK Schools website.\n\nThis geometry book is written foremost for future and current middle school teachers, but is also designed for elementary and high school teachers. The book consists of ten seminars covering in a rigorous way the fundamental topics in school geometry, including all of the significant topics in high school geometry. The seminars are crafted to clarify and enhance understanding of the subject. Concepts in plane and solid geometry are carefully explained, and activities that teachers can use in their classrooms are emphasised. The book draws on the pictorial nature of geometry since that is what attracts students at every level to the subject. The book should give teachers a firm foundation on which to base their instruction in the elementary and middle grades. In addition, it should help teachers give their students a solid basis for the geometry that they will study in high school. The book is also intended to be a source for problems in geometry for enrichment programmes such as Math Circles and Young Scholars.\n\nHow a simple equation reshaped mathematics Leonhard Euler's polyhedron formula describes the structure of many objects—from soccer balls and gemstones to Buckminster Fuller's buildings and giant all-carbon molecules. Yet Euler's theorem is so simple it can be explained to a child. From ancient Greek geometry to today's cutting-edge research, Euler's Gem celebrates the discovery of Euler's beloved polyhedron formula and its far-reaching impact on topology, the study of shapes. Using wonderful examples and numerous illustrations, David Richeson presents this mathematical idea's many elegant and unexpected applications, such as showing why there is always some windless spot on earth, how to measure the acreage of a tree farm by counting trees, and how many crayons are needed to color any map. Filled with a who's who of brilliant mathematicians who questioned, refined, and contributed to a remarkable theorem's development, Euler's Gem will fascinate every mathematics enthusiast. This paperback edition contains a new preface by the author.\n\nA new series of bespoke, full-coverage resources developed for the 2015 GCSE Mathematics qualifications. Endorsed for the Edexcel GCSE Mathematics Higher tier specification for first teaching from 2015, our Homework Book is an ideal companion to the Edexcel Higher tier Student Book and can be used as a standalone resource. 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## September 2022
### Toccoa Elementary
This institution is an equal opportunity provider. Menus are subject to change.
**HAPPY LABOR DAY!**
*Try not to be BLUE about Summer’s end – enjoy the last sweet days of the season BERRY much!*
### MODERATION
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Conservation
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An analysis of existing science assessments and the implications for developing assessment tasks for the NGSS
Jill Wertheim Stanford NGSS Assessment Project
Presented at National Association for Research in Science Teaching
Baltimore, 2016
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Fun activities to do at home with children
1. Treasure hunt (with clues, hide a favourite toy somewhere in the house)
2. Tint shaving cream with food colouring, paint the windows or glass doors (or the inside of the shower glass) then rinse it off
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The International Finance Facility for Education
If no action is taken, about 400 million girls will not be on track to have the skills needed for employment in 2030.
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HUMAN FACTORS IN GLIDING
Issue 3
UNCONTROLLED WHEN PRINTED
FOREWORD
Most aircraft accidents are linked to deficiencies in human performance. These deficiencies may involve a variety of factors. The factors include poor lookout, situation awareness (SA), decision-making, task organisation, communication, failure to ... | f121688d-bc44-4a86-8b8a-69360306ce4c | CC-MAIN-2022-21 | https://doc.glidingaustralia.org/index.php?option=com_docman&view=download&alias=1595-human-factors-ops-0010&category_slug=gpc-resources&Itemid=101 | 2022-05-29T09:32:16+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00519.warc.gz | 273,172,381 | 32,223 | eng_Latn | eng_Latn | 0.924148 | eng_Latn | 0.972746 | [
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INTRODUCTION TO PROJECT MANAGEMENT
Broad Contents
- Management
- Key management concepts
- Functions of management
- Comparison of 20th and 21st century organizations
1.1 What is Management?
Managing is an art of getting things done through and with people in formally organized groups.
Management is the process of... | d7f7b614-9b80-49e0-a662-fd8e088cfc55 | CC-MAIN-2021-21 | https://www.vustudy.com/wp-content/uploads/2020/04/MGMT627-Handsouts.pdf | 2021-05-11T18:58:54+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989856.11/warc/CC-MAIN-20210511184216-20210511214216-00116.warc.gz | 1,110,823,793 | 172,080 | eng_Latn | eng_Latn | 0.991064 | eng_Latn | 0.997068 | [
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“The Best Luxury of All”
“Look what those enormously wealthy Victorians, who could afford anything they wanted, spent their money on! They built greenhouses and then went to even more expense heating and staffing them so they could enjoy what they acknowledged to be the best luxury of all - fresh homegrown fruits, veg... | <urn:uuid:a59eb08f-fe9b-42a1-81b9-9e68c6f14127> | CC-MAIN-2018-51 | http://village.auroranewyork.org/wp-content/uploads/2010/11/the-best-luxury-of-all.pdf | 2018-12-12T22:12:36Z | crawl-data/CC-MAIN-2018-51/segments/1544376824119.26/warc/CC-MAIN-20181212203335-20181212224835-00329.warc.gz | 306,062,992 | 889 | eng_Latn | eng_Latn | 0.994961 | eng_Latn | 0.998411 | [
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When Storms and Droughts Collide
As the Human Era Goes Multiplanetary
The Olympic Hot Spots
Magnetic Fields Draw Ancient Street Maps
Resources to Promote Responsible Scientific Conduct and a Positive Work Climate in Science
Free Legal Consultation for Harassment, Bullying, Discrimination, or Retaliation
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CRISIS OVERVIEW
Since the escalation of conflict in Yemen in March 2015, the situation in the country has deteriorated to have some of the greatest humanitarian needs worldwide.
Today, close to three quarters of the country’s population (18.8 million people) is in need of some form of humanitarian assistance. Of thes... | a894b8af-e141-4469-916f-4a34557205ed | CC-MAIN-2024-38 | https://www.care.org/wp-content/uploads/2020/06/care_yemen_program_factsheet_jan_17.pdf | 2024-09-12T13:37:57+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651457.35/warc/CC-MAIN-20240912110742-20240912140742-00288.warc.gz | 647,586,800 | 1,515 | eng_Latn | eng_Latn | 0.998303 | eng_Latn | 0.99842 | [
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Fighting back depression and low mood
This booklet has been made by Professor Paul Stallard, Isobel Greenhalgh and Jessica Tingley from the Child and Adolescent Mental Health Services provided by BaNES, Swindon and Wiltshire
Part 1: Understanding Low Mood
We all have periods of feeling down, low, sad or unhappy. Thi... | 71a7230c-12fa-4633-a044-cd594f8109e6 | CC-MAIN-2024-42 | https://www.oxfordhealth.nhs.uk/wp-content/uploads/sites/13/2020/05/Fighting-back-depression-and-low-mood-booklet.pdf | 2024-10-09T00:15:37+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253565.32/warc/CC-MAIN-20241008232729-20241009022729-00236.warc.gz | 789,324,638 | 7,141 | eng_Latn | eng_Latn | 0.997193 | eng_Latn | 0.998204 | [
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Bronze wilt is a newly recognized disease of cotton characterized by bronze or red discoloration and wilting of leaves. Because of these symptoms, it also has been called “copper top,” “sudden wilt” and “phloem wilt” in the U.S. and “red leaf,” “red wilt” and “anthocyanosis” in other countries. The disease occurs on sh... | <urn:uuid:4187bcca-eba3-4d48-974e-816216e59807> | CC-MAIN-2018-47 | https://www.cottoninc.com/wp-content/uploads/2015/12/BronzeWiltCotton.pdf | 2018-11-12T22:08:05Z | crawl-data/CC-MAIN-2018-47/segments/1542039741151.56/warc/CC-MAIN-20181112215517-20181113001517-00219.warc.gz | 818,458,492 | 2,261 | eng_Latn | eng_Latn | 0.991694 | eng_Latn | 0.996385 | [
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Emil and Fanny Yondorf
An Attempt at a joined Biography
By Eric G. Yondorf
Emil and Fanny in the USA, 1941
(Photo: Eric G. Yondorf)
Emil’s Parents
Emil Jondorf was born in Nuremberg, Germany on December 15, 1884, the second son of Gustav (Dietenhofen 1852 - Nuremberg 1912) and Pauline Lehmann (Markt Erlbach 1860 -... | e862da67-42d9-4fbb-9931-99065cb3553c | CC-MAIN-2024-18 | https://rijo.hier-im-netz.de/pdf/EN_NU_JU_jondorf_emil_fanny.pdf | 2024-04-21T04:57:05+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817729.0/warc/CC-MAIN-20240421040323-20240421070323-00529.warc.gz | 457,385,264 | 7,446 | eng_Latn | eng_Latn | 0.997679 | eng_Latn | 0.998516 | [
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Lydia Green never had reason to worry much before. She lived in a timeless Glen on the edge of the Valleylands with her mismatched family of fairies, philosophers, and two troublemakers known as the Zs. But now, at age eleven, her world is turned upside down when rumors reach Mulberry Glen about a mysterious Darkness t... | 4051af00-3186-4fe0-a226-1bc4a7fb3ed6 | CC-MAIN-2021-39 | https://millieflorence.com/wp-content/uploads/2021/09/Reading-Guide-Lydia-Green-of-Mulberry-Glen-by-Millie-Florence.pdf | 2021-09-24T22:22:46+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057580.39/warc/CC-MAIN-20210924201616-20210924231616-00604.warc.gz | 429,072,142 | 1,397 | eng_Latn | eng_Latn | 0.998412 | eng_Latn | 0.998894 | [
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A Spider Robot That Can Make a Nest – The spider is an arthropoda with two segments of body, four pairs of legs, no wings, and no mouths of teeth. All kinds of spiders are classified within the order of araneae; And together with scorpions, ketchens, mites all eight legged brought into the arachnids. Spiders are predat... | 9c0bd119-4ea4-432b-8eff-0ab2c55d4339 | CC-MAIN-2021-04 | http://robotix.ah-oui.org/user_docs/2006/Spider-robots-review.pdf | 2021-01-20T13:05:37+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703520883.15/warc/CC-MAIN-20210120120242-20210120150242-00717.warc.gz | 90,536,578 | 8,712 | eng_Latn | eng_Latn | 0.99839 | eng_Latn | 0.999428 | [
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A “museum of wonders”: half a million curiosities of the world, a journey through memory and fantasy.
The Museo della Figurina was born out of the passionate collecting work of Giuseppe Panini, founder in 1961, together with his brothers Benito, Franco Cosimo, and Umberto, of the famous sticker company of the same nam... | a0fda5ea-2527-4307-93d0-a2c958a556e9 | CC-MAIN-2022-21 | https://www.fmav.org/assets/Uploads/Bro-ENG-web2.pdf | 2022-05-18T12:47:46+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662522270.37/warc/CC-MAIN-20220518115411-20220518145411-00338.warc.gz | 898,534,860 | 2,858 | eng_Latn | eng_Latn | 0.989701 | eng_Latn | 0.996931 | [
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GSME Toolkit:
International Day of the Girl
Updated: September 2022
# Table of Contents
Introduction .......................................................................................................................... 3
International Day of the Girl Information .................................................... | 0ab50bba-5f91-4210-951e-83a2f332c5e4 | CC-MAIN-2022-21 | https://www.girlscoutsofmaine.org/content/dam/girlscouts-girlscoutsofmaine/documents/GSME-International-Day-of-the-Girl-Toolkit.pdf | 2022-05-28T11:46:44+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663016373.86/warc/CC-MAIN-20220528093113-20220528123113-00215.warc.gz | 870,300,791 | 14,711 | eng_Latn | eng_Latn | 0.917435 | eng_Latn | 0.9963 | [
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STEMscopes Math
Research & Philosophical Approach
LEARNING WITHIN REAL-WORLD, RELEVANT CONTEXT
STEMscopes Math Elements
In STEMscopes Math, student learning is rooted in real-world scenarios. The Hook, Explore Activities, and Problem Based Tasks engage students throughout the learning process in relevant situations... | fb52ae1c-9a52-46d3-8fd5-32f204a02640 | CC-MAIN-2022-40 | https://www.stemscopes.com/math/resources/stemscopes-math-overarching-philosophies-and-design.pdf | 2022-09-26T02:14:12+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030334644.42/warc/CC-MAIN-20220926020051-20220926050051-00765.warc.gz | 1,063,469,770 | 3,510 | eng_Latn | eng_Latn | 0.995077 | eng_Latn | 0.996537 | [
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Meteorology and climate inspire secondary science students
Andrew Charlton-Perez, Helen Dacre, Kathy Maskell, Ross Reynolds, Rachel South and Curtis Wood
ABSTRACT As part of its National Science and Engineering Week activities in 2009 and 2010, the University of Reading organised two open days for 60 local key stage ... | <urn:uuid:6075494d-4d65-448f-8fc6-9df06f0b8217> | CC-MAIN-2018-43 | http://urban.fmi.fi/papers/Wood/Charlton-Perez_etal_2010_SSR.pdf | 2018-10-21T23:32:59Z | crawl-data/CC-MAIN-2018-43/segments/1539583514437.69/warc/CC-MAIN-20181021224001-20181022005501-00361.warc.gz | 400,376,626 | 4,953 | eng_Latn | eng_Latn | 0.995971 | eng_Latn | 0.997701 | [
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Orleans Conservation Trust
Spring • Summer • 2013
- Vos Gift Establishes OCT’s First Endowment Fund
- Save The Date: August Annual Meeting
- Third Tuesday Lecture Series Spring/Summer Walk Schedule
- Creating a Conservation Legacy in South Orleans
- The Plight of the Bluebird
- Green Week
Through more than 40 years ... | <urn:uuid:507f8eb0-eb52-4451-b5dc-1253c63a2234> | CC-MAIN-2018-51 | https://orleansconservationtrust.org/wp-content/uploads/Spring-2013-Newsletter-FINAL.pdf | 2018-12-14T22:42:12Z | crawl-data/CC-MAIN-2018-51/segments/1544376826354.54/warc/CC-MAIN-20181214210553-20181214232553-00002.warc.gz | 699,490,653 | 4,787 | eng_Latn | eng_Latn | 0.938885 | eng_Latn | 0.995866 | [
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The River Derry From Source to Slaney
Clonegal Bridge
Tinahely Bridge
The River Derry rises east of Eagle Hill (349 Meters) and in her infancy forms the border between the townlands of Ballysallagh Lower (to the west) and Ballysallagh Upper (to the east). The River Derry as a stream south of Eagle Hill, Hacketstown,... | <urn:uuid:5a32f640-5965-4147-9675-8a84886e388e> | CC-MAIN-2019-09 | http://www.clonegalkildavin.ie/pages2/river_derry.pdf | 2019-02-19T10:21:45Z | crawl-data/CC-MAIN-2019-09/segments/1550247489933.47/warc/CC-MAIN-20190219101953-20190219123953-00090.warc.gz | 312,409,035 | 3,310 | eng_Latn | eng_Latn | 0.942396 | eng_Latn | 0.99454 | [
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Leroy Jenkins: Improvising Innovator
By David Wallace
About seven years ago, a wiry, energetic man stopped me on the street and asked, "Hey, are you that violist who lives on Prospect Place?" The man was prize-winning composer Leroy Jenkins, a pioneer of avant-garde jazz, and one of the only string players to enjoy l... | <urn:uuid:cd9a25cb-1d4f-4cfa-be1e-86a8a07d4924> | CC-MAIN-2018-39 | https://www.docwallacemusic.com/wp-content/uploads/2013/07/Leroy_Jenkins_Improvising_Innovator_JAVS.pdf | 2018-09-20T06:11:08Z | crawl-data/CC-MAIN-2018-39/segments/1537267156416.22/warc/CC-MAIN-20180920041337-20180920061337-00283.warc.gz | 661,170,497 | 3,665 | eng_Latn | eng_Latn | 0.996819 | eng_Latn | 0.99895 | [
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Please check that this question paper contains 11 printed pages.
Code number given on the right hand side of the question paper should be written on the title page of the answer-book by the candidate.
Please check that this question paper contains 11 questions.
Please write down the Serial Number of the question bef... | c16562f3-3700-4240-aa70-d8652f102b10 | CC-MAIN-2021-49 | http://www.manabadi.co.in/institute/BQP/6584ENGLISH-28CORE1_opt.pdf | 2021-12-02T19:47:58+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362287.26/warc/CC-MAIN-20211202175510-20211202205510-00129.warc.gz | 109,801,617 | 2,662 | eng_Latn | eng_Latn | 0.998286 | eng_Latn | 0.998933 | [
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] | 2 | 0 |
New Vision for Education: Fostering Social and Emotional Learning through Technology
Prepared in collaboration with The Boston Consulting Group
March 2016
World Economic Forum®
2016 – All rights reserved.
No part of this publication may be reproduced or transmitted in any form or by any means, including photocopyin... | <urn:uuid:1a323693-acf5-4163-b071-e92ee249d829> | CC-MAIN-2019-09 | http://www.wojde.org/FileUpload/bs295854/File/10rp_52.pdf | 2019-02-19T03:51:15Z | crawl-data/CC-MAIN-2019-09/segments/1550247489304.34/warc/CC-MAIN-20190219020906-20190219042906-00385.warc.gz | 502,265,157 | 29,308 | eng_Latn | eng_Latn | 0.961347 | eng_Latn | 0.998147 | [
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Module 1: Business
Participant Guide
First Nations Development Institute
The Business of Indian Agriculture
MODULE 1: Business
Lessons
This module covers the following lessons:
- Native American Examples of Agribusiness.
- Basics of Agribusiness.
- Preparing a Business Plan.
- Risk Management.
Module 1: Business... | fd189a3f-ca76-4710-bf1d-a89c9e91090d | CC-MAIN-2021-21 | https://www.firstnations.org/wp-content/uploads/2014/12/2018-BoIA-Participant-Guide-Mod-1-1.pdf | 2021-05-16T13:20:14+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991269.57/warc/CC-MAIN-20210516105746-20210516135746-00018.warc.gz | 773,375,305 | 17,041 | eng_Latn | eng_Latn | 0.928789 | eng_Latn | 0.997037 | [
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RECOMMENDATIONS FOR CIRCULAR ECONOMY IMPLEMENTATION
ENGAGING YOUTH IN THE TRANSITION
JUNE 2022
“Circular economy - sustainable competencies for youth” (CESCY project)
These recommendations are the third intellectual output of the Circular Economy - Sustainable Competencies for Youth ("CESCY") Project, cofounded by ... | 76a01a6b-6e81-4257-b480-6599c6236ea9 | CC-MAIN-2024-10 | https://ringmajandus.envir.ee/sites/default/files/2023-01/CESCY%20Intellectual%20Output%203%20-%20Recommendations%20for%20Circular%20Economy%20Implementation.pdf | 2024-03-03T23:11:44+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947476399.55/warc/CC-MAIN-20240303210414-20240304000414-00546.warc.gz | 483,413,510 | 8,408 | eng_Latn | eng_Latn | 0.902556 | eng_Latn | 0.99326 | [
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The Five Most Common Mistakes on the SAT and ACT
Evan Wessler
Vice President of Education
firstname.lastname@example.org
Mistakes Are Significant
- SAT: 1 question ≈ 10 points on 200-800 scale
| Raw Score | Critical Reading Scaled Score | Math Scaled Score |
|-----------|------------------------------|-------------... | <urn:uuid:6822eee7-218d-44c4-ad9b-c36023df23cb> | CC-MAIN-2019-18 | http://svecsd.org/uploadeddocs/thefivemostcommonmistakesonthesatact.pdf | 2019-04-22T22:28:36Z | crawl-data/CC-MAIN-2019-18/segments/1555578582736.31/warc/CC-MAIN-20190422215211-20190423001211-00106.warc.gz | 171,086,985 | 2,380 | eng_Latn | eng_Latn | 0.971545 | eng_Latn | 0.996688 | [
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| 2010 MS Framework Kindergarten - Inquiry | 2018 MS CCRS for Science - all grades and courses |
|----------------------------------------|-------------------------------------------------|
| Competency 1. 1. Ask questions and find answers by scientific investigation. | All Inquiry skills will be taught in the appropri... | <urn:uuid:bcc9eec3-881b-4647-bdd9-edeb35b24471> | CC-MAIN-2019-04 | https://1.cdn.edl.io/Wc4UDYEOvfJG2Omt06LoAG0GxpKjWGzob8pxYzPTs37ybS3I.pdf | 2019-01-18T14:07:30Z | crawl-data/CC-MAIN-2019-04/segments/1547583660139.37/warc/CC-MAIN-20190118131222-20190118153222-00297.warc.gz | 424,022,946 | 2,624 | eng_Latn | eng_Latn | 0.986364 | eng_Latn | 0.990341 | [
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] | [
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] | 1 | 0 |
Our Favourite Family?
Britain and Its Royals
Plant Chat
Secret Communication
Wild Riding
The Joys of MTB
Časopisy pro výuku angličtiny
Ceny předplatného 2019/20
| České | 1–10 ks předplatného | 300 Kč + 200 Kč poštovné a balné |
|-------|----------------------|----------------------------------|
| | 11–30 ks... | 2022445f-7db9-426a-827b-5072af41d0cf | CC-MAIN-2021-39 | https://www.santoska.cz/files/posts/1176/files/g-cz-mag-2020-04.pdf | 2021-09-18T20:15:12+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056572.96/warc/CC-MAIN-20210918184640-20210918214640-00068.warc.gz | 1,004,077,824 | 19,396 | eng_Latn | eng_Latn | 0.93333 | eng_Latn | 0.998113 | [
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Community Action Kit for
Protecting, Promoting, and Supporting Breastfeeding
Produced by the Department of State Health Services
Special Supplemental Nutrition Program for Women, Infants and Children (WIC)
1100 West 49th Street
Austin, Texas 78756
(512) 458-7444
http://www.dshs.state.tx.us/wichd/bf/bf1.shtm
Stock no... | <urn:uuid:55bdd12d-23f0-4dc1-a185-98c044bdd6fb> | CC-MAIN-2019-04 | https://www.wibreastfeeding.com/wp-content/uploads/2014/10/Community-Action-Kit.pdf | 2019-01-20T17:23:05Z | crawl-data/CC-MAIN-2019-04/segments/1547583728901.52/warc/CC-MAIN-20190120163942-20190120185942-00146.warc.gz | 1,021,870,480 | 38,432 | eng_Latn | eng_Latn | 0.963551 | eng_Latn | 0.998172 | [
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Introduction
This publication is intended to assist consumers and community groups in learning about the value of landscape plants. Landscape plants play an important role in the urban environment, from reducing urban heat islands to improving the aesthetic experience (i.e., curb appeal) we derive from the landscape o... | <urn:uuid:de789601-51ba-4b02-83ce-26b1d232bf1e> | CC-MAIN-2018-30 | http://www2.ca.uky.edu/agcomm/pubs/HO/HO121/HO121.pdf | 2018-07-21T02:03:23Z | crawl-data/CC-MAIN-2018-30/segments/1531676592150.47/warc/CC-MAIN-20180721012433-20180721032433-00109.warc.gz | 583,793,942 | 5,928 | eng_Latn | eng_Latn | 0.916664 | eng_Latn | 0.99531 | [
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PHCA promotes Summer Studies in order to keep our student's minds active and ready to return to school on **July 28, 2022**. Please read carefully as to what concepts your child needs to practice or master and what assignments are due when school begins. Reading books chosen should be appropriate in age level and natur... | 25c66ac7-fd6e-4102-b352-c0a297d35f92 | CC-MAIN-2023-40 | https://0e9462d796d455d15d7b-f22d015487dd186b89146e618fed4472.ssl.cf2.rackcdn.com/uploaded/s/0e14355290_1654211262_summer-studies-preschool-2022.pdf | 2023-09-30T02:31:48+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510575.93/warc/CC-MAIN-20230930014147-20230930044147-00332.warc.gz | 86,710,393 | 602 | eng_Latn | eng_Latn | 0.992852 | eng_Latn | 0.99801 | [
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
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2679
] | [
2.96875
] | 2 | 0 |
The Wild Buffalo Ride
The Indian Reading Series
Level III Book 15
THE INDIAN READING SERIES: Stories and Legends of the Northwest is a collection of authentic material cooperatively developed by Indian people from twelve reservations. Development activities are guided by a Policy Board which represents the Indian co... | 2c9c9c2f-a2d4-43b6-a179-d75333d09ad6 | CC-MAIN-2024-46 | https://indianreadingseries.ednw.org/pdf/level-3/15.pdf | 2024-11-10T19:27:11+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028187.61/warc/CC-MAIN-20241110170046-20241110200046-00881.warc.gz | 287,717,608 | 2,713 | eng_Latn | eng_Latn | 0.970549 | eng_Latn | 0.997826 | [
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Matcha and Green Tea Bag Nutritional Comparison
A comparison of the amount of each nutrient in one cup of green tea prepared using a bag, with that of one serving of matcha. Included is a short explanation of why each nutrient is important.
Green Tea Bag Matcha
Presented by Aiya
Comparing one serving of Tea Bag Se... | d6ee6b1f-9b06-450f-9250-28bd1ae66cb4 | CC-MAIN-2023-23 | https://thedailytea.com/wp-content/uploads/2014/09/Infographic2.pdf | 2023-06-08T04:46:35+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224654097.42/warc/CC-MAIN-20230608035801-20230608065801-00183.warc.gz | 621,622,856 | 678 | eng_Latn | eng_Latn | 0.994736 | eng_Latn | 0.994736 | [
"eng_Latn"
] | true | rolmOCR | [
2634
] | [
3.3125
] | 1 | 0 |
Complete Guide to Home Canning
Guide 1
Principles of Home Canning
# Guide 1
## Principles of Home Canning
### Table of Contents
| Section | Page |
|------------------------------------------------------------------------|------|
| Why can foods? ... | <urn:uuid:21c84024-210d-4945-b14a-7453b65d5584> | CC-MAIN-2019-04 | https://mypantryshelf.files.wordpress.com/2011/01/canning-principles.pdf | 2019-01-18T19:53:37Z | crawl-data/CC-MAIN-2019-04/segments/1547583660529.12/warc/CC-MAIN-20190118193139-20190118215139-00377.warc.gz | 603,651,718 | 20,008 | eng_Latn | eng_Latn | 0.948566 | eng_Latn | 0.998422 | [
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IV. OUR COSMIC ENVIRONMENT
Teaching Physics Innovatively
WITH SPACE RESEARCH FOR MORE LOVABLE PHYSICS CLASSES
Annamária Komáromi
King St. Stephen Secondary School of Music, Budapest, Hungary,
email@example.com
Physics Education PhD program, Eötvös University, Budapest
ABSTRACT
In this paper, I discuss how one can ... | 5c41a2c5-b127-4350-88ef-1590042adc43 | CC-MAIN-2023-14 | http://parrise.elte.hu/tpi-15/papers/Ch_04.pdf | 2023-03-29T07:12:53+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296948951.4/warc/CC-MAIN-20230329054547-20230329084547-00388.warc.gz | 40,572,856 | 16,591 | eng_Latn | eng_Latn | 0.966814 | eng_Latn | 0.993423 | [
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Reason and Argument
Richard Feldman
Second Edition
Pearson New International Edition
Reason and Argument
Richard Feldman
Second Edition
Pearson Education Limited
Edinburgh Gate
Harlow
Essex CM20 2JE
England and Associated Companies throughout the world
Visit us on the World Wide Web at: www.pearsoned.co.uk
© Pea... | f18d0d1b-e6a5-46cd-9b38-7f05a8821237 | CC-MAIN-2021-04 | http://susanpetrilli.com/files/II.-Reason-and-Argument,-R.-Feldman.pdf | 2021-01-22T09:35:51+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703529179.46/warc/CC-MAIN-20210122082356-20210122112356-00224.warc.gz | 101,981,173 | 220,657 | eng_Latn | eng_Latn | 0.997956 | eng_Latn | 0.99864 | [
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EYESpy Heritage Trail Balderstone Park OL11 2HD
This Explore Your Environment activity was funded with support from Rochdale Township, Rochdale Borough Council © All rights belong to NatureEd CIC.
Leader Notes
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Why Volunteer?
Written by: Monica Petrus
Literacy Focus
Reading Level: Early Reader
(Note: These books have not been levelled using standardized book leveling systems. See back cover for our suggested levels.)
Word Count and Vocabulary
Word Count: 275 words
High Frequency Words: there, few, about one, why, work, w... | 413a0556-1009-47cd-8b5e-1eabdc3a727c | CC-MAIN-2020-40 | https://www.ergo-on.ca/userContent/documents/Resources/Making%20Good%20Choices/Why%20volunteer/0319a6_f6e86ac76cb14adfaadeb1ff309f0395.pdf | 2020-09-29T03:43:41+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600401624636.80/warc/CC-MAIN-20200929025239-20200929055239-00073.warc.gz | 727,463,995 | 1,067 | eng_Latn | eng_Latn | 0.993282 | eng_Latn | 0.997427 | [
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For use with the ‘Scowles of the Leprechauns’ scenario as presented in Miniature Wargames Magazine. ©Oakbound Studio 2023. Permission granted to print for home use.
Example board layout showing position of mist tokens to show progress of Feth Fiada.
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Why Can’t You “Open” a Nut or “Break” a Cooked Noodle? Learning Covert Object Categories in Action Word Meanings
Melissa Bowerman
Max Planck Institute for Psycholinguistics
Nijmegen, The Netherlands
INTRODUCTION
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What Is Source Water Protection?
Source water is the water that is used for drinking that is taken from wells, lakes or rivers. Source Water Protection protects drinking water sources from contamination and overuse. It is the first step in a multi-barrier approach to protecting drinking water from source to tap in Ont... | a2a09fc9-945f-425e-ace7-37b84d3a09b2 | CC-MAIN-2020-40 | http://www.mrsourcewater.ca/media/k2/attachments/DNAPL%20Info%20Sheet.pdf | 2020-09-25T11:23:36+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400223922.43/warc/CC-MAIN-20200925084428-20200925114428-00520.warc.gz | 190,774,823 | 1,285 | eng_Latn | eng_Latn | 0.990924 | eng_Latn | 0.992194 | [
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Why Do Trees Die?
Rex Bastian, Ph.D.
The Davey Tree Expert Co./The Care of Trees
Wheeling, IL
To Understand How Trees Decline and Die, We Must:
- Understand stress and how it affects trees
» To do this, we must also understand:
– Tree anatomy and how trees grow
– The processes of respiration, photosynthesi... | <urn:uuid:e0d5f1dc-7076-47c8-94ef-02565065354f> | CC-MAIN-2019-04 | https://www.penndelisa.org/assets/Why%20Trees%20Die%20Bastian%20Penn%20Del%20March%20%202017.pdf | 2019-01-21T00:20:04Z | crawl-data/CC-MAIN-2019-04/segments/1547583743003.91/warc/CC-MAIN-20190120224955-20190121010955-00377.warc.gz | 897,607,565 | 1,693 | eng_Latn | eng_Latn | 0.983734 | eng_Latn | 0.99009 | [
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In this week's session, facilitators KJ Thomas, MSW, RSW and Jillian Crabbe, MSW, RSW were joined by guest speaker; Deborah Mullins, MSW, RSW speaking to the important topic of Validation.
Validation is used to acknowledge truth in a meaningful way in what another person is. Validation can be a positive tool in commun... | f463be7d-17e0-4dff-ade6-b7a38399e396 | CC-MAIN-2024-33 | https://www.theroyal.ca/sites/default/files/2021-11/FVB%20Issue%2022%20Validation.pdf | 2024-08-09T08:32:58+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640762343.50/warc/CC-MAIN-20240809075530-20240809105530-00445.warc.gz | 784,403,445 | 650 | eng_Latn | eng_Latn | 0.99534 | eng_Latn | 0.99534 | [
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Factsheet
Treaty in Western Australia
2022
Western Australia
“My heart is weeping with joy. We live with hope because we’ve been knocked from pillar to post for generations. We’ve always lived in hope that we would get to a point of being acknowledged as the first people of this nation … The past is past, but we need... | b86702e2-baa5-4d44-af4f-2eb94051e56d | CC-MAIN-2023-06 | https://antar.org.au/wp-content/uploads/2022/04/Treaty-in-WA-Factsheet.pdf | 2023-01-28T01:31:44+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499468.22/warc/CC-MAIN-20230127231443-20230128021443-00372.warc.gz | 128,048,622 | 1,670 | eng_Latn | eng_Latn | 0.989341 | eng_Latn | 0.995014 | [
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Fundamentals of Physical Geography
Textbook for Class XI
## CONTENTS
**FOREWORD**
iii
**UNIT I : GEOGRAPHY AS A DISCIPLINE**
1-12
1. Geography as a Discipline
2
**UNIT II : THE EARTH**
13-38
2. The Origin and Evolution of the Earth
14
3. Interior of the Earth
21
4. Distribution of Oceans a... | 43b3561c-b0b1-4f96-ad7a-8b016d809150 | CC-MAIN-2021-49 | https://www.visionq.co.in/uploads/ncert/Geography6.pdf | 2021-12-05T02:51:54+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363134.25/warc/CC-MAIN-20211205005314-20211205035314-00140.warc.gz | 1,152,830,143 | 79,332 | eng_Latn | eng_Latn | 0.981699 | eng_Latn | 0.997407 | [
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Jones
Pattern booklet No.3
Price 25p.
**Poncho**
**Materials:**
8 oz. Robin Vogue Double Knitting.
3 oz. contrasting colours A, B and C Robin Vogue 4 ply for motifs.
**Tension:** 6 sts. & 9 rows = 1"
Double knitting, cast on 133 sts. T10. K8\(\frac{1}{2}\)" (80 rows). Cast off 17 sts. very loosely in centre with ... | 946ddfd5-9955-45dd-a7b1-2537f08a422a | CC-MAIN-2025-08 | https://mkmanuals.com/downloadable/download/sample/sample_id/1456/ | 2025-02-19T20:27:26+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738832267024.99/warc/CC-MAIN-20250219201440-20250219231440-00066.warc.gz | 348,870,590 | 8,376 | eng_Latn | eng_Latn | 0.941502 | eng_Latn | 0.998442 | [
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Much has been written, and will continue to be written, about Lachlan Macquarie, Governor of New South Wales from 1810 to 1821, but to the toponymist he was a gift. He kept meticulous accounts of his journeys both in NSW and Van Diemen’s Land, recording the date on which he named a place and, importantly, his reasons f... | b9cd03de-6883-486a-af3c-0bbe98480c41 | CC-MAIN-2023-06 | https://www.anps.org.au/upload/Sept_2010.pdf | 2023-02-01T10:12:37+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499919.70/warc/CC-MAIN-20230201081311-20230201111311-00198.warc.gz | 654,381,690 | 12,577 | eng_Latn | eng_Latn | 0.99214 | eng_Latn | 0.996224 | [
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Confronting the Crisis of Engagement
Creating Focus and Resilience for Students, Staff, and Communities
Douglas Reeves
Nancy Frey
Douglas Fisher
Copyright © 2023 by Corwin Press, Inc.
All rights reserved. Except as permitted by U.S. copyright law, no part of this work may be reproduced or distributed in any form or... | ccab6300-6e77-46ab-adbd-e38b1cb03258 | CC-MAIN-2023-50 | https://us.sagepub.com/sites/default/files/upm-assets/122943_book_item_122943.pdf | 2023-12-01T12:53:35+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100287.49/warc/CC-MAIN-20231201120231-20231201150231-00220.warc.gz | 676,655,186 | 3,048 | eng_Latn | eng_Latn | 0.932387 | eng_Latn | 0.998304 | [
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Designing Education
past / present / future
Definition
- Education is the process of facilitating learning, through the acquisition of knowledge, skills, values, beliefs, and habits.
Manchester
1955
Context
School in 1955
- Serious subjects: reading, writing, arithmetic
- Important: the Sciences
- Much less ser... | 3a28ba78-1fda-461c-9e9c-d7c778a2168f | CC-MAIN-2021-04 | https://indico.cern.ch/event/544827/contributions/2271723/attachments/1325299/1989262/Designing_Creative_Edu_Stephen_Preece.pdf | 2021-01-16T19:00:33+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703506832.21/warc/CC-MAIN-20210116165621-20210116195621-00136.warc.gz | 409,337,171 | 1,256 | eng_Latn | eng_Latn | 0.977434 | eng_Latn | 0.998426 | [
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KEY #2
USE A TALKING TONE OF VOICE INSTEAD OF A FIGHTING TONE OF VOICE.
When I use my talking voice I get into fewer Cat fights..
This week, your child learned the second Kimochis® Key to Communication: Use a Talking Voice. This key helps children stay aware of how they use the tone and volume of their voice. Someti... | <urn:uuid:453ae7cf-dce7-4c48-86b7-7459534100c1> | CC-MAIN-2020-24 | https://www.kimochisway.com/download/51049/ | 2020-06-06T14:35:44+00:00 | crawl-data/CC-MAIN-2020-24/segments/1590348513321.91/warc/CC-MAIN-20200606124655-20200606154655-00066.warc.gz | 778,468,393 | 711 | eng_Latn | eng_Latn | 0.958512 | eng_Latn | 0.991929 | [
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Government Looks at
PRIVACY and SECURITY in COMPUTER SYSTEMS
The National Bureau of Standards\(^1\) was established by an act of Congress March 3, 1901. The Bureau's overall goal is to strengthen and advance the Nation's science and technology and facilitate their effective application for public benefit. To this end... | 8281723b-743e-42b3-8a0a-1f8a9516e7e2 | CC-MAIN-2019-51 | https://nvlpubs.nist.gov/nistpubs/Legacy/TN/nbstechnicalnote809.pdf | 2019-12-05T17:00:59 | crawl-data/CC-MAIN-2019-51/segments/1575540481281.1/warc/CC-MAIN-20191205164243-20191205192243-00536.warc.gz | 492,253,710 | 21,277 | eng_Latn | eng_Latn | 0.917037 | eng_Latn | 0.994167 | [
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Chapter 1
Introduction
I. ARGUMENTS
This book presents a method for understanding and evaluating arguments. We encounter arguments frequently—when we read, when we talk, and when we are thinking to ourselves. Some topics are the focus of intense, often passionate argument. Sometimes a hotly debated topic is prominen... | <urn:uuid:479feda8-57b7-44e3-9dbe-43a064282fad> | CC-MAIN-2019-18 | http://fitelson.org/101/feldman_ch1.pdf | 2019-04-24T06:24:54Z | crawl-data/CC-MAIN-2019-18/segments/1555578633464.75/warc/CC-MAIN-20190424054536-20190424080536-00297.warc.gz | 67,032,043 | 11,139 | eng_Latn | eng_Latn | 0.99909 | eng_Latn | 0.999355 | [
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Do you have what it takes to be a successful inventor? This is really a two-part question.
1. Do you have what it takes to be an inventor?
2. Do you have what it takes to be successful?
With regard to the first question, the noted American inventor (automotive electronic products and others) Charles F. Kettering said... | <urn:uuid:424aeb0a-6862-4d76-a81b-b3ef00eff886> | CC-MAIN-2017-26 | https://inventionburgh.files.wordpress.com/2014/02/marketingtip12-14.pdf | 2017-06-22T23:56:43Z | crawl-data/CC-MAIN-2017-26/segments/1498128319933.33/warc/CC-MAIN-20170622234435-20170623014435-00281.warc.gz | 756,160,981 | 934 | eng_Latn | eng_Latn | 0.999181 | eng_Latn | 0.999269 | [
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REPLANNING JEWISH COMMUNITY CENTER AND GROUP WORK SERVICES
By SANFORD SOLENDER
Council Educational Alliance, Cleveland, Ohio
With the echoes of war fading rapidly into the past, American communities have turned their energies to long delayed replanning of many community services. A new era of study and evaluation is ... | <urn:uuid:022bf765-a15d-44ca-867e-c18b8d84236e> | CC-MAIN-2016-40 | http://www.bjpa.org/Publications/downloadPublication.cfm?PublicationID=5943 | 2016-09-26T20:06:33Z | crawl-data/CC-MAIN-2016-40/segments/1474738660882.14/warc/CC-MAIN-20160924173740-00161-ip-10-143-35-109.ec2.internal.warc.gz | 349,842,446 | 4,054 | eng_Latn | eng_Latn | 0.997224 | eng_Latn | 0.99732 | [
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| NUMBER | ENGLISH NAME | AGENCY | NATION |
|--------|--------------|--------|--------|
| 386 | Paul Boynton | Chey., Arap. | Arapahoe |
| BAND | INDIAN NAME | HOME ADDRESS |
|------|-------------|--------------|
| | Red Feather | White Eyed Antelope Chief |
| PARENTS LIVING OR DEAD | BLOOD | AGE | HEIGHT | W... | <urn:uuid:73b385e5-b56b-4208-9fc9-22e8f4e86e3b> | CC-MAIN-2024-30 | https://carlisleindian.dickinson.edu/sites/default/files/docs-ephemera/NARA_1327_b003_f0132.pdf | 2024-07-24T12:16:46+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763518277.99/warc/CC-MAIN-20240724110315-20240724140315-00065.warc.gz | 140,313,512 | 821 | eng_Latn | eng_Latn | 0.9983 | eng_Latn | 0.9985 | [
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How to make compass 1st grade
April 15, 2016, 10:41
The Utah Education Network (UEN) uses various systems and tools to deliver distance education classes to Utah students. Experiment with magnetism in this 8th grade science activity in which your TEEN will create a working compass using a steel needle, magnet, and ja... | <urn:uuid:797e601d-f03e-4d91-b6bf-4f4c361db99c> | CC-MAIN-2017-26 | http://mi608p.rg.ro/H-h6 | 2017-06-22T23:57:07Z | crawl-data/CC-MAIN-2017-26/segments/1498128319933.33/warc/CC-MAIN-20170622234435-20170623014435-00283.warc.gz | 269,731,912 | 1,102 | eng_Latn | eng_Latn | 0.994789 | eng_Latn | 0.994933 | [
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FOOD WASTE
Food waste comprises approximately 40% of Australia’s total waste stream, creating nearly one tonne of greenhouse gas emissions at our landfill sites each year (Australian Greenhouse Office). It is also one of the easiest waste streams to reduce. By buying only what you need and composting or worm farming, ... | <urn:uuid:8346ee5d-fde3-4753-9f7b-4ae8a437b89e> | CC-MAIN-2017-26 | http://newaste.org.au/docs/ATOZ/FOOD%20WASTE.pdf | 2017-06-22T23:56:42Z | crawl-data/CC-MAIN-2017-26/segments/1498128319933.33/warc/CC-MAIN-20170622234435-20170623014435-00283.warc.gz | 289,821,400 | 546 | eng_Latn | eng_Latn | 0.998049 | eng_Latn | 0.998049 | [
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Fundraising: The Bake Sale
Written by: Monica Petrus
Literacy Focus
Reading Level: Early Reader
(Note: These books have not been levelled using standardized book levelling systems. See back cover for our suggested levels.)
Word Count and Vocabulary
Word Count: 364 words
High Frequency Words: from, now, new, where,... | c5556128-0523-49db-82c9-dca801b94d11 | CC-MAIN-2020-40 | https://www.ergo-on.ca/userContent/documents/Resources/Making%20Good%20Choices/Fundraising%20The%20Bake%20Sale/0319a6_127da6af940a402fbbbe1e52e8409d6b.pdf | 2020-09-25T14:09:37+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400226381.66/warc/CC-MAIN-20200925115553-20200925145553-00178.warc.gz | 824,990,559 | 1,342 | eng_Latn | eng_Latn | 0.979531 | eng_Latn | 0.997676 | [
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The Food Bank
Written by: James Savelli
Literacy Focus
Suggested Level: Early Reader
(Note: These books have not been levelled using standardized book levelling systems. See back cover for our suggested level.)
Word Count and Vocabulary
Word Count: 410 words
High Frequency Words: where, are, have, answer(ed), know... | f9ae8ad0-8727-4997-884d-2e37ef6d55bd | CC-MAIN-2020-40 | https://www.ergo-on.ca/userContent/documents/Resources/Making%20Good%20Choices/The%20Food%20Bank/0319a6_e55e7ea7fec44df5b6e4cd41ec68f0f0.pdf | 2020-09-29T03:41:54+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600401624636.80/warc/CC-MAIN-20200929025239-20200929055239-00555.warc.gz | 764,476,904 | 1,240 | eng_Latn | eng_Latn | 0.994215 | eng_Latn | 0.996932 | [
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facilities.\textsuperscript{16} In addition, the National Assessment of Educational Progress found that only 15% of African American fourth graders and 21% of Hispanic fourth graders are proficient in science, compared with 51% of white students and 55% of Asian students.\textsuperscript{17} This gap only widens as chi... | <urn:uuid:e1c1f56e-7eeb-4d41-8d93-3b5d1944737e> | CC-MAIN-2019-39 | http://www.newyorkcharters.org/wp-content/uploads/Zeta-3-Full-Merged-App_RedactedForWeb_Part3.pdf | 2019-09-22T02:20:41Z | crawl-data/CC-MAIN-2019-39/segments/1568514574765.55/warc/CC-MAIN-20190922012344-20190922034344-00259.warc.gz | 310,998,302 | 107,264 | eng_Latn | eng_Latn | 0.949779 | eng_Latn | 0.996994 | [
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Teaching Students to Summarize
By following several simple precepts, teachers can help their students learn to select important ideas and to condense text.
Students need special instruction in summarizing, because writing a summary is very different from other kinds of writing. Most writing requires the generation of... | <urn:uuid:4962fd04-8f33-4e4f-847c-26158d00b16c> | CC-MAIN-2016-40 | http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198812_anderson.pdf | 2016-09-26T19:00:44Z | crawl-data/CC-MAIN-2016-40/segments/1474738660882.14/warc/CC-MAIN-20160924173740-00162-ip-10-143-35-109.ec2.internal.warc.gz | 319,472,443 | 3,370 | eng_Latn | eng_Latn | 0.975457 | eng_Latn | 0.996714 | [
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Jazz Arranging: Instrument Ranges / Transposition Quiz
\[ \frac{1}{30} = \frac{1}{100} = \]
Name: KEY
[Worth 15% of final grade]
1. What interval is used to transpose the following instruments from concert pitch to their transposed, written parts? Indicate if the transposition is up or down from the concert pitch w... | 583f8b7e-53f2-4ba9-81f3-b35bd04f5ce3 | CC-MAIN-2022-21 | https://www.earlmacdonald.com/wp-content/uploads/2020/09/Key_Test_1.pdf | 2022-05-21T14:49:29+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662539131.21/warc/CC-MAIN-20220521143241-20220521173241-00014.warc.gz | 846,083,362 | 577 | eng_Latn | eng_Latn | 0.913093 | eng_Latn | 0.910814 | [
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Thaw circles around tree trunks provide spring ephemeral plants with a big head start on the growing season
Where winter lasts half the year, naturalists rejoice at the sight of early spring plants emerging from the cold and damp forest floor: the first sign of the imminent and long-awaited eruption of life from above... | <urn:uuid:3b132475-fa6b-4370-9395-3a3a09f923ec> | CC-MAIN-2018-47 | http://mvellend.recherche.usherbrooke.ca/Vellend_etal_SciNat_Ecol2017.pdf | 2018-11-13T06:42:26Z | crawl-data/CC-MAIN-2018-47/segments/1542039741294.2/warc/CC-MAIN-20181113062240-20181113084240-00107.warc.gz | 174,577,811 | 2,569 | eng_Latn | eng_Latn | 0.99362 | eng_Latn | 0.995023 | [
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CHAPTER 1: ON KNOTS
Of Knots, it is necessary that I speak. . .
A Naval Repository, 1762
The sailor, from the very nature of his craft, has a dependence upon rope and a consequent familiarity with knots that is demanded of no other workman. It follows that most important knots owe both their origin and their names to... | f8baf4a1-a723-4cce-9810-cbe9d41306ac | CC-MAIN-2023-23 | http://www.vestbyspeiderne.no/uploads/5/7/1/8/57183107/the_ashley_book_of_knots.pdf | 2023-06-05T23:58:59+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224652184.68/warc/CC-MAIN-20230605221713-20230606011713-00539.warc.gz | 93,542,624 | 416,914 | eng_Latn | eng_Latn | 0.97955 | eng_Latn | 0.999275 | [
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This is a reproduction of a library book that was digitized by Google as part of an ongoing effort to preserve the information in books and make it universally accessible.
https://books.google.com
Digitized by Google
Br Doc 650
The following is a list of the most important and frequently used terms in the field of ... | a5066883-c268-414d-a72f-aff51f71c27b | CC-MAIN-2020-40 | https://military-justice.ca/wp-content/uploads/2020/08/Parliamentary_Papers-1-Punishments-in-the-Army.pdf | 2020-09-26T22:12:38+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400245109.69/warc/CC-MAIN-20200926200523-20200926230523-00343.warc.gz | 509,520,986 | 685,026 | eng_Latn | eng_Latn | 0.901034 | eng_Latn | 0.997718 | [
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The Starry Sky — Summer 2020
How to Use this Map
The above map represents the night sky as it appears at the indicated times, and remains usable several hours before and after.
Hold the map up to the sky in front of you and turn it so the direction you are facing appears at the bottom. Lines identify the constellatio... | 16933b3d-3cbf-453f-8dd7-b28d7d809d90 | CC-MAIN-2020-40 | https://espacepourlavie.ca/sites/espacepourlavie.ca/files/pocketplanetariumv24n3.pdf | 2020-09-20T11:20:01+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00004.warc.gz | 404,198,977 | 4,205 | eng_Latn | eng_Latn | 0.995621 | eng_Latn | 0.998007 | [
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ED 199 116
AUTHOR Meyers, Paul A.; Witt, Frank C.
TITLE Our Energy Options.
INSTITUTION Rockford Public Schools 205, Ill.
SPCNS AGENCY Department of Education, Washington, D.C.
PUB DATE 81
NOTE 54p.: Contains photographs which may not reproduce well.
EDRS PRICE MF01/PC03 Plus Postage.
DESCRIPTORS *Energy; Energ... | <urn:uuid:ae5a38c6-e461-4dbb-94e6-37caeaa911d1> | CC-MAIN-2019-26 | https://files.eric.ed.gov/fulltext/ED199116.pdf | 2019-06-16T14:47:11Z | crawl-data/CC-MAIN-2019-26/segments/1560627998250.13/warc/CC-MAIN-20190616142725-20190616164725-00459.warc.gz | 457,769,073 | 18,442 | eng_Latn | eng_Latn | 0.923224 | eng_Latn | 0.998513 | [
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A National Youth Initiative
PRIDE GUIDE
BY-YOUTH FOR-YOUTH GUIDE TO TACKLING GENDER-BASED VIOLENCE IN OUR SCHOOLS
Between February and March 2019, high school students from across Canada came together through virtual connections and online classrooms to discuss the significant and timely issues of gender-based viole... | 4c8ed995-a165-4c47-8e89-afecf80e15c0 | CC-MAIN-2020-40 | https://nwtta.nt.ca/sites/default/files/pride_guide_-_national_youth_dialogue_on_gbv_in_the_lgbtq_community_web_0.pdf | 2020-09-28T09:20:13+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600401598891.71/warc/CC-MAIN-20200928073028-20200928103028-00290.warc.gz | 521,616,251 | 11,679 | eng_Latn | eng_Latn | 0.914347 | eng_Latn | 0.997636 | [
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Mr. Chief Justice, Mr. Vice President, distinguished Members of Congress, Secretary Riplev, distinguished guests, ladies and gentlemen:
This beautiful new museum and its exciting exhibits of the mastery of air and space is a perfect birthday present from the American people to themselves. Although it is almost impolit... | <urn:uuid:8357904f-c8d6-4741-945a-86fb327faa2e> | CC-MAIN-2018-17 | https://www.fordlibrarymuseum.gov/library/document/0248/whpr19760701-019.pdf | 2018-04-21T19:18:30Z | crawl-data/CC-MAIN-2018-17/segments/1524125945317.36/warc/CC-MAIN-20180421184116-20180421204116-00606.warc.gz | 802,623,269 | 1,417 | eng_Latn | eng_Latn | 0.999166 | eng_Latn | 0.999187 | [
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Light Management in Stone Fruit Orchards: The Role of Summer Pruning
Kevin R. Day
Tulare County Tree Fruit Farm Advisor
University of California Cooperative Extension
Proper light management is one of the most important aspects of successful farming. A tree and its leaves essentially function as a large solar collect... | <urn:uuid:1fe80f55-7cc5-44ea-8747-6def25ba9d15> | CC-MAIN-2024-22 | https://cetulare.ucanr.edu/newsletters/August_200130313.pdf | 2024-05-19T21:36:57+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971057922.86/warc/CC-MAIN-20240519193629-20240519223629-00417.warc.gz | 139,004,743 | 1,206 | eng_Latn | eng_Latn | 0.971166 | eng_Latn | 0.997788 | [
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Rules By Cynthia Lord Study Guide
Right here, we have countless ebook rules by cynthia lord study guide mybooklibrary and collections to check out. We additionally manage to pay for variant types and moreover type of the books to browse. The customary book, fiction, history, novel, scientific research, as skillfully a... | <urn:uuid:68914733-f26d-48af-afa0-3b1a0eb7ede5> | CC-MAIN-2021-04 | http://marriageunblocked.com/rules_by_cynthia_lord_study_guide_mybooklibrary.pdf | 2021-01-23T21:19:15+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703538431.77/warc/CC-MAIN-20210123191721-20210123221721-00574.warc.gz | 66,068,599 | 1,612 | eng_Latn | eng_Latn | 0.996619 | eng_Latn | 0.99763 | [
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List of Anniversaries in Thailand (1996 - 1997)
Date: June 9, 1996
Name of the Event: The Fiftieth Anniversary (Golden Jubilee) of His Majesty King Bhumibol Adulyadej's Accession to the throne
Description:
The year 1996 will be recorded as one of the most important years in the history of the Thai Kingdom as well a... | <urn:uuid:7dfa2ee7-13d2-40ec-9c9f-ee9e411e9df5> | CC-MAIN-2021-04 | https://www.bic.moe.go.th/images/stories/pdf/King_Rama_IX0001.pdf | 2021-01-23T21:25:21+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703538431.77/warc/CC-MAIN-20210123191721-20210123221721-00575.warc.gz | 689,515,692 | 657 | eng_Latn | eng_Latn | 0.937226 | eng_Latn | 0.992925 | [
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READ THESE INSTRUCTIONS FIRST
If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use a soft pencil for any diagrams or graphs.
Do not use stapl... | <urn:uuid:b5bf97cb-bbe8-43f7-9b5e-d4598f06afd7> | CC-MAIN-2018-17 | http://dynamicpapers.com/wp-content/uploads/2015/09/9709_w13_qp_12.pdf | 2018-04-21T19:10:42Z | crawl-data/CC-MAIN-2018-17/segments/1524125945317.36/warc/CC-MAIN-20180421184116-20180421204116-00608.warc.gz | 95,875,159 | 1,615 | eng_Latn | eng_Latn | 0.970553 | eng_Latn | 0.992323 | [
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] | [
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] | 5 | 0 |
DIRECTIONS to the BINDER.
Place Plate CXLVII. CXLVIII. and CXLIX. between page 332 and page 333.
CL. CLI. and CLII. between page 352 and page 353.
CLIII. and CLIV. between page 360 and page 361.
CLV. CLVI. CLVII. CLVIII. and CLIX. between page 390 and page 391.
CLX. between page 402 and page 403.
CLXI. and CLXII. betw... | <urn:uuid:60411c01-9aef-4441-94c2-d5746c49481a> | CC-MAIN-2019-18 | https://swco-ir.tdl.org/bitstream/handle/10605/133/DeBuffonVol5Ch1TheBear.pdf?sequence=4&isAllowed=y | 2019-04-25T12:30:34Z | crawl-data/CC-MAIN-2019-18/segments/1555578721441.77/warc/CC-MAIN-20190425114058-20190425140058-00376.warc.gz | 564,982,367 | 6,623 | eng_Latn | eng_Latn | 0.997313 | eng_Latn | 0.998521 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
] | true | rolmOCR | [
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19038,
21671,
24447,
27097,
27481,
27526
] | [
2.09375,
1.6171875
] | 1 | 0 |
FEMALE ROLE MODELS: ARE THEY EFFECTIVE AT ENCOURAGING GIRLS TO STUDY SCIENCE?
In France, as in most developed nations, the under-representation of women in the sciences is a major obstacle to achieving equality in the workplace. Since 2014, the For Girls in Science awareness programme run by Fondation L’Oréal has offe... | 41711bd3-99a1-4673-b63a-beee2c096ca0 | CC-MAIN-2021-17 | https://www.ipp.eu/wp-content/uploads/2019/09/n45-notesIPP-september2019.pdf | 2021-04-10T21:43:50+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038059348.9/warc/CC-MAIN-20210410210053-20210411000053-00005.warc.gz | 929,656,495 | 6,715 | eng_Latn | eng_Latn | 0.985809 | eng_Latn | 0.997121 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
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15289,
18083,
23012,
25435,
29700,
32030
] | [
2.359375,
1.5
] | 1 | 0 |
Killer Waves on the East Coast?
Underwater landslides off the mid-Atlantic could trigger a tsunami, but the likelihood appears slim
If you perused any of several metropolitan newspapers along the Eastern seaboard this summer, you might have imagined a disaster of hurricane proportions striking the coast on a clear, b... | <urn:uuid:f50a42f7-ddb3-4939-823d-c5dcbbd83fec> | CC-MAIN-2017-51 | http://magee-science.homestead.com/APES/APES_Articles/Article-Killer_Waves_East_Coast.pdf | 2017-12-12T21:43:46Z | crawl-data/CC-MAIN-2017-51/segments/1512948519776.34/warc/CC-MAIN-20171212212152-20171212232152-00321.warc.gz | 166,759,006 | 1,453 | eng_Latn | eng_Latn | 0.998008 | eng_Latn | 0.99798 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
4323,
6979
] | [
2.15625
] | 1 | 0 |
The Mississippi Library Commission conducted a project that involved raising public awareness, collection development, and English as a Second Language (ESL) services. The project served a community of over 200,000 people, with ESL learners as the specific target group. The goal of the project was to aid public library... | <urn:uuid:1fd85acd-ed43-4422-b481-0fc37f4f99db> | CC-MAIN-2019-26 | https://files.eric.ed.gov/fulltext/ED415879.pdf | 2019-06-20T21:09:38Z | crawl-data/CC-MAIN-2019-26/segments/1560627999273.79/warc/CC-MAIN-20190620210153-20190620232153-00376.warc.gz | 435,002,423 | 59,375 | eng_Latn | eng_Latn | 0.940995 | eng_Latn | 0.996379 | [
"eng_Latn",
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"eng_Latn",
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"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn... | true | rolmOCR | [
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40724,
41740,
42393,
42496,
43050,
45332,
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5... | [
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] | 1 | 0 |
Excerpts from *Forestry and Tree Planting in North Carolina*
Ken Roeder
*Forest Geneticist, North Carolina Division of Forest Resources, Raleigh, NC*
**Abstract**
North Carolina’s forests cover more than 18.6 million acres (7.5 million hectares), equaling more than 59 percent of the State’s land area. Nearly 97 perce... | <urn:uuid:5d2e5b11-fc7e-4c8c-8346-a5ad86e9ffcc> | CC-MAIN-2017-51 | http://magee-science.homestead.com/APES/APES_Articles/Article_-_Forest_Dilemmas_Article.pdf | 2017-12-12T21:55:19Z | crawl-data/CC-MAIN-2017-51/segments/1512948519776.34/warc/CC-MAIN-20171212212152-20171212232152-00313.warc.gz | 168,540,264 | 2,182 | eng_Latn | eng_Latn | 0.993632 | eng_Latn | 0.993801 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
3688,
6794,
10477
] | [
2.171875
] | 2 | 0 |
Library Makerspaces
Creating, Justifying and Funding
Makerspaces @ the Library
Presented by Patricia Braja,
WLS Director of Development
What is a Makerspace?
- Learning environments rich with possibilities
- Foster experimentation, invention, creation, and exploration
- Gathering place for tools, projects, mentors ... | <urn:uuid:df225de1-8ca8-4d80-919d-207d1b1f99e1> | CC-MAIN-2018-30 | https://www.westchesterlibraries.org/wp-content/files/wls-board/presentations/Pat_Brigham_Presentation_10-07-2014.pdf | 2018-07-21T01:56:22Z | crawl-data/CC-MAIN-2018-30/segments/1531676592150.47/warc/CC-MAIN-20180721012433-20180721032433-00341.warc.gz | 1,040,660,761 | 1,759 | eng_Latn | eng_Latn | 0.982897 | eng_Latn | 0.997493 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
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"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
137,
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1935,
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3762,
4471,
5501,
5924,
6229,
6808,
7707,
8956
] | [
2.0625
] | 1 | 1 |
Herbs are plants with savoury or aromatic flavours, that are used for flavouring and garnishing food. Their different textures and tastes provide a sensory experience. Touch the leaves and the stems for texture. Roll them in your fingers and rub them with a little oil, to release their aroma and breathe in their wonder... | <urn:uuid:41bda4f0-3009-4c80-a3bf-5c92698ce142> | CC-MAIN-2021-43 | https://alstrom.org.uk/wp-content/uploads/2020/12/Herbs-and-Spices-FINAL-BK.pdf | 2021-10-23T05:45:14+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585561.4/warc/CC-MAIN-20211023033857-20211023063857-00338.warc.gz | 177,226,027 | 727 | eng_Latn | eng_Latn | 0.999316 | eng_Latn | 0.999349 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1771,
3156
] | [
2.03125
] | 1 | 0 |
1 - Introduction
The main report concerning the reference level project (international report – May 2001) intends mainly to provide references concerning curriculum issues (intended and implemented mathematics curricula in the countries concerned by the study).
Students' achievement issues have been only slightly tou... | <urn:uuid:484290a6-d630-4a9d-b6e9-0d2b4b5c6f6d> | CC-MAIN-2018-30 | http://emis.matem.unam.mx/projects/Ref/doc_ems_pdf/EMS_INTERNATIONAL_REPORTS/EMS_RQ_PRESENTATION.pdf | 2018-07-21T01:58:36Z | crawl-data/CC-MAIN-2018-30/segments/1531676592150.47/warc/CC-MAIN-20180721012433-20180721032433-00344.warc.gz | 121,360,644 | 5,229 | eng_Latn | eng_Latn | 0.996092 | eng_Latn | 0.997002 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
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7224,
10537,
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15584,
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20530,
23397,
25702,
27466
] | [
1.1171875,
2.65625
] | 4 | 3 |
Page summary
This factsheet provides information about how stigma and shame can impact a person who uses crystal methamphetamine ‘ice’. Some of the topics covered include:
- What stigma and shame are.
- How these feelings can impact a person.
- How we can reduce stigma and shame in the community.
What is stigma and ... | <urn:uuid:35229429-a844-42c9-9d10-5da23374cf9d> | CC-MAIN-2025-08 | https://cracksintheice.org.au/pdf/download/citi-i-stigma-and-shame.pdf | 2025-02-12T06:19:34+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951751.22/warc/CC-MAIN-20250212060941-20250212090941-00883.warc.gz | 164,589,215 | 1,121 | eng_Latn | eng_Latn | 0.98086 | eng_Latn | 0.99576 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1445,
3382,
5091,
5478
] | [
2.359375
] | 1 | 0 |
Ptosis
Ptosis is when the upper eyelid droops over the eye. The eyelid may droop just a little, or so much that it covers the pupil (the black dot at the center of your eye that lets light in). Ptosis can limit or even completely block normal vision.
Children and adults can have ptosis. Fortunately, this condition ca... | <urn:uuid:495a58d7-469b-4904-9b87-157411d48f14> | CC-MAIN-2025-08 | https://laeyeandlaser.com/wp-content/uploads/2018/09/Ptosis.pdf | 2025-02-12T07:43:47+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951751.22/warc/CC-MAIN-20250212060941-20250212090941-00877.warc.gz | 319,420,602 | 839 | eng_Latn | eng_Latn | 0.998775 | eng_Latn | 0.998935 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1586,
3120,
3837
] | [
2.796875
] | 3 | 1 |
April 22, 2024
Dear Honorable Finance Committee Members of Alaska State Senate,
I am writing this letter to express my sincere support for the introduction of the Senate Bill 131, “An Act requiring education in the history and contributions of Asian Americans and Pacific Islander”.
I know that American history is th... | <urn:uuid:fa6e8829-62f6-4e3e-a14e-e7856853d3a2> | CC-MAIN-2025-08 | https://www.akleg.gov/basis/get_documents.asp?session=33&docid=44221 | 2025-02-12T08:11:05+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951751.22/warc/CC-MAIN-20250212060941-20250212090941-00883.warc.gz | 596,314,181 | 610 | eng_Latn | eng_Latn | 0.995791 | eng_Latn | 0.996286 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1929,
3358
] | [
2.875
] | 1 | 0 |
Informal Mathematics
Logic, Ordering and Patterns
| LEARNING OUTCOMES (LOs) | ASSESSMENT STANDARDS (ASs) | FORMATIVE ASSESSMENT ASs Pages | SUMMATIVE ASSESSMENT Tasks or tests (%) | Ave for LO (% and mark out of 4) |
|------------------------|----------------------------|---------------------------------|------------... | b2ded5ed-64f4-4515-8d74-868343ef13c3 | CC-MAIN-2024-33 | http://www.mathsx.co.za/wp-content/uploads/2020/04/Informal_maths_Gr1_m1.pdf | 2024-08-08T19:35:10+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640740684.46/warc/CC-MAIN-20240808190926-20240808220926-00328.warc.gz | 38,509,474 | 2,482 | eng_Latn | eng_Latn | 0.991439 | eng_Latn | 0.997612 | [
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
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"unknown",
"unknown",
"eng_Latn",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn... | true | rolmOCR | [
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6670,
6790,
6839,
6986,
7027,
7163,
7218,
... | [
3.984375
] | 1 | 0 |
This paper summarizes 10 research-based principles for improving children's reading achievement. The principles are: (1) home language and literacy experiences that lead to development of key print concepts are plentiful; (2) preschool programs are beneficial for children who do not experience informal learning opportu... | <urn:uuid:aad55486-12d3-4b42-b136-ec4ac9a8fd41> | CC-MAIN-2019-22 | https://files.eric.ed.gov/fulltext/ED419224.pdf | 2019-05-23T10:59:38Z | crawl-data/CC-MAIN-2019-22/segments/1558232257243.19/warc/CC-MAIN-20190523103802-20190523125802-00302.warc.gz | 466,220,205 | 3,081 | eng_Latn | eng_Latn | 0.9566 | eng_Latn | 0.989703 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1388,
8085,
14301,
14823
] | [
3.796875
] | 1 | 1 |
Modern Automotive Technology
Chapter 4
Power Tools
And Equipment
Chapter 4
Learning Objectives
- List the most commonly used power tools and equipment
- Describe the uses for power tools and equipment
- Explain the advantages of one type of tool over another
- Explain the safety rules that pertain to power tools
1... | <urn:uuid:a0224187-07d3-4213-a19b-e8ad5c854a84> | CC-MAIN-2017-26 | http://autotechl.com/MATChapters/MATChapter_4PowerTools.pdf | 2017-06-22T23:53:47Z | crawl-data/CC-MAIN-2017-26/segments/1498128319933.33/warc/CC-MAIN-20170622234435-20170623014435-00283.warc.gz | 35,361,743 | 732 | eng_Latn | eng_Latn | 0.978182 | eng_Latn | 0.998482 | [
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"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
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"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
65,
317,
448,
612,
749,
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998,
1111,
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1436,
1689,
1824,
2030,
2103,
2292,
2452,
2534,
2675,
2788,
3052,
3304
] | [
3.671875
] | 1 | 0 |
Exploring the history of catacombs
By Suemedha Sood
The Catacombs of Paris are located south of the former city gate near Place Denfert-Rochereau. (Huw Jones/LPI/Getty)
Beneath the city streets that travellers walk on each day, dark labyrinths of underground catacombs are passageways to the past, to a time when the ... | <urn:uuid:f5af76b4-8b9e-4ee9-bfbf-5f95ff8f8213> | CC-MAIN-2017-43 | http://cyhsenglishanderson.wikispaces.com/file/view/CoA%20Catacombs.pdf/450845952/CoA%20Catacombs.pdf | 2017-10-20T21:42:24Z | crawl-data/CC-MAIN-2017-43/segments/1508187824357.3/warc/CC-MAIN-20171020211313-20171020231313-00532.warc.gz | 77,347,894 | 1,331 | eng_Latn | eng_Latn | 0.998136 | eng_Latn | 0.998124 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2108,
5880
] | [
2.46875
] | 1 | 4 |
Children’s Ministry Policies and Procedures
Updated September 2015
| Section | Page |
|----------------------------------------------|------|
| Cross Creek’s Vision & Values | 3 |
| Policies | 4 |
| Classrooms ... | <urn:uuid:390adac3-a250-48a5-96d0-48e68a514c86> | CC-MAIN-2017-43 | https://static1.squarespace.com/static/5508bc2fe4b0a308ed6b67c6/t/588210d917bffcdf83b27baa/1484919001866/CC%2BKids%2BPolicies%2Band%2BProcedures%2BManual.pdf | 2017-10-20T21:48:47Z | crawl-data/CC-MAIN-2017-43/segments/1508187824357.3/warc/CC-MAIN-20171020211313-20171020231313-00536.warc.gz | 849,174,670 | 4,468 | eng_Latn | eng_Latn | 0.954097 | eng_Latn | 0.998245 | [
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn"
] | false | rolmOCR | [
67,
686,
2024,
3605,
5764,
6439,
7746,
9653,
10240,
12197,
14275,
15168,
16808,
17330,
19518,
19548,
21384
] | [
1.671875,
2.203125
] | 1 | 0 |
IN CASE OF
EMERGENCY...
INSTRUCTIONS AND CHECKLISTS TO PREPARE YOU FOR EMERGENCY SITUATIONS
COURTESY OF
STATE REPRESENTATIVE
Matt Pierce
1-800-382-9842 | www.in.gov/H61
www.facebook.com/inhousedems
@inhscdems
In case of emergency ...
Table of Contents
BASIC PREPAREDNESS
- Design a Family Plan
- Complete this Che... | <urn:uuid:26dbc8eb-8e34-490b-9228-f75f13d9adac> | CC-MAIN-2019-09 | https://assets.indianahousedemocrats.org/members/Publications/emergency_pierce.pdf | 2019-02-23T23:18:19Z | crawl-data/CC-MAIN-2019-09/segments/1550249556231.85/warc/CC-MAIN-20190223223440-20190224005440-00592.warc.gz | 471,810,927 | 6,708 | eng_Latn | eng_Latn | 0.946389 | eng_Latn | 0.998713 | [
"slv_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
212,
981,
1161,
3579,
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8353,
10025,
10183,
12418,
14170,
16328,
18003,
19961,
21658,
23700,
23894,
26019,
28483,
30668,
32792
] | [
4.1875,
3.609375
] | 41 | 0 |
School Dog Policy
Evidence of intentions and practice - for the information of staff, governors, parents, LA, OFSTED and DfE
Prepared by:
Mrs S Waller
Head
Approved by:
B Mitchell
Chair of Governors
Issue date: March 2017
Review date: March 2018
Parkstone Primary School
School Dog Policy
Introduction
Children c... | <urn:uuid:c48838e9-afe4-472b-bfc1-01b6df82b810> | CC-MAIN-2019-09 | http://www.parkstoneprimary.co.uk/wp-content/uploads/2017/03/School-Dog-Policy.pdf | 2019-02-23T23:20:27Z | crawl-data/CC-MAIN-2019-09/segments/1550249556231.85/warc/CC-MAIN-20190223223440-20190224005440-00590.warc.gz | 412,747,169 | 974 | eng_Latn | eng_Latn | 0.987871 | eng_Latn | 0.99949 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
249,
2998,
4880
] | [
2.09375
] | 1 | 0 |
CAN I USE THAT PICTURE?
[a "picture" is any photograph, drawing, cartoon, logo, icon, infographic, chart, graph, work of art, or doodle you want to use for some purpose]
1. **Do you own the copyright?**
- Copyright [kop-ee-rahyt]
- The exclusive, legal right to use, duplicate, sell, edit, or exploit an image.... | <urn:uuid:c1d53aaa-af44-45d5-a53b-08aa95c0c646> | CC-MAIN-2023-40 | https://www.natcom.org/sites/default/files/publications/CanIUseThatPicture.pdf | 2023-09-25T10:13:09+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233508959.20/warc/CC-MAIN-20230925083430-20230925113430-00078.warc.gz | 989,542,149 | 571 | eng_Latn | eng_Latn | 0.998905 | eng_Latn | 0.998905 | [
"eng_Latn"
] | false | rolmOCR | [
2351
] | [
3.703125
] | 1 | 1 |
Progress check
Correct or incorrect?
Student A
1. Have you ever been to New York?
2. We use a modem for to send information to our Hong Kong office.
3. In business you must to listen your customers.
4. Ring me tomorrow before ten o’clock.
5. Do you finish writing that report yet?
6. Can I speak to Leslie Woo, please... | <urn:uuid:1c95b4f4-76f2-4a9d-afd6-88c324ff4cc9> | CC-MAIN-2021-39 | https://www.onestopenglish.com/download?ac=2049 | 2021-09-23T21:23:26+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057447.52/warc/CC-MAIN-20210923195546-20210923225546-00292.warc.gz | 956,671,051 | 686 | eng_Latn | eng_Latn | 0.99785 | eng_Latn | 0.998993 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1167,
2559
] | [
4.3125
] | 1 | 2 |
A Choose the correct sentence or phrase for the situation.
Example:
Susie: ... well what about yesterday?
a) Alex: Well, I haven’t done anything special.
b) Alex: Well, I didn’t do anything special.
Susie: That’s a pity.
1 Teresa: Can you come to the pub?
a) Mary: No, I’ve just washed my hair.
b) Mary: N... | <urn:uuid:ce8fe6de-3833-486a-b2ce-e78d73c8c802> | CC-MAIN-2021-39 | https://www.onestopenglish.com/download?ac=1755 | 2021-09-23T22:03:58+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057447.52/warc/CC-MAIN-20210923195546-20210923225546-00295.warc.gz | 967,691,108 | 1,484 | eng_Latn | eng_Latn | 0.996444 | eng_Latn | 0.997577 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2135,
4523
] | [
4.34375
] | 1 | 3 |
Looking for a way to keep your faith active and engaged this summer? Join the Living Word Bible Story Summer Reading Challenge!
How it works:
1. **Pledge!** This summer pledge as a family, couple, or individual to read the assigned Bible Stories each week for 12 weeks beginning on Sunday June 6th and ending on Sunday... | <urn:uuid:162f3871-f4a5-42c9-9a2e-235799eecb62> | CC-MAIN-2021-39 | https://cce0f099c5277cf719ec-080a60db5379bcaa1ecb22d4dcff6cdc.ssl.cf2.rackcdn.com/uploaded/2/0e12405276_1620930871_2021-05-06-summer-reading-challenge.pdf | 2021-09-23T19:57:00+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057447.52/warc/CC-MAIN-20210923195546-20210923225546-00291.warc.gz | 204,252,451 | 2,073 | eng_Latn | eng_Latn | 0.992771 | eng_Latn | 0.999363 | [
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1548,
3461,
4998,
5837,
7537,
8664
] | [
2.453125
] | 1 | 0 |
Journalist: Are your eating habits healthy?
Sarah: My eating habits are not healthy. I do not usually eat vegetables and fruits, and I do not drink a lot of water. My decision for this year is to change my diet by reducing the amount of fast food and sugar which I eat. Last week, I read an article that explained how a... | <urn:uuid:790aca09-18fc-40b7-b117-3a41caaaacd5> | CC-MAIN-2021-39 | https://www.ency-education.com/uploads/3/0/9/3/309326/english-4am19-2trim6.pdf | 2021-09-23T20:20:23+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057447.52/warc/CC-MAIN-20210923195546-20210923225546-00295.warc.gz | 804,279,704 | 652 | eng_Latn | eng_Latn | 0.998153 | eng_Latn | 0.997821 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1874,
2590
] | [
3.734375
] | 1 | 0 |
We have again an article concerning Vermilyea Place Names, this time a street in New York City and the Dyckman House in Harlem.
Vermilyea Avenue, New York City, New York.
by Carl P. Vermilyea (#1774)
Vermilyea Avenue is located at the northern end of Manhattan Island about two blocks east-north-east of the area known... | <urn:uuid:c5b0a0a5-a821-4dda-a77c-1859dc27c580> | CC-MAIN-2018-47 | http://www.vermilyeafamilyreunion.com/files/historical/2000II.pdf | 2018-11-13T07:09:26Z | crawl-data/CC-MAIN-2018-47/segments/1542039741294.2/warc/CC-MAIN-20181113062240-20181113084240-00107.warc.gz | 383,592,299 | 6,175 | eng_Latn | eng_Latn | 0.992458 | eng_Latn | 0.99798 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
] | false | rolmOCR | [
1525,
5339,
7362,
10282,
12095,
13968,
16283,
19092,
22829,
24944,
27084,
27130
] | [
0.95703125,
2.265625
] | 1 | 1 |
A
8
C
C
C
Q
The 1980s saw a resurgence in bold, geometric patterns that were reminiscent of the Art Deco era. These patterns often featured zigzags, triangles, and other angular shapes, creating a sense of movement and dynamism. The use of bright colors like yellow, orange, and pink added to the overall vibrancy ... | <urn:uuid:bb6fb624-fcf0-4acf-a694-5c4132b45a6f> | CC-MAIN-2018-17 | http://studiodiy-wpengine.netdna-ssl.com/wp-content/uploads/2016/12/Graphic-Initial-Sweatshirt-by-Studio-DIY-REVERSED.pdf | 2018-04-21T18:47:22Z | crawl-data/CC-MAIN-2018-17/segments/1524125945317.36/warc/CC-MAIN-20180421184116-20180421204116-00612.warc.gz | 318,157,599 | 1,257 | eng_Latn | eng_Latn | 0.998647 | eng_Latn | 0.999264 | [
"unknown",
"unknown",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"unknown",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
... | false | rolmOCR | [
1,
4,
13,
16,
938,
1998,
2001,
3533,
3536,
3575,
3603,
3834,
3837,
4581,
4617,
4823,
4826,
4842,
4845,
4848,
4851,
4854,
4857,
4860,
4863,
6005
] | [
2.046875
] | 1 | 0 |
Chapter 10 Area Of Polygons
Eventually, you will completely discover a other experience and achievement by spending more cash. still when? attain you bow to that you require to get those all needs gone having significantly cash? Why don't you attempt to acquire something basic in the beginning? That's something that w... | <urn:uuid:5d8111d9-2f25-4466-8b41-e793a7fe6424> | CC-MAIN-2022-05 | http://classifieds.examiner-enterprise.com/cgi-bin/content/view.php?data=chapter_10_area_of_polygons&filetype=pdf&id=9f05ecb325fcdedf914e647ac7be1786 | 2022-01-24T16:28:48+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320304572.73/warc/CC-MAIN-20220124155118-20220124185118-00103.warc.gz | 11,818,334 | 3,161 | eng_Latn | eng_Latn | 0.973399 | eng_Latn | 0.9927 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
3026,
5814,
8498,
12347,
14148
] | [
3.078125
] | 1 | 0 |
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