text stringlengths 151 7.24k | token_count_qwen3 int64 54 2.05k | token_count_original int64 512 2.05k | meta dict |
|---|---|---|---|
Circular No. P-22/24 Date: 29/07/2024
DAV PUBLIC SCHOOL BRS NAGAR, LUDHIANA
Dear Parents Greetings!
This circular is to share a serious concern regarding vaping that is exposing the lives of the young learners to great risk and calls for urgent attention and action by the school authorities and parents. The school is issuing this advisory in order to safe guard the students from this disturbing trend that has serious implications.
E-cigarettes, also known as electronic cigarettes or vapes, are devices that heat a liquid to produce an aerosol, or vapor, that users inhale. The liquid usually contains nicotine, flavorings, and other chemicals. While these are often marketed as a safer alternative to traditional cigarettes, these still pose significant health risks being habit forming, particularly for the young people.
I. The health risks associated with E-cigarettes include-
Nicotine Addiction: Nicotine is a dangerous and highly addictive chemical, it can cause an increase in blood pressure, heart rate, flow of blood to the heart and narrowing or hardening of the arterial walls, which may in turn lead to a heart attack.
Chemical Exposure: The aerosol from e-cigarettes can contain harmful substances, including heavy metals like lead, volatile organic compounds, and cancer-causing agents.
Lung Damage: There have been reports of severe lung injuries associated with vaping, sometimes leading to hospitalization and further complications.
Gateway to Traditional Smoking: Young people who use e-cigarettes are more likely to make transition to traditional cigarettes, further increasing their risk of serious health issues.
II. Parents should be aware of the signs that their child might be using e-cigarettes so beware of-
Unfamiliar Devices: E-cigarettes come in various forms, including USB sticks, pens, and larger mod devices.
Smell: While e-cigarettes produce lesser odour than the traditional cigarettes, they still have distinctive smells from flavourings.
Behavioural Changes: Increased secrecy, irritability, staying closed doors or spending more time with new friends might indicate vaping.
III. In order to prevent use of vapes by the children the parents must-
- Talk to their children about the risks of e-cigarettes. The parents must educate them to make them understand that while vaping might seem less harmful than smoking, it still poses significant health risks. Vaping sends dopamine to brain that gives pleasure and enhances mood. Regular vaping makes brain addictive to this stimulant and does not derive pleasure from any other source.
- Avoid using tobacco or e-cigarettes yourself in front of your children. Children are more likely to use these products if they see their parents using them.
- Establish a 'no-smoking' and 'no-vaping' rule in your homes and cars to reinforce the message that these behaviors are not acceptable.
- Promote engagement in sports, hobbies, and other activities that do not involve smoking or vaping.
IV. If you discover that your child is using e-cigarettes then-
- Approach the situation calmly. Gather as much information as you can about ecigarettes to have an informed discussion.
- Talk to your child about their vaping habit without judgment. Listen to their reasons and concerns, and discuss the health risks involved.
- Consider seeking help from healthcare providers or counselors, who can offer support and resources to help your child quit vaping.
By staying informed and maintaining open communication with your children, you can help protect them from the risks associated with e-cigarettes.
The school is regularly counselling the students about its harmful effects, searching their bags at random for confiscating the vape and informing the parents. In order to protect the physical health of our students and to make them morally strong, we have adopted a 'no tolerance' policy towards it and deal with such cases with utmost priority. Let us work in close association to save our next generation from this menace that has serious social, emotional and health implications.
Look forward to your support in tackling this menace.
With warm regards | 1,771 | 792 | {
"id": "<urn:uuid:52477844-e71c-4fbc-8045-81eae11ebf2e>",
"dump": "CC-MAIN-2024-42",
"url": "https://davbrsnagar.org/File/279/YTA_DAV%20Circular%20No%2022.pdf",
"date": "2024-10-14T02:49:31",
"file_path": "crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00453.warc.gz",
"offset": 164912739,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9977567791938782,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9979210495948792,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2064,
4227
],
"fw_edu_scores": [
2.21875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Why is adolescent health important to Iowans?
Good health (physical, emotional and social) provides a foundation for youth to transition into adulthood successfully.
In 2019, there were 1,456 births to female teens ages 15-19. Hispanic youth and Black youth become adolescent parents at more than twice the rate of their proportion of the population. Iowa rates among Hispanic, Black, and Asian females are higher than the 2018 National rate of 26.7. This disparity indicates a need for more targeted and culturally relevant interventions.
In Iowa, suicide is the second leading cause of death for individuals ages 15-24.
Adolescent Health
Did you know?
Adolescents and young adults are youth between the ages of 10 and 24. They make up 20% of the population of Iowa, which is nearly equivalent to filling Kinnick Stadium 10 times!
A focus on health equity
The teen pregnancy prevention programs, Personal Responsibility Education Program and Sexual Risk Avoidance Education Program incorporate health equity by utilizing a prioritization process of risk indicators affecting Iowa's youth to determine high-need areas within the state. Indicators include the teen birth rate, child poverty, STI rates, and counties where a high number of African American and Hispanic youth ages 15-19 reside. In addition, the programs promote health equity by implementing programming using a positive youth development (PYD) approach. While PYD can be beneficial for all youth, it can be particularly effective when working with vulnerable and underserved youth. There is evidence that a focus on PYD, including social skills, may foster resilience and improve well-being among maltreated youth. Focus on developing one's identity, discovering strengths, and goal setting has been demonstrated to be effective for youth who are part of racial or ethnic minority groups.
What does the department do?
* Implements evidence-based curriculum in 13 counties, reaching approximately 1,280 youth.
* Implements evidence-based curriculum using a PYD approach to build teens' educational success, life and leadership skills, and promote healthy behaviors and relationships.
* Partners with Iowa's school nurses to ensure they have information and resources for the youth they serve.
* Partners with other programs within the department that serve adolescents to ensure collaboration.
* Provides age-appropriate information and referrals as needed to HPV immunizations, the adolescent well visit and other services.
Why is adolescent health important to Iowans? (cont.)
In 2019, Iowa had an overall HPV vaccination series completion rate of 44.9% for adolescents ages 13-15. More females (47%) completed the vaccine series than males (43%). For more information, visit the Human Papillomavirus page of the Iowa Public Health Tracking Portal.
Adolescent Health
How do we measure our progress?
What can Iowans do to help?
* Learn more about adolescent health by visiting the IDPH Adolescent Health web page.
* Share with friends and colleagues how prevention, early intervention and timely treatment improve health status for adolescents, prepare them for healthy adulthood, and decrease the incidence of many chronic diseases in adulthood.
* Encourage annual well visits for adolescents to receive recommended immunizations and health education.
* Physicians and other health care providers can provide anticipatory guidance during the adolescent well visit.
* Advocate for policies and programs that ensure safe communities, adequate housing, adequate nutrition, mental health services and opportunities for recreation.
* Ensure that all youth programs provide adequate structure and supervision where youth feel safe, secure and a sense of belonging.
* Partner with other organizations to link youth to services that support their health, safety and well-being. | 1,707 | 731 | {
"id": "<urn:uuid:b3962175-fef7-4c22-8430-99e8369c80f4>",
"dump": "CC-MAIN-2021-31",
"url": "https://idph.iowa.gov/Portals/1/About_IDPH/Files/a6367c8a-37d3-4acc-bcc5-f929609b9d89.pdf",
"date": "2021-08-03T17:27:49",
"file_path": "crawl-data/CC-MAIN-2021-31/segments/1627046154466.61/warc/CC-MAIN-20210803155731-20210803185731-00217.warc.gz",
"offset": 307635754,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9937444627285004,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9947592616081238,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2499,
3852
],
"fw_edu_scores": [
2.703125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
cs23020 "Introduction to Object−Oriented Programming"
QUIZ # 1 9/3/99
each question is worth 1 points
1. Objects are used for all points below BUT
a) make the source code (programs) more structured
c) make the source code more easy to use
b) make the source code easy to understand
d) make the source code more safe to use
e) make the source code compile with object oriented compiler like g++
2. An idea that an object should display (make visible and useable by other objects) only the properties that are external to it while hiding the internal properties is called:
a) abstraction
c) modularity
b) encapsulation
d) hierarchy
e) none of the above
3. code that can be run directly by the computer is called:
a) source code
c) executable code
b) object code
d) either b) or c)
e) a) and b)
4. a line in the source code where where the debugger suspends the execution of the program is called:
a) display
c) source
b) executable
d) variable
e) breakpoint
5. a command−line option to be used with g++ compiler so that it produces a file that can be used with the gdb is:
a) −o
c) −a
b) −g
d) −d
e) −e
6. command "step" in GNU debugger is used to:
b) quit the debugger
a) advance the program execution one line
c) increase the value of the displayed variable one step
e) there is no such command
d) "step up" (that is increase) the speed of program execution
7. command "display" in GNU debugger is used to:
a) run the program being traced
c) print the value of a variable every time the execution
b) print the value of a variable and continue to run the program
of the debugged program is suspended
e) none of the above
d) display the several lines of the source code
(continue on the next page)
8. to start the execution of a program in GNU debugger one needs to type the following command:
a) start
c) print
b) run
d) step
e) execute
9. the comments are put in the source program
a) to aid the compiler in producing the executable code
c) to help programmers better understand the source program
b) to make the executable code more efficient
d) to make tracing the program with a debugger easier
e) so that a make file can be used to compile the program
10. all of the following statements about the "make" utility are correct BUT:
a) make is used to make working on programming projects easier
c) Makefile consists of batches of commands, each name is called a goal
b) when started make reads a file called Makefile located in current directory and follows the instructions written there
d) there can be only one goal in a Makefile
e) all of the above is correct
1/1 | 1,149 | 655 | {
"id": "<urn:uuid:ff926601-6e85-4a87-8e3f-437179cb5d40>",
"dump": "CC-MAIN-2024-42",
"url": "https://www.cs.kent.edu/~xlian/course_archive/2017Spring_CS13011_CS13012/exampleQuiz.pdf",
"date": "2024-10-14T01:08:35",
"file_path": "crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00462.warc.gz",
"offset": 618526272,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9931787252426147,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9931787252426147,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2583
],
"fw_edu_scores": [
2.046875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
An Illustrated History of Central Oregon, Western Historical Publishing Company, Spokane, WA. 1905, page 237
WILLIAM H. WILLIAMS is known far and near in Wasco county as one of the earliest settlers on Eightmile creek, where he lives to this day. His estate is about ten miles south from The Dalles and is one of the choice places in the community. He was born in Terre Haute, Indiana, on November 18, 1838, the son of Washington and Hester (Stevens) Williams, both natives of Indiana. Their ancestors were among the hardy pioneers of the then wilderness of the eastern part of the United States. In 1842, our subject came with his parents to Cincinnati, Ohio, and in 1845 to Iowa. On April 8, 1850, they all started from Ottumwa, Iowa for Oregon, and arrived on November 8, the same year, after a journey accompanied with much suffering. Samuel Brooks, well known here, was in the same party. The father took a donation claim and in 1858 returned to Chicago, where his death occurred in 1861. The mother died at The Dalles, in 1886. William H. was educated in the various places where the family dwelt and grew up amid frontier surroundings. He was in the Indian wars of 1855-6, being in Company C, under Captain Stafford, Lieutenant Colonel Kelley, and Colonel Naismeth. After the war he went to Yreka, California and wrought in the mines until the spring of 1858. Then he joined the rush to Fraser river and at Okanogan river in Washington, his party was attacked by Indians and for twelve hours they fought the savages with the loss of two men and then the battle ceased. A Mr. Robinson was in charge of the party. After a few months in the Fraser country he returned to Oregon City and married. In March, 1863, he came thence to his present place. His marriage occurred on August 11, 1859 and Amanda Abbott was the lady who became his wife. She was born in Oskaloosa, Iowa, the daughter of John and Catherine Abbott. Mr. Williams has one brother, Taylor S., and two sisters, Lettie Holland, and Mary Graham. Mrs. Williams has two brothers and two sisters, John, Robert, Mrs. Catherine Kelley and Mrs. Tillie Hatch. To Mr. and Mrs. Williams the following named children have been born: Richard H., at Goldendale, Washington; Charles F., farming near by; Frank, at Macy, Washington; Jerry M., at home; Harry, also at home; Lew, in the stock business in Washington: Clyde, a railroad man at Macy, Washington; Kate, the wife of Clarence Garrison, at St. Helens, Oregon; Hester, wife of John Harris, mentioned in this volume; Nellie, the wife of John W. Harris, a stock man and liveryman in Macy, Washington; Hazel, the wife of Charles Creighton, on Threemile creek; Fay, wife of Andrew Dufur, Jr,. a farmer on Fifteenmile; and Clara, single at home. Mr. Williams is an independent Democrat and well informed on the topics of the day, being also interested in school matters. He was road supervisor for many years, and has labored for over forty years in building up this country and is a highly esteemed man.
[HOME] © Jeffrey L. Elmer
RootsWeb is funded and supported by
Ancestry.com
About Us
|
Contact Us
Corporate Information and our loyal RootsWeb community.
|
Copyright
|
Privacy
|
|
Report Inappropriate Material
Terms and Conditions
|
CCPA Notice at Collection
Learn more. | 1,456 | 790 | {
"id": "<urn:uuid:3bcb457e-5943-4405-8526-ba3f5eb0a1aa>",
"dump": "CC-MAIN-2024-42",
"url": "https://orgenweb.atwebpages.com/wasco/cent-or-bios/bwhwilli.pdf",
"date": "2024-10-14T03:19:06",
"file_path": "crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00463.warc.gz",
"offset": 404873048,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9975642561912537,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9975642561912537,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3299
],
"fw_edu_scores": [
2.109375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Master 2000 English Collocations In Used Explained Under 20 Minutes Day In Box
4.5 out of 5
Shortcut To English Collocations: Master 2000+ English Collocations In Used Explained Under 20 Minutes A Day (5 books in 1 Box set) by RACHEL MITCHELL
Language: English
File size: 2648 KB
Text-to-Speech: Enabled
Enhanced typesetting: Enabled
Word Wise: Enabled
Print length: 316 pages
Lending: Enabled
Screen Reader: Supported
Collocations are words that are often used together in English. For example, we say "make a cup of tea" instead of "make a tea cup." Collocations can be difficult to learn, but they are essential for speaking and writing English fluently.
This box is designed to help you learn 2000 English collocations in just 20 minutes a day. Each day, you will learn 10 new collocations. You will also review the collocations you have learned in previous days.
To use the box, simply follow these steps:
1. Open the box and take out the first card.
2. Read the collocation on the card and try to remember it.
3. Turn the card over and read the definition of the collocation.
4. Say the collocation out loud several times.
5. Put the card back in the box.
Repeat these steps for the remaining cards in the box. Once you have gone through all of the cards, review the collocations you have learned by taking a quiz.
This box is an effective and efficient way to learn English collocations. With just 20 minutes of practice each day, you can master 2000 collocations in no time.
Benefits of using this box:
Learn 2000 English collocations in just 20 minutes a day.
Improve your speaking and writing fluency.
Gain a better understanding of English grammar.
Expand your English vocabulary.
Prepare for English exams.
Order your box today and start learning English collocations the easy way!
Order now
Shortcut To English Collocations: Master 2000+ English Collocations In Used Explained Under 20 Minutes A Day (5 books in 1 Box set) by RACHEL MITCHELL
Language: English
File size: 2648 KB
Text-to-Speech: Enabled
Enhanced typesetting: Enabled
4.5 out of 5
Word Wise: Enabled
Print length: 316 pages
Lending: Enabled
Screen Reader: Supported
Basics Beginner Guide To Stage Sound
Start with a good source. The quality of your sound will be limited by the quality of your source material. Make sure that your microphones are placed correctly and...
Kiwi in the Realm of Ra: Exploring the Mystical Kiwi Fruit
Origins and Domestication The kiwi, a delectable fruit with an enigmatic history, traces its origins to the verdant valleys of China. Known as "yang tao" in... | 1,263 | 618 | {
"id": "<urn:uuid:144eab0b-217b-44d4-b5d5-03a77c98d218>",
"dump": "CC-MAIN-2024-42",
"url": "https://genre.deedeebook.com/book/Master%202000%20English%20Collocations%20In%20Used%20Explained%20Under%2020%20Minutes%20Day%20In%20Box.pdf",
"date": "2024-10-14T02:53:18",
"file_path": "crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00465.warc.gz",
"offset": 242701165,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9838293045759201,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9942653775215149,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
969,
1824,
2085,
2602
],
"fw_edu_scores": [
2.5625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Three astronauts reach ISS for five-month mission
13 September 2017, by Kirill Kudryavtsev
The Russian Soyuz spacecraft carrying two US astronauts and a Russia cosmonaut launched from the Baikonur cosmodrome as scheduled early Wednesday
Two US astronauts and a Russian cosmonaut docked at the International Space Station for a five month mission on Wednesday following a nighttime launch from the Baikonur cosmodrome in Kazakhstan.
Russia's Roscosmos space agency said that the Soyuz MS-06 spacecraft "successfully docked" at the ISS at 0255 GMT in a statement on its website.
The Soyuz rocket carrying Alexander Misurkin of Roscosmos, NASA first-time flyer Mark Vande Hei and his veteran colleague Joe Acaba launched as scheduled from Baikonur at 3:17 am (2117 GMT).
The trio will now join Paolo Nespoli of Italy, Sergey Riazanski of Russia and Randy Bresnik of the US aboard the orbital lab.
The launch marked the first time two US astronauts have blasted off together on a mission to the ISS from Russia's Baikonur since June 2010.
The American space agency stopped its own manned launches to the ISS in 2011 but recently moved to increase its crew complement aboard the ISS as the Russians cut theirs in a cost-saving measure announced last year.
Acaba, 50, has spent nearly 138 days in space over two missions, while Vande Hei, 50, served with the US army in Iraq before training as an astronaut.
Misurkin, 39, who is beginning his second mission aboard the ISS, also has a military background.
Speaking at the pre-launch news conference on Monday, Acaba, who is of Puerto Rican heritage, said he would be taking some "musica Latina" on board to lift his crewmates' spirits.
Alexander Misurkin, Mark Vande Hei and Joe Acaba trained together
"I can guarantee my crewmates they will not fall asleep during that music and if you want to dance at about 3 am tuned into our Soyuz capsule I think you'll enjoy it," he told journalists.
1 / 2
Powered by TCPDF (www.tcpdf.org)
'Praying for people'
The launch has been overshadowed by deadly storms that have battered the Caribbean and the southern half of the United States.
External cameras on the ISS captured footage of hurricane Irma last week brewing over the Atlantic as it prepared to wreak deadly havoc.
NASA's Johnson Space Center in Houston said earlier this month it suffered "significant" damage during Hurricane Harvey, although Mission Control remained operational.
Vande Hei struck a sombre note in a pre-launch tweet on Monday.
"L-2 days. Sunrise over Baikonur, Kazakhstan. Praying for the people of Florida as well as the continued recovery of the Texas Gulf Coast," he said.
Space is one of the few areas of international cooperation between Russia and the US that has not been wrecked by tensions over the conflicts in Ukraine and Syria.
The ISS orbits the Earth at a height of about 250 miles (400 kilometres), circling the planet every 90 minutes at a speed of about 17,500 miles (28,000 kilometres) per hour.
© 2017 AFP
APA citation: Three astronauts reach ISS for five-month mission (2017, September 13) retrieved 21 September 2021 from https://phys.org/news/2017-09-astronauts-iss-five-month-mission.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
2 / 2 | 1,594 | 765 | {
"id": "<urn:uuid:3baddb56-fd41-4e09-9d73-b7cc39708ce5>",
"dump": "CC-MAIN-2021-39",
"url": "https://phys.org/pdf424490728.pdf",
"date": "2021-09-21T09:23:11",
"file_path": "crawl-data/CC-MAIN-2021-39/segments/1631780057199.49/warc/CC-MAIN-20210921070944-20210921100944-00033.warc.gz",
"offset": 497357619,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9985648095607758,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9989762306213379,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1954,
3434
],
"fw_edu_scores": [
2.15625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Researchers find surface of Mercury arose from deep inside the planet
29 June 2016
planet would have allowed these heterogeneous areas to develop without invoking melting of a heterogeneous mantle. But now a group of NASA scientists from the Johnson Space Centre in Houston, have performed a series of experiments which explain most of the chemical compositions of Mercury's surface.
Credit: NASA
NASA researchers have found that several volcanic deposits on Mercury's surface require mantle melting to have started close to the planet's core-mantle boundary, which lies only 400km below the planets surface and making it unique in the solar system. This is reported at the Goldschmidt conference in Yokohama, Japan.
The recent MESSENGER mission to Mercury has shown that the surface of the planet is very heterogeneous, but it can be classified into two main types of regions. One is an area of relatively young Northern Volcanic Plains (NVP) - these are between 3.7 and 3.8 billion years old. The other area is older (4 to 4.2 Ga) and consists of intercrater plains and heavily-cratered terrains (IcPHCT), which is between 4 and 4.2 billion years old.
The older regions contain several previously unexplained features, including a large magnesiumrich spot, which is around 10 000 000 km square around the size of Canada although because Mercury is much smaller than the Earth this spot takes up around 15% of the planet's surface.
Until now, there has been no satisfactory explanation of how the formation and history of the
The researchers looked for the answers by simulating early conditions on Mercury. Mercury is believed to have formed under highly reduced conditions. Enstatite chondrites are similarly reduced and may be a good proxy to the chemical building blocks. So the researchers took the same chemistry as found in enstatite chondrites, and began to subject them to the sort of pressures and temperatures found in the deep mantle of Mercury.
The first author of the study, Dr Asmaa Boujibar said: "We took a powdered chemical mix similar in composition to enstatite chondrites, which is thought to represent Mercury's building blocks, and subjected it to high pressures and temperatures. The pressures were high, up to 5 GigaPascals (50,000 times the Earth's atmospheric pressure), which is the sort of pressure where you can form diamonds. This is the pressure of Mercury's coremantle boundary".
She continued: "Mercury is a unique terrestrial planet. Unlike the Earth, it has a large core and a comparatively shallow mantle, meaning that the mantle-core boundary is only around 400 km below the planet's crust.
The key finding is that by varying pressure and temperature on only one type of composition, we could produce the variety of material found on the planet's surface. These findings indicate that the older terrains are formed by material melting at high pressures up to the core-mantle boundary, while the younger terrains are formed closer to the surface.
1 / 2
Powered by TCPDF (www.tcpdf.org)
These results show also that Mercury likely formed with enstatite chondrites. The particularity of Mercury and these types of meteorites is their high sulfur content. The role of sulfur on magma composition was difficult to predict as Mercury is the only terrestrial planet with such high sulfur concentrations (1 to 4 weight %). For comparison, the mantles of Earth, Mars and the Moon have
APA citation: Researchers find surface of Mercury arose from deep inside the planet (2016, June 29) retrieved 21 September 2021 from https://phys.org/news/2016-06-surface-mercury-arose-deepplanet.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
2 / 2 | 1,606 | 812 | {
"id": "<urn:uuid:2175d48a-5b06-475c-ac19-ab00edaf67fa>",
"dump": "CC-MAIN-2021-39",
"url": "https://phys.org/pdf386439216.pdf",
"date": "2021-09-21T07:15:27",
"file_path": "crawl-data/CC-MAIN-2021-39/segments/1631780057199.49/warc/CC-MAIN-20210921070944-20210921100944-00039.warc.gz",
"offset": 497356663,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9963241815567017,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.998454749584198,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3002,
3864
],
"fw_edu_scores": [
2.78125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
______________________________________________________
Academic Writing Task 1 Comparing and Contrasting Data
The instructions for Task 1 answers are always the same 'Summarise the information by selecting and reporting the main features and make comparisons where relevant'.
In the section on comparing and contrasting data, the Masterclass looked at the different grammatical structures you can use in your task 1 answer.
Remember to achieve a good IELTS score its is essential you:
1. Support your statements with data.
2. Express the differences and similarities of the key features or data of the graph, chart, table or map.
3. Show a good range of grammatical structures in your answer.
Look at these sentences comparing Visits to Museum X and Museum Y
Comparisons – differences
* Museum X was …er than Y, more …than…
* Overall visits to X grew...while visits to Y dropped…
* Whereas visits to Museum X decreased by..%, visits to Y….
* The number of visits to X in 2010 was different from
* On the other hand….
* The number of visits to museum X rose by …% compared to a …rise in people visiting museum Y
_________________________________________________________
Comparisons – similarities
* The number of visits to Museum X was the same as visits to Y.
* Attendance figures fell by …% in 2008, similar to the fall in 2010.
* Not only did numbers decline in 2010 by …% at Museum X, they also fell at Y.
* Visitor numbers increased at Y, similarly the figures rose at Museum X.
* Overall visits to both museums increased in the period.
* Numbers decreased in 2012 at Museum X, as did the figures at Museum Y.
_________________________________________________________
_________________________________________________________
Complete the following sentences comparing travel by car and public transport between 2000 and 2010 using a different construction in each sentence.
Differences
_________________________________________________________
Answers:
1. Overall the number of journeys by car fell whereas journeys by public transport increased.
2. More people travelled by car in 2000 [3 million] than in 2005 [1 million].
3. The number of journeys by car in 2002 [2 million] was different from the number of people using cars in 2005 [1 million].
4. The amount of car journeys fell by 50%, compared to a 20% rise in people taking public transport.
5. Journeys by car fell dramatically in 2005, similarly the figure fell in 2006.
6. The number of journeys by car in 2006 was the same as in 2002
7. Overall, journeys by both forms of transport declined in 2008.
8. Public transport use increased in 2005 by 25%, similar to the increase in 2006.
_________________________________________________________ | 1,414 | 584 | {
"id": "<urn:uuid:063a81a9-cfdd-426e-bfb0-accda3e69ea6>",
"dump": "CC-MAIN-2021-39",
"url": "https://idpieltsturkey.com/wp-content/uploads/2020/03/Writing-Task-1-Masterclass-Handouts.pdf",
"date": "2021-09-21T09:28:35",
"file_path": "crawl-data/CC-MAIN-2021-39/segments/1631780057199.49/warc/CC-MAIN-20210921070944-20210921100944-00038.warc.gz",
"offset": 352611972,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9977787286043167,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9994199275970459,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1118,
1683,
1905,
2727
],
"fw_edu_scores": [
3.484375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Instructions: Choose the best answer for each of the following questions.
ID Questions
1 hand in
( ) speak more loudly
( ) very busy
( ) give back to, return
( ) not accept, not choose
2 hand out
( ) become sick with an illness
( ) be hard on someone, drain energy from someone
( ) distribute
( ) meet unexpectedly, run into
3 hang on
( ) depend on, rely on, bank on
( ) wait
( ) said of someone who takes more food than he or she can eat
( ) consecutively, without a break days on end, for example
4 hard to come by
( ) become popular
( ) discourage, force to cancel a plan, for example
( ) difficult to find
( ) recover from a disease
5 have a heart
( ) uncommon and infrequent
( ) be compassionate, show mercy
( ) in reality, actually
( ) give back to, return
6 have a hunch
( ) someone not in his or her normal surroundings
( ) have an intuitive feeling
( ) try to locate
( ) relax, calm down
7 have a word with someone
( ) (1) clarify, make understandable (2) become nice and sunny used to talk about the weather
( ) talk to someone briefly
( ) contact
( ) speak to someone as if he or she were a child, patronize
8 have on
( ) (1) result, end up, be the final product (2) produce (3) arrive, gather for a meeting, for example
( ) temporarily, for now
( ) stop the operation of an appliance, for example, shut off
( ) wear
9 have one's hands full
( ) not accept, not choose
( ) choose, select
( ) consecutively, without a break days on end, for example
( ) be very busy, have a challenging job
10 have the time of one's life
( ) form opinions without sufficient evidence
( ) visit informally, go to see
( ) have fun, have a great time
( ) suddenly, without warning
Copyrights © EnglishTestStore and EnglishPDF. All rights reserved.
download)
http://www.englishteststore.com. (Flash exe format is available for
http://www.englishpdf.com. (PDF format is available for download)
Answer Sheet:
Keys:
2. C
1. C
3. B
5. B
4. C
6. B
8. D
7. B
9. D
10. C | 1,000 | 549 | {
"id": "<urn:uuid:1069ac20-8cfa-4742-9c8c-b3b6355fbd3c>",
"dump": "CC-MAIN-2020-24",
"url": "https://englishteststore.net/index.php?option=com_docman&view=download&alias=4707-toefl-ibt-listening-idioms-test-12&category_slug=toefl-ibt-listening-idioms-tests&Itemid=721",
"date": "2020-06-01T03:34:23",
"file_path": "crawl-data/CC-MAIN-2020-24/segments/1590347413901.34/warc/CC-MAIN-20200601005011-20200601035011-00423.warc.gz",
"offset": 334335470,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9973375797271729,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9974818825721741,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"unknown",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1092,
1935,
1950,
2009
],
"fw_edu_scores": [
3.390625
],
"minhash_cluster_size": 3,
"duplicate_count": 0
} |
Health & Safety: Hazard Information
Chemical Hazard
Each chemical is different from the next one and therefore each chemical has different characteristics that help define the hazards that may be present.
Hazard(s) for each chemical can be identified using a variety of different types of information, including:
- the label on the container of the chemical (different chemical label standards include the US NFPA, European, and International),
- the material safety data sheet (MSDS) that may be included in the package that holds the container, or
- the buyer's product specifications.
- During an initial review of the chemical's hazard identification, determine if the chemical is in the form of a solid, liquid or gas. Also identify and make an effort to become aware if any of the information indicates that the chemical is flammable, corrosive or has an indicated health warning or hazard.
Examples of Chemical Hazards
Flammable Liquids and Gases
If flammable liquids vapors (e.g. solvents acetone) and flammable gases (e.g. hydrogen) are mixed with air, a flammable atmosphere may be formed. This flammable atmosphere is easily ignited and may result in a fire and/or explosion. Flammable liquids are generally maintained under an inert atmosphere. All ignition sources (e.g. hot work, non rated electrical equipment) in the vicinity of flammable liquids and gases must be eliminated / controlled. This is generally carried out by hazardous area classification and the selection of suitable equipment. All hot work should be controlled by a permit system.
Powders and Dusts
Powders can be ignited to produce a fire, while dust clouds, if ignited, will result in an explosion. Dust explosions can escalate due to internal propagation or due to secondary explosions caused by dust layers on floors, ledges, pipes, that may be disturbed during the initial explosion and subsequently ignited.
Reactive / unstable materials (e.g. organic peroxides, oxidizers) can decompose violently if not correctly stored and handled.
Toxic materials
Toxic materials (e.g. chlorine, bromine) can cause irreversible effects to humans above certain thresholds. If released, both on site and off site personnel may be affected. A combination of risk assessment, containment, mitigation and emergency response is generally required when handling such materials.
Nitrogen / Carbon Dioxide
Nitrogen and carbon dioxide are inert colorless, odorless gases often used to exclude oxygen. By this very nature they present a high asphyxiation hazard. Carbon dioxide is also toxic and may result in irreversible effects even when an oxygen deficient atmosphere may not be present.
Chemical Reaction Hazards
Chemical reaction hazards, if not controlled, can lead to over-pressurization and/or rupture of a vessel. The released material may be toxic and/or flammable which can lead to further escalation as per above. | 1,287 | 577 | {
"id": "<urn:uuid:2ca15787-625d-4fb4-b636-20d621dc87ec>",
"dump": "CC-MAIN-2020-24",
"url": "https://pscinitiative.org/downloadResourceFile?resource=47",
"date": "2020-06-01T02:22:48",
"file_path": "crawl-data/CC-MAIN-2020-24/segments/1590347413901.34/warc/CC-MAIN-20200601005011-20200601035011-00418.warc.gz",
"offset": 509419735,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9902155101299286,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9925135374069214,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1905,
2907
],
"fw_edu_scores": [
2.609375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
3-Ball Kick Baseball
Activity Overview
Participants learn about and practise sending an object with their feet to score a run. Participants also learn about and practise fielding an object to prevent the opponent from scoring runs.
Facility
Activity Information
Activity Set-up
Divide participants into small groups (e.g., four to six) and have multiple games going on at the same time.
Have participants set up the bases similar to baseball and place three balls at the home plate beside a bucket.
Have one group start "at bat" and the other group start in the field. The group "at bat" should create a batting order that they maintain for the entire game.
Activity Instructions
The first participant at bat kicks each of the three balls into the field, one at a time, and then runs the bases. The kicker tries to kick the ball into open space so the fielders do not catch the ball. Fielders attempt to catch and/or retrieve the balls as soon as the first ball has been kicked, while being aware of the other balls being kicked.
Fielders collect all the balls and place them in the bucket beside home plate. Fielders work together to run and hand off (not throw) the balls to each other to get the balls to the bucket.
Participants must be on a base when all balls are placed in the bucket. Once on a base, participants are not required to run to the next base. They can decide to stay on the base if they do not think they can make it to the next base before all the balls are placed in the bucket. If they are between bases when balls are all returned to the bucket, they return to the previous base. More than one participant is allowed on a base at a time.
Runs are scored each time a participant reaches home base safely.
The entire group takes a turn at bat before the groups switch places.
The leader asks open-ended questions to help participants refine their movement strategies and tactical solutions during the activity.
3-Ball Kick Baseball
Adaptations
Pause for Learning
To maximize the challenge and the fun, participants could identify their own ways to increase or decrease the challenge.
To decrease the challenge, participants could:
Decrease the distance between the bases.
Strike the ball using their hand or arm.
Return the ball back to the bucket by throwing when fielding.
To increase the challenge, participants could:
Increase the distance between the bases.
Use an implement to send the ball (e.g., hockey stick, tennis racquet).
Catch the ball using an implement (e.g., an upside down pylon, bucket) when fielding.
Change the ball for a smaller object (e.g., tennis ball, wiffle ball).
Add additional rules (e.g., limiting the number of steps when holding a ball, taking a ball that was caught before it bounces out of play).
Sport Connections
Contains aspects of:
Throughout the activity, consider highlighting the following skills, concepts, and strategies to help participants learn how to send and receive a ball. Note that this is not an exhaustive list, and further learning opportunities may arise during the task.
Movement Skills and Concepts
Manipulation skills and effort awareness: Applying a controlled force to send an object into a designated area; applying manipulation skills to successfully receive/field the ball (e.g., keeping your eyes on the incoming object and moving your body into the path of the incoming object; making a target with your hands to receive the object—thumbs in for objects above the waist, thumbs out for objects below the waist, and receiving the object by cushioning it into the body)
Movement Strategies
Applying appropriate skills to be proficient at kicking an object to score runs and catching and passing an object to stop runs
Canadian Physical Activity Guidelines | 1,451 | 756 | {
"id": "<urn:uuid:fcf78e06-897f-4b11-9c86-b24acf2396af>",
"dump": "CC-MAIN-2020-24",
"url": "https://www.playsport.net/activity/3-ball-kick-baseball/pdf",
"date": "2020-06-01T01:54:19",
"file_path": "crawl-data/CC-MAIN-2020-24/segments/1590347413901.34/warc/CC-MAIN-20200601005011-20200601035011-00439.warc.gz",
"offset": 866912846,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9980162382125854,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9985353350639343,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1940,
3765
],
"fw_edu_scores": [
4.59375
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
DANIEL BARASH
TEACHER WORKSHOPS
CONTACT:
(301) 646-3231
email@example.com
SHADOW JOURNEYS: EXPLORING HISTORY THROUGH SHADOW PUPPETRY
Workshop Leader: Daniel Barash
For Teachers of Grades 4-8
3 or 6 hours of instruction time
Maximum number of workshop participants: 30
Shadow puppetry, with its bold shapes, vivid colors, and dramatic movement, is a highly engaging art form that allows students to express their understanding through visual art, drama, and writing. In this workshop with Daniel Barash, teachers discover how to create and use shadow puppets to explore the causes and effects of historical events, such as the Underground Railroad. Participants learn shadow puppetry techniques and discover ways students can use shadow puppetry to synthesize historical events through the writing of mini-scenes. Daniel leads participants to experience how students can create shadow puppets and scenery to dramatically bring their mini-scenes to life behind the screen.
SHADOW PLAY: EXPLORING SHADOW PUPPETRY IN THE EARLY YEARS
Workshop Leader: Daniel Barash For Teachers of Grades Pre K–2 3 hours of instruction time
Shadow puppetry, with its bold shapes, vivid colors, and dramatic movement, fascinates young learners, making it an ideal medium to build a young child's understanding of the world. In this playful workshop, discover ways to guide young children in learning a range of simple shadow puppetry techniques they can use to explore stories, songs, poetry, science, and math. See you in the land of shadows!
DANIEL BARASH
Daniel Barash also offers the following services* for:
Students
Parents
n Performances/Exhibits/Lecture-Demonstrations
n Workshops
n Residencies
Teachers
n In-Depth Courses
n Demonstration Teaching
n Coaching in the Classroom
*Not all services have been designed or presented by the Kennedy Center.
DANIEL BARASH, founding Director of THE SHADOW PUPPETWORKSHOP, relocated to the San Francisco Bay Area from Washington, D.C., in 2009. Since founding his arts-in-education organization, he has conducted hundreds of assembly programs, workshops, and residencies at local schools, museums, and libraries. He holds a Masters Degree in elementary education from New York University, and has pioneered the use of shadow puppetry, an ancient Asian art form, in diverse formal and informal educational settings. Daniel performed a one-man educational theater program for more than 100,000 students across the United States, and has worked with students in Belarus, India, Laos, and Lithuania. He regularly conducts trainings for educators in the use of shadow puppetry to explore curricula, both in the U.S. and abroad.
n PTA/PTO Presentations/Speeches
n Workshops for Parents
n Workshops for Parents with their Children
School Administrators
n Speeches
n Workshops | 1,375 | 620 | {
"id": "<urn:uuid:fc6caf44-2cc2-4c9e-898e-b59ef6f62a12>",
"dump": "CC-MAIN-2019-22",
"url": "http://kcwebsiteprod.s3.amazonaws.com/docs/default-source/pdfs/education/pie/teachers/daniel_barash.pdf",
"date": "2019-05-20T19:26:31",
"file_path": "crawl-data/CC-MAIN-2019-22/segments/1558232256100.64/warc/CC-MAIN-20190520182057-20190520204057-00081.warc.gz",
"offset": 106791463,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9917256534099579,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9929537177085876,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1542,
2825
],
"fw_edu_scores": [
2.71875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Skill 11: Offering and Giving Help
Lion,Chameleon,and Chicken A Gogo Bantu Folktale from Tanzania
One by one, the animals slowly left or starved until no one was left except Lion, Chameleon, and Chicken. Lion lay in the scant shade of the withered leaves of a tree. Chameleon lost his bright color and turned to a dull, ugly brown. He clung to a dry tree branch. Chicken became thinner and thinner. He was hardly able to peck at the ground.
For a time, all was bountiful in the land, but then drought came. No rain fell for months, and it became drier and drier, hotter and hotter. The stream stopped flowing. The water hole turned first to mud and then to dry, cracked earth.
Desperate for something to eat, Chicken began scratching and digging and clawing at a lump in the dirt. He uncovered a small cache of seeds that had been covered with mud. Excitedly, he ate the seeds. As he did, he could feel his strength returning. He brightened and felt better.
"I see you are nice and fat now, Chicken," said Lion. "You are just right for a tasty meal for me."
Lion watched Chicken getting fatter and fatter from the seeds. He got up quietly and began creeping toward Chicken.
Lion heard a sharp voice call out from the tree, "Do not eat Chicken. If you do, I will eat you!"
"Yes," said Lion, "you will make a nice, tasty meal for me now that you have grown fat."
Lion was puzzled. How could a tree be talking to him? Was another animal hiding behind it? He circled the tree and saw nothing. Then he began creeping toward Chicken again.
Again a voice came from the tree: "Do not eat Chicken, or I will eat you, Lion."
"I am not afraid of you," said Lion. "Show yourself or be gone. I am about to have my dinner." Lion crept closer to Chicken.
Lion was now a bit frightened. What kind of animal was still around? Who was it that could eat him?
"I will eat you up right now!" said the voice, booming out louder than ever. Just then, something spat on Lion.
Chicken looked and looked, but he did not see who had done the talking.
Lion was so afraid that he ran off and was not seen in those parts ever again.
"Whoever you are, thank you," said Chicken. "You saved my life. Lion would have surely eaten me if not for you."
"It is I, Chameleon," he said. "Lion could not see me on that branch. If he had, he might not have been so afraid."
With Lion gone, Chameleon moved off the branch and came down to the ground.
"Thank you, Chameleon," said Chicken. "For saving my life, I want to reward you." And with that, Chicken laid an egg.
"This is for you," said Chicken.
Chameleon changed into a bright orange, and he and Chicken were friends forever.
"Thank you, my friend," said Chameleon, as he quickly devoured the egg. "I was about to starve, and you just saved my life."
Offering and Giving Help
* Decide whether the person is hurt or in danger.
* If so, help right away.
* If not, ask whether you can help.
* Help the person.
From Working Together: Building Children's Social Skills Through Folktales—Grades 3–6 (2nd ed.), © 2010 by G. Cartledge and J. Kleefeld, Champaign, IL: Research Press (800-519-2707, www.researchpress.com) | 1,126 | 775 | {
"id": "<urn:uuid:0e56d33b-2902-49c6-b164-626d0cd1d575>",
"dump": "CC-MAIN-2019-22",
"url": "https://www.researchpress.com/sites/default/files/books/addContent/5529B_0.pdf",
"date": "2019-05-20T18:27:15",
"file_path": "crawl-data/CC-MAIN-2019-22/segments/1558232256100.64/warc/CC-MAIN-20190520182057-20190520204057-00082.warc.gz",
"offset": 936447309,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9817758997281393,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9998044371604919,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1851,
2786,
3150
],
"fw_edu_scores": [
3.84375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
SCHOOL AGE
SEVEN ESSENTIAL LIFE SKILLS Skill Building Book Tips
You can read Hana's Suitcase in a way that highlights Critical Thinking, a Life Skill that promotes Executive Functions. This Life Skill is the ongoing search for valid and reliable knowledge to guide beliefs, decisions and actions.
TIP:
The search for clues about the suitcase was partly prompted by questions from the children at the Tokyo center, such as what it would be like to be an orphan or to be sent away from your friends. Ask your child:
* "When you first heard about Hana, what questions did you have about her and her experiences?"
SKILL:
Critical Thinking is promoted by asking questions and then seeking the answers. This back and forth conversation you have with your child is what researchers call "Take-Turns Talk." Like a game of ball, one of you says or does something and the other responds. The importance of these everyday interactions to brain-building is a key finding from child development research.
TIP:
There were many times when Fumiko Ishioka, the museum director, faced obstacles in her search for Hana's story. She didn't know where to turn next for clues or whom to ask when so many were unable to help her.
what became of her. Her goal is to share Hana's story so that every child in Japan can learn about the Holocaust.
Hana's Suitcase
By Karen Levine
Hana's Suitcase is a true, sad, yet joyful story that spans 70 years and three continents. Told in alternating chapters. Fumiko Ishioka, the director of a newly established Holocaust center in Tokyo, acquires Hana's suitcase from a concentration camp and then relentlessly pursues Hana's story to find out who Hana was and
She was concerned that she didn't have enough time in Hana's hometown, Nove Mesto and in Prague. Ask your child:
* "What kept the museum director going, even when she faced challenges? Why was it so important for her to pursue this goal?"
* "Have you ever had a goal that seems unreachable and yet you succeeded? What did you do and what did others do to help you?"
SKILL:
When you talk with your child about what it takes for the museum director to find answers to her questions, you are helping your child understand that Critical Thinking requires being able to pursue clues by thinking differently, stay focused and not go automatic to get the answers. Executive Function skills are driven by goals.
SEVEN ESSENTIAL LIFE SKILLS Skill Building Book Tips
TIP:
The Museum Director took a chance in writing Hana's brother in Canada. As she wrote to him" Please forgive me if my letter hurts you by reminding you of difficult past experiences." In doing so, she shared her larger purpose of letting the children in Japan know about Hana as a person by Hana's brother sharing "anything that feels close to you and Hana, to understand what prejudice, intolerance, and hatred did to young Jewish children." She told him that she wants all children in Japan to learn about the Holocaust. Ask your child:
* "What the Museum Director's approach a good one?" Why or why not? What would you have done to raise a painful issue with someone in the hopes of uncovering the truth?"
Hana's Suitcase contains many original photographs and documents, including the Museum Director's letter to Hana's brother. Ask your child:
* "Did seeing what happened many, many years ago through these documents and photographs make a difference in your feelings and thoughts about this story?"
Hana's Suitcase
By Karen Levine
Hana's Suitcase is a true, sad, yet joyful story that spans 70 years and three continents. Told in alternating chapters. Fumiko Ishioka, the director of a newly established Holocaust center in Tokyo, acquires Hana's suitcase from a concentration camp and then relentlessly pursues Hana's story to find out who Hana was and what became goal is to share
of her. Her
Hana's story so in Japan can
that every child learn about the
Holocaust.
SKILL:
Sometimes the pursuit of valid and reliable information leads people to deal with difficult emotional issues (think of the detective shows children may have watched). Understanding how to manage those situations is a part of pursuing Critical Thinking—just as it was for the author of this book to tell Hana's story in a way that makes it come alive.
These tips sheets were developed by Mind in the Making, in collaboration with First Book. Mind in the Making and Vroom are programs of the Bezos Family Foundation. Find more books and materials on the First Book Marketplace, a resource available exclusively to educators and programs serving children in need. Visit: www.fbmarketplace.org. | 1,835 | 984 | {
"id": "<urn:uuid:3efd51f4-618f-4843-af93-e124191a0ca5>",
"dump": "CC-MAIN-2019-22",
"url": "https://www.mindinthemaking.org/wp-content/uploads/2018/12/CriticalThinking-HanasSuitcase.pdf",
"date": "2019-05-20T19:29:58",
"file_path": "crawl-data/CC-MAIN-2019-22/segments/1558232256100.64/warc/CC-MAIN-20190520182057-20190520204057-00090.warc.gz",
"offset": 869150684,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9992364645004272,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9992498159408569,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2396,
4642
],
"fw_edu_scores": [
3.765625
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Tips for Developing Students' Note-taking Skills
www.facultyfocus.com /articles/teaching-professor-blog/tips-for-developing-students-note-taking-skills/
By Maryellen Weimer, PhD
Should students take notes? What about giving students access to your PowerPoint slides and lecture notes? Students have been known to ask for them pretty aggressively and lots of teachers do make them available. Is it a good idea?
The related research on using PowerPoint slides shows with some consistency that although students think using PowerPoint slides helps them learn, it does not change their grades. Findings about giving student the slides are mixed, but are quite strong against giving them your notes.
Here are some of the reasons why students should be taking notes for themselves. The practice of note-taking develops several important skills—starting with listening. You can't take notes if you aren't listening. You need to be able to take decent notes because in most professional contexts, indeed in life, you are regularly in situations that require taking in and processing information that you need to remember and later apply. You can't always be asking people to give you a copy of what they just told you.
Beyond being an essential basic skill, note-taking offers students the opportunity to make the material their own. That doesn't involve making it mean whatever they want it to mean, but it does allow them to interact with it in ways that develop the learner's understanding of it. Now, this doesn't happen when students equate note-taking with stenography and copy down exactly what the teacher says, and it doesn't happen when students recopy their notes and think that's studying. But it does happen when students work on and with their notes—when they put definitions into their own works, when they list relevant pages in the text, when they re-order the material so that it better connects with their knowledge, and when they write summaries and relate details to main points.
The reasons students should take notes may be clear to teachers, but students often remain unconvinced. When you aren't all that motivated to listen well and don't see note-taking as a valuable skill, getting notes and slides from the teacher is decidedly a preferable (read: easier) option. But students might be persuaded if you could prove that working with their notes will boost their exam scores, and that's what the study referenced below does. Students used the protocol described in the article to interact with their notes and when they did, their exam scores improved. [There's more about this article in the December issue of The Teaching Professor.]
In addition to evidence, there's lots of small ways teachers can demonstrate the value of having good notes and work with students on developing better note-taking skills. Here's a list to start your thinking.
Identify key concepts in the day's lesson: "Now here's something you need to have in your notes. Listen carefully."
Challenge students to retrieve things from their notes: "Look at your notes from November 5. What have you got about X? Nothing? That's not good."
Provide a definition, pause, and give students one minute to rewrite it in their own words. Ask students why it might be important to do so.
At the beginning of the period, give students three minutes to review their notes and summarize them in a sentence. Have several students share their summary, which the class then compares, revises, etc.
At the end of class have students trade notes with somebody sitting near them and use their partner's notes
1/2
to review the class session. Ask them to identify what was the same and different about their notes and those of their partner?
For frequently missed exam questions, have everyone find the date when that content was covered and see what they have in their notes that relates to the question. Ask someone who got the question correct to read what they have in their notes.
Tell students that any notes they take in class today can be used when they take the quiz tomorrow. Follow-up at the end of class by asking how that changed listening and note-taking.
Like most other skills, note-taking can start with theoretical knowledge, but it takes practice to become an efficient and skillful note-taker. What are some ways you encourage your students to see the value of a good set of notes? Please share in the comment box.
Reference: Cohen, D., Kim, E., Tan, J., and Winkelmes, M. (2013). A note-restructuring intervention increases students' exam scores. College Teaching, 61 (Summer), 95-99.
2/2 | 1,649 | 923 | {
"id": "<urn:uuid:33423406-13da-4a99-89a6-b25cc6187db4>",
"dump": "CC-MAIN-2019-22",
"url": "http://web.augsburg.edu/ctl/Tips_Student_Notetaking_Skills.pdf",
"date": "2019-05-20T19:16:52",
"file_path": "crawl-data/CC-MAIN-2019-22/segments/1558232256100.64/warc/CC-MAIN-20190520182057-20190520204057-00092.warc.gz",
"offset": 226576239,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9990439414978027,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9990999698638916,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3595,
4596
],
"fw_edu_scores": [
2.125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
CURRICULUM PHILOSOPHY
Rationale
"Only those who know how to learn, who can relate to others and the environment and who can make the world part of their own evolving being will thrive in this world" (Michael Fullan).
At Doncaster Secondary College we work together to enable all students to achieve their potential and become confident, effective learners who contribute productively to society. (Doncaster Secondary College Strategic Plan)
Our College motto "working together, learning together" encapsulates the learning culture.
Purpose
Every teacher at Doncaster Secondary College designs learning experiences which develop deep knowledge, understanding, skills and values to equip students to be self-motivated learners who will take their place in the 21st century economy and society.
Preparing our students for life in the 21st century requires a curriculum program that is strong in the following areas:
core academic skills based on sound literacy and numeracy, and ICT skills;
self-motivated learning and the capacity for leadership and decision making;
integrity and responsibility to one's community;
health and wellbeing as part of a positive outlook on life;
creativity and problem-solving capacity; and
intercultural and language capabilities.
From "Victoria as a Learning Community"
Our core values of Respect, Responsibility, Resilience and Teamwork resonate throughout the curriculum.
Guidelines
The curriculum at Doncaster Secondary College is designed to personalize learning for students and to meet their diverse academic, social and emotional needs. Based on our shared belief that all students can learn and develop their unique skills and talents, we will provide opportunities for each student to be challenged and succeed. We recognize that learning is a balance between knowledge acquisition and skill development, therefore we utilise the current curriculum standards and instructional model set by DEECD, to assist in the delivery of a viable teaching and learning program by all staff.
We do this through:
maintaining a whole school focus on literacy and numeracy;
designing curriculum which balances a strong foundation for learning with increasing levels of student choice;
modelling the characteristics that successful learners demonstrate, and being explicit about our criteria for success;
explicitly teaching the skills within creative and critical thinking, problem solving, communication and the use of Information technologies;
creating a classroom environment which allows for whole class, independent and collaborative learning;
setting high expectations for ourselves and our learners;
supporting students to develop an awareness of themselves as positive and productive learners;
providing programs that build on the strengths, target the weaknesses, and challenge the specific learning needs of our students;
ensuring that learning is authentic and relevant to our learners;
Demonstrating the integral relationship between assessment and learning;
sharing an appreciation of values, culture and beliefs;
building partnerships with a range of community groups; and
developing the capacity for citizenship. | 1,330 | 608 | {
"id": "<urn:uuid:b60d8a87-6fbb-419e-9d43-fd4eeb3e2878>",
"dump": "CC-MAIN-2017-39",
"url": "http://www.doncastersc.vic.edu.au/?wpfb_dl=630",
"date": "2017-09-26T03:53:47",
"file_path": "crawl-data/CC-MAIN-2017-39/segments/1505818694719.89/warc/CC-MAIN-20170926032806-20170926052806-00375.warc.gz",
"offset": 439002993,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9944950938224792,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9944950938224792,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3186
],
"fw_edu_scores": [
2.390625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
MAT2705-01 08F Final Exam Print Name (Last, First) _________________________________|__
Show all work, including mental steps, in a clearly organized way that speaks for itself. Use proper mathematical notation, identifying expressions by their proper symbols (introducing them if necessary), and use arrows and equal signs when appropriate. Always simplify expressions. BOX final short answers. LABEL parts of problem. Keep answers EXACT (but give decimal approximations for interpretation). Indicate where technology is used and what type (Maple, GC, MathCad). You may use technology for row reductions, determinants, inverses and root finding. You are encouraged to use technology to check all of your hand results. You should use technology row reduction or matrix inverses to solve 2x2 matrix equations to avoid fractional arithmetic errors which make the numbers much more complicated. Ditto for quadratic equations.
x
axes,
1. A coupled system of ODEs has the following equations of motion
1
'=K 4x
1
C8x
2
, x
2
'=x
1
K6x
2
,x
1
0 = 0,
x
2
0 = 3 .
a) Rewrite this system of DEs and its initial conditions in matrix form for the vector variable x = x 1 , x 2 , identifying the coefficient matrix A.
b) By hand, showing all steps, find the standard eigenvectorsb
1
,b
2
produced by the solution algorithm with
eigenvalues ordered in decreasing order. Evaluate the matrixB=b
1 b
2
and its inverse.
c) What are the equations x 2 = m x 1 in the x 1 -x 2 plane of the two eigenspaces (lines!) associated with these two eigenvectors?
d) On the grid provided, indicate by thick arrows both eigenvectors, extending them to labeled coordinatey
1
,y
2
and draw in the vector x 0 and its parallelogram projection onto those axes. Evaluate the new coordinates of x 0 using matrix methods. Do their values seem consistent with your drawing? Explain.
e) Find the general solution of the DE system by hand, showing all steps.
f) Find the solution which satisfies the initial conditions, by hand, showing all steps. Express it first in vector form as an explicit linear combination of the two eigenvectors, and then in scalar form giving expressions for each of the two scalar variables.
g) What are the two characteristic times associated with the exponential behavior exhibited in this problem. Sketch the graphs of the two variables of part f) on the same axes for 5 times the longest such characteristic time.
2. A coupled system of ODEs has the following equations of motion
x '' = A x, x 0 = 0, 3 , x ' 0 = 0, 0 , where A is the same matrix as in problem 1.
a) Express the DEs and initial conditions in scalar form.
b) Write out the DEs for the new variables y = B K 1 x first in matrix form and then in scalar form for the individual variables y 1 , y 2 . Find the general solution and express x in terms of it.
c) Find the solution of the original DEs satisfying the initial conditions and express it first in vector form as an explicit linear combination of the two eigenvectors, and then in scalar form giving expressions for the individual variables.
d) This has two modes: a "tandem" mode (same sign values of the two unknowns) and an "accordian" mode (opposite sign values of the two unknowns). What are the frequencies and periods of these two oscillating modes respectively (indicate which is which)? What is the common period of the periodic free motion of this system? Sketch the clearly labeled individual variables x 1 , x 2 versus t for exactly one period of this motion.
pledge
When you have completed the exam, please read and sign the dr bob integrity pledge and hand this test sheet stapled on top of your answer sheets as a cover page, with the first test page facing up:
"During this examination, all work has been my own. I have not accessed any of the class web pages or any other sites during the exam. I give my word that I have not resorted to any ethically questionable means of improving my grade or anyone else's on this examination and that I have not discussed this exam with anyone other than my instructor, nor will I until after the exam period is terminated for all participants."
Signature: Date:
1
gridline default plot window
2 | 1,972 | 973 | {
"id": "<urn:uuid:ce1b11ec-8f95-4b21-a889-3d0b57ec9a38>",
"dump": "CC-MAIN-2021-17",
"url": "http://www34.homepage.villanova.edu/robert.jantzen/courses/testquiz/08f/27508f41.pdf",
"date": "2021-04-19T08:54:30",
"file_path": "crawl-data/CC-MAIN-2021-17/segments/1618038879305.68/warc/CC-MAIN-20210419080654-20210419110654-00290.warc.gz",
"offset": 185079070,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9969020485877991,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9968295097351074,
"per_page_languages": [
"eng_Latn",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
4259,
4292
],
"fw_edu_scores": [
2.203125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
English Banana.com
Test Your Grammar Skills
The Funny Noise – Irregular Verbs in the Past Simple Tense (gap-fill)
Complete the gaps with an irregular verb in the past simple tense. Choose from:
be, break, buy, come, drive, eat, feel, find, get, give, go, have, hear, hold, know, let, lose, make, put, read, ring, run, say, sleep, take, think, tell, write
Note: you will need to use some verbs more than once:
Dear Ethel
I'm writing to tell you about something that happened yesterday. I __________ up at the usual time – about 10 am – __________ a shower and __________ breakfast. I __________ a big bowl of cereal and some toast and watched TV for a while. Then I __________ into the kitchen where I __________ a funny noise. I __________ it __________ from behind the cooker. I __________ my tool box and moved the cooker out of the way.
The noise __________ louder but I couldn't see anything. I __________ my uncle to ask his advice. He __________ that he __________ it could be a gas leak. When I __________ this I just panicked! I __________ the phone down, __________ outside, __________ in my car and __________ to the local police station. I __________ them about my gas leak but the constable __________ his patience with me. He __________ that I should have phoned the gas company. He __________ his report, then __________ the gas company for me.
Then I remembered that my house doesn't have gas – only electricity! I __________ really stupid and __________ that the constable would be angry with me for wasting his time, so I __________ out of the police station while he __________ still on the phone. I __________ home to try to find out what the noise __________. On the way I __________ a newspaper and I __________ about an escaped llama that __________ out of the city safari park last Wednesday.
When I __________ home I __________ my key in the door, turned it, __________ inside and straight away __________ that funny noise again. I __________ my breath and opened the door slowly. Guess what? I __________ the llama hiding in my cupboard! I __________ him stay and he __________ in my garden last night. The snoring __________ so loud! This morning I __________ him back to the safari park. They __________ really pleased to see him again and __________ me a reward of £50!
Hope you are well. Write soon and let me know how you are. Your friend,
Alan
For more fun tests, quizzes and games log onto www.englishbanana.com now!
Answers:
Dear Ethel
I'm writing to tell you about something that happened yesterday. I got up at the usual time – about 10 am – had a shower and made breakfast. I ate a big bowl of cereal and some toast and watched TV for a while. Then I went into the kitchen where I heard a funny noise. I thought it came from behind the cooker. I got my tool box and moved the cooker out of the way.
The noise got louder but I couldn't see anything. I rang my uncle to ask his advice. He said that he thought it could be a gas leak. When I heard this I just panicked! I put the phone down, ran outside, got in my car and drove to the local police station. I told them about my gas leak but the constable lost his patience with me. He said that I should have phoned the gas company. He wrote his report, then rang the gas company for me.
Then I remembered that my house doesn't have gas – only electricity! I felt really stupid and knew that the constable would be angry with me for wasting his time, so I ran out of the police station while he was still on the phone. I went home to try to find out what the noise was. On the way I bought a newspaper and I read about an escaped llama that broke out of the city safari park last Wednesday.
When I got home I put my key in the door, turned it, went inside and straight away heard that funny noise again. I held my breath and opened the door slowly. Guess what? I found the llama hiding in my cupboard! I let him stay and he slept in my garden last night. The snoring was so loud! This morning I took him back to the safari park. They were really pleased to see him again and gave me a reward of £50!
Hope you are well. Write soon and let me know how you are. Your friend,
Alan
English Banana.com
Test Your Grammar Skills
The Funny Noise – Irregular Verbs in the Past Simple Tense (gap-fill) | 1,724 | 994 | {
"id": "<urn:uuid:c2469312-8b38-4af4-a9a0-6e33bf4cc301>",
"dump": "CC-MAIN-2021-17",
"url": "https://www.englishbanana.com/worksheets/the-funny-noise-irregular-verbs-in-the-past-simple-tense-gapfill/irregular-verbs-in-the-past-simple-tense-gap-fill-ig14.pdf",
"date": "2021-04-19T08:35:38",
"file_path": "crawl-data/CC-MAIN-2021-17/segments/1618038879305.68/warc/CC-MAIN-20210419080654-20210419110654-00288.warc.gz",
"offset": 835813031,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9992368817329407,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9994051456451416,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2461,
4298
],
"fw_edu_scores": [
3.640625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Moscow
Топики по английскому языку
Moscow is the capital of Russia. It is one of the biggest and most beautiful cities in the world. Moscow is a modern city now. The population of the city is about 9.8 million people. Moscow is a political centre, where the government of our country works. Moscow was founded in 1147 by Yuri Dolgoruky. The total area of Moscow is about nine hundred square kilometres.
We say that Moscow is a port of five seas, as the Moscow—Volga Canal links Moscow with the Baltic, White, Caspian and Black seas and the Sea of Azov.
Moscow is an industrial centre too. There are many factories and plants in it. One of the bestknown plants produces many lorries, and the other one produces cars.
The Bolshoi Theatre is one of the famous theatres all over the world. If you are fond of painting you can go to the Tretyakov Art Gallery or to the Pushkin Fine Arts Museum and see a lot of interesting portraits and landscapes there. We say that the Tretyakov Art Gallery is a treasurehouse of Russian art. Young people like to visit the Central Military Museum. There are many tanks, guns and war documents there.
One can see the Kremlin and Red Square in the city. There are many fine buildings, wide streets, green parks, large squares, churches and monuments in Moscow.
It is necessary to mention such famous monuments as monuments to the great Russian writer Alexander Pushkin and to the first Russian printer Ivan Fedorov.
Visiting the capital a lot of foreigners from all over the world come to see these monuments.
One of the highest buildings in Moscow is the State Moscow University. It was founded in 1755 by the great scientist Mikhail Lomonosov.
Transport. Moscow is a very big city, and its transport must be comfortable and fast.
One can see a lot of cars, buses, trolley-buses, trams in the streets of our city. The Moscow metro began its work on the 15th of May, 1935. There were 13 stations at that time. Now it has 190 stations. Our metro is a beautiful and convenient one.
There are nine railway stations in Moscow and five airports around the city.
There are many stadiums in Moscow. The Central Stadium is in Luzhniki. Many competitions and football matches are held there.
The Olympic village was built for the 22nd Olympic Games in Moscow in 1980. It is a big complex for sport games.
I live in Moscow and I am proud of this city.
1 | 960 | 535 | {
"id": "<urn:uuid:e686a0d8-bb86-4932-9b12-561796de055f>",
"dump": "CC-MAIN-2021-17",
"url": "https://www.lovelylanguage.ru/download/topics/cities/moscow.pdf",
"date": "2021-04-19T09:43:50",
"file_path": "crawl-data/CC-MAIN-2021-17/segments/1618038879305.68/warc/CC-MAIN-20210419080654-20210419110654-00292.warc.gz",
"offset": 979519499,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9972776174545288,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9972776174545288,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2388
],
"fw_edu_scores": [
2.828125
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Curriculum Overview for Year 3
English
Reading
Geography
Topic- Sticks and Stones
Children will be extending their sentences
with more than one clause by using a
wider range of conjunctions including
when, if, because, although.
Introduction to paragraphs as a way to
group material heading and sub-heading
to aid presentation.
To understand how life changed in the
Stone Age when people settled in places
such as Skara Brae.
Design & Technology
To investigate the types of
food that people would
have eaten during the
Stone Age and to create
your own Stone Age
pudding.
.
Develop fitness and muscular
strength and endurance using
different circuits of activities .
Algorithms + Programming
Design a series of instructions eg. directional (Cave Art)
Flowcharts (Stone age desserts)
Data and information
Collect and organise data (Stone Age)
How computers work
Understand what a basic computer network is
Communication and safety
Use search technologies effectively
(Stone Age)
Children will be putting events in
chronological order and understand
how the period from the Stone Age to
the Iron Age fits into the wider picture
of British History.
Discuss sharing and being generous.
Looking at how to care for other, animals
and the environment.
Plants
Children will identify the main parts of
different flowering plants and explain the
functions of the different parts.
They will need to investigate the needs of
different plants and describe the life cycle of
the flowering plants.
Number and Place Value
Count from 0 in multiples of 4,8,50 and 100; find 10 or 100 more or less than a given number.
Recognise the place value of each digit in a three- digit number (hundreds, tens and ones)
Compare and order numbers up to 1000
Identify, represent and estimate numbers using different representations.
Read and write numbers up to 1000 in numerals and in words.
Addition and Subtraction
Add and subtract numbers mentally, including: three digit number and ones, three digit number and tens, three digit
number and hundreds.
Estimate the answer to a calculation and use inverse operations to check answers.
Solve problems, including missing number problems, using number facts, place value and more complex addition and
subtraction.
Multiplication and Division
Recall and use multiplication and division facts for the 3,4, and 8 multiplication tables write and calculate mathematical
statements for multiplication and division using the multiplication tables that they know.
Children will apply their growing knowledge of root words, prefixes and suffixes.
They will read further exception words, noting the unusual correspondences between spelling and
sound, and where these occur in the word.
They will be increasing their familiarity with a wide range of books, including fait stories, myths and
legends, and retelling some of these orally.
Writing
We will be focusing on the key features of the following genres to help us develop as writers
Explanation texts – looking at how we present information to others
Fiction – We will be focussing on the main sections of a narrative, creating atmosphere and
suspense.
Poetry – Using description to paint a picture with words in the style of famous poets
RE
SPaG
History
PE
Science
Mathematics
Computing
9 Habits:
Children to reflect on who
how they are using the 9
Habits.
Rules and routines.
Hygiene and Behavior
codes.
PSHE and Citizenship
To use a map to locate
Skara Brae within the UK.
Understand the
similarities and
differences between Skara
Brae and Handsworth. | 1,541 | 801 | {
"id": "<urn:uuid:3aad5886-18b8-4733-99f2-65adcacf0901>",
"dump": "CC-MAIN-2021-17",
"url": "https://www.oasisacademyboulton.org/uploaded/Boulton/Learning/Curriculum_Overviews/Autumn_2020/Year_3_Autumn_Overview.pdf",
"date": "2021-04-19T09:48:27",
"file_path": "crawl-data/CC-MAIN-2021-17/segments/1618038879305.68/warc/CC-MAIN-20210419080654-20210419110654-00295.warc.gz",
"offset": 1012387380,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9952526092529297,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9952526092529297,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3534
],
"fw_edu_scores": [
4.21875
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
LIFE'S TOUGH – Genesis 41
CAST: Pharaoh, 2 guards, wise men, cup-bearer, Joseph,
servants, Asenath
Egyptians
PROPS: Throne, crown, robes, gold cup, gold ring, gold chain
[Pharaoh sleeps]
NARRATOR:
Pharaoh dreams that he stands by the river and sees 7 fat cows come up out of the river to feed on the pasture. Then look… 7 ugly skinny cows come up and eat the 7 fat cows! [Pharaoh wakes up then goes back to sleep]
Pharaoh has a 2
nd
7 plump heads of grain come up on one stalk. Then look… 7 empty heads, burnt by the wind, come up and eat the 7 plump heads.
dream…
[Pharaoh wakes up]
In the morning Pharaoh is worried and calls for his wise men. He tells them his dreams but noone can say what they mean.
CUP-BEARER:
I remember......Pharaoh was angry with us - the baker and I - and put us in prison.
He told us what our dreams meant and it happened just like he said. Pharaoh restored me to my job and hanged the baker.
We both had a dream one night. In prison with us was a young Hebrew man who was a servant of the captain of the bodyguards.
PHARAOH to Joseph:
I have had a dream and no-one can tell me what it means. I hear you can tell what a dream means.
JOSEPH:
It's not in me. God will give Pharaoh an answer of peace.
PHARAOH:
Look, in my dream I stood on the bank of the river.
You would never have known because they were still just as ugly.
Suddenly 7 fat cows came up out of the river to feed on the pasture. Then look, 7 ugly skinny cows came up, the ugliest I have ever seen, and they ate up the 7 fats cows.
I also dreamt of 7 plump heads of grain on one stalk. Then look, 7 empty heads, burnt by the wind, came up and ate the 7 plump heads.
LIFE'S TOUGH – Genesis 41
JOSEPH:
Pharaoh's dreams are the same – it is God showing Pharaoh what He is going to do.
The 7 fat cows and the 7 plump heads mean 7 years.
The 7 ugly skinny cows and the 7 empty heads are 7 years of drought.
The dream was repeated twice because this is from God.
There will be 7 years of plenty followed by 7 years of drought, so bad that no-one will remember the times of plenty.
Let Pharaoh choose a wise man to set officers over the land and collect one-fifth of all produce during the 7 plentiful years.
The food will be a reserve for the 7 years of drought.
PHARAOH:
Is there anybody like this man with the Spirit of God in him?
You shall be over my house and all my people will be ruled by you. I will be greater than you only in regard to the throne.
[Pharaoh gives Joseph his ring, a coat and a gold chain] [Joseph rides in Pharaoh's 2nd chariot and everybody bows to him]
PHARAOH:
I am Pharaoh and no-one may lift a hand or a foot without your say so. I now call you: Zaphnath-Paaneah and here is your bride, Asenath.
[Asenath joins Joseph in the chariot]
NARRATOR:
Joseph gathered all the food from the 7 years of plenty and stored it in the cities. When the 7 years of plenty ended then the 7 years of drought began. Joseph opened the stores and sold food to the Egyptians. All the countries around Egypt came to Joseph and bought grain. | 1,293 | 821 | {
"id": "<urn:uuid:e1f61cb2-5c43-487c-9714-7b9ed2617ff8>",
"dump": "CC-MAIN-2021-17",
"url": "https://kidsfindtruth.com/wp-content/uploads/2018/01/Lifes-Tough.pdf",
"date": "2021-04-19T09:33:41",
"file_path": "crawl-data/CC-MAIN-2021-17/segments/1618038879305.68/warc/CC-MAIN-20210419080654-20210419110654-00293.warc.gz",
"offset": 436291530,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.998860090970993,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.998903214931488,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1692,
3089
],
"fw_edu_scores": [
2.46875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Year 6 – Autumn Block 2 – Four Operations
18 th May 2020
Part 3 – Reasoning & Problem Solving Activities
WALT Find Common Factors Look out for my green notes to help you!
© Classroom Secrets Limited 2018
Reasoning 1
Investigate common factors to find the odd one out.
You may want to make a Venn diagram similar to the one in the last presentation (but with three circles) to help you with this.
72
24
49
Explain your reasoning.
Investigate common factors to find the odd one out.
72
24
49
Explain your reasoning.
49 is the odd one out because…
Investigate common factors to find the odd one out.
72
24
49
Explain your reasoning.
49 is the odd one out because it does not share the common factors 2, 3, 4, 6, 8, 12 and 24 with 72 and 24.
Problem Solving 1
Problem Solving 1
Which pair of numbers has the most common factors?
18
45
32
16
32 and 16 have the most common factors – 1, 2, 4, 8 and 16.
A rugby team are planning the seating for their stadium.
In each section, there will be 84 red seats and 132 blue seats.
Each row must have an equal number of chairs.
What is the largest number of chairs they can have in each row?
Prove it.
Find the highest common factor for both of these numbers to help you.
A rugby team are planning the seating for their stadium.
In each section, there will be 84 red seats and 132 blue seats.
Each row must have an equal number of chairs.
What is the largest number of chairs they can have in each row?
Prove it.
12 is the largest number of chairs they can have in each row because…
A rugby team are planning the seating for their stadium. In each section, there will be 84 red seats and 132 blue seats.
Each row must have an equal number of chairs.
What is the largest number of chairs they can have in each row?
Prove it.
12 is the largest number of chairs they can have in each row because it is the largest common factor of 84 and 132. There will be 7 rows of red seats and 11 rows of blue seats.
12 X 7=84 and 12X11 = 132
Well done! It's over to you now.
Go to Part 4 and choose your Star Challenge! Normal rules apply: page 1 will give you an easier challenge, page 2 will be about the same as what we've just practised and page 3 will be more of a stretch.
You only need to do the first set of questions on your chosen Star Challenge – the 'A' questions. If you want extra practice, you can then do the next set of questions – the 'B' questions. When you finish, don't forget to mark your answers before sharing, so I can see where you need help. | 1,064 | 642 | {
"id": "<urn:uuid:f6e3a44b-3143-4250-b5bb-c3bb15c937df>",
"dump": "CC-MAIN-2021-17",
"url": "https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/2329873/user/AAzyrnVvxn?response-content-disposition=attachment%3Bfilename=1c%2529Monday_Part_3_Presentation_Common-Factors.pdf&AWSAccessKeyId=AKIAXSFB2UMTNFUBN2F7&Expires=1618867247&Signature=sy2vFA2dFQ%2BqirGpHXPnu77n8kA%3D",
"date": "2021-04-19T09:20:49",
"file_path": "crawl-data/CC-MAIN-2021-17/segments/1618038879305.68/warc/CC-MAIN-20210419080654-20210419110654-00292.warc.gz",
"offset": 605926437,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9932209385765923,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.999504566192627,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
173,
439,
561,
760,
779,
927,
1244,
1561,
2011,
2541
],
"fw_edu_scores": [
3.734375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
2016 Moorestown Upcycling Art Challenge
The Sustainable Moorestown Arts Committee is excited to announce our 2016 Moorestown Upcycling Art Challenge, a community-wide juried art exhibit to see who can create the most innovative upcycled artwork incorporating plastic caps and lids.
Who Can Enter:
- Contestants must be 7 th through 12 th grade students attending a school within Moorestown, NJ.
Important Dates:
- Exhibit Date / Awards Ceremony – June 4 (District Art Show / Moorestown Day)
- Submission Dates – March 16 to May 13
How You'll Enter:
- Show off your best upcycling project!
- An entry form will appear on the: http://sustainablemoorestown.org beginning March 16, 2016 and submissions will be continued to be collected until May 13, 2016 You'll need to fill in your full name, address and email, a photo of the artwork, as well as a short description of your upcycled art. All artwork should be original in concept and design. Select works will be displayed.
- On the back of all artwork should appear a label indicating which way is up, the artist's name and the piece's title.
- All artwork must be wired and ready for hanging unless 3-dimentional.
- The artwork will be displayed and awards will be presented at the annual MTPS District Art Show sponsored by MoorArts to be held at the Moorestown Recreation Center on June 4, 2016 (which is also Moorestown Day). The awards reception to be held at 1:00pm.
Plastic Bottle Top Portrait by Mary Ellen Croteau www.maryellencroteau.net Bottom is detail of nose area.
Rules & Guidelines:
- One entry per person. Entry must incorporate caps and lids either as a medium or tool. Additional materials are allowed but should be limited so the focus is on the primary element of bottle caps.
- Judging will be based on innovative and imaginative use of materials, how well the entry captures the upcycling movement and how fully the artist's intention or concept is presented and realized (categories including 2-D, 3-D, most creative use of materials, people's choice, etc.).
- The awards will be selected by judges appointed by the Sustainable Moorestown Arts Committee. Their decision is final.
- All submissions will be photographed and displayed on the Sustainable Moorestown Facebook page.
- Sponsors are not responsible for error, omission, interruption, deletion, defect, delay in operations or transmission, theft or destruction or unauthorized access to or alterations of entry materials. Sponsors are also not responsible for any damage to submitted work.
For samples of innovative uses of caps, lids and other recyclable items see: http://www.inspirationgreen.com/art-from-bottle-tops.html
Why This Challenge… What to do with plastic caps and lids when recycling is not an option?
The Mandatory Source Separation and Recycling Act, first signed into law in 1987 requires all citizens of New Jersey to recycle. Many plastic items will contain the following marking identifying their makeup.
Yet many items are not recyclable or if recyclable, there currently no economic market for the item. Just because a container or lid bears a recycling symbol doesn't mean it can be economically recycled and in fact may be considered a contaminant in the recycling of other more popular items. This is because a plastic bottle may be made from a different kind of plastic than the cap. For example, plastic bottles are typically made from Polyethylene terepthalate (PET), or plastic #1, while lids or caps are made from polypropylene (PP), or plastic #5 2 . So, why should it matter to a recycler if the bottle is a #1 and the cap is a #5? They're both plastic right? Why is a cap or lid considered a contaminant?
It all comes down to a difference in melting points for the two types of plastic. There is a difference of nearly 160 degrees Fahrenheit between the #1 and #5 3 . If a #5 cap gets mixed in with #2 bottles, the entire batch may be ruined because of un-melted plastic in the mix. If caps and lids are present in the recycled plastic product produced by a recycling facility, the product will have a reduced value because of contamination. For this reason, residents in Burlington County are discouraged from putting plastic caps and lids in their recycling containers.
Caps and lids have become a serious environmental problem as well. The Beach Environmental Awareness Campaign Hawaii (B.E.A.C.H.) found that "plastic bottle caps are one of the top 10 items found during marine debris beach clean-ups and are the second most littered item after cigarette butts" 4 .
1 USEPA
3 Earth911.com
2 Earth911.com
4 Earth911.com | 2,028 | 1,009 | {
"id": "<urn:uuid:79494e92-c765-4143-bcae-46ee6bd538ec>",
"dump": "CC-MAIN-2021-17",
"url": "http://sustainablemoorestown.org/wp-content/uploads/2016/02/SMAC16UpcycleEventFlyer2.pdf",
"date": "2021-04-19T09:26:26",
"file_path": "crawl-data/CC-MAIN-2021-17/segments/1618038879305.68/warc/CC-MAIN-20210419080654-20210419110654-00294.warc.gz",
"offset": 90704328,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9977198441823324,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9981432557106018,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1538,
2671,
4624
],
"fw_edu_scores": [
2.40625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Diet Right: Cut Calories, Not Nutrition
Embarking on a weight-loss diet can be a challenge as you exchange old habits for a new eating routine. As you shift your eating patterns, don't let vital nutrients slip through the cracks. Cutting back doesn't have to mean a nutritional nosedive. Here are few tips to help you create a healthy diet.
Don't skimp on fat
Many diets encourage decreasing fat consumption. Fat helps with the absorption of fat-soluble vitamin A, vitamin D, vitamin E, and vitamin K. It's also a concentrated source of energy, and the essential fatty acids in some fats are vital for many important body functions. Reach for foods rich in omega-3— an important polyunsaturated fat. Good sources are flaxseed and its oil; walnuts; oily fish such as salmon, mackerel, and tuna; and hemp oil.
Fill up on fiber
To curb hunger between meals, bulk up on high-fiber foods such as fruits, vegetables, legumes, and whole grains. Fiber gives you a feeling of fullness and slows digestion. When food moves slowly through the digestive system, blood-sugar levels remain on an even keel.
Vitamins for vigor
Exercise goes hand in hand with dieting and will help you reach your weight-loss goals more quickly. Don't fall prey to low energy levels due to your lower calorie intake. Pack your diet full of B vitamins, which assist in many bodily functions, from energy production to regulating metabolism to overseeing thyroid and adrenal function. Include the following B-vitamin foods in your diet: whole grains, beans, eggs, yogurt, green leafy vegetables, almonds, avocados, poultry, broccoli, brewer's yeast, organ meats (like liver), nuts, and fish.
Calcium: the powerhouse mineral
Recent studies have linked calcium intake to weight loss. Whether or not further studies bear this out, calcium remains a critical nutrient, especially for women. Calcium is vital to the formation and growth of the bones and teeth and helps to prevent osteoporosis, among its other roles. Get your calcium from green leafy vegetables, wild caught salmon, and dairy products.
Lesser-known minerals are also hard at work keeping your body healthy and running at top speed. The trace mineral chromium assists in stabilizing blood-sugar levels and is found in brewer's yeast, egg yolks, beef, hard cheeses, liver, and whole-grain breads. Zinc supports protein synthesis and is essential to the formation of insulin. Zinc sources include Brazil nuts, shellfish, eggs, and lean meats. Manganese helps regulate cholesterol metabolism and blood glucose and is found in wheat germ, spinach, split peas, nuts, and oatmeal.
Remember, there are no one size fits all solutions to nutrition and health. Work with a qualified nutritional practitioner to help you find out what your individual dietary needs are and how to develop an eating protocol that's right for you! | 1,191 | 604 | {
"id": "<urn:uuid:6d2c88bc-da89-4a59-992f-0d90da9a88c7>",
"dump": "CC-MAIN-2021-17",
"url": "https://healthinhabits.com/Articles/DietRight.pdf",
"date": "2021-04-19T10:11:20",
"file_path": "crawl-data/CC-MAIN-2021-17/segments/1618038879305.68/warc/CC-MAIN-20210419080654-20210419110654-00294.warc.gz",
"offset": 391174517,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9981237649917603,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9981237649917603,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2857
],
"fw_edu_scores": [
2.609375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Child Safe Code of Conduct - Homestay
All staff, volunteers and community members of Macleod College are required to observe Child Safe principles and expectations for appropriate behaviour towards and in the company of children. They are responsible for supporting the safety, participation, wellbeing and empowerment of children by:
* Upholding the Macleod College Child Safe Policy at all times
* Taking all reasonable steps to protect children from abuse
* Treating everyone with respect
* Listening and responding to the views and concerns of children, particularly if they are telling you that they or another child has been abused and/or worried about their safety or the safety of another
* Promoting the cultural safety, participation and empowerment of Aboriginal children (for example, by never questioning an Aboriginal child's self-identification)
* Promoting the cultural safety, participation and empowerment of children with culturally and/or linguistically diverse backgrounds (for example, by having a zero tolerance of discrimination)
* Promoting the safety, participation and empowerment of children with a disability (for example, during personal care activities)
* Ensuring as far as practicable that adults are not left alone with a child
* Reporting any allegations of child abuse to the College Principal, and ensure any allegation is reported to Victoria Police or Child Protection/DHHS
* Reporting any child safety concerns to a member of the school international student team, wellbeing team, relevant school manager, school administration and/or the College Principal.
* If an allegation of child abuse is made, ensure as quickly as possible that the child(ren) are safe
* Encouraging children to 'have a say' and participate in all relevant organisational activities where possible, especially on issues that are important to them
Staff and Volunteers must not:
* Exhibit behaviours with children which may be construed as unnecessarily physical (for example, inappropriate bodily contact)
* Put children at risk of abuse (for example, leaving them inappropriately supervised)
* Do things of a private nature that a child can do for themselves (for example, toileting or changing clothes)
* Engage in open discussions of a mature or adult nature in the presence of children (for example, discussing personal social activities)
* Use inappropriate language in the presence of children
* Express personal views on cultures, race or sexuality in the presence of children
* Discriminate against any child, including because of culture, race, ethnicity or disability
* Ignore or disregard any suspected or disclosed child abuse
* Have any inappropriate online contact with a child or their family
Child Safe Code of Conduct - Homestay
Macleod College will provide all homestay providers with a copy of our Child Safe Statement and the Four Critical Actions for Schools – Responding to incidents, disclosures and suspicions of child abuse, which has been developed by the Victorian Department of Education and Training. These allow you, as a homestay provider, to be aware of the important role you might play in notifying us of any suspicions of inappropriate behaviour.
Agreement
I have read and been provided a copy of all relevant documents and agree to adhere to the guidelines contained within, for the safety of all children. Additionally, by observing these standards I acknowledge my responsibility to immediately report any breach of this code to the College Principal so that appropriate actions can be taken to support and protect the child
Name of Homestay: ______________________________________________
Signature of Homestay:
Date: | 1,613 | 685 | {
"id": "<urn:uuid:04bd48c9-89f1-4a05-8009-a31f26abe255>",
"dump": "CC-MAIN-2021-17",
"url": "https://d474208d-bd2d-4789-8762-25f68e844edf.filesusr.com/ugd/7d55ce_c4c315f2d6aa4b2ca9cc5613b93657b2.pdf",
"date": "2021-04-19T10:04:59",
"file_path": "crawl-data/CC-MAIN-2021-17/segments/1618038879305.68/warc/CC-MAIN-20210419080654-20210419110654-00292.warc.gz",
"offset": 310165258,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9950480461120605,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.995724618434906,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2725,
3681
],
"fw_edu_scores": [
2.25
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Wordscapes level 3818 answers
Wordscapes level 3818 in the Stone Group and Tower Pack contains 20 words and the letters ABNRWY making it a relatively hard level.
Reaching this point shows that you completed 44,435 words and 184,126 letters.
This puzzle 24 extra words make it fun to play.
The words included in this word game are:
BAN, BAY, NAB, RAN, RAW, RAY, WAR, WAY, WRY, NAW, BARN, BRAN, WARN, WARY, YARN, AWRY, YAWN, NARY, BRAWN, BRAWNY.
The extra or bonus words are:
RNA, WANY, WYN, RYA, WAN, YAW, ANY, BAWN, AWN, AWNY, BRA, NAY, ABY, ARB, BAR, WAB, BAWR, ARY, BRAY, BRAW, YAR, RAWN, BARNY, WARB.
More Wordscapes answers and cheats
Word definitions - wordscapes level 3818
BAN - To summon; call out.
BAY - A berry.
NAB - To seize, arrest or take into custody a criminal or fugitive.
RAN - Simple past of run.
RAW - Of weather: unpleasantly damp or cold.
RAY - A beam of light or radiation.
WAR - Organized, large-scale, armed conflict between countries or between national, e thnic, or other sizeable groups, usually involving the engagement of military forces.
WAY - A road, a direction, a (physical or conceptual) path from one place to another.
WRY - To cover; clothe; cover up; cloak; hide.
NAW - Eye dialect spelling of no.
BARN - A building, often found on a farm, used for storage or keeping animals such as cattle.
BRAN - The broken coat of the seed of wheat, rye, or other cereal grain, separated fr om the flour or meal by sifting or bolting; the coarse, chaffy part of ground grain.
WARN - To give warning.
WARY - Cautious of danger; carefully watching and guarding against deception, artific es, and dangers; timorously or suspiciously prudent; circumspect; scrupulous; careful.
YARN - A twisted strand of fiber used for knitting or weaving.
AWRY - Obliquely, crookedly; askew.
Word definitions - wordscapes level 3818
e is tired and sometimes accompanied by pandiculation.
NARY - Not one.
BRAWN - Strong muscles or lean flesh, especially of the arm, leg or thumb.
BRAWNY - Characterized by brawn; muscular; strong. | 1,114 | 579 | {
"id": "<urn:uuid:efde0b3f-bfa5-499c-afd4-31db1e47778c>",
"dump": "CC-MAIN-2021-17",
"url": "https://braingames.net/wp-content/uploads/wordscapes-answers/wordscapes_answers_level_3818.pdf",
"date": "2021-04-19T10:29:53",
"file_path": "crawl-data/CC-MAIN-2021-17/segments/1618038879305.68/warc/CC-MAIN-20210419080654-20210419110654-00303.warc.gz",
"offset": 250870655,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9303267995516459,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.982212483882904,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
646,
1821,
2064
],
"fw_edu_scores": [
2.09375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Tinkercad Training (25 pts.)
Students will begin to learn how to use Tinkercad by completing a series of online tutorials with a partner. Students will show their partners that they completed a tutorial and the partner will initial their partner's grade sheet that they saw it was completed. Here are the online tutorials that will be followed:
#1. Learning Moves –
You will learn to move shapes along the workplane.
* Practice moving the shapes along the work plane. Use both the mouse and the arrows on the keyboard.
1pt.
* Position the shape on the target.
1pt.
#2. Camera Controls – You will learn to check out your design by changing your view of the model using the View Cube.
*
Use the View Cube to rotate your view to see who is behind the curtain.
1pt.
*
Use the scroll wheel on your mouse (or trackpad) to zoom in and zoom out.
1pt.
* Rotate your view by holding the right mouse button and then move the mouse (With a touchpad, either ctrl+leftclick+drag, or rightclick+drag).
1pt.
#3. Creating Holes – You will learn how to remove material from another shape using the hole feature.
* Drag a blue polygon shape to the work plane and place it in the area outlined in orange.
1pt.
* You can make any shape into a hole: Select the polygon, then select the Hole option in the inspector window (next to the color option).
* Now you have both your shapes, but you need to group them to remove the hole material. First, select both objects by pressing and holding the Shift button, then click on each shape with your left mouse button. Then group them together by clicking the Group button in the toolbar above…A hole has been formed.
#4. Scale, Copy & Paste – You will learn how to scale shapes on the work plane.
* Find the orange cylinder in the Basic Shapes list. Click and drag the cylinder onto the work plane. Drop it into the area outlined in orange. Do it twice.
* Scale the orange cylinder you just dragged onto the work plane to a height of 15mm. Try both clicking on the white square and pulling it or selecting the white square and then typing in the height.
* Add one more cylinder onto the work plane by Copy and Pasting it.
* Scale this cylinder to the height of 10mm.
#5. Key, Ring & Letters – You will learn to make a key ring with text.
*
Drag the letters to the red base.
*
*
*
*
Change the snap grid setting from 1.0 to .25.
After placing the letters, nudge them with the keyboard in any direction.
Resize the base using the black dot until it matches the size of the letters.
Select the remaining letters by click and drag. Delete these letters.
1pt.
1pt.
1pt.
1pt.
1pt.
1pt.
1pt.
1pt.
1pt.
1pt.
1pt.
*
Select the remaining letters and group them.
1pt.
#6. Die on the Work Plane – You will learn how to make the work plane work for you. | 1,143 | 652 | {
"id": "<urn:uuid:c927af5d-68a8-46da-adba-462de8e51524>",
"dump": "CC-MAIN-2021-17",
"url": "http://www.rlsbluedevils.org/Documents/Classes/ECS/Unit6_3DCar/TinkercadTraining_GradeSheet.pdf",
"date": "2021-04-19T09:26:28",
"file_path": "crawl-data/CC-MAIN-2021-17/segments/1618038879305.68/warc/CC-MAIN-20210419080654-20210419110654-00304.warc.gz",
"offset": 170711506,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9990489482879639,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9990489482879639,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2811
],
"fw_edu_scores": [
3.40625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
TRIBE Ready Stance
We have built a system that allows our TRIBE Coaches to consistently explain the correct organization of skeletal and muscular positioning. Once these positions are understood and the body is set, then and only then will the body be ready for all types of movement. Below is a model to follow to assist your learning in this step-by-step process.
Setting the TRIBE Ready Stance
* Setting Neutral Position – Begin in the standing position, feet parallel and placed hip distance apart, eyes front, and arms at your side with the palms facing forward. Visualize the ribcage perfectly stacked above the pelvis. Once in this position lightly squeeze your glutes to set and secure. The distance between the rib cage and the pelvis should be equal and should never change. Note that pelvic tilt may need to be adjusted per individual. Click here for details: vimeo.
* Explain the Limbs – Once neutral is set through the core explain that the four limbs of the body (arms and legs) are identical in design in the sense that they each have three points of rotation. The arms have shoulders, elbows and wrists while the legs have hips, knees and ankles. When these points are rotated towards the center of the body they are internally rotated, when the three points are rotated away from the center of the body they are externally rotated. The main point of reference when thinking about this rotation is where the shoulder and hip joints meet the shoulder and hip capsules respectively. While setting the neutral position, we asked that the arms are placed at the side of the body with the palms facing forward, this will place the shoulders in the perfect externally rotated position, by applying torque through the feet we will place the hips in this position as well.
* Explain Torque – Once the body is in the neutral position; standing, feet parallel, hip distance apart, ribcage positioned in line with the pelvis, glutes tight and shoulders externally rotated we secure the final full position by creating torque. Create tension by twisting your feet outwardly into the floor in a screwing action, keep them parallel and do not let them rotate. Naturally by creating this torque your three points of rotation in the legs will be forced to rotate away from the center of the body placing the hips in the externally rotated position.
Once the body is in this TRIBE Ready Stance, team members will be prepared for movement and have a reference point to refer to. All principals of alignment and joint position apply when standing vertical or lying horizontally (prone or supine). Throughout each session, we should be able to reference back to this and use the terms frequently in order to create the universal language. | 1,064 | 540 | {
"id": "<urn:uuid:8205a3a8-0a40-4d14-98a5-c70f1f43e7fe>",
"dump": "CC-MAIN-2021-17",
"url": "http://www.tribeteamtraining.com/wp-content/uploads/2017/03/TRIBE-Ready-Stance-1.pdf",
"date": "2021-04-19T09:13:35",
"file_path": "crawl-data/CC-MAIN-2021-17/segments/1618038879305.68/warc/CC-MAIN-20210419080654-20210419110654-00298.warc.gz",
"offset": 159936675,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9973881244659424,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9973881244659424,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2738
],
"fw_edu_scores": [
2.6875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Ciguatera Poisoning
What is ciguatera poisoning?
Ciguatera poisoning is a form of food poisoning, and the most common food poisoning event related to finfish consumption in Australia. It is caused by eating warm water finfish that carry ciguatera poison (toxin). These are generally fish that spend some or most of their lifecycle on coral reefs however, not all tropical reefs are affected and only some fish are susceptible.
Ciguatera poisoning is caused by a naturally occurring marine toxin that accumulates in the food chain. It is passed from small plant-eating fish that feed on affected algae who are then eaten by larger, predatory fish, like Spanish Mackerel, which are then consumed by humans.
These toxins are highly potent and are effective in very low quantities. Recent evidence suggests that consuming the head or viscera of toxic fish - the soft internal organs such as the intestines, roe or liver, may increase exposure as well as the severity of the symptoms.
Figure 1 In Australia, Spanish Mackerel has caused the highest number of cases of ciguatera poisoning
What are the symptoms?
Symptoms usually start 1 to 24 hours after eating affected fish. The time of onset of illness and the range of symptoms experienced will vary depending on how much fish is eaten, which parts of the fish are eaten, how much toxin is in the fish and the individual susceptibility of the consumer. Symptoms can last for days, weeks, months or (in very rare cases) years following a single ciguatera poisoning incident.
Symptoms include:
* sensation of hot-cold temperature reversal. This can include a burning sensation or skin pain on contact with cold water or a stinging sensation when drinking water
* tingling and numbness in fingers, toes, around lips, tongue, mouth and throat
* joint and muscle pains with muscular weakness
* nausea, vomiting, diarrhoea and/or abdominal cramps
* headache, fatigue and fainting
* extreme itchiness, often worsened by drinking alcohol
* dizziness, low blood pressure, cardiac abnormalities
* difficulty breathing in severe cases
Managing the risk
A number of strategies are in place to manage ciguatera fish poisoning. Sales of high risk fish are limited, and risk reduction programs operated by regulators and industry are in place.
How can you manage the risk of ciguatera poisoning?
We know that ciguatera toxin does not affect the appearance, odour or taste of fish and that processes like cooking or freezing will not destroy the toxin and there is no method for removing it from the fish. There are some simple rules that can be followed to reduce the risk of exposure to ciguatoxins:
* avoid cooking and eating the head, roe, liver or other viscera of warm water ocean fish as Ciguatera toxin is concentrated in these parts and may increase exposure
* vary the type of warm water fish eaten
* avoid eating large warm water fish such as Spanish Mackerel (in accordance with NSW industry experts) as ciguatera fish poisoning occurs more frequently when larger fish are eaten. Cases of poisoning from Spanish Mackerel caught in NSW waters have generally been linked to fish over 10kgs.
* if ciguatera-like symptoms develop when eating a warm water ocean fish, do not eat further portions of that fish and see your doctor
* do not catch fish from known or high-risk ciguatera areas
* Ciguatera is more common in the warmer northern waters of Queensland and parts of the Northern Territory
Treatment
Promptly seek medical attention from a hospital or GP at the onset of symptoms. If you are concerned about ciguatera poisoning contact your Local Public Health Unit on 1300 066 055.
High-risk areas and species size limits
It is recommended to be aware of ciguatera high-risk areas and species size limits. The Sydney Fish Market's Schedule lists fish to avoid and high-risk areas. You can access this document, Seafood Handling Guidelines at sydneyfishmarket.com.au/Portals/0/adam/Content/41UIctIuJECV0p4vxMVS4Q/ButtonLink/Seafood%2 0Handling%20Guidelines.pdf (PDF, 3623KB)
More information
* Visit foodauthority.nsw.gov.au
* Email the Food Authority helpline at firstname.lastname@example.org
* Phone the Food Authority helpline on 1300 552 406
© State of New South Wales through Regional NSW 2024. The information contained in this publication is based on knowledge and understanding at the time of writing February 2024. However, because of advances in knowledge, users are reminded of the need to ensure that the information upon which they rely is up to date and to check the currency of the information with the appropriate officer of the Regional NSW or the user's independent adviser. | 1,987 | 1,014 | {
"id": "<urn:uuid:f21197c2-4d9d-4217-a753-a84acdcf948e>",
"dump": "CC-MAIN-2024-51",
"url": "https://www.foodauthority.nsw.gov.au/sites/default/files/_Documents/retailfactsheets/ciguatera_poisoning.pdf",
"date": "2024-12-13T11:53:22",
"file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066116798.44/warc/CC-MAIN-20241213105147-20241213135147-00210.warc.gz",
"offset": 701487786,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9964808821678162,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9971392750740051,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2079,
4654
],
"fw_edu_scores": [
2.953125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Tolerance of those of Different Faiths and Beliefs
* In our Religious Education lessons, we learn about major religions and different faiths.
* We visit various places of worship, such as the church in year 5 and the gurdwara in year 3.
* We can read all about different faiths, beliefs and religions in our school library!
* Our World Book Day book 'Welcome by Barroux' was about a polar bear that was swept away from home. We discussed the challenges and issues that migrants face by creating pieces of writing and art!
Mutual Respect
* At our school we know and understand that everyone deserves respect, regardless of differences.
* We celebrate each others successes in our whole school and class assemblies. We have celebrated tournament successes, such as our win at the MATlympics!
Individual Liberty
* During and after school, we have a choice of lots of extracurricular clubs. Some of our favourites are cross-country, fencing, gymnastics, Times Tables Rockstars, French club and choir!
* Each week, we have the choice to enjoy our new wellbeing garden area – here, we can talk to our Mental Health First Aiders.
West End Academy
British Values Policy
What are the key British Values?
The five key British Values are:
* Democracy - to have a say in decisions at school.
* The rule of law - rules for a happy and safe school.
* Individual liberty - making our own choices.
* Mutual respect - respecting all, regardless of difference.
* Tolerance of those of different faiths and beliefs respecting different faiths and beliefs.
At our school, we promote and reinforce these five key British Values. There are many ways in which we do this throughout our school.
British Values Policy
Democracy
* Our School Council team is pupil elected. Every year, we vote for our councillors to represent us.
* During our RSPCA fundraising day, we held a whole school vote to decide which animal to adopt - we chose to adopt a Red Panda from the Yorkshire Wildlife Park!
* Two children attend Waterton Children's Parliament to meet and discuss ways of making our educational experience an even better one! Our school is represented by two children in year 5!
The Rule of Law
* Our school behaviour policy celebrates children that follow our golden rules. We can be awarded with a positive leaf or a certificate every week!
* We know that there are consequences for unacceptable behaviour. We work hard to 'stay on green' so that we can enjoy our Green event! Some of our favourites have been the circus, outdoor cinema and mini golf!
* We welcome visits from the wider community, including the Fire Service and Dogs Trust This shows us the Rule of Law in real-life. | 1,128 | 556 | {
"id": "<urn:uuid:a71ae359-1f12-4606-b0f7-fa32ea4a53f7>",
"dump": "CC-MAIN-2024-51",
"url": "https://west-endacademy.org/wp-content/uploads/sites/12/2023/07/Child-Friendly-British-Values-Policy.pdf",
"date": "2024-12-13T11:10:44",
"file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066116798.44/warc/CC-MAIN-20241213105147-20241213135147-00224.warc.gz",
"offset": 560633532,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9981569349765778,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9983993768692017,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1168,
2676
],
"fw_edu_scores": [
3.203125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Why did FDR win?
P1: _____________________
P2:______________________
P3:______________________
P4:______________________
1932 Election
Agencies for Unemployment
PWA
CWA
CCC
Prohibition - Repealed
Why did FDR win?
P1: _____________________
P2:______________________
P3:______________________
P4:______________________
1936 Election
Huey 'Kingfish' Long
Governor of: ________________________
New Deal has not done: ________________
Tax the :_____________________________
His idea was called 'Share our ___________
Confiscate fortunes over $: _____________
Every family is given $: _________________
Plus - minimum wage, pensions, free education,
house for veterans.
Republican Opposition
Works Progress Admin
1935
New Deal Aims
Relief
Help very poor, starving and homeless.
Recovery
Reform
Agencies for the poor
Fireside Chats
The Banks
1933
1933
Hoover OR FDR Soothing OR Exciting Hateful OR Hopeful Gained Trust OR Lost Trust Confused OR Explained Ineffective OR Effective
Rescuing collapsing banks was vital. Closed ALL banks for 4 days
Emergency Banking Act
Poorly run banks did not reopen Provided loans to well run banks This restored confidence in banks.
Hundred Days : The First New Deal
Agencies for Industry
Help for Farmers
NRA
Hundred Days : The First New Deal : The Alphabet Agencies
Social Security Act
1935
Second New Deal
Business Owners + Rich Opposition
More general criticisms of FDR's actions … cartoon message ?
Opposition to the New Deal - it has gone too far!
Doctor Townsend
The 'Radio Priest'
He said everyone over the age of ___ should get ____ dollars per month but give up their ______ . This would free up _____ for young people. His idea was popular with _______ people. Over 7000 'Townsend Clubs' created is support of him.
Name: ______________________________
What he did
1: _________________________________
2: _________________________________
His criticisms of the New Deal:
1:__________________________________
2:__________________________________
Opposition to the New Deal - it doesn't go far enough!
AAA
FCA
Wagner Act
1935
Resettlement Admin
1937
The Supreme Court
.. ruled that some New D _ _ _ legislation was illegal. For example in 1936 it ruled that the AAA had gone too far by making regulations about agriculture. This was a decision that only individual st _ _ _ _ could make.
www.icHistory.com
Helping Black People
Helping Women
How successful
was the
New Deal?
Solving Unemployment
Helping Workers
Helping Native Americans
Helping Farmers
Economic Progress
Trade Unions | 1,661 | 599 | {
"id": "<urn:uuid:a2c20f29-0d8d-4e97-961d-0f1f384de8f6>",
"dump": "CC-MAIN-2024-51",
"url": "https://www.ichistory.com/uploads/1/0/2/9/10290322/revision_overview_new_deal_2019.pdf",
"date": "2024-12-13T11:38:27",
"file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066116798.44/warc/CC-MAIN-20241213105147-20241213135147-00220.warc.gz",
"offset": 732052892,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9206400215625763,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9927394986152649,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2402,
2601
],
"fw_edu_scores": [
2.140625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Generalizing
Generalizing behaviors simply means when you ask your dog to perform a behavior, your dog understands the behavior means the same thing no matter where you are or what you are doing.
Dogs do not generalize well and they certainly do not generalize to the same degree that humans can. This can lead to a lot of frustration for you and your dog. Mistaking a behavior that has not been generalized as non- compliance can be truly detrimental for your relationship.
How many times have you thought, "I don't know why he's not doing it, he does it all the time at home?" This is because your dog doesn't understand that your cues and his behaviors mean the same thing in every scenario. Sometimes doing something as simple as turning your body in a different direction or moving a different body part when you ask for a behavior can completely confuse your dog.
If you want a behavior to become universal and for your dog to generalize well, you must broaden the criteria for performing that behavior as soon as you can. Once you have your dog responding consistently to a cue
PetSmart), with different sounds (TV on, TV off, as the doorbell rings, the teapot whistles, while dogs are barking), and near different objects (near a dumpster, a tree, a parked car, a new person). Only then will a behavior be generalized.
for a specific behavior, you should start generalizing it. You must get your dog to perform the behavior on different surfaces (grass, concrete, carpet, wood, gravel), in different places (kitchen, bathroom, the park,
This concept is especially important with behaviors that aid in safety. Can your dog respond to Come When Called when there is a squirrel in front of him? How does he know to leave a dead bird, if you've only used Leave It with treats and toys? Preparing your dog by generalizing behaviors is the answer to both questions. It could be the difference between a happy, healthy life and a serious injury or worse.
Tips for Generalizing
Make it Easy
* Start by practicing the behavior in the place you first taught it, before going into a new scenario; this way it's fresh in your dog's mind.
* Give your dog time to calm down and adjust to the new scenario before you start.
* Use the best treats when you start generalizing a behavior.
* Start with some basic focusing behaviors, like Automatic Focus and Hand Target, to build confidence when you're in a new scenario.
* "Jackpot" by giving your dog many treats, one at a time, when you reward the behavior in the new scenario.
* Be very encouraging and enthusiastic about successes. You should truly be proud! When beginning the generalization process, you can "shape" the behavior by rewarding progress even if it doesn't look perfect at first. Remember, for your dog, this behavior may not mean the same thing in a different scenario. For example, if you have a shorter dog who doesn't like sitting in grass, start with very short grass and work your way to taller grass.
Body Position
* Start by asking your dog to perform the behavior while you are standing directly in front of him to refresh your dog on the skill.
* Ask for the behavior as you turn your body to the left.
* Repeat with your body turned to the right.
* Take one step to the right and cue.
* Take one step to the left and cue.
* Rotate 180 degrees and ask for the behavior.
* Begin moving random body parts (raise hand, lift foot off ground) as you cue the behavior.
Repeat each step until consistent. Only move on to the next step in each scenario once you have achieved a high success rate in the previous step. Once you are having consistent success with each step individually, you can begin combining, varying the steps, and increasing difficulty. | 1,361 | 782 | {
"id": "<urn:uuid:2d001558-9fd9-43c8-b4a9-da3926b4f629>",
"dump": "CC-MAIN-2022-27",
"url": "https://assets.ctfassets.net/2t8dhn7s97w9/3oYrIyn5oNz9uCyAC7yeyu/623fdfa034092a2ba6255297a83fc8c4/Generalizing.pdf",
"date": "2022-07-02T04:32:48",
"file_path": "crawl-data/CC-MAIN-2022-27/segments/1656103984681.57/warc/CC-MAIN-20220702040603-20220702070603-00793.warc.gz",
"offset": 152168648,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9987209737300873,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9987210035324097,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1962,
3731
],
"fw_edu_scores": [
3.640625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Why Plant Northern Virginia Native Plants?
Native plants provide food and habitat for native wildlife
- Many insects have specialized to feed and reproduce only on native plants
- Insect life supports the food web for birds, frogs, and other animals
- Native plants attract pollinators like bees, butterflies, and hummingbirds
- Planting natives creates a sanctuary for a diverse network of life
Native plants are at home here
- Natives are adapted to live in our climate
- Natives flourish without extensive watering, fertilizing, or pesticides
- Natives help conserve water and soil quality
- Natives provide curb appeal and can raise property values
Natives have many advantages over nonnative plants
- Conventional landscaping does not effectively support native wildlife
- Turfgrass and ornamentals need more watering, fertilizers, and pesticides Water and soil health suffer as a result
A native plant in every yard!
Native plants:
- No fertilizer
- No pesticides
- No watering (once established, if properly sited)
- No mowing
- Naturally beautiful!
Plant NOVA Natives campaign
www.plantnovanatives.org firstname.lastname@example.org
Enhance your property while saving the birds and butterflies
www.plantnovanatives.org
What can you do?
Make room for the living world
Learn how at www.plantnovanatives.org
o Buy or download the Native Plants for Northern Virginia guide
o Find demonstration gardens to visit
o Get advice on creating various types of landscapes
o Find a list of native plant sales and vendors
o Look up deer resistance
o See photos of native plants in a landscape setting
Create your own wildlife sanctuary
o Plant Northern Virginia native plants
o Convert lawn to usable habitat.
o Remove invasive plants. Lists of introduced plants that are invasive in Virginia can be found online.
o Protect your wildlife - don't spray insecticides!
o Manage water - use plants that are adapted to this climate, and hold stormwater on your own property
Certify your property as wildlife sanctuary
Arrange a free consultation with an Audubon-at-Home volunteer
Get professional help
Find local natives-only landscapers
Spread the word
- Join the landscaping committee where you live, work, or worship
- Share short articles from Plant NOVA Natives on NextDoor.com, Facebook, church bulletins, community websites, etc.
- Volunteer for the Plant NOVA Natives campaign
- Join us on Facebook - share posts to your other groups
- Host a screening of Hometown Habitat
o Details are under "Spread the Word" at
www.plantnovanatives.org
o Buy the Hometown Habitat DVD
Together we can change the landscaping culture of Northern Virginia | 1,242 | 556 | {
"id": "<urn:uuid:c1633ff0-8545-4116-8983-f7a9dddd77cd>",
"dump": "CC-MAIN-2022-27",
"url": "https://www.plantnovatrees.org/_files/ugd/1c70fb_8546f63aae7b43afad1924dbf843bd0a.pdf",
"date": "2022-07-02T04:39:38",
"file_path": "crawl-data/CC-MAIN-2022-27/segments/1656103984681.57/warc/CC-MAIN-20220702040603-20220702070603-00795.warc.gz",
"offset": 995662385,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9574724733829498,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9696353673934937,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1235,
2658
],
"fw_edu_scores": [
2.453125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
EVEN AND ODD NUMBERS
For the Even and Odd Numbers key concept
Summary
Students explore the concept of odd and even numbers, and what happens when combining them with addition, subtraction and multiplication.
Suitable for 2-6 students
Length 30 min (approximately)
Lesson Preparation
* A box of counters – use two colours for the demonstration, and give each student two colours (approximately 15 of each colour)
* Print Student Handout (download) – one colour copy for each student + one teacher copy
* Blank A4 paper – one copy for each student
Optional:
* Print Teacher Notes (download) – one colour copy
* Coloured pencils – one colour for each student
LEARNING INTENTIONS
This activity helps students to:
* understand that numbers are even if they can be grouped into pairs and otherwise are odd
* understand operations (addition, subtraction, multiplication) with odd and even numbers
CURRICULUM LINKS
* Understanding and identifying even and odd numbers (ACMNA051)
* Adding, subtracting and multiplying odd and even numbers (ACMNA071)
AFTER THE LESSON
After the lesson, students can follow up with a similar activity, but using division.
INTRODUCTION
Explain to students that they will be exploring some special features of odd and even numbers. Ask students, "What makes a number even? Odd?" There are two ways to identify odd/even numbers:
1. Counters can be used to show odd/even: when removing counters in pairs, if at the end there is a remainder (of 1) the number is odd; otherwise it is even.
9 is odd:
[Note: what is 0? It is not odd- there is no remainder after sharing 0 into pairs]
2. Get students to identify what numbers an even number always ends in [i.e. 0, 2, 4, 6 or 8] and an odd number always ends in [i.e. 1, 3, 5, 7 or 9].
DEMONSTRATION
Explain to students that some interesting patterns can be noticed when you add odd and even numbers. Use the Student Handout to demonstrate:
1. 'Odd + Odd = Even': Show students what the sums [e.g. 3 + 5] look like when lined up in pairs. Students might recognise that in a sum, the remainders from two odd numbers pair up. This makes the answer always even.
2. Other three types of addition [i.e. 'Even + Even', 'Odd + Even', 'Even + Odd']: invite individual students to use counters to demonstrate the examples on the sheet. Ask students questions to check for understanding [e.g. Is 3 + 12 even/odd? How do you know? What do you notice about the pairs of counters/remainders?].
DIRECT STUDENTS
Students will now work through 'Subtraction with odd and even numbers' on the handout, using counters. For each of the four types of subtraction, students create examples of their own. On the handout, they draw in the diagrams of counters and write number sentences.
Prompt student thinking: As students work, ask scaffolding questions, e.g.:
* What do you notice about all the answers when you subtract an even number from an odd number? Can you explain this by using counters?
* How do you know that an odd number minus an odd number is always even? Can you find any examples where this doesn't work?
For students who complete the subtractions, give them a blank sheet of paper to complete the same exercise but for multiplication. Scaffolding questions include:
* Can you use counters to explain if your answer will be odd/even when you multiply: two odd numbers? two even numbers? an odd and an even number? (Test some ideas, e.g. try 7 × 3, 5 × 5, 9 × 1 and see what happens.)
DISCUSSION
Ask students questions about what they have learned, such as:
* What sort of number do we get whenever we subtract two odd numbers? two even numbers? an odd and an even number?
* How could you use what you now know about odd and even numbers to check whether a subtraction is correct? [e.g. Is 52 −18 = 33 possible?]
5 MINUTES
Individually:
Complete the subtraction table (Student Handout)
Whole group:
Contribute ideas about odds and evens
10 MINUTES
Whole group:
Sharing ideas with the group
10 MINUTES
In pairs:
Complete the section of the sheet for subtraction using counters. On a blank sheet of paper, students can complete the same exercise but for multiplication.
2 MINUTES
Whole group:
Share ideas and solutions. | 1,914 | 992 | {
"id": "<urn:uuid:71ef4eab-93cb-4979-a706-3c88e6103fd2>",
"dump": "CC-MAIN-2022-27",
"url": "http://mpcontent.blob.core.windows.net/activities/11.pdf",
"date": "2022-07-02T08:53:54",
"file_path": "crawl-data/CC-MAIN-2022-27/segments/1656103989282.58/warc/CC-MAIN-20220702071223-20220702101223-00002.warc.gz",
"offset": 36975115,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9900085628032684,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9965752959251404,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1159,
4224
],
"fw_edu_scores": [
4.5625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Module 5 | WORKSHEET 3
warm up
1 Decide if these sentences are true (T) or false (F).
1 n Afternoon tea is a very modern tradition.
3 n The first ever afternoon tea took place in London.
2 n It was started by the upper classes.
Afternoon tea menus
The British custom of taking afternoon tea dates back to the early 19 th century when the 7 th Duchess of Bedford, Anna Russell, supposedly complained about a 'sinking feeling' during the late afternoon. At the time people only ate two meals a day, breakfast and dinner at around 8 o'clock in the evening.The solution was a pot of tea and a light snack brought to the Duchess in her private chambers during the afternoon.
4 n The usual time for afternoon tea is four o'clock.
Later she invited friends to join her in her summer country residence and this summer practice proved so popular that the Duchess continued it when she returned to London, sending cards to her friends
asking them to join her for 'tea and a walk in the fields'.
5 n People do not often take afternoon tea anymore.
Other social hostesses quickly picked up on the idea and before long all of fashionable society sipped tea and nibbled sandwiches mid-afternoon. Traditionally, the upper classes served a 'low' or 'afternoon' tea at around four o'clock, just before the fashionable promenade in Hyde Park in London.
The middle and lower classes ate a more substantial 'high' tea later in the day, at five or six o'clock, instead of a late dinner. The names derive from the height of the tables on which the meals are served, high tea being served at the dinner table, low tea at a coffee table.
Sadly today most British people do not take afternoon tea, except for as a treat or on special occasions, but you can still indulge in a little bit of British tradition in many hotels and tearooms up and down the country.
reading comprehension
2 Read the text about the history of afternoon tea and answer these questions.
1 When does the tradition of afternoon tea date back to?
2 Who was Anna Russell and how did she supposedly start the tradition?
3 What was the solution to Anna Russell's problem?
4 Why did she continue offering afternoon tea in London?
5 What originally determined the time London's upper classes took tea?
6 What is the difference between 'high' and 'low' tea?
Module 5 - Worksheet 3
Excellent!
© ELI
listening
PET
Listen to somebody explaining a typical afternoon tea menu and complete the missing information.
Traditional afternoon tea menu
writing
4 Write an afternoon tea menu which is suitable for your country's tastes. When you finish, display it for the rest of the class to see and decide which your favourite menu is.
Excellent!
© ELI
Module 5 - Worksheet 3 | 1,067 | 585 | {
"id": "<urn:uuid:7e0d2fc9-657d-4b35-b4e1-19f42925ec3c>",
"dump": "CC-MAIN-2022-27",
"url": "https://sdpd.elionline.com/public/resources/excellent_international/M5W3.pdf",
"date": "2022-07-02T09:02:13",
"file_path": "crawl-data/CC-MAIN-2022-27/segments/1656103989282.58/warc/CC-MAIN-20220702071223-20220702101223-00002.warc.gz",
"offset": 554400608,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9965336620807648,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9987378716468811,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2356,
2732
],
"fw_edu_scores": [
3.953125
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Lancaster Lane Statement for History
The teaching and learning of history allows children to explore their past as well as learn from this to make a better future for themselves and their peers. Our history curriculum will delve into rich and relevant learning opportunities which will focus on Britain's past and the wider world around us. We will enable our children to think like historians by:
- Asking questions and exploring different societies and cultures
- Interpreting evidence and sources we have from the past to understand what this tells us
- Understanding the impact on changes on people and place
Our Reception children follow the history statement, "Children talk about past and present events in their own lives and in the lives of their family members," from the 'People and Communities' Early Learning Goal. Here, pupils will discuss and understand that they were once babies and how, over time, they have grown into young children. This is exploited further in everyday talk and play and by discussing events which happened yesterday or in the previous week.
The National Curriculum 2014 states programmes of study to be delivered in KS1 and KS2. We have tailored these programmes of study to suit our children within their local area, ensuring learning is relevant to them.
In Key Stage 1 children are taught about:
- Changes within living memory and changes in national life
- Events beyond living memory that are nationally or globally significant
- The lives of significant individuals in the past who have contributed to national and international achievements, e.g. Mary Anning
- Significant historical events, people and places in our own locality, e.g. Leyland trucks
In Key Stage 2 children are taught about:
- In relation to Britain; the Stone Age to the Iron Age, the Roman Empire, the Anglo Saxons and Scots, the Vikings and local studies on The Tudors relating to Astley Hall and the Victorians relating to Fox Lane
- Ancient civilizations including Ancient Greece and Ancient Egypt and a non-European society, e.g. The Mayans
History offers plenty of enrichment opportunities. As a school, we purchase Lancashire's Loan Service annually which provides children with artefacts and historical evidence for the children to handle and explore. We also organise visits to our local area to support their history learning further. This includes visits to Astley Hall and Fox Lane as well as ensuring any local exhibitions exploring our topics are being utilised fully.
History supports strong links with other subjects and we identify purposeful cross-curricular links to enhance learning and help children identify connections. In particular, history links well with art, geography and even science, e.g. Year 2 explore the fossil work of Mary Anning during the Victorian period.
History is assessed by class teachers following a taught unit; each year group focuses on at least two history units per year. The teacher will ensure all objectives (both knowledge and skills based) are taught over the course of both units and an end of year assessment will also be gained. The History Subject Leader receives this information from class teachers (end of unit assessments and end of year) to ascertain how history is being delivered. This helps to identify strengths and any areas for development for the subject which can be tackled appropriately.
To be reviewed September 2022. | 1,360 | 647 | {
"id": "<urn:uuid:40b8353c-f16c-4ff6-9271-efdf3402ba26>",
"dump": "CC-MAIN-2022-27",
"url": "http://lancasterlane-school.ik.org/assets/Curriculum2021/Lancaster_Lane_Statment_for_History.pdf",
"date": "2022-06-30T17:14:39",
"file_path": "crawl-data/CC-MAIN-2022-27/segments/1656103850139.45/warc/CC-MAIN-20220630153307-20220630183307-00569.warc.gz",
"offset": 30376513,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9220630923906962,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9983335137367249,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1957,
2069,
3420
],
"fw_edu_scores": [
3.75
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Brain Builder Game:
Sink or Swim
WHAT?
Brain Builders are active, fun games with specific rules and steps. They include ways to increase the challenge.
They give children the message that their brains can get stronger and smarter with practice and effort.
WHY?
Brain Builders look like simple games, but they do a whole lot more. They develop the parts of children's brains that help them pay attention, remember, and have self-control.
WHO?
Brain Builders can be played with children ages three to eight. In this age range, children's skills are rapidly developing, so it's the perfect time for extra practice.
WHERE?
Brain Builders can be played often and at any time, either inside where children have room to move, or outside.
www.secondstep.org
©2012
Brain Builder Game: Sink or Swim | Ages 3 +
Get Ready
1. Have children stand in a line along one side of a large space (an open area outside would work well).
2. Say: You are on the bank of a river. The goal of the game is for you to swim across the river to the other side where I am standing. Demonstrate a swimming motion.
3. Tell children to listen to the rules:
* Rule 1 is, when I say "Swim!" you swim across the river.
* Rule 2 is, when I say "Sink!" you sink down to the bottom of the river.
* Rule 3 is, stay frozen on the bottom of the river until you hear me say "Swim!" again.
Play the Game
1. Stand facing children on the other side of the river.
2. Say: Swim! Children start to swim toward you.
3. After a few seconds, say: Sink! Children slowly sink down.
4. After a few seconds, say: Swim! again.
5. Repeat Steps 2–4 until all children have crossed the river.
Increase the Challenge
* Combine swim and/or sink with other actions (for example, swim and clap, swim and hop, swim and skip, sink and spin, sink and wave, and so on).
* Have children remain sunken for longer and longer periods of time.
* Call out other actions instead of "Swim!"
* Children can move only when you say "Swim!"
* Introduce an opposites rule: Children swim when you say "Sink!" and sink when you say "Swim!"
* Change the setting and actions every few rounds. For example, say: You are in a band marching down the street. The actions are march and rest. Or say: You are rabbits hopping across the garden. The actions are hop and crouch.
Tips
* Play the game for only a few minutes at a time.
* Play the game at least twice a day.
* Have children take turns leading the game.
* Increase the challenge as children get better at the game.
www.secondstep.org
©2012 | 1,035 | 600 | {
"id": "<urn:uuid:44e9e0ba-5d9a-489d-a765-1924e2eb31ea>",
"dump": "CC-MAIN-2022-27",
"url": "https://cdn5-ss12.sharpschool.com/UserFiles/Servers/Server_834898/File/Sink_or_Swim_BB_Game_Family.pdf",
"date": "2022-06-30T17:03:24",
"file_path": "crawl-data/CC-MAIN-2022-27/segments/1656103850139.45/warc/CC-MAIN-20220630153307-20220630183307-00567.warc.gz",
"offset": 216318129,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9982043206691742,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9984944462776184,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
767,
2531
],
"fw_edu_scores": [
4.53125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
The Art of Science: Butterfly Symmetry
Students examine the symmetry found in butterfly wings and then create their own sets of wings.
1 st grade
2 nd grade
Kansas College and Career Ready Standards for Science:
* 1-LS3-1. Make observations to construct and evidence-based account that young plants and animals are like, but not exactly like, their parents.
Kansas College and Career Ready Standards for Visual Art
* VA:Cr1.1.1. Engage in exploration and imaginative play with materials
Kansas College and Career Ready Standards for Science:
* 2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.
Kansas College and Career Ready Standards for Visual Arts:
* VA: Cr1.2.2. Make art or design with various materials and tools to explore personal interests, questions, and curiosity.
* VA:Cr2.1.1. Explore uses of materials and tools to create works of art or designs.
* VA: Cr2.1.2. Experiment with various materials and tools to explore personal interests in a work of art or design.
The classroom teacher will need to supply to following materials:
* Butterfly templates copied onto cardstock – one per student. Allow students to choose which type of butterfly they prefer.
* Scissors
* Tempera or acrylic paint
* Small cups
* Spoons
Advanced preparation:
Pour small amounts of paint into cups. If you don't have many colors, you can always create new ones by mixing colors.
The cups and spoons can be shared by students depending on your district's Covid protocol.
Program Connection Information
Please use an external microphone (conference style) rather than the integrated one in the computer for the audio for your class and locate it centrally in the room. It can be difficult for the Greenbush teacher to hear the students using the computer microphone and therefore it reduces the interactive nature of the lesson. It is fine to use the computer webcam for your video source.
All classes will take place using Zoom desktop video. If your building is already set up to use a desktop video application with a computer, simply open a browser and enter https://zoom.us/j/3662120241 in the URL space. You may need to download Zoom launcher software (free download) if you don't already have it. This needs to be done in advance of the lesson.
If using a Polycom video conferencing unit (or any legacy type video conferencing unit) to connect to a ZOOM conference, make sure the unit is in "encrypted mode" then dial the following IP on the internet: 184.108.40.206 or 220.127.116.11 and once connected, they will ask for a MEETING ID: enter 3662120241 (for Sharon at Science Center).
It's always a good idea to touch base with your district technology facilitator prior to your program to make sure all systems/equipment are in place and operational and that there aren't any firewalls in place that might prevent you from connecting to Zoom.
Once you connect, you will enter a Zoom waiting room. Your Greenbush teacher will admit you into the final meeting room.
If you have questions, please call Sharon Bertolio at Greenbush, 620-7246281, or email at firstname.lastname@example.org (best method of contact). | 1,382 | 693 | {
"id": "<urn:uuid:fed1042c-ffaf-47ed-aae2-adc9a1754142>",
"dump": "CC-MAIN-2022-27",
"url": "https://www.greenbush.org/wp-content/uploads/2021/04/The-Art-of-Science-Butterfly-Symmetry-Teacher-Information.pdf",
"date": "2022-06-30T16:55:35",
"file_path": "crawl-data/CC-MAIN-2022-27/segments/1656103850139.45/warc/CC-MAIN-20220630153307-20220630183307-00572.warc.gz",
"offset": 852919231,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9969835877418518,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9975358843803406,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1532,
3184
],
"fw_edu_scores": [
3.40625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
TO SPEAKING CONFIDENTLY ABOUT YOUR SKILLS
Finding comfort in speaking about your skills and the value they can add to a position may take some time, reflection, preparation and planning.
Below are seven steps that will help you be better prepared to speak confidently about the skills, knowledge and experience you have to offer to an employer.
Keep in mind that even though progress may seem slow, every minute you spend completing these steps will strengthen your communication skills and your ability to speak more confidently.
1. Identify and list your skills and abilities. Create a detailed inventory of skills that includes not only the skills and abilities already included in your resume, but also additional skills you may not have thought of yet. Review NOC duties, job postings, and the documents included in this MY SKILLS section.
2. Organize your skills by category. Once you have identified and listed a good number of skills and abilities, create groups of skills under various categories: technical, planning, time-management, problem solving, interpersonal communication, etc.
3. Be prepared to explain why a specific skill is important. For each of your skills, strategize how you could best explain its importance. What are its benefits? What would be the possible negative consequences if you or another employee did not have that skill?
5. Identify your top skills to create a skills-highlights summary. Long lists are good as a background database, but in specific situations such as a job interview or an initial introduction, it is a good idea to have a well prepared summary.
Within each category, reorganize the skills in a priority order (more relevant/important at the top.) Then, highlight the 2 or 3 skills in each category that you believe are the most relevant or that best describe your strengths in that area. Use the highlights from each skills category to create a skills-highlights summary.
6. Include some or all the skills-highlights in your introduction. Your "tell me about yourself" paragraph will be most effective if it reflects not only your background and technical skills, but also how you organize your work, what matters to you, how you relate to others, etc.
7. Think of positive examples for each skill. You will be better prepared for interviews and for informal conversations if you can share concrete examples that illustrate your strengths.
4. Plan what you would respond if asked to explain a skill. Write down the main points as a reminder. Often, an interviewer may say:
" I see that you have experience doing _____, can you tell me more?"
"In your resume, you mention that you are flexible/adaptable, can you expand on this?"
Think of a time when you used a skill successfully and plan how you could tell a brief story about it, if asked. Then, write down the main points of the story as a reminder.
Remember; focus on +positive+ examples: tell what happened, what you did, and how your intervention contributed to the successful resolution of the situation. For each skill/ability/situation, think how you would include an example if you were asked:
Can you tell me of a time when you ________________? | 1,237 | 637 | {
"id": "<urn:uuid:6ff5b241-c6d3-4ce6-b937-dd4f3d3b002f>",
"dump": "CC-MAIN-2022-05",
"url": "https://www.jcfswinnipeg.org/Uploads/SEVEN%20STEPS%20to%20speaking%20confidently%20about%20your%20skills.pdf",
"date": "2022-01-16T21:20:00",
"file_path": "crawl-data/CC-MAIN-2022-05/segments/1642320300244.42/warc/CC-MAIN-20220116210734-20220117000734-00155.warc.gz",
"offset": 892929198,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9993014335632324,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9993014335632324,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3176
],
"fw_edu_scores": [
2.015625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Gold bar found in Mexico was Aztec treasure: study
11 January 2020
Mexico's National Institute of Anthropology (INAH) says it has now confirmed that a 1.93-kilogram gold bar was part of looted Aztec treasure
A gold bar found in a Mexico City park in 1981 was part of the Aztec treasure looted by Hernan Cortes and the Spanish conquistadors 500 years ago, a new study says.
The 1.93-kilogram bar was found by a construction worker during excavations for a new building along the Alameda, a picturesque park in the heart of the Mexican capital.
For 39 years, its origins remained a mystery.
But thanks to specialized X-rays, Mexico's National Institute of Anthropology and History (INAH) says it has now confirmed where the bar came from: the Spaniards' hasty, though temporary, retreat during the so-called "Noche Triste," or "Sad Night."
Aztec treasure as they could carry, including, apparently, the gold bar in question.
"The so-called 'Noche Triste' is among the episodes of the conquest that will be remembered this year, and there is only one piece of material evidence from it: a gold bar that sank 500 years ago in the canals of Tenochtitlan, and which recent analysis confirms came from the (Spaniards') flight," INAH said in a statement.
Cortes and his men received a wary welcome from Aztec emperor Moctezuma when they arrived in 1519, but soon became unwanted guests at the palace as they appropriated his treasure and turned him into a virtual hostage.
In June 1520, Cortes—who had launched his expedition in Mexico without official authorization—learned that the Spanish governor in Cuba had sent a party of soldiers to arrest him.
He left his lieutenant Pedro de Alvarado in charge at Tenochtitlan and went with part of his army to fight the arriving soldiers, ultimately defeating them.
While he was gone, however, Alvarado began to fear the Aztecs would attack him, and had their nobles and priests killed.
The Aztecs revolted, and the Spaniards retreated—apparently losing the gold bar along the way.
The study found the bar's composition matched that of other Aztec pieces from the period.
"This bar is a key piece in the puzzle of this historical event," INAH said.
That night—June 30, 1520—the Aztecs, furious over the slaughter of their nobles and priests, drove the Spanish invaders from their capital, Tenochtitlan. © 2020 AFP
The conquistadors escaped with as much looted
1 / 2
Powered by TCPDF (www.tcpdf.org)
APA citation: Gold bar found in Mexico was Aztec treasure: study (2020, January 11) retrieved 21 September 2020 from https://phys.org/news/2020-01-gold-bar-mexico-aztec-treasure.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
2 / 2 | 1,256 | 671 | {
"id": "<urn:uuid:6cf32da5-8ff4-4b3f-a783-ba806f3e0d3c>",
"dump": "CC-MAIN-2020-40",
"url": "https://phys.org/pdf497942141.pdf",
"date": "2020-09-21T08:50:58",
"file_path": "crawl-data/CC-MAIN-2020-40/segments/1600400201601.26/warc/CC-MAIN-20200921081428-20200921111428-00018.warc.gz",
"offset": 594417262,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9943639636039734,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9991832375526428,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2419,
2871
],
"fw_edu_scores": [
2.375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
40
Everyone is a Pedestrian
Crossing advice for pedestrians
Most of us cross streets every day. We are all pedestrians at one time or another and we take for granted that we can cross without incident because most of the time we do, but sometimes we aren't so fortunate.
Nationally, each year about 5,000 pedestrians die and 70,000 are injured in traffic accidents. Young children and the elderly are more likely to be killed or injured in a pedestrian crash than any other group. While it's easy to blame drivers, they are not always responsible for these accidents. All too often, pedestrians are the cause of accidents. These senseless tragedies don't have to happen. You can avoid potential injuries and even death by reviewing the advice for safe street crossing.
CROSSING RULES
Always follow these steps when crossing a street:
* Before crossing, stop at the curb, edge of the road, or corner before proceeding.
* Look left-right-left and over your shoulder for turning vehicles. If it's clear, begin crossing.
* Continue to check for traffic while crossing.
TRAFFIC SIGNALS MESSAGES & MEANINGS
At intersections with traffic lights and pedestrian signals, it's important to follow the signals carefully. Wait until you see the WALK signal and follow the rules for crossing.
A flashing DON'T WALK signal indicates you shouldn't start to cross the street. However, if you are in the middle of the street and the DON'T WALK signal starts flashing, continue walking. You have time to complete the crossing. If you see a steady DON'T WALK signal, don't begin to
Everyone is a pedestrian
cross the street! Wait for the next WALK signal. The WALK signal and the GREEN traffic light indicate that it's your turn to cross the street, but they do not mean it is safe to cross. The WALK signal and the GREEN light mean: Look, and then if it's safe, go.
Remember to make eye contact with drivers to ensure they see you. Don't take a walk signal, a green traffic light, or a driver for granted. Crossing safely is your responsibility.
PAVEMENT MARKINGS ARE YOUR ROAD MAP TO A SAFE CROSSING
CROSSWALKS
While they won't protect pedestrians from oncoming traffic, crosswalks do serve to guide pedestrians across the street. Motorists are reminded to look for and to yield to pedestrians in the road when they see the bright, white lines of a crosswalk.
Everyone is a pedestrian 41 | 975 | 521 | {
"id": "<urn:uuid:b4ffd78b-fe8e-454b-8aa7-d52fb3df0bc5>",
"dump": "CC-MAIN-2024-33",
"url": "https://www.codot.gov/programs/bikeped/information-for-bicyclists/bike-ped-manual/2008-09-everyone-is-a-pedestrian.pdf",
"date": "2024-08-06T23:23:49",
"file_path": "crawl-data/CC-MAIN-2024-33/segments/1722640523737.31/warc/CC-MAIN-20240806224232-20240807014232-00595.warc.gz",
"offset": 573325799,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9984318017959595,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9984318017959595,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2387
],
"fw_edu_scores": [
2.78125
],
"minhash_cluster_size": 2,
"duplicate_count": 1
} |
Communication
Useful
communication is:
Useless
communication is:
Supportive Resourceful Interested Loving Enthusiastic Confident
Impatient Disrespectful Bored Negative Sarcastic Rude
Listening Skills
Real listening is an active process that has three basic steps:
1 Hearing
Hearing just means listening well enough to catch what the speaker is saying. For example, say you were listening to a report on zebras, and the speaker mentioned that no two are alike. If you can repeat the fact, then you have heard what has been said.
2 Understanding
The next part of listening happens when you take what you have heard and understand it in your own way. Let's go back to that report on zebras. When you hear that no two are alike, you might think, "Maybe this means that the pattern of stripes is different for each zebra."
3 Judging
After you are sure you understand what the speaker has said, think about whether it makes sense. Do you believe what you have heard? You might think, "How could the stripes be different for every zebra? But then again, the fingerprints are different for every person. I think this seems believable."
revision date: 041519
What Makes A Healthy Relationship?
According to research, one of the most important things in a relationship is friendship
People need to be able to have fun in a relationship
A willingness to talk about things, to share openly with each other, to have a safe way to share positive and negative feelings with each other
You and your partner do not need to agree on everything What is important is that the good times together outweigh the bad times
Showing interest in your partner's feelings, concerns, and their dreams for the future
Taking responsibility for your own actions and feelings and encouraging your partner to do the same
Understanding each other's expectations - Where do each of you want the relationship to go?
Knowing and understanding yourself and what you can bring to the relationship - What can I offer? What does your partner bring to the relationship?
Knowing that you are not responsible for your partner's happiness - You are only responsible for your own happiness!
Quick Guide - Patient/Family Readjustment
Military personnel are deeply affected by their war experiences. Adjustment difficulties are common. These are normal reactions to abnormal experiences. This series of brochures deal with issues that are common following deployment. Remember - identifying your problem areas and seeking help is a sign of strength, not weakness. It means you are actively coping with your challenges.
Building Relationships
Relationships are an important part of life. Good relationships help us be happier and healthier.
Good relationships do not just happen. They require time and energy to build and maintain.
There are skills we can learn to develop and further strengthen our relationships.
Family Relationships
Take time to communicate and reconnect with your family and friends. Plan family time to help bring everyone back together. Make time for just you and your partner.
Expect an adjustment period -
There will be challenges, no matter how happy you are to be home and how happy your family is to have you back.
Expect to have some doubts & worries -
Expect some things to be different -
This is a normal part of getting back together.
Recognize that you, your spouse, and your children have all changed to some degree. Everything from tastes and interests to the way the household is run may have changed. Make small, gradual adjustments and ease back into your role in the family. This process can take several weeks or months, depending on how long you and your family were apart and each family member's ability to cope with change and stress.
Be realistic in what you expect -
Forget your fantasies. Let things happen naturally.
Be prepared for the reappearance of old problems -
Be prepared for challenges as you reestablish physical intimacy -
Separation does not erase problems, and problems do not solve themselves. Taking a break from the issue and stepping back may have helped you and your spouse to gain a new perspective, but the issue itself may still exist. There may also be new issues to address.
Take your time getting reacquainted. Do not try to rush sex to make up for lost time!
Share your feelings & accept others' feelings -
Feelings are never right or wrong; they just are. Expect that the deployment has been difficult for everyone, and be prepared for all sorts of feelings - relief, hope, anxiety, and even resentment.
Plan some special time for you and each of your children to get reacquainted. Focus on successes and limit criticism.
Be patient -
Expect it to take some time for your child, especially if young, to get used to having another parent at home. Let your child be the first to renew the bond. Resume old rules and routines slowly.
Be available -
Be there for your child both physically and emotionally. Encourage your child to tell you everything that happened while you were gone, but in their own time. | 1,825 | 1,001 | {
"id": "<urn:uuid:0a43d5b1-8507-4e23-855b-97cc5f7914d9>",
"dump": "CC-MAIN-2024-33",
"url": "https://mirecc.va.gov/MIRECC/docs/visn6/Readjustment_brochure_building_relationships_color_generic-041719.pdf",
"date": "2024-08-07T00:55:47",
"file_path": "crawl-data/CC-MAIN-2024-33/segments/1722640523737.31/warc/CC-MAIN-20240806224232-20240807014232-00595.warc.gz",
"offset": 319522767,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9986808001995087,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9986860156059265,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2884,
5066
],
"fw_edu_scores": [
2.53125
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Physical Education Policy
Intent
At Callowell, our curriculum is designed to developing independence and resilience in our learners whilst improving their oracy skills. We provide our learners with a wide range of experiences and activities to broaden their cultural development beyond their own community and promote inclusion.
In Physical Education, our aims are to ensure all of our pupils:
* develop competence to excel in a broad range of physical activities
* engage in competitive sports and activities
* are physically active for sustained periods of time
* lead healthy, active lives.
Implementation
We aim that all the children are active for at least two hours a week which will comprise two P.E. sessions in addition to the Daily Mile.
Our programme of study sees each year group cover a range of different topics to ensure that the requirements of the nation curriculum are met.
In the Early Years and Foundation Stage, they are expected to work on gross and fine motor skills, developing the fundamental skills that they need to access the lessons.
In Key Stage 1, they are taught to master basic movements (including, running, jumping, throwing and catching), participate in team games and perform dances using simple movement patterns.
In Key Stage 2, the children build on their previous work, applying and developing a broader range of skills, learning how to use them in different ways and linking them to make actions and sequences of movements. They develop their flexibility, strength, technique, control and balance and also access competition though team and individual games.
We also ensure that all children have access to swimming lessons in their time at Callowell, including opportunities in both Key Stage 1 and 2.
We are proud of our inclusivity at Callowell and recognise the fact that we have children of differing ability in all our classes, and so we provide suitable opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this in Physical Education through a range of strategies including setting tasks of increasing difficulty and challenge with children reaching as far as they are able, group work and the deployment of adults to support and guide individuals or small groups.
Impact
We expect the children to be able to meet the National Curriculum expectations, including the requirement to swim competently, confidently and proficiently over a distance of at least 25 metres.
By the end of the Early Years and Foundation stage, pupils should have begun to acquire their gross and fine motor skills to enable the development of their strength, co-ordination and positional awareness through tummy time, crawling and play movement with both objects and adults.
By the end of Key Stage 1, pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.
By the end of Key Stage 2, Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.
We aim for all the children at Callowell Primary School to live active and healthy lives. Our intention is to expose the children to a wide variety of different active pursuits in order for them to find the one they will want to pursue into adulthood. They also develop the concept of a personal challenge, implementing the will and desire to improve and achieve their own personal best. | 1,575 | 737 | {
"id": "<urn:uuid:db96affa-0b04-4896-8831-41de346859f9>",
"dump": "CC-MAIN-2024-33",
"url": "https://callowellprimary.eschools.co.uk/storage/secure_download/bWZZWFVJczNYQVBTSFdUa2JoZ1k5Zz09",
"date": "2024-08-06T23:07:21",
"file_path": "crawl-data/CC-MAIN-2024-33/segments/1722640523737.31/warc/CC-MAIN-20240806224232-20240807014232-00596.warc.gz",
"offset": 120907326,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9963634312152863,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9969154000282288,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2485,
4015
],
"fw_edu_scores": [
4.15625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Fact Sheet Hib)
Haemophilus Influenzae Type B (
What is Haemophilus influenzae type B (Hib)?
Hib is a name for any illness caused by H. influenzae bacteria. The bacteria can cause a variety of diseases, including ear infections, blood infections, meningitis (inflammation of the lining of the brain), pneumonia, and arthritis. The bacteria do not cause influenza.
Since the introduction of the Hib vaccine in 1987, cases have declined by 99% in infants and young children. Before the use of an effective vaccine, Hib was the most common cause of bacterial meningitis in children. In the United States, Hib disease occurs primarily in under-immunized children and infants too young to receive the vaccine.
Who gets Hib disease?
Anyone can get Hib infection, but it is most common in children under the age of 5 years and adults 65 years or older. Those with weakened immune systems are also at increased risk for Hib.
How is Hib disease spread?
Hib disease is spread by contact with droplets of mucus from the nose and throat of an infected person. The infected individual can spread the droplets through coughing or sneezing. People that are asymptomatic but carry the bacteria in their respiratory tract can still spread the bacteria.
The contagious period varies and, unless treated, may persist for as long as the organism is present in the nose and throat, even after symptoms have disappeared.
What are the symptoms of Hib disease?
Symptoms generally appear less than ten days after exposure, commonly within two to four days. Fever is present in all forms of Hib infection. Other symptoms of Hib depend on the part of the body affected. Hib can result in sinus infections, earaches, and skin infections. Hib may also cause serious illnesses like pneumonia, bloodstream infections, and meningitis.
Symptoms of pneumonia usually include:
* Fever and chills
* Cough
* Shortness of breath or difficulty breathing
* Sweating
* Chest pain
* Headache
* Muscle pain or aches
* Excessive tiredness
Symptoms of bloodstream infection usually include:
* Fever and chills
* Excessive tiredness
* Pain in the belly
* Nausea with or without vomiting
* Diarrhea
* Anxiety
* Shortness of breath or difficulty breathing
* Altered mental status (confusion)
Symptoms of meningitis typically include sudden onset of:
* Fever
* Headache
* Stiff neck
* Nausea with or without vomiting
* Increased sensitivity to light
* Altered mental status (confusion)
Babies with meningitis may:
* Be irritable
* Vomit
* Feed poorly
* Appear to be slow or inactive
* Have abnormal reflexes
How is Hib disease diagnosed?
Hib infections are usually diagnosed through a blood or spinal fluid sample.
What is the treatment for Hib disease?
Hib infections are treated with antibiotics. Patients are no longer contagious after taking the antibiotics for one to two days.
Other treatments may include breathing support, medication to treat low blood pressure, and/or wound care.
Are there complications from Hib disease?
Hib disease is very dangerous. Most children with Hib disease need care in the hospital.
Even with appropriate treatment, Hib can cause long-term impairments or death. Even with treatment, as many as 1 out of 20 children with Hib meningitis dies. As many as 1 out of 5 children who survive Hib meningitis will have brain damage or become deaf.
How can Hib disease be prevented?
All children should be immunized with the Hib vaccine beginning at approximately two months of age. Most people over 5 years old do not need the Hib vaccine. However, you should discuss getting the vaccine with your physician if you or your child have sickle cell anemia or a weakened immune system.
Close contact with a person infected with Hib may require immediate preventative antibiotics depending on circumstances.
How do I get more information on Hib disease?
Calhoun County Public Health Department
Phone: 269-969-6383
www.facebook.com/CCPublicHealthDepartment/
Centers for Disease Control and Prevention
Phone: 800-232-4636 (800-CDC-INFO)
Website: www.cdc.gov/hi-disease/index.html
Spanish: https://www.cdc.gov/hi-disease/about/types-infection-sp.html
Haemophilus influenzae Updated 9/2023 | 1,985 | 913 | {
"id": "<urn:uuid:cedd7f64-4646-4c0a-bc13-c82f48699485>",
"dump": "CC-MAIN-2024-33",
"url": "https://cms5.revize.com/revize/calhouncountymi/public%20health/fact%20sheets/2023%20Fact%20Sheets/FS_haemophilus%20influenzae.pdf",
"date": "2024-08-07T00:04:34",
"file_path": "crawl-data/CC-MAIN-2024-33/segments/1722640523737.31/warc/CC-MAIN-20240806224232-20240807014232-00597.warc.gz",
"offset": 131012727,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9949608445167542,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9967010021209717,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1813,
2686,
4198
],
"fw_edu_scores": [
3.4375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
STUDENT SAFETY IN SPECIAL AREAS
Background
One of the primary responsibilities of a teacher or supervisor is to ensure the safety of students, particularly in special activity areas such as laboratories, workshops and gymnasiums. Teachers are required, therefore, at the beginning of each school year or course to instruct all students with regard to safe conduct and the proper and safe operation of equipment. They are further required to periodically review such procedures.
Procedures
1. Teachers shall show in their planning the procedures that have been developed for an ongoing, preventative safety program in courses or areas of the school where accidents are likely to occur.
2. Safeguards shall be provided in special activity areas through:
2.1 Careful housekeeping;
2.2 Approved installation and maintenance of equipment;
2.3 Posting prominently federal, provincial and local safety regulations;
2.4 Displaying, where appropriate, information regarding possible hazards, safeguards, precautions and treatments.
2.5 Science Safety
2.5.1 Prior to having students conduct experiments, teachers shall make students aware of proper procedures that are to be followed and the potential hazards that may be present.
2.5.2 Students shall follow proper laboratory procedures as instructed and also conduct themself in such a manner so that their safety and that of classmates is not jeopardized.
2.5.3 To minimize the risk of blood-borne diseases:
188.8.131.52 No blood sampling experiments are to be performed.
184.108.40.206 No experiments or demonstrations using human fluids, human tissues or locally-obtained blood products are to be performed.
2.5.4 The use of preserved animal samples and/or tissues for demonstration or dissection purposes is preferred however the use of fresh animal tissue obtained from a government inspected slaughtering facility is also permissible. The use of fresh animal tissue that is not government inspected is not permissible.
3. No teacher or supervisor shall leave a special activity area for any reason without first ensuring that all power equipment is shut off, and all experiments are stopped until such time as the person returns.
4. Substitute teachers shall not undertake, or be required to undertake any teaching assignment involving the use of specialized equipment for which they are not adequately trained. Principals are to verify a substitute's training and/or experience before requesting that teacher engage in such activities.
5. No piece of equipment shall be used that does not conform to existing safety standards in effect at the time.
6. The teacher or supervisor shall report immediately, in writing to the Principal, any defects in buildings or equipment which might prove injurious to the health and safety of employees, students or other persons.
7. On receipt of a report regarding hazardous equipment or conditions, the Principal shall refer the matter immediately to the Safety and Wellness Coordinator in writing. A copy of the report will be forwarded to the Superintendent and Secretary Treasurer for information.
8. An annual review shall be undertaken by science teachers of all chemicals in use in school programs to determine their continued safety.
Adopted/Revised: JUN 2016/NOV 2019/JAN 2023
Reference: Section 11, 31, 33, 52, 53, 196, 197, 222 Education Act
Emergency Medical Aid Act Freedom of Information and Protection of Privacy Act Health Information Act Occupational Health and Safety Act Personal Information Protection Act Public Health Act Communicable Disease Regulation 238/1985 Occupational Health and Safety Code Occupational Health and Safety Regulations | 1,619 | 707 | {
"id": "<urn:uuid:4efb5fa5-1fc5-46e7-8d98-16b87a29eae4>",
"dump": "CC-MAIN-2024-33",
"url": "https://www.prsd.ab.ca/download/460147",
"date": "2024-08-07T00:31:39",
"file_path": "crawl-data/CC-MAIN-2024-33/segments/1722640523737.31/warc/CC-MAIN-20240806224232-20240807014232-00597.warc.gz",
"offset": 728188775,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.991163581609726,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9929483532905579,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1958,
3645
],
"fw_edu_scores": [
2.34375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Chickenpox
Chickenpox is a viral illness. The chickenpox virus is also called varicella virus or varicella zoster virus. It is the same virus that can cause shingles.
Children with chickenpox often have a fever, headache, runny nose, a cough and feel very tired. The rash starts after 1-2 days on the chest and back, and spreads to the face, scalp, arms and legs. The rash can develop all over the body, inside the ears, on the eyelids, inside the nose and even within the vagina. The rash continues to spread for three or four days. It is usually very itchy.
Within a few hours after each spot appears, a blister forms. It may appear full of yellow fluid. After a day or so, the fluid turns cloudy. These spots are easily broken and form a scab. The spots heal at different stages, some faster than others, so your child may have the rash in several different stages at once.
Some children breeze through chickenpox with just a few spots. Others have a terrible time with hundreds of itchy spots. In families with several children, the illness can last for several weeks within the family if other family members become infected.
Incubation period
A child is susceptible to chickenpox if they have never been immunised against it, or have never had chickenpox.
A parent often doesn't know their child has been exposed to chickenpox. Some susceptible children (children who have not been immunised or who have not had chicken pox in the past) can come into contact with chickenpox and yet show no signs of having caught it. But the general rule is that chickenpox will show up about 10 to 21 days after your child has contact with an infectious person if he or she is susceptible to infection.
Infectious period
Chickenpox is a highly contagious, common childhood disease. A susceptible child can catch chickenpox if they have been in the same room for a period of time with a person with chicken pox or playing with another child with chickenpox. They can also catch it if they have been in contact with some item that has live chicken pox virus still on it e.g. the inside surface of clothing worn by someone who has chickenpox. A child is infectious from two days before the rash appears and stays infectious until all the blisters form scabs and are dry. Generally, this takes 5 - 7 days. Children must stay away from daycare or school while they are infectious. Once all the spots have formed scabs, the person is no longer infectious. Your child may go back to school as long as the spots are all scabbed over and dry.
Chickenpox is most common in children between the ages of 2 years and 10 years. If one child in your household gets it, it is almost certain that any others who have never had chickenpox or been immunised will get it next. Some children catch chicken pox but do not develop a rash.
Treatment
- Most children do not need any treatment for chickenpox
page 1 of 2
- For fever or pain, give your child Paracetamol. Never give your child aspirin, which can be dangerous for children with chickenpox.
- Chickenpox can be prevented by immunisation.
- Do not use Calamine lotion as it dries the skin. This makes the spots more itchy, and your child will want to scratch them even more.
Preventing scarring
Secondary bacterial infection of the spots can be caused by your child scratching, which can lead to scars.
To help prevent scarring from the spots:
- Dress your child in lightweight pyjamas or clothing.
- Clip your child's fingernails as closely as you can.
- Try putting mittens on the hands of very young children.
- Change your child's clothes and bed sheets daily.
- Apply a soothing lotion such as Sorbolene lotion.
- If your child is fidgety and wants to scratch the spots, your doctor may suggest an anti-itch medicine.
© The Children's Hospital at Westmead, Sydney Children's Hospital, Randwick and Kaleidoscope Children, Young People and Families.
page 2 of 2
Remember:
- Most cases of chickenpox are mild and children get better completely.
- Scarring can happen if your child scratches the spots and they get infected.
- For fever or pain, give your child paracetamol, not aspirin (make sure the dose of medication is recommended the packaging, by your child's doctor or pharmacist).
- Your child needs to see a doctor if thy have a very high fever or are very ill, particularly if they become very drowsy, or are breathing fast or vomiting a lot. | 1,681 | 994 | {
"id": "<urn:uuid:add25653-561e-442d-a182-5df7beed4820>",
"dump": "CC-MAIN-2019-09",
"url": "https://www.schn.health.nsw.gov.au/files/factsheets/chickenpox-en.pdf",
"date": "2019-02-17T02:50:52",
"file_path": "crawl-data/CC-MAIN-2019-09/segments/1550247481428.19/warc/CC-MAIN-20190217010854-20190217032854-00413.warc.gz",
"offset": 950449347,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9991901218891144,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9993977546691895,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2901,
4408
],
"fw_edu_scores": [
3.828125
],
"minhash_cluster_size": 3,
"duplicate_count": 0
} |
"Sakura Sakura" and the Kumoijoshi Scale of Japan
A Smithsonian Folkways Lesson
Designed by: Sean Ichiro Manes University of Washington
Summary:
Discuss Japanese customs regarding spring and the meaning of cherry blossoms. Listen to Japanese and American versions of the same song and discuss the similarities and differences.
Suggested Grade Levels: 3-5, 6-8
Country: Japan
Region: East Asia
Culture Group: Japanese
Genre: Kumoijoshi
Instruments: Xylophone, Recorder, Piano
Language: Japanese
Co-Curricular Areas: Social Studies
National Standards: 1, 2, 3, 5, 9
Prerequisites: None
Objectives:
- Listening (to Western and Japanese instruments)
- To familiarize oneself with the Japanese people, customs regarding hanami and spring, language, location, and values
- Singing (partial and full melodies)
- Playing (melodies, scales, on xylophone; recorder for extension)
- Improvising (on xylophones)
Materials:
http://www.folkways.si.
- "Sakura" by Okamoto from Sakura: A Musical Celebration of the Cherry Blossoms (SFW 40509)
edu/
kyoko- okamoto/sakura/world/m
us ic/track/smithsonian
- "Sakura" by Steve Addiss and Bill Crofut from World Tour with Folk Songs (FW02405)
http://www.folkways.si.edu/stephen-addiss-and-bill-crofut/sakura/americanfolk/music/track/smithsonian
- Orff instruments
Lesson Segments:
1. "Sakura, Sakura" (National Standards 1, 2, 3, 5, 9)
1. "Sakura, Sakura"
a. Play recording of "Sakura" by Okamoto.
i.
Ask students to tap lightly with the beat
ii. Ask students to try to figure out where the song might be from (the first 60-90 seconds of the track is sufficient)
iii. Briefly have students share their thoughts of the listening example by discussing where the song might be from, why it might be from a given location, what specifically in the music reminds them where it's from, etc.
b. State that this is a song from Japan.
i. Show pictures of cherry blossoms
ii. Share with them the fond affection that the Japanese feel for the cherry blossom, the annual parties that the Japanese have when the cherry blossoms are in full-bloom, and how the cherry blossom blooms for such a short time is an allusion to the brevity of life
c. Inform students that this song is written using a Japanese scale called the "kumoi-joshi" scale, which is made up of the pitches E, F, A, B, C.
d. Hand out score and teach the song to the students (use a version that does not use a "D" in the last phrase if written in A minor).
i. Teach bass xylophones the ostinato that is E-B-E' over 2 beats (2 eighths followed by quarter); have extraneous pitches (G and D) removed from the Orff instruments beforehand
ii. Have the class sing gently over the ostinato
e. Invite students to improvise an 8-beat pattern, beginning and ending on the pitch "E"
i. Give students one minute to figure out what they might want to do individually (or in pairs)
f. Have each individual student/pair exhibit their "improvisation".
g. Play the Steve Addiss and Bill Crofut version of "Sakura" to the class.
i. Briefly discuss how these two Americans have "changed" the song from how it was performed on the koto in the original recording (a portion of the "original" may be replayed, if desired)
ii. Briefly discuss how the Japan-inspired work on the recording is similar and/or different from the class's Japan-inspired creation from today's lesson
iii. Briefly discuss how music from a different part of a world can inspire musicians to create something very different from what they're "used to"
Extension: Create an Orff-inspired arrangement of "Sakura" using xylophones, recorders (using both a melody and a counter melody), and singing, and perform it at a concert.
Assessment: Are students able to identify where this song is from? Are students able to sing the melody? Are students able to improvise an 8-beat pattern on the Orff instruments? | 1,773 | 962 | {
"id": "<urn:uuid:521af84a-14f0-44f5-8d8b-734a3639d460>",
"dump": "CC-MAIN-2019-09",
"url": "https://media.smithsonianfolkways.org/docs/lesson_plans/FLP10037_japan_sakura.pdf",
"date": "2019-02-17T01:26:08",
"file_path": "crawl-data/CC-MAIN-2019-09/segments/1550247481428.19/warc/CC-MAIN-20190217010854-20190217032854-00416.warc.gz",
"offset": 605931784,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9371726711591085,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9923387169837952,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1314,
3509,
3863
],
"fw_edu_scores": [
4.84375
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
EGGPLANT
EGGPLANT berenjena
Solanum melongena
ECHO PLANT INFORMATION SHEET ®
Origin
Ancient orgin was probably the Indo-Burmese region or possibly China. The plant has now spread to the tropics, sub-tropics, warm temperate zones and greenhouses in cooler climates.
Uses
When the fruits are young and 2/3 full size fruits they are used as vegetable, mostly cooked. Young fruit are often eaten raw in Malaysia. In India, eggplant is sometimes used to treat diabetes, asthma, cholera and bronchitis.
Cultivation
Elevation: 0-2500 m (8200 ft)
Temperature: 28°-35° C (75°-100° F); Growth stops when temperatures drop below 10–12° C and frost kills the plants.
Soil: moist, well-drained soils. Eggplant is normally grown from seed but cuttings from shoots are also used.
Soaking seeds 24 hours before planting speeds germination. Plant in rows 70 cm (30 in) apart with 50-60 cm (20 in) between plants. For weed control, cultivate shallowly to avoid root damage. Eggplants are heavy feeders and respond well to manure or a balanced fertilizer at four to six weeks of development. Eggplant develops best under conditions of high temperatures, abundant light and ample water. Eggplant is not sensitive to daylength.
Harvesting and Seed Production
Harvest fruit in 60 to 90 days after planting. Fruit should be picked 3 to 4 times per week, when about 2/3 full size. Seeds should be taken from fully developed fruit. Take seeds out with a spoon and wash in water to remove pulp. Seeds should be dried in the shade until the moisture is approximately 12% and then stored in a cool dry place. Seeds stored for more than one year, do not maintain a high percentage of germination.
Pests and Diseases
Most destructive diseases are Bacterial Wilt and Fruit Rot. Most destructive pest is the Epilachna Beetle. Other pests are green stink bugs, mites, aphids and rootknot nematodes.
Cooking and Nutrition
The fruit can be eaten fresh or after rehydration of dried slices. The flesh has a fine texture and a taste close to that of mushrooms, but sometimes stronger or even quite bitter. Most often the fruits are eaten grilled, fried, steamed, or stewed with other vegetables, meat or fish. Also, they can be roasted, braised in ashes and seasoned with garlic, onion, spices, sugar, oil, soybean sauce etc. Eggplant has nutritional values of 1.6% protein, 0.2% Fat, 4.0% carbohydrates, 1.0% fiber plus iron, calcium, Vitamins C, Bi, B2, and niacin. The fruits are sometimes eaten raw but may be prepared in many ways such as roasted, fried, stuffed, pickled or cooked as a curry.
Tel: (239) 543-3246 | Email: firstname.lastname@example.org | Website: ECHOcommunity.org
Solanaceae | 1,233 | 665 | {
"id": "<urn:uuid:c856292a-bfa2-4695-98e1-d39856e9e820>",
"dump": "CC-MAIN-2019-09",
"url": "https://www.echocommunity.org/en/resources/5731e189-c1c2-4456-8314-3d3881c89040.pdf",
"date": "2019-02-17T01:42:12",
"file_path": "crawl-data/CC-MAIN-2019-09/segments/1550247481428.19/warc/CC-MAIN-20190217010854-20190217032854-00418.warc.gz",
"offset": 831385222,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9961946606636047,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9961946606636047,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2667
],
"fw_edu_scores": [
2.546875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
At This Age
Schedules and routines are very important for a two year old. They give a child a sense of security and confidence. In a world that moves at a hectic pace, your child's routine can benefit him both emotionally and physically by creating positive habits. Here are a few things to keep in mind:
* Plan outings before and after nap times.
* Spend time each day one-on-one with your child.
* Be consistent with your routines.
* Ask others who care for your child to maintain routines.
* When you do have to change routines, be sure to tell your child. This will help your child prepare for the change.
Time with God
As the parent of a two year old, you may spend a lot of time planning and preparing for many activities. It takes time and effort to plan meals, prepare for trips out of the house, and coordinate schedules.
Sometimes it's discouraging to have all that time and effort be expected and not appreciated. While your child may not yet be able to show much appreciation at this age, you really are appreciated. First Corinthians 2:9 declares,
"What no eye has seen, what no ear has heard, and what no human has conceived"— the things God has prepared for those who love him—
You can rejoice that God has planned and prepared for you out of His love.
Toddler Tickler
Meteorology Made Simple
The other evening my husband yelled from outside on the patio, "Is it supposed to rain tonight?" "No, Dad," our two year old called back. "It's supposed to get dark."
Lori Kedzie, Rochelle, Ill. © Christian Parenting Today. Reprinted with permission.
God Made Daytime and Nighttime
based on Genesis 1:3-5, 14-19
This week's Bible story is "God Made Daytime and Nighttime." Read the story from here and Bible storybooks many times—toddlers like and need repetition to learn.
The Bible tells us that God made daytime.
(Point up.)
The sun shines in the daytime. We play in the daytime.
(Run in place.)
The Bible tells us that God made nighttime.
(Point up.)
We see the moon and stars at nighttime. We sleep at nighttime.
(Rest head on hands.)
God made daytime and nighttime.
These questions can be used to help your child review the Bible story.
1. What did God make? (Daytime and nighttime)
2. Who made daytime and nighttime? (God)
what I m a
During craft time your child created a picture with paper and chalk. As you talk with your child, ask, "What happened when you drew with the chalk on the paper?" | 926 | 551 | {
"id": "<urn:uuid:ab114a08-9d8e-4068-a2d1-7f81ecdf0491>",
"dump": "CC-MAIN-2021-25",
"url": "https://www.wakemansgrove.com/hp_wordpress/wp-content/uploads/2020/03/M20-L05-Toddler-Starting-Steps.pdf",
"date": "2021-06-23T06:12:19",
"file_path": "crawl-data/CC-MAIN-2021-25/segments/1623488534413.81/warc/CC-MAIN-20210623042426-20210623072426-00011.warc.gz",
"offset": 958820838,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9961454570293427,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9983022809028625,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1569,
2437
],
"fw_edu_scores": [
2.796875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Curriculum Map – Yearly Overview 2020 - 2021 (The curriculum is under constant review and may be subject to change in light of the COVID-19 pandemic) EYFS
Topic
| Community | Love | Service | Forgiveness | Perseverance |
|---|---|---|---|---|
| Do you want to be friends? | Will you read me a story? | What happens when I fall asleep? | Do Cows Drink Milk? People who help us | Olympics |
| Meet people who help us at school | Children to share their favourite story with a friend | Mobile Planetarium | Christmas Tree Farm | Learn about our Class Olympian |
| Recipe for friendship cakes | Nativity | Pyjama day | Reflect on what we have learnt – make a class book | Mini Olympics |
| Build a bear factory 6th Sept | | Mobile Planetarium | Visit Christmas Tree Farm | Olympic stadium |
| 3 x 1 hour Forest School sessions | 3 x 1 hour Forest School sessions | 3 x 1 hour Forest School sessions | 3 x 1 hour Forest School sessions | 3 x 1 hour Forest School sessions |
| Harvest Festival | Church visit | | Church visit Experience Journey – Easter | |
| | | Library visit | Library visit | Library visit |
| | | | World Book Day | |
| Art Day | | Number Day (1st Feb) Safer Internet Day | Science Week (6th-15th March) World Book Day (4th March) | RE Day Sports Week |
Class texts
Fox makes Fairy tales –
How to catch a star Percy the Park keeper – Information
Katie in London friends
Three Little Pigs
On the moon
The Snowy Night
Texts
Children's World
RE
Skipping and hula hooping
Understanding the
PSED
Myself
Testing materials
Light/dark – shadows Animals around the Olympics
Around the world -
| Beebots | | Recognise technology around us Using an IPad to take a picture or draw a farm animal | | |
|---|---|---|---|---|
| Colour mixing Self portraits Use junk modelling – ongoing | Christmas Tea light Little pigs houses | Constellations Night pictures Painting moon and stars - Texture painting Using a variety of materials | Painting animals Animal collage Clay animals | Create medals Design flags |
| Music – Hearing and listening – Describing sounds Vocalising and singing – Creates own sounds or songs Moving and dancing – Claps or taps the pulse and rhythms Exploring and playing – Plays instruments with control (dynamics, tempo) | | Music – Hearing and listening – Creating visual representations of sounds Vocalising and singing – pitch matches Moving and dancing – Physically interprets sounds Exploring and playing – Leads or is led by other children in their music making | | |
Linger longer, delve deeper! | 1,314 | 625 | {
"id": "<urn:uuid:4f9dd8ed-1fa1-49a5-9386-95799968a2a1>",
"dump": "CC-MAIN-2021-25",
"url": "https://www.sutton-at-hone.kent.sch.uk/wp-content/uploads/2020/09/SAH-EYFS-Yearly-Overview-2020-2021.pdf",
"date": "2021-06-23T05:02:19",
"file_path": "crawl-data/CC-MAIN-2021-25/segments/1623488534413.81/warc/CC-MAIN-20210623042426-20210623072426-00018.warc.gz",
"offset": 899078101,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9741133451461792,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.983627438545227,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1282,
1480,
2534,
2564
],
"fw_edu_scores": [
2.828125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Learning by Asking 'Why': How Research at Marquette Teaches the Value of Questions and Puts Meaning to 'Critical Thinking'
11/28/2020
Written by: Leah Kern, Undergraduate Student in Exercise Physiology
Mentor: Dr. Christopher Sundberg
One of the main ways we as humans learn is through questioning what we see, hear, and experience in the world around us. Over the past few weeks working as a student intern in Dr. Sundberg's Integrative Muscle Physiology and Energetics Lab at Marquette, one of the most important lessons I have learned is the value in asking 'why' and thinking critically. This exceptional educational opportunity has excited me and shifted my perspective in the way I think about things encountered in daily life.
There is almost always a 'why' behind everything we are taught in the traditional classroom setting but understanding the 'why' is what makes these claims valuable and distinguishes active learning from passive. Research is an inherently active learning process as it provides the opportunity to not only ask the 'why', but then develop a systematic approach to hopefully answering it. Applying what I have learned thus far from my research experience has caused me to ask more 'why' questions in my classes and actually think about the material being presented. Why is the information being taught valuable? Why is this information what we accept as true? Why does this apply to my future and how can I use this in practice? Asking the 'why' has enriched my learning experience by helping me interact with information from classes in a more personal and active way.
Beyond asking why, we are routinely reminded in the classroom about the importance of developing our critical thinking skills and their integral role in the learning process. For me as a student, critical thinking had remained an abstract concept until recently. Through my involvement with research, I have been able to apply these skills to real life problems whose answers matter and can have quantifiable outcomes. The addition of hands-on research experience to traditional classroom learning makes the elusive term 'critical thinking' a tangible process with a distinct purpose. The skills I have developed and the information I have come to understand through application in research is more meaningful and longer lasting than simply memorizing a list of terms. My research opportunity at Marquette has provided the space for me to put critical thinking to practice and experience how the concepts we learn in the classroom matter in a larger context.
In my research internship, we are trying to answer 'why' our muscles get weaker and fatigue more rapidly as we age. This question matters because although muscle weakness and fatigue for a younger healthy adult may be an inconvenience, for an older adult it can become debilitating. Put into the context of everyday life, for healthy younger adults, muscle weakness and fatigue might mean not being able to lift as heavy of a weight in the gym or slowing down when finishing a hard run. For an 80-year-old, muscle weakness and fatigue can mean an inability to stand up out of a chair or needing to rest several times to be able to make it up a flight of stairs. In the studies I am involved with, we are collecting data such as whole muscle force and power production of the quadriceps before compared to after a dynamic fatiguing task and single muscle fiber force and power generated under conditions mimicking various levels of fatigue. As we collect the data, I have the opportunity to gain experience with techniques used not only in research but also in clinical settings, such as electrical muscle stimulation, Doppler ultrasound, MRI, and muscle biopsies to name a few. These experiences give me the chance to apply fundamental concepts that I have learned in my exercise physiology courses, such as the force-velocity and the lengthtension relationship of muscle, to solve real world problems. This hands-on experience learning the research process, laboratory techniques, and applying concepts from my classes demonstrates how critical thinking is employed to understand the data and methodology to answer the 'why'.
Overall, involvement with research has given me the opportunity to develop skills and grasp concepts that are transferable to both the classroom and career setting in a meaningful and enduring way. It has ignited an excitement in me for education and knowledge as I am supported, challenged intellectually, and strongly encouraged to find answers to the 'why' in what I see, hear, and experience in the world. | 1,808 | 872 | {
"id": "<urn:uuid:25a533f3-5d85-4d5d-aacf-18462d796128>",
"dump": "CC-MAIN-2021-25",
"url": "https://www.marquette.edu/athletic-human-performance-research-center/documents/kern-learning-by-asking.pdf",
"date": "2021-06-23T06:26:53",
"file_path": "crawl-data/CC-MAIN-2021-25/segments/1623488534413.81/warc/CC-MAIN-20210623042426-20210623072426-00014.warc.gz",
"offset": 791153111,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9989441931247711,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9989902377128601,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2565,
4604
],
"fw_edu_scores": [
2.015625
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
PROTECT YOUR PETS FROM HARMFUL ALGAL BLOOMS
What are cyanobacteria and harmful algal blooms?
Cyanobacteria (also called blue-green algae) and algae can form harmful algal blooms (HABs) in lakes, ponds, and rivers. Many HABs produce toxins that can harm animals and people. The water may have a scum or be discolored (e.g., green, blue, yellowish, red, or brown). Some blooms may occur along the bottom of the waterbody or become detached and float to the surface or along the shoreline. A visual factsheet is available to help the public identify HABs. 1 To learn more, visit the California HABs Portal. 2
How can dogs be exposed to HABs?
* By swimming in lakes, rivers, ponds or any affected water body, drinking the water, or eating algal material. Animals are attracted to the taste and smell of HABs. Dogs lick algae caught in their coat after being in the water. Dogs that scavenge around the shore may ingest drying clumps of algae.
* By consuming water and algal material from residential pools or decorative ponds.
* By ingesting health supplements containing bluegreen algae, which may unintentionally include HAB toxins.
How can I keep my dog safe from HABs?
* Do not let your dog drink, wade, or swim in water with a HAB present.
Check for visual signs of a HAB. 1
Check if a waterbody has a reported bloom by viewing the HAB Report Map, contacting the waterbody manager, and looking for posted advisory signs. 2
If you are still unsure whether a bloom is a HAB, keep pets away from the water.
* Never let your dog eat scum or algae.
* Always wash your pets with clean water after water contact.
What are signs of possible cyanobacterial toxin poisoning in dogs?
Animals can experience symptoms within minutes to days following exposure to the toxins. Symptoms include vomiting, diarrhea, weakness, difficulty breathing, seizures, or death. In 2017, there were 18 reported dog deaths from suspected HAB-related exposures in California.
If your pet experiences these symptoms after exposure, contact your veterinarian immediately. A veterinarian fact sheet on diagnosis and potential treatment is available. 3 For additional assistance, contact the 24-hour ASPCA Animal Poison Control Center hotline at (888) 426-4435. A $65 consultation fee may be applied.
How can I report a suspected bloom or potential HAB-related illness?
Please report any suspected HAB or potential HABrelated illness using the online report form 2 , by calling (844) 729-6466, or by emailing firstname.lastname@example.org.
Additional information:
1 Visual fact sheet. https://mywaterquality.ca.gov/habs/what/visualguide_fs.pdf
2 California HABs portal. https://mywaterquality.ca.gov/habs/ HAB report map, advisory signs, online report form, other HAB information.
3 Veterinarian fact sheet. https://oehha.ca.gov/risk-assessment/fact-sheet/blue-green-algae-veterinarian-reference
CalEPA Office of Environmental Health Hazard Assessment 2018 | 1,389 | 689 | {
"id": "<urn:uuid:b87e6b06-3c00-4aa3-a463-8c02f208ff69>",
"dump": "CC-MAIN-2021-25",
"url": "https://oehha.ca.gov/media/downloads/risk-assessment/fact-sheet/dogownerfactsheet2018.pdf",
"date": "2021-06-23T04:47:25",
"file_path": "crawl-data/CC-MAIN-2021-25/segments/1623488534413.81/warc/CC-MAIN-20210623042426-20210623072426-00016.warc.gz",
"offset": 383201669,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9967794418334961,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9967794418334961,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2946
],
"fw_edu_scores": [
2.71875
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Anxiety interferes with some children's capacity to form friendships
30 August 2011
As children move toward adolescence, they rely increasingly on close relationships with peers. Socially withdrawn children, who have less contact with peers, may miss out on the support that friendships provide. In a new study about the peer relationships of almost 2,500 fifth graders who are socially withdrawn in different ways and those who aren't withdrawn, researchers have found that withdrawn children who can be described as "anxious-solitary" differ considerably in their relationships with peers, compared to other withdrawn children and children who aren't withdrawn.
The study was conducted by researchers at Arizona State University as part of the Pathways Project, a larger longitudinal investigation of children's social, psychological, and scholastic adjustment in school that is supported by the National Institutes of Health. It appears in the journal Child Development.
Socially withdrawn children who are classified as anxious-solitary are believed to experience competing motivations-they want to interact with peers, but the prospect of doing so causes anxiety that interferes with such interactions. In contrast, unsociable children are seen as having what's called low approach and low avoidance motivesthat is, they have little desire to interact with peers but aren't repelled by the prospect of doing so; for these children, the overtures of peers don't make them feel anxious.
To learn more about students' classroom behavior, emotions, and relations with peers, researchers collected students' reports in which they nominated or rated their peers on a number of criteria (such as withdrawn behavior, aggressive behavior, prosocial behavior, and emotional sensitivity); teachers also reported on the same criteria. Reports were collected toward the beginning of the academic year and then again toward the end of the academic year. Using these reports, researchers classified students as anxious-solitary withdrawn, unsociable withdrawn, or nonwithdrawn.
Compared with unsociable withdrawn youths and those who aren't withdrawn, anxious-solitary children were found to be more emotionally sensitive and more likely to be excluded and victimized by their peers. They're also less likely to have friends, and when they do have friends, to have fewer than their peers and to lose friendships over time.
The researchers suggest that peer interaction is harder for anxious-solitary children because their anxiety interferes with their ability to form and maintain friendships. In contrast, unsociable youths tend to have more friends and to maintain those ties over time.
The study also found that having stable friendships protects children from being victimized by peersand that both withdrawn and non-withdrawn children benefit from friendships in this way.
"Understanding withdrawn children's friendships is important because they have fewer contacts with children their own age," according to Gary Ladd, Cowden Distinguished Professor of Family and Human Development at Arizona State University, who led the study. "Because the consequences of peer isolation can be severe, it may be particularly important for withdrawn youth to develop and participate in friendships through organized sports, play dates, and other such activities."
Provided by Society for Research in Child Development
1 / 2
Powered by TCPDF (www.tcpdf.org)
APA citation: Anxiety interferes with some children's capacity to form friendships (2011, August 30) retrieved 23 June 2021 from https://medicalxpress.com/news/2011-08-anxiety-children-capacityfriendships.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
2 / 2 | 1,610 | 737 | {
"id": "<urn:uuid:e9041c9a-f95b-4dc7-a1d2-b27c74da6211>",
"dump": "CC-MAIN-2021-25",
"url": "https://medicalxpress.com/pdf233894123.pdf",
"date": "2021-06-23T06:50:23",
"file_path": "crawl-data/CC-MAIN-2021-25/segments/1623488534413.81/warc/CC-MAIN-20210623042426-20210623072426-00019.warc.gz",
"offset": 357565240,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9938678741455078,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9985089302062988,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3418,
3897
],
"fw_edu_scores": [
2.53125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Math
This half term the focus will be on:
Solving problems using mental calculation and conversion Children will consolidate mental calculations with the 4 operations in order to solve a range of problems involving converting between measures and calculating area and perimeter.
Developing and using fractional equivalence to solve problems
Children will develop their understanding of fractional equivalence by adding, subtracting and multiplying them, and use this knowledge to solve problems.
Literacy
Non Fiction: Reports:
The children will study the picture book Tuesday by David Wiesner, scrutinising the text for evidence, making brief notes and exploring the difference between direct and reported speech. They will use this information to write a newspaper article about the events.
Poetry Structure: Spoken Word/Rap:
Children will listen to, read and respond to raps. They will experiment with writing their own.
Take one Book: Children explore the text Phoenix by S.F Said. They will look at the author's style of writing and write their own imaginative space themed narratives.
RE
Monastic traditions
The children will continue their study of Christianity, and will be thinking about what the monastic traditions within Christianity show us about living in a community.
Holy Communion
The children will be learning about the meaning and significance of Holy Communion within Christianity.
Science
Earth, Sun, Moon
The children will learn about the shapes and relative sizes of the Earth, Sun and Moon. Using models they learn how the three bodies move relative to each other and how these movements relate to night and day.
Year 5 Curriculum Outline Spring Term 2 nd Half, 2017
Our afternoons will now be a combination of all the foundation subjects following the theme of Out of this World.
Reminders
* Your child should be reading every night for at least 30 minutes
* Home learning will be given by Miss Teh and Miss Thomas on a Thursday. The work needs to be returned by the following Monday.
* PE kits need to be in school on Monday. We recommend that you leave them in school all week.
Trips:
Trip to the Woking mosque (date to be confirmed).
PSHE
Let's make money
The children will be learning the importance of effectively managing their money, and will use these skills to create their own charity fundraising project.
The Media
The children will discuss and debate topical issu concerning health and wellbeing, and will critiq views presented to them by the media.
Promoting British Values: We will be looking at the Brit Value - Democracy. Children will learn that the orig of democracy first appeared in the city of Athens.
ICT
Coding
The children will continue their study of creating cod using the program 'Scratch'.
Microsoft Movie Maker
Children will learn how to use the software Mov Maker and create their own films by taki photographs and editing them into a short movie w sound.
History
Ancient Greeks – study Greek arts and theatre. The children will complete their study of Ancie Greece through research of Greek gods, the Olympi democracy and the legacy of Ancient Greece.
Art
The children will design and make their own Greek urn
Music
Benjamin Britten – A Tragic Story
This unit focuses on one song from Benjamin Britte Friday Afternoons: A Tragic Story. The children will bu on previous learning and will work on their rhythm a pitch.
PE
Basketball – The children will learn the rules of the gam and will continue to focus on basketball as a tea working together to develop and improve their skills.
Dance – Children will continue to create and develo circle dances to the song 'Starlight' by The Superm Lovers. | 1,505 | 736 | {
"id": "<urn:uuid:93aa29a5-aa5b-4054-b8d8-8ff3ac629d11>",
"dump": "CC-MAIN-2021-25",
"url": "https://www.stmatthews.kingston.sch.uk/_files/users/curriculum_2017/3504333F6D153B8F8FD374820B959E0B.pdf",
"date": "2021-06-23T05:03:35",
"file_path": "crawl-data/CC-MAIN-2021-25/segments/1623488534413.81/warc/CC-MAIN-20210623042426-20210623072426-00012.warc.gz",
"offset": 899470097,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9980523586273193,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9980523586273193,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3696
],
"fw_edu_scores": [
3.71875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Strengthening Families through Home Visiting
ParentChild+ Curriculum: Builds Protective Factors Against Abuse and Neglect and Increases Positive Parenting
The table below outlines five protective factors that reduce the risk of child abuse and neglect and the corresponding ParentChild+ Inputs/Outputs. These five protective factors have been identified by the Strengthening Families National Network as factors that all effective child abuse prevention efforts should focus on developing in their work with families.
| Protective Factor | ParentChild+: Inputs/Outputs |
|---|---|
| Knowledge of parenting and child development | Home visitors model positive parent-child interaction behaviors: Over the two years of home visits, these parental behaviors (and others) develop or increase: Parent gives child directions and encourages child to follow them. Parent works with child to perform age appropriate activities. Parent tries to converse with child. Parent shows warmth toward child. Parent responds verbally to child’s verbal or non-verbal requests for attention. Parent verbalizes approval and affection toward the child. Parent satisfies child’s needs, signaled verbally or non- verbally. Parent provides a verbal rationale for obedience. Parent comforts child. In an evaluation of ParentChild+ sites in Seattle, parents progressed from average scoring between “Never” and “Sometimes” when they began the Program to average scoring between “Sometimes” and “Most of the time” at the end of the first program year. At the end of the second program year, parents were scoring between “Most of the time” and “Always” |
| Social Connections | Intensity of the model: Minimum of 46 home visits each program year (92 over two-year period). |
Concrete support in times of need
Parental resilience
Social and emotional
[x] Two visits per week.
Parents build important social connections with Home Visitor and with community services:
[x] ParentChild+ Site Coordinator works with families to connect them to other community-based services, supports, and opportunities. Program staff also help families identify/register for the next best educational opportunity for their children, i.e. pre-K, Head Start.
[x] Trust relationship that develops between parent and Home Visitor empowers parent to seek/follow-up on referrals to other services and join in community-based activities (story time at the library, etc.)
[x] ParentChild+ sites are well-established partners in the communities they serve. In addition to providing referrals, many of our sites offer playgroups or other parenting support programs which create opportunities for program participants to have social interactions and build social connections.
[x] Minimum of 46 home visits each program year (92 over two-year period).
Intensity of the model:
[x] Two visits per week.
The regular presence of well-trained, well-supervised Home Visitors provides a consistent support system.
ParentChild+ Site Coordinator works with families to connect them to other community-based services, supports, and opportunities.
ParentChild+ curriculum/design facilitates opportunities for meaningful relationships and support between the Home Visitor and the family.
[x] Minimum of 46 home visits each program year (92 over two-year period).
Intensity of the model:
[x] Two visits per week.
Promotes emotional well-being for both parent and child through positive interactions – reading, conversation, and play experiences.
Facilitates opportunities for meaningful fellowship and support between the Home Visitor and the family.
Home visits focus on modeling for parents and child together activities that build and promote pro-social child behaviors:
competence of children
Research on the Program demonstrates improvement in the following behaviors in participating children, including:
[x] Understanding and completing activities that are developmentally appropriate.
[x] Cooperative with adults.
[x] Approaching play in a systematic way.
[x] Moods are appropriate to situations.
[x] Expressing strong positive or negative feelings appropriately.
[x] Demonstrates sharing and tolerates delays in having needs met.
[x] Initiates interaction or responds to others with little hesitation.
[x] Smiles and laughs when involved in play activities. | 1,945 | 817 | {
"id": "<urn:uuid:ff214be9-aa3c-48f9-be3d-37228f4b3336>",
"dump": "CC-MAIN-2019-22",
"url": "https://www.parentchildplus.org/wp-content/uploads/2019/04/Strengthening-Families-1-1-1.pdf",
"date": "2019-05-25T22:50:30",
"file_path": "crawl-data/CC-MAIN-2019-22/segments/1558232258453.85/warc/CC-MAIN-20190525224929-20190526010929-00284.warc.gz",
"offset": 899517333,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9911717573801676,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9928750991821289,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1756,
3726,
4322
],
"fw_edu_scores": [
2.96875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Researchers measure cavitation noise in trees
17 April 2013, by Bob Yirka
Image: Wikipedia.
(Phys.org) —A team of researchers from Grenoble University in France has found that under experimental conditions, roughly half of the noise created by drying wood is due to cavitation. The team made this discovery while studying the noises trees make in drought conditions. They presented their findings at last month's American Physical Society meeting.
Scientists have known for many years that trees make noise, and not from just the creaking that occurs as wind pushes them back and forth. Trees also emit noise that is too high in frequency for the human ear to hear. Past research suggests that the noises trees make change if they're not getting enough water, and at least some of that noise is likely due to cavitation. Cavitation occurs when air bubbles form in the tubes (xylem) that run up and down tree trunks, preventing water from being pulled upward—in some cases it causes the tree to die. What has remained a mystery, however, is how much of the noise coming from trees during times of drought stress is due to cavitation, and how much from other sources, such as cell breakage.
To find out, the team in France cut very thin slices of wood that preserved the xylem structure, and soaked them in a special gel that mimicked the wet environment of a living tree. Then, the researchers slowly exposed the wood to dry air, creating drought-like conditions, all the while making both audio and video recordings of what occurred as the wood grew drier. In so doing, they found that at least half of the noise emitted from the drying wood came from cavitation. They also found that the sounds made by cavitation were distinguishable from other sounds made by the wood as it was drying out.
Gaining a better understanding of the noises trees make under different conditions is important because it could one day provide a means for diagnosing ailments, most specifically, how close a tree is to dying when it's not getting enough water. Knowing which sounds to look for when studying trees living in regions where weather is changing due to global warming can help with forestry management—early detection, via a type of tree stethoscope, could alert authorities to problems before they become too difficult to solve.
More information: Abstract: W28.00001 : Cavitation in trees monitored using simultaneously acoustics and optics, Bulletin of the American Physical Society, meetings.aps.org/Meeting/MAR13/Event/189852
Under hydric stress, in dry weather conditions, the sap within trees may reach extreme negative pressures and cavitate: bubbles appear, which eventually causes an embolism in the circulation. It has been shown that cavitation is associated with short acoustic emissions, and they can be recorded in the ultrasound range. However the precise origin of each acoustic emission is still not clear. In particular, the acoustic emissions could be not only
1 / 2
Powered by TCPDF (www.tcpdf.org)
the consequence of cavitation, but also of the collapse of xylem conduits, or of fractures in the wood. Here we present an original set-up where we can simultaneously record (i) the acoustic emissions, (ii) the location of cavitation events, by imaging the sap channels under light transmission microscopy. We are then able to correlate the sounds to the visible changes in channels, such as the appearance of cavitation bubbles. We hope the results of the present study might help to better understand the acoustic signals emitted by trees, and to obtain further information in the evolution of wood under dry stress conditions.
© 2013 Phys.org
APA citation: Researchers measure cavitation noise in trees (2013, April 17) retrieved 25 May 2019 from https://phys.org/news/2013-04-cavitation-noise-trees.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
2 / 2 | 1,619 | 835 | {
"id": "<urn:uuid:280c231b-217d-4707-9e73-f31d29b4f969>",
"dump": "CC-MAIN-2019-22",
"url": "https://phys.org/pdf285408281.pdf",
"date": "2019-05-26T00:26:28",
"file_path": "crawl-data/CC-MAIN-2019-22/segments/1558232258453.85/warc/CC-MAIN-20190525224929-20190526010929-00295.warc.gz",
"offset": 597250792,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9969634711742401,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9983633756637573,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2984,
4063
],
"fw_edu_scores": [
2.640625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
This is the first of what will hopefully be a series of useful tips that improve chances of gardening success. Since I consider myself only a continuing learner of this skill and am prone to amateurish mistakes, I will find myself drawing some expressed opinions from my own experiences. Mostly, though, I will consolidate useful materials on a variety of topics from the Master Gardener Program I have attended and trusted resources offered through it.
Probably the most important lesson I have learned is that it is one thing to construct a venue to eliminate many environmental obstacles when trying to grow your own. It is quite another thing to get out of your own way in actually doing it. So let's start with a topic I'm more familiar with.
Timing Crops to Maximize Growing Season
There are four major controls with respect to aspects of gardening, particularly growing and pest management: biological, physical, chemical and cultural. Let's focus for now on the last of these, the cultural aspects. This refers to the gardening habits formed that you, the gardener can control, specifically, plant timing.
Plant timing is important because it involves many elements seeding, transferring seedlings to the outdoors and when to harvest. Much of this is a factor of climate. As I've learned the hard way many times, some plants will not work by seeding outdoors with a limited growing season where soil temperatures do not reach certain averages for a long enough amount of time. One must be aware of frost dates, both in the spring and fall for their climate zones. Other plants cannot be transferred outdoors for the same reason. Crops such as broccoli will thrive for two growing seasons in the same year if timing is right.
Below is a general guide for planting hardy, semi hardy and tender vegetables in your garden:
Hardy vegetables planted as soon as the ground can be worked in the spring (cold weather crops):
Broccoli, collards, peas, Brussel sprouts, lettuce, radishes, cabbage, kale, celery, mustard, Chinese cabbage, spinach,
Turnips, onions
Semi hardy vegetables planted near the average date of the last frost:
Beets, endive, potatoes, carrots, cauliflower, parsnips, Swiss chard
Tender vegetables planted after all danger of frost (warm weather crops):
Snap beans, eggplant, watermelon, lima beans, sweet corn, cucumbers, summer squash, tomatoes, honey dew, winter squash, cantaloupe, sweet potato, chile, okra, pumpkin, peanuts, bell pepper, black-eyed peas
Hardy and Semihardy Vegetables planted in summer for the fall garden:
Broccoli, turnips, garlic, Chinese cabbage, cauliflower, kohlrabi, kale, spinach, lettuce, radish, cabbage
The Master Gardener program is prevalent throughout the U.S. Manuals publish dates for seeding and transplanting varieties of crops based on climate data. NM State University furnishes this information, revised by Dr. Stephanie Walker in the link below. It has helped me enormously.
http://aces.nmsu.edu/pubs/_circulars/CR457B.pdf
Your State Ag Ext. Agency or Land Grant University should have this information available as well.
Very important: Keep an annual log of what you did and when; refer to it each year for patterns of weather, what worked and what did not. As I check my own log, I notice that I have been seeding broccoli indoors right around February and transplanting later towards the beginning of April. However, the transplants have not made it because they have been too spindly probably because of lack of sufficient light. Going forward I will direct sow outdoors earlier in the season. Tomatoes are another case. I learned early on that seeding indoors are the way to go because the growing season is my area is not long enough to harvest from seed. The head start helps extend the tomato growing season.
Also note: Soils gain more nutrients, like nitrogen, phosphorous and phosphate, by rotating crops- not growing the same things in the same places year after year. Some crops like more shade than others. The same garden can have several microclimates. Notice what tends to thrive in certain places when doing the layout for a season.
Above is a map of NM with different climate zones and what to expect in terms of number of frost days. Refer to your seed packet for number of growing days that are recommended and time accordingly.
It is equally important to know when to harvest. There are signs that plants give the grower to signal when the time is right. When cucumbers begin to yellow on the outside, it usually results in a bitter taste. When some roots like radishes are in the ground too long, they become woody and not as sweet as they could be. | 1,768 | 972 | {
"id": "<urn:uuid:7dd6d249-b7c6-43ee-99d8-1bcb686097c5>",
"dump": "CC-MAIN-2019-22",
"url": "http://mudhubllc.com/timingforplanting.pdf",
"date": "2019-05-25T23:43:57",
"file_path": "crawl-data/CC-MAIN-2019-22/segments/1558232258453.85/warc/CC-MAIN-20190525224929-20190526010929-00295.warc.gz",
"offset": 142463823,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9987258712450663,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9985570311546326,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2491,
4135,
4659
],
"fw_edu_scores": [
2.734375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Reflective Journal Overview
What is a Reflective Learning (RL) Journal?
A Reflective Journal can be a Notebook or can be in digital form (Word doc, Memo/Notes/other Apps like Voice Memo, etc). Some examples are:-
1. learning journals, diaries, personal blogs – your thoughts in written prose
2. lists, bullet points, tables – your thoughts summarised in note form
3. audiovisual recordings – documenting your voice or using video recordings
4. visual representations – mind maps, diagrams, sketches¹
Why keep a Reflective Journal?
- It helps you order your thoughts and responses in an open, honest and structured way to assist your understanding & learning for the future
- To capture ideas for work that can be developed
- To encourage independent learning and professional development
- To enhance self-knowledge by enabling you to identify personal strengths and areas for development
- To improve formal written communication skills by practising critical writing
- To formulate plan for future actions based on reflections from events/incidents from past experiences
- To support and enrich your professional practice ensuring that you are better placed to respond to and manage new, unexpected and complex situations
How to Reflect Effectively?
Schön² believes there are two types of reflection.
1. Reflection In-Action: often described as 'thinking on our feet'. This reflection is done while involved in the activity. It involves looking at the experience or situation as it's unfolding, connecting with our feelings and thoughts on this and thinking about what to do next. The new understandings inform our actions in the situation which are then acted on straight away.
2. Reflection On-Action: this reflection is done after the event or situation has finished. This can by done as an individual or we may talk it through with peers/ colleagues. Reflection OnAction allows us to spend time to explore why we acted as we did, what occurred and gives us ideas and questions to inform future practice.
Produced as part of the HSCP Professional Development Network Reflective Learning Toolkit
Reflective Journal Overview
How to Write Reflectively
* Reflective writing is not simply describing something that happened or what you did, nor is it a diary or log of events. Reflective writing is about reflecting on the event that happened or our actions and starting the process of thinking & writing about what went well, what did not go well, what has been learned and what would we do differently the next time? The intention behind the reflection is learning from the reflective process or from the outcome of the reflection.
* To write reflectively it is necessary to 'step back' from a situation or incident you are reflecting on. You need to question your own values, assumptions, understandings and then reflect on the situation from different perspectives. This helps us see ourselves and our patterns of behaviour more clearly.
* Each Journal entry needs to focus of one event/ situation/ topic/ activity/ issue. Reflect on how this particular issue could be addressed or resolved or what you'd like to change or improve.
* Writing needs to be formal and objective. This can be challenging if the topic is emotive to us. Try to avoid chatty descriptive informal writing. A more analytical style of writing can provide more structured entries that are easier to read. Use terms like 'I felt', 'I noted' & 'I learnt', etc to stay focussed on your learning from the activity/situation/topic/etc.
* The RL Model Worksheets provide 'prompt questions' which can be used in RL Journals to structure the reflective learning.
REFERENCES
1. Open University, Succeeding in PostGrad Study; Session 2: Reflective thinking, reflective learning and academic writing. Free Online Course
https://www.open.edu/openlearn/ocw/mod/oucontent/view.php?id=51386
2. Schön, D (1983). The Reflective Practitioner: how professionals think in action. New York: Basic Books.
Produced as part of the HSCP Professional Development Network Reflective Learning Toolkit May 2020
Reflective Journal Overview | 1,769 | 826 | {
"id": "<urn:uuid:ea0ff4f8-eab7-4731-8dcc-8adca2d49f88>",
"dump": "CC-MAIN-2022-33",
"url": "https://socialcareireland.ie/wp-content/uploads/2020/06/1-Reflective-Journal-Overview.pdf",
"date": "2022-08-07T19:49:13",
"file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882570692.22/warc/CC-MAIN-20220807181008-20220807211008-00010.warc.gz",
"offset": 474690777,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.99647656083107,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9963610172271729,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2108,
4074,
4103
],
"fw_edu_scores": [
2.4375
],
"minhash_cluster_size": 2,
"duplicate_count": 1
} |
Survival Topic #6: Food and Nutrition
Questions to Ask:
What kinds of foods do you usually like to eat? What kinds of foods are your children getting in school?
Can you find the fruits and vegetables you like? Where do you shop for food?
What foods did you used to have that you don't have now?
What is a dish that is special to you and your traditions?
Topics to Share:
Discuss your favorite kinds of food or the kinds of food your family makes. What do you normally eat?
English Language Learner Tips:
Cooking lessons are also language lessons! You can show them how to make an American dish they'd like to try. You can teach your mentees about measurements used in cooking and teach the vocabulary for the foods in your recipe. Help them understand conversions from the metric to the imperial measuring system. You can ask them to teach you how to cook something and expand that idea to have them write out the recipe for you.
Flashcards for a wide variety of foods can be used to practice and memorize the names of foods.
Use coupons and advertisements to do some comparison-shopping. Ask them questions and have them ask questions. "How much is the corn at Jewel? How much is it at Mariano's?"
Role-play going to the supermarket and asking for various foods. They will need to know various weights and how to handle money.
Bring play money to practice and pictures clipped from magazines. Take your mentees to a local supermarket to practice!
Other Notes:
Family meals and traditional food are at the heart of every culture. Long after other cultural traditions are gone, the food remains as an important part of ethnic identity. Food is a great way to share culture!
Some mentors invite their mentees to eat at their home or to meet them at an inexpensive restaurant. Often, mentees invite mentors to share meals in their homes.
Many refugees come from a tradition of eating much healthier foods than many Americans, but you can help some families stay on track by discussing the importance of nutrition and balanced diets. Americans eat a lot of milk products, which can be unusual for your mentee.
The range of choices in an average American grocery store often astounds refugees. Even people from westernized cultures are confused by the decisions they have to make. Since they don't recognize much of the food, they may make ill-informed food choices. What they are seeing on TV might inordinately affect their choices. Refugees who cannot read well might choose to buy the highest price brands because of the pictures on the packages. They may not know about how to save money through coupons or store promotions.
If mentees are interested in gardening, mentors can encourage this by helping them to find the right equipment and a place to garden if they have no yard. Many urban areas have community plots for gardening. | 1,035 | 569 | {
"id": "<urn:uuid:cfeca043-f4dd-4263-803c-5d7be82951b9>",
"dump": "CC-MAIN-2022-33",
"url": "https://www.refugeeone.org/uploads/1/2/8/1/12814267/survival_topics_food_and_nutrition__website_.pdf",
"date": "2022-08-07T20:01:51",
"file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882570692.22/warc/CC-MAIN-20220807181008-20220807211008-00009.warc.gz",
"offset": 808438315,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9993242025375366,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9993242025375366,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2851
],
"fw_edu_scores": [
3.40625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
HOW TO GENERATE
MELODY NOTES FROM ANY TEXT
by Ian Myers © 2012
Here is a method I devised for turning any text into musical pitches. The following table may freely be adapted to other languages, different symbols or whatever you choose. It is but one of many schemes that can be devised.
| C | C#/Db | D | D#/Eb | E | F | F#/Gb | G | G#/Ab | A | A#/Bb |
|---|---|---|---|---|---|---|---|---|---|---|
| 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
| A | B | C | D | E | F | G | H | I | J | K |
| M | N | O | P | Q | R | S | T | U | V | W |
Take any text, for example "Today it is brighter" , locate each letter in the text in the bottom three rows of the table and then replace each letter with the musical pitch corresponding with that pitch from the top row.
| T | O | D | A | Y | I | T | I | S | B | R | I | G | H | T | E |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| G | D | Eb | C | C | Ab | G | Ab | Gb | Db | F | Ab | Gb | G | G | E |
This gives the pitch sequence G,D,Eb,C,C,Ab,G,Ab,Gb,Db,F,Ab,Gb,G,G, E,F.
The above coding was based on the chromatic scale. Here is a table based on a six-unit scale.
| C | D | E | F#/Gb | G#/Ab |
|---|---|---|---|---|
| 0 | 1 | 2 | 3 | 4 |
| A | B | C | D | E |
| G | H | I | J | K |
| M | N | O | P | Q |
| S | T | U | V | W |
| Y | Z | | | |
The text "Today it is brighter" using this scheme produces the following pitches:
| T | O | D | A | Y | I | T | I | S | B | R | I | G | H | T | E |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| D | E | F# | C | C | E | D | E | C | D | A# | E | C | D | D | G# |
The pitches could be used as generated or you might decide repeated pitches are used once only ie DD is read simply as D. The basic alphabet could be extended to include common letter pairs such as EA (each, pear, bear,easy), OW (cow, window,owner) etc., where instead of encoding the letters E and A separately you would use the pitch corresponding to the letter pair EA.
Your own ingenuity should find plenty of ways of using this technique. | 1,336 | 747 | {
"id": "<urn:uuid:6ae2da42-5979-4fb6-9546-379c2f7cfea5>",
"dump": "CC-MAIN-2019-47",
"url": "https://www.schillingersociety.com/wp-content/uploads/2017/02/Melody-Generation-From-Text-I.Myers_..pdf",
"date": "2019-11-16T23:57:01",
"file_path": "crawl-data/CC-MAIN-2019-47/segments/1573496668772.53/warc/CC-MAIN-20191116231644-20191117015644-00405.warc.gz",
"offset": 971090896,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9989527761936188,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9989118576049805,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1140,
2053
],
"fw_edu_scores": [
2.546875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
News and Current Events :: Asteroid barely misses Earth on Nov. 6th...
Asteroid barely misses Earth on Nov. 6th... - posted by ccchhhrrriiisss (), on: 2009/11/11 11:33
I thought that this short article was extremely interesting. The Book of Revelation mentions two -- and possibly, three -space objects that will collide with the Earth during the outpouring of God's wrath upon the Earth. These are mentioned i n Revelation 8:6-10. Of course, it doesn't necessarily mean that "Wormwood" or the other objects that hit the Earth are physical meteors. However, I think that the possibility remains. - Chris
Asteroid passes just 8,700miles from Earth - with only 15 hours warning
UK Daily Mail
By CLAIRE BATES
11th November 2009
Although no one noticed at the time, the Earth was almost hit by an asteroid last Friday.
The previously undiscovered asteroid came within 8,700miles of Earth but astronomers noticed it only 15 hours before it made its closest approach.
Its orbit brought it 30 times nearer than the Moon, which is 250,000 miles away.
But before you head for the nuclear bunkers you will be relieved to learn the tumbling rock was only 23ft across. Similar sized objects pass by this close to Earth about twice a year and impact on the planet about once every five years.
Astronomers believe the object, called 2009 VA, would have almost completely burned up while entering Earth's atmosp here, causing a brilliant fireball in the sky but no major damage to the surface.
The asteroid was discovered by the Catalina Sky Survey on November 6, 2009. It was then identified by the Minor Plane t Centre in Cambridge, Massachusetts as a near Earth object.
Nasa's Near Earth Object Programme plotted the orbit of the object and determined that although it would fly extremely close to our planet it wouldn't hit us.
It was the third-closest known (non-impacting) Earth approach on record for a cataloged asteroid.
The Nasa NEO programme aims to detect and track at least 90 per cent of the 1,000 asteroids and comets that approac h Earth and are larger than 0.6miles in diameter, by 2020.
They monitored a 100ft asteroid that whizzed 45,000 miles above the Earth's surface on March 2 this year.
A similar sized object slammed into Tunguska, Siberia in 1908. The impact created a blast so powerful it levelled 1,200 s quare miles of forest.
(http://www.dailymail.co.uk/sciencetech/article-1226672/Asteroid-scrapes-past-Earth-just-8-700miles-away--15-hours-w arning.html) CLICK HERE to read the full article or view the images.
Re: Asteroid barely misses Earth on Nov. 6th..., on: 2009/11/11 11:55
Um...er.. I am wondering if this meteor had anything to do with our weather in the last few days. We have been getting u nusual warm weather in this part of the world. Normally we would be buried in snow by now.
Page 1/2
News and Current Events :: Asteroid barely misses Earth on Nov. 6th...
Re: Asteroid barely misses Earth on Nov. 6th..., on: 2009/11/11 11:58
Quote:
-------------------------Although no one noticed at the time, the Earth was almost hit by an asteroid last Friday.
-------------------------
God is Good! His mercies and protection are evident at all times and in all ways. Thank You Jesus.
Re: - posted by ChrisJD (), on: 2009/11/12 5:09
Chris, that is pretty amazing.
Quote:
-------------------------God is Good! His mercies and protection are evident at all times and in all ways.
-------------------------
Neil, this is something of what I thought also. Only I thought of how God protects of us even when we do not know it!
...Who upholds all things by the word of His power.
To think of all the things that are going on in the world and out there in space. It is tremendous.
I remember once when I had a car. I was living in Baltimore and had been a Christian for a couple of years, I had gotten in the car and as far as I remember I was going to rush off. I remember putting the car in reverse and hitting the gas but i t wouldn't move. It just wouldn't move. I looked back and saw a woman pushing a stroller walk right behind me.
Was it an angel that held the car? Was the parking brake on and I didn't know it? I don't recall that it was. But oh I was s o grateful.
Oh that men would give thanks. For He is good, and His mercy endures forever.
Psalm 107:1-43
http://www.scripturesongs.net/info_pages/SS4/o_that_men_would_give_thanks/index.htm
May God bless you and each of us, always. Amen.
Page 2/2 | 2,001 | 1,115 | {
"id": "<urn:uuid:4165a088-63d4-4b64-9c6c-8ac832e19b2e>",
"dump": "CC-MAIN-2019-47",
"url": "https://www.img.sermonindex.net/modules/newbb/viewtopic_pdf.php?topic_id=31363&forum=48",
"date": "2019-11-16T23:56:18",
"file_path": "crawl-data/CC-MAIN-2019-47/segments/1573496668772.53/warc/CC-MAIN-20191116231644-20191117015644-00411.warc.gz",
"offset": 831217470,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.998745322227478,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9987733364105225,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2843,
4471
],
"fw_edu_scores": [
2.25
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Year 8 Su2: Programme Music
Scheme Overview:
Looking at how music can be used to tell a story or represent a picture, through the use of famous pieces of work like Carnival of the animals, Fantasia, and pictures at an exhibition.
FINAL PRODUCT / ASSESSMENT
| WK | CONTENT | OBJECTIVE |
|---|---|---|
| 1 | Carnival of animals | To understand how music is created to represent animals. |
| 2 | Fantasia/ The sorcerers ap- prentice | To understand how music can be used to tell a story |
| 3 | Pictures at an exhibition | To understand how pictures can represent a piece of music |
| 4 | The water goblin | To understand how a theme can be used for single characters |
| 5 | Planets | To explore music representni g the planets |
To create a piece of music to represent your own planet
- A short description of the planet
- Good use of all the elements of music
HOMEWORK
Set as needed
Complete 3 pieces of homework from the menu.
1 Piece every two weeks
LITERACY: Keywords each lesson, Reading stories, creating character descriptions
NUMERACY:
reading note lengths and making sure playing over right beats,
numerical figures within the information.
DIRT /FEEDBACK
WIDER READING OR RESOURCES
Think Pink Sections within the slides to prompt thoughts and feedback.
Feedback on performances from pupils and teacher.
Pupils reminded from assessment booklets on how they should be improving.
SMSC & BRITISH VALUES
Social: Group work, managing conflict Mental: Music can relax the mind creating a visual story
PAC VALUES
Respect in lessons and for equipment. Pride in their compositions and performance Equality learning to work with anyone in the group Successfully perform and learn about different styles Team, work together in groups and pairs Work Ethic, Allow others to perform and listen/ comment.
Initiative, Compose own drumming rhythms
Research other programme music on you tube Peter and the wolf.
Film music
PLC: EVALUATION(Personal Learning Checklist)
| | I can recognise how an animal is represented in the music |
|---|---|
| 1 | I can link musical elements to character traits |
| | I can create a piece of music for an animal of my choice |
| 2 | I can explain how the visual story and music are linked in simple |
| | I can explain how the music and story are linked in more detail |
| | I can create my own music for a sectoi n of the sorcerers appren- |
| 3 | I can link the pictures to the sectoi n of music |
| | I can explain the link between the pictures and the music |
| | I can create my own music to represent a chosen image |
| 4 | I understand what a theme is. |
| | I can play a simple theme |
| | I can adapt a theme to represent different moods/emotions |
| 5& 6 | I can explain simple links between the music and planet they rep- |
| | I can explain in more detail why a specific piece of music repre- |
| | I can create music to represent my own planet. | | 1,351 | 703 | {
"id": "<urn:uuid:56f301ad-4c79-4545-ad79-7e40b27beb3e>",
"dump": "CC-MAIN-2019-47",
"url": "http://www.prestwich.bury.sch.uk/uploads/file/subjects/Yr8%20Music%20HT6%20Programme%20music%20SOL.pdf",
"date": "2019-11-17T01:12:06",
"file_path": "crawl-data/CC-MAIN-2019-47/segments/1573496668772.53/warc/CC-MAIN-20191116231644-20191117015644-00408.warc.gz",
"offset": 240570704,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9939674139022827,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9939674139022827,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2921
],
"fw_edu_scores": [
4.15625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Writing an article requires mastery of various skills, such as research on the topic treated; analysis and interpretation of data; convergence of ideas; the correlation between variables; well as the use of formal writing and sharing information. It is therefore a non-complicated complex activity as the word is comprised of some, but as explained in the complex Prof. Dr. Cesario Leonel, when presenting the Principles of Complexity Edgar Morin. According to Professor complexity encompasses many elements, many parts, being in the etymological sense of "that which is woven together."
The preparation of an article can be really seen as the act of weaving, where a wire is connected to another and entwining, grabbing me from one of Principles of Complexity, one can say that this action, as well as a tissue "each party has to be understood within the whole." In an article each of the ideas presented should be contextualized, ie, it is important to demonstrate how every proposal, every process, every outcome affects the whole, justifying its importance within the system studied.
The interdependence of each part of an item is a very good thing, when it allows the researcher not only establish connections among data, but also see, on occasion, they do not exist, and in this case it will be necessary to review the object up research. This situation is presented by Kurt Wüthrich - Nobel Prize in Chemistry in 2002 and the author of 750 científics articles - when he says that in publishing, the researcher discovers the importance of his research represents, but also sees the write gaps and connection failures which, however, mean that the researcher returns to his experiment (JOURNAL OF SCIENCE, 2011).
Back to the experiment, therefore, is to enhance, improve what was done, create a new conception of knowledge, thus writing an article is a very effective way to keep learning, rebuilding knowledge. These findings reinforce the importance of motivating our students write, produce knowledge from research and this edition of Perspective Magazine, in particular, we are very pleased to publish several articles Fatec of our students, as well as Fatec Bauru, that, guided by dedicated teachers, continued the learning process beyond the classroom. Further extend learning beyond our borders, as in the article that compares the Laws of Natural Resources between Brazil and Mexico and was a result of the exchange of one of our students in this country, the Ibero-American School Program Santander in 2013.
Also in this issue we are launching a new section, which brings papers developed in English class, as an evaluation tool of discipline and, through this production, a new skill is being developed. Share different experiences in education, management and technology is one of the goals of our Perspective Magazine. With this purpose in each edition we published a Project developed in our Unit in Featured Project section this semester and present the Digital Inclusion Project, which has been happening for a few years and among his many contributions to external and internal community, collaborates in the development of skills and social skills essential in society.
Congratulations to all who participated in this edition!
Profª. Esp. Sílvia Panetta Nascimento
Fatec Itapetininga | 1,333 | 646 | {
"id": "<urn:uuid:3e09b116-f543-474a-a581-689d92355519>",
"dump": "CC-MAIN-2019-47",
"url": "https://fatecitapetininga.edu.br/perspectiva/pdf/editorial05_e.pdf",
"date": "2019-11-17T01:17:06",
"file_path": "crawl-data/CC-MAIN-2019-47/segments/1573496668772.53/warc/CC-MAIN-20191116231644-20191117015644-00405.warc.gz",
"offset": 419491405,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9966585338115692,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9973927140235901,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2524,
3312
],
"fw_edu_scores": [
2
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
The Miracle of Dunkirk 1940 p. 133
1. Why was the evacuation of Allied troops at Dunkirk called a "miracle"?
The Battle of Britain 1940 p. 134
1. What was the code name for Hitler's invasion of Britain?
2. Why did Hitler launch an aerial attack on Britain?
3. How did Canada contribute to the Battle of Britain?
4. Identify 4 major targets in the initial bombing of Britain.
5. Describe what it was like for civilians during "the Blitz"?
6. Identify 2 reasons why Germany was unsuccessful in this battle.
Hong Kong 1941 p. 137
1. Many believed Hong Kong could not be defended against a Japanese attack. So why were Allied troops sent to defend this British colony?
2. Describe the courage Canadian troops displayed in Hong Kong that increased support for the war effort at home?
3. What was the outcome of this battle?
4. What does POW stand for? Describe the conditions our soldiers faced.
Pearl Harbour 1941 p. 136
1. Why did Japan attack the Allies in the Pacific Ocean?
2. What damage did Japan inflict on the Americans at Pearl Harbour?
3. How did America react to the attacks on Pearl Harbour and the Philippines?
Dieppe 1942 p. 142-143
1. Identify three reasons why the Allies mounted a raid on Dieppe in 1942.
2. Describe the plan of attack. What role did Canadian soldiers have?
3. Identify all of the mistakes that made victory impossible.
4. What was the outcome of this battle?
5. Describe the controversy with which this battle is remembered.
Operation Barbarossa 1942 p. 135
1. Germany and the USSR had signed a non-aggression pact in 1939. Why did Hitler invade the USSR?
2. Why did the Germans attack Stalingrad in 1942?
3. What ultimately defeated Hitler and the German army in the USSR (a lesson he should have learned from Napoleon)?
5. How did this battle help the Allies?
Conquest of Italy: Sicily and Ortona 1943 p. 144
1. Why did the Allies turn their attention to Sicily and Italy? Why was an invasion possible at this location?
2. What role did Canada play in these battles?
3. What conditions made fighting in these locations so difficult?
4. What were the outcomes of these battles?
Battle of the Atlantic p. 138
1. Why was the Atlantic Ocean so crucial to the Allied war effort?
2. Using words and a diagram, explain how the convoy system works.
3. Why were the Allies losing this battle in the initial stages of the war?
4. Why did the Allies start winning the war from 1942 onwards?
5. What were the positive and negative attributes of the Canadian made corvettes?
6. How did the Battle of the Atlantic "come home" to Canada?
War in the Air p. 139
1. What role did the Royal Canadian Air Force (RCAF) play in the Battle of the Atlantic? (look back to p. 138)
2. Identify the theatres of war our RCAF fought in.
3. Why are the Allied night bombings over Germany controversial?
4. Identify 3 reasons why these raids were carried out.
5. What was the casualty rate for pilots in WWII? | 1,394 | 702 | {
"id": "<urn:uuid:a6d78bed-905d-42f3-9631-2c2f780ba873>",
"dump": "CC-MAIN-2019-47",
"url": "https://cpb-ca-c1.wpmucdn.com/myriverside.sd43.bc.ca/dist/d/1054/files/2019/05/WWII-Battles-Jigsaw-FORM.pdf",
"date": "2019-11-17T00:26:50",
"file_path": "crawl-data/CC-MAIN-2019-47/segments/1573496668772.53/warc/CC-MAIN-20191116231644-20191117015644-00413.warc.gz",
"offset": 364980818,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9981030523777008,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9979012608528137,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
512,
1138,
1481,
2148,
2601,
2963
],
"fw_edu_scores": [
3.78125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Federal Register
Vol. 75, No. 108
Monday, June 7, 2010
Title 3—
The President
VerDate Mar<15>2010 16:29 Jun 04, 2010 Jkt 220001
Presidential Documents
Proclamation 8527 of May 28, 2010
African-American Music Appreciation Month, 2010
By the President of the United States of America
A Proclamation
Music can tell a story, assuage our sorrows, provide blessing and redemption, and express a soul's sublime and powerful beauty. It inspires us daily, giving voice to the human spirit. For many, including the African-American community, music unites individuals through a shared heritage. During African-American Music Appreciation Month, we celebrate the extraordinary legacy of African-American singers, composers, and musicians, as well as their indelible contributions to our Nation and our world.
Throughout our history, African-American music has conveyed the hopes and hardships of a people who have struggled, persevered and overcome. Through centuries of injustice, music comforted slaves, fueled a cultural renaissance, and sustained a movement for equality. Today, from the shores of Africa and the islands of the Caribbean to the jazz clubs of New Orleans and the music halls of Detroit, African-American music reflects the rich sounds of many experiences, cultures, and locales.
African-American musicians have created and expanded a variety of musical genres, synthesizing diverse artistic traditions into a distinctive soundscape. The soulful strains of gospel, the harmonic and improvisational innovations of jazz, the simple truth of the blues, the rhythms of rock and roll, and the urban themes of hip-hop all blend into a refrain of song and narrative that traces our Nation's history.
These quintessentially American styles of music have helped provide a common soundtrack for people of diverse cultures and backgrounds, and have joined Americans together not just on the dance floor, but also in our churches, in our public spaces, and in our homes. This month, we honor the talent and genius of African-American artists who have defined, shaped, and enriched our country through music, and we recommit to sharing their splendid gifts with our children and grandchildren.
NOW, THEREFORE, I, BARACK OBAMA, President of the United States of America, by virtue of the authority vested in me by the Constitution and the laws of the United States, do hereby proclaim June 2010 as AfricanAmerican Music Appreciation Month. I call upon public officials, educators, and the people of the United States to observe this month with appropriate activities and programs that raise awareness and foster appreciation of African-American music.
PO 00000 Frm 00001 Fmt 4705 Sfmt 4790 E:\FR\FM\07JND0.SGM 07JND0
[FR Doc. 2010–13660
Filed 6–4–10; 8:45 am]
Billing code 3195–W0–P
VerDate Mar<15>2010 16:29 Jun 04, 2010 Jkt 220001
IN WITNESS WHEREOF, I have hereunto set my hand this twenty-eighth day of May, in the year of our Lord two thousand ten, and of the Independence of the United States of America the two hundred and thirty-fourth.
PO 00000 Frm 00002 Fmt 4705 Sfmt 4790 E:\FR\FM\07JND0.SGM 07JND0 | 1,446 | 726 | {
"id": "<urn:uuid:10f8a337-76ad-493a-9bcb-0edf49021ac1>",
"dump": "CC-MAIN-2019-47",
"url": "https://www.govinfo.gov/content/pkg/FR-2010-06-07/pdf/2010-13660.pdf",
"date": "2019-11-17T00:54:31",
"file_path": "crawl-data/CC-MAIN-2019-47/segments/1573496668772.53/warc/CC-MAIN-20191116231644-20191117015644-00418.warc.gz",
"offset": 827239818,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9707895815372467,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9920743107795715,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2726,
3125
],
"fw_edu_scores": [
2.328125
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Pacific Pests and Pathogens - Fact Sheets
Capsicum Aleurotrachelus whitefly (168)
Common Name
Aleurotrachelus or Solanum whitefly
Scientific Name
Aleurotrachelus trachoides
Distribution
Widespread. South and Central America, and the Caribbean, with limited distribution in Africa. It is recorded from Guam, Federated States of Micronesia, Fiji, Nauru, French Polynesia, and Tonga.
Hosts
Wide. Common on plants in the Solanaceae family, e.g., capsicum, chilli, eggplant and relatives, tobacco, tomato. Also, brassicas, citrus and cucurbits are hosts. In the Federated States of Micronesia, it is severe on capsicum, kava, Ixora and other ornamentals, and also on the vine, Merremia. In Palau, it is common on Duranta erecta (golden
Photo 2. Adult Aleurotrachelus whitefly and the circular egg mass characteristic of this insect.
Photo 4. Late stage larvae of Aleurotrachelus whitefly which are now black.
Photo 5. The late stage of the larvae are black. In this photograph an orange ring of the fungus Aschersonia aleyrodis is present.
bush or pigeonberry).
Symptoms & Life Cycle
The adult is similar to the more widespread spiralling white, Aleurodicus dispersus, measuring about 2-3 mm in body length (Photo 1). Eggs are laid in a circle on the lower surface of young leaves (Photo 2). The larvae pass through four stages; the first ones walk short distances (or are blown in the wind), and are called "crawlers". These then settle, and the remaining three larval stages remain in the same place. The larvae are at first brown and then black and partly covered by thick cottony white filaments. (Photos 3,4&5).
The final larval stage is important for identifying whiteflies.
Impact
Damage is caused by the whitefly piercing the leaf and sucking the sap; this leads to early death of the leaf when whitefly numbers are high. Damage is also caused by build up of sooty mould. Sooty moulds (fungi) grow on the honeydew produced by the whiteflies and their nymphs as they feed. The mould weakens the leaves, as they cannot get sunlight for normal growth (see Fact Sheet no. 51).
Detection & Inspection
Look for the white winged adults on the underside of the leaves, and the circular egg masses. Look for the ovalshaped larvae, which are at first brown and later black. Look for the curly strands of wax produced by the larvae.
Management
NATURAL ENEMIES
A minute wasp, Encarsia formosia, is well known as a biological control agent for this whitefly, and has been widely distributed. Other parasitoids are also possibilities for biocontrol, e.g., Delphastus catalinae and Eretmocerus sp. Where the whitefly exists and is not being controlled, introduction of the parasotioids should be considered, following the guidelines of the UN/FAO. Fungi also attack the larval stages of Aleurotrachelus trachoides. The fungus, Aschersonia (probably Aschersonia aleyrodis), is common on the larvae of the whitefly in the Federated States of Micronesia (Photos 5-8). This fungus is easy to grow on artificial media and could be multiplied and sold to growers.
CHEMICAL CONTROL
While waiting for the introduction of parasitoids, as well as tests to make sure that they are effective and safe in the environment, an insecticide may need to be used. Soap, white or horticultural oil (see Fact Sheet no. 56), or a synthetic pyrethoid can be used. The treatments are best done when the whiteflies have hatched from the eggs or when still in the early larval stage, as they have soft bodies and are easily killed by insecticides. Synthetic pyrethroid insecticides are likely to kill natural enemies, so should be used with caution.
AUTHOR Grahame Jackson
Photos 1-8 Konrad Engelberger, Pohnpei, Federated States of Micronesia.
Produced with support from the Australian Centre for International Agricultural Research under project PC/2010/090: Strengthening integrated crop management research in the Pacific Islands in support of sustainable intensification of high-value crop production, implemented by the University of Queensland and the Secretariat of the Pacific Community.
This fact sheet is a part of the app Pacific Pests and Pathogens
The mobile application is available from the Google Play Store and Apple iTunes.
Android Edition
Copyright © 2017. All rights reserved. | 1,937 | 1,014 | {
"id": "<urn:uuid:937b982d-cc64-4408-b96b-11d13b2105c4>",
"dump": "CC-MAIN-2019-47",
"url": "http://www.pestnet.org/fact_sheets/capsicum_aleurotrachelus_whitefly_168.pdf",
"date": "2019-11-16T23:57:03",
"file_path": "crawl-data/CC-MAIN-2019-47/segments/1573496668772.53/warc/CC-MAIN-20191116231644-20191117015644-00422.warc.gz",
"offset": 244047491,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9501221477985382,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9914642572402954,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1046,
4251,
4291
],
"fw_edu_scores": [
2.734375
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Missouri Building Block Picture Book Award
Piranhas Don't Eat Bananas
E BLA
by Aaron Blabey, illustrated by Aaron Blabey
Brian tries to get his fellow piranhas to try his fruit and vegetable platter, but they all prefer meat. When Brian convinces his friends to eat fruit, will they think it is "yucky or yum"?
What Does An Anteater Eat?
E COL
by Ross Collins, illustrated by Ross Collins
Anteater wakes up hungry and has a problem: he can't remember what an anteater eats! He decides to take a walk through the jungle, hoping one of the animals can help him find an answer.
Dandy
E DYC
by Ame Dyckman, illustrated by Charles Santoso
Sweetie has found a new friend and named her Charlotte. The problem is, Charlotte is the sole dandelion on a perfect lawn. Dandy, with the help of his neighbors, does all he can to get rid of the weed before it spreads.
Pokko and the Drum
E FOR
by Matthew Forsythe, illustrated by Matthew Forsythe
When Pokko plays her drum in the forest, she suddenly finds herself surrounded by an entire band of animal musicians.
Everybody Says Meow
E LOM
by Constance Lombardo, illustrated by Constance Lombardo Everybody Says Meow! Or do they? Readers will meow, bark, and ribbit when they read this hilarious picture book about a group of adorable animals that just cannot follow one simple instruction.
I Can Only Draw Worms
E MAB
by Will Mabbitt, illustrated by Will Mabbitt
This fun title teaches the reader to count to ten using worms that have great adventures, or everyday experiences. These events are described but not illustrated due to the author/illustrator's inability to draw anything but worms!
Duck!
E MACK
by Meg McKinlay, illustrated by Nathaniel Eckstrom
When Duck runs around the farm shouting "DUCK!" to all the other animals, the animals grow increasingly frustrated as they try to explain to Duck which animal is which. Unfortunately, something is falling from the sky and "DUCK!" just isn't enough of a warning.
Fear the Bunny
E MOR
by Richard T. Morris, illustrated by Priscilla Burris
In a forest where everyone fears rabbits, a fierce tiger tries to persuade the animals that they should fear him instead.
Octopants
E SEN
by Suzy Senior, illustrated by Claire Powell
An octopus searches in vain for underpants that fit, until a seahorse offers a useful observation that changes the way the octopus sees the problem.
Shake the Tree
E VIG
by Chiara Vignocchi and Paolo Chiarinotti, illustrated by Silvia Borando Various animals take turns shaking a tree in search of a tasty meal. It starts with Mouse who wants a nut so she shakes the tree a little to the right and a little to the left. But it isn't the nut that falls from the tree, it's Fox who thinks that Mouse looks pretty tasty! | 1,139 | 652 | {
"id": "<urn:uuid:20950a76-d375-4218-bc73-a9f0405aebe5>",
"dump": "CC-MAIN-2021-04",
"url": "https://www.dbrl.org/wp-content/uploads/2020/06/Building-Block-2020-21.pdf",
"date": "2021-01-16T09:42:53",
"file_path": "crawl-data/CC-MAIN-2021-04/segments/1610703505861.1/warc/CC-MAIN-20210116074510-20210116104510-00382.warc.gz",
"offset": 758149603,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9974759817123413,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9974759817123413,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2767
],
"fw_edu_scores": [
2.65625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
CHILDREN BROCHURE MORAVIAN CHURCH – BARBADOS CONFERENCE Provincial Theme: Advance the Kingdom: S.H.I.F.T.
S. – Seek & Submit H. – Hear & Heed I. – Imagine & Insight F. – Focus & Function T. – Totally Transformed
Age: 8 – 12 yrs.
FUNCTION
November 15 – You shall not covet.
Scripture:
Exodus 20:17 Do not want to have anything your neighbour owns. Do not want to have your neighbour's house, wife, male or female servant, ox or donkey. (NIRV)
Message:
When we sometimes look at the things our friends own, we think that what they have is much better than the things we possess. We are tempted to say to ourselves "I wish that I had a phone as expensive as what they own." Or "I wish I had a tablet or jewelry like my friends." We are always comparing what we have with what someone else owns. Then we think that ours is not as good as what our friends have. We become discontented and even jealous of our friends.
But we must not want anything that our neighbour owns for we are not too sure how they came to possess it in the first place, whether it be honestly or dishonestly. We are sure how we came to own the things we have, whether our parents gave it to us, we worked to earn it, or it was given to us as a gift. We must learn to be contented with what we have and not always looking at others and wishing to have what they have. Do not be jealous, but be thankful for what is yours.
Activity:
Choose a word from the list below to complete the sentences:
Appreciate
Dangerous Relations Yours
(Answers next week)
Satisfied
Grateful Stealing Thankful Learn
Envy Crave Jealousy Peaceful
Broken
Covet
Greedy
Spiteful
Contented
Covetous
Belong
a)To c____ is to c____ what is not y____.
b)What is not y____ does not b____ to y___.
c)To e____ is to be g____.
d)E____ may result in s____.
e)J____ could cause b____ r____.
f) When we c____, we could become s____.
g)To be c____ could be d____.
h)We must l____ to be c____.
i) We must l____ to be t____.
j) To be t____ is to be p____.
k)To be t____ is to be g____.
l) A____ what you own and be s____.
(Answers from last week)
a. wrong
b. hates
c. steal, belong
d. special
e. sad
f. precious
g. steal, trouble
h. honestly, gain
i. jail
j. honesty, God
k. take, permission
l. Respect | 1,072 | 622 | {
"id": "<urn:uuid:76b4a3da-453b-43f8-aeca-386c840e8ee3>",
"dump": "CC-MAIN-2021-04",
"url": "https://sharonmoravian.info/november_15_age_8-12.pdf",
"date": "2021-01-16T09:05:48",
"file_path": "crawl-data/CC-MAIN-2021-04/segments/1610703505861.1/warc/CC-MAIN-20210116074510-20210116104510-00385.warc.gz",
"offset": 558517704,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9644558727741241,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9938573241233826,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1398,
2276
],
"fw_edu_scores": [
3.625
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Activity 4c: How Many of Me? Recommended Grades: K-5
Activity Instructions
1. Cut a piece of ribbon equal in length to the height of your child.
2. You will call the length of ribbon by the name of the person whose height you used. For example, the ribbon cut to match the height of Jacob is called "a Jacob" and the ribbon cut to match the height of Grandma is called "a Grandma."
3. Use the prompts and the ribbon to measure different dimensions around the room.
Virtual Game Link:
https://jamboard.google.com/d/1kUwkZIelhOnqwLyziQQo4mHsVkhZ6gM7GTmUoD4wj5E/copy
Family Prompts
Grades K through 1
* What are some things in this room you could use your ribbon to measure?
* Let's use the length of your ribbon to measure the length of the room, or the bleachers. First, let's estimate. How many "Jacobs" do you think it will take to equal the length of the room? How many "Jacobs" does a family member think it will take?
* Next, use the ribbon to count how many "Jacobs" would fit across the room. Who was closer?
* Which side of the room do you think is longer? How could we measure to find out?
* Use the ribbon to measure the width of the room.
* Now that you've measured the length and width of the room/bleachers, make a guess about how many "Jacobs" it would take to equal the height of the room. How did you make your guess?
Family Prompts
Grades 2 through 3
* Use your ribbon to measure the length of the room in "Jacobs."
* Cut a piece of a different colored ribbon equal in length to the height of a different family member.
* Which do you think will be greater: the number of "Jacobs" needed to measure the length of the room or the number of "Family Members"? Why?
* Check your prediction: Use the ribbon to measure the length of the room in "Family Members."
* Compare the results to your prediction. Is anything surprising?
* Discuss why the number of "Jacobs" is different than the number of "Family Members."
* If there is time remaining:
o How could we figure out the perimeter? (Note: the perimeter is the total length around the room where the wall meets the floor.)
o Would you rather measure in "Jacobs" or "Family Members"? Why?
o Measure the width of the room. Add length + width + length + width to calculate the perimeter.
Family Prompts
Grades 4 through 5
* Use your ribbon to measure the length of the room in "Jacobs."
* What's longer: an inch or a foot? Allow your child to look at a ruler, yardstick, or tape measure to decide.
* Estimate: About how long is a "Jacob" in inches?
* Measure your ribbon in inches.
* Can you calculate the length of your ribbon in feet now that you know it in inches? Measure your ribbon in feet to check.
* What's longer: a meter or a centimeter? Allow your child to look at a meterstick or tape measure to decide.
* Estimate: About how long is a "Jacob" in centimeters?
* Measure your ribbon in centimeters and meters.
* Can you use the length of the room in "Jacobs" to calculate the length of the room in feet?
* Which do you think will be greater: the height of the room or the length? Why? | 1,272 | 756 | {
"id": "<urn:uuid:229d3baf-a957-44d1-848d-bf45959118e3>",
"dump": "CC-MAIN-2024-26",
"url": "https://www.education.ky.gov/curriculum/conpro/Documents/How_Many_of_Me_English.pdf",
"date": "2024-06-24T10:13:56",
"file_path": "crawl-data/CC-MAIN-2024-26/segments/1718198865348.3/warc/CC-MAIN-20240624084108-20240624114108-00363.warc.gz",
"offset": 658213590,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9988038837909698,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9989708662033081,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1339,
3069
],
"fw_edu_scores": [
4.625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
MTBN.NET PLR Library
Text and Word PLR Article Packs available at PLRImporter.Com
Category: Vitamins File: B5 Vitamin_utf8.txt
An Overview of the B5 Vitamin
The B5 vitamin is also known as Pantothenic Acid. The B5 vitamin is the most prolific of all the vitamins and is found in every type of food. In fact, it is impossible for a person to consume less B5 vitamin than they need. That means that there is no little possibility that a person can have a B5 vitamin deficiency. For this reason, there is actually no recommended daily amount that health professionals can state as everyone obtains more than enough from their normal food consumption. However, even though there is no need to calculate a recommended daily allowance it does not mean that the B5 vitamin is not vital for a healthy body and mind. In fact, the B5 vitamin is essential for turning food into energy amongst other functions. The B5 vitamin is responsible for taking the fats and carbohydrates into energy.
Some B5 vitamin can be found in almost every food whether it is animal or vegetable. Obviously there are some sources of the B5 vitamin that are better than others but a balanced diet will provide more than enough. The foods with the highest B5 vitamin content are organ meats, salmon, eggs, beans, milk, and whole grains. It is worth noting that the B5 vitamin is lost when grains are milled into flour and tends not to beaded back in. Therefore, processed grain foods such as bread, pasta, rice, breakfast cereal, and baked goods are not good sources of the B5 vitamin.
The B5 vitamin is the most effective when it is combined with other B vitamins especially thiamin or B1, riboflavin or B2, niacin or B3, pyridoxine or B6, and biotin. Along with these other B vitamins, the B5 vitamin is an integral part in a number of processes. The most important of these is the production of energy from food that is consumed and this is known as the Kreb's cycle. The B5 vitamin is also required for releasing energy from fats.
Interestingly, the B5 vitamin is also considered to be helpful in reducing stress. This is chiefly due to the fact that during periods of stress, the body produces more of certain hormones such as adrenalin and these require the B5 vitamin. There are many theories as to the benefits of the B5 vitamin but there is no need for the majority of people to actively seek out foods that are high in B5 as they are likely to be consuming far more than is needed already. There are no adverse effects to consuming too much B5 vitamin. | 1,012 | 554 | {
"id": "<urn:uuid:6d09c036-5e4a-486c-a3e8-294a650e8816>",
"dump": "CC-MAIN-2024-26",
"url": "https://geekzonebooks.com/library/PLRtxtTopdf/134K_articles_PDF/100_Fitness-Vitamins-Weight_Loss_And_Skin_Care_Articles/Vitamins/B5%20Vitamin.pdf",
"date": "2024-06-24T09:28:15",
"file_path": "crawl-data/CC-MAIN-2024-26/segments/1718198865348.3/warc/CC-MAIN-20240624084108-20240624114108-00363.warc.gz",
"offset": 233101533,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.999372661113739,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.999372661113739,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2535
],
"fw_edu_scores": [
2.453125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
❑ To develop a strong understanding of the world & to acquire scientific KUS
❑ To gain an understanding of scientific processes & the uses and implications of science, today and for the future
❑ To develop and use a range of skills including observations, planning and investigating
Key to show links: Chemistry (C) Biology (B) Physics (P)
❑ I will identify, name & describe the main parts of the human circulatory system (B)
❑ I will describe how living things are classified into broad groups according to common observable characteristics & similarities (B)
❑ Using fossils, I will recognise that living things have changed over time (B)
❑ I will identify how animals and plants are adapted to suit their environment in different ways (B)
❑ I will explain how light travels from light sources to our eyes (P)
❑ I will describe how components function and use recognised symbols when representing a simple circuit (P)
❑ I will describe the differences in the life cycles of mammals, amphibians, insects and birds (B)
❑ I will compare and group together everyday materials by their properties and explain how some changes result (P) (C)
❑ I will use knowledge of solids, liquids and gases to decide how mixtures might be separated (P) (C)
❑ I will identify the effects of air resistance, water resistance and friction (P) (C)
❑ I will describe the movement of the Earth, and other planets, relative to the Sun in the solar system (P)
❑ I will identify & describe the functions of different parts of flowering plants (B)
❑ I will identify that animals, including humans, need the right types and amount of nutrition (B)
❑ I will understand that humans and some other animals have skeletons and muscles for support, protection and movement (B)
❑ I will compare and group together different kinds of rocks (P)
❑ I will know what the process of fossilisation is (C)
❑ I will understand light and shadows (P)
❑
I will observe how magnets attract or repel each other (C)
❑ I will describe the simple functions of the digestive system & teeth in humans (B)
❑ I will explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment (B)
❑ I will compare and group materials together and observe that some materials change state (C)
❑ I will construct a simple series electrical circuit (P)
❑ To develop a strong understanding of the world & to acquire scientific KUS
❑ To gain an understanding of scientific processes & the uses and implications of science, today and for the future
❑ To develop and use a range of skills including observations, planning and investigating
Key to show links:
Chemistry (C)
Biology (B)
Physics (P)
❑ I will observe and describe how seeds and bulbs grow into mature plants (B)
❑ I will know that animals, including humans, have offspring which grow into adults (B)
❑ I will identify and compare the suitability of a variety of everyday materials for different uses (P)
❑ I will identify and name a variety of plants and animals in their habitats (B)
❑ I will identify, name and describe common plants & animals (B)
❑ I will identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense (B)
❑ I will identify, name, describe and compare different everyday materials (P)
❑ I will observe and describe weather associated with the different seasons (P)
❑ I will be able to choose and eat a range of healthy food and understand the need for variety of foods (B)
❑ I will be able to practise healthy living: exercising, eating, sleeping and good hygiene (B)
❑ I will be able to talk about plants and animals and how things occur or change over time (B)
❑ I will be able to wash and dry my hands (B)
❑ I will be able to talk about plants and different animals (B)
❑ I will be able to care for living things and the environment (B) | 1,592 | 876 | {
"id": "<urn:uuid:9b26a61b-6f1a-494b-a5a8-e3b5ffef8247>",
"dump": "CC-MAIN-2024-26",
"url": "https://www.dohabritishschool.com/wakra/wp-content/uploads/2022/07/Science-Curriculum-Road-Map-KS1-KS2.pdf",
"date": "2024-06-24T08:58:26",
"file_path": "crawl-data/CC-MAIN-2024-26/segments/1718198865348.3/warc/CC-MAIN-20240624084108-20240624114108-00366.warc.gz",
"offset": 627103579,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.995414137840271,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9955772757530212,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2356,
3892
],
"fw_edu_scores": [
3.90625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
ROTAVIRUS (ROE-ta-VI-rus)
What Is Rotavirus?
Rotavirus is a common virus that causes a mild to severe diarrhea in humans. Infants and young children in childcare centres and children's hospitals are most often infected. The virus is also a common cause of diarrhea in the elderly living in long-term care facilities and homes for older adults. Sometimes, the virus can cause traveller's diarrhea in healthy adults.
Symptoms & Duration: Symptoms include vomiting, watery diarrhea, and fever, which usually last 4 to 6 days. The virus can be spread to others before and after symptoms appear. The illness passes after a few days
Incubation Period: Symptoms appear about two days after being infected.
Recovery, Long Term Effects & Immunity:
Severe diarrhea in children can lead to dehydration. Dehydration signs include:
Thirst
Restlessness
Dry mouth and tongue
Dry skin
Irritability
Urinating less frequently
Fatigue or laziness
Dry diaper for several hours
Drinking enough water or other fluids is very important to avoid dehydration. Susceptibility is greatest between 6 and 24 months of age. Usually by three years of age most people have immunity to this virus.
How Is Rotavirus Spread?
This virus is spread in feces. An infected person can transfer the virus to people, surfaces, or objects by touching them if they did not wash their hands very well after they used the washroom. If another person touches the same surface or the infected person's hand and then touches their mouth, the virus could enter their body and they would be infected.
Rotavirus can also be found in a person's throat and lungs; and could spread through a cough or a sneeze. The virus can be spread to others before and after symptoms appear.
How Do You Prevent Rotavirus Infection?
Thorough hand washing is the best prevention. Wash your hands thoroughly after using the washroom, changing diapers, and before and after preparing or serving food. · Wash your hands when entering and leaving a healthcare facility or daycare setting.
Use a chlorine (bleach) based disinfectant on washroom surfaces and diaper change areas after each use. Many common (non-chlorine) disinfectants do not kill rotavirus.
People ill with rotavirus-like symptoms should not handle food or care for others until they are symptom free for 24 hours.
Oxford County Public Health & Emergency Services
Tel: 519.539.9800 Toll-free: 1.800.755.0394
www.oxfordcounty.ca/publichealth | 1,075 | 532 | {
"id": "<urn:uuid:5bcbf368-6104-4753-87b9-7f6bde4f18ca>",
"dump": "CC-MAIN-2020-05",
"url": "http://childcare.oxfordcounty.ca/Portals/13/IllnessandInfection/ROTAVIRUS%20PDF.pdf?ver=2012-02-16-104051-743",
"date": "2020-01-27T19:41:31",
"file_path": "crawl-data/CC-MAIN-2020-05/segments/1579251705142.94/warc/CC-MAIN-20200127174507-20200127204507-00371.warc.gz",
"offset": 34476774,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9979363679885864,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9979363679885864,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2447
],
"fw_edu_scores": [
3.515625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Website Evaluation Form
Directions: For each website you use, fill out this form completely, circling your response and filling in the required information. Be a savvy information consumer!!
Name/Title of the Site_______________________________________________________
Complete Site Address ______________________________________________________
Credibility: The quality and knowledge of the person who created the website
1. Who is the author of the site? ________________________________________________
2. What are his/her credentials, education, or experience that proves s/he has a background in the topic? _______________________________________________________________
3. What is the domain of this site (i.e., .com, .gov, etc.)? _________________ .gov, .edu, and .mil are the MOST reliable ** .com, .net, .org are LESS reliable
Can't tell
Can't tell
Accuracy: Freedom from mistakes or errors
4. Can facts, statistics, or other information be verified through other sources? In other words, have you seen the same facts on other websites or in books about the topic? (You will need to visit other sites or look at some print sources to verify these facts!!)
5. List at least one other site or print source that can verify the facts:____________________
________________________________________________________________________
6. Are there spelling and/or grammar mistakes on the page?
Yes No
Yes No
Reliability: The extent to which a source can be counted on to give objective, unbiased information
7. Does the source present a particular point of view or bias?
8. Is the information affiliated with an organization that has a particular political or social agenda?
Yes No
Yes No
Date: The time at which a source was published, produced, or last updated
9. When was the page created or last updated? _____________________________________
10. Is this a reasonable date for your topic?
(Some topics, like those in science, need to be as current as possible because the information changes; however other topics, like those in history, do not need to be as current since the information does not generally change too drastically.)
Can't tell
Yes No
Scope:The range of information on a given topic
11. Does this source have enough information to answer your research question?
12. Is it material that you can easily read and understand, so it’s not too technical, but also technical enough that it’s clearly not meant for elementary school kids?
Yes No
Yes No
Purpose: The reason the website was created
13. Was this website created to sell a product?
14. Was this website created to persuade you to think a certain way or do something?
15. Was this website created to entertain you?
16. Was this website created to inform you?
Yes No
Yes No
Yes No
Yes No
17. B
OTTOM
L
INE
: T
HIS SITE IS APPROPRIATE TO USE
. Yes No | 1,544 | 603 | {
"id": "<urn:uuid:990baa0d-9b0c-4580-aab7-ccad9a522f3a>",
"dump": "CC-MAIN-2020-05",
"url": "https://www.rjuhsd.us/site/handlers/filedownload.ashx?moduleinstanceid=2841&dataid=3614&FileName=Evaluating%20a%20Website%20Check%20Off%20Sheet.pdf",
"date": "2020-01-27T19:12:42",
"file_path": "crawl-data/CC-MAIN-2020-05/segments/1579251705142.94/warc/CC-MAIN-20200127174507-20200127204507-00354.warc.gz",
"offset": 1083686219,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9992244243621826,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9992244243621826,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2914
],
"fw_edu_scores": [
3.71875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
ALTERNATIVE TIMELINE – ALL INDIA MUSLIM LEAGUE
- FEBRUARY 1937 – As mandated by the Government of India Act 1935, provincial elections took place in the Indian Subcontinent. The Indian National Congress emerged in power in eight of the provinces. The All India Muslim League failed to form the government in any province.
- MARCH 1937 – The Indian National Congress ministries oppressed the Muslims and the League by rejecting the proposals of forming coalition Governments with any Muslim party, including the League.
- MARCH 1940 – All India Muslim League passes the historic Lahore Resolution.
- APRIL 1940 – Maulana Abul Kalam Azad elected as the President of Indian National Congress.
- JANUARY 1941 – Lord Linlithgow asked Muhammad Zafarulah Khan to function as the Viceroy's representative in the meetings of the League.
- JANUARY 1942 – India's Government appoints JahanaraShahnawaz as a member of the National Defense Council. Despite Muslim League asking League members to resign from the Defense Council Jahanara refuses. Quaid-i-Azam refuses the proposal of removing her from the League.
- MARCH 1942 – Japan invades Burma; and Rangoon falls to the hands of the Japanese. More than half a million Indians living in Burma take refuge in Bengal. Import of Burmese rice is cut-off into India.
- APRIL 1942 – Allied forces ordered to retreat from Burma into India. Leading to the demands of the military becoming the focus of official attention. The British under the "denial of rice" policy deny distribution of rice in the whole of eastern Bengal.
- AUGUST 1942 – At the Bombay session of the All-India Congress Committee, M. K. Gandhilaunched the Quit India Movement. While the League raised the slogan 'DIVIDE AND QUIT INDIA'.
- APRIL 1943 – Famine strikes Bengal and the government in Bengal led by A. K. FazlulHuq falls. A month later a Muslim League dominated Ministry is commissioned by the Governor of Bengal with Nazimuddin as the Prime Minister. Jinnah invites Huq to join the Bengal Provincial Muslim League, which Huq readily accepts, leaving KrishakPraja Party in the hands Abu HussainSarkar.
- JUNE 1943 – Lord Wavell succeeded Lord Linlithgow as the Governor-General and Viceroy of India.
- JANUARY 1944 – Quaid appoints Major Sardar Shaukat Hayat Khan as the Commander of the Muslim League National Guard. Shaukat Hayat Khan is also elected as the deputy Leader of Punjab League.
- SEPTEMBER 1944 – M. K. Gandhi held talks with Quaid-i-Jinnah to discuss the future of India, but no fruitful results came out because Gandhi did not accept the two-nation theory.
- OCTOBER 1944 – M. K. Gandhi made an historic speech focusing on HinduMuslim unity and denouncing All India Muslim League's proposal of a twonation theory on behalf of the Congress. This speech was seconded by Pandit Jawaharlal Nehru and SardarVallabhai Patel. Gandhi also brought forward the failure of his talks with Jinnah.
- MARCH 1945 – Governor's Rule imposed in the Province of Bengal.
- JULY 1945 – The Labour Party comes to power in the United Kingdom. Party leader Clement Attlee became Prime Minister replacing Winston Churchill. Ernest Bevin is the Foreign Secretary.
- AUGUST 1945 – With the bombings of Hiroshima and Nagasaki, the Japanese officially surrender to the Allied Forces – heralding the end of World War II.
- AUGUST 1945 – Sardar Vallabhai Patel assassinated on his way to Poona. | 1,729 | 809 | {
"id": "<urn:uuid:3333b49a-cc39-4025-8145-eb5f3a019784>",
"dump": "CC-MAIN-2018-47",
"url": "http://boscomun2018.com/AlternativeTimeline.pdf",
"date": "2018-11-19T13:44:55",
"file_path": "crawl-data/CC-MAIN-2018-47/segments/1542039745762.76/warc/CC-MAIN-20181119130208-20181119152208-00480.warc.gz",
"offset": 54373442,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9928417801856995,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.992360532283783,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1558,
2981,
3395
],
"fw_edu_scores": [
2.234375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Cherries are stone fruits in the rose family like peaches and apricots. The name comes from a Turkish town named Cerasus. A cherry tree has about 7,000 cherries, which can make 28 pies. Michigan has over 4 million cherry trees and they celebrate with the annual National Cherry Festival. There's a cherry pit spitting contest and the world record was set in 2003 at 93 feet.
Knock knock.
Who's there?
Cherry.
Cherry who?
Cherry oh. See you later.
What did the cherry tree say to the farmer?
Quit picking on me.
Cherry Pineapple Smoothie
Ingredients
1 cup cherries, frozen
1 cup pineapple, frozen chunks
1 cup orange juice
½ medium banana
½ cup plain Greek yogurt
Directions
Add orange juice to your blender first. Blend all ingredients together until smooth. Pour into glasses and enjoy!
Cherry Skillet Jam (makes about 1 cup)
Ingredients
1 pound fresh cherries, pitted and halved
3 tablespoons lemon juice
½ teaspoon lemon zest
¼ cup sugar
1 teaspoon cornstarch
2 tablespoon water
Directions
In a large skillet or frying pan, cook cherries, lemon zest, lemon juice and water on high heat until boiling. Reduce heat to medium and simmer about 8 minutes or until cherries are very soft. Add sugar and continue to cook about 3 to 5 minutes longer, stirring frequently until mixture has thickened and most of the liquid has evaporated. Stir cornstarch into 1 tablespoon water and stir into the skillet. Boil for 1 minute while stirring. Let the mixture cool, then transfer to a container and refrigerate up to 5 days.
* Cherries are fat-free, cholesterol-free and sodium-free.
* One cup of cherries is less than 90 calories.
* One cup of cherries has 3 grams of fiber, which helps in digestion, lowers cholesterol, controls blood sugar and can help with weight loss.
* Cherries are a good source of vitamin C, with 16% of the daily recommended value in one cup.
* Cherries also contain vitamin A, calcium, protein and iron.
* Potassium in cherries keeps the body functioning healthy. One cup of cherries has 260 mg of potassium.
* Cherries are one of the top antioxidant-rich foods.
* Anthocyanins in cherries give the fruit its red color and help protect the heart and surrounding tissues.
* Boron in cherries helps maintain calcium balance and promotes bone health.
* Research has found that eating cherries reduces pain and inflammation associated with arthritis and gout.
* Cherries contain melatonin, which regulates sleep cycles. | 1,077 | 570 | {
"id": "<urn:uuid:14913db6-ab67-4663-92bf-a54d7899e8e2>",
"dump": "CC-MAIN-2018-47",
"url": "http://cks.k12.hi.us/uploads/7/9/9/9/79997502/cherry_for_website.docx.pdf",
"date": "2018-11-19T14:37:27",
"file_path": "crawl-data/CC-MAIN-2018-47/segments/1542039745762.76/warc/CC-MAIN-20181119130208-20181119152208-00487.warc.gz",
"offset": 70740331,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9976784984270731,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9981295466423035,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
524,
1548,
2467
],
"fw_edu_scores": [
2.359375
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
1. Create a program which calculates the average of N random numbers taken from a uniform random number distribution. The program must run for Ν = 10, 100, 1000, 10000, 100000, 1000000 random numbers. Plot the mean value as a function of N (axis of N should be logarithmic). Describe your conclusions. As initial seed use your record number (as in all the following exercises).
2. Create a program which performs a random walk for N = 1000 steps. You will do that for two cases: (a) a one dimensional system, (b) a two dimensional system. The program should calculate the square displacement R 2 . Run the program for 10000 runs and find the mean square displacement, namely <R 2 >.
3. Use the program in the previous exercise to find the same thing, i.e. <R 2 > but now every 100 steps, from 0 to 1000. You will perform 10000 runs and find 10 points (one every 100 steps), of which every point will be the average of 10000 runs. Plot your results, namely <R 2 > vs. time. Use the least squares method as a fitting method to find the best straight line and the slope. Describe your conclusions.
4. Create a program which performs a random walk for N = 1000 steps in one dimension. Calculate the displacement R for these N steps and perform 100.000 runs. Find the mean displacement <R>. Find the distribution of R. Do the same for N = 500 steps and find the distribution as well. Plot the distributions for both N values in the same graph. What are you conclusions from the two curves?
5. In the file stud_grades.dat are the grades of 10000 students who took an exam in a class. The grade range is from 0 to 20.
a. Create a histogram where x-axis represents the grades in integer values and y-axis represents the frequency for each grade.
b. Create a second histogram where x-axis represents the grades in decimal values of 1 digit precision and y-axis represent the frequency for each grade. (If a grade belongs in the interval [17.95, 18.04] then it is stored as 18.0, if it belongs in the interval [18.05, 18.14] it is stored as 18.1 etc)
c. Calculate the mean value of the distribution
d. Calculate the standard deviation of the distribution
6. Create a program which generates a 2 dimensional lattice of size 1000 x 1000. In this lattice place at random positions a number of trap molecules with concentration c. Place one particle at a random position on the lattice and let it perform a random walk as in the previous exercises. In this walk you will not place a time restriction, i.e. you will not declare a specific number of steps. The walk will stop when the particle falls on a trap. The time required for this is the trapping time. Perform 100000 runs, save the trapping times and make the distribution of these times.
Beware of boundary conditions. When the particle reaches the borders of the lattice it shouldn't be allowed to fall outside but to remain in the lattice, either by returning on its former position or by being placed in the opposite site of the lattice.
Run this program for c = 10 -2 and 10 -3 . Put both distributions on the same graph. Describe your conclusions. | 1,298 | 726 | {
"id": "<urn:uuid:62bd0200-81d0-4434-9766-ac1be66bdb4b>",
"dump": "CC-MAIN-2018-47",
"url": "http://kelifos.physics.auth.gr/COURSES/NanoPostGraduate_EN.pdf",
"date": "2018-11-19T14:26:57",
"file_path": "crawl-data/CC-MAIN-2018-47/segments/1542039745762.76/warc/CC-MAIN-20181119130208-20181119152208-00485.warc.gz",
"offset": 175597649,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9932084381580353,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9935067892074585,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2144,
3098
],
"fw_edu_scores": [
4.0625
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
The Nobel Peace Prize
A Prize for Peace
Awarding the Nobel Peace Prize
The Nobel Peace Prize is a special prize given each year to a person or group that has made a major contribution to world peace. The prize is named after Alfred Nobel, a scientist who lived in the 19th century.
The Man Behind the Prize
Alfred Nobel was born on October 21, 1833 in Sweden. Like his father, he was an inventor. He became rich and famous by inventing dynamite, an explosive used in building roads, railways and canals. He was saddened, however, to realize his invention could be used to make weapons for war.
He therefore decided to use the money he had earned from dynamite to give five international awards each year. Four awards were for people who had contributed to the fields of chemistry, physics, medicine and literature. The fifth, the Nobel Peace Prize, was for the person who had most advanced the cause of world peace. Later, in 1969, a Nobel Prize for economics was established.
COMPREHENSION QUESTIONS
1. What's the Nobel Peace Prize?
2. Who is it named after?
3. When did Alfred Nobel live?
4. When and where was he born?
5. What kind of work did his father do?
6. How did Nobel become rich and famous?
7. Why was he saddened?
8. What did Nobel do with his money?
9. How many Nobel Prizes are there?
10. What are they?
Alfred Nobel died in 1896. After his death, the Nobel Foundation was set up to give out his awards. The first Nobel Peace Prize was awarded in 1901.
Each year, the names of all the Nobel Prize winners are announced in October. The Nobel Peace Prize is awarded on December 10th - the anniversary of Alfred Nobel's death. The winner is decided by a special committee of five people from Norway. People from around the world are invited to nominate candidates who they think should be awarded the prize.
The Nobel Peace Prize can be given to either a person or an organization. It can also be shared by several people. The same person can even win twice. The prize itself consists of a gold medal, a diploma and a cash award of $1,000,000 (one million dollars).
Alfred Nobel's Legacy
Today, Alfred Nobel is famous for the six annual prizes that are given in his name. Although he invented a terrible explosive which is used in war, he hoped that his peace prize would help to promote a more peaceful world. Now, each year, people around the globe look forward to see who will be chosen to receive this famous peace prize.
11. When did Alfred Nobel die?
12. When was the first Peace Prize awarded?
13. When are the Nobel Prizes announced?
14. Why is the Nobel Peace Prize awarded on December 10 th ?
15. Who chooses the peace prize winners?
16. Who can be given the Peace Prize?
17. What does the prize consist of?
18. What is Alfred Nobel famous for today?
19. What did he hope?
20. What do people look forward to? | 1,201 | 645 | {
"id": "<urn:uuid:58b1e9db-a463-4114-adde-dfae5b3595a1>",
"dump": "CC-MAIN-2022-05",
"url": "http://newsmanager.commpartners.com/tesolc/downloads/features/2020/Ancillary%20Docs/2020-07_Nobel%20Peace%20Prize_Appendix%20B.pdf",
"date": "2022-01-20T08:27:21",
"file_path": "crawl-data/CC-MAIN-2022-05/segments/1642320301730.31/warc/CC-MAIN-20220120065949-20220120095949-00486.warc.gz",
"offset": 51449545,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9992726445198059,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9992726445198059,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2844
],
"fw_edu_scores": [
3.21875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
COVERERS
Discovering the joy
of knowing Jesus
Week 53 The Drought [1 Kings 17:1-16]
Series:
Elijah
Application:
We may have to do hard jobs for God, but He will help us.
Memory Verse:
“ The Lord alone is God.” 1 Kings 18:39 (Elijah’s name means ‘The Lord is God’)
Preparation Notes
The people of Israel had split into two kingdoms: Israel to the north and Judah to the south. On occasion the people would turn back to God, but mostly they were sinful and rejected Him. During this time God raised up prophets to warn the people about the consequences of their sin and to encourage them to turn back to Him.
One such prophet was Elijah.
Ahab was the king of Israel at that time. He reigned for 22 years and was very evil. He married a woman called Jezebel from a place called Sidon. She worshipped a false god called Baal, who was supposed to be the god of fertility and the weather. Jezebel was a wicked queen who encouraged Baal worship in Israel and even put many of God's prophets to death. Things had reached an al-time low.
Elijah said to King Ahab," As the Lord, the God of Israel lives, whom I serve, there will be neither rain nor dew in the next few years except at my word." God sent a drought on the land of Israel to show the wicked king and his people that only He had control over the weather.
God told Elijah to go east and hide near the river Jordan, where ravens brought him bread and meat every morning and evening and he drank from the brook. Some time later, the brook dried up because there had been no rain, so God told Elijah to leave Israel and go to a town called Jarapheth in Sidon, where a widow would supply him with food.
When Elijah arrived at the town gate, the widow was there gathering sticks. He asked her if she would give him some water and bread. She told him that she only had a handful of flour and a little oil, which she was going to use to make bread for her and her son. When that was gone they would starve. Elijah told her not to be afraid, but to go home and make the bread, bring him some first and then eat the rest with her son. God would not let the oil and flour run out until the rains came back again.
The widow did as Elijah had said and the flour and oil did not run out. She was able to feed Elijah, her son and herself.
Learning Points (Discoverers 1)
* Elijah was a prophet.
* God fed Elijah when there was no food.
Learning Points (Discoverers 2)
* Evil King Ahab and his wife Jezebel ruled Israel.
* Elijah, the prophet, told him there would be a drought.
* God fed Elijah.
Learning Points (Discoverers 3)
* Evil King Ahab and his wife Jezebel ruled Israel. They worshipped Baal.
* Elijah, the prophet told him there would be a drought.
* God provided for Elijah.
* God provided for others who helped him.
Discoverers 1
Bible Bit.
Have a glove-puppet raven come and feed the children breadsticks as you tell the story.
Suggested Activities.
Use the sheet DWK53:1. Colour the raven and stick beneath it pictures of food cut from magazines.
Discoverers 2
Bible Bit.
Tell the story using the 'fuzzy felt' flannel board. The Teacher's Manual, which accompanies these resources, outlines this story on page 121. It also has some tips for using the resource in the introduction.
Suggested Activities.
Make finger-puppet ravens carrying the memory verse for this series on Elijah, see example DWK 53:2.
Discoverers 3
Bible Bit.
Tell the story with a variety of props. Use a raven puppet that drops food on the children (crackers or something non-sweet and nonmessy). A mock-up of an oven into which a mixture of oil and flour is placed, and out which a (previously purchased) loaf is produced. The mixture can be recycled to produce another loaf etc.
Don't be tempted to use slight of hand to reproduce this miracle (it can be done) this will lesson the impact of the truly miraculous nature of God's act.
Suggested Activities.
Make the 'fluffy' ravens shown in DWK 53:3.
Talk time.
⚫ Does God ask us to do anything hard for Him?
* What sort of help do we get from Him?
Prayer and worship. | 1,674 | 996 | {
"id": "<urn:uuid:96c35b34-e72c-458d-956d-80e0b0e6e871>",
"dump": "CC-MAIN-2022-05",
"url": "https://www.harrogate-mcc.com/wp-content/uploads/2021/11/Elijah-1-The-Drought-1.pdf",
"date": "2022-01-20T08:16:11",
"file_path": "crawl-data/CC-MAIN-2022-05/segments/1642320301730.31/warc/CC-MAIN-20220120065949-20220120095949-00483.warc.gz",
"offset": 867600031,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9971733887990316,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9975900650024414,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2181,
3761,
4106
],
"fw_edu_scores": [
2.953125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Retail Food Establishments: Major Food Allergens and Labeling
Regulation 61-25: Retail Food Establishments
scdhec.gov/food
Allergens and Labeling
in a retail food establishment
þ Packaged Grab-and-Go food items require an allergen listing on the labels.
þ Bulk unpackaged food items require an allergen listing in plain view.
þ Fresh, unprocessed produce, meats, and eggs do not require an allergen listing on the labels.
Regulation 61-25
Citations that apply to major food allergens and food labels
1-201.10(B)(64)—Major Food Allergens
2-102.11(C)(9)—Knowledge of Person in Charge (PIC)
3-602.11—Food Labels
Public Health Reasons
Providing the name of the food source on the label of packaged foods alerts consumers to the presence of a major food allergen and may prevent an unintended exposure.
Millions of Americans have food allergies and may experience adverse reactions to products that have food allergens. Most reactions cause mild symptoms, but some are severe and may even be life-threatening. There are eight (8) major food allergens.
þ Milk
þ Eggs
þ Shellfish* (e.g., crab, lobster, shrimp)
þ Tree Nuts* (e.g., cashews, pecans, almonds, walnuts)
þ Peanuts
þ Wheat
þ Fish* (e.g., bass, cod, flounder, salmon)
þ Soy
Foods packaged in a retail food establishment, as grab-and-go items, must have proper labeling for consumer awareness to include the following information:
þ Common name of the food or a statement that adequately describes the product. (e.g., "Zigzags" are cream filled cakes)
þ Name and place of business.
þ Name of the food source for each major food allergen contained in the food in at least one of the following ways:
ú After the word "contains". (e.g., Contains: Soy and Egg)
ú In parentheses after the ingredient name. (e.g., Ingredients: Flour (wheat))
ú In the list of ingredients. (e.g., Ingredients: Milk, sugar, almonds)
ú A disclaimer that any major food allergen may be contained in the food.
* The specific type of tree nut, fish, and shellfish must be declared on the label.
Bulk unpackaged food items that are available for consumer self-dispensing must have the following information prominently displayed:
þ Manufacturer's label that was provided with the food.
þ A card, sign, or method of notification that includes the common name of the food or an adequate description of the product. (e.g., "FiddlePiddle" is caramel popcorn with peanuts.)
þ The name of the food source for each major food allergen contained in the food or a disclaimer that any major food allergen may be contained in the food. | 1,182 | 603 | {
"id": "<urn:uuid:0fda6dea-2ab0-4b62-b878-7b6a19d207a2>",
"dump": "CC-MAIN-2024-30",
"url": "https://dc.statelibrary.sc.gov/server/api/core/bitstreams/cfe48045-47ed-49b6-a89a-2faf25610401/content",
"date": "2024-07-23T20:56:43",
"file_path": "crawl-data/CC-MAIN-2024-30/segments/1720763518115.82/warc/CC-MAIN-20240723194208-20240723224208-00853.warc.gz",
"offset": 165323446,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9853914380073547,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9853914380073547,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2564
],
"fw_edu_scores": [
2.09375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
THE TOWER RAVENS
115
116
UNTERLAGE FÜR SCHÜLERINNEN
THE TOWER RAVENS
Read the text about the Tower Ravens. There are seven gaps. Then find out where the sentences below (1 – 9) should go.
Write the number of each sentence in the spaces in the text.
Be careful – two of the sentences do NOT belong to the text!
You will find the underlined words at the bottom of the page.
(1) although ravens sometimes attack tourists
(2) but not so in the Tower of London!
(3) but was told that if this really happened a great disaster would hit London and the King would even lose his throne.
(4) one of their wings is regularly clipped by the Raven Master.
(5) Perhaps we have to go back to the 17 th century to find the answer!
(6) So although ravens have a long life
(7) They also enjoy an egg once a week,
(8) tourists often wonder what these big birds are doing in the Tower
(9) who ruled England from 1660 to 1685
UNTERLAGE FÜR SCHÜLERINNEN
The Tower Ravens
No one knows when ravens first came to the Tower of London, but there are a lot of stories and legends about them. Usually ravens are birds that are said to bring bad luck, One of the legends says that at least six ravens must stay in the Tower, or both Tower and Monarchy will fall. But who started the tradition of keeping ravens in the Tower?
In the times of King Charles II, , a famous astronomer called John Flamsteed watched the stars from the top of the White Tower right in the centre of the Tower of London at night. He complained 1 to the King that he couldn't do his work properly because ravens were always flying round the tower. So the King wanted all ravens round the Tower to be killed, When the King heard this he changed his mind and passed an order that at least six ravens should be kept in the Tower at all times. One of the guards of the Tower, a so-called Yeoman Warder, was to look after the birds and make sure that they didn't fly away.
So even today, after more than 300 years, a Yeoman called Raven Master cares for this very special attraction. At the moment there are seven ravens, the six that are necessary and one spare raven just in case! To make it impossible for the birds to fly away . This does not hurt the ravens, but as the birds cannot balance their flight they don't fly a lot but rather hop around in the grass. If you are lucky you can watch the Raven Master feed the birds. Ravens are certainly not vegetarians. They consume about one and a half kilos of meat every week, plus special bird biscuits. and sometimes they get a dead rabbit which they eat with its fur.
The oldest raven that lived at the Tower died at the age of 44. the Tower has started a successful breeding programme 2 for the ravens. 17 chicks are waiting for a place at the Tower should one of the ravens there die or manage to escape 3 .
For more fascinating information about the history of the Tower of London visit their website at www.hrp.org.uk!
1 to complain – sich beklagen
2 breeding program – Zuchtprogramm
3 to escape – entkommen
117
118
LÖSUNG
The correct order is: 2 - 5 - 9 - 3 - 4 - 7 - 6
The Tower Ravens
No one knows when ravens first came to the Tower of London, but there are a lot of stories and legends about them. Usually ravens are birds that are said to bring bad luck, but not so in the Tower of London! One of the legends says that at least six ravens must stay in the Tower, or both Tower and Monarchy will fall. But who started the tradition of keeping ravens in the Tower? Perhaps we have to go back to the 17th century to find the answer!
In the times of King Charles II, who ruled England from 1660 to 1685, a famous astronomer called John Flamsteed watched the stars from the top of the White Tower right in the centre of the Tower of London at night. He complained to the King that he couldn't do his work properly because ravens were always flying round the tower. So the King wanted all ravens round the Tower to be killed, but was told that if this really happened a great disaster would hit London and the King would even lose his throne. When the King heard this he changed his mind and passed an order that at least six ravens should be kept in the Tower at all times. One of the guards of the Tower, a so-called Yeoman Warder, was to look after the birds and make sure that they didn't fly away.
So even today, after more than 300 years, a Yeoman called Raven Master cares for this very special attraction. At the moment there are seven ravens, the six that are necessary and one spare raven just in case! To make it impossible for the birds to fly away one of their wings is regularly clipped by the Raven Master. This does not hurt the ravens, but as the birds cannot balance their flight they don't fly a lot but rather hop around in the grass. If you are lucky you can watch the Raven Master feed the birds. Ravens are certainly not vegetarians. They consume about one and a half kilos of meat every week, plus special bird biscuits. They also enjoy an egg once a week and sometimes they get a dead rabbit which they eat with its fur.
The oldest raven that lived at the Tower died at the age of 44. So although ravens have a long life the Tower has started a successful breeding programme for the ravens. 17 chicks are waiting for a place at the Tower should one of the ravens there die or manage to escape.
For more fascinating information about the history of the Tower of London visit their website at www.hrp.org.uk! | 2,035 | 1,339 | {
"id": "<urn:uuid:5b3db4c1-da83-44d5-81f9-b73391711835>",
"dump": "CC-MAIN-2024-30",
"url": "https://www.oesz.at/fileadmin/external_import/oeszatdb17/300.pdf",
"date": "2024-07-23T21:15:23",
"file_path": "crawl-data/CC-MAIN-2024-30/segments/1720763518115.82/warc/CC-MAIN-20240723194208-20240723224208-00860.warc.gz",
"offset": 780113855,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9991044600804647,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9991311430931091,
"per_page_languages": [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
21,
910,
3024,
5458
],
"fw_edu_scores": [
3.90625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Remember when…? – Cheating on the bus
Description
OK, i have to admit, i have not always been the perfect angel when i was a kid. But i am sure i am not the only one, right? We have all done a few things that were ... let's say ... not the most honest ones, even though they had little consequences in the end. That is what i did when i was taking the bus in Montreal.
Student rate
The fare for a bus ride was different for a child, and an adult. There was also the student rate, which was the same as the child rate but for that, you had to have a bus pass. When we reached 13 years old, we needed to get a special pass, at the beginning of the school year, to present when boarding the bus to pay that rate, otherwise, it was adult fee.
Paying with money
Now, to go on the bus, you have to buy tickets somewhere and only pay with that ticket or a month pass if you have one. But back then, we would pay with money. Early on, you could even get some change from the bus driver if you didn't have the exact amount to pay. Then, that changed to save time and work for the bus driver (and the passengers waiting behind you).
Safe place to pay
When i was taking the bus, as a student, i should have been paying 25 cents for the ride, and i had to put that money in the little glass box that had several levels where the coins would bounce, in order to prevent anyone from putting their hands in and grabbing money. This made a familiar sound of coins bouncing off metal pieces.
I can't count
If i was paying with a 25 cent coin, the bus driver would clearly hear ONE coin going down the chute. But if i was to put 5 nickels, the sound of 5 coins would make it impossible to actually "count" them. That is where i tried cheating: instead of 5 coins, i would put only 3 or 4, saving me 5 or 10 cents every time. If, at the time, the box was almost empty, the driver had the chance to see the coins as they landed at the bottom, and occasionally, would point out that i didn't pay the full 25 cents. My reply then was "Oops... i thought i grabbed 5 in my pocket" and of course, i would add the missing ones.
I saved
I admit, it was not the most honest thing to do, but at least, it didn't seem to have any DIRECT consequence on anyone: the bus driver was still paid, and i probably saved a few dollars over the years, 5 or 10 cents at the time. Do you think they can still come after me, 40 years later?
How about you? Do you have a story of a long time ago, when you (or your friends) cheated the system a bit without hurting anyone or anyone's property? Share those stories and if you prefer, say it was a "friend" who did it!
Date Created February 23, 2015 Author myclone | 944 | 650 | {
"id": "<urn:uuid:78fa3f3b-e5b3-4288-96ff-0629b24d985b>",
"dump": "CC-MAIN-2024-30",
"url": "https://scrapbookcampus.com/2015/02/remember-when-cheating-on-the-bus?action=genpdf&id=6360",
"date": "2024-07-23T20:53:16",
"file_path": "crawl-data/CC-MAIN-2024-30/segments/1720763518115.82/warc/CC-MAIN-20240723194208-20240723224208-00863.warc.gz",
"offset": 441211264,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9990469515323639,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9991167187690735,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1482,
2682
],
"fw_edu_scores": [
2.890625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Jeffco Family Physical Activity Calendar
Is there a special occasion this month? Celebrate birthdays or anniversaries with something active such as a hike, volleyball game, or a Frisbee match.
Day 1
Day 2
Day 3
ABC Walk Go for a walk and look for things that begin with different letters of the alphabet.
Day 8 Add On Movement Fun! Do one movement, then your partner repeats it but adds on one more, then you do your first movement, your partners' and then add on.
The Floor is
Lava!
washcloths, towels or pillows
around the room and jump from
one to another.
Movement
Sequence
Create a movement
sequence – hop, twist, reach –
and then do it together. Say the
words as you do the motions. .
Day 28 No Hands! Pick up a ball from the floor without using your hands. Are you able to put it in a bowl or other container?
Partner
Day 4
Day 6
Day 7
Sock Ball
Day 5 Tag, You're it!
Video
Challenge! Sit
ChallengeBall
Movement
Day 14
Day 20
Day 27
| Day 9 Scavenger Hunt Go for a walk looking for items in your neighborhood. Use this resource as a guide. | Day 10 Go Bowling! Create your own bowling pins and course, using empty water bottles or plastic cups. Grab a ball and start rolling to knock over the “pins”! | Day 11 Aerobics! Try doing 10 each of the following activities: jumping jacks, squats, lunges, sit ups, push ups. | Day 12 Hide and Seek Play a few games of hide and seek! Who can fni d the best hiding spot? | Day 13 Active Charades Act out different sports/activities and have your family guess what you’re acting out. |
|---|---|---|---|---|
| Day 16 Family Walk Before or after dinner head out as a family to walk around the neighborhood. Aim to walk for at least 15 minutes to begin. | Day 17 Keep in Going How many times can you throw a ball (or sock ball) back and forth with a partner? How long can you keep a balloon in the air? | Day 18 Obstacle Course! Find items around your house to create an obstacle course. Check out this video for ideas. | Day 19 Full body rock, paper, scissors. Rock-curl into a ball. Scissors- stand with legs and arms apart. Paper- stand with feet/arms together. Best of 3 wins! | Day 19 Extra Steps: Park farther away and count the number of steps from the car to your destination. Write it down and see if you can park even farther away on your next stop. |
| Day 22 Family Fun Day Head out to the park, go swimming or go biking as a family. | Day 23 Crank The Music and Boogie Down Try turning off the lights and using a falshlight as a strobe light. | Day 24 Play Ball! Grab any ball you have around the house and play! Kickball, baseball, football, basketball, volleyball, etc. | Day 25 Limbo! Use a jump rope, pole or even some string or yarn to limbo under. Who can go the lowest? | Day 26 Crab Clean Up Tidy up while walking like a crab! Carry items on your belly across the room to put them away. |
| Day 29 Wake and Shake When you wake up in the morning, shake your body for 10 seconds. Then jump up and down 10 times. | Day 30 Simon Says Choose one person to be “Simon” and everyone else has to do what Simon says, but only when he/she says “Simon Says” frist. | Day 31 Handshake Using your entire body, make up a handshake with each person in your family – try to really add a lot of movement. | TIP: Aim for 30-60 minutes of activity daily. If you don’t have 30-60 minute blocks of time, break up activity into smaller blocks of time. | | | 1,468 | 881 | {
"id": "<urn:uuid:e29b0372-b523-4c16-8a4d-f416ec4043ba>",
"dump": "CC-MAIN-2024-30",
"url": "https://resources.finalsite.net/images/v1713068377/jeffcopublicschoolsorg/wj7ot5cufvvej4u95yhc/jeffco-family-physical-activity-calendar.pdf",
"date": "2024-07-23T20:04:27",
"file_path": "crawl-data/CC-MAIN-2024-30/segments/1720763518115.82/warc/CC-MAIN-20240723194208-20240723224208-00867.warc.gz",
"offset": 424469976,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.998706042766571,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.998706042766571,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3430
],
"fw_edu_scores": [
3.6875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Roadmap Schedule for Your School Year
The program is designed to start towards the beginning of each school year, in September or October, with meetings scheduled every other week: 2 meetings per month, over the course of 6-7 months. The program can be started later in the year, with meetings held weekly. Meetings are designed to be appropriately 45 minutes in length.
We recommend meeting on the same day of the week at the same time so that team members can plan other activities around a pre-set schedule.
You can make adjustments to the schedule to fit your needs and school calendar. An overview is provided below with short descriptions of each meeting.
Introduction to TraffickSTOP
The team will get to know each other, establish the group environment, and facilitators will provide an overview of the TraffickSTOP program.
Understanding the Issue
Team members explore the scope of the problem and other basic information about human trafficking and discuss best practices for reporting.
Relationships in the Digital Age
Team members learn how relationship dynamics can develop online and in person. The negative consequences of sexting will also be discussed, as well as signs of abuse, teen dating violence, and cyberstalking.
Safe at Home, Safe Online
Team members learn practices and principles that can help to keep them safe online (which will build habits for safe behaviors offline as well), and discuss what to do if they are uncomfortable or feel unsafe.
Page 01/03
Protecting Your Online Presence
Team members learn about securing their identity and information online and explore what data is collected by apps and websites.
Avoiding Misinformation
Team members learn to differentiate between true and false information, and how misinformation can impact our perception of human trafficking.
Spotting Suspicious Behavior
Team members learn how perpetrators of human trafficking and other crimes manipulate victims to include grooming.
Setting Healthy Boundaries
Team members develop skills that can be used to set boundaries and discuss how doing so will help them build healthy relationships.
Gauging Community Risk
Team members learn how human trafficking affects their communities, what work is being done to prevent it, and what resources are available to assist victims.
The Big Picture
Team members connect information from previous meeting plans within the context of human trafficking by discussing risk factors and prevention tactics.
Hear from the Experts
This meeting includes a guest speaker or panel discussion with law enforcement, victim services providers, survivors, or others task force members.
Planning Your Awareness Week
Students brainstorm ways to engage their school and local task force partners on the topic of human trafficking and continue to prepare their Human Trafficking Awareness event(s).
Human Trafficking Awareness Week
The last part of the TraffickSTOP program is an awareness week with one or more activities or events designed and organized by students to raise awareness about human trafficking in their schools and communities. The goal of Human Trafficking Awareness Week is to share the information they've learned with the larger student body.
Page 02/03
Abridged Schedule
While the TraffickSTOP program is designed to run during the whole school year, it can be implemented within a shorter period of time. TraffickSTOP was developed to be flexible and work with any school schedule. Scheduling conflicts or unforeseen circumstances (like snow days) may arise and cause changes to the program timeline. If your school plans to implement TraffickSTOP during part of the school year, here are a few recommendations for abridging the schedule.
* The meeting plans about online safety, "Safe at Home, Safe Online" and "Protecting Your Online Presence" can be combined into one meeting. You can cover some discussion questions from each of the meeting plans and can choose one of the activities from the Learning in Action sections. You can also choose one and skip the other, especially if students are provided with education on these topics within their core curriculum.
* "Relationships in the Digital Age" and "Setting Healthy Boundaries" can also be combined.
* The "Hear from the Experts" meeting plan can be incorporated into the Human Trafficking Awareness Week activities. Alternatively, a guest speaker with subject matter expertise or lived experience can be invited to participate during the "Understanding Human Trafficking" or "Gauging Community Risk" meetings.
These are suggested schedule adjustments, but you can make other adjustments to the program timeline based upon students' needs and your school year calendar. There is additional guidance on implementing the program with an abridged schedule at the end of this document.
Page 03/03 | 2,031 | 906 | {
"id": "<urn:uuid:d7570a1e-1dd4-4e48-94d7-2f27be239ac8>",
"dump": "CC-MAIN-2024-30",
"url": "https://www.traffickingstop.org/wp-content/uploads/2024/07/School-Year-Roadmap-2024.pdf",
"date": "2024-07-23T21:20:40",
"file_path": "crawl-data/CC-MAIN-2024-30/segments/1720763518115.82/warc/CC-MAIN-20240723194208-20240723224208-00866.warc.gz",
"offset": 885832708,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9977696736653646,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9981564283370972,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1497,
3252,
4858
],
"fw_edu_scores": [
2.921875
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
GMO Cassava Can Provide Iron, Zinc to Malnourished African Children
By Alex Berezow, PhD — February 11, 2019
In poor parts of the world, people may rely on a single staple crop to meet a substantial proportion of their energy requirements. For example, those who live in southeast Asia rely heavily on rice. Many denizens of Africa rely on cassava, a tuber somewhat reminiscent of a potato.
In the United States, cassava is mainly associated with tapioca, which is used in pudding or bubble tea. However, in Africa, cassava is essential for survival: About one-third of sub-Saharan Africans rely on it for more than half of their caloric intake.
The trouble with cassava, however, is that it is nutrient-poor. Partially as a result, iron and zinc deficiencies are common in Africa. Iron deficiency results in anemia, zinc deficiency in susceptibility to death by diarrhea, and each is also associated with impaired cognitive development. Breeding better varieties of cassava that absorb and store more of these nutrients is made difficult by a lack of genetic diversity. So, scientists have turned to biotechnology.
GMO Cassava Can Help Treat Iron and Zinc Deficiency
An international team of researchers, including scientists affiliated with the USDA, have genetically modified cassava to contain much higher levels of iron and zinc than the non-transgenic variety. They used two genes from thale cress (Arabidopsis thaliana), a pathetic looking plant that happens to be one of the most studied organisms in all of biology. The first gene was a derivative of IRT1 [2], which encodes an iron transport protein. The second, FER1 [3], encodes ferritin, an iron storage protein.
Modifying the plant with these two genes increased not only iron levels but zinc levels, as well.
(See figure below. The left panel depicts iron levels; the right panel depicts zinc levels. The controls are on the left side of each panel; the others are experimental plants.)
The authors further assessed the effects of processing on nutrient retention. Cassava is not eaten raw. Instead, it is often turned into garri [4] or fufu [5], and some iron and zinc are lost in this process. Using this data, combined with food consumption patterns, the authors estimate that their genetically modified cassava could provide up to 50% of the dietary requirement for iron and up to 70% for zinc in children aged 1 to 6 years, as well as non-lactating, non-pregnant women.
One wonders how the anti-GMO movement could oppose something like this. But given their hostility to Golden Rice, which has been genetically modified to contain a vitamin A precursor to prevent blindness, they usually find a way. For the sake of African children, let's hope they aren't successful.
Source [6]: Narayanan Narayanan, et al. "Biofortification of field-grown cassava by engineering expression of an iron transporter and ferritin." Nature Biotechnology 37: 144-151. Published: 28Jan-2019. DOI: 10.1038/s41587-018-0002-1
COPYRIGHT © 1978-2016 BY THE AMERICAN COUNCIL ON SCIENCE AND HEALTH
Source URL: https://www.acsh.org/news/2019/02/11/gmo-cassava-can-provide-iron-zinc-malnourished-africanchildren-13805
Links
[1]
https://upload.wikimedia.org/wikipedia/commons/1/1e/A_woman_washes_cassava_in_rural_DRC_(7609952020).jpg
[2] https://www.uniprot.org/uniprot/Q38856
[3] https://www.uniprot.org/uniprot/Q39101
[4] https://en.wikipedia.org/wiki/Garri
[5] https://en.wikipedia.org/wiki/Fufu
[6] https://www.nature.com/articles/s41587-018-0002-1 | 1,769 | 844 | {
"id": "<urn:uuid:41be218d-8cfe-4b68-8f53-ef02ef69a4c1>",
"dump": "CC-MAIN-2020-50",
"url": "https://www.acsh.org/printpdf/13805",
"date": "2020-11-23T17:25:40",
"file_path": "crawl-data/CC-MAIN-2020-50/segments/1606141163411.0/warc/CC-MAIN-20201123153826-20201123183826-00428.warc.gz",
"offset": 591067655,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9787069857120514,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9902843832969666,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1780,
3508
],
"fw_edu_scores": [
2.71875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
February 2, 2020
Communique Flood Safety Information
Vancouver Island BC has been experiencing severe flooding and the FNHA would like to provide some information for First Nations communities to stay safe and be prepared during this time. This information is from the FNHA Environmental Public Health team.
During Flooding:
* If flood waters cover your sewage disposal field, stop using the sewage system
* If power goes out, keep the door closed on the fridge/freezer and keep food inside it. This will hold the temperature for a period of time (up to about 12h for a fridge, 24h for a half-full freezer, and up to 48h for a full freezer).
* Wash hands with soap and water if you come in contact with flood water. It's very possible that it's been contaminated
* Stay away from flood waters and fast-moving rivers
After Flooding:
* Confirm with community or emergency officials prior to returning to your home
* During emergency events, water supplies can become contaminated. The safety of your water is largely dependent on where it comes from. Please see below on surface water and well safety information
* Precautions should be taken after a flood or when food comes into contact with flood waters. It is hard to make food safe to eat once it has been exposed to flood waters that are heavily contaminated.
T 250.924.6125
F 250.924.6126
www.fnha.ca
Water Safety
If you have your own water intake from a stream or a domestic well, there are things you can do to minimize impacts to your water system before a flood.
Surface water supplies
You can help protect your water supply and the water supplies of downstream users by moving all pesticides, chemicals (including disinfectants for water treatment) and other contaminants to an elevated location so they don't get flushed away or dissolve in flood waters.
You can protect private surface water intakes by placing sandbags around them. This may minimize damage during a flood when debris in streams may be greater than normal. Extreme caution should be used when working around creeks and rivers. Flowing water can present a drowning hazard in some situations.
Wells
If you have a domestic well, ensure that your wellhead is protected with a surface seal and a cap. A registered well-driller is required to do this work.
https://www2.gov.bc.ca/gov/content/environment/air-land-water/water/groundwater-wellsaquifers/groundwater-wells/information-for-well-drillers-well-pump-installers
Be ready to turn off the electricity to your well pump just prior to the flood. Since water supplies can be impacted by flooding, ensure that you have at least a 72 hour supply of water on hand.
You can either store bottled water which can be purchased from the store in advance or fill clean plastic milk jugs or other containers.
Water Safety Source: http://www.health.gov.bc.ca/emergency/pdf/preparing-for-a-flood.pdf
Food Safety after a Flood
If exposed to flood waters, destroy:
* Foods packaged in containers that are not waterproof
* Bottled drinks and home preserves, which may be difficult to clean & sanitize under caps, lids or sealing rings
* Canned goods that:
- Appear to have a broken seal
- Show signs of bloating or seepage
* Any previously-opened packaged foods
Commercially-canned foods in good condition may be salvaged by
1. Removing the label
2. Washing the can in warm soapy water and then rinsing
3. Sanitizing in a solution of 40 mL of regular household bleach in 1 litre of water (approx. 5 ounces or 10 tablespoons of bleach per gallon of water)
4. Marking the contents on the food container if it will not be used right away
Discard food that:
* Is unpackaged and was exposed to flood waters, including fresh fruit and vegetables
* Was not temperature controlled (warmer than 4oC for more than 2 hours), whether or not it was exposed to flood water
* Is considered higher-risk, including:
- Cooked grains
- Cooked vegetables
- Dairy products
- Eggs
- Meat & poultry
- Seafood
Flood Safety Information
For more information:
FNHA - Flood Safety Information https://www.fnha.ca/about/news-and-events/news/ flo o ds afetyinfo rm atio n
CMHC: Flood Cleanup
https://www.cmhc-schl.gc.ca/en/maintaining-and-managing/managing-first-nationproperties/maintenance-solutions/mould-in-housing/mould-prevention-and-flood-cleanup
Septic Systems - What to Do after the Flood:
https://www.epa.gov/ground-water-and-drinking-water/septic-systems-what-do-after-flood | 1,923 | 996 | {
"id": "<urn:uuid:d71d5e84-8f11-4660-abd3-6ee3e80c846a>",
"dump": "CC-MAIN-2020-50",
"url": "https://cowichantribes.com/application/files/2315/8077/1157/Flood_Info_FNHA_Feb_2020.pdf",
"date": "2020-11-23T16:42:19",
"file_path": "crawl-data/CC-MAIN-2020-50/segments/1606141163411.0/warc/CC-MAIN-20201123153826-20201123183826-00428.warc.gz",
"offset": 256347221,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9589636623859406,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9970133900642395,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1365,
2884,
3974,
4452
],
"fw_edu_scores": [
3.265625
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Raw Score Averaged Conversion Table
| SCALE SCORE | | | | |
|---|---|---|---|---|
| | English | Math | Reading | Science |
| 36 | 75 | 59 - 60 | 39 - 40 | 40 |
| 35 | 73 - 74 | 58 | 38 | 38 - 39 |
| 34 | 72 | 57 | 37 | 38 |
| 33 | 71 | 55 - 56 | 36 | 37 |
| 32 | 70 | 54 | 36 | 36 |
| 31 | 69 | 53 | 35 | 35 |
| 30 | 67 - 68 | 51 - 52 | 33 - 34 | 35 |
| 29 | 66 | 49 - 50 | 32 | 34 |
| 28 | 64 - 65 | 47 - 48 | 31 | 33 |
| 27 | 62 - 63 | 45 - 46 | 30 | 32 |
| 26 | 60 - 61 | 42 - 44 | 29 | 30 - 31 |
| 25 | 58 - 59 | 40 - 41 | 28 | 29 |
| 24 | 55 - 57 | 38 - 39 | 27 | 27 - 28 |
| 23 | 54 | 35 - 37 | 25 - 26 | 25 - 26 |
| 22 | 50 - 53 | 34 | 24 | 24 |
| 21 | 49 | 32 - 33 | 23 | 22 - 23 |
| 20 | 45 - 47 | 30 - 31 | 21 - 22 | 20 - 21 |
| 19 | 42 - 44 | 28 - 29 | 20 | 18 - 19 |
| 18 | 39 - 41 | 25 - 27 | 19 | 17 |
| 17 | 38 | 22 - 24 | 18 | 15 - 16 |
| 16 | 35 - 37 | 19 - 21 | 16 - 17 | 14 |
| 15 | 32 - 34 | 14 - 18 | 15 | 13 |
| 14 | 29 - 31 | 12 - 13 | 13 - 14 | 11 - 12 |
| 13 | 28 | 9 - 11 | 11 - 12 | 10 |
| 12 | 25 - 27 | 8 | 10 | 9 |
| 11 | 24 | 6 - 7 | 8 - 9 | 8 |
| 10 | 21 - 23 | 5 | 7 | 7 |
| 9 | 19 - 20 | 4 | 6 | 5 - 6 |
| 8 | 16 - 18 | 3 | 5 | 4 |
| 7 | 13 - 15 | 3 | 4 | 4 |
| 6 | 11 - 12 | 2 | 3 | 3 |
| 5 | 8 - 10 | 2 | 3 | 2 |
| 4 | 6 - 7 | 1 | 2 | 2 |
| 3 | 4 - 5 | 1 | 2 | 1 |
| 2 | 2 - 3 | 0 | 1 | 0 |
| 1 | 0 - 1 | 0 | 1 | 0 |
This conversion table is based on an average of 9 conversion tables released by ACT. The leftmost and rightmost columns represent the scale score for each subject area. The columns labeled by subject area tell you approximately how many questions you need to answer correctly in order to get the scale score marked in that row. For example, if you answer 38 English questions correctly, your scale score is most likely to be 17.
The numbers highlighted in yellow correspond with ACT's College Readiness Benchmarks.
www.masteryprep.com
© 2014 MasteryPrep. All rights reserved. ACT is a trademark of ACT, Inc. MasteryPrep is in no way affiliated with or endorsed by ACT, Inc. | 1,625 | 965 | {
"id": "<urn:uuid:d920f268-eb9e-4c54-8b8c-cd26fea8a371>",
"dump": "CC-MAIN-2020-50",
"url": "https://masteryprep.com/wp-content/uploads/2014/12/masteryprep_conversiontable.pdf",
"date": "2020-11-23T15:39:46",
"file_path": "crawl-data/CC-MAIN-2020-50/segments/1606141163411.0/warc/CC-MAIN-20201123153826-20201123183826-00434.warc.gz",
"offset": 393127491,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.998422384262085,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.998422384262085,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2034
],
"fw_edu_scores": [
2.078125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Netiquette
Engaged
Safe
Trustworthy
Schoolwide Virtual Classroom Expectations Reminders While in the NEST
* I am prepared: Chromebook charged, camera appropriate, mic muted, and supplies ready.
* I log-in to the class video conference link by the official start of class each block, ready to learn, and I communicate with my teacher if I am unable.
* I remember to mute myself when entering the classroom and when not speaking.
* I use positive, respectful, and appropriate language when speaking or using text to communicate.
* I am aware of myself, my surroundings, & the space around me is appropriate for learning.
* School Appropriate Dress
* Use a picture of just you as your profile picture
* Use your first and last name/last name initial as your profile name
* Ensure there are no offensive or distracting items in the background when using your video.
* I am fully present and I actively participate.
*Participate in discussions "live" and in Schoology
* Use the chatbox to let your teacher know you are in class
* Use virtual hand raises
* I attempt to attend each class in a quiet location when possible.
* I stay attentive, focused, off other Internet "tabs" while in class.
* I refrain from texting and using/posting to social media while in class.
* I put forth my best efforts and create work of which I am proud.
* I submit my assignments by the due date and time as directed by my teacher.
* I ask questions when I need clarification or when I do not understand.
* I take ownership of my learning and am invested in my future.
* Attend study sessions and teacher office hours
* I am mindful of Internet sites I am using.
* I only share information with people I know.
* I avoid clicking on links from email addresses I am not familiar with.
* I survey my surroundings and make sure I am comfortable.
* I listen to others and reach out if I need someone to listen to me.
* If I see something wrong, I say something.
*Report any online bullying
*Check in on each other
* I make an effort to get to know my teacher and classmates.
* I do not participate in cyberbullying.
* I encourage and support my classmates.
* I am courteous to others.
* I am patient with peers and teachers and give them grace in this new environment.
* I respect all copyrights.
1
#ProtecttheNEST
Reminders:
★Only use VBCPS devices when participating in synchronous instruction.
★Make every effort to attend synchronous/live sessions.
★Communicate with teachers if you are going to be absent to ensure to make plans to receive the content you will miss.
★Follow the VBCPS Code of Student Conduct when present in synchronous sessions or working in asynchronous activities.
★Virtual learning follows the same expectations as face to face learning. Behave as if you were attending class at Landstown. | 1,166 | 613 | {
"id": "<urn:uuid:ff5a955b-f4e0-4bb4-a0b6-a9501d9f8b1a>",
"dump": "CC-MAIN-2020-50",
"url": "https://landstownhs.vbschools.com/UserFiles/Servers/Server_90793/File/NEST%20Virtual%20Classroom%20Expectations.pdf",
"date": "2020-11-23T17:11:44",
"file_path": "crawl-data/CC-MAIN-2020-50/segments/1606141163411.0/warc/CC-MAIN-20201123153826-20201123183826-00440.warc.gz",
"offset": 374512019,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.997506856918335,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9980295896530151,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2312,
2832
],
"fw_edu_scores": [
2.515625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Week 2: Mary
Introduction
Are you getting ready for Christmas? What do you do to get ready?
Some families decorate their house or their yard. Some families put up a Christmas tree. Some families buy gifts or send Christmas cards. Getting ready for Christmas can be a lot of fun, but it can take a long time!
Today we will talk about someone else who needed to get ready. Baby Jesus' mother, Mary, needed to get ready for the very fi rst Christmas.
Getting to the Heart
(Read today's Bible story—Luke 1:26–33—from a child-friendly version of the Bible. Or summarize the angel Gabriel's visit to Mary in your own words.)
The Bible tells us about a Christmas miracle. And what a miracle it was! How surprised Mary must have been to hear the angel's message. People had been getting ready for the Savior to be born for a long, long, long, long time! Now—fi nally—it was about to happen! After years and years and years of waiting, the Savior was about to be born. Mary would be his mother.
The angel Gabriel told Mary all about this. It would be a miracle. (A miracle is something only God can do.) Mary didn't have a husband. What's more, Mary's little Baby would not be like any other baby. The angel told her, "He shall be great, and shall be called the Son of the Highest" (Luke 1:32). This special Baby would be God's very own Son! That Baby would be God himself. Imagine that! Mary's Baby was a tiny human baby, and he was God, too, all at the same time. What a miracle—a Christmas miracle!
Jesus was God's Son, born to be our Savior.
Jesus, God's own Son, gave up his heavenly home to be born in a lowly stable. Jesus loved us that much! What a miracle!
Here's a little poem to help you remember that miracle:
(Encourage the children to repeat the words after you and mimic your actions.)
Little baby Jesus sleeping in the hay. (Tilt your head to "sleep" on your hands.) You're God's special Miracle, born on Christmas Day. (Rock the "baby" in folded arms.)
Continued
#MIMXXDF
Taking It Home
Let's pray to thank Jesus for his love. I'll say the words fi rst and you repeat them after me.
(After each line of the prayer, pause while the children repeat your words.)
Dear Savior Jesus, thank you for coming on that fi rst Christmas to be our Savior. Thank you for your love. We love you too, Jesus! Amen.
#MIMXXDF | 921 | 557 | {
"id": "<urn:uuid:544a5c60-f69e-48ac-ab1d-0d1da3181649>",
"dump": "CC-MAIN-2020-50",
"url": "https://www.vmumc.org/Publications/Advent_week2.pdf",
"date": "2020-11-23T17:00:25",
"file_path": "crawl-data/CC-MAIN-2020-50/segments/1606141163411.0/warc/CC-MAIN-20201123153826-20201123183826-00439.warc.gz",
"offset": 896452702,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9968182742595673,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9982377886772156,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1994,
2334
],
"fw_edu_scores": [
3.703125
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Study predicts worldwide range losses without urgent action to limit emissions
12 May 2013
Almost two thirds of common plants and half the animals could see a dramatic decline this century due to climate change – according to research from the University of East Anglia.
research on the effect of climate change on rare and endangered species, little has been known about how an increase in global temperature will affect more common species.
Research published today in the journal Nature Climate Change looked at 50,000 globally widespread and common species and found that two thirds of the plants and half of the animals will lose more than half of their climatic range by 2080 if nothing is done to reduce the amount of global warming and slow it down.
This means that geographic ranges of common plants and animals will shrink globally and biodiversity will decline almost everywhere.
Plants, reptiles and particularly amphibians are expected to be at highest risk. Sub-Saharan Africa, Central America, Amazonia and Australia would lose the most species of plants and animals. And a major loss of plant species is projected for North Africa, Central Asia and South-eastern Europe.
But acting quickly to mitigate climate change could reduce losses by 60 per cent and buy an additional 40 years for species to adapt. This is because this mitigation would slow and then stop global temperatures from rising by more than two degrees Celsius relative to pre-industrial times (1765). Without this mitigation, global temperatures could rise by 4 degrees Celsius by 2100.
The study was led by Dr Rachel Warren from UEA's school of Environmental Sciences and the Tyndall Centre for Climate Change Research. Collaborators include Dr.Jeremy VanDerWal at James Cook University in Australia and Dr Jeff Price, also at UEA's school of Environmental Sciences and the Tyndall Centre. The research was funded by the Natural Environment Research Council (NERC).
Dr Warren said: "While there has been much
"This broader issue of potential range loss in widespread species is a serious concern as even small declines in these species can significantly disrupt ecosystems.
"Our research predicts that climate change will greatly reduce the diversity of even very common species found in most parts of the world. This loss of global-scale biodiversity would significantly impoverish the biosphere and the ecosystem services it provides.
"We looked at the effect of rising global temperatures, but other symptoms of climate change such as extreme weather events, pests, and diseases mean that our estimates are probably conservative. Animals in particular may decline more as our predictions will be compounded by a loss of food from plants.
"There will also be a knock-on effect for humans because these species are important for things like water and air purification, flood control, nutrient cycling, and eco-tourism.
"The good news is that our research provides crucial new evidence of how swift action to reduce CO2 and other greenhouse gases can prevent the biodiversity loss by reducing the amount of global warming to 2 degrees Celsius rather than 4 degrees. This would also buy time – up to four decades - for plants and animals to adapt to the remaining 2 degrees of climate change."
The research team quantified the benefits of acting now to mitigate climate change and found that up to 60 per cent of the projected climatic range loss for biodiversity can be avoided.
1 / 2
Powered by TCPDF (www.tcpdf.org)
Dr Warren said: "Prompt and stringent action to reduce greenhouse gas emissions globally would reduce these biodiversity losses by 60 per cent if global emissions peak in 2016, or by 40 per cent if emissions peak in 2030, showing that early action is very beneficial. This will both reduce the amount of climate change and also slow climate change down, making it easier for species and humans to adapt."
More information: 'Quantifying the benefit of early climate change mitigation in avoiding biodiversity loss' is published online by the journal Nature Climate Change on Sunday May 12, 2013. dx.doi.org/10.1038/nclimate1887
Provided by University of East Anglia
APA citation: Study predicts worldwide range losses without urgent action to limit emissions (2013, May 12) retrieved 23 November 2020 from https://phys.org/news/2013-05-worldwide-range-losses-urgentaction.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
2 / 2 | 1,974 | 906 | {
"id": "<urn:uuid:230f27a8-80ca-4220-898b-2dbb2a51c854>",
"dump": "CC-MAIN-2020-50",
"url": "https://phys.org/pdf287575088.pdf",
"date": "2020-11-23T17:09:08",
"file_path": "crawl-data/CC-MAIN-2020-50/segments/1606141163411.0/warc/CC-MAIN-20201123153826-20201123183826-00439.warc.gz",
"offset": 431030482,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9950532615184784,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9978693127632141,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3484,
4632
],
"fw_edu_scores": [
2.28125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Reintroduction of the goitered gazelle in Kyrgyzstan
NABU supports a new reintroduction project for the endangered goitered gazelle and invites parties interested in cooperation to get in touch.
Background
The goitered gazelle Gazella subgutturosa is an Asian species of gazelle and, of all the species of the genus, penetrates the farthest north. Despite its large range, its population has declined drastically in the last 20 years. The species is classified as endangered in the IUCN Red List. The major threats to the goitered gazelle are poaching and habitat destruction due to industrial development, agricultural activities, and livestock grazing. Its conservation requires the restoration of populations in parts of its former range where suitable habitats still exist.
Reintroduction project
In Kyrgyzstan, the species has not been recorded in the wild since 2007 and is considered regionally extinct. As part of the reintroduction project, a new stable population is planned to be established at Lake Issyk-Kul by 2030. In 2021, a speciesappropriate enclosure was created, and the first 15 young animals were brought from the "Jeyran" breeding station in Uzbekistan.
Photos: Transport of the goitered gazelles to Kyrgyzstan in 2022.
Contact
Katja Kaupisch
Head of the Central Asia and Eastern
Europe Programme
firstname.lastname@example.org
Ekaterina Kovtun
Junior Advisor for International Species
Conservation Eurasia
email@example.com
In cooperation with:
Further information:
https://en.nabu.de/goitered-gazelleproject
In 2022, the enclosure was expanded from 0.25 hectares to an area of approximately twelve hectares, and twelve more goitered gazelles were transported to Kyrgyzstan. As poaching is one of the biggest threats to the species, the reintroduction project is accompanied by educational work. The first release is planned for 2026.
Project partners
The reintroduction project is implemented by two Kyrgyz conservation NGOs, Argali Foundation and Ilbirs Foundation. Both NGOs have been partner organisations of NABU for several years and have the necessary expertise and experience in international project work. The project is coordinated and scientifically accompanied by Askar Davletbakov, PhD, Head of the Vertebrate Department at the Institute of Biology of the National Academy of Sciences of Kyrgyzstan.
About NABU
NABU is the oldest and, with more than 900,000 members and supporters, the largest environmental association in Germany. One focus of NABU's international commitment is project work in Central Asia, especially in Kyrgyzstan, where NABU has been active for more than 20 years. NABU's international species conservation programme includes the snow leopard, the striped hyena, the saiga antelope, and, since 2022, the goitered gazelle. | 1,270 | 621 | {
"id": "<urn:uuid:268ea73c-2c15-4ea3-9a64-5569c2a7bb57>",
"dump": "CC-MAIN-2023-14",
"url": "https://en.nabu.de/imperia/md/content/202302_kropfgazelle_steckbrief_projektwebseite_en.pdf",
"date": "2023-03-24T21:29:02",
"file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296945289.9/warc/CC-MAIN-20230324211121-20230325001121-00292.warc.gz",
"offset": 277775350,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9881477653980255,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9925815463066101,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1549,
2802
],
"fw_edu_scores": [
2.46875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Year 2 Summer 2019 Newsletter
Dear Children, Parents and Carers,
Welcome back to what will hopefully be a sunny Summer Term. We hope that you all enjoyed the Easter holidays and that the children are rested and looking forward to the new term ahead. We're sure that the new topics and activities will provide interest and challenge for the children. We're also looking forward to taking the children to Penshurst Place as part of our Houses and Homes topic.
SATS
During the month of May, the children will be taking end of Key Stage 1 assessment tasks. These will all be part of normal classroom procedure and will help to inform our judgements, alongside ongoing teacher assessment which will be included in your child's end of year report.
Curriculum
English
This term our Literacy focus will include:
Fiction - planning and writing stories, describing characters and settings, writing comprehension tasks, poetry – appreciation and writing.
Non-fiction – layout of non-fiction texts, including labels, diagrams, headings, subheadings, bullet points, contents, index etc; book reviews, dictionary skills, making a book. Spelling, punctuation, grammar, handwriting, drama and guided reading will all continue to take place on a regular basis. This term we will be focusing on commas, apostrophes, suffixes and prefixes, and using coordinating and subordinating conjunctions to join clauses in sentences.
Art – This term we will be looking at different artists, learning about them and their style of painting.
Music - Mr Roddy will continue to teach singing every Tuesday and we are hoping to be able to invite you all to a concert in the church near the end of term.
Science – Our topics this term are 'Animals Including Humans' and 'Plants'.
Geography – 'Locational Knowledge – Comparing two locations in the UK' and 'Houses and Homes'. Later in the term we hope to take the children on a walk around the local area, looking at the different types of houses.
DT – Linked to our topic on Houses and Homes, we will be making a 'room' using a shoebox – Please start saving shoe boxes now!
RE – Christianity – what is the holy book for Christians, stories that Jesus told and special things – religious artefacts found in people's home.
Computing – 'We are Detectives', using Excel and sending emails.
PE – Dance and Athletics
Maths
The children will cover a range of work as detailed below. Maths homework will sometimes be given to support work undertaken in the classroom.
This term we will be focusing on telling the time, position and direction, reading scales, revision of answering two-part questions, the four operations, fractions and shape. In addition we will be looking at all of these aspects through problem solving and open ended investigations.
A weekly breakdown can be found on the school website (see the parents' tab – year group, Year Two ) which is updated each week.
Homework
[x] Spellings – these will continue to be sent home at the start of term and tested on a Friday.
[x] Homework – the children will be set other work on Fridays to be returned to school by the following Wednesday.
Library
The children will continue to borrow books from the School library every week. Mrs Belben's class will visit every Wednesday and Mrs Auborn/Mrs Bradshaw's class will visit every Thursday. It is really important that children bring their books to school to change regularly so that everyone can have access to the more popular books.
Reading Books
Children in 2BA will continue to change their reading books on Wednesday.
Please note that books for children in 2B will now be changed on a Friday.
It is very important that they have both their reading record and books in their book bag every day as Guided Reading and individual Reading take place on different days. As books are held centrally, it makes it very difficult to change reading books on other days.
We really value any comments and feedback regarding school books and any other books that the children are reading.
P.E.
Please could you ensure that your child has their full kit in school every day and that everything is named at the start of the new school term. PE will initially be on Monday and Thursdays for 2BA and on Tuesdays and Fridays for 2B this term.
Aprons
We know that this has been included in previous newsletters but there are many children who still do not have either an old shirt or overall or an apron in school. Art is a regular lesson and these sessions can be messy!
Drinks
With the warm weather approaching, please ensure that your child has a named plastic water bottle ( sports-cap type ) in school every day. This can be refilled in school whenever necessary.
Resources
Please bring in any old shoe boxes by half term for our DT project.
Finally…
Many thanks for all your help in these areas. Please remember if you have any queries we are always happy to talk to you after school.
Yours sincerely,
Kate Auborn (Year 2 Teacher) Karin Bradshaw (Year 2 Teacher) Christine Belben (Year 2 Teacher) | 1,970 | 1,046 | {
"id": "<urn:uuid:31b08a32-5caf-4dd7-b093-fc555850b5bb>",
"dump": "CC-MAIN-2023-14",
"url": "https://www.bickley.bromley.sch.uk/attachments/download.asp?file=340&type=pdf",
"date": "2023-03-24T21:48:24",
"file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296945289.9/warc/CC-MAIN-20230324211121-20230325001121-00290.warc.gz",
"offset": 769925580,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.999460369348526,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9995575547218323,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2779,
5047
],
"fw_edu_scores": [
2
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Art and Design
Rationale
Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.
Knowledge Choice
Pupils will learn about the work of a wide range of selected artists, craft makers and designers – historical 'greats' and contemporary, local and international – so that they can develop an appreciation of art in its widest forms and be inspired in their own creative development. Pupils will have the opportunity to experiment, and develop expertise, with different mediums and techniques such as clay and construction, painting and drawing, methods of printing and collage. Within these mediums children will explore and develop their skills in visual elements of art and design.
Progression in Art involves developing skills and knowledge through:
- Being able to produce creative work, exploring their ideas and recording their experiences
- Becoming proficient in drawing, painting, sculpture and other art, craft and design technique
- Evaluating and analysing creative works using the language of art, craft and design
- Learning about great artists, craft makers and designers, and understanding the historical and cultural development of their art forms.
End Points:
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
Key stage 1 Pupils should be taught:
- to use a range of materials creatively to design and make products
- to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
- to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
- about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.
Key stage 2 Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Pupils should be taught:
- to create sketch books to record their observations and use them to review and revisit ideas
- to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
- about great artists, architects and designers in history.
As an artist leaving St Peter's, every child will:
- Have a wide knowledge, understanding and appreciation of artists, craft makers and designers
- Have developed the skills to draw confidently and adventurously from observation, memory and imagination.
- Have developed the ability to think and act like creative practitioners by using their knowledge and understanding to inform, inspire and interpret ideas, observations and feelings.
- Have developed the passion, confidence and skill to express themselves creatively using a range of art forms
- Have the ability to explore and invent marks, develop and deconstruct ideas and communicate perceptively and powerfully through purposeful drawing and in 2D and 3D art forms
- Have the ability to select and use materials, processes and techniques skilfully and inventively to realise intentions and express individual creativity
- Have developed the ability to reflect on, analyse and critically evaluate their own work and that of others.
- Have had opportunities to work on small scale and large scale pieces of artwork, as an individual and in collaboration with others
- Have had the chance to visit art galleries and art exhibits – both local and national – and develop an appreciation and passion for art in a wide range of forms
- Have had the opportunity to work with experts and
- Have produced pieces of artwork for a range of purposes including for public exhibitions
Artsmark Gold has been awarded to St Peter's Primary School for its commitment to, and excellence in, arts and cultural education. | 1,806 | 857 | {
"id": "<urn:uuid:eb28bde3-448e-4ab7-9698-6818927edceb>",
"dump": "CC-MAIN-2023-14",
"url": "https://www.st-peters.n-somerset.sch.uk/attachments/download.asp?file=58&type=pdf",
"date": "2023-03-24T22:05:13",
"file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296945289.9/warc/CC-MAIN-20230324211121-20230325001121-00287.warc.gz",
"offset": 1114753868,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9959409236907959,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9957250952720642,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2931,
4495
],
"fw_edu_scores": [
4.3125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Eric J. Holcomb
Governor
Kristina M. Box, MD, FACOG
State Health Commissioner
May 20, 2022
The Indiana Department of Health recognizes that Hoosier families are struggling to find infant formula. Choosing how and what you feed your baby has a big impact on their health. While many of us turn to family, friends, and the internet when we have questions, in this case it is very important that parents and caregivers use reliable information when making decisions about infant feeding. We want to answer some questions and give important information and resources to help you keep your baby safe and healthy during this stressful time.
* Why can't I find my baby's formula in stores?
* Can I make my own baby formula?
o Infant formula is being affected by supply chain issues. This means there are interruptions in the network of people and activities that move a product from its starting place to the store. In February there was also an infant formula recall from Abbott Nutrition which limited the availability of certain formulas.
o It is not recommended to feed your baby homemade infant formula. Babies need just the right amount of nutrients to grow and be healthy, and homemade infant formulas may not be safe, or may not meet your baby's nutritional needs. Please give your baby products that meet federal standards for nutrition and safety. Do not feed cow's milk, goat's milk, evaporated milk or plant milk to an infant under 12 months of age without a physician's recommendation.
o Every baby has different needs, but it is important to give your baby products that meet federal standards for nutrition and safety. If you are a client of the Women, Infants, and Children (WIC) program, your Nutritionist can help you figure out what formula is right for your baby. If you are not a client of WIC, you can ask your baby's doctor what formula is best for them.
* Does it matter what formula I give my baby?
* Who do I call if I cannot find my baby's formula?
[x] Call your baby's doctor to see if a more available formula would work fo your baby;
o There are several resources that can help if you cannot find your baby's formula:
r
[x] If you are a WIC client, talk to your WIC Nutritionist about other formulas or can sizes that might work for your baby;
[x] Call the MCH MOMS Helpline at 1-844-MCH-MOMS (1-844-624-6667) for assistance finding information.
To promote, protect, and improve the health and safety of all Hoosiers.
An equal opportunity employer.
* Can I stretch out my formula by adding more water?
* My baby is under 6 months old, is there anything else safe for my baby to eat?
o Babies in the first 6 months after birth do not need water or other liquids such as juice, tea, or water in addition to formula or breast milk, unless specifically advised by a pediatrician. Diluting formula or feeding water in addition to breast milk or formula can lead to a dangerous condition called water intoxication.
o Babies under 6 months old do not need any nutrition other than breast milk or ironfortified infant formula.
o If your baby is over 6 months old, talk to their doctor about when and how to add nutrition other than breast milk or formula to baby's diet. If your baby is on WIC, your WIC Nutritionist can also give great recommendations on what your baby can eat.
* My baby is over 6 months old, is there anything else safe for my baby to eat?
* Can I give my baby someone else's breast milk?
* What do I do if I'm partially breastfeeding, and I cannot find formula to supplement?
o If you are unable to feed your baby with your own breast milk, then pasteurized human donor milk from a certified milk bank is the next best option. If you are considering using anyone's breastmilk other than your own, consider safety first! Know the risks and benefits and reach out to your baby's doctor to make that decision together.
o If you are a WIC client, you can reach out directly to your local clinic for ideas, support and the tools you need to increase your milk supply. If you are not a WIC client, you can work with a lactation specialist, your doctor, your baby's doctor or a friend or family member who has breastfed to help.
o If you are pregnant and planning to breastfeed your new baby, there are lots of great resources to help! Reach out to WIC or check out these resources from the USDA WIC Breastfeeding website and the Office on Women's Health.
* What do I do if I am not breastfeeding but would like to try?
o If you did not breastfeed your baby, or you have lost your milk supply, you can consider re-lactation. Your WIC team can help you with this process, or if you are not on WIC, you can find a lactation specialist who can assist you.
o The recommendation is to try to have on hand enough formula to last your baby 10-14 days. Please avoid stock piling formula beyond that, to ensure that all families have an opportunity to access what their babies need.
* When I find formula, how much should I buy?
Yours in health,
Kristina M. Box, M.D. FACOG State Health Commissioner | 1,986 | 1,123 | {
"id": "<urn:uuid:389f50d1-308d-495b-83dd-1bbdab057d55>",
"dump": "CC-MAIN-2023-14",
"url": "https://inaeyc.org/wp-content/uploads/2022/06/Guidance-for-famlies-during-formula-shortage-5.19.2022-Final.pdf",
"date": "2023-03-24T22:03:26",
"file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296945289.9/warc/CC-MAIN-20230324211121-20230325001121-00289.warc.gz",
"offset": 373340337,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.99824258685112,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9983497858047485,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2489,
5046
],
"fw_edu_scores": [
2.390625
],
"minhash_cluster_size": 6,
"duplicate_count": 0
} |
Migrating conifers
A stand of bristlecone pines found in Thomas Canyon of the northern Ruby Mountains
As far as I know, no one has climbed the side of Seitz Canyon since the 2018 Range Two fire. This wildfire burned across Seitz Canyon, over the ridge and into Lamoille Canyon. High on the side of Seitz Canyon is an important stand of conifers, since they are the only white fir trees found in the Ruby Mountains. These trees are part of an ice age saga of migration into the Ruby Mountains.
No one seems to know what types of trees grew in the Rubies before the most recent ice age, about 15,000 years ago. However, we do know that conditions during the ice age were so severe that most conifer tree species died out. The only ones that survived in and around the Ruby Mountains and East Humboldt Range were bristlecone pines, limber pines and common junipers (low, spreading mats of prickly juniper.)
As glaciers retreated and growing conditions improved, conifer species slowly extended their ranges back into this area. These migrations continue today and several tree species have reached the Ruby Mountains but gone no farther.
One main tree migration route has been from the mountain ranges of southeast Idaho. Trees have slowly expanded their range throughout the Jarbidge Mountains and Independence Range. Whitebark pines used this migration path to reach the Rubies but are not found any farther south.
Whitebark pine trees now cover the Rubies. Most mountain ranges are covered with firs, pines and spruces, while whitebark and limber pines are found only along a high, thin band right at the tree line, the highest elevations where trees can survive. But here in the Rubies, these two pine trees dominate the slopes from ridge top to canyon bottom. The reason why the Rubies have no thick forests of limber pines and whitebark pines is these pine species only grow in open settings.
Tall, conical subalpine firs also migrated from Idaho but have not yet reached the Rubies. They are the main conifers in the Jarbidge and Independence Mountains. The closest subalpine firs are found at Lone Mountain, about 30 miles north or Elko.
Other conifers migrated north from the mountain ranges of southwest Utah, entering Nevada around Ely. During the last ice age, single-leaf piñon pine, Utah juniper and Rocky Mountain juniper existed only in the low deserts of southern Nevada. Since the last ice age, they have quickly spread back north. Pinyon pines migrated about 400 miles in 8,000 years, averaging 1 mile every 20 years. Pinyons are now found in most of Nevada's central and southern ranges but their migration has extended no farther than the Rubies. Junipers are now wide spread through most of Nevada. This rapid migration of both junipers and pinyons has been aided by birds.
Engelmann spruce moved north from Utah's mountains. Its farthest advance to the northwest is Pilot Peak and a single stand in Thorpe Canyon of the Rubies.
Also from southern Utah have come white firs. These firs dominate mountain ranges around Ely, and are the dominant conifer on Spruce Mountain. The one stand found farthest north is, or was, the firs in Seitz Canyon.
Bristlecone pines were hardy enough to stay here and survive ice age conditions. They are now found in several mountain ranges of southeastern Nevada. The farthest north they can be found is, you probably guessed it, the Eastern Humboldt Range and one stand in the northern Rubies. These bristlecones can be seen in Thomas Canyon.
Why have these migrations reached the Rubies but gotten no farther? One factor is probably the good habitat offered by the Ruby Mountains. Species have been able to grow here that have not survived elsewhere. A second factor is blind luck. These migrations began so recently, no clear pattern has yet emerged.
February 2019
<<< Click your back arrow to return to the list of articles | 1,533 | 849 | {
"id": "<urn:uuid:2c4c8c45-edbb-46f0-88b4-72e83149b9ca>",
"dump": "CC-MAIN-2023-50",
"url": "http://grayjaypress.com/backyard/articles/conifers.pdf",
"date": "2023-12-07T20:48:26",
"file_path": "crawl-data/CC-MAIN-2023-50/segments/1700679100686.78/warc/CC-MAIN-20231207185656-20231207215656-00322.warc.gz",
"offset": 16012481,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9987488389015198,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9986454844474792,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1138,
3173,
3892
],
"fw_edu_scores": [
2.640625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Summary of Assistive Technology in a Preschool Classroom:
Assistive technology in the classroom supports children's learning, helps track progress of IEP goals, and provide students with language and hearing impairments a way to communicate and interact with their peers (Clare, 2020).
3 Current Assistive Technology Trends:
Smartboards
* Provide pictures and sounds to engage visual and auditory learners
* Instructor can use Smartboard settings to individualized instruction (Vernadakis, Avgerinos, Tsitskari, et al., 2005).
Current Trends of rising assistive technology in the classroom: Nearpod
* Games and assessment tools can be tailored to each student's learning need.
* Nearpod can be used at home as well as in the classroom to enhance math and literacy skills.
Green Screen Effects
*Green screen games are interactive and adaptable to meet individual student goals (Heiskell, 2021).
*Green screen games and activities can be used in the classroom using a smartboard or children can paly independently on their ipad.
Assistive Technology in the Classroom
Advantages in using AT in the classroom:
Disadvantages of using AT in the classroom:
* Provide students with needed practice of targeted skills (Hughes & Roblyer, 2023).
* Support students that need auditory and/or visual stimulation.
* Assistive technology supports students in a general education setting, since they can access the information being taught in their AT devices.
* Assistive Technology could potentially become distractions if students, especially elementary students are not supervised.
* Assistive technology tools requires that instructors as well as parents learn how to adapt the device to the needs of the student; which is time consuming.
Reference
* Reference
Clare, J. (2020). Apps for Sttudents with Special needs-As School Buildings Shutter. Edutopia.
http://www.edutopia.org/article/apps-students-special-needs-school-buildings-shutter
Heiskell, E. (2021). Using Green Screen in Preschool. Edutopia.
http://www.edutopia.org/article/using-green-screens-preschool
Roblyer, M & Hughes, J. (2023). Integrating educational technology into teaching, (9 th ed.). New York, NY.
Vernadakis, N., Avgerinos, A., Tsitskari, E. et al. The Use of Computer Assisted Instruction in Preschool Education: Making Teaching Meaningful. Early Childhood Educ, J 33,, 99-104 (2005).
* • | 1,148 | 526 | {
"id": "<urn:uuid:a1852119-22c8-45ec-8e70-9c00ffe608d8>",
"dump": "CC-MAIN-2023-50",
"url": "https://technologyinpreschool.com/wp-content/uploads/2023/03/Infographic-Assistive-Technology.pdf",
"date": "2023-12-07T19:37:34",
"file_path": "crawl-data/CC-MAIN-2023-50/segments/1700679100686.78/warc/CC-MAIN-20231207185656-20231207215656-00326.warc.gz",
"offset": 615133208,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.923324187596639,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9870039820671082,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1034,
1739,
2378
],
"fw_edu_scores": [
3.84375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Our pinyon/juniper woodlands
The Great Basin contains extensive forests, even if some would rather call them miniature woodlands or pygmy forests. These woodlands are made up of two tree types, the rather brushy Utah junipers and pinyon pines. These two trees so often grow near each other that their stands are called pinyon/juniper woodlands. I will use the term p/j from here on. (The pinyon pine is also sometimes called the piñon.)
Most p/j woodlands grow in regions subject to temperature extremes and limited moisture. They cover as much as 15% of the land area in 5 states—Arizona, Colorado, Nevada, New Mexico, and Utah. While Elko County has extensive stands, they are nothing like the thick stands south of here and in western Utah. Although they cover millions of acres, p/j woodlands are among the least-studied North American forest types.
They provide wildlife habitat and vegetative cover for watershed protection. They also provide pinyon nuts and fuelwood.
The species of pinyon pine found in Elko County is singleleaf pinyon, unique among pines since each needle grows separately from the limb, unlike other pines that grow in bunches of 2,3 or 5 needles. Singleleaf needles also ends in sharp points. Utah junipers have flat, scale-like leaves and purple cones known as juniper berries.
P/j woodlands generally occur between 4,500- and 7,500-foot elevation. On some of the local mountain ranges, a distinct band of p/j can be seen. Below them in elevation are open grasslands or shrublands. Above them, usually along the mountain tops are other pines and firs. The p/j's highest elevation is still lower than that of pines and firs so an open area shows between the two bands of trees. The bottom of these woodlands is usually made up solely of junipers. A little higher in elevation, pinyon pines start mixing in. At the top elevation of the woodlands, pinyons predominate.
In pre-settlement times, frequent but small wildfires kept p/j woodlands restricted to fire-proof areas, usually steep, rocky slopes. The tree groves were fairly open with trees separated from each other.
With the arrival of settlers and their livestock, we drastically changed the landscape by fireproofing the rangelands. Plus, people began to actively fight wildfires. Without wildfire to manage the size of these woodlands, they were free to expand.
Scientists studied the ages of these trees in Nevada and Utah and found 80% of the trees are less than 140 years old, quite young for trees than can live for several hundred years. This shows many of these new trees are part of the migration down and out from mountain slopes.
Tree groves have filled in with trees closer together and the groves have expanded, spreading across slopes and out onto flats where they displace sagebrush and grass. Often, among the thick trees, the only other plant is cheatgrass.
These larger, thicker stands heighten the wildfire danger. They carry more fire fuel. Larger, more dangerous wildfires often start in pinyon/juniper forests before spreading across sagebrush flats. After a wildfire clears away the trees, cheatgrass is ready to take over the bare ground.
Pinyon pines ooze pitch from their limbs and trunks. Fires might burn across the ground and not do much damage but as pinyon pines heat up, the pitch drips down the trunks and forms a perfect ladder for fire to climb into the treetops where it can do much more damage as a crown fire.
Huge tree removal projects have taken place to beat back the woodland edge. Reseeding this new, bare area promotes more grass and shrubs that helps sage-grouse, wildlife and livestock.
October 2020
<<< Click your back arrow to return to the list of articles | 1,442 | 822 | {
"id": "<urn:uuid:6a9883cc-e191-4e76-af0f-d7b7d4810365>",
"dump": "CC-MAIN-2023-50",
"url": "http://grayjaypress.com/backyard/articles/pj.pdf",
"date": "2023-12-07T21:25:32",
"file_path": "crawl-data/CC-MAIN-2023-50/segments/1700679100686.78/warc/CC-MAIN-20231207185656-20231207215656-00329.warc.gz",
"offset": 23233188,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9976640542348226,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9986445307731628,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
977,
3157,
3704
],
"fw_edu_scores": [
3.203125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Name:__________________________
Being a leader doesn't always mean being the boss or being in charge. The best leaders don't ask to be in charge, they set the example for what needs to be done, and other people tend to follow that example. Read the stories below, then choose the ending you think best shows good LEADERSHIP
Meadow has a group project for school. When she meets with her group, one of the other students starts telling everyone what they should do.
A) Meadow tells the other student that they're not the boss of her, and that she (Meadow) is going to be the one in charge
B) Meadow tells the teacher that the other student is being bossy.
C) Meadow listens to the other student, asks questions about what she's supposed to do, and respectfully offers ideas about how the group can do a really great project
During recess, Erin is hanging out with her friends as they try to decide what game to play
During soccer practice, Tiana's team is having a tough time working together, passing the ball, and deciding who should try to score a goal
A) Every time one of her friends suggests a game, Erin says "nah, I don't feel like playing that"
B) Erin says that they don't have to play the same game, then suggests that anyone who wants to play on the Big Toys come with her, cuz that's what she wants to do!
C) Erin says "we'll go play on the Big Toys today!" and makes everyone play on the Big Toys with her
A) Tiana watches the field, and encourages her teammates with the ball, pointing out anyone who's open to pass the ball to, and celebrates with her team when they score a goal!
B) Tiana takes charge, gets the ball, takes it down the field, scores the goal herself and says "See!? That's how it's done!"
C) Tiana watches her team struggle, and after practice, tells her mom she doesn't want to play soccer anymore
As martial artists, many of the things we work on in karate (focus, respect, self-discipline, confidence) can help us be leaders. Sometimes, even when we're not trying to be a leader, the way that we act will make other people follow us. This is sometimes called "leading be example". What are some ways you can "lead by example"…
…at home?_________________________________________________________________________________ …at school?_________________________________________________________________________________ …at karate?_________________________________________________________________________________ | 1,054 | 526 | {
"id": "<urn:uuid:bd0ff940-2b91-4548-a213-df0e67f81e80>",
"dump": "CC-MAIN-2020-50",
"url": "https://www.boomelitemartialarts.com/upload/LD%20Leadership%20Homework.pdf",
"date": "2020-11-27T08:03:08",
"file_path": "crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00566.warc.gz",
"offset": 596722815,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9998985528945923,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9998985528945923,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2454
],
"fw_edu_scores": [
4.28125
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Microbes and their effects
Solve the case of the dodgy barbeque
At her birthday garden party, Chloe's dad cooked beef burgers on a barbeque for the guests. Everybody was very hungry and so Chloe's dad cooked the burgers quickly. They were burnt on the outside. After a couple of mouthfuls, a few guests complained that their burgers were cold in the middle, so Chloe's dad put them back on the barbeque to heat them through. A few hours later, some of the guests had bad stomach pains and a few vomited. The next day, many of the guests were being sick and had diarrhoea.
Food poisoning fact file:
Task: Use the information above to explain why the guests had food poisoning and the body's response to the infection.
You can do this either by:
- drawing a cartoon strip to show the stages of infection;
- writing an exciting story to show how the infection takes hold and is defeated.
Make sure you include:
1. How bacteria can enter the body.
2. Which barriers the bacteria must overcome when entering the body.
3. How the bacteria reproduce in the digestive system.
4. What the body can do to fight the infection.
5. How the body can prepare itself for a future infection from the same bacteria.
Food poisoning can be caused by bacteria called Salmonella.
A small number of the bacteria on meat can cause food poisoning. These bacteria enter the body and reproduce by dividing in the same way as cells in the body. Each bacterium can divide every 20 minutes.
When it enters the body, it reacts with chemicals in the digestive system and causes food poisoning.
Keywords: antibodies, bacterium (bacteria), food poisoning, illness, immune, infection, small intestine, stomach, stomach acid, white blood
01/2018
| To get level | You might have: |
|---|---|
| Above expectations | • Explained why the guests got food poisoning. • Explained how some human body cells are specialised to stop bacteria entering it. • Explained, using diagrams, how the bacteria divide in the body. • Explained how the body responds to the infection. • Explained the body’s response if it was infected by the same type of bacteria again. |
| Exceptional | Followed the instructions for Above expectations, using detailed scientifci knowledge and understanding, and also: • Used numerical methods to estimate the number of bacteria that are in the body after a few hours. • Made comparisons of the sizes of bacteria and human cells. |
01/2018 | 986 | 532 | {
"id": "<urn:uuid:837d0ddd-b17a-43aa-b1fb-a13174073648>",
"dump": "CC-MAIN-2020-50",
"url": "http://www.scienceteacher.ie/wp-content/uploads/2018/03/Microbes-and-their-effects-Afl.pdf",
"date": "2020-11-27T07:45:24",
"file_path": "crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00564.warc.gz",
"offset": 146719234,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9992210865020752,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9991897940635681,
"per_page_languages": [
"eng_Latn",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1722,
2432
],
"fw_edu_scores": [
4.15625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Holiday Gifts for school-age kids 2020
Holidays 2020 style: Oops. I must have been wearing my mask when I told your grandmother that you wanted a "new fur cat." I think she heard "new fur hat."
We're bringing back our popular holiday gift guide based on ages and developmental stages. As always, we will concentrate on non electronic options, as well as pandemic-friendly ideas.
Kindergarten:
What's happening: Kids at this age can hop up and down on one foot and they start having a better sense of time. They tell simple stories, can tell real from make-believe and can swing and climb.
Ideas: Clocks, calendars, and games that require some balance like Twister® are all hits. Games with simple rules such as checkers and puzzles with large pieces are developmentally within reach. They may enjoy reading books with very simple sentences on their own. Foster creativity with colored papers, crayons, markers, stickers, and water-color paints.
Younger elementary school (the little kids):
What's happening: This group is now more self sufficient. For instance eight year olds can perform self help skills such as tooth brushing entirely on their own. They start to understand quantities and therefore concepts such as money. They display more concern for others and understand team work.
Ideas: make every-day-living activities fun. For instance, give a basket of interesting scented shampoos, or an assortment of toothpastes with a toothbrush that plays a tune. Give wallets or piggy banks (hold on the Venmo account!). Basic sports equipment of any sort will be a hit. Label makers will also appeal to this age group since they have a greater sense of ownership. This age transitions from learning -to - read to reading-to-learn. In other words, they start to cull information from reading. Give age-appropriate non-fiction books about an area of interest to them.
Older elementary school (the big kids):
What's happening: Fine motor skills are quite developed and intricate arts and crafts such as weaving kits can be manipulated. They are more aware of their bodies as puberty approaches. As peer relationships become more complex, they also experience more peer pressure.
Ideas: If you are a long distance relative, research online some of the things you enjoyed doing as a kid and send out ahead of time some materials such as a set of balloon animals or a deck of cards. Then give the gift of a lesson over Zoom on how to make crazy balloon critters or magic card tricks. No time to send anything out? Give the gift of how to make cat's cradle variants with random string or how to fold paper airplanes. Your nephew probably outgrew the bike from a couple years ago, so consider replacing it with a larger one. Ageappropriate books about historic figures can give kids ideas for role models. The big kids are also fans of joke and riddle books.
Middle school/Junior high (the tweens):
What's happening: With increased attention spans (30-40 minutes) they can work on activities for a longer period of time. They pay more attention to body image, looks, and clothes. Complex thought emerges and they can better express feelings verbally.
These kids can cook, really cook.
Ideas: These kids can cook, really cook. Just look at Chopped Junior. Get them the culinary tools you covet. Also, any building project, whether it's for a model of baby Yoda, or a back yard rocket, will be appreciated. Harmonicas, ukuleles, and keyboards can be self-taught online, are not very expensive, and can give tweens an artistic and emotional outlet. Tweens also value their privacy – consider a present of a journal with a lock or a doorbell for her room.
High School (the teens):
Whats happening: As teens gain more independence and responsibility, often they take on a job outside of the home. They continue to develop their capacity for caring, sharing and for deeper more intimate relationships.
Ideas: If you look at factors which build a teen into a resilient adult, you will see that adult involvement in a child's life is important. We know parents who jokingly say they renamed their teens "Door 1" and "Door 2," since they spend more time talking to their kids' bedroom doors than their kids. Create opportunities for one-on-one interaction by giving gifts such as a day of socially distanced shopping with their aunt, or two hours kayaking with their dad. Adolescence is the age of abstract thinking and self awareness— Google "room decorating led lights" or "wall decals" and find a plethora of inexpensive ways to jazz up their room or another room in the house.
Enjoy the holiday season!
Naline Lai, MD and Julie Kardos, MD
©2020 Two Peds in a Pod® | 1,924 | 1,131 | {
"id": "<urn:uuid:fa6a5e74-d3f3-4ada-960b-a38cdb3c9259>",
"dump": "CC-MAIN-2020-50",
"url": "https://www.twopedsinapod.org/2020/11/holiday-gift-guide-2020-kids/?print=pdf",
"date": "2020-11-27T08:39:06",
"file_path": "crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00570.warc.gz",
"offset": 907101883,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9901881098747254,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9988895058631897,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
380,
1910,
3225,
4721,
4811
],
"fw_edu_scores": [
2.0625
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
A Trip on a Comet
Value: The Sabbath Day
"God is going to hear you talking about that Tommy and he won't like it." Steve told his best friend as they were going to school Monday morning.
"Well I don't get it. What is Sunday even good for anyway? I don't get it. We go to church every Sunday but nobody knows why. Maybe it's just a bunch of goofy rules the church made up so why should we do it anyway?" Tommy said in a snotty way. Tommy really was a good boy. He loved God and his family and all those things but sometimes he just had questions and he wanted someone to tell him the truth. Lots of us are like that.
"Tommy, be careful. If you keep asking those kinds of questions, well God can hear you." Steve said but Tommy said "fine" and he meant it. He didn't care if God did hear him. If God wanted to show him why Sunday was important, that would suit Tommy just fine. Tommy thought about it all day at school. As he walked out onto the playground after school, he noticed that all of a sudden, there were not any other kids around.
As he came around the corner to the bicycles racks, he stopped short. He faced the biggest pair of feet he ever saw. They had sandals and they together were so wide, he had to turn his head to see from one toe to the other. Slowly Tommy's eyes followed up the massive legs to the edge of a huge white robe, on up the big body to a huge beaming face that was all white with a glow like it has a light bulb inside of it. Behind each shoulder, he saw the edges of a huge angel's wing.
"Hello Tommy, you ready to go?" The angel said with a deep voice that seemed to fill every inch of the air for miles around.
"Who are you?" Tommy asked feeling it was a pretty good question.
"I am Gabriel. I am the chief Angel of God. Are you ready to go find out why there is a Sunday?" Gabriel answered in a kind but firm voice.
"Where are we going?" Tommy wanted to know.
"You will see when we get there." The angel answered.
"How will we get there?" Tommy continued.
"Well by comet of course. See?" And Gabriel gestured over to the swing sets where he had tied up to the jungle gym a steaming, flaming, very angry comet that didn't like being tied up and it wanted to go right now.
"Well I………." Tommy hesitated but he didn't have time to finish deciding because in a flash he was holding on for dear life. The comet wasn't tied to the jungle gym any more, it was streaking through space faster than ten rockets with fire and smoke streaming past as Tommy held on to part of the comet and Gabriel's toe. He suddenly heard himself going "wheeeeeeeeeeeeeeeeeee" but then he suddenly heard Gabriel going "wheeeeeeeeeeeeeeeeeee" too. Who knew angels go "wheeeeeeeeeeeeeeeeeee"?
Suddenly it seemed like the comet wasn't moving. Tommy couldn't see anything but could hear a sound like something out of control below. "Where is everything Gabriel?" Tommy asked.
"Everything hasn't been created yet." He said, "Listen" and as Tommy listened, a different voice, a booming and yet endlessly loving voice spoke with more authority than his dad and the principle combined when it said…
"LET THERE BE LIGHT!".
And so much light exploded, it was like a billion light bulbs. Suddenly things were happening everywhere. He kept hearing that loving voice saying "LET THERE BE…" and more and more stuff happened. Below he saw a huge round thing form when he realized it was a planet and that it was his home, the earth. The sky formed up, really, really fast when that voice told it to and then the stars and the sun and then oceans and plants and plants and animals and then……… and then………
Then Tommy saw a little space of dust. And that voice said "LET US MAKE MAN IN OUR IMAGE…" and like some invisible hands were making a model, a shape of a person formed in the dirt and then it was like a complete person with a face and fingers and everything but made all of dirt. Then a breeze came to it but not a regular breeze, it came from that voice and when that breeze hit the dirt guy, he sat up and he was a person.
Suddenly Tommy understood and he turned to Gabriel's toe and then looked up and he said, "Gabriel is this why we have Sunday? To remember when God created the world?"
"This is why we have the Sabbath, Tommy." Gabriel said, "Let me show you why we have a Sunday." And the comet took off but moved like a super fast elevator and suddenly Tommy was standing on a hill. He held on to Gabriel's toe still but he wasn't home or on the comet. He looked up at a huge signpost in the ground. But it wasn't a signpost. It was a beam of wood and as he followed it up into the air, he saw a man, up on that wood, his arms out and he was stretched on a beam across. A beam that was like, well, like,….
"It's the cross!" Tommy said gasping at what he was seeing. He turned to Gabriel to try to understand what he was seeing but when he did, Gabriel was gone. He turned back and the cross was gone but he saw the jungle gym and the swings and his bike in the bike rack and there stood Steve looking at him funny.
"Tommy, where have you been? You look terrible." Steve said helping Tommy get his clothes back on right.
"Never mind that. I know why we have a Sunday now Steve."
"You do? Why?"
"Because of the Cross. Because Jesus died for us on that day and every Sunday we worship him for it and it is a holy day this week and every week for ever and ever and ever." Tommy said reverently.
"Wow, that must have been some trip. Where did you go?"
"I can't explain it now Steve." Tommy said. "But here is a souvenir and I will tell you later" he said handing Steve something and walking to his bike. Steve looked down and opened his hand puzzled and wondered even more as he picked up the tiny piece of comet chip and put it in his pocket for later. | 1,998 | 1,392 | {
"id": "<urn:uuid:22604b91-7618-4456-b509-dc6b9feed10a>",
"dump": "CC-MAIN-2020-50",
"url": "https://alphabetacres.com/wp-content/uploads/2014/11/A-trip-on-a-comet.pdf",
"date": "2020-11-27T08:45:18",
"file_path": "crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00575.warc.gz",
"offset": 186795923,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9998786846796671,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9998766183853149,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2744,
5281,
5846
],
"fw_edu_scores": [
2.078125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.