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Illinois Contraband camps took different forms in different places. For instance, while in Memphis camps were created, often from the ground up, along or in the Mississippi River, in South Carolina many camps existed on the same plantations where blacks had been slaves. Still other camps simply consisted of a number of blacks resident at Union encampments. Especially in the case of newly-built camps, the populations were ever-changing since fugitives arrived daily, men were recruited into service, and women were often sent to work on abandoned farms or plantations. Some of what is known about these makeshift communities comes from official record while important details have been provided through the writings of various people—often associated with religious groups or benevolent organizations--who visited them. The most remarkable of these first-hand accounts is provided by Quaker Levi Coffin, who transitioned from his work on the Underground Railroad directly to fundraising for the contraband. Two other witnesses to camp life were Michigan Quaker and Underground Railroad operative Laura Haviland and John Eaton, Jr. General Superintendent of Freedmen. Cairo One of the most well-known camps was located in Cairo, Illinois, in the southern-most part of the state. By June of 1861, the Union controlled this important area located at the confluence of the Ohio and Mississippi rivers. One contraband camp existed at Fort Defiance, also a Union base under Grant's command. 1 Some contraband who found themselves at Cairo had been for a time living in Ohio, taken there, with Grant's approval, by the Chaplain of the 7 th Illinois. According to Coffin, some blacks were taken to and nearly abandoned in Cincinnati. 2 Some, but possibly not all, of these fugitives were sent (back) to Cairo by order of the Secretary of War (reversing Grant's approval). In Cairo, contraband were under the superintendence of J.B. Rogers, Chaplain of the 14 th Wisconsin Volunteers. When Eaton first toured the camp in the winter of 1862, he visited blacks housed in "the old barracks." Coffin described the contraband as destitute, having inadequate shelter and clothing, and suffering from various illnesses including small pox. Food was offered at a merely subsistence level. In spite of these horrible conditions, the contraband had organized religious services, which Coffin attended. A school also was opened, by a Mr. and Mrs. Job Hadley of Indiana, acquaintances of Coffin. According to a member of the 35 th Ohio, stationed for a time at Cairo, the contraband camp was to be moved to Island No. 10 (Missouri). 3 Coffin confirmed this as he commented on his second visit, adding that at the new location, blacks were farming. According to General Superintendent of Contraband John Eaton, Jr. Cairo also became a refuge for poor whites. 4 1 This was separate from the Fort Defiance constructed at Clarksville, Tennessee. 2 Levi Coffin, Reminiscences, (http://books.google.com/books 3 Ichabody Frisbie to his wife, April 6, 1863. Ichabod Frisbie Papers, 1862-1865, Marbl Collection (http://marbl.library.emory.edu/findingaids/content.php?id=frisbie396_100191) 4 John Eaton, Jr., Grant, Lincoln, and the Freedmen, Reminiscences of the Civil War, Longman, Green, and Co., New York, 1907. Mound City Quaker Laura Haviland refers to a freedmen camp near the hospital at Mound City, a few miles up the Ohio River from Cairo. She wrote that freedmen there were encouraged to go to Island No. 10; however, they resisted, preferring to remain in the free state of Illinois. 5 5 Haviland, http://www.gutenberg.org/dirs/etext05/wlwrk10.txt.	1,586	830	{ "id": "<urn:uuid:de26ddfd-7d24-4459-9200-b317b5a07f6a>", "dump": "CC-MAIN-2017-43", "url": "http://lastroadtofreedom.org/uploads/3/5/0/6/35062819/illinois.pdf", "date": "2017-10-24T09:36:01", "file_path": "crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00088.warc.gz", "offset": 210556737, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.997572511434555, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9978922009468079, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3298, 3646 ], "fw_edu_scores": [ 3.046875 ], "minhash_cluster_size": 1, "duplicate_count": 4 }
THE ART OF UNDERSTANDING Active listening, or showing others that you understand them, is the most important step in the dance of communication. Generally, during an emotional moment, two people are desperately trying to get their points across to each other and neither is actually listening. Or one person is going on and the other is tuning him or her out. The way out of this dilemma is the listening paradox: When you most want someone to hear you, it helps to listen first! ACTIVE LISTENING TOOLS True listening is a form of meditation in which you clear your mind of your own thoughts and put your attention entirely on another person. The following steps help build the concentration necessary for active listening: * Make eye contact, nods of understanding, and listening noises: "Uh huh. . . . hmm. . . ." When you appear disinterested, people talk on and on, desperately trying to gain your attention. Focusing on the speaker shortens monologues by helping the speaker realize you are listening. * Rephrase: "Are you saying . . . ?" It is better to restate in other words what has been said than to simply repeat. This helps clarify the other person's point. Ask questions if you don't fully understand what has been said: "What do you mean by . . . ?" Your paraphrases don't have to be 100% correct as long as you ask, "What percent of that did I understand?" Keep rephrasing until the other person feels completely understood. This is often signified by a nod. * Label feelings: "Do you feel . . . ? You seem to feel. . . ." Until emotions are recognized, people tend to hang on to them. Once feelings are identified, people can let them go. Highly accurate responses can draw out tears. Releasing such emotions deepens the connection between two people and takes communication to an intimate level (especially when accompanied by a touch, pat, or hug). When people are mad, identify any hurt their anger may be masking. It is generally better to overstate distress than to minimize it. * Validate feelings: "It makes sense that you feel . . . because. . . ." Validating the factors that contribute to a feeling requires curiosity. The more irrational an emotion seems, the more fascinating it is to discover the cause. When you understand the "emotional logic" behind a feeling, it starts to make sense: "I can see why you are disappointed in me, since you don't approve of women wearing short skirts." Feelings are not right or wrong, but are the result of helpful or harmful beliefs. Validating shows that you are not making judgments and helps others be less defensive or attacking. It is far easier to make judgments and sneak in your own viewpoint than to listen. Examine the following comments carefully to find their hidden agenda: "You wanted to run away instead of trying"; "You think I can't ever change even though I'm listening now"; "You shouldn't feel so responsible." The examples in the following table show that in an emotional moment either person can turn conflict into true communication: Although these examples demonstrate the tremendous improvement that can take place in communication with active listening, they may bring up some concerns: * Active listening sounds so artificial! This is true. Feeding back, labeling feelings, and validating are learned responses. Reassuring, explaining, and insulting come from animal instinct and do not have to be taught. They are generally the worst thing to do during an emotional moment. * Am I supposed to start repeating everything I hear? You do not have to use active listening every time someone talks to you. Disagreeing and advising can make everyday banter fun and challenging. It is only during emotional moments, when you notice tension, that it is essential to switch gears and become an active listener. * Will I ever get a chance to speak? When you carefully listen without inserting your views, other people become curious about where you stand. Surprisingly, you will remember your own issues even though you've just put them out of your mind. However, your concerns may diminish when you thoroughly understand others. Trying to get your point across without thoroughly understanding other people is like venturing into enemy territory without first doing reconnaissance work. Your power comes from understanding others—not from being understood!	1,568	878	{ "id": "<urn:uuid:c77d42e1-03dc-4be4-aec3-61f67b65eb47>", "dump": "CC-MAIN-2017-43", "url": "http://www.achangeinthinking.com/PDF/artofunderstanding.pdf", "date": "2017-10-24T09:21:53", "file_path": "crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00085.warc.gz", "offset": 388581538, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9981933534145355, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9990875720977783, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3029, 4351 ], "fw_edu_scores": [ 3.109375 ], "minhash_cluster_size": 2, "duplicate_count": 5 }
General Orchard Maintenance SOIL TESTING Taking a "Soil test" after harvest indicates the level of soil nutrients that may be available for the next cropping cycle. These levels can be enhanced through the addition of soil conditioners, fertilisers, trace elements and mulching. Attention to nutrition prior to flowering is essential for all crops. Poor growth caused by lack of Phosphorus, Calcium and Boron during this period will lead to poor pollen quality, poor fruit set and small fruit. Pollen quality is not often addressed. Earthlife contends that pH levels above 6.3 should be maintained to provide the optimum availability of nutrients required for good pollination. Soil pH between 5.0 – 5.5 induces the uptake of potentially toxic levels of Iron, Manganese and Aluminium for both tree and bees. Bees are affected by these toxins to the point where it may kill the hive. At these pH levels Calcium and Phosphorus uptake is also reduced further impairing pollination. It is the ratios between nutrients in the soil that determines the status of availability of a particular nutrient to the plant. Certain elements have a positive influence on each other, this is called SYNERGISM. Other elements have a negative influence, this is called ANTAGONISM. Not only does the effect of synergism and antagonism play an important role when interpreting soil analytical data, but even more important is this understanding when analysing tissue data (leaf testing). Earthlife' range of horticultural products have a proven record of reducing the effects of imbalances and toxicities in the soil. Fruit quality is very dependant on the growers ability to manage nitrogen levels and other nutrient balances during fruit growth. Foliar Sprays It is important to determine whether any trace elements, particularly boron is required to enhance flower set. Previous fruit set, taking in to account weather conditions, leaf tests and soil levels are determining factors for this decision. Boron, calcium and phosphorus play major roles in determining the quality of flowering. This in turn provides the basis for fruit quality as the cell structure of fruit is determined at flowering. Pruning The pruning of trees is necessary from time to time to maintain the height of the tree to a manageable level and to allow traffic between the rows. The productivity of orchard can also be increased through selective pruning to allow light into the centre of the tree. Spraying Buddy over the internal branches at this time will encourage more sideways growth, resulting in more flowering points inside the tree and therefore more fruit set. Disease Controls Diseases such as Phytophthora is a constant threat to orchards. It is far more important to determine the correct timing for a particular remedy than which remedy should be employed. Stem injection and foliar treatments require the sap flow going towards the roots, while soil drenching requires the sap flow towards the leaf. One application of any treatment will rarely control Phytophthora. Mulching Most orchard trees will respond to the utilisation of mulch as this maintains a moist environment in which the roots will thrive. Their feeder roots are better insulated from the variances of temperature near the surface of the soil. It is important to maintain a reasonable depth of mulch over the root area The use of Earthlife's minerals and Stubble Mate ensures additional nutrients from the mulch becomes plant available and is beneficial to the soil structure. Often, high organic matter levels in the soil can contribute to the acidification of the soil, as it is unable to break down to plant availability. It should be noted that large amounts of carbon dioxide and nitrogen are utilised to convert organic matter to plant available humus. Therefore, it is most important to schedule mulch applications and it's breakdown to match specific stages of plant growth. Organic matter is unable to convert to humus, where there is a lack of moisture, minerals, microbes and/or earthworms. The use of Stubble Mate at the correct stage of development of the crop ensures that the nitrogen production coincides with the plants requirements. Irrigation After harvest a thorough check and maintenance of all irrigation equipment including drippers, sprays, lines, filters and pumps should be carried out. Pressure testing of the pumps and comparing flow rates for each block will provide further information and allow better uniformity of irrigation to be undertaken through out the coming season. Please contact Alex or Ian through our contact us page or phone 1800 819 003 to enable us assist you in your future endeavours.	1,861	918	{ "id": "<urn:uuid:f523eedf-cb91-4676-9e8b-f9a8203e404a>", "dump": "CC-MAIN-2017-43", "url": "http://earthlife.com.au/wp-content/uploads/2015/09/general-orchard-maintenance.pdf", "date": "2017-10-24T09:12:35", "file_path": "crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00093.warc.gz", "offset": 93580984, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9966782629489899, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9965955018997192, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3051, 4692 ], "fw_edu_scores": [ 2.859375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
A local community response regarding Communities and Ecology. Thunder Bay Christian Life Communities collectively do the following and have taken on a project of Community Gardening and the distribution of Spring Water to members. Environment and Ecology After prayer and reflection the answer to Part 1 of Thunder Bay communities are as follows: 1) Collect and compost 2) Recycle and pick up garbage on the street 3) Limit bathing water or hand wash water 4) Gather almost all amounts of paper for recycle 5) Wash clothes in cold water and ¼ load for smaller amounts 6) Cook in the evening to limit electricity 7) Keep dishwater all day to wash dishes throughout the day by just adding a bit of water 8) Buy recycled clothes 9) Garden fresh vegetables 10) Try to help keep environment natural to bring the bees in the yard. 11) Use detergents and cleaning agents that are environmentally friendly 12) Do not use pesticides in the garden, Use natural fertilizers such as fish and compost 13) Keep furnace at a set temp: lower if possible: 14) Try to limit air conditioning to the few hottest days of summer 15) Help with Community Garden for St. Anne's Church and preparation of vegetables. 16) Try to buy local produce. 17) Educate myself more on Monsanto and what he proposes to do with our food and alternating the original dna or gno of wheat etc. 18) Educate myself on how pervasive this is in the world. 19) Disposing needles, batteries, Freon properly as dictated by government. 20) Don't fly 22) Air dry my clothes 21) Small car 23) Stick to speed limit (most of time) 24) Take used electronics to dealer 25) Take unused medications back to drugstore(3) 26) Bring own bags for groceries and recycle the ones I do use (plastic) 27) We compost food and vegetable waste and use Australian red worms to help break it down 28) We grow vegetables and lawn without using pesticides or fertilizers except compost 29) We do not use antibacterial dish detergent or hand soap 30) We grow milk weed for monarch butterfly reproduction 31) We have signed petitions against the use of nicitinoids which kill bees 32) I do not purchase any cosmetics, soap, etc that contain the little plastic beads 33) I watch for any thing that contains parabens to avoid purchasing 34) We do not use bottled water 36) Thunder Bay on the whole has gone green and programs involved is included in this link 35) We purchase much food from bulk stores Part 11 Overall everyone felt they would continue to do what they are doing but felt they could do more: Our failures: Not paying attention to excessive packaging . Not trying to buy environmentally friendly materials in clothing, etc Not speaking up to those in government to promote the formulation and passing of laws that promote respect and care for creation. Project as Community: Thunder Bay CLC: Joshua Tree and Oramus : Fr. Larry Kroker S.J. Community Garden: As a Thunder Bay Community we would like to collaborate with Kateri Church, Fr. Larry Kroker s.j. to help maintain a garden at St. Anne's Parish. Fruits of garden would go to Kateri Church to feed the people, for soups on Sun. and Mon. and for special prayer days where the Native Peoples gather. Fr. Larry Kroker s.j. has also offered to bring spring water from a spring for anyone who would like some to help stop buying bottled water and to avoid all additives in our own drinking water. Respectfully: Penny Fitzpatrick – Thunder Bay CLC	1,486	758	{ "id": "<urn:uuid:5941760d-7fa1-4c09-bedd-8a065ff59ab1>", "dump": "CC-MAIN-2017-43", "url": "http://christianlifecommunity.ca/media/17029/A-local-community-response-Environment-and-Ecology.pdf", "date": "2017-10-24T09:14:19", "file_path": "crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00093.warc.gz", "offset": 65406712, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9932044148445129, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9932102560997009, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2430, 3451 ], "fw_edu_scores": [ 2.6875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Introducing the Bedford Flag on April 19, 1775, by Nathaniel Page, cornet of the Bedford, Massachusetts Minutemen. The flag remained in the Page family for many years and now resides in the Bedford Free Public Library in its own climate controlled case for preservation. The Bedford Flag is probably the oldest existing flag in the United States. It dates to the early 1700s. Legend has it that this flag was carried into the Battle of Concord at the beginning of the Revolutionary War Bedford Flag: The Bedford Flag is a red piece of silk damask approximately 27" by 29". It's square shape indicates it was a cavalry flag. A mail covered arm protrudes from a cloud holding a sword, while a banner with the Latin words "Vince aut Morire" (Conquer or Die) furls down the other side. Three cannon balls float in the air by the arm. Bedford Flag Legend: The Bedford Flag was allegedly carried into the first battle of the American Revolution at Concord on April 19, 1775 by minuteman Nathaniel Page of Bedford, Massachusetts. Page was the Bedford Minutemen's elected cornet. The cornet in colonial militia carried the flag for the unit. This was an important position. The cornet would stand next to the captain at all times so he could accurately convey the captain's messages to the troops. shouting, "Up, Mr. Page, the regulars are out!" Fitch. The Minutemen gathered around the fireplace in the tap room and Lydia Fitch served them cold cornmeal mush and hot buttered rum. The men then marched toward Concord, joining with 50 others on their way. Nathaniel Page and the other 25 members of the Bedford Minutemen gathered at Fitch Tavern, a tavern still located in the center of the town, that was owned by Bedford Militia Sergeant Jeremiah According to Cyrus Page, Nathaniel's grandson, who is also the primary source for the legend, when the Bedford Minutemen arrived in Concord they assisted others in removing the remaining military supplies from their storage place to greater safety. Nathaniel said he laid the flag down to help in moving the supplies. Page then took the flag and the company marched to the Olde North Bridge to engage the British Regulars. Some historians discount the story because of the lack of corroborating accounts. There are, however, some facts that at least indicate that the story might be true. Early on the morning of April 19, 1775, before the first shots were fired at Lexington, Captain John Parker sent out couriers to towns around the area to call their minutemen to arms. Benjamin Todd and Nathaniel Monroe went into Bedford as couriers. They knocked on the door of Nathaniel Page early that morning Shortly before his death, Cyrus Page gave the Bedford Flag to the Bedford Free Public Library and asked them to keep it as a "relic of by-gone days" to be "kept for the inspection of the public at all proper times." Today you can visit the Bedford Free Public Library and see the original Bedford Flag in its climate controlled vault. Sons of Liberty Aleworks • Norco, CA • www.solaleworks.com	1,230	670	{ "id": "<urn:uuid:c7054720-63da-41b5-8e6e-8ebc1740db31>", "dump": "CC-MAIN-2017-43", "url": "http://solaleworks.com/flags/Bedford_Flag_02.pdf", "date": "2017-10-24T09:32:25", "file_path": "crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00089.warc.gz", "offset": 318020046, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.998231828212738, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.998231828212738, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3055 ], "fw_edu_scores": [ 2.71875 ], "minhash_cluster_size": 2, "duplicate_count": 1 }
www.miniHYDROGEN.com Hydrogen – Facts Sheet Basics Hydrogen was discovered in 1766 by the English chemist and physicist H. Cavendish. Hydrogen is the first element in the periodic table, consisting of one proton and one electron making it the smallest and lightest of all elements. Hydrogen reacts with many different materials and is one of the most abundant elements in the universe, 90% of the atoms in the known universe are hydrogen. Hydrogen therefore can be produced from a various types of sources. The most important source is water, which can be split into hydrogen and oxygen by electrolysis. These can be combined again in a fuel cell, creating power, heat and water as the only emission. Physical and Chemical properties Hydrogen density Hydrogen Properties Hydrogen density compared to other fuels All numbers are at lower heating value and at atmospheric pressure and normal temperature. Production As the most abundant element in the universe hydrogen can be produced from a various types of sources. Hydrogen sources and production methods www.miniHYDROGEN.com Storage Hydrogen can be stored in three different ways, as a gas, as liquid, as a material. Hydrogen volume of the energy content in 1 litre of gasoline 2 6 Data with great inaccuracy due to different data sources, calculations methods and storage technology. All hydrogen data with lower heating value on 2,79 kWh/m3 at normal temperature and pressure. Safety Hydrogen is as dangerous as gasoline, but perhaps safer because of its safety characteristics. * Hydrogen has a low density and thus a higher buoyancy * Hydrogen is lighter than all other elements. * Hydrogen diffuses faster through air than other gas fuels * Hydrogen is odorless, tasteless, colorless and non toxically * Hydrogen ignition interval covers large differences in concentration * Hydrogen burning flame is invisible in day light * Hydrogen ignition energy at certain concentrations are very low * Hydrogen ignition temperature are quite higher than gasoline * Hydrogen flame rate are quite higher than that of other fuels * Hydrogen is explosive in a large concentration interval when concealed, but in open air difficult to explode Hydrogen vs. Gasoline Safety properties Hydrogen did not cause the Hindenburg to blow up. A study of the accident implicates the paint used on the skin of the airship, which contained the same component as rocket fuel. An electrical discharge ignited its skin, and a fire raced over the surface of the airship. The hydrogen burned quickly, upward and away from the people onboard the ship. Reasons for hydrogen * Hydrogen holds the potential for a zero emission energy system * Hydrogen is as safe as gasoline and natural gas * Hydrogen in long term can be produced competitive with fossil fuels * Hydrogen can be produced by everybody with access to sun and wind * Hydrogen can remove the dependency of foreign limited fossil fuels * Hydrogen in combination with fuel cells can innovate our energy technology thus creating jobs miniHYDROGEN and H2 Logic ApS , nor any of their employees, makes any warranty, express or implied, or assumes any legal liability or responsibility for the accuracy, completeness, or usefulness of any information, apparatus, product, or process disclosed, or represents that its use would not infringe privately owned rights, in this document. The data will change over time due to research and development progress, the data in this document should therefore only be seen as overall guidelines. miniHYDROGEN and H2 Logic ApS do not necessarily endorse the viewpoint of this document or in no way guarantee its technical correctness. No compensation will be made for personal or company losses, injuries and accidents due to errors in this document. All materials, data and graphics in this document are copyright of miniHYDROGEN™. Any use of the materials is only allowed for noncommercial and educational purposes, when referring to miniHYDROGEN™.	1,754	833	{ "id": "<urn:uuid:73ceeffa-b4a9-4c64-adef-7741225f78a3>", "dump": "CC-MAIN-2015-18", "url": "http://www.fuelcelleducation.org/wp-content/themes/sandbox/pdf/Hydrogen%20Fact%20Sheet%20-%20mini%20HYDROGEN.com.pdf", "date": "2015-04-22T02:24:16", "file_path": "crawl-data/CC-MAIN-2015-18/segments/1429246644083.49/warc/CC-MAIN-20150417045724-00153-ip-10-235-10-82.ec2.internal.warc.gz", "offset": 185024139, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9951674044132233, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9947806000709534, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1068, 3994 ], "fw_edu_scores": [ 2.96875 ], "minhash_cluster_size": 3, "duplicate_count": 5 }
Picture Books Absolutely Not Matthew McElligott 978-0-8027-8934-1 (March 11, 2006) Two bugs, Frieda and Gloria, green and slightly grasshoppery in appearance, are about as opposite in personality as friends can be. Tall Gloria is brave and adventurous; short Frieda is afraid of everything, real and imagined. When Gloria suggests getting out of the house to take a walk on a lovely fall day, her little friend responds, "Absolutely not." Frieda is afraid of the big snake she has seen out the window. Gloria says that it's nothing more than a river and urges Frieda to put on her glasses and go outside. Granny glasses perched on her ample nose, Frieda follows her bold buddy. Gloria, upper set of arms in the air, extols the beauty of the day. "Isn't this a perfect morning?" she asks. "Absolutely not!" is Frieda's refrain. She finds the morning frightening, and thinks they are being watched. Readers can only speculate about what has the young bug worried. It could be anything from the clouds to the trees. No matter what Gloria sees as potentially fun or interesting, Frieda is fearful of it. Her imagination runs wild. She is afraid to jump in some leaves because frogs may be lurking there. An old log seems menacing. Gloria realizes that everything in the world, including a bicycle, looks dark and sinister to poor Frieda. "You find something bad in everything you see," Gloria says. As it gets late, Gloria suggests taking a shortcut through the woods. Frieda, predictably, is nervous about it, but has to admit that Gloria has been right about everything so far that day. She is even willing to acknowledge that she is a worrier. To prove her point, she explains that sometimes things remind her of other things, such as a certain pair of trees. This time, Frieda is right to be worried. The "trees" turn out to be the legs of a giant bird. This is an absolutely winning combination of story and illustrations. McElligott has written and illustrated several previous children's books, including Uncle Frank's Pit and The Truth About Cousin Ernie's Head. He illustrated The Spooky Book, and The Phantom Tollbooth. Charming details enhance the pencil-and-watercolor drawings. Frieda clutches a small purse in her lower "hands," as if it offers security. Gloria's posture suggests total self- confidence; Frieda's shows her fears and worries. The story's resolution is a charming reminder that boldness must be tempered with caution at times, and that even worriers may be right in their assessments of danger. The book is an excellent vehicle for talking with children about their fears. Linda Salisbury	1,020	573	{ "id": "<urn:uuid:79eb3a1d-de08-4922-8ab0-369a31b70f17>", "dump": "CC-MAIN-2015-18", "url": "https://www.forewordreviews.com/reviews/absolutely-not/pdf/", "date": "2015-04-22T01:43:31", "file_path": "crawl-data/CC-MAIN-2015-18/segments/1429246644083.49/warc/CC-MAIN-20150417045724-00145-ip-10-235-10-82.ec2.internal.warc.gz", "offset": 378173683, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9991682469844818, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9994992017745972, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2359, 2623 ], "fw_edu_scores": [ 2.359375 ], "minhash_cluster_size": 9, "duplicate_count": 5 }
Fatigue Side Effects – Symptoms & Solutions What is asthenia? The most common complaint reported by cancer patients is a condition known as asthenia (as-THEE-nee-uh), which is a medical term for fatigue. However, this condition may feel different from the fatigue you experienced before developing cancer. Some patients may experience physical, mental, or emotional fatigue that is not relieved by rest for days, weeks, or months. The fatigue will go away gradually after treatment is complete. What causes asthenia/fatigue? Fatigue may result from cancer treatments or from the disease itself; however, the cause is not fully understood. Poor sleep, pain or pain medications, stress, poor diet, or a low blood count (anemia) may also lead to fatigue. How can I cope with asthenia/fatigue? - Plan to rest a little each day with breaks or short naps that will not disturb your sleep at night. - Keep a daily diary and note your energy levels after your cancer treatments. This can help you with scheduling important activities. - Allow others to help you with your daily errands, and save your energy for the important things. - Discuss any sleep problems with your doctor or nurse. - Limit your intake of caffeine and alcoholic drinks. - Balance your diet and drink plenty of water, unless given other instructions by your doctor or nurse. - Exercise lightly or take short walks, if your doctor approves. - Consider doing activities you enjoy, but do them more easily or for less time. - Activities that may help fatigue include meditation, prayer, yoga, guided imagery, and visualization. The information contained herein is not comprehensive and is intended only as a guide. Talk to your doctor or nurse about appropriate ways to deal with your fatigue, and inform them of any worsening in your energy level. Other suggestions from your healthcare providers: Fatigue Side Effects – Symptoms & Solutions Suggested Strategies for Energy Conservation Activities of Daily Living Meal Preparation - Sit down to bathe and dry off. - Use a shower/bath organizer to decrease leaning and reaching - Install grab rails in the bathroom. - Use extension handles on sponges and brushes. - Use an elevated toilet seat. - Organize time to avoid rushing. - Lay out clothes and toiletries before dressing. - Minimize leaning over to put on clothes and shoes. - Modify the home environment to maximize efficient use of energy. - Wear comfortable clothes and low-heeled shoes. Housekeeping - Schedule household tasks throughout the week. - Do housework sitting down when possible. - Delegate housework, shopping, laundry, and child care when possible. Shopping - Organize list by aisle. - Use a grocery cart for support. - Shop at less-busy times. - Use convenience foods/easy-to-prepare foods. - Use small appliances (they take less effort to use.) - Arrange the preparation environment for easy access to frequently used items. - Prepare meals sitting down. - Soak dishes instead of scrubbing and let dishes air dry. - Prepare double portions and freeze half. Child Care - Plan activities to allow for sitting down (e.g., drawing pictures, playing games, reading, computer games.) - Teach children to climb up on the lap or into the highchair instead of being lifted. Workplace - Plan workload to take advantage of peak energy times. - Arrange work environment for easy access to commonly used equipment and supplies. Leisure - Do activities with a companion - Select activities that match energy level. - Request assistance in getting to the car. - Balance activity and rest (don't get overtired.) Note: Based on information from Donovan, E. (1995, October 25). "Energy conservation." In Fatigue Initiative through Research and Education (FIRE) course. Educational program sponsored by Oncology Nursing Society and Ortho Biotech IN., Phoenix, AZ.	1,702	805	{ "id": "<urn:uuid:9b6da772-20f2-41bd-ab38-b0101c3a7af4>", "dump": "CC-MAIN-2015-18", "url": "https://www.whidbeygen.org/cancer-care/patient-instructions/fatigue/at_download/file", "date": "2015-04-22T01:43:46", "file_path": "crawl-data/CC-MAIN-2015-18/segments/1429246644083.49/warc/CC-MAIN-20150417045724-00171-ip-10-235-10-82.ec2.internal.warc.gz", "offset": 379501220, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9958242774009705, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9975478649139404, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1920, 3867 ], "fw_edu_scores": [ 2.40625 ], "minhash_cluster_size": 3, "duplicate_count": 15 }
Let's Talk Literacy – June 2013 Summer offers many unique opportunities to weave literacy into everyday activities with your child. Beach trips, swimming in a pool, or family barbecues provide ideal opportunities for conversation, book reading, and looking at letters, skills that will help your child become a reader and writer later in life. Try some of these tips for making your young child's summer full of literacy fun. Be a reader yourself. When you read newspapers and books and write letters and lists, you show your young child how reading and writing are useful. By demonstrating why reading and writing are important, you will motivate your child to become a reader and writer. Set aside a consistent time each day for reading aloud. Choose a read-aloud time that fits your family's summer schedule and stick to it every day. Your baby, toddler, or young child will look forward to this special time together. Connect read-aloud choices to summer activities. Read your child a book about the beach, such as Sea, Sand, Me!, before or after a beach trip, or read The Very Lonely Firefly after your child discovers fireflies at a family cookout. When you read and discuss books about things your child has experienced, you help him learn important vocabulary and extend his understanding of experiences. Check out summer programs at your local public library. Many feature special story times, singalongs, and puppet shows during the summer. These programs offer fun opportunities for your child to expand his language-and literacy-related skills. Look at letters and words as you enjoy summer activities. As you walk to the park, point out stop signs and letters in street signs. When you visit the local pool, point out the list of pool rules and read them with out loud. Let your child draw and write with chalk on the sidewalk. By drawing your child's attention to print and letters, you teach her about specific letters and words while pointing out the many uses of print. Take books along on outings. Pack some board books in your beach bag or picnic basket, and bring a stack of books on long car rides. You and your child can enjoy books together anywhere you go this summer. Adapted from My PBS Parents, Reading and Language articles. Summer Reading Resources For great summer books, please read "The 2013 Big Summer Booklist from Reading Rockets". For other summer reading lists and literacy resources, you can visit the following websites: www.readingroackets.org www.pbs.org/parents www.scholastic.com/summer www.education.com/seasonal/summer-reading www.thechildrensbookreview.com/books-by-age	1,008	533	{ "id": "<urn:uuid:7286edd0-1f74-4a4b-a22b-01be15a04927>", "dump": "CC-MAIN-2015-18", "url": "http://www.hallmarkhealth.org/doc_download/436-juneliteracy2013", "date": "2015-04-22T01:43:03", "file_path": "crawl-data/CC-MAIN-2015-18/segments/1429246644083.49/warc/CC-MAIN-20150417045724-00187-ip-10-235-10-82.ec2.internal.warc.gz", "offset": 199954379, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9986797571182251, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9986797571182251, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2627 ], "fw_edu_scores": [ 2.921875 ], "minhash_cluster_size": 1, "duplicate_count": 39 }
Dharma Suffers in US Schools Category : August 1987 Published by Anonymous on Aug. 01, 1987 Dharma Suffers in US Schools Peruman, Markandeya; Peruman, Sundari A battle for dharma rages inside the brains and bodies, inside the hearts and minds, of the Hindu youth of America. On the one hand, with youthful valor, many really want to obey their parents, stand strong for the Hindu heritage, to be shining examples of purity. Yet puberty's passions, peer pressure, subtle propaganda, minority status, Christian influence and racism assail our children daily on the school campus. What may be a crisis of enormous emotional proportions in the mind of a 15-year old girl, often goes unseen by parents. Most of them are unaware of the "realities of teen society" and just look on helplessly. Outside the purview of parents and teachers, with confidentiality guaranteed, through hundreds of candid group and personal interviews, our children told us of their struggle: Food, Sex and Drugs: The ancient values of brahmachariya (continence) are deeply embedded in the Hindu psyche. Purity in all dimensions of life is still the expectation of most Hindu parents. But Hindu youth see most of their fellow students eating meat, and those that don't are considered out of step with the main stream. Those that do not date are considered completely out of step. At least 90% of their fellow classmates date. It is the accepted thing to do. This is particularly true at prom (main school dance) time. Without a date they stay at home. Unfortunately, in this sex-oriented society, most of the boys seem to have one thing on their mind. Drugs are prevalent on the campus. Many Students smoke cigarettes, a lot of them have smoked pot and some are into hard drugs. There are very few they know who haven't at least tried beer and/or wine. There is a lot or pressure exerted in this particular area of their lives. Those who stand up for traditional values are often called old-fashioned, queer, priggish etc. Often they are faced with the remark, "You are now in America and you are expected to do what the others do, or else." Or, "If you don't do such and page 1 / 2 such you won't be considered one of the group." Constant peer pressure is the catalyst, turning simple adherence to purity into traumatic confrontation. Christian Influence: Most fellow students and teachers are Christians. The influence is subtle but thorough. Most holidays have some Christian religious connotation. Most textbooks are colored by the writer's religious persuasions. Music students, especially voice students, are expected to sing Christmas carols. Cultural Alienation and Racism: Cultural events are frequently based on American history. In most cases our children feel completely left out of things. "White" Americans often project superiority. "Colored" Hindus of Asian descent are relegated to the Mexican, Black or Filipino group. Being ignored by the white students, they feel more comfortable with the minority groups. But these minorities do not uphold traditional Hindu values and are mostly Christian. Parental Guidance: Hindu youth feel that their parents are not "hip" to what is expected of parents in America. They feel their parents want to raise them as they themselves had been raised in their home country. But conditions are different here in America. The youth want intelligent guidance, not just rules. Children feel parents are too strict in most cases. A few of those interviewed felt quite comfortable with their parents guidance, but the majority said parents were not understanding enough and certainly not aware of what really takes place on campus. Hindu Schools Needed: Academically, our Hindu youth shine. However, they must be constantly appraised of the ever-present pitfalls. Most students thought that Hindu parochial schools could solve the problems, harmonizing education and religion, giving a sound knowledge of Hinduism. Then, as adults, they felt they could stand strong on the foundation of understanding and talk intelligently with their Christian and Jewish peers in a pluralistic society. Article copyright Himalayan Academy. page 2 / 2	1,702	898	{ "id": "<urn:uuid:48cabdcd-81cd-4a56-9afe-8537484cbd44>", "dump": "CC-MAIN-2015-18", "url": "http://www.hinduismtoday.com/modules/smartsection/makepdf.php?itemid=437", "date": "2015-04-22T01:44:01", "file_path": "crawl-data/CC-MAIN-2015-18/segments/1429246644083.49/warc/CC-MAIN-20150417045724-00230-ip-10-235-10-82.ec2.internal.warc.gz", "offset": 200488037, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9984062612056732, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9985987544059753, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2184, 4215 ], "fw_edu_scores": [ 2.015625 ], "minhash_cluster_size": 2, "duplicate_count": 22 }
Heart Healthy Tips for February Many people know that 20 minutes of exercise 5 days a week is a great way to stay healthy. However, if you can't do that amount every day, some exercise is better than none at all. The major benefits of exercise on the heart is increased oxygenation of the muscle which is an important "nutrient" for muscle function, decreased blood pressure so that the work load of the heart pumping blood out into the body is lessened, and decreased stress which leads to less cortisol (stress hormone) production. Elevated cortisol levels lead to increased belly fat, increased fat in the arteries of the heart, and increased blood pressure. Eating right is also important. Dieting is not always the answer if you are yo-yo dieting. A steady diet of the right foods, in the right amount and at the right time of day will automatically help you lose weight and feel healthier; which in turn will make you feel like adding the benefits of exercise. Eating the right foods in the right amount is one of the most important things people of all ages can do. Hints on proper eating for better heart health: - Don't overload your plate. It is better to eat six small meals a day than overeat during three meals. - Eat until you are satisfied. With "biggie-sized" meals and drinks, we've become accustom to feeling full, rather than recognizing that you only need to feel that you've taken care of the hungry feeling. - Cut down on processed foods and high-sodium foods (lunchmeat, chips, French fries) - Increase your Omega-3 fatty acids by eating more fish (salmon, tuna, herring, mackerel), beans & nuts (walnuts, soybeans), and use canola or olive oil. - Limit fats that are solid at room temperature (butter, Crisco, lard, meat fat) - Increase your intake of fruits and vegetables. Peas, beans and lentils can be an excellent replacement for meat. - Choose meats that are only 10% fat. Read the label; you will likely pay a few cents a pound more because it is healthier, but meats that say they are 90% lean are your best choice. - Limit sodium to one teaspoon a day (2300 mg). Salt retains body water making you feel bloated, increases your blood pressure and contributes to hardening of the arteries and/or kidney stones. Resources for Heart Healthy Living and Recipes can be found at the following websites: 1. American Heart Association: http://www.heart.org/HEARTORG/GettingHealthy/NutritionCenter/HealthyCooking /Simple-Cooking-with-Heart-Home-Page_UCM_430043_SubHomePage.jsp 2. Mayo Clinic: http://www.mayoclinic.com/health/heart-healthy-recipes/RE00098 3. National Institutes of Health: http://www.nhlbi.nih.gov/contact/index.htm	1,118	604	{ "id": "<urn:uuid:1ae34832-7f1e-4f83-95da-0ecf0f1fd347>", "dump": "CC-MAIN-2015-18", "url": "http://www.portal.state.pa.us/portal/server.pt/document/1321259/heart_healthy_tips_for_february_pdf", "date": "2015-04-22T01:53:31", "file_path": "crawl-data/CC-MAIN-2015-18/segments/1429246644083.49/warc/CC-MAIN-20150417045724-00209-ip-10-235-10-82.ec2.internal.warc.gz", "offset": 270391778, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9973887205123901, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9973887205123901, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2661 ], "fw_edu_scores": [ 2.6875 ], "minhash_cluster_size": 2, "duplicate_count": 8 }
Driving in a Disaster Safety Tips for Motorists MINUTES when left in a closed car. NEVER leave anyone in a parked car during periods of high summer heat. After almost every disaster, search and rescue teams ﬁnd victims who might have survived if they had known whether to stay with or leave their cars. The following are safety tips for drivers in various types of emergencies. This information should be kept in the glove compartment of your car. In any situation, the most important rule is — Don't panic! Listen to radio or television for the latest National Weather Service bulletins on severe weather for the area in which you will drive. In times of developing emergencies, keep a radio or television on and await instructions. If evacuation is recommended, move quickly but calmly, following instructions as to which route to be used, evacuation shelter to be sought, and other directions. HURRICANES —EVACUATE EARLY Flooding can begin well before a hurricane nears land. Plan to evacuate early, and keep a full tank of gas during the hurricane season. Learn the best evacuation route before a storm forms, and make arrangements with friends or relatives inland to stay with them until the storm has passed. Never attempt to drive during a hurricane, and wait until the "all clear" is given after the storm. Flash ﬂooding can occur after a hurricane has passed. Avoid driving on coastal and low-lying roads. Storm surge and hurricane-caused ﬂooding are erratic and may occur with little or no warning – and in some locations, such as Wellﬂeet Harbor, can occur hours after the storms appears to have passed. FLOOD —GET OUT OF THE CAR Never attempt to drive through water on a road. Water can be deeper than it appears and water levels can rise very quickly. Most cars will ﬂoat for at least a short while. A car can be buoyed by ALWAYS KEEP EMERGENCY SUPPLIES IN YOUR VEHICLE Cars should be equipped with supplies that could be useful in any emergency. The supplies in the kit should include, at a minimum: ❑ blanket/sleeping bag ﬂoodwaters and then swept downstream during a ﬂood. Floodwaters also can erode roadways, and a missing section of road-even a missing bridge-will not be visible with water running over the area. Wade through ﬂoodwaters only if the water is not ﬂowing rapidly and only in waters no higher than the knees. If a car stalls in ﬂoodwater, get out quickly and move to higher ground. The ﬂoodwaters may still be rising, and the car could get swept away at any moment. TORNADO —GET OUT OF THE CAR A car is the least safe place to be in a tornado. When a warning is issued, do not try to leave the area by car. If you are in a car, leave it and ﬁnd shelter in a building. If a tornado approaches and there are no safe structures nearby, lie ﬂat in a ditch or other ground depression with your arms over your head. SUMMER HEAT —STAY OUT OF A PARKED CAR ❑ jumper cables and tools ❑ bottled water ❑ canned fruits and nuts and manual can opener ❑ ﬁrst aid kit ❑ ﬂashlight and extra batteries ❑ rain gear and extra clothes ❑ necessary medication ❑ matches and candles ❑ shovel (not just for winter travel) During hot weather, heat build-up in a closed or nearly closed car can occur quickly and intensely. Children and pets can die from heat stroke in a matter of Sources: The American Red Cross. Photos courtesy of the NASA Project at Prescott College, AZ. 25	1,429	775	{ "id": "<urn:uuid:e5ef7a64-14d1-4e44-8aeb-38cb7fd48a27>", "dump": "CC-MAIN-2015-18", "url": "http://www.whoi.edu/fileserver.do?id=44428&pt=10&p=31053", "date": "2015-04-22T02:04:04", "file_path": "crawl-data/CC-MAIN-2015-18/segments/1429246644083.49/warc/CC-MAIN-20150417045724-00228-ip-10-235-10-82.ec2.internal.warc.gz", "offset": 340630855, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9993051290512085, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9993051290512085, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3404 ], "fw_edu_scores": [ 3.359375 ], "minhash_cluster_size": 3, "duplicate_count": 10 }
Environment (Indoor & Outdoor) UT Extension Publications 2-2006 SP605-A-What Do You Know About Lead Poisoning? Common Myths, Misunderstandings and the Facts The University of Tennessee Agricultural Extension Service Follow this and additional works at: http://trace.tennessee.edu/utk_agexenvi Recommended Citation "SP605-A-What Do You Know About Lead Poisoning? Common Myths, Misunderstandings and the Facts," The University of Tennessee Agricultural Extension Service, 06-0186 SP605A-5M-2/06(Rep) R12-5310-013-001-06, http://trace.tennessee.edu/ utk_agexenvi/6 The publications in this collection represent the historical publishing record of the UT Agricultural Experiment Station and do not necessarily reflect current scientific knowledge or recommendations. Current information about UT Ag Research can be found at the UT Ag Research website. This Indoor Environmental Concerns - Lead Poisoning is brought to you for free and open access by the UT Extension Publications at Trace: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Environment (Indoor & Outdoor) by an authorized administrator of Trace: Tennessee Research and Creative Exchange. For more information, please contact firstname.lastname@example.org. What Do You Know About Lead Poisoning? Common Myths, Misunderstandings and the Facts Tennessee Department of Health Prepared by Martha Keel, Professor and Janice McCoy, former Research Associate, Family and Consumer Sciences You cannot prevent your child from being poisoned by lead. Extension SP 605-A Lead poisoning can be totally prevented. Ask your local health department or Extension agent for tips about how to remove lead safely from your home. Fact Lead poisoning is not really a problem anymore. I know a lot of people who grew up around lead paint and they are perfectly healthy. Myth Lead paint that was in homes 20 years ago is even more of a health hazard now. As paint gets older it will peel and chip. This creates lead dust that is harmful to everyone. Fact Only children are at risk from lead poisoning. Myth Fact Adults can also suffer from hypertension (high blood pressure) when they have elevated blood lead levels. My child will not get lead poisoning if he or she does not eat paint chips or chew on things that have lead paint. Fact While these are ways a child can be poisoned by lead, he or she only has to breathe lead dust to become poisoned. Toys and fingers that have come into contact with lead dust can also poison a child when put in the mouth. My child will not be hurt by lead unless he or she has very high blood lead levels. Myth Even very low levels of lead in a child's blood can create long-term problems and can even affect learning and behavior permanently. Fact My home would be better if I just leave the lead paint where it is. Having my home de-leaded only creates more lead paint dust. Myth Fact If lead removal is done by someone who has been trained and licensed to do the job in a safe manner, he or she will clean up properly and prevent lead dust from being spread in the home. My child lives in the country. Only children who live in the inner city get lead poisoning. Fact Lead poisoning only comes from a child living in a house or apartment built before 1978. It does not matter if your child lives in the country or in the city. Any child can get lead poisoning. Lead paint can be found in any home built before 1978. Fact While lead-based paint is one of the major ways to become lead-poisoned, there are other sources, such as certain home remedies, lead crystal and soil contaminated by leaded fuel in cars or other vehicles. TENNESSEE CHILDHOOD LEAD POISONING PREVENTION PROGRAM	1,673	841	{ "id": "<urn:uuid:cea6d3f8-a1ca-4e9c-9bff-04e06d2d5e9a>", "dump": "CC-MAIN-2015-18", "url": "http://trace.tennessee.edu/cgi/viewcontent.cgi?article=1005&context=utk_agexenvi", "date": "2015-04-22T01:43:51", "file_path": "crawl-data/CC-MAIN-2015-18/segments/1429246644083.49/warc/CC-MAIN-20150417045724-00210-ip-10-235-10-82.ec2.internal.warc.gz", "offset": 91414172, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9765211542447408, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9979050159454346, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1239, 3098, 3716 ], "fw_edu_scores": [ 2.828125 ], "minhash_cluster_size": 10, "duplicate_count": 5 }
Introduction concursoescolaronce.es/material-secundaria/introduccion Welcome to the 38th edition of the Grupo Social ONCE School Competition, the educational action programme that helps you to promote values such as solidarity and critical thinking, an active role for students and collaborative work to achieve equal opportunities for everyone. At Grupo Social ONCE we know that the road to inclusion can only be travelled in one way: ALL TOGETHER. Education is a powerful tool to create a fairer, better society. With this contest we are certain that, with you, teachers, students and families, we are creating a more inclusive future. That is why the Grupo Social ONCE has organised this 38th contest, inviting you to work together for inclusion and to make students into agents of change, encouraging them to take action inside and outside the classroom, to make the environment more inclusive. Because we can all take steps on the path to equality. This year, with our slogan "THE PATH THAT MAKES US EQUALS"", we are urging you to move from awareness to action, through a pedagogically attractive, modern proposal, based on the LOMLOE. All this with Oncelio, our iconic isotype, who we have filled with colour so that we can travel the path with him and add walk kilometres of enthusiasm. ABOUT GRUPO SOCIAL ONCE? Grupo Social ONCE is a collaboration between ONCE, Fundación ONCE and Ilunion with a shared identity and a clearly established priority: total inclusion and access to independent living for blind people and people with other disabilities in Spain and around the world. Education, lifelong learning, employment and accessibility are ever-present objectives, based on social innovation and the drive towards more inclusive societies by strengthening associations working in the area of disability, the third sector and the social economy. A unique model that hinges on solidarity with people at risk of exclusion and focused on those who have a disability, based on the fulfilment of their citizenship rights. A group whose goal to fully include blind and disabled people sets a unique example in the world for creating social value for all citizens. A leader in the social economy that constantly proves that social and economic profitability are perfect partners, based on the convergence of three areas of action that, together, complement each other: 1/2 ONCE World leader in inclusion and overall independence of blind and severely visually impaired people. It is financed according to a responsible, secure and supportive management model for the sale of lottery products, under public control, and with the full reinvestment of all its income to benefit society. Fundación ONCE An instrument created by the Organisation in 1988 to extend the solidarity of the ONCE social model to other people with disabilities and to advocate for their inclusion, acting on the levers of training, employment and universal accessibility, intrinsically linked as a path to the future. Ilunion Brand of joint business initiatives by ONCE and Fundación ONCE, which have joined forces to lead the social economy. The organisation has six different areas: services, hotel and hospitality, consultancy, social and healthcare, marketing, and circular economy. Its aims are sustainability and the employment of people with disabilities. 2/2	1,418	652	{ "id": "<urn:uuid:931af7cc-7c27-40af-ba88-80d867f125c6>", "dump": "CC-MAIN-2021-49", "url": "https://www.concursoescolaronce.es/descargas/materiales/secundaria/en_38_ONCE_material_secundaria_1_introduccion.pdf", "date": "2021-11-28T04:48:22", "file_path": "crawl-data/CC-MAIN-2021-49/segments/1637964358469.34/warc/CC-MAIN-20211128043743-20211128073743-00091.warc.gz", "offset": 769031846, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.998002290725708, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.998076856136322, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2387, 3360 ], "fw_edu_scores": [ 2.28125 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
The States and the Ratification Process: Using Geography To Teach the Ratification of the Constitution Steven Stary Notre Dame Academy Green Bay, Wisconsin Links to Primary Sources to Support the Lesson: 1. A packets of maps illustrating the votes in each state's convention. 2. A web page containing essays relating to the states and the ratification process. Lesson Objectives: * Students will interpret maps * Students will make connections between geography and politics * Students will analyze maps in the context of support or opposition to the Constitution Procedures: 1) Using one of the maps as an example (New York would work well for this) have the whole class contribute to a discussion about where support for the Constitution was strongest and where it was weakest. Invite speculation about why it seems to break down along geographical lines. 2) Form smaller groups and give each group a different map of a state where the vote was somewhat close: New Hampshire, Virginia, Massachusetts, and Pennsylvania. (Save Rhode Island for later, since they do not ratify until last. Use as a follow up.) Encourage students to talk about what the maps can tell them. Possible questions: * What patterns are there in the areas that support or don't support the Constitution in each state? Do they tend to be near each other or scattered? What geographical features unite or divide them? * Does proximity to a port city have an effect? Why or why not? * Does an area's proximity to a city have an effect on its support for the Constitution? Why? * Is an area more likely to support the Constitution if it is closer to the ocean? Why or why not? 3) Connecticut, Maryland, South Carolina can be added to the list for small group work, or be examined by the class as a whole later. Do these states follow the same pattern as the others? What could be the reasons for support for/opposition to the Constitution to be concentrated in the areas where it is? Extending the lesson: * Consider the case of Rhode Island, but in the context of its late ratification and the pressure of being "outside" the union for a short time. Do the same geographical influences hold true for Rhode Island? Where does support for the Constitution seem strongest? Where weakest? Why? * What geographical issues might lie behind the ratification in Delaware, New Jersey, and Georgia? * Use supporting primary source material from the CSAC website (see link above) to look at the stated issues of the time regarding support or opposition to the Constitution in a chosen state. Are issues of commerce and banking linked to geography? Where is political power concentrated in the state? What occupations or even social classes were more likely to support the Constitution and why? *Note: Map and introductory essay for North Carolina were not yet available when this lesson was created. Feel free to add North Carolina to the Rhode Island extension idea when it is available. State Conventions Vote and Population Information	1,277	594	{ "id": "<urn:uuid:645efd75-532e-4377-8c5f-b7b4da3411f7>", "dump": "CC-MAIN-2021-49", "url": "https://csac.history.wisc.edu/wp-content/uploads/sites/281/2017/07/MapsLesson.pdf", "date": "2021-11-28T06:39:05", "file_path": "crawl-data/CC-MAIN-2021-49/segments/1637964358469.34/warc/CC-MAIN-20211128043743-20211128073743-00095.warc.gz", "offset": 256071582, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9977814257144928, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9975075125694275, "per_page_languages": [ "eng_Latn", "eng_Latn", "unknown" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1960, 2958, 3009 ], "fw_edu_scores": [ 4.8125 ], "minhash_cluster_size": 2, "duplicate_count": 1 }
>> What product results from this alpha bombardment? OK, you might be given a problem that says this, and then you'll be given an equation. You don't have to come up with your own equation for a bombardment, usually. OK, some things I really would recommend you do is to memorize these. Because you're going to need to know these for a test. A proton is always 1 over 1. An electron is always 0 over -1. A neutron is always 1 over 0. And, of course, that alpha particle will always be 4 over 2. OK? So let's take a look at what we have here. We're going to handle this the same way we've been handling everything: we're going to balance mass, we're going to balance charge. So let's just work on mass ﬁrst. We have 10 plus 1 plus x. 1 plus x. Oh, OK, so now we have an algebra equation. 10 plus 4 is 14, so 14 equals 1 plus x. To get rid of that 1 and get the x by itself, we're going to subtract both sides by – with a -1. OK, so 1 minus 1, we'll get rid of that. 14 minus 1 is 13. Now the top number is going to be 13. So I'm going to go ahead and put that right up here. OK. Now let's do the charge. Charge, remember, are those bottom numbers. So we have 5 plus 2 – well, that's 7 – equals – here's my equals – 0 plus – whoops, 0 plus y. And so 0 plus y. 7 then, get rid of that 0. 7 equals y. So we can put the 7 down here. When we look on the periodic table, we ﬁnd that the number 7 corresponds to nitrogen. And so go back and look and see if you answered the question. It says, what product results? Yeah, this product is nitrogen 13, it is the result of the alpha bombardment of boron 10. One thing I want to point out to you is that this is a bombardment, it's not a decay. Remember what I kept saying before. When you have a decay, if you have a decay of boron, that's the only thing on this side of the equation. But when you're bombarding something, you're throwing something in there hard enough to actually knock a particle out of this boron. And so by hitting it so strongly with this particle, you knock out a neutron, you're also taking this and putting in two neutrons and two electrons. And so these are actually combining. So in a bombardment, you're going to have more than one item on the left of your equation. But in a decay, you'll only have the one. So if I were to have not given you this right here and I just gave you this equation – ﬁrst oﬀ, and I said solve it and then tell me, is this a bombardment or is this a decay? First oﬀ, you would go ahead and balance it and solve it, and then you would look at it and go, aha, this is not alone; it's a bombardment. OK, so that would be another question you might get, and that would be how you would answer that question.	988	724	{ "id": "<urn:uuid:8e37a9be-df32-4c7b-aec5-75e6cc1d9d61>", "dump": "CC-MAIN-2021-49", "url": "https://podcast.avc.edu/sites/podcast.avc.edu/files/Chem101/03.2.g.BombardmentWithAlpha.pdf", "date": "2021-11-28T05:54:58", "file_path": "crawl-data/CC-MAIN-2021-49/segments/1637964358469.34/warc/CC-MAIN-20211128043743-20211128073743-00096.warc.gz", "offset": 532174731, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9984747171401978, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9984747171401978, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2698 ], "fw_edu_scores": [ 2.28125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
CTOM SPON ZONE Problem Look Around Judge: Preparation: * Set a table with five chars for competing team members. * Provide a copy of the problem instructions on the table for the team members. Judge Instructions: (Judge: When team members enter the room, tell them ) This is a verbal challenge. You have 1 minute to select the five team members who will compete. The others must sit in these seats and watch or be escorted from the room. They may not assist in solving the problem and may not talk. (Judge: After 5 Team Members Chosen and seated, Read all the instructions, repeat, then Start the Time ) 1. You will have 1 minute to think and 3 minutes to respond. You may ask questions; however, time will continue. Do not talk to each other at any time 2. Once time begins, it will not be stopped, even if a judge asks you to repeat a response, clarify it, or give a more appropriate response. Speak loudly and clearly. 3. Your team will respond in the order that you are seated. You may not skip your turn, repeat an answer or pass. If one member of your team is stuck, then the others must wait for that team member to answer. 4. You will receive 1 point for each common response. Highly creative or humorous responses will receive 5 points. This will be a subjective decision of the judges and the judges' decision is final. 5. Your challenge is to respond to the question: "How would your life be different or what couldn't you do if you had only one eye which was on the top of your head?" For example you might say: "Eating with a knife and fork would take a long time" (Judge: Repeat all the instructions, then Start the Time) CTOM SPON ZONE Problem Look Around Team Copy 1. You will have 1 minute to think and 3 minutes to respond. You may ask questions; however, time will continue. Do not talk to each other at any time 2. Once time begins, it will not be stopped, even if a judge asks you to repeat a response, clarify it, or give a more appropriate response. Speak loudly and clearly. 3. Your team will respond in the order that you are seated. You may not skip your turn, repeat an answer or pass. If one member of your team is stuck, then the others must wait for that team member to answer. 4. You will receive 1 point for each common response. Highly creative or humorous responses will receive 5 points. This will be a subjective decision of the judges and the judges' decision is final. 5. Your challenge is to respond to the question: "How would your life be different or what couldn't you do if you had only one eye which was on the top of your head?" For example you might say: "Eating with a knife and fork would take a long time"	1,043	627	{ "id": "<urn:uuid:d6a1d9e1-7188-4b60-9fcd-0ca000fd154c>", "dump": "CC-MAIN-2019-26", "url": "http://ctom.org/wp-content/uploads/2013/10/z80_lookaround.pdf", "date": "2019-06-27T09:16:57", "file_path": "crawl-data/CC-MAIN-2019-26/segments/1560628001014.85/warc/CC-MAIN-20190627075525-20190627101525-00524.warc.gz", "offset": 44817203, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.999455064535141, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9994148015975952, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1655, 2687 ], "fw_edu_scores": [ 2.5625 ], "minhash_cluster_size": 10, "duplicate_count": 1 }
General Study Skills: * Study Skills Checklist This is a checklist students can use to provide them with a basic self assessment of their current study habits, so they can identify the study skill areas they need to improve upon. * Using Studying Groups This resource lists the advantages of study groups and the strategies for making them effective. * Using Effective Time Management to Optimize Your Studying These are time management strategies to help students better manage their study time on a daily, weekly and semester basis. * Finding a Good Study Location This resource provides general guidelines for selecting a study location. * Study Skills Package This is a three-step intervention that will help students: organize an assignment notebook, maintain a school calendar and prepare neatly completed assignments. * Short Videos on Study Skills This is a website that provides short ten minute video sessions on ways to help improve study skills. Note Taking: * The Cornell System for Simple Note Taking This resource walks students through the steps of the Cornell System for Simple Note Taking which will enable students to save time and maximize the effectiveness of their note taking. * Improving Your Note Taking This resource provides students with simple tips to improve their note taking skills immediately. Reading Strategies: * Strategies for Reading Textbooks This resource will provide students with strategies on how to read and use their textbooks effectively. * Improving Reading Comprehension This is a resource that provides tips and strategies for students who struggle with reading comprehension. * SQ3R Strategy This resource helps students better understand the SQ3R method to help strengthen their reading muscles. Studying for Math: * A Guide for Studying Math This resource provides students with tips and study skills they need to know in order to do well in math. * Solving Math Word Problems This resource will walk students through the SQRQCQ method to help them better solve math word problems and how to make these types of problems easier and less intimidating. Goal Setting: * Setting and Achieving Goals This is a resource to help students set and achieve goals by following "The Three W's of Goals." Improving Listening Skills: * Listening Skills This is a resource that will provide tips and strategies to help students become more attentive listeners. * Help Signal This is a flexible procedure that the struggling student can use to get teacher assistance during independent seatwork without disrupting others in the process. Test Anxiety: * Test Anxiety: Classroom Tips This is a 4 step approach to help students become better test takers. Organization: * Developing Kids' Organizational Skills This is a list of strategies put together by the Coordinated Campaign for Learning Disabilities that provides strategies that parents can use to help their child develop good organizational skills. * Guide Sheet This is the H.O.W. Guide to heading a paper correctly at the middle school level (and beyond). Group Work Checklist Points: 2 points: Most of the time 1 point: Sometimes 0 points: Not at all Success Card Place the following symbol that corresponds to how well you completed each task during each period. + Fully Completed ~ Partially Completed --- Not at all	1,431	612	{ "id": "<urn:uuid:3dd5f95c-18f1-4698-b511-9db95c6b6cfd>", "dump": "CC-MAIN-2019-26", "url": "https://mjhs.morton709.org/file/149/Student-Resources-All.pdf", "date": "2019-06-27T08:35:37", "file_path": "crawl-data/CC-MAIN-2019-26/segments/1560628001014.85/warc/CC-MAIN-20190627075525-20190627101525-00529.warc.gz", "offset": 514077142, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.995681956410408, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9963510632514954, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2253, 3065, 3166, 3337 ], "fw_edu_scores": [ 3.75 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
RPC Summer Newsletter WEAR YOUR SUNSCREEN Be safe this summer with these WATER SAFETY tips! NEVER leave children alone while near or in pools, wading pools or open bodies of water. Drowning is the leading cause of death among children, including infants and toddlers. Children can drown in even just one inch of water! Home swimming pools should be surrounded by a fence that prevents a child from getting to the pool from the house. The American Academy of Pediatrics recommends swimming lessons for most children at age 4. Even children who know how to swim should be supervised at all times. Use a sunscreen that is labeled "broad spectrum" with an SPF of at least 30. Use enough sunscreen to cover all exposed areas and rub it in well at least 30 minutes before exposure to sun and water. Reapply sunscreen every 2 hours after swimming, sweating or drying off with a towel. Infants younger than 6 months should be kept out of direct sunlight. Use shade from an umbrella or canopy as well as a hat with a brim to help protect your baby's skin from harmful rays and burns. Call our office if your child is under the age of 1 and gets sunburn, or if your child is older and there is blistering of the skin or a fever. Otherwise offer water to rehydrate and apply cool rags to the affected skin. MAKE YOUR CHILD'S APPOINTMENT FOR SPORTS AND CAMP PHYSICALS TODAY...DON'T DELAY Remember that children entering pre-k and 7 th grade will need required vaccines prior to beginning school. Zika virus, travel and prevention! -The Zika virus is spread through the bite of an infected mosquito. It can also be sexually transmitted or passed from mother to child during pregnancy. - Infection causes symptoms of fever, rash, joint pain, and conjunctivitis. Most cases are very mild, and most people will not become very ill from the virus. However, ZIka virus during pregnancy can cause serious birth defects, like microcephaly. -Treatment for Zika virus infection is supportive. There is no vaccine for Zika virus at this time. -Currently, Zika virus infections have been limited to the territories of Puerto Rico, U.S. Virgin Islands and American Samoa but not in the continental United States. The CDC will continue to monitor new cases. -Pregnant women should avoid travel to areas where Zika infections have been identified, including areas such as: Cape Verde, any area in Mexico below 6,500 feet, certain countries in the Caribbean, Central America, The Pacific Islands and South America. VISIT www.cdc.gov.zika/index.html FOR THE MOST UP –TO- DATE ZIKA TRAVEL INFORMATION -There is no evidence that Zika virus can be spread through breastfeeding. -If you are traveling to an area at risk for Zika virus: Use EPA registered insect repellants that contain 20% DEET. The CDC recommends continued use of bug spray three weeks after travel. Consider using clothing or gear (boots, tents, pants, socks) that are treated with permethrin. If possible, wear long sleeves and pants.	1,381	666	{ "id": "<urn:uuid:8d3dec5e-2550-47c4-8000-7d107c8952be>", "dump": "CC-MAIN-2019-26", "url": "https://www.roswellpediatrics.com/client_files/file/newsletters/RPCSummer2016.pdf", "date": "2019-06-27T08:39:48", "file_path": "crawl-data/CC-MAIN-2019-26/segments/1560628001014.85/warc/CC-MAIN-20190627075525-20190627101525-00532.warc.gz", "offset": 854765153, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9980630874633789, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9980630874633789, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3001 ], "fw_edu_scores": [ 2.75 ], "minhash_cluster_size": 1, "duplicate_count": 8 }
0. Irish Potato Famine - The Great Hunger Story Preface 1. THE BACKDROP 2. IRISH POTATOES 3. THE POTATO BLIGHT 4. A NATIONAL CATASTROPHE 5. THE POOR LAWS 6. EJECTED, STARVING PEOPLE in IRELAND 7. FROM COTTAGES to BOG HOVELS 8. DEATH AND DYING 9. MASS EXODUS This sign, along a road in Belfast (Northern Ireland), reminds viewers of the Irish Potato Famine, which the Irish people refer to as An Gorta Mór ("The Great Hunger"). Image, by Miossec, online via Wikimedia Commons. License: CC BY-SA 3.0 What, in the name of Heaven, we to do? The country is gone! is to become of us? What are The Times May 23, 1849 The country wasn't gone but many people were. They had either died or ﬂed when the eﬀects of the "Great Potato Famine" dragged on for ﬁve years. The wounds still run deep. The Irish people say there wasn't a famine in Ireland ... there was The Great Hunger. Famines result when all crops fail. Only the potato crop had "the blight." During the blight, other crops were still produced in abundance on the Emerald Isle. It's just that much of the food (too expensive for penniless people to buy) was shipped elsewhere. The Irish-grown food was shipped elsewhere because British laws, imposed on Ireland, required it. Those requirements led to a famine of catastrophic proportions. See Alignments to State and Common Core standards for this story online at: http://www.awesomestories.com/asset/AcademicAlignment/Irish-Potato-Famine-The-Great-Hunger See Learning Tasks for this story online at: http://www.awesomestories.com/asset/AcademicActivities/Irish-Potato-Famine-The-Great-Hunger Questions 2 Ponder If Only One Crop Fails, How Can There Be a Famine? In the mid-19th century, when potatoes in Ireland had the "potato blight," a massive famine followed, forever changing Irish history. It was only the potato crop which had failed, however. During the time of the "potato famine" - between 1845-1849 - other crops were thriving. How could it be that people were starving when other crops had not failed? Even after the potato crop no-longer had "the blight," Irish peasants were starving and dying (if they were not leaving their homes because of evictions or emmigration). What caused this ongoing stress and disruption in their lives? If people in a country are starving, is it likely - or not likely - that others living in that same country would turn away from the desperate needs of their countrymen? Explain your answer. Irish Potato Famine - The Great Hunger Media Stream The Great Hunger: Ireland 1845-1849 - by Cecil Woodham-Smith Image online, courtesy the amazon.com website. View this asset at: http://www.awesomestories.com/asset/view/The-Great-Hunger-Ireland-1845-1849-by-Cecil-Woodham-Smith Penniless People and Food Riots in Dungarvan Image and article, referenced above, online courtesy Steve Taylor via the Vassar College website. PD View this asset at: http://www.awesomestories.com/asset/view/Penniless-People-and-Food-Riots-in-Dungarvan Irish Potato Famine - The Great Hunger View this asset at: http://www.awesomestories.com/asset/view/Irish-Potato-Famine-The-Great-Hunger0	1,572	801	{ "id": "<urn:uuid:298de727-7b7d-431a-b1ad-cf101b70f9df>", "dump": "CC-MAIN-2019-26", "url": "https://www.awesomestories.com/pdf/make/127705", "date": "2019-06-27T09:41:06", "file_path": "crawl-data/CC-MAIN-2019-26/segments/1560628001014.85/warc/CC-MAIN-20190627075525-20190627101525-00533.warc.gz", "offset": 655362541, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9174454212188721, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9926357865333557, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2499, 3141 ], "fw_edu_scores": [ 3.484375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
EARTH DAY COLLECTION April 1, 2024 Earth Day Collection Most people understand the idea of earth-keeping. We have been taught to recycle and have heard about our carbon footprint. For Christians, the earth-keeping responsibility is a command. The writer of Genesis says "And God saw everything that he had made, and it was very good" (1:31). Then God gives to people a daunting task when He calls us to be stewards, caretakers, or gardeners of all of creation (Genesis 1:28). God created the world and he gives us the opportunity to "manage" it on his behalf. Check out all the great Kids Corner resources that you can share and explore together with your family—all about caring for God's world. Signs of Life Scavenger Hunt Together as a family, look out of your window, or go for a spring or summer nature hunt outside! As you go through the scavenger hunt activities, read Psalm 100, all about praising God for the life he has given us. Kids in Action videos Horses Kids in Action spends a day on a farm that's a sanctuary for rescued and retired horses. Hosts Jessica and Malachi demonstrate how they care for horses here and talk about how these horses care for them too. CN Tower Climb for World Wildlife Fund Kids In Action host Maya meets Mikayla climbs up one of the tallest buildings in the world to raise funds to help nature and wildlife thrive. Sorting Our Garbage Kids in Action host Simone interviews a bunch of kids who decided that the best place to start to care for God's creation was at their school, and the best thing to do was to sort their garbage. God's Blessing in the Barn Cross country runner Dally raises livestock on his family's farm in Gallup, New Mexico. What does it take to showcase livestock in 4 H competitions at the county, state, and national levels? Devotions and Parent Blogs Wow! Creation Which of God's creations amaze you most? Care for God's World Think of things you can do to take care of God's world. Your Smallest and Biggest Teachers Take time today to find something new in nature. Wonderful Creation, from Lions to Leviathans All parts of creation give glory to God. Earth Day: God's Gift of Trees God takes care of the land and all things that grow. We need to think back to Eden and learn how to care for all things with respect: the environment, water, animals, plants, farmland, and all resources. Earth-keeping also calls for us to teach our children to sort out our wants from our needs, so that we can share God's created planet with other people living in other areas of the world and share it with those yet to be born. By doing this, we respond to God's command to be his servants. written by Ron VandenBurg https://kidscorner.net/parent-blog/earth-day-collection Printed on April 14, 2024	1,083	616	{ "id": "<urn:uuid:742a56b4-d82f-4221-a4c9-35aebbc4868d>", "dump": "CC-MAIN-2024-18", "url": "https://kidscorner.net/pdf/blog/earth-day-collection", "date": "2024-04-15T00:40:34", "file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296816904.18/warc/CC-MAIN-20240414223349-20240415013349-00212.warc.gz", "offset": 314579694, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9626557528972626, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9974884390830994, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2662, 2772 ], "fw_edu_scores": [ 2.203125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Does Fertilizer Harm Soil Microbes? Microbes in the soil are important to the nourishment of plants. Many of them facilitate the chemical conversions and physical transport needed to make nutrients available. Some people claim that soil microbes should supply all the nutrients needed by plants. Some also claim that applying soluble forms of plant nutrients harms the biology in the soil and reduces its capacity to make the native soil nutrients available. Let's look at the evidence. The microbes that supply nitrogen (N) are from two categories—symbiotic and freeliving. The symbiotic types are mainly rhizobial bacteria that infect the roots of legumes, such as alfalfa and soybeans. These bacteria supply the bulk of the N needs of legumes. However, even genetic engineering has not yet been able to coax the non-legume crops—corn, wheat, canola, potatoes, and many others—to fix N. Most crops depend on N applications in the form of fertilizer, manure, or organic materials. The free-living bacteria in the soil supply some N as well, but the amounts are limited and are not influenced by fertilizer. A paper published in the journal Nature in 1998 compared nutrient dynamics in three Pennsylvania crop rotations: one fertilized, one manured, and one legume-based. The study found that the free-living bacteria supplied less than 5 lb/A/year, an amount that did not differ between the three rotations. No evidence of harm. Microbes that help supply phosphorus (P) form an association with plant roots. The association is called "mycorrhizae", a term that means "fungus-root." Fungi explore the soil better than roots, because their hyphae are narrower. They can bring P to the root from as far as 4 in. away. Mycorrhizal fungi depend on the plant for energy in the form of sugar. It is well known that they are more active when P is deficient. But sugar used to feed the mycorrhizae is sugar taken away from grain yield. For example, in a recent field experiment in Quebec, corn depending on mycorrhizae yielded 14% less than when fertilized with P. The fertilizer—even though it was applied at twice the recommended rate—reduced the density of fungal hyphae by 24%, but certainly did not eliminate it. When soil test levels are low, P additions can actually increase mycorrhizal development. Scientists have recently discovered that mycorrhizae produce a unique substance called glomalin. It may form as much as 30% of the organic matter in soil, and it seems to help maintain soil structure. Dr. Sara Wright, a noted expert on glomalin, recently stated that the best field-scale management for the production of glomalin is to "use minimal disturbance, add no more phosphorus than is required for crop production, and use cover crops." Soil microbes depend on plants for their nourishment. Fertilizers that nourish plants also nourish the biology of the soil. EB References Drinkwater, L.E., P. Wagner, and M. Sarrantonio. 1998. Legume-based cropping systems have reduced carbon and nitrogen losses. Nature, vol. 396, 19 Nov. Ellis, J.R. 1995. Mycorrhiza—An essential part of most plant root systems. Better Crops 79(1): 10-11. Wright, S.F. 2003. The importance of soil microorganisms in aggregate stability. Proc. northcentral extension-industry soil fertility conf. 19:93-98. These soybean root nodules contain N-fixing bacteria. Phosphorus encourages root growth and N fixation in legumes such as alfalfa, soybeans, and other crops.	1,525	785	{ "id": "<urn:uuid:46eb0142-1981-46c5-ac84-345ed271f395>", "dump": "CC-MAIN-2024-18", "url": "https://www.tfi.org/wp-content/uploads/2024/01/09062-16-Enviro-Brief-16-does-fertilizer-harm-soil-microbes.pdf", "date": "2024-04-14T23:24:23", "file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296816904.18/warc/CC-MAIN-20240414223349-20240415013349-00210.warc.gz", "offset": 941479933, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.995674192905426, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.995674192905426, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3457 ], "fw_edu_scores": [ 3.265625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
THE BIG STORY Liz digs up a time capsule left by the founders of Terrene. Everyone's excited until a valuable item goes missing. Can Liz solve this mystery before Granny goes to jail? Let's Get Started Episode Theme: Tell God's Big Picture story 1. Deuteronomy 6:7 talks about how the word of God needs to be in your heart. What are some ways that you can make sure the word of God is in your heart? 2. Genesis 1 introduces us to God and his Big Story. "In the beginning, God created…" Using his creativity, he made all creation. Our world belongs to God. The next part of the story introduces the saddest part. Things go wrong and need to be fixed. The serpent tempts Adam and Eve to eat from the tree of the knowledge of good and evil. This is the opposite of what God had told them to do. Today, sin has broken how we see ourselves, how we see others, how we see the world, and how we see God. The good news is that God made a promise to Adam and Eve. Before they left the garden, God told Adam and Eve that humanity would struggle with Satan, but that one day a Rescuer would crush Satan's head and win. This is the beginning of God's rescue plan for all his people. As you listen to today's episode, remember that God is the main character of the Big Story. Memory Verse "Impress them [God's commandments] on your children. Talk about them when you sit at home and when you walk along the road, when you lie down and when you get up" Deuteronomy 6:7 After You Listen In this episode, Granny, Liz, and Lucille share the gospel story with Sierra and her mom and give them a Bible. The Bible tells God's Big Story and shares his rescue plan for all people. God is the main character of the story. But throughout the story, God calls his people to play parts in the story. God calls different people to do different jobs, and in the Bible, you can read how people like Ruth, Moses, Esther, David, Mary, Paul, and many others play their parts in God's rescue plan. As you read the Bible, notice how God is calling you to play your part in God's story. Challenge What is God calling you to do? Write down or share with a family member a list of your God-given talents. Choose at least one talent and think about a way you can use that talent to make a positive difference in God's world. How can you help God restore his creation? For example, if one of your talents is playing music, learn a song from a Christian artist or write one of your own. Explore how you can share your song to bless your family, friends, neighbors, church, or someone in need. Or, if you are good at fixing or cleaning things, ask your parent if there is a job that you can do around the house. Maybe there's a neighbour, family member, or church friend you can bless by your service. Take the Episode Quiz Question 1: Why are Granny, Liz, and Lucille digging up the ground? Answer: They're creating a community garden. Question 2: Name some of the founding families of Terrene. Answer: The Clumptoes, the Trollscales, the Terrenes, the Geckos, and the Anoles. Question 3: Name some of the time capsule items shown at the Founders' Festival. Answer: A pair of shoes, some wheat and corn, and a Bible. Question 4: What were the two words in the letter addressed to the descendants of Mortimer Zephaniah Clumptoes? Answer: "Wowie, kazowie!" Question 5: What story does Liz first read to Sierra? Answer: The story of Jesus's resurrection. https://kidscorner.net/liz-and-friends/episodes/the-big-story Printed on April 14, 2024	1,321	836	{ "id": "<urn:uuid:1d8ff3f4-624f-4b02-a626-86bf9dad0865>", "dump": "CC-MAIN-2024-18", "url": "https://kidscorner.net/pdf/episode-discussion/the-big-story", "date": "2024-04-15T00:16:17", "file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296816904.18/warc/CC-MAIN-20240414223349-20240415013349-00210.warc.gz", "offset": 316186293, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9939960539340973, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9976229667663574, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2773, 3526 ], "fw_edu_scores": [ 3.40625 ], "minhash_cluster_size": 3, "duplicate_count": 0 }
HOW TO DO AN ENERGY AUDIT Unfortunately your energy bill isn't itemised like your mobile phone bill or a shopping receipt, so it can be hard to tell how much energy you are using in your home, and which appliances may be using it. Doing a home energy audit can help you to: Find ways to reduce your energy use Here are some tips to get you started. Get to know your energy bill Make your home more comfortable to live in It's important to understand your energy bill including all the fine print. This will help you to assess your energy use patterns so you can begin to make changes and savings around your home. Start by comparing your use from the same period in the previous year. You can get a picture of your energy consumption in different seasons. If your use is higher in winter or summer, you might want to look at the reasons and some options for reducing it. Next, consider the times of day when you use the most energy. This will be an important guide in selecting the right energy contract. Are you home during the day or does your family arrive home together in the afternoon? Change when you consume energy away from peak times when energy can be more expensive. For example, by running your washing machine late at night you may be able to choose a contract that rewards this change. How does your home's energy use compare to your neighbours? Compare your home's energy use, in kilowatts per hour (KWh), to the average home energy use in your area. You can find average KWh readings for postcode area here – https://www.energymadeeasy.gov.au/ benchmark Check for air leaks Up to 25% of heat loss during winter can be caused by draughts caused by air leaks. Check windows, junctions of the floor and ceiling, doors and lighting, as well as plumbing fixtures. If you find a crack or gap, seal it up. Heavy curtains and door snakes can assist in preventing heat loss. Make sure you also close doors to prevent heating or cooling escaping to other rooms not being used. How much energy does your household use? Check your insulation 4 Insulation in your ceiling and walls acts as a barrier to keep your home warm in winter and cool in summer. Having inadequate insulation means that you need to run your heating or cooling for longer. You can find out more about insulation here - https:// www.yourhome.gov.au/passive-design/insulation Check your heating and cooling equipment 5 It's important to check your heating and cooling equipment annually, or as recommended by the manufacturer. Make sure you check filters and replace them as needed. Also, check your ductwork for dirt streaks, especially near seams as these may indicate air leaks. Most people will find a temperature between 18°C and 21°C comfortable for heating, and a temperature between 24°C and 27°C comfortable for cooling. Every 1°C higher adds 10% to the running costs of your appliance. Use the sun to your advantage - open blinds early to help heat up your home, or keep blinds closed to help keep your home cool. Reversible ceiling fans can also create cool breezes in summer and can redirect warm air down in winter. Compared to traditional incandescents, energy-efficient lightbulbs, typically use about 25%-80% less energy than traditional incandescents, saving you money, they can also last 3-25 times longer. to = Check your lighting 6 Lighting can account for around 10% of your electricity bill. Replace inefficient halogen lights with energy-saving Light-Emitting Diodes (LED) lights. When shopping for new light bulbs, consider the brightness of the light and how you can use controls such as sensors, dimmers, or timers to reduce lighting use. This is especially helpful if outdoor lights are often left on. Check out the Light Bulb Saver App (found here https://www.energyrating.gov.au/apps#toc1) to find out how much you could save by changing your light bulbs. The app also provides handy tips about choosing the right lighting for each room in your house. Identify energy guzzling appliances 7 Old fridges, pool filters and small fan heaters can use lots of energy. One simple trick (if you don't have a smart meter) is to multiply the wattage of the appliance (often found on the base) by the number of hours used per day. Divide this by 1000 to obtain your daily kWh and then multiply by the rate per kWh on your energy bill to find out how much the appliance is costing you each day. When purchasing appliances, remember that lowercost appliances may end up costing you more in energy costs over the lifetime of the product. Choose appliances that suit your needs and use the lowest number of watts or megajoules. Unplug an item when it is not in use 8 Standby power can account for more than 10% of your household electricity use. Any items with a little light on or clock are using power, and your mobile phone charger is drawing power even when your phone is not plugged in. Turn off appliances at the wall when you're not using them—it's a very easy way to save energy.	1,978	1,076	{ "id": "<urn:uuid:5ffc8211-f7fd-4ab4-8a83-75bb62cb2c26>", "dump": "CC-MAIN-2024-18", "url": "https://www.campbelltown.nsw.gov.au/files/sharedassets/public/v/1/local-environment/documents/energy-fact-sheet.pdf", "date": "2024-04-15T00:41:49", "file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296816904.18/warc/CC-MAIN-20240414223349-20240415013349-00214.warc.gz", "offset": 642462273, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9984861612319946, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9986576437950134, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2039, 5011 ], "fw_edu_scores": [ 3.234375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
OBJECTIVES: - To implement the python programming features in practical applications. - To write, test, and debug simple Python programs. - Use functions for structuring Python programs. - To implement Python programs with conditionals and loops. - Represent compound data using Python lists, tuples, dictionaries , turtles, Files and modules. OUTCOMES: - Understand the numeric or real life application problems and solve them. - Apply a solution clearly and accurately in a program using Python. - Apply the best features available in Python to solve the situational problems. LIST OF EXERCISES: 1. Program to convert the given temperature from Fahrenheit to Celsius and vice versa depending upon user's choice. 2. Program to calculate total marks, percentage and grade of a student. Marks obtained in each of the five subjects are to be input by user. Assign grades according to the following criteria: Grade A: Percentage >=80 Grade C: Percentage >=60 and <70 Grade B: Percentage >=70 and <80 Grade D: Percentage >=40 and <60 Grade E: Percentage <40 3. Program, to find the area of rectangle, square, circle and triangle by accepting suitable input parameters from user. 4. Program to display the first n terms of Fibonacci series. 5. Program to find factorial of the given number using recursive function. 6. Write a Python program to count the number of even and odd numbers from array of N numbers. 7. Python function that accepts a string and calculate the number of upper case letters and lower case letters. 8. Python program to reverse a given string and check whether the give string is palindrome or not. 9. Write a program to find sum of all items in a dictionary. UNIVERSITY OF MADRAS B.Sc. DEGREE COURSE IN COMPUTER SCIENCE SYLLABUS WITH EFFECT FROM 2020-2021 BCE-CSC02 PRACTICAL: PROBLEM SOLVING USING PYTHON LAB (Common paper to B.Sc.Software Applications, B.Sc. Computer Science with AI & B.C.A.) I YEAR I / II SEM UNIVERSITY OF MADRAS B.Sc. DEGREE COURSE IN COMPUTER SCIENCE SYLLABUS WITH EFFECT FROM 2020-2021 10. Write a Python program to construct the following pattern, using a nested loop 1 22 333 4444 55555 666666 7777777 88888888 999999999 11. Read a file content and copy only the contents at odd lines into a new file. 12. Create a Turtle graphics window with specific size. 13. Write a Python program for Towers of Hanoi using recursion 14. Create a menu driven Python program with a dictionary for words and their meanings. 15. Devise a Python program to implement the Hangman Game. -----	1,366	583	{ "id": "<urn:uuid:963e4174-b9d1-4485-8a60-934ab49fcc3f>", "dump": "CC-MAIN-2024-18", "url": "https://egovernance.unom.ac.in/ugsyllabus/pdf/BCE-CSC02.pdf", "date": "2024-04-15T00:39:24", "file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296816904.18/warc/CC-MAIN-20240414223349-20240415013349-00217.warc.gz", "offset": 209193059, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9448951482772827, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9701908230781555, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1955, 2556 ], "fw_edu_scores": [ 2.28125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
GET OUT OF LINE Grandpa tells the Parable of the Raft—and Liz and Julia not only learn the story, but a much more valuable lesson: That we were born to create. Let's Get Started Episode Theme: Be a creator, not just a consumer. 1. Ephesians 2:10 says that we are created by God in his image to do good works. How does doing good works imitate God? What good things has God done for you? 2. God had a job for Noah. God was going to destroy the evil things in the world with a flood, but he wanted Noah to make a giant boat in which to save his family and two of every animal. God could have just told Noah and his family to go onto a high mountain with all the animals and kept them all safe there, but he wanted Noah to spend months building something no one had ever seen before. Building the ark would be an act of faith that showed how much Noah trusted God. Noah did everything that God asked (Genesis 6:922). Through that creative act, Noah became a blessing to others. As you listen to this episode, think about things that you create that could bless others. Memory Verse "For we are His workmanship, created in Christ Jesus for good works, which God prepared in advance for us to do" Ephesians 2:10 After You Listen In this episode Liz and Julia learn to be creators, and not just consumers. Psalm 8 describes the beauty of God's creation and how amazing it is that he made people to be in charge of it. Consider how many varieties there are of flowers… trees… colors… stars… and every last one of them is not only known by God, but was created by God! You are just one of billions of people—but God created you to be special. You are unique in our vast universe because God made you one of a kind! How do we respond to our uniqueness? By enjoying and taking care of what God created. By creating things ourselves. When we make or do or save something, we are acting creatively…just like God! And God delights in our creativity as much as he delights in our uniqueness. Want to dig deeper and learn more about creating things? Check out Exodus 31:3-5, Isaiah 43:7, and 1 Chronicles 22:15-16. Challenge "How wonderful it is that nobody need wait a single moment before starting to improve the world." - Anne Frank, March 26, 1944 Your challenge is to follow God's example and create something! Liz and Julia's song was full of ideas about things to do: build a kite, dig a hole, write a story, write a song, build a fort, plant a pine tree, bake a cake for a man who's lonely, go to somebody's house and pick up all the trash in their yard, write a note, write your life, write a letter, paint a wall, ride a horse, nail some lumber, run a race, give a smile, grab a number, take a walk, or make a movie about a gila monster named Lurleena! What will you create? How could it benefit others? Take the Episode Quiz Question 1: Julia is a big fan of which musician? Answer: Lurleena. Question 2: How does Liz hope to make some extra money? Answer: Do some work for Grandpa Anole. Question 3: Who made the raft that saved Pastor Dan? Answer: Grandpa Anole. Question 4: What does it seem like Liz will do next? Answer: Make another video https://kidscorner.net/liz-and-friends/episodes/get-out-of-line Printed on April 14, 2024	1,249	783	{ "id": "<urn:uuid:074bc3ff-980e-40f5-9ddc-41affea45a38>", "dump": "CC-MAIN-2024-18", "url": "https://kidscorner.net/pdf/episode-discussion/get-out-of-line", "date": "2024-04-15T00:21:42", "file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296816904.18/warc/CC-MAIN-20240414223349-20240415013349-00218.warc.gz", "offset": 314748714, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9937430620193481, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9970426559448242, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2251, 3257 ], "fw_edu_scores": [ 2.28125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
______________________ SID:____ ______________________ Your Best Time of the Day This assignment is to be turned in during the fourth lecture on Tuesday, October 28 th 1. What time would you get up if you were entirely free to plan your day? a) 5:00 – 6:30 am (4 points) b) 6:30 – 7:45 am (3) c) 7:45 – 9:45 am (2) d) 9:45 – Noon (1) 2. At what time in the evening do you feel tired and in need of sleep? a) 8:00 – 9:00 pm (4) b) 9: 00 – 10:15 pm (3) c) 10:15 - Midnight (2) d) Midnight – 3:00 am (1) 3. To what extent are you dependent on an alarm clock? a) Not at all. (4) b) Slightly (3) c) Quite a bit. (2) d) Very. (1) 4. How alert do you feel for the first half-hour after you get up in the morning? a) Not at all. (4) b) Slightly (3) c) Quite a bit. (2) d) Very. (1) 5. If you have a demanding test to take, what time of day would you be at your best to take it? a) 8- 10:00 am (4) b) 11:00 am – 1:00 pm (3) c) 3:00 – 5:00 pm (2) d) 7:00 – 9:00 pm (1) 6. At what time of day do you think that you reach your 'feeling best' peak? a) Midnight – 5:00 am (6) b) 5:00 am – 8:00 am (5) c) 8:00 am – Noon (4) d) Noon – 4:00 pm (3) e) 4:00 pm – 9:00 pm (2) f) 9:00 pm – Midnight (1) : _____________ Total Points Please see next page for interpretation of your Best Time of Day Score and some helpful strategies for getting the most out of your day. Name:____ ______________________ SID:____ ______________________ Score Guide: Strategies to Help You All Day Morning Get plenty of full-intensity light. * Have a high-protein snack as soon as you get up. Such as: yogurt, low-fat milk or soy milk or piece of cheese, one egg, protein powder 'smoothie' * Eat breakfast – be sure to include high fiber cereal and/or fruit Afternoon * Take a 15 minute nap, if possible. * Have a high protein lunch – limit carbohydrates, they relax and make you drowsy. * Take a 10-15 minutes walk or exercise break. * Don't eat junk food. Evening Protein – small amounts to help keep you alert and awake. * Eat a small, balanced dinner – adjust according to your plans for the evening. Carbohydrates – help you relax and calm down after a busy day. * Plan your To-Do list for the next day. * Exercise between 5 – 7:00 pm, if you exercise later it will interfere with your sleep. * Listen to calming music before going to bed.	1,344	760	{ "id": "<urn:uuid:a23b6ea9-7317-4915-bf61-f6a35d7a8c8a>", "dump": "CC-MAIN-2024-18", "url": "https://cirtl.ceils.ucla.edu/wp-content/uploads/sites/38/2016/08/YourBestTime.pdf", "date": "2024-04-15T00:47:58", "file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296816904.18/warc/CC-MAIN-20240414223349-20240415013349-00217.warc.gz", "offset": 155361370, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9980661273002625, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9985317587852478, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1417, 2389 ], "fw_edu_scores": [ 2.015625 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
Instructor's Guide for Learn Java in N Games Motivation and Relevance Games provide a nice stepping-stone between shorter exercises and messier "real-world" projects. Game rules provide well-defined specifications, but there are often a few subtleties that create opportunities for problem-solving and discussion. For example, what should a program do if a player tries to make an illegal move? What if a player doesn't have a legal move? A few students may go on after graduation to work in the computer game industry. Some very successful games, such as Words with Friends, 2048, and Flappy Bird, are on the scale of Learn Java in N Games (LJING) projects. Wherever students end up in industry or academia, they will be able to make use of the skills they gain via LJING. This includes both technical skills (Java coding, data structures, algorithms, unit testing, etc.) and equally important "soft skills" (teamwork, communication, problem solving, etc.). Lastly, games are fun! Almost all students have grown up playing games on their tabletops and on various devices. Games are inclusive of students who may not have a background in, e.g., physics or finance. When they have completed a project, students have a working program that they can immediately use in their everyday lives (and show off to friends and potential employers). Process Oriented Guided Inquiry Learning (POGIL) Many of the LJING activities are meant to be tackled in class by teams of three or four students using the POGIL technique. POGIL is briefly summarized in another document in this folder, which you may wish to copy and hand out to students. Much more detail on POGIL can be found at pogil.org and (specifically for computer science) cspogil.org. Ideally a POGIL instructor acts as a facilitator and has read material from pogil.org or attended a POGIL training session (e.g., at SIGCSE). Barring that, here's a whirlwind guide: 1. Divide the students into teams of four. It is better to assign teams randomly than to allow students to pick their own teams. If the class size does not divide evenly, have one or more teams of three. It is best if students stay in the same teams for the entire term. 2. For each activity, assign each student a role. (Alternately, they can choose their own roles.) In a team of three, one person might serve as both Analyst and Recorder. Students should rotate roles from one activity to the next. 3. Give each team's Recorder a copy of the activity and let the teams start working. All team members have access to the document if they've downloaded the LJING materials, but only the Recorder will write on the paper. 4. Circulate around the room observing the teams. Avoid the temptation to answer questions; instead, answer with leading questions: "What do you think the answer is?" "Can you think of any other answers?" "How would you determine which answer is better?" Also observe the teams' process, nudging them to work together, get input from all team members, etc. 5. When most teams have reached a stopping point (marked in the activity), get the class' attention and ask some teams' Presenters to share their answers to some question. This is an opportunity for a very brief class-wide discussion to ensure that everyone is on the same page (metaphorically). 6. At the end of the class, collect all of the papers. It's best to grade on earnest participation, not on correctness; this allows students to focus more on the process without too much stress on getting the right answers. Each POGIL activity in LJING is intended to fill a one hour class period. Getting the timing right can take some practice; see where each team is at the halfway point in the class, speeding up or slowing down if necessary. Some teams will inevitably work faster than others; the open-ended questions after each stopping point are meant to give these faster teams something to do. Pair Programming The non-POGIL projects in LJING can be completed by individual student or pairs. An excellent introductory video on pair programming can be found here: https://www.youtube.com/watch?v=rG_U12uqRhE Feedback If you have comments, questions, or errata, or would like to see the results of the user survey mentioned at the end of each activity, feel free to contact the author at email@example.com.	1,766	933	{ "id": "<urn:uuid:24d82915-fb72-4bb5-8dfc-c63201faf0bb>", "dump": "CC-MAIN-2024-18", "url": "https://www.engage-csedu.org/sites/default/files/Instructor%27s%20Guide_final_4.pdf", "date": "2024-04-15T00:34:22", "file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296816904.18/warc/CC-MAIN-20240414223349-20240415013349-00220.warc.gz", "offset": 688395485, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9992714822292328, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9992981553077698, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2645, 4319 ], "fw_edu_scores": [ 2.703125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
CIRCLE OF FRIENDS Julia thought she and Lucille were best friends forever, so why has Lucille been ignoring her lately? Let's Get Started Episode Theme: Needing community. 1. Ecclesiastes 4:12 says, "A cord of three strands is not quickly broken." This can be good thing! It can make a friend group strong in hard times. But it can also be dangerous. That is because it is harder to leave of a group of bad friends than to leave just one. What kind of friends do you have? 2. Jesus had many friends. Some, like his disciples, went everywhere with him. Some of Jesus' best friends, Martha, Lazarus, and Mary, had Jesus and his disciples stay at their house (Luke 10:38-45). As you listen to this episode, think about why Jesus had different kinds of friends. How do you think all the friends got along? Memory Verse "Someone might be able to beat up one of you, but not both of you. As the saying goes, 'A rope made from three strands of cord is hard to break.'" Ecclesiastes 4:12 After You Listen The New Testament often talks about the importance of the community of believers (or church) and how much we need each other to grow in our faith. The book of Acts says the early church met together often. They talked, ate and prayed together. They praised God together in every place they met. (Acts 2:42, 46-47). What was the result of all this fellowshipping? "And the LORD added to their number daily those who were being saved" (Acts 2:47). That was the early Christian church. What about now? Even today we can rejoice with each other, cry with each other, bear each other's heavy burdens, and worship God together. When we are connected to other Christians, Satan cannot easily break us. When we are in community with other Christians, we grow—in more ways than we can count! Dig deeper into living in community in Psalm 133:1, John 17:20-23, and Colossians 3:14. Challenge Show that cords of three (or more) strands are not easily broken: make some friendship bracelets! There are lots of how-to videos and ideas online. Make some for yourself and for your friends to remind you of your strength together. Take the Episode Quiz Question 1: Where did Julia plan on going with Lucille? Answer: The mall. Question 2: Why did Lucille decide not to go with her? Answer: She had to help another friend. Question 3: Who did Julia meet at the mall? Answer: Cindy. Question 4: What did Julia do when she learned that Lucille was planning a party and didn't tell her? Answer: She changed Lucille's order at the party shop and the bakery. Question 5: Who helped Julia see that it's better to have a group of friends instead of just one? Answer: Granny. https://kidscorner.net/liz-and-friends/episodes/circle-of-friends Printed on April 14, 2024	1,059	662	{ "id": "<urn:uuid:001865f5-8d9c-46f0-b026-0c8e1c23931f>", "dump": "CC-MAIN-2024-18", "url": "https://kidscorner.net/pdf/episode-discussion/circle-of-friends", "date": "2024-04-14T23:18:32", "file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296816904.18/warc/CC-MAIN-20240414223349-20240415013349-00222.warc.gz", "offset": 331151307, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9977796077728271, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9981926679611206, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2124, 2774 ], "fw_edu_scores": [ 2.3125 ], "minhash_cluster_size": 3, "duplicate_count": 0 }
Analyze data Analyze Data Possible Tools Understanding what it means to be data literate Assessing our data literacy Finding data sources and developing a data plan Teams examine student and educator learning challenges. Crafting data summary statements Understanding root causes learningforward.org Potential Artifact Produced During This Stage: Data Analysis Chart Organized by School and Team Outcome for Stage: Draft summary statements learningforward.org Key actions Identify and collect essential data Organize and display data for analysis Examine data for trends, issues, and opportunities Summarize the data Set Goals Possible Tools Deciding on a team focus Preparing to write SMART student learning goals Writing student and team learning goals Checking student and team learning goals learningforward.org Teams identify shared goals for student and educator learning. Potential Artifact Produced During This Stage: Goal alignment checklist Outcome for Stage: Develop student and teacher learning goals learningforward.org Key actions Review summary statements and set priorities Write student goals Write educator goals Review with others Learn Individually and Collaboratively Possible Tools Studying learning theories for students Reviewing summary of evidence on effective professional learning Understanding principles of adult learning Examining learning designs Designing an action plan learningforward.org Teams gain new knowledge and skills; examine assumptions, aspirations, and beliefs. Potential Artifact Produced During This Stage: Calendar distinguishing between learning meetings and data meetings Outcome for Stage: Develop a plan to put learning into action learningforward.org Key actions Review goals and clarify critical content Write team and individual learning agendas Schedule the learning Engage in learning to inform application Implement New Learning Possible Tools Digging deeper into design and implementation Recognizing and responding to colleagues' concerns Understanding the Levels of Use diagnostic tool Giving and receiving feedback Teams implement new lessons and assessments with local support in the classroom. learningforward.org Potential Artifact Produced During This Stage: A levels of use chart to review where team members are in their learning journey Outcome for Stage: Put the learning plan into action learningforward.org Key actions Develop plan for instruction and use of new strategies Use tools or resources to guide implementation and support adaptation as necessary Enlist job-embedded support Engage in feedback process with evidence from others to inform continuous improvement Monitor, Assess, and Adjust Practice Teams use evidence to assess and refine implementation and impact. learningforward.org Monitor, assess, and adjust practice Potential Artifact Produced During This Stage: A team reflection template that outlines next steps based on how this cycle went Outcome for Stage: Use feedback to adjust practice learningforward.org Key actions Collect formative and summative data Monitor progress toward goals Analyze data and reflect on outcomes Refine and determine next actions 10	1,555	576	{ "id": "<urn:uuid:09cc05ba-6f62-4070-8b65-9f009f13fc3f>", "dump": "CC-MAIN-2020-16", "url": "https://lfp.learningforward.org/handouts/St.%20Louis2019/9772/Puzzle%20for%20Overview%20of%20Stages.pdf", "date": "2020-04-01T21:53:33", "file_path": "crawl-data/CC-MAIN-2020-16/segments/1585370506121.24/warc/CC-MAIN-20200401192839-20200401222839-00504.warc.gz", "offset": 581350007, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9334366858005524, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.972743570804596, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 307, 632, 901, 1180, 1546, 1912, 2234, 2708, 2835, 3234 ], "fw_edu_scores": [ 2.015625 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
New Testament Lesson #197 In the previous chapter of this first letter by the Apostle John, he stressed the greatness of God's love in providing His one and only Son. John continues this focus as he starts in the fifth chapter. In particular John now emphasizes the importance of having faith in the Son of God. First, this faith is seen by having love for Jesus, just as we do for God. If we love God, we will love his child, who is the Lord Jesus Christ. What is a great way to show our love for God? John gives us the answer. He writes: "This is love for God: to obey his commands" (1 John 5:3). That is a pretty basic way to show our love for God. We should obey His commands. John also teaches that this is a great way to demonstrate our love towards others. "This is how we know that we love the children of God: by loving God and carrying out his commands" (1 John 5:2). John goes on to say that our faith in the Son of God is also very important to overcoming the world. When someone believes in God and His promises, it puts them in a position that is often not well received by the world at large. Early in his letter John had said: "Do not love the world or anything in the world. If anyone loves the world, the love of the Father is not in him. For everything in the world – the cravings of sinful man, the lust of his eyes and the boasting of what he has and does – comes not from the Father but from the world" (1 John 2:15-16). The natural tendencies of the world are the ways of sin and stand in opposition to God. However, when we love the Father and have faith in the Son of God, then we are in a position to win victory over the world. In fact John says: "Who is it that overcomes the world? Only he who believes that Jesus is the Son of God" (1 John 5:5). John wrote earlier: "The world and its desires pass away, but the man who does the will of God lives forever" (1 John 2:17), and the will of God that is important is belief in Jesus as the Son of God. John stresses to his readers that it is faith in the Son of God that brings victory over the world. It is faith in the Son of God that gives eternal life. John writes:"God has given us eternal life, and this life is in his Son. He who has the Son has life; he who does not have the Son of God does not have life" (1 John 5:11-12). John wanted his readers to be confident of this great principle. Salvation was available through the Son of God. So, he encourages them to have faith in the Son of God. They are to believe in what God has accomplished through His Son, and to put their trust in him. If they do this, then as John indicated, they can know that they have eternal life. POINTS TO CONSIDER: * When John earlier wrote his Gospel, he summarizes the purpose God had in providing His Son, Jesus. He also stresses here the importance of faith in the Son of God. He writes: "For God so loved the world that he gave his one and only Son, that whoever believes in him shall not perish but have eternal life. For God did not send his Son into the world to condemn the world, but to save the world through him" (John 3:16-17). * Just before his arrest and death, Jesus warned his apostles they would be scattered like sheep without a shepherd. Yet, in the end, Jesus was going to be victorious through God's help. He warns them to encourage them, even though it was going to be difficult for them in the world. He says to them: "I have told you these things, so that in me you may have peace. In this world you will have trouble. But take heart! I have overcome the world" (John 16:33). * John recorded Jesus' teaching about obeying the Father's commands in his gospel in John 15. Jesus beautifully teaches how because of his love for the Father, he obeys His commands. In the same way he encourages his apostles to keep his commands. Jesus said: "As the Father has loved me, so have I loved you. Now remain in my love. If you obey my commands, you remain in my love, just as I have obeyed my Father's commands and remain in his love. I have told you this so that my joy may be in you and that your joy may be complete" (John 15:9-11). ANSWER KEY: Obey His commands. God has given us eternal life, and this life is in His son. He who has the son has life; he who does not have the son of God does not have life. knee, calf, shin, thigh If we ask anything according to His will, He hears us. e show our love for God by loving one another. ohn tells us how to show our love for God. In each pair of words, circle the letter that appears in the first word, but not in the second. Write the letters at the bottom of each column to learn how we show our love for God. MARCH — HARM SOUGHT — THUGS CAMPER — CRAPE DREAM — READ RAISE — SIRE SANDAL — SALAD CANDLE — LANCE CRASH — CHAR –– –– –– –– –– –– –– –– –– –– –– –– –– –– –– Why should we approach God with confidence? Unscramble the 4 words, then use the letters to find the answer.	1,873	1,286	{ "id": "<urn:uuid:9bd7aefd-0104-43b6-a2b6-6dab6664b894>", "dump": "CC-MAIN-2020-16", "url": "https://www.nhucc.org/uploads/2/8/6/8/28685081/faith_in_the_son_of_god_lesson_and_activity_sheets.pdf", "date": "2020-04-01T19:36:43", "file_path": "crawl-data/CC-MAIN-2020-16/segments/1585370506121.24/warc/CC-MAIN-20200401192839-20200401222839-00505.warc.gz", "offset": 1065356370, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9879247844219208, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9993703961372375, "per_page_languages": [ "eng_Latn", "unknown", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 4382, 4430, 4945 ], "fw_edu_scores": [ 2.609375 ], "minhash_cluster_size": 5, "duplicate_count": 12 }
The Academy of Coastal Studies provides five pathways for students to empower themselves with the knowledge and skills needed to protect and preserve the environment and the livelihood of the beautiful Gulf Coast. Students may choose from Coastal Environmental Studies, Environmental Management – Plant Systems, Fisheries Management & Aquaculture, Maritime & Industrial Technologies, and Recreation, Travel, & Tourism, and given the close connection between the pathways, students will be given the option to enroll in courses in multiple pathways. These five pathways are designed to provide a platform for collegiate and/or career opportunities. Pathway Overview: Coastal Environmental Sciences Offering courses such as Marine Biology I and II, Environmental Science, and Geology, the Coastal Environmental Sciences pathway provides students an opportunity to focus on the coastal environment surrounding them. Through classroom and hands-on learning experiences, students will study the various aquatic ecosystems within the marine environment. They will clarify their understanding of the water planet and the dynamic processes that have shaped and continue to shape the Earth, and they will study the impact of man's interaction with the environment. Students will also be exposed to a wide variety of career opportunities for varying post-secondary plans. Course Sequence Marine Biology I (Regular/Honors) This course is intended to provide students with advanced studies in biology within the context of the marine environment. While emphasis is primarily on living systems, oceanography and aspects of marine water chemistry are important components of the course. Also studied are the anatomy and physiology of saltwater organisms' classification, biodiversity, interdependence within marine biomes, and human and natural impacts on marine systems. Marine Biology II This course is designed to introduce and apply recent scientific research in Marine Sciences, with an emphasis on marine and estuarine flora and fauna endemic to the north central Gulf of Mexico and adjacent waters. Local organisms will be collected in the field and analyzed anatomically and ecologically for comparative analysis of the Mobile Delta, Mobile Bay and Gulf of Mexico ecosystems. In addition, students will prepare a touch lab and present it to visit various elementary and middle schools within the high school's vicinity to educate students about marine life. Environmental Science (Regular/AP) This course provides students with a study of man's interaction with the coastal environment. The content includes but is not limited to forms of pollution, conservation, and environmental planning and policy. Geology CP This course helps students clarify their understanding of the Earth and the dynamic processes that have shaped and continue to shape it. The topics to be covered include plate tectonics, the Earth's materials, geologic dating, internal and external geological processes, and hydrology. Students conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions based on critical thinking and problem solving.	1,357	552	{ "id": "<urn:uuid:13068c3c-5657-4214-b13e-38dcf5615c2b>", "dump": "CC-MAIN-2020-16", "url": "https://content.schoolinsites.com/api/documents/8a640ebba33b427283cdd4b14c1f409f.pdf", "date": "2020-04-01T20:32:35", "file_path": "crawl-data/CC-MAIN-2020-16/segments/1585370506121.24/warc/CC-MAIN-20200401192839-20200401222839-00508.warc.gz", "offset": 421322345, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9958637356758118, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9959983229637146, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1385, 3185 ], "fw_edu_scores": [ 2.21875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Autumn Term Global theme(s): Peace and Conflict Focus: Wider causes and effects of conflicts at all levels Autumn 1 World War 2 Core text: Friend or Foe School values curriculum Integrity, Autumn 2 Contemporary conflicts Core text: Oranges in No Man's Land School values curriculum Responsibility, Curriculum Framework - Year 6 Spring Term Global theme(s): Sustainable Development Focus: Ocean conservation and responsibility Spring 1 Spring 2 The ocean's impact on us Core text: Floodland Our impact on the ocean Core text: Unplugged School values curriculum School values curriculum School values curriculum Responsibility, Curiosity, Effort, Summer Term Global theme(s): Human Rights Focus: Moments that changed the world Summer 1 Protests and movements Summer 2 How can we change the world? Core text: Pig Heart Boy School values curriculum Responsibility, School values curriculum Effort, Resilience, Science explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations - identifying scientific evidence that has been used to support or refute ideas or arguments RE PE Gymnastics Demonstrate precision, control and fluency. Sustain movements over a longer period of time.Convey expression and emotion in performance. Use changes in and combinations of Hockey and Football Use appropriate passing styles with variety, accuracy and power to achieve given goals. Combine, vary and choose appropriate strategies and tactics. Choose and use the most appropriate skills, tactics and actions to cause problems. Know how to keep possession Work within a team with less focus on self. Understand that a winning team has not always been the best one. Demonstrate precision, control and fluency. Team building Combine, vary and choose appropriate strategies and tactics. Choose and use the most appropriate skills, tactics and actions to solve problems. Work within a team with less focus on self. Athletics Select appropriate times to change pace within running for maximum effect. Throw a javelin from running start with increased accuracy and power. Throw a shot putt from standing, creating power Rounders Work within a team with less focus on self. Real PE - Building cognition, collaboration, personal; drive and self-regulation through PE Art & DT evaluating the process History To understand the role of opinion and Speculate – what if? Interpret the past using a range of concepts Explain when they have experienced conflicting emotions and how they dealt with the situation. Assess risks in different situations and explain how to manage them responsibly. Understand when and how to help others if they feel they are at risk. Understand the importance of resisting pressure from others and who they can go to for help with this. Explain and understand the need to respect the differing ideas of a range of people in society. Recognise a wide range of emotions in others and know when to support them or to seek help Understand the nature and consequences of discrimination, teasing, bullying and aggressive behaviours Understand that different people will respond to the same situation in different ways PSHE Explain how the media can have positive and negative impacts upon health including dental health. Understand the risks of not maintaining good levels of personal hygiene Understand that rules and laws differ in different parts of the world. Understand reasons why the media may present information in different ways. Recognise and challenge stereotypes. Describe the different cultural, ethnic and religious groups that make up the world.	1,750	800	{ "id": "<urn:uuid:2f4def7c-a8c5-43c8-bc63-61ed5c6d7574>", "dump": "CC-MAIN-2020-16", "url": "https://www.pontelandprimary.co.uk/wp-content/uploads/2020/01/Curriculum-Framework-Year-6-2019_20.pdf", "date": "2020-04-01T21:08:36", "file_path": "crawl-data/CC-MAIN-2020-16/segments/1585370506121.24/warc/CC-MAIN-20200401192839-20200401222839-00506.warc.gz", "offset": 1098910419, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.955355167388916, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9918461441993713, "per_page_languages": [ "eng_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 951, 960, 2343, 2353, 2489, 3672 ], "fw_edu_scores": [ 3.609375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Principal's Message – week ending 06 03 20 Dear Families How do we learn best? Part 1 As a teacher, this question has always fascinated me and although I have spent a lot of time thinking about it, reading about it and discussing it, I know that there is still a lot more to learn about it. Here are some of the things I have heard people say over the 30 years I have been in education: 1. 'We all learn in different ways.' 2. 'I learn best when listening to music!' 3. 'I can easily multi-task: I can do my homework whilst doing Instagram and watching Youtube!' 4. I'm a visual learner. If you want me to learn anything, don't ask me to read about it, show me a picture!' 5. 'I'm a left-brain person. Don't expect me to understand Maths!' 6. 'I'm just no good at writing. Never have been and never will be!' 7. 'You've either got it or you haven't. Some people are born smart and they're lucky!' I don't believe any of these are true. In fact, we all learn in remarkably similar ways. We learn some things by doing: babies will copy their parents' behaviour long before they understand what they are doing, and with much of the activity that involves the application of basic skills, it's practising that counts – how many people have ever learned to ride a bike by reading a book? We learn many things, including much of the learning of subjects at school, though a combination of words and images that in various ways, we are invited to think about. Clearly, thinking is key to learning, which is why questioning is amongst the most common teaching techniques in the world – questions encourage us to think. What is the capital city of France? What is the name of the river that runs through London? See? I bet your mind jumped to the answers for those two questions when you read them. Statements 2 and 3 above are about multi-tasking. We may prefer to listen to music whilst we are trying to learn something, but the music is not helping the learning. In fact, what we are doing is not multi-tasking when we are sending messages on Instagram whilst keeping an eye on Youtube whilst doing that Maths homework - in these situations, what we are actually doing is switching rapidly between tasks. Task-switching does NOT improve the Maths learning. The best we can probably say about task-switching is that if the music on helps our child to stay on task for an extra 30 minutes when otherwise she would have stopped, then maybe that's a price worth paying? However, with complex activities such as those involved in learning new things, the brain likes to focus on one task at a time. The visual learner, left-brain/right-brain issue goes back to statement 1. It IS true that some, perhaps many, people have preferred ways of learning. We know this because when surveyed, people will often express a preference for learning in a particular way. However, that does not mean that we learn best in that way. We learn best by thinking hard, by engaging with words and images, through lots of practice, through asking and answering questions and by retrieving our knowledge regularly (i.e. trying to remember things we have tried to learn). Those things are true for everyone. Statements 6 and 7 bring to mind the nature-versus-nurture debate: you are either born smart or you aren't and if you aren't there's nothing you can do about it; and some people are just better at things than other people… Well, the last statement is unequivocally true: I play football on Sunday mornings but by any objective measure of performance, Lionel Messi is a far better footballer than I am. My own view on the nature versus nurture debate is that no one truly knows, at the point when a baby is born, whether they are or will be any good at football/Maths/singing/selling/writing/engineering and so on. And even if we did, as a teacher and school leader I would have no control over that. What we DO know, and can measure and prove, is that you get better at things if you practise them. Lionel Messi got to where he is through a combination of things, including motivation, but surely a key thing was his deliberate practice: hours and hours and hours, over years and years. As a school leader and as a parent, the key message for young people must be: you get better at things you work hard at over time. Practice probably doesn't make perfect, but it certainly makes better. Next week, more on how we learn best: specific strategies everyone can use to learn well. Kind regards Mark Patterson Principal	1,631	1,011	{ "id": "<urn:uuid:7012bbb7-dc25-461f-9733-3e0a2bcdec2f>", "dump": "CC-MAIN-2020-16", "url": "https://www.hinchingbrookeschool.net/attachments/download.asp?file=2823&type=pdf", "date": "2020-04-01T21:10:37", "file_path": "crawl-data/CC-MAIN-2020-16/segments/1585370506121.24/warc/CC-MAIN-20200401192839-20200401222839-00506.warc.gz", "offset": 953793397, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9958250224590302, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9991318583488464, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 4405, 4537 ], "fw_edu_scores": [ 3 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Grace Sightings One day, Jesus told a story. "A farmer went out to sow some seeds. He put all his seeds into a sack and went out to the field. He walked all through that field, scattering seeds everywhere. Finally, there were none left in his bag, so he came home and waited for the seeds to grow. "Now some of those seeds fell on the pathways, but they didn't have a chance to grow. The birds came and ate them up. "Some seeds fell on rocky ground. The seeds started to grow. Then the sun came out, and the plants dried up and died because they could not put down deep roots. "Some seeds fell among the weeds. The seeds started to grow, but the weeds grew faster. The seeds were too crowded and couldn't develop properly. "Some seeds fell on the good soil. The seeds put down deep roots and began to grow. Soon they grew into hardy plants. They grew and grew and grew until they produced lots of grain." The disciples were puzzled. "What does this story mean?" they asked Jesus. E Sow a Seed (based on Matthew 13:1–9, 18–23) "The seed is the message of God's love," Jesus explained. "God joyfully plants the seeds of love everywhere. You are like the soil. "Sometimes you are like the hard ground. God's message of love doesn't make sense. You are not ready to hear it yet. Don't worry, God still loves you. God keeps on planting. "Other times you are like the rocky soil. God's message of love starts growing in you. Maybe some bad things happen to you, and God's love seems far away. Don't worry, God still loves you. God keeps on planting. "Sometimes you will be like the weedy soil. At first, God's message of love starts growing in you. Then all kinds of worries come along and confuse you. When that happens, God's love seems to disappear. Don't worry, God still loves you. God keeps on planting. "And sometimes you are ready to hear about God's love. The message of love grows deep down inside of you. It grows and grows and grows. Other people see God's love in you too. When that happens, God rejoices and keeps on planting." 3 E Sow a Seed (based on Matthew 13:1–9, 18–23) Use one or more activities from each section to explore grace and gratitude with your children this week. Recognizing God's Grace Responding to God's Grace Z If your family is not familiar with the term parables, describe them as stories that use word pictures to help people understand an idea. Jesus' parables were always about things that are familiar to the people, but the stories had a deeper meaning. Jesus told parables to help people think deeply about God and living in God's grace. Z Read and enjoy the story with your children— imagine and wonder. Z Act out the story. First be the birds, swooping down to eat their seeds on the road. Then crouch on the floor as seeds and stretch upward when it's time to grow; then wilt back down in the sun. Be weeds, choking out the good plants. Finally, be the seeds on good ground, growing up straight and tall. Z Wonder together: Z What did Jesus want to learn from this parable? What can happen when Jesus' message is "planted" in us? Z Why didn't the farmer know in what kind of soil the seeds would grow best? Z After Jesus told the parable, the disciples asked him to explain what it meant. Jesus said the parable was about how open the people and their hearts were to hearing and acting on God's word. Consider what type of soil you are today. Are you different soils at different times? Z Divide a sheet of paper into four columns—"Dry Path," "Rocky Soil," "Weedy Soil," "Good Soil." List things in your lives that feel as if they fit in these categories. Consider what makes following God's ways hard (dry path), obstacles that get in the way (rocky soil), people or activities that distract you (weedy soil), and what supports you (good soil). Go through the categories that need help, and brainstorm together some "fertilizers" that might improve conditions. Celebrating in Gratitude Z Use play dough or other materials to create a sculpture or diorama of this parable. Z Consider planting some seeds or beans to illustrate this parable at home. Z Pray this prayer each day this week: Loving God, thank you for the stories Jesus told that help us understand more about your way of grace. Amen. 4	1,479	975	{ "id": "<urn:uuid:64394403-0b6d-40d5-81d1-bae288c1d2bf>", "dump": "CC-MAIN-2020-16", "url": "https://www.pcusastore.com/Content/Site119/Basics/10581GS03082020_00000139057.pdf", "date": "2020-04-01T21:05:45", "file_path": "crawl-data/CC-MAIN-2020-16/segments/1585370506121.24/warc/CC-MAIN-20200401192839-20200401222839-00511.warc.gz", "offset": 1097335012, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9989127218723297, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9995213747024536, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2053, 4266 ], "fw_edu_scores": [ 3.71875 ], "minhash_cluster_size": 3, "duplicate_count": 0 }
A Literate Citizenry and Public Schools: A New Vision for Assessment in Louisiana Case for Change in Literacy Assessment Being a literate adult necessitates not only strong reading skills but also background knowledge on the world and how it works. Adult readers comprehend and evaluate news articles, workplace documents, novels, biographies, web pages, and social media posts not only because they know what individual words mean. They must also know something about the topic each text contains. Without that knowledge, readers are lost. In an age of media overload, bots, and fictional news stories, this imperative for literate citizens becomes all the more evident and all the more important. While Louisiana and other states have made strong gains in elementary school reading over the last decade, adolescent and adult reading in the U.S. has made minimal progress. In light of evidence that background knowledge is essential to improving reading among older students, English language arts curriculum in Louisiana has knowledge domains as its foundation. Students in Louisiana read texts organized around general themes and "anchor texts," bringing to each read an increasingly robust base of background knowledge derived from reading. ELA formative and summative assessments in Louisiana, however, continue to measure specific reading skills, such as summarizing passages and locating main ideas, without measuring whether students have developed a deep base of knowledge. Consequently, in many schools a focus on discrete reading skills predominates the English classroom, with minimal attention paid to knowledge. To improve this situation, Louisiana will pilot an innovative English and history assessment that assesses student understanding of pre-identified knowledge and pre-identified texts. Rather than being tested on texts with which students have no familiarity, students taking the pilot assessment will draw on deep knowledge of content and books they knew would be on the test already. The benefits of this new assessment will include: * Equity: All students have the opportunity to develop background knowledge, rather than advantaged students accessing knowledge never made available to others. * Integration: Social studies knowledge and literacy proficiency can be measured in one instrument, building knowledge of the world and blending non-fictional and fictional texts. * Focus: Rather than drilling individual skills, teachers can focus on background knowledge and making meaning of full texts. Design Components The following design principles will guide the development of the work and may be incorporated into the end product, contingent on the success of the pilot process. * The pilots will blend social studies and science, allowing for the reduction of one statewide test. * LEAs may have an option to choose texts and knowledge domains; there may be some ability to select some units over others. * Assessments will identify and incorporate a specific set of knowledge and texts; teachers and students will know the sources of knowledge and texts before the tests. * Assessments will involve short tasks throughout the school year as students complete units of study rather than one long process at the end of the year. Pilot Assessment Structure Overview Pilot districts are those using the Louisiana ELA Guidebooks. These specifications remain in draft form, but they serve as a frame for the project. Timelines	1,403	616	{ "id": "<urn:uuid:f40d1dd0-29c0-4742-9903-f99d0e155c0d>", "dump": "CC-MAIN-2020-16", "url": "https://www.louisianabelieves.com/docs/default-source/links-for-newsletters/la-assessment-pilot-overview-district.pdf?sfvrsn=2", "date": "2020-04-01T21:43:59", "file_path": "crawl-data/CC-MAIN-2020-16/segments/1585370506121.24/warc/CC-MAIN-20200401192839-20200401222839-00510.warc.gz", "offset": 1054239868, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9978242814540863, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9977579712867737, "per_page_languages": [ "eng_Latn", "eng_Latn", "unknown" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2533, 3455, 3466 ], "fw_edu_scores": [ 3.828125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Welcome back! We hope you have had a lovely half-term. During this half term, our topic is based on Earth and Space. As well as Science, many of our other lessons across the curriculum will be linked to this topic. This is includes an exciting and ambitious DT projects with pulleys and levers! We hope you all enjoy the learning journey in this short– but very busy- half term. Mrs Doe and Mr Clyne Dates for your diary Parents Evenings: Monday 6th and Thursday 9th November. You should have received information about booking a slot on parentmail. Homework Thank you for your ongoing support with your child's learning at home. It is always nice to share things they have made or written in class. During this half term we will again be using the homework grid. The weekly Maths and spellings homework will continue. Children also need to be reading at least 4 times each week and bringing in their signed Reading Records, please. In addition, it would really benefit the children to make sure that times tables facts are very secure. Using Hit the Button or Timestables Rockstars 4 times a week (just for 10 minutes each time) would really help with this and make all of the Maths work we do far more accessible. English Our writing this half term will be linked to our topic, where our main focus is news reports, with plenty of drama to support this exciting space-themed work. We will also be looking at space themed poetry. Reading will again be a mix of whole-class and group reading sessions. Grammar will be taught once a week separately, and consolidated in our reading and writing. Spelling tests will continue on Mondays. Brave New World Maths We begin the term with looking at methods for multiplication and division, including multiples, factors and prime numbers, as well as multiplying and dividing by 10, 100 and 1000. Work will also involve problem solving and understanding the inverse link between these two operations. Science Our whole topic this half term is science based, therefore there will be learning across the curriculum about Earth and Space. We will learn about the planets in the solar system, what they are like, how they move and the scientists who studied them. We will also explore why the moon appears to change shape and why night and day occur. Art & Design Technology This half term the children will use a range of media to create artwork linked to our topic. We will also design and build a 'Pulley Transportational Device' to be used to collect rocks and samples from 'Planet X' Music We will be listening and responding to Holst's The Planets. We will use this as inspiration for our own space-themed composition. Computing We will begin our coding work in Purple Mash, as well as using our chromebooks to research our topic of Space. PE Indoor PE takes place on Mondays. This term we will be working on dance. Outdoor games takes place on Thursdays. Please ensure your child has the correct kit. RE and PSHE RE this half term will continue our work on Judaism, before turning to Christianity and the values of Jesus. Our PSHE work will cover 'physical contact and feeling safe' and 'treating everyone without prejudice'.	1,259	669	{ "id": "<urn:uuid:bfe8b055-ee6c-4985-b188-abdcd3bc57f4>", "dump": "CC-MAIN-2024-18", "url": "https://norrisbank.stockport.sch.uk/wp-content/uploads/2023/11/Year-5-Aut-2-23.pdf", "date": "2024-04-13T10:30:28", "file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00336.warc.gz", "offset": 382450212, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9994093179702759, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9994093179702759, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3198 ], "fw_edu_scores": [ 2.578125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Hazard Incidents in Bangladesh, October 2017 Overview of Hazard Incidents in October 2017 In October, 5 disasters occurred in the country. Among those lightning, storm, riverbank erosion, cyclone and flood were natural hazards and fire was the only manmade hazard. Flood was the most hazardous incident of October. It affected two districts namely Moulvibazar and Patuakhali's 80 villages and inundated 5000 acres crops land. More than 3000 families were waterlogged and 300 families lost their shelter. Due to the other hazards of lighting, storm, riverbank erosion and fire, total 9 people died, 46 injured, 750 households and 58 shops damaged and 2 primary school disappeared. Description of the Incidents in October 2017 Lightning There were 04 lightning incidents in October, 2017. 03 districts namely Rajshahi, Jamalpur and Kurigram had experienced lightning. These incidents caused death of 07 people and 05 people were injured. The impact scenario of lightning is given in the table below: Storm On October 10 & 21 three storms incidents originated in Rajshani, Natore and Barguna. It caused death of 01 people, 25 people injured and 650 houses were damaged. The impact scenario of storm is given in the table below: Riverbank Erosion 02 Government primary schools of 2 upazilas (Naria, Janjira) have been disappeared in the Padma River in Shariatpur district on October 10 & 18 due to riverbank erosion. The impact scenario of riverbank erosion is given in the below table: Fire 05 fire incidents took place in October, 2017. As for geographic spread, 04 districts (Rajshahi, Dhaka, Gazipur and Rangamati) experienced fire. Among the 05 incidents, 02 occurred in Dhaka. These incidents caused death of 01 people and 16 people were injured. The overall impact scenario of fire is in the table below: Cyclone On October 20 a cyclone originated in Jessore. It caused damage of almost 100 houses and a number of trees were uprooted. The impact scenario of Cyclone is given in the table below: Flood Responses in October 2017 GoB Response in Storm The Government of Bangladesh also announced though District Administration to assist to the victims of 10 th October's incident of Natore. (Bdnews24.com, October 10, 2017) The Government of Bangladesh announced though District Administration to assist to the victims of 21 th October's incident with 10 kg rice and 500 BDT to family of each victim in Barguna. (Bdnews24.com, October 21, 2017) Conclusion Flood was the most devastating hazard of this month. It impacts people normal of affected areas. As well as there were low intensity hazards in different parts of the country e.g. lightning, storm, riverbank erosion, cyclone and fire. Those incidents also stuck affected areas people life's. The Government of Bangladesh only response in Storm which was affected in Natore and Barguna through District Administration.	1,363	675	{ "id": "<urn:uuid:6d7896c2-c407-4263-9a12-022d356a9c6b>", "dump": "CC-MAIN-2024-18", "url": "http://www.nirapad.org.bd/home/stroage/file/public/assets/resource/monthlyHazard/1515913253_Monthly%20Hazard%20Incident%20Report%20_%20October%202017.pdf", "date": "2024-04-13T09:38:29", "file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00338.warc.gz", "offset": 58324325, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9972916096448898, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9977500438690186, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1002, 1492, 2011, 2895 ], "fw_edu_scores": [ 2.796875 ], "minhash_cluster_size": 1, "duplicate_count": 2 }
National Scenic Byways Program: SOUTH DAKOTA About the National Scenic Byways Program The National Scenic Byways Program, established by Congress in 1991, recognizes historic, scenic, and culturally important roads, all of which promote economic development and tourism in communities around the U.S. There are more than 1,200 byways in all 50 states. South Dakota is home to two national scenic byways, the Native American Scenic Byway and Peter Norbeck Scenic Byway, which offer breathtaking views of the most historically, culturally, and archaeologically important places in the state. Points of interest along each route include Mount Rushmore, Sylvan Lake, the site of Wounded Knee, and the resting place of Sioux Chief Sitting Bull – which are some of the most revered sites in our nation. Scenic byways play a vital role in delivering visitors to these sites and have become integral to the travel experience. Key Points * South Dakota is home to six scenic byways, including two national scenic byways and four state scenic byways. * In 2019, 14.5 million visitors traveled to South Dakota and spent $4.1 billion. * Travel and tourism activity in the state generated $308 million in state and local taxes, saving each South Dakota household $890. Images: Peter Norbeck Scenic Byway credit: National Archives (top), Native American Scenic Byway credit: National Archives (right column) 6 South Dakota is home to 6 scenic byways South Dakota Travel Industry Facts > Supports 55,157 jobs (8.8% of all South Dakota jobs) > $4.1 billion in visitor spending Scenic Byways in South Dakota NATIONAL SCENIC BYWAYS STATE SCENIC BYWAYS 1. NATIVE AMERICAN SCENIC BYWAY 2. PETER NORBECK SCENIC BYWAY 3. BADLANDS LOOP SCENIC BYWAY 4. SKYLINE DRIVE SCENIC BYWAY 5. SPEARFISH CANYON SCENIC BYWAY 6. WILDLIFE LOOP ROAD SCENIC BYWAY All scenic byways exhibit one or more of six core intrinsic qualities — scenic, historic, recreational, cultural, archaeological, or natural. For a road to be named a national scenic byway, it must first be designated a state, tribal, or federal agency scenic byway. Once achieving that, a road may apply for national scenic byway designation, but its intrinsic quality must be of regional significance. AllAmerican Roads are the very best of the national scenic byways, demonstrating at least two intrinsic qualities of national significance. South Dakota byways provide access to the state's most spectacular public lands including: > 6 National Parks > 63 State Parks > 1 National Trail > 1 Wild And Scenic River > 2 National Grasslands > 1 National Forest	1,348	608	{ "id": "<urn:uuid:d681a51f-015e-43a1-85ab-2cd83a2fdd4f>", "dump": "CC-MAIN-2024-18", "url": "https://www.scenic.org/wp-content/uploads/2023/02/SD-Official-One-Pager_2023_2.pdf", "date": "2024-04-13T10:10:17", "file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00340.warc.gz", "offset": 908998961, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9872143268585205, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.994482159614563, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1571, 2601 ], "fw_edu_scores": [ 2.203125 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
Exodus & Freedom Week 3 / Pre-School Session plan Core value: When God is with us, we are never stuck. Page 1 The Story: There are several ways to explain or watch the story of the Exodus: * On YouTube, do a search for 'The Israelites Escape Egypt' and many videos will come up – the God Story videos are excellent * Alternatively, download the 'Superbook' app. This is an online children's Bible with a host of extras such as games and activities * Read 'The Red Sea' from The Beginner's Bible and use basic props to retell the story. Props and ideas to bring the story to life could include: - Paper cloud that the children can get in a line behind and follow - Paper ﬁre ﬂame - A few leaders could pretend to be Egyptians on chariots and chase the children * Use two pieces of blue fabric that part as 'Moses' raises his staﬀ and have the children walk through Zoom Tweaks If on Zoom, prepare a PowerPoint using relevant images and read the story OR use props as you read the story to the screen Application: * Use a soft, cute puppet to illustrate the story below. This script lends itself to a small black mole with a Welsh accent but any puppet or accent can work. Just amend the script so that the puppet ends up stuck in the mud * Actions for children to follow are in brackets Adult: Adult: Moley, last night I was in bed and I felt really stuck – like this! (Freeze on spot. Allow children to wriggle and freeze when you say stuck a few times). I wanted to play with my Paw Patrol toys but Mum said I had to sleep. I felt really stuck and I didn't like it! Adult: Adult: Adult: Moley: Moley: Well I am a mole and I am always under the ground in mud! I get stuck LOTS of times (get children again to wriggle and freeze on your mark) Moley: Moley: Hey everyone. Can I introduce you to my friend, Moley? He is really soft and really helpful. He is a mole. Hello everyone (allow children to stroke him, gently smooth the cheeks of babies or reticent children) URGH! You live in mud?! I do! Did you ever get REALLY stuck? Oh yes. One day I popped out of the ground but found myself stuck between two stones (prime two other people to wedge themselves either side of you. Zoom Tweak: wedge your puppet between two objects you have to hand in the house). I was so stuck. I couldn't go up (allow children to stand) and I couldn't go down (bend). How did you get unstuck? Page 2 The Story: (continued) Adult: Adult: Adult: Moley: Moley: Moley: Well, I remembered that my best friend Jesus is always with me. Then I remembered that with Jesus I am NEVER stuck. So, what did you do? I said 'Jesus can you help me? I am never stuck with you.' Next thing I know, Badger came along and bumped one of the rocks with his bottom and it fell out of the way! (Leader to the left of you falls. Zoom Tweak: discard the object to the left). I wasn't stuck any more. Wow! You are never stuck with Jesus. Never! Thanks, Moley – I won't forget that. Shall we all say goodbye to Moley? (encourage children to say 'bye') Game Encourage the children to run away from you. Once tagged by a leader, they must freeze as if stuck. Another leader wears a sign that says 'Jesus' – when they touch the child, the child is unstuck and free to run again. Zoom Tweaks – If playing this via Zoom, tweak as follows: * Nominate a child or leader who is 'on it' * Other children can move around very quickly in their space on the screen * The 'on it' child watches and calls a name and follows it with 'FREEZE' (e.g. 'Sally, freeze') * Sally must then freeze and stop moving * The leader facilitating the session can then call 'Sally, Jesus says un-freeze' * The game can continue for as long as you need Prayer Ask children to do ﬁve star jumps. Encourage them to throw their arms and legs as wide as they can. As they star jump, each time say to God … 'Thank you Jesus for setting us free. Amen' A prayer to pray together at the end of this session Dear Jesus, thank you so much that we are never stuck when we are with you. Thank you that even if we are scared or sad, you can do amazing things to make sure we are free. Thank you for even parting a whole sea in two to save your people. You are an amazing God. Amen. Page 3	1,685	1,037	{ "id": "<urn:uuid:64b9594a-ef71-4354-866f-b5439548b621>", "dump": "CC-MAIN-2024-18", "url": "https://www.biblesociety.org.uk/content/get_involved/The_Bible_Series/resources/session_3/session_3_pre_school.pdf", "date": "2024-04-13T09:55:21", "file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00342.warc.gz", "offset": 621602790, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9907845656077067, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9988617897033691, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 111, 2405, 4244 ], "fw_edu_scores": [ 3.875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Name: Invasive Propagation Model Worksheet Using this worksheet, you will develop a propagation model using facts about the Himalayan blackberry plant. To do this, you will calculate the number of seeds a Himalayan blackberry plant will generate in a year and draw a bar graph. Then, you'll calculate how far the seeds will be distributed and draw a diagram. Part I Facts about the Himalayan blackberry: G 75 drupelets per berry G One (1) seed per drupelet G 8 canes (vines) per entire plant G Only second year canes bear fruit G Half the canes are new growth and half the canes are second year growth G Canes on average are 20 feet long G 10 berries per foot of cane 1. How many seeds does each berry have? Show an equation to calculate seeds per berry without evaluating: 2. How many berries does each cane have? Show an equation for berries per cane without evaluating: 3. How many seeds does each entire plant have? Show an equation for the number of seeds per plant without evaluating: 4. Evaluate the equation to solve how many seeds an entire plant has: 5. How many seeds will the plant generate if only half of each second-year cane produces fruit? 6. How many seeds will the plant produce if there are 10 canes rather than 8? © 2020 Ecology in Classrooms & Outdoors. All Rights Reserved. 16 Part II Facts about the Himalayan blackberry seeds: G 1 seed per drupelet G 8 canes (vines) per plant G 75 drupelets per berry G Half the canes are new growth and half the canes are second year growth G Canes on average are 20 feet long; only half the length productive G Only second year canes bear fruit G 10 berries per foot of cane Facts about how seeds are distributed: G 25% (25/100) fall to the ground around the plant by gravity G 20% (20/100) are eaten by elk, who travel 3 miles G 40% (40/100) are eaten by songbirds, who travel ¼ of a mile G 10% (10/100) are eaten by coyotes, who travel 1 mile G 5% (5/100) are eaten by rabbits who live in the blackberry thicket 1. How many seeds does this plant generate in a year (show equation and result)? 2. How many seeds are: distributed by song birds? _______________ distributed by elk? _______________ distributed by coyotes? _______________ distributed by rabbits? _______________ distributed by gravity? _______________ © 2020 Ecology in Classrooms & Outdoors. All Rights Reserved. Part III Draw a bar graph to represent seed distribution by pathway Number of Seeds © 2020 Ecology in Classrooms & Outdoors. All Rights Reserved. 18 Part IV Draw a diagram on the arrow below, showing where the seeds end up (in feet) away from the plant. Remember: G 25% (25/100) fall to the ground around the plant by gravity G 40% (40/100) eaten by songbirds + travel ¼ mile G 20% (20/100) eaten by elk + travel 3 miles G 10% (10/100) eaten by coyotes + travel 1 mile G 5% (5/100) eaten by rabbits who live in the blackberry thicket Mark the scale along the path, where the seeds end up, and the number of seeds at each spot. Distance from the plant (ft) Number of Seeds © 2020 Ecology in Classrooms & Outdoors. All Rights Reserved.	1,529	797	{ "id": "<urn:uuid:639a65e0-1e7f-4e60-8b64-e19f2963275e>", "dump": "CC-MAIN-2024-18", "url": "https://tualatinswcd.org/wp-content/uploads/2022/03/Invasive-Propagation-Model-Worksheet.pdf", "date": "2024-04-13T08:59:58", "file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00339.warc.gz", "offset": 534204369, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.980816587805748, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9975478649139404, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1309, 2365, 2519, 3112 ], "fw_edu_scores": [ 4.28125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Palmer Raids Lesson Central Historical Question: What caused the Palmer Raids? California State Standard(s) 11.5.2 - Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey's "back-toAfrica" movement, the Ku Klux Klan, and immigration quotas and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks. Common Core State Standard(s): Reading 2. Determine the central ideas of information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. 1. Cite specific textual evidence to support analysis of primary and secondary sources. 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. 4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. 7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. 6. Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. 9. Analyze the relationship between a primary and secondary source on the same topic. 10. By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently. Writing a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 9. Draw evidence from informational texts to support analysis, reflection, and research. 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.	1,608	703	{ "id": "<urn:uuid:8aed5a89-60db-47b4-b9de-453f33654660>", "dump": "CC-MAIN-2024-18", "url": "https://www.lausd.org/cms/lib/CA01000043/Centricity/Domain/226/Grade%2011%20Semester%201/11.5.2%20Palmer%20Raids%20Cover%20Page%20.pdf", "date": "2024-04-13T09:18:26", "file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00339.warc.gz", "offset": 785621841, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9890371561050415, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9915346503257751, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2802, 3707 ], "fw_edu_scores": [ 3.984375 ], "minhash_cluster_size": 6, "duplicate_count": 0 }
HOMEWORK POLICY FOR KINGSLAND NS This Policy was formulated by the Staff of Kingsland NS in consultation with Parents and is updated and Reviewed on a regular basis. Aims: 1. To provide pupils with the opportunity to revise and reinforce work undertaken in class 2. To expand on work already undertaken in a particular subject 3. To develop independent study skills 4. To develop good work habits 5. To provide a link between teacher and parent 6. Testing the child's understanding of work covered or competence in skills GUIDELINES (Content of Policy) How often is Homework given? 1. Homework is given Monday to Friday. 2. No Homework at weekends unless the teacher deems necessary, (catch up with work, sanctions, children being absent, project work). Content of Homework: 1. Homework can vary from day to day. 2. It should be noted that homework time devoted to reading and learning is as important as written work, in all classes. 3. Parents can play an important role in listening to reading and items to be learned, ensuring this work is done well, from infants to sixth class. 4. Paired reading is an important part of Homework and should be enjoyed. Duration of Homework (Guide only): Different children will complete the same homework in different lengths of time. If you feel your child needs extra homework, encourage: extra reading, spelling, tables, revise school work, practice handwriting, letter formation... ROLES AND RESPONSIBILITIES: Parents: 1. Parents should help their children by; * Providing them with a suitable place and time to do their homework. * To prevent interruptions or distractions like TV or other children. * Homework should be done early in the evening to ensure that children are not too tired. * Parents should check and sign the Homework Journal. Teachers: * Ideally teachers like to check homework on a daily basis. However it is not always possible to check each child's work and homework journal every day. * The Teacher may not deem it necessary to correct every mistake in the child's work. Children: * It is vital that children would enter all homework in the Journal. * That it is completed correctly, neatly, clearly, in the given time. * That the Journal is signed and checked by parent. * That all necessary textbooks and copies are brought home and returned to school the next day. (Note, if a copy is left in school, written homework can be done in the journal or on a sheet). REVIEW: Last reviewed in 2008 through Parent-Teacher meeting. Next review due in 2011. RESPONSIBILITY FOR REVIEW: Teachers/staff in consultation with parents. RATIFICATION AND COMMUNICATION: * B.O.M for ratification * Copy of policy to be sent to parents and sign agreement.	1,198	568	{ "id": "<urn:uuid:04d25fe8-4db6-4617-8658-a522a4d7453f>", "dump": "CC-MAIN-2024-18", "url": "https://www.kingslandns.ie/media/download_gallery/HOMEWORK%20POLICY%20FOR%20KINGSLAND%20NS.pdf", "date": "2024-04-13T10:35:42", "file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00344.warc.gz", "offset": 803606923, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9982337057590485, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9982725977897644, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1436, 2730 ], "fw_edu_scores": [ 2.328125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Brackenfield Home Learning Map 01/03/2021 Personalised Learning Intention Activities These are activities that support your child's progress in Personalised Learning Intentions (PLIs). A document will be sent to you via email with activities that can be done at any time. These activities are the same for the next 5 weeks so will only receive this document once. If you need some more ideas or different activities let the class team know and they will be happy to provide these for you. Ongoing activities these week (these can be completed every day) Morning songs Good morning song Days of the week What's the weather Months of the year Animal sounds song Colourbubblies Cosmic yoga P.E with joe Go noodle Parents can sign up for free on Go Noodle and have access to a range of music and movement videos Phonics Use sound effects to play different sounds BBC Sound Effects (bbcrewind.co.uk) You could use this BBC website for sound effects which are in categories. Name the sound you can hear once confident with the activity play a sound and get your child to name it! Timetable (complete these activities this week. You can choose the order you do this in) Numeracy Role play Grab-it pass the parcel – fill a box with up to 20 pieces of pasta, cut a hole in top, pass box around, when music stops as child to grab a handful of pasta, count together and you could extend by writing numbers on pieces of Community Healthy Eating Can you design a "good food for our bodies" plate using paper, or pictures from magazines of different food. Discuss why some food are good for us and some foods not so good. Tea party – set up a tea party with your family and/or toys. You could make sandwiches, cakes and drinks to share. Numeracy Have a go at writing numbers in lots of different ways, in cornflour and water, in rice, on paper with pens/chalk/ pencils. You could also have a go at making the numbers out of playdough! Working together Play a game of charades with your family. Write down different objects, people, actions etc. and take it in turns to choose one and act it out for everyone else to guess. sizes & textures, bang them against a tree. What noise do they make? * Collect some twigs, leaves, and stones to make some pictures with them. Write out their name or lay out a trail to follow.	936	521	{ "id": "<urn:uuid:596ae995-37f3-4d71-afb2-ed6da86d64ec>", "dump": "CC-MAIN-2021-39", "url": "https://www.brackenfield.derbyshire.sch.uk/images/image_gallery/large/1614356536.pdf", "date": "2021-09-23T03:38:18", "file_path": "crawl-data/CC-MAIN-2021-39/segments/1631780057416.67/warc/CC-MAIN-20210923013955-20210923043955-00089.warc.gz", "offset": 712629195, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9960129857063293, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9980523586273193, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2133, 2329 ], "fw_edu_scores": [ 3.265625 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
Is Using Fluoride Toothpaste Enough? Community water fluoridation provides crucial, added protection against tooth decay, even when both fluoride products and treatments are widely available. Given the widespread use of fluoride toothpaste today, is fluoridated water still necessary? Yes! Consider the solid evidence from research that has been conducted since fluoride toothpaste became widely used. Here is a sample of the many studies showing fluoridated water continues to protect against decay. * A New York study (2010) revealed that low-income children in less fluoridated counties needed 33% more fillings, root canals, and extractions than those in counties where fluoridated water was common. 1 * A study of Alaska children (2011) showed that kids living in non-fluoridated areas had a 32% higher rate of decayed, missing or filled teeth than kids in fluoridated communities. 2 * A Nevada study (2010) examined teenagers' oral health and found that living in a community without fluoridated water was one of the top three factors associated with high rates of decay and other dental problems. 3 * A study of towns in Illinois and Nebraska (1998) found that the tooth decay rate among children in the fluoridated town was 45% lower than the rate among kids in the nonfluoridated communities. This benefit occurred even though more than 94% of children in all of these communities were using fluoridated toothpaste. 4 Fluoridation remains critically important to combat tooth decay. Although the nation's oral health has improved overall during the past 50 years, tooth decay is still the most common chronic childhood disease, 5 times more common than asthma. Tooth decay affects more than 80% of Americans by the time they begin their adult years. 5 Brushing with fluoride toothpaste twice each day is important. So is seeing a dentist regularly. Many Americans put off appointments because they lack dental insurance and cannot afford the costs. At a time when more than 100 million Americans lack dental insurance, fluoridation offers an easy, inexpensive preventive strategy from which everyone benefits, simply by turning on their tap. 6 So there you have it. When it was first implemented in Michigan back in 1945, fluoridated water was a smart idea — and it still is. Is Using Fluoride Toothpaste Enough? Sources 1 The original figure ($23.63) was corrected in a subsequent edition of this journal and clarified to be $23.65. See: Letters to the Editor. Public Health Reports. 2010:125;788. 2 U.S. Centers for Disease Control and Prevention. Dental Caries in Rural Alaska Native Children --- Alaska, 2008 Weekly. Morbidity and Mortality Weekly Report. 2011:60(37);1275-1278. http://www.cdc.gov/mmwr/preview/mmwrhtml/mm6037a2.htm?s_cid=mm6037a2_x. Accessed June 20, 2018. 3 Ditmyer M, Dounis G, Mobley C, Schwarz E. A case-control study of determinants for high and low dental caries prevalence in Nevada youth. BMC Oral Health. 2010:10(24). http://www.biomedcentral.com/1472-6831/10/24. Accessed June 20, 2018. 5 U.S. Centers for Disease Control and Prevention. Trends in Oral Health Status: United States, 1988–1994 and 1999– 2004. 2007:11(248). http://www.cdc.gov/nchs/data/series/sr_11/sr11_248.pdf. Accessed June 20, 2018. 6 DentaQuest Foundation. An Electronic Compendium of Resources for Building Oral Health Coalitions. 2012. http://dentaquestfoundation.org/sites/default/files/uploads/Compendium_2%2023%2012%20(2).pdf. Accessed June 20, 2018. 4 Selwitz RH, Nowjack-Raymer RE, Kingman A, Driscoll WS. Dental caries and dental fluorosis among schoolchildren who were lifelong residents of communities having either low or optimal levels of fluoride in drinking water. J Public Health Dent. 1998;58(1):28-35. http://www.ncbi.nlm.nih.gov/pubmed/9608443. Accessed June 20, 2018	1,877	933	{ "id": "<urn:uuid:297bb970-339a-4c04-a4f9-6007b1df9f16>", "dump": "CC-MAIN-2021-39", "url": "https://ilikemyteeth.org/wp-content/uploads/2014/12/Is-Fluoride-Toothpaste-Enough.pdf", "date": "2021-09-23T03:15:47", "file_path": "crawl-data/CC-MAIN-2021-39/segments/1631780057416.67/warc/CC-MAIN-20210923013955-20210923043955-00090.warc.gz", "offset": 362397034, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9284781515598297, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9942353367805481, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2292, 3812 ], "fw_edu_scores": [ 2.46875 ], "minhash_cluster_size": 1, "duplicate_count": 6 }
FROM THE DIETITIAN'S DESK: ADDRESS YOUR STRESS G B S B E N E F I T S , I N C . W E L L N E S S S E R V I C E S Often when we are under stress, we tend to reach for food (i.e. emotionally eat). Many people associate food with comfort because of childhood cues, like Mom's chicken soup or Grandma's grilled cheese. However, there are many other beneficial ways to handle stress that don't involve food and calories. Eating mindlessly in high stress situations can lead to guilt and more stress. Try one of the following tips instead of heading for the pantry when you feel over-stretched or highly stressed out at home or at work: * o Go for a walk Don't go straight for food during periods of intense stress. While it can bring a sense of immediate relief, there are other activities that are more productive and better proven to reduce stress. Here are a few options to choose from, or get creative (another stress reliever!) and think of your own: o Jump rope (or faux jump rope, pretend to spin the rope while you jump) o Take on a project, like sewing or tackling a puzzle o Play with your pet o Meditate o Journal o Listen to music Whatever you choose, try doing it for at least 10 minutes. * Here are a few more tips to reduce stress and prevent any added stress in your day: * * Clean your pantry: a person only has so much willpower in a day. A lot of that can be used dealing with stress at work. It doesn't help to come home to temptations of tasty treats in your house. Eliminate some unnecessary or less healthful items. Plan healthy snacks like carrot sticks and pea pods with cheese, yogurt dip, or peanut butter. So you have good options for when you walk in the door and need a snack. * * Tea time: Drinking tea can be a great way to relieve stress without extra calories. Find a calming tea like lavender or chamomile or a mint tea to calm your digestions, that you enjoy. For added benefit, sip your tea in a quiet place where you can practice mindfulness techniques or breathing meditation simultaneously. Nourish your body: having the right nutrients on board can give your body fighting power. Certain foods like fruits, vegetables, herbs and spices contain antioxidants. These can help your body reduce inflammation and fight stress. Help your hormones: Stress increases cortisol, a hormone known to promote fat production. Using the above tips and tools to reduce stress can help you create and maintain a healthy body and mind. This will lead to a more productive and happy lifestyle. EAT! Enjoy a healthy breakfast, and always take time to eat lunch. Our bodies need fuel to think, move and deal with stress. Ever noticed how small stressors seem worse when you are really hungry? Our bodies can better handle stressful situations if we are properly fueled. Think protein, carbs and fat in combination with fruit and vegetables. A well-balanced diet is key! * Reduce caffeine intake: capping the caffeine at 2 cups per day and limiting intake after lunch can help you sleep better at night, in part by reducing adrenaline levels. Adrenaline is a fight or flight hormone, one that is intended to be released in a stressful situation. So while you might feel you need another cup of coffee to reduce stress, it may make you feel more jittery and anxious. Try a calming decaffeinated tea instead. Did you know?? If left unmanaged, stress can make you sick! Consuming certain foods, particularly a variety of colors from fruits and vegetables, can boost your immunity and prevent illness. © GBS Benefits 2016 Wellness Services © GBS Benefits 2016 Wellness Services © GBS Benefits 2018 Wellness Services	1,464	793	{ "id": "<urn:uuid:3653b0e1-c494-4eb9-b047-24e62dea147a>", "dump": "CC-MAIN-2021-39", "url": "https://www.aruplab.com/files/resources/clinic/addressyourstress.pdf", "date": "2021-09-23T03:13:06", "file_path": "crawl-data/CC-MAIN-2021-39/segments/1631780057416.67/warc/CC-MAIN-20210923013955-20210923043955-00092.warc.gz", "offset": 699010099, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9976044297218323, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9976044297218323, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3645 ], "fw_edu_scores": [ 2.21875 ], "minhash_cluster_size": 2, "duplicate_count": 1 }
Title: Grade 6 - Unit 6 Chapter 18 Student Name: Class: Date: 1. Saint Henry II of Germany, the only German king to become a Saint, traveled throughout his kingdom, trying to __________. a. collect taxes b. teach people to read and write c. establish peace d. build churches 2. Saint Paul's Letter to the Ephesians reminded them of the importance of __________, a virtue that's also needed to maintain harmony in families. a. prudence b. honesty c. fortitude d. modesty 3. __________ is a moral virtue that guides us to dress, talk, and move in appropriate ways. a. Simplicity b. Chastity c. Modesty d. Temperance 4. A faithful and loving couple builds up the community of faith because __________. a. they never argue in public b. they are living witnesses to self-giving love c. they are never selfish or rude to anyone d. they work in the parish nursery 5. In the Gospel story about the Cana wedding, the wine being served at the wedding __________. a. had spoiled and tasted bitter b. was almost gone c. was stolen by thieves d. had turned into water 6. Throughout the New Testament, marriage is often compared to __________. a. Christ's relationship with the Church b. the Temple in Jerusalem c. a strong and beautiful tree d. God giving the Ten Commandments to Moses 7. At the wedding feast in Cana, Jesus showed the importance of marriage by __________. a. attending with his mother and disciples b. performing his first miracle for the newly married couple c. preaching during the ceremony d. both a and b 8. In the Sacrament of Matrimony, __________ make a permanent covenant of love with each other and with God. a. a committed man and woman b. a baptized man and a baptized woman c. two people who really love each other d. all of the guests at the wedding 9. In is visit to the United States in 1987, Pope Saint John Paul II made it clear that the family __________. a. is the basic unit of society and the Church b. can't really educate children as well as it once did c. is happier when there is only one or two children d. should attend Mass every day 10. When he ruled the Holy Roman Empire, Saint Henry II and his wife Cunegond were great examples of a loving married couple when they __________. a. adopted and raised dozens of children b. gave much of their fortune to the poor c. opened hundreds of soup kitchens d. built churches all over the country 11. When we honor the __________ Commandment, purity of heart is achieved with God's grace, discipline, and prayer. a. Ninth b. Fourth c. Great d. Sixth 12. God intends that the families created by married couples will __________. a. be rich but generous b. read the Bible together every day c. be living signs of faith for the Church and world d. attend Mass every day 13. The __________ is the community of Christians in the home because God wants the family to be the place where we first learn about love and following Christ. a. domestic Church b. home parish c. People of God d. parish council 14. Because of the teaching of Jesus, the Church calls marriage "Matrimony" and recognizes that __________. a. it is more difficult for married people to be holy b. lifelong marriage is no longer possible c. it is a Sacrament at the Service of Communion d. it is a Sacrament of Healing 15. No matter what their vocation, all people are called to honor the Ninth Commandment and live according to the virtues related to sexuality: chastity, modesty, and __________. a. humility b. temperance c. patience d. fortitude	1,581	862	{ "id": "<urn:uuid:df08bf97-acc8-4217-b008-b9da4302f8ce>", "dump": "CC-MAIN-2021-39", "url": "https://d2y1pz2y630308.cloudfront.net/5336/documents/2020/3/Grade%206%20Chapter%2018%20Test.pdf", "date": "2021-09-23T02:20:53", "file_path": "crawl-data/CC-MAIN-2021-39/segments/1631780057416.67/warc/CC-MAIN-20210923013955-20210923043955-00092.warc.gz", "offset": 249239478, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9976945519447327, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9979349374771118, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1158, 2582, 3565 ], "fw_edu_scores": [ 3.390625 ], "minhash_cluster_size": 3, "duplicate_count": 0 }
Conroe ISD Health Services Head Lice Fact Sheet What are head lice? Head lice are parasitic insects that can be found on the head of people. Head lice feed on human blood several times a day, and live near the scalp. Head lice lay eggs, called nits, on the hair shaft, very close to the scalp. Nits further than ¼ inch from the scalp are likely dead/hatched. Lice do not spread disease. What are the symptoms of head lice? our hair How do you get rid of head lice? behind the ears, and the back of the neck. Nits are easier to see than live lice. available over-the-counter (according to package directions) or by prescription (according to physician directions). comb every nit and louse you can. Live nits that are not combed out will hatch within 7-10 days. Combing is the most time-consuming step, but also the most important. hairs that may have a live nit attached, wash and dry clothes, sheets, pillow cases, and towels using hot water and high heat. Vacuum the floor and furniture to pick up loose hairs. Combs and brushes can be soaked in hot water for 5-10 minutes. t product directions for when to retreat. It is usually recommended to retreat 7-10 days after the initial treatment. Continue to check heads daily until 1 week after second treatment or 1 week after last louse or nit is removed. How are head lice spread? Head lice are spread by direct contact with the hair of an infested person. The highest risk involves head-to-head contact. Lice crawl; they do not jump, and they do not have wings. Spread by contact with clothing or other personal items is fairly uncommon. Personal hygiene and cleanliness have nothing to do with getting head lice. How are head lice prevented? -to-head (hair-to-hair) contact during play at home, school, and elsewhere (sports activities, playground, sleepovers, camp). Is there a season for head lice? September is National Head Lice Awareness Month. Head lice incidences peak shortly after school starts particularly among young children. This is most likely due in part to younger children playing closely together and having head-to-head contact. During the winter season, the sharing of coats and hats may contribute to head lice occurrences. As spring comes, outdoor playing and sports activities bring children close together. Summertime often means summer camps and sleepovers which can lead to the spreading of head lice. So it seems as if there is no "one" season for head lice. Year round awareness and routine family inspection will help prevent head lice occurrences. Resources: Center for Disease Control & Prevention-http://www.cdc.gov/parasites/lice/head/index.html Texas Department of State Health Services-http://www.dshs.state.tx.us/schoolhealth/lice.shtm#2 Health Services 3/2015	1,160	621	{ "id": "<urn:uuid:dfd47842-e947-42ab-b634-c0f2143533b9>", "dump": "CC-MAIN-2021-39", "url": "http://wilkerson.conroeisd.net/wp-content/uploads/sites/43/2017/04/Head-lice-fact-sheet-2015-1-1.pdf", "date": "2021-09-23T01:44:58", "file_path": "crawl-data/CC-MAIN-2021-39/segments/1631780057416.67/warc/CC-MAIN-20210923013955-20210923043955-00095.warc.gz", "offset": 70378508, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9992290735244751, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9992290735244751, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2775 ], "fw_edu_scores": [ 3.28125 ], "minhash_cluster_size": 1, "duplicate_count": 26 }
YEAR TWO Mr Herbert Mrs Hill (TA), Mrs Davies (TA) Mrs Taylor Ms Albertsen (TA) 2H 2T wardenhill.gloucs.sch.uk/year-2/ wardenhill.gloucs.sch.uk/events/ wardenhill.gloucs.sch.uk/weekly-bulletins/ Please can you ensure that your child brings in their book bag (link book, reading book and reading journal), a coat and a water bottle to school each day. Please can your child wear PE kit to school on the following days: Our final term as Warden Hill Infants is upon us. We have loved learning about our units 'Where in the World', 'The Great Fire of London' and experimenting with materials as well as other engaging units that we have covered since September. We are excited to continue our learning and explore new themes in the summer term. THE SAHARA DESERT Due to the children starting our geography spring unit a couple of weeks later than planned, we will continue with our work on the Sahara Desert after the Easter break, where the children will be comparing life in the Sahara to our own and researching and creating animal fact files. Linked to this theme we will be making our own Moroccan salad in DT and creating clay tagines in art. TOYS OVER TIME In term 6, we will be learning about 'Toys Over Time' where we will be researching about toys from the past. We will also compare toys from the past to toys today and in DT we will be using our understanding to design and make a winding toy! ENGLISH We will make our own toy which we will then write instructions for so that others can follow, along with using our imaginations to write a narrative about opening a mystery toy present. We will also be writing letters to family members and friends to discover more about the toys from the past that they used to enjoy playing with. Finally, we will finish the term by preparing the children for their transition to the Juniors and they will be given the opportunity to write about themselves to let their future Year 3 teacher know all about them! MATHS We will cover measurement and data handling as well as solving a range of problems using the four operations. We will also be addressing any gaps that we feel the children need to cover after their period of home learning. In our final term, we will be recapping several key mathematical areas in preparation for Year 3. SCIENCE We will be taking the opportunity, in the warmer weather, to get outside and spend time in the nature area and Forest School where we will be exploring living things as part of our unit called 'Living Things and Their Habitats'. PE For our indoor PE session, we are really looking forward to starting a new unit of learning from our Jasmine Core Real PE scheme, where we will be covering dynamic and static balances and our focus will be the Cognitive Cog which is all about being able to explain performance and understand tactics. In our second session of PE, we will be getting outside on the field and developing our athletic skills. RE We will be looking at the theme 'Community and Belonging', discussing the key question 'Does going to a Mosque give Muslims a sense of belonging?' MUSIC We are really looking forward to Mrs Wilson joining us in year 2 after Easter to lead our music lessons. We will chant and sing, listening to music. We will be discussing together how the music portrays mood and creating our own sound picture. ART Alongside out clay tagines in art, we will also continue analysing and designing our own African prints after Easter, linked to our current Sahara Desert theme. HOME LEARNING LINK BOOKS AND READING JOURNALS Please continue to use the link books to inform us of anything that you feel we need to know for the day or alternatively you can email the school office who will notify us. If not already doing so, please record all reading at home, including books that have been read for pleasure. HOMEWORK Homework will resume in term 5 and it will be a consolidation of the children's learning from that week. It will be set on a Friday and the due date will be given on the homework cover sheet. Please encourage your child to work as independently as possible but feel free to help your child if needed. TIMES TABLES The children did an amazing job during our school TT Rockstars competition and this worked well to improve their confidence as well as their recall of the 2, 5 and 10 times table facts. However, we will focus on these tables again in term 5 and practise the related division facts for them. SPELLING To be in line with the rest of the school, we will be moving our weekly spelling test from a Monday to Friday. The children will have a new spelling booklet to bring home for term 5 and term 6. The test date will be indicated at the top of the page. Please encourage your child to practise these daily.	1,848	1,024	{ "id": "<urn:uuid:781f2783-369a-48ea-8b6d-3cf8bc859d64>", "dump": "CC-MAIN-2021-39", "url": "https://wardenhill.gloucs.sch.uk/wp-content/uploads/2021/04/Summer-2021-YEAR-2-Curriculum-Newsletter.pdf", "date": "2021-09-23T03:21:32", "file_path": "crawl-data/CC-MAIN-2021-39/segments/1631780057416.67/warc/CC-MAIN-20210923013955-20210923043955-00094.warc.gz", "offset": 638144718, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9986502826213837, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9986147284507751, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3107, 4791 ], "fw_edu_scores": [ 2.234375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Q.1 Choose the right option and rewrite the sentences : 1) One should always keep a …………… box for emergency. a. lunch b. first aid c. compass d. pencil 2) Cold winds blowing from the north of ……………. are obstructed by the Himalayas. a. Asia b. Siberia c. Russia d. China 3) The evergreen forests of India are found ............... rainfall region. a. 1000mm b. 2000mm c. 3000mm d. 400 mm. 4) Brazil was under ............. rule for more than three centuries. a. British b. Spanish c. Portuguese d. American Q.2 Match the correct pair. Q.3 Answer in one sentence. (Any four) 1) Out of which process has the plateau of Maharashtra formed? 2) Which sector of Brazil economy provide maximum contribution to its G.O.P.l.? 3) Which country has a larger latitudinal extent : Brazil or India? 4) Where does the rain-shadow region lie in Brazil ? 5) In which part of India does the Temperature drop down to – 40° C. Q.4 (A) Do as per the instructions given below. Fill information in the map of India, give titles and prepare an index/legend. i. River Ganga. ii. River Narmada. iii. River Kaveri. iv. The Himalayas. v. Western Coastal Plain vi. Andaman and Nicobar Islands. (B) Answer the following questions on the basis of the map given. (Any four) (4) (4) (4) (4) (4) Answer the following questions reading map of Brazil. i. What is the title of map? ii. Name the two states of Brazil where population in between 91 to 100% urbanize. iii. Name the two state having population between 71 to 80% urbanize. iv. Name the two state having population least urbanize. v. In which category of organization does Rio De Janerio fall. Q.5 Give geographical reasons. (Any two) 1) In Brazil majority of population in found in the eastern coastal areas. 2) Around 60% of the land in India is under cultivation. 3) There are no West flowing rivers in Brazil. 4) Vegetation is scarce in high altitudes of Himalaya. Q.6 (A) Draw a graph / Answer the help of the given statistical information. Prepare a multiple bar graph and write the answers i. Brazil belongs to which type of balance of trade? ii. In which year there was highest percentage increase in Brazil's exports? iii. In which year there was highest percentage increase in Brazil's imports? OR (B) Answer the following by reading the graph/diagram. 2021 – 22 : SET – 1 2 (6) (6) i. What was the percentage of urbanization in 1961? ii. In which decade was urbanization highest? iii. In which decade was the growth of urbanization lowest? iv. What inference can you draw regarding India's urbanization after reading the graph? v. What was the increase in percentage of urbanization in 1991 - 2001? vi Which decade witnessed the highest increase in the percentage of urbanization? Q.7 Answer the following in detail. (Any two) 1) Explain the location of both India and Brazil. 2) What environmental issues are faced by Brazil and India? 3) Write short note on Amazon river basin. 2021 – 22 : SET – 1 3 (8)	1,915	783	{ "id": "<urn:uuid:d6e62dfd-859c-48ee-af0b-7360023ace26>", "dump": "CC-MAIN-2023-06", "url": "https://www.allen.ac.in/sample-paper/2022/pdf/class-x/CLASS-10th-MH-BOARD-GEOGRAPHY-SAMPLE-PAPER-SET-1-QP.pdf", "date": "2023-01-30T07:52:42", "file_path": "crawl-data/CC-MAIN-2023-06/segments/1674764499804.60/warc/CC-MAIN-20230130070411-20230130100411-00236.warc.gz", "offset": 648303432, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9839985569318136, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9859116077423096, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1391, 2613, 3395 ], "fw_edu_scores": [ 3.8125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Whitehill Junior School Physical Education Curriculum Overview and Information 2020 Year 3 Goals: -Ability to throw/pass and catch various types of balls with accuracy and fluency. (Football, cricket, lacrosse, beanbags et al.) -Confidence with use and correct technique of stick sports (Tennis. Hockey, Lacrosse) - Confidence with ball skills and how to link these together. - Strive to achieve personal bests in athletic events - The ability to work in small groups to create and perform simple routines in Dance and Gymnastics - Knowledge of jumping and landing in Gymnastics. - Be able to use a range of travels and movement patterns in dance and gymnastics. - Have the self-motivation and confidence to join extra-curricular clubs. - 6 weeks swimming intervention at Hitchin Swimming Pool. -Have an understanding of Healthy lifestyle and how this can impact your wellbeing and performance in other curricular activities. Year 4 Goals: -Ability to throw/pass and catch various types of balls with accuracy and fluency. (Football, cricket, lacrosse, beanbags et al.) -Confidence with use and correct technique of stick sports (Tennis. Hockey, Lacrosse) and how to link these skills together in simple game scenarios. - Confidence with ball skills and how to link these together. - Strive to achieve personal bests in athletic events - The ability to work in small groups to create and perform more complex routines in Dance and Gymnastics - Be able to use a range of travels and movement patterns in dance and gymnastics with increasing confidence and fluency. - The ability to perform a forwards and/or backwards roll with/without support. - Have the self-motivation and confidence to join extra-curricular clubs. - 6 weeks swimming intervention at Hitchin Swimming Pool. -Have an understanding of Healthy lifestyle and how this can impact your wellbeing and performance in other curricular activities. Year 5 Goals -Fluency and accuracy to send and receive various types of balls. (Football, cricket, lacrosse, netball et al.) - Competence in stick skills and the ability to use these in game situations. - Strive to achieve personal bests in athletic events - Performing complex routines in Dance and Gymnastics and adapt and refine through feedback. - Develop strength and flexibility through gymnastics and dance conditioning based exercise. - The ability to perform a forwards and/or backwards roll with/without support. - Have the self-motivation and confidence to join extra-curricular clubs. - Water confidence or regular lessons at a swimming facility. -Have an understanding of Healthy lifestyle and how this can impact your wellbeing and performance in other curricular activities. - Begin to analyse performance and providing coaching input. - Ability to use tactics and space within game situations. Year 6 Goals - Fluency in hand eye, foot eye coordination and can use a range of sticks and balls to send and receive within a game scenario. - Strive to achieve personal bests in athletic events - Performing complex routines in Dance and Gymnastics and adapt and refine through feedback. - Develop strength and flexibility through gymnastics and dance conditioning based exercise. - The ability to perform a forwards and/or backwards roll with/without support. - Have the self-motivation and confidence to join extra-curricular clubs. - Water confidence or regular lessons at a swimming facility. -Have an understanding of Healthy lifestyle and how this can impact your wellbeing and performance in other curricular activities. - Ability to analyse performance and providing coaching input. - Ability to use tactics and space within game situations. - Can perform complex skills in a range of different activities. -Understanding of the importance of teamwork and unity within sport. - Motivated and inspired to continue physical activity throughout their lives.	1,723	773	{ "id": "<urn:uuid:e1895076-91d1-4a4e-aecd-e91298939f45>", "dump": "CC-MAIN-2023-06", "url": "https://www.whitehill.herts.sch.uk/wp-content/uploads/2020/12/PE-Year-3.pdf", "date": "2023-01-30T08:06:19", "file_path": "crawl-data/CC-MAIN-2023-06/segments/1674764499804.60/warc/CC-MAIN-20230130070411-20230130100411-00235.warc.gz", "offset": 1083412316, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.996943861246109, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9969368577003479, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 927, 1910, 2822, 3890 ], "fw_edu_scores": [ 4.125 ], "minhash_cluster_size": 1, "duplicate_count": 4 }
Teacher: M. Rinaldi Grade Level: Kindergarten Class: General Music Music Element: Timbre 1. Stick and Claves 2. Bread and Slapstick 3. Pot and Shaker Gourd 4. Coat and Sandpaper Sliders 5. Stuffed Horse and Vibraslap 6. 2 Drums 7. Silver, Burdette. (2005). Making Music Grade 1 (Teachers ed.), "Drum" pg. 119. Pearson Education, Inc. National Core Music Standards MU:Cr1.1.Ka: With guidance, explore and experience music concepts (such as beat and melodic contour). MU:Pr4.1.Ka: With guidance, demonstrate and state personal interest in varied musical selections. MU:Pr4.2.Ka: With guidance, explore and demonstrate awareness of music contrasts (such as high/low, loud/soft, same/different) in a variety of music selected for performance. Objectives (Outcomes) SWBAT actively listen to a story SWBAT perform their "role" in the story (actor, sound effects, audience) SWBAT identify the different sounds regarding different objects of the story Assessment I can play various roles in our story. I can take responsibility with my assignment. Strategy/Procedure 1. Introduce the story "Drum" to the class by reading it aloud. 2. Assess the listening of the class by asking the class about characters, objects, and events of the story in order. Feel free to remove or switch gender labels. a. Mother gives son a piece of wood (claves) b. Old woman building a fire (slapstick) c. Father and son needing food (gourd) d. Washer woman and man fighting over broken pot (sandpaper sliders) e. Man who was robbed and had no clothes (vibraslap) f. Bridegroom who need to get to the wedding (drum) 3. Assign each student a character or sound effect, remaining class will be audience. a. Students will be acting out the story with appropriate props b. Students will play their instrument on their object's trigger word (i.e. piece of wood = clave hit) 4. Act out the story 2-3 times making sure everyone has had an opportunity to perform. Follow-Up or Extension What did the _____ sound like? Was it wooden? Metal? Soft? Hard? Long? Short? Etc. Resources/Materials	950	518	{ "id": "<urn:uuid:5e38a0ab-69ec-4970-bc52-57a6a35bfd7b>", "dump": "CC-MAIN-2023-06", "url": "https://www.melodiarinaldi.com/_files/ugd/1dd344_7a76050742854dc1ac3a66e57ec0f2e2.pdf", "date": "2023-01-30T07:39:55", "file_path": "crawl-data/CC-MAIN-2023-06/segments/1674764499804.60/warc/CC-MAIN-20230130070411-20230130100411-00238.warc.gz", "offset": 896624979, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9913985133171082, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9913985133171082, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2070 ], "fw_edu_scores": [ 4.5625 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
The Value of Public Health to Our Lives & Pocketbooks Quick Facts: * The U.S. spends far more on health care than any other country, with such costs rising ten-fold from 1980 to 2010 and expected to rise faster than national income during the foreseeable future. However, investing just $10 per person each year in proven, community-based public health efforts could save the nation more than $16 billion within five years. That's a $5.60 return for every $1 invested. 1 * Routine childhood immunizations save $9.9 million in direct health care costs, save 33,000 lives and prevent 14 million cases of disease. 2 Every dollar spent on childhood immunizations alone saves $18.40. 55 * Each 10 percent increase in local public health spending contributes to a 6.9 percent decrease in infant deaths, a 3.2 percent decrease in cardiovascular deaths, a 1.4 percent decrease in deaths due to diabetes, and a 1.1 percent decrease in cancer deaths. 8 * Expanding the diagnosis and treatment of depression has an ROI of $7 for every $1 invested. 16 Also, substance abuse treatment has an ROI of $4–$7 for every $1 invested. 17 * The cost of providing dental care for children enrolled in Medicaid and living in communities without fluoridation is twice as high as for children who receive the oral health benefits of drinking water fluoridation. 5 * From 1991 to 2006, investments in HIV prevention averted more than 350,000 infections 13 and saved more than $125 billion in medical costs. 14 Every day, public health practitioners work to ensure everyone has the opportunity to lead a healthy life. They collect the data that show which communities are at highest risk and where resources are needed most; they convene diverse stakeholders and build the community capacity needed to tackle a problem and sustain efforts over the long term; and they empower communities with the tools, knowledge and resources to make a difference and take charge of their health. As the country's leading voice for prevention and health equity, public health practitioners work in every corner of our communities — the places where health happens and prevention comes to life. The value of a strong public health system is quite literally all around us — it's in the air we breathe, the water we drink, the food we eat, and the places where we all live, learn, work and play. It's in the thousands of people whose lives are saved by seat belts, the young people who say 'No!' to tobacco and the children given a healthy start thanks to vaccines. It is no stretch to say that we are all living examples of the public health return on investment. In the business world, a return on investment, or ROI, refers to the amount of profit made in relation to the capital invested. In the world of public health, however, ROI is much different. Oftentimes, public health ROI refers to avoided medical spending due to investments in prevention and early disease detection. However, public health ROI should also be measured in the number of diseases and injuries prevented, the number of lives saved and the amount of productivity gained due to investing in public health and prevention. By adequately supporting public health and prevention, we can transform a health system that's now focused on treating illness to one focused on preventing disease and promoting wellness. And we all have a role to play. By taking small actions, we can help our communities, friends and families see the much larger benefits of prevention.	1,449	731	{ "id": "<urn:uuid:b7b59182-dde5-4242-a5f5-bffe4afbf896>", "dump": "CC-MAIN-2023-06", "url": "https://www.waukeshacounty.gov/globalassets/health--human-services/public-health/public-health-week-shortened.pdf", "date": "2023-01-30T09:10:35", "file_path": "crawl-data/CC-MAIN-2023-06/segments/1674764499804.60/warc/CC-MAIN-20230130070411-20230130100411-00238.warc.gz", "offset": 1067404150, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9990643858909607, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9990643858909607, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3497 ], "fw_edu_scores": [ 2.546875 ], "minhash_cluster_size": 1, "duplicate_count": 4 }
CASE STUDIES – GOOD PRACTICES CASE STUDY 1 CASE STUDIES – GOOD PRACTICES CASE STUDY 1 Partnership Partenaires Level (local, national, international) Niveau Overall objective Principaux objectifs Specific objectives Objectifs spécifiques → Service Education à l'environnement Ligue de l'enseignement FAL19 Project carried out in France, in the Corrèze department. A local project covering the entire length of the Vézère and Corrèze rivers. From their source to their confluence and the exit of the Vézère from the département... → Enable every student along the Vézère and Corrèze rivers to have a global vision of water quality along its entire course. → Understand that actions on the upstream environment have an impact downstream. → To enable each participating school to introduce the others to the specific features of its geographical area and any related problems. → To draw up a qualitative assessment of the two rivers concerned. → Highlight the Vézère and Corrèze rivers, and by extension their watersheds. → Focus on the notions of eco-citizenship and sustainable development. → Be able to situate your school on the linear scale of the river river concerned. → Be able to understand the project, its usefulness and the commitment required. → be able to objectively assess their knowledge of freshwater pollution. of freshwater pollution. → To be aware of the necessity of water for mankind. To be able to identify the main uses of water. → Be able to understand the possible impacts of these uses of water. → Be able to acquire knowledge of the physical and chemical characteristics of water. chemical characteristics of water. Target group Groupe cible Impact Link → Be able to use tools to measure water quality. → Be able to follow and understand a protocol. → Be able to understand the notion of downgrading parameters. → To be able to acquire a vocabulary specific to water. → Be able to use a determination key. → To be able to estimate the hydrobiological quality of part of a watercourse. → To be able to understand one's territory. → To be able to use office automation tools. → Be able to work collectively. → To be able to think in a scientific way. → Be able to take a global view of the Vézère-Corrèze watersheds, their quality and problems. → Be able to understand the upstream-downstream impact. → Be aware of the benefits of collaborative work. → Be aware of the benefits of participatory science. This project is aimed at all CM2, 6ème and 5ème pupils in communes near the Vézère and Corrèze rivers. In the case of multi-level classes (CE2-CM1-CM2 for example), even if some pupils are not in one of the levels concerned, they are nevertheless included. Beyond the schoolchildren, the project is intended to be collaborative, and will benefit associated partners working in similar fields. Indeed, they have at their disposal an animation tool that can subsequently be used with other classes and, if they so wish, it can even be transposed to other watersheds. It also benefits the two rivers concerned, by enabling them to be showcased to young people who, in turn, learn more about them. → Corrèze line 590 pupils enrolled, i.e. 30 schools → Vézère line 426 pupils enrolled, i.e. 20 schools See attached lesson plan CASE STUDIES – GOOD PRACTICES CASE STUDY 2	1,526	752	{ "id": "<urn:uuid:d797df6c-5238-49f0-882d-046c87162164>", "dump": "CC-MAIN-2025-08", "url": "https://www.fal19.fr/images/actu/Best-Practices-FAL19.pdf", "date": "2025-02-06T15:53:49", "file_path": "crawl-data/CC-MAIN-2025-08/segments/1738831951417.58/warc/CC-MAIN-20250206145742-20250206175742-00739.warc.gz", "offset": 717212125, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9957532584667206, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9963530898094177, "per_page_languages": [ "unknown", "unknown", "eng_Latn", "eng_Latn", "unknown" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 43, 88, 1655, 3273, 3318 ], "fw_edu_scores": [ 3.609375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Mission 12: Night Light Intro and Discussion Points: In this project, students use an external light sensor to detect ambient light, and program the CodeX's LCD display to act as a "nightlight." Extension Optical Feedback! Using your first ON/OFF version of the nightlight project, try placing the photocell near the LCD display, so that when the display is ON it shines right at the photocell. Make sure the room is relatively dark… - Dark → LCD ON → Light → LCD OFF → Dark → LCD ON → Light →… where will it end?? - If you've ever heard speakers squeal when a microphone gets too close to them, you know about audio feedback. This is the optical version!! (it also shows how fast the CodeX is sampling the ADC and controlling the LCDs) Unit 3: Using Inputs and Outputs FOCUS CSTA STANDARDS: 2-CS-02, 2-AP-17, 3A-DA-09, 3A-DA-11 LEARNING TARGETS: * I can apply input and output values to a program. * I can explain the differences between analog and digital I/O. * I can explain the differences between reading and writing I/O. * I can use variables to calculate and convert measurements. SUCCESS CRITERIA: Create two versions of the Night Light: ❏ 2 - Variable dimming: The darker it gets, the brighter it shines! ❏ 1 - Simple on/off control: Light turns ON when sensor crosses a pre-set "dark threshold." KEY CONCEPTS: * The photocell helps convert light level into an electrical voltage level. * Analog means infinite variation from dark to light, cold to hot, and so on. The CodeX's analog to digital converter (ADC) gives a digital approximation of the photocell's analog reading. * Create your own Image object, using the fill() function to set all pixels to a given brightness level. * I/O pins can be read with read_digital() and read_analog()functions. DISCUSS REAL WORLD APPLICATIONS: Welcome to Smart Lighting! This project has introduced students to an area with lots of potential for improving the world! Light Sensors and LCD lights controlled with code can reduce energy consumed and make lighting more awesome! This code can enable and enhance many real-world applications: * Outdoor Lighting o Street Lights, Parking lots, Home lighting * Stadium Lights o Even controlling the light color so it looks better on camera * Indoor Lighting o Sensing daylight from windows and skylights is calLCD Daylight Harvesting - it saves energy! o That's exactly what your last NightLight code was doing! ASSESSMENT STRATEGIES: Remix suggestions (set aside 0.5-1.5 periods to complete): * The photocell is very sensitive. Write code that counts up whenever the sensed value changes by a small amount. - Can you detect how many times someone has walked by the sensor? - Detect any object breaking a beam of light shining on the photocell! * Send a radio message when the light goes ON or OFF. (More on this later in the Radio Project!) - Finally you can test if the light in the fridge goes OFF when the door is shut! TEACHER NOTES: Always refer to Answer Keys by Mission if you get stuck. All coding solutions are available, in alphabetical order.	1,453	700	{ "id": "<urn:uuid:2bb8b795-ea7f-466f-a2a3-bcd66ba93251>", "dump": "CC-MAIN-2025-08", "url": "https://learn.firialabs.com/teacher-resources/CodeX/Python%20with%20CodeX%20Elementary%20Resources/Unit%203%20-%20Mission%209-12/Mission%2012/Mission%2012%20Lesson%20Plan.pdf", "date": "2025-02-06T16:50:30", "file_path": "crawl-data/CC-MAIN-2025-08/segments/1738831951417.58/warc/CC-MAIN-20250206145742-20250206175742-00753.warc.gz", "offset": 329085001, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9969247579574585, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.99660724401474, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 776, 3074 ], "fw_edu_scores": [ 4.03125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Keeping rats out Do the following and reduce the chances of your home becoming infested with rats: * Maintain a tidy garden, keeping possible shelter to rats to a minimum. Try to keep compost heaps in good order, sheds secure and cut back overgrown areas * Maintain your taps and pipes to reduce water in your garden, also checking any sewer covers are fitted tightly and in place * Do not leave rubbish where rodents can get at it. A locked shed or sealed bins are recommended * Make sure that any food intended for garden birds are on a bird table or feeder, do not place food scraps directly on the ground * Ensure that all defective drainage to your home is promptly repaired, such as broken drainpipes, and drainage chamber covers * Ensure your bin is emptied regularly, and refuse is not allowed to accumulate in the garden * Seal structural defects in the house to prevent rats gaining access to your home * Having a good housekeeping system for any outdoor pets, for example rabbits in hutches or pigeons in lofts. Poor housekeeping can easily result in a rat infestation. If you think you have a rat problem? If you suspect a rat problem or notice for example fresh rat droppings, gnaw or smear marks, take immediate action to control the infestation. For advice or treatment contact Slough Borough Council on (01753) 875255. Please note there will be a charge for treatment carried out by the council. Designed and printed by Slough Borough Council CO/5374/02-06-08 Do you have a rat problem? Information for residents Rat infestations The most common rat in the UK is the brown or sewer rat which can be found anywhere where there is food, water and shelter. In homes they will live in loft spaces, wall cavities, cellars or under floorboards. In gardens, they will burrow into compost heaps or live under sheds. They are also commonly found living in sewer systems. Rats live in nests or burrows, which are tunnels 7 - 12cm in diameter. It is quite easy for infestations to build up without ever noticing a rat. If a rat is seen during the day, it is usually an indicator of a sizeable rat problem. Their favourite foods are cereal products, although they will eat almost anything available to them. They will foul food and work surfaces with their urine and droppings. Outside they will eat waste food left in or outside bins, and any naturally occurring fruit and vegetation. What harm do they do? Rats can be hazardous to health. They are responsible for the spread of many diseases including Weil's disease and salmonella and they will also contaminate food with urine, droppings and fur. Rats can cause considerable damage by gnawing at woodwork, water pipes, electric cables and household items. How to recognise a rat problem? You may have a rat problem if you see any of the following: * A rat that is dead or alive or its droppings * Entrance holes 7-12cm in diameter in grassy banks, under tree roots, at the end of paving or drain cover surrounds * Gnaw marks or you hear gnawing itself. Rats need to gnaw even when not eating to keep their teeth sharp and worn * Trails through the grass or vegetation and foot and tail prints through dust or mud. Rats leave runs, as they tend to follow the same route when travelling * Smears - dark grey marks left on surfaces by repeated contact with rat fur * Damage to food and other objects. Rats will often exercise their teeth by gnawing on timber, wiring, pipe work etc. Soft metals such as lead and aluminium are no barrier to an active rat. Keeping rats out Do the following and reduce the chances of your home becoming infested with rats: * Maintain a tidy garden, keeping possible shelter to rats to a minimum. Try to keep compost heaps in good order, sheds secure and cut back overgrown areas * Maintain your taps and pipes to reduce water in your garden, also checking any sewer covers are fitted tightly and in place * Do not leave rubbish where rodents can get at it. A locked shed or sealed bins are recommended * Make sure that any food intended for garden birds are on a bird table or feeder, do not place food scraps directly on the ground * Ensure that all defective drainage to your home is promptly repaired, such as broken drainpipes, and drainage chamber covers * Ensure your bin is emptied regularly, and refuse is not allowed to accumulate in the garden * Seal structural defects in the house to prevent rats gaining access to your home * Having a good housekeeping system for any outdoor pets, for example rabbits in hutches or pigeons in lofts. Poor housekeeping can easily result in a rat infestation. If you think you have a rat problem? If you suspect a rat problem or notice for example fresh rat droppings, gnaw or smear marks, take immediate action to control the infestation. For advice or treatment contact Slough Borough Council on (01753) 875255. Please note there will be a charge for treatment carried out by the council. Designed and printed by Slough Borough Council CO/5374/02-06-08 Do you have a rat problem? Information for residents	2,008	1,100	{ "id": "<urn:uuid:bae8aaee-5a36-4230-8060-735c9458e45a>", "dump": "CC-MAIN-2021-43", "url": "https://www.slough.gov.uk/downloads/file/97/rat-advice-leaflet", "date": "2021-10-17T15:54:39", "file_path": "crawl-data/CC-MAIN-2021-43/segments/1634323585178.60/warc/CC-MAIN-20211017144318-20211017174318-00372.warc.gz", "offset": 1205807615, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9989063938458761, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9990506768226624, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1538, 3529, 5069 ], "fw_edu_scores": [ 3.15625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Ready, Steady, Go! – Anticipation games Why are anticipation games important? Anticipation games are important to support: - The development of relationships and socialisation - Shared interactions and joint attention within an activity - The child to predict, anticipate and engage in an activity - Independent and active learning - The child to learn a pattern of events and develop memory skills - The development of early concepts such as object permanence and cause and effect - The development of early communication Suggested activities: 1. Develop use of a consistent phrase, e.g. "are you ready?" then either "1, 2, 3… or ready, steady, go!" 2. Allow the child plenty of time to explore the objects that you are going to play with, establish a game, then build in opportunities to anticipate by following this suggested structure: Pour water from a height o Establish a pleasurable game with the child using water and one brightly coloured container (picking up on any colour preference) o Raise the full container above the child's head, does s/he track it? Does s/he become excited? Does s/he reach up for it? o Say, "are you ready?" wait for the child to look (encourage them by tapping the container), then "1, 2, 3,….. go!" and pour the water. You could: wait for the child to vocalise, reach, look after you have said 3 then continue to pour the water once s/he has let you know! Set off a party popper/blower o Allow the child plenty of time to explore the blower o Tell him/her "get ready for a big noise!" o Say, "are you ready?" wait for the child to look (encourage by tapping the party blower), then "1, 2, 3,….. go!" and blow the party blower. On the first occasion, s/he is likely to be a bit shocked as this maybe a new experience. Provide reassurance and praise for listening, looking etc. Then repeat the sequence (explore, get ready, blow!) o Things to look for: expression of preference/dislike. If s/he really does not like the experience, tell him/her that you have noticed this and stop the game. Knocking down a tower of noisy blocks (old sweetie tins make a great sound when they tumble) o Support the child to explore the blocks/tins o Help him/her to build a tower ((you can use simple language to support this, such as 'up,up,up') o Say, "are you ready?" wait for the child to look (encourage him/her by tapping the top of the tower), then "1, 2, 3,….. go!" and knock down the tower. o You could: wait for/encourage the child to knock it down themself (s/he may need you to do this on the first few occasions) Let go of an inflated balloon o Involve the child in blowing up the balloon: let him/her explore the empty balloon, then whilst you are very close inflate it o Encourage the child to explore the inflated balloon o Move the balloon from his/her right to left, above their head and below, encouraging him/her to relocate it visually or through use of their hands o Say, "are you ready?" wait for him/her to look (encourage by tapping the balloon), then "1, 2, 3,….. go!" and release the balloon o Repeat the sequence Tickle the child with a feather duster o Establish a pleasurable game with the child using a brightly coloured feather duster (e.g. shaking it, stroking his/her face/hands) o Allow him/her time to explore it independently o Move the duster from the child's right to left, above their head and below, encouraging him/her to relocate it visually or through use of her hands o Say, "Are you ready?" wait for him/her to look (encourage by shaking the duster), then "1, 2, 3,….. go!" and tickle his/her face, head, hands, tummy etc. Other examples, flowing a similar routine include: o Spray water o Blow bubbles o Rumble on the resonance board o Toss a big collection of autumn leaves/shredded paper/ cheer leader pom-poms	1,490	918	{ "id": "<urn:uuid:f3746246-c4dd-40a6-82b4-4a3427f91f8c>", "dump": "CC-MAIN-2021-43", "url": "http://www.stephenhawking.towerhamlets.sch.uk/attachments/download.asp?file=424&type=pdf", "date": "2021-10-17T16:37:13", "file_path": "crawl-data/CC-MAIN-2021-43/segments/1634323585178.60/warc/CC-MAIN-20211017144318-20211017174318-00374.warc.gz", "offset": 147254760, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9851628541946411, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.987653911113739, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1787, 3804 ], "fw_edu_scores": [ 4.59375 ], "minhash_cluster_size": 1, "duplicate_count": 2 }
Prevent digging into natural gas and electric lines Call 811 at least two business days before starting any digging project. Any digging is digging. Whether you are planting a tree, installing a fence or working in your garden, you may be working around underground electric lines and gas pipelines. Learn how to keep your family, your neighbors and the community safe when digging near electric and natural gas lines. Call 811 or visit california811.org to have the underground utilities marked before you dig. Plan a safe digging project Call 811 or visit california811.org— Contractors are required and homeowners encouraged to call two business days before work begins. Please provide the address, location, type of work and start date. Underground Service Alert (USA) will provide a ticket reference number valid for 28 calendar days. Mark work area and get marked—Identify your work area by using white paint, flags or even flour. PG&E will mark its underground facilities with colored paint or utility flags. Leave these in place while working. Dig safely—Use hand-held digging tools when digging within 24 inches of any underground lines. Replace the soil—Carefully cover and pack the soil to ensure the underground facility is covered and no longer exposed. Call 811—Know what's below 811 is a FREE, one-call service that notifies local utility companies to locate and mark their underground facilities so you can dig safely. California law requires that all contractors and construction professionals call 811 at least two business days before starting any digging projects. Calling 811 or visiting california811.org can prevent potential hazards like digging into underground electric lines and natural gas pipelines. How to spot and respond to a natural gas leak Natural gas pipeline leaks can occur due to careless or unsafe excavation and may lead to evacuations, natural gas service outages, fire, property damage or serious injury. Smell: Smelling a "rotten egg" odor may be an indication of a gas leak due to the odorant we add for your safety. Sounds: Listen for hissing, whistling or roaring sounds coming from underground or gas appliances. Sight: Look for dirt spraying into the air, bubbling in a pond or creek and dead/dying vegetation in an otherwise moist area. Respond to a gas leak If you damage an underground facility or suspect a gas leak: 1. Leave the area immediately to an upwind location and alert others of possible danger. 2. Call 911 to notify emergency personnel and call PG&E at 1-800-743-5000. Understand utility markings Look for these markings to know what utilities are underground. PROPOSED EXCAVATION TEMPORARY SURVEY MARKING ELECTRIC, POWER LINES GAS, OIL, STEAM, CHEMICAL CABLE, COMMUNICATION POTABLE WATER RECLAIMED WATER SEWER, STORM DRAIN Learn more about our natural gas pipelines Underground pipelines are the safest way to transport natural gas. Our larger transmission pipelines carry gas from one part of the state to another. Our distribution lines are smaller and deliver natural gas to homes and businesses for heating and cooking. Safety is our highest priority To ensure safety, PG&E monitors our gas pipeline system 24 hours a day, 7 days a week. We conduct regular ground inspections, aerial patrols and surveys to check for possible leaks and other damage. Visit pge.com/gassafety for more information about our gas pipelines. For assistance in English, please call 1-888-743-7431 Para ayuda en español, por favor llame al 1-800-660-6789 要用粵語/國語請求協助，請致電 1-800-893-9555 Kung kailangang makipag-usap sa nakakasalita ng Tagalog, tumawag sa 1-888-743-7431 1-800-298-8438 "PG&E" refers to Pacific Gas and Electric Company, a subsidiary of PG&E Corporation. ©2017 Pacific Gas and Electric Company. All rights reserved. Printed on recycled paper. Printed with soy-based ink. COT-0417-7626 4.17	1,842	870	{ "id": "<urn:uuid:e6310b6b-a466-402c-93d2-17022dc991d4>", "dump": "CC-MAIN-2021-43", "url": "https://www.pge.com/pge_global/common/pdfs/your-account/your-bill/understand-your-bill/bill-inserts/2016/4.17_GasPipelineSafety.pdf", "date": "2021-10-17T16:31:24", "file_path": "crawl-data/CC-MAIN-2021-43/segments/1634323585178.60/warc/CC-MAIN-20211017144318-20211017174318-00374.warc.gz", "offset": 1169775870, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9901185035705566, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9947506785392761, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 515, 2808, 3894 ], "fw_edu_scores": [ 2.1875 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
JOINT STATEMENT FOR EDUCATORS January 2021 In wake of the attack on our Capitol and the current climate of polarization in our country, educators face the challenging job to help students process the recent events and think critically about the media presence in our society. We must find a way to discuss current events with impartial and unbiased views. Nelson Mandela famously observed "Education is the most powerful weapon which you can use to change the world." To support teachers, the Educator's Institute for Human Rights and the Illinois Holocaust Museum & Education Center have curated resources to facilitate difficult discussions in the classroom around media literacy. These tools contain creative lessons and articles on media ethics, identifying propaganda, leading discussions after a crisis, and teaching controversial issues in the classroom. With these tools, teachers will be equipped to conduct meaningful and informed conversations in the classroom, promoting learning and understanding around this critically important topic. Educators know their students, classrooms, and community best. As with any resource, be sure to review and determinewhich resources best serve your specific circumstances. Advice from Experts: How Should Schools Teach Kids About What Happened at the US Capitol on January 6th The Conversation, January 12, 2021 Leading Conversations After Crisis Teaching Tolerance, January 7, 2021 Responding to Events at the Capitol Facing History and Ourselves, January 6, 2021 Response to Events at the Capitol Beyond the Spotlight, January 6, 2021 Teaching in Times of Crisis Vanderbilt University Center for Teaching, 2001; Revised and updated in April 2013 What to Say to Kids When the News is Scary National Public Radio (NPR), January 10, 2020 White Supremacy and the Attack on the Capitol Erica Pernell, January 2021 Confronting Hate Toolkit Illinois Holocaust Museum & Education Center, generously sponsored by Fifth Third Bank Core Principals for Media Literacy Education in the United States National Association for Media Literacy in Education, 2021 On The Media: Breaking News Consumer's Handbooks WNYC Studios, various dates Teaching about controversial issues: A resource guide The Choices Program, Brown University, August 22, 2019 Are you propaganda proof? Take the Quiz! Disinformation Nation, 2021 Classroom resource: Three ways to teach the insurrection at the U.S. Capitol PBS NewsHour EXTRA, January 6, 2021 Disinformation Nation: Separating Politics & Propaganda Media Ethics: Fairness Formula Starts With Accuracy The Speed of News: Where Do We Get the News Newseum ED, 2021 The Hope and Fragility of Democracy in the US Facing History and Ourselves, January 15, 2021 Lesson Plan: The Fairness Doctrine C-Span Classroom, August 13, 2013 What Is Media Literacy and How Do We Practice It Using Pulitzer Center Reporting? Pulitzer Center, October 27, 2020 Tools for Action: How to Contact Your Elected Officials Learn how to contact your federal, state, and local elected leaders. Rock the Vote Rock the Vote is the most trusted and effective nonpartisan nonprofit dedicated to building the political power of young people. Lesson Plans:	1,587	701	{ "id": "<urn:uuid:92a7c95f-8a91-4359-b6f0-454e475d1c1c>", "dump": "CC-MAIN-2021-43", "url": "https://www.ilholocaustmuseum.org/wp-content/uploads/2021/06/EIHR-and-Illinois-Holocaust-Museum-Statement-for-Educators-FINAL.pdf", "date": "2021-10-17T16:56:26", "file_path": "crawl-data/CC-MAIN-2021-43/segments/1634323585178.60/warc/CC-MAIN-20211017144318-20211017174318-00375.warc.gz", "offset": 980657781, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9786299169063568, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9879371523857117, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1880, 3243 ], "fw_edu_scores": [ 2.28125 ], "minhash_cluster_size": 1, "duplicate_count": 3 }
Making the Most of "Hot Moments" in the Classroom 'Hot moment': a sudden eruption of tension or conflict within the classroom. How might you handle such a moment? How can you take advantage of it as an opportunity to advance student learning? General ideas to consider * Think ahead about how you might handle difficult classroom dynamics -- and what aspects of your course content might produce them. * If tensions arise, do acknowledge them, in the moment or later. * Be flexible with your plans: if students are intensely attuned to an issue, let it have the time and attention it needs. Use the intensity to facilitate students' learning. "Know yourself. Know your biases, know what will push your buttons and what will cause your mind to stop. Every one of us has areas in which we are vulnerable to strong feelings. Knowing what those areas are in advance can diminish the element of surprise. This self-knowledge can enable you to devise in advance strategies for managing yourself and the class when such a moment arises. You will have thought about what you need to do in order to enable your mind to work again." ● Try to depersonalize insensitive or marginalizing statements. You can model for students how to acknowledge a comment's potential offensiveness or erasure of other perspectives in ways that critique the statement and not the speaker: e.g., rather than "X's comment," you can refer to "the last comment about Y…. what does it leave out?" Or you might speak of the effect of "these words," without attributing motive to the speaker: "When I hear these words, I respond like this…" You can also depersonalize by acknowledging, when appropriate, that a widely-held view has been raised: "Many people share this perspective. What might their reasons be?" And then: "And why might others disagree or object to this position?" ● When appropriate, validate the student's contribution. You might say, "Thank you for raising that perspective. It's widely held, and you provide us an opportunity to talk about it--and for me to explain why we're challenging such a perspective in this class." Or "You're clearly thinking very seriously about this topic and raising important questions we need to think carefully about." ● Find a way to connect student comments meaningfully to course material or learning goals. Is it a course where you focus on writing skills? The moment could be an opportunity to discuss the critical importance of the words we choose or assumptions we make. Does your course focus on the use of evidence to test hypotheses? Perhaps this is a moment to think together about evidence in a different context. Is it a course where you've emphasized trial and error as an important process in the pursuit of knowledge? If so, you can highlight in a hot moment that mistakes can often be critical learning opportunities--if we reflect upon and learn from them. ● Use index cards or small sheets of paper to let all students share anonymously a brief response to the topic or tension that has erupted. You can read these aloud right away or take them out of class to have some time to analyze them as a whole—and share what you learned in the next class. ● Ask the class as a whole, "What just happened here?" and facilitate a dialogue about the topic and/or the class dynamics, encouraging them to share their perspectives and ask respectful questions of one another. ● After discussing intense issues, guide students to reflect individually and/or collectively on the issues raised and the perspectives they heard on these issues. ● Talk outside of class with the students most directly involved in the moment, to show your commitment to their success in the course and to help them learn from the experience. * Other ideas?	1,445	771	{ "id": "<urn:uuid:b5384764-356a-4eda-a4d9-3fa4b04d732d>", "dump": "CC-MAIN-2021-43", "url": "https://www.csuchico.edu/freespeech/_assets/documents/classroom/hotmomentshandoutcrlt.umich.edu.pdf", "date": "2021-10-17T14:58:29", "file_path": "crawl-data/CC-MAIN-2021-43/segments/1634323585178.60/warc/CC-MAIN-20211017144318-20211017174318-00376.warc.gz", "offset": 867640104, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9984888434410095, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9984204769134521, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1158, 3815 ], "fw_edu_scores": [ 2.984375 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
Rotator Cuff Problems Rotator cuff injuries are one of the most common complaints affecting the shoulder. The tendon can become worn and painful due to repeated use of the arm, or may be injured after trauma such as after a fall. The rotator cuff is prone to being worn between the acromion and humerus bones when the arm is moved. The subacromial bursa, a sac of tissue that sits under under the acromion may also become inflamed. The process by which he tendon can become worn is often due to impingement where the tendon(s) become pinched between the bones as the arm is lifted. This can occur for various reasons; such as muscle weakness posture or arthritis. Treatment Shoulder complaints that are dealt with promptly are more likely to settle quickly, with a full return to normal strength. Relative rest – that is avoiding activities that trigger the pain – is usually recommended. The treatment will depend upon the specific diagnosis, but the initial things that you can do yourself are: Relative rest Mild cases of shoulder problems can be treated at home. The priority is to rest the injured area by stopping or changing the activity causing the problem. . Try to avoid the movements that are most painful, especially those that hold your arm away from your body and above shoulder height for prolonged periods To relieve symptoms, you can: Apply an ice pack - for a maximum of 20 minutes. A bag of frozen peas wrapped in a damp cloth works well because it moulds to the shape of the arm. Ensure that the skin does not change colour (the sign of an ice burn). If the skin has turned bright pink or red after a few minutes, stop using the ice. Applying a film of oil (cooking oil will do) to the skin before applying the pack helps to avoid burning the skin. Apply heat – for example a hot water bottle in a cover – can also help to settle muscle spasm and alternating with ice can be commonly helpful. Anti-inflammatory drugs may help. For example, Ibuprofen tablets taken according to the directions on the packet, up to the maximum daily dose. Avoid these if you have a history of indigestion or stomach ulcers, and possibly if you have asthma. Paracetamol is an alternative to anti-inflammatories. Seeing a doctor Shoulder pain should always be taken seriously. So, if these approaches are not successful, see a doctor to ensure the diagnosis is correct and to progress treatment. Many different shoulder problems can be diagnosed on the basis of listening to the story and a good clinical examination. A diagnostic ultrasound is also very useful particularly in rotator cuff problems and x-rays may also be useful. An MRI scan and/or blood tests may also be indicated. The doctor will also want to rule out referred pain, that is a problem elsewhere causing pain in the shoulder. Physiotherapy Treatment will include exercises both for the arm and for the neck, as some arm pain can be referred to the elbow. Some of these are shown below and you can start these before you see a physiotherapist. If necessary they may then provide a structured approach to returning to the activity that caused the problem, involving strengthening muscles, flexibility work changes to sporting technique and other activities. Postural changes are also helpful. A programme of resistance training, using weights or rubber bands, will strengthen the arm muscles. You can return to sports and other activities when the arm is pain-free and strength is back to about four-fifths of what it was before the injury. Sportspeople may need advice and training from a coach to correct errors of technique and equipment. Other treatments: Medications: There are some medications and supplements that may aid healing of the tendon. Injection therapies may be indicated. There are various forms of injections used now that your doctor may discuss with you. Shock wave therapy are forms of high energy therapy that can relieve the pain from the condition. The vast majority of shoulder problems do not need surgical intervention. However, when there is a torn tendon, a cartilage injury or severe arthritis, AND where no improvement has been obtained after non-surgical approaches, then surgery may be an option.	1,654	846	{ "id": "<urn:uuid:b6c35e9c-f874-4d1c-b504-e365bf30bb11>", "dump": "CC-MAIN-2021-43", "url": "https://www.cathyspeed.co.uk/wp-content/uploads/2017/12/Rotator-cuff-problems.pdf", "date": "2021-10-17T16:27:00", "file_path": "crawl-data/CC-MAIN-2021-43/segments/1634323585178.60/warc/CC-MAIN-20211017144318-20211017174318-00375.warc.gz", "offset": 840275084, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9992197006940842, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9993095397949219, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 665, 1922, 3275, 4220 ], "fw_edu_scores": [ 2.09375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
An Introduction to ZORBIT'S MATH ADVENTURE Zorbit's is a blended learning platform for K-3 math designed to guide better math learning and help students, and teachers, discover their love for learning math. Through rich tasks, Zorbit's promotes critical thinking, creative problem-solving, and genuine numeracy development at every student's level. As students play the game, our learning system collects and analyzes student performance data to reveal insights for teachers, schools and districts. When paired with teacher's observations, it provides a crystal-clear picture of student performance. The research-proven Zorbit's Math Adventure game is the foundation of the platform. The game-based activities foster creative problem-solving and conceptual understanding through rich math tasks embedded in a play-based adventure. Embedded, on-demand, and live PD and support build teachercapacity and confidence in math. We provide white glove support to every user. Customize content to match needs. Craft targeted assignments and use specific activity recommendations to help close gaps, cement strengths and promote a growth mindset. Reports for Schools & Districts Stay connected to student growth across a school or an entire school board. The Admin Dashboard provides actionable insights that inform professional learning initiatives and supports for teachers and students. No more waiting for last year's standard testing data! RIGOROUS PEDAGOGY + PLAY The blended resources in the Zorbit's Math Adventure game and the Classroom Resources library merge play and pedagogy like no one else. Grades K-3 300+ Offline Resources 78 Digital Games 150 Math Concepts Endless Possibilities These rich math tasks are proven to: * Promote deep mathematical thinking. * Spark mathematical discourse * Encourage multiple strategies and solutions. * Foster resilience and a growth mindset * Adapt to meet individual students' needs. * Reduce math anxiety But, don't take our word for it! Listen as district leaders across North America explain what excites them about Zorbit's pedagogy at go.zorbitsmath.com/watch-pedagogy-video "Something I really admire about the Zorbit's team is how much love and effort they put into helping students see how awesome math really is. It's a platform that wants kids thinking and engaging and being curious about mathematics." Kyle Pearce, K-12 Math Consultant, Greater Essex County District School Board" www.zorbitsmath.com	1,128	514	{ "id": "<urn:uuid:c5fec1ac-95a6-4433-8394-b11597d456e0>", "dump": "CC-MAIN-2021-43", "url": "https://www.neuronlearning.com/wp-content/uploads/2021/05/Zorbits-Overview-Brochure-2021.pdf", "date": "2021-10-17T15:30:41", "file_path": "crawl-data/CC-MAIN-2021-43/segments/1634323585178.60/warc/CC-MAIN-20211017144318-20211017174318-00379.warc.gz", "offset": 1121898225, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9967684745788574, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9974318742752075, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1444, 2476 ], "fw_edu_scores": [ 2.25 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Dear JRC Families, Mazel tov! This is a very exciting time in your family's life, and we are thrilled to celebrate you and your child through the Bnai Mitzvah process at JRC. We know that this can be a time in your family full of activity – between middle school, homework, many activities and commitments, and a busy life, we are happy to work with you to make this experience as meaningful as it can be. Our Jewish education program celebrates Judaism that not only includes contemporary voices and interpretations, but encourages questions, looks for deeper meaning, and engages to make meaning out of our rich traditions. It is our hope that the Bnai Mitzvah process will not only engage and guide the child through this process, but the entire family. What does it mean to become Bar/Bat Mitzvah? Becoming Bar or Bat Mitzvah will mean different things to different families and children, because Judaism means different things to different people. Just as there is no "one way" to be Jewish, there is no one way to make meaning out of claiming one's Jewish identity as one's own. Some people connect through prayer. Some people connect though the study of Torah and other texts. Some people connect through food, flavors, and holiday celebrations. Some work to achieve social justice as their primary Jewish practice. Some connect through Hebrew, some through Yiddish, some through music and meditation, and some through silence. At JRC, we connect to Judaism in all of these ways and more. Part of what we hope to impart to our children is the diversity of practice and exposure to a wide variety of Jewish expressions, guiding them to find their own place and voice in the fabric of the Jewish people. To become bar/bat mitzvah means to literally become a "child of the commandments." More than being considered a "Jewish Adult" (a confusing and cliché phrase in a society in which parents are in charge and our 13 year olds are far from adulthood), becoming Bar or Bat Mitzvah involves making a commitment to Jewish practice, the Jewish people, and to being part of Jewish traditions. We hope to nurture a sense of obligation in our Bnai Mitzvah, an awareness that their Jewish identity is connected to a family, and community, a congregation, and a larger Jewish world. It is our hope that by the time a child becomes Bar or Bat Mitzvah, they will have begun to engage in the conversation of "what does being Jewish mean to me? And how will being Jewish be an important part of my life? Where did the Bar/Bat Mitzvah ritual come from? Bar and Bat Mitzvah rituals evolved over time, from as early as the 6 th century CE, through the Middle Ages. By the 13th or 14th century, the custom of calling a boy up to the Torah was established as the way of recognizing entry into manhood. The bar mitzvah boy would chant the blessings, all or part of the Torah portion of the week, and/or the haftarah section from the prophetic books. The bar mitzvah boy would often give a scholarly address on the Torah portion or some section of the Talmud. Then followed a gala feast, called s'udat mitzvah ("meal of celebrating the mitzvah"), to which family, friends, and the entire Jewish community would be invited. The first girl to be called to the Torah as a Bat Mitzvah was Judith Kaplan in 1922. The daughter of an orthodox rabbi, her father (founder of Reconstructionist Judaism Mordecai Kaplan) called her to the Torah at the Society for the Advancement of Judaism in New York. Since that time, the Conservative, Reconstructionist and Reform movements call children of all genders to the Torah to celebrate becoming B'nai Mitzvah. How does JRC celebrate Bar/Bat Mitzvah rituals? JRC celebrates Bnai Mitzvah rituals on Shabbat mornings in the context of our Shabbat Morning services. We believe that it is important that this life cycle ritual take place within the context of our synagogue community, both as a community that witnesses the Jewish life of the child, and that gathers to celebrate Shabbat and honor Jewish tradition together. Our Bnai Mitzvah learn to chant from the Torah (5 Books of Moses/Hebrew Bible) and the Haftarah (prophetic texts), as well as lead portions of the Shacharit (morning) service. After learning their Parshah (Torah portion), they share a Dvar Torah (Torah teaching) with the congregation. JRC's Bnai Mitzvah engage in learning about prayers, Torah text, Jewish rituals, and Social Justice. Each Bar or Bat Mitzvah contains some common rituals, while allowing for individual learning needs, goals, styles and creativities of each family. Families will work with the rabbi and cantor to make this ritual as meaningful as it can be for your family.	1,899	1,070	{ "id": "<urn:uuid:1a44a82a-796a-47e3-895b-cd7037d558b9>", "dump": "CC-MAIN-2021-43", "url": "https://images.shulcloud.com/1321/uploads/uploaded_documents/bnai_mitzvah_at_jrc_intro_0.pdf", "date": "2021-10-17T17:04:02", "file_path": "crawl-data/CC-MAIN-2021-43/segments/1634323585178.60/warc/CC-MAIN-20211017144318-20211017174318-00380.warc.gz", "offset": 430995219, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9957058429718018, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9973858594894409, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3230, 4715 ], "fw_edu_scores": [ 2.6875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
First Grade News December 1, 2017 What We're Learning Next Week… Inquiry into Integrated Literacy Next week we will be starting a new story in our literacy pilot series. We will be spending the next couple weeks reading The Recess Queen by Alexis O'Neill. Next week we will be working on skills such as using context clues and analyzing an author's word choice. We will also continue writing opinions about characters in a text and then supporting those opinions. Inquiry into Words Their Way Thank you for practicing these words with your child! Please make sure to sign the Words Their Way paper in their folder. Inquiry into Integrated Math Next week we will continue working on Topic 4. We will use addition facts to find subtraction facts, explain the strategies we use to solve subtraction problems, solve different kinds of addition and subtraction problems, and explore reasoning. Inquiry into Transdisciplinary Themes During the next two weeks we will be learning about our next unit of inquiry, How We Organize Ourselves. We will inquire about what we already know about teams and different kinds of teams (not just sports!). We will do some team building activities where we can see what roles people have in a team. UPCOMING EVENTS - December 6 th Picture Retake Day - December 8 th Spirit Day – Wear a hat! - December 22 nd Early Dismissal 12:15 - December 25 th -January 1 st No School Special Area Schedule Next week Monday (Day 1): Library, Art Tuesday (Day 2): Spanish Wednesday (Day 3): Gym Thursday (Day 4): Music Friday (Day 5): Spanish Week of December 11 th Monday (Day 6): Gym Tuesday (Day 1): Art, Library Wednesday (Day 2): Spanish Thursday (Day 3): Gym Friday (Day 4): Music First Grade News December 1, 2017 Announcements from Ms. Waninger Announcements from YARCS Picture Retake Day is Wednesday, December 6 th . Students who are not pleased with their pictures and would like to have them retaken should bring their full packet of pictures that they received to school. The original order will be filled as it was ordered in October. Anyone who was absent on picture day (October 11 th ) will have their picture taken on this day, as well. Thank you for continuing to help your child complete the homework (math and Words Their Way) that comes home each night. Please send a healthy snack with your child each day! Wish List Snack (goldfish, pretzels, etc) Please be reminded that girls should be wearing SOLID colored tights (black, brown, navy or white). Students should be wearing predominantly navy, black, brown or white shoes. Thank you for your help with this! Please remember to have your child wear tennis shoes on our PE day (Day 3 and 6). As the weather gets colder, please make sure your child comes to school with a jacket for recess. Thank you! Please remember to label your child's sweaters, jackets, etc. Ms. Waninger's contact information: 717-801-3900 email@example.com First Grade News December 1, 2017	1,295	710	{ "id": "<urn:uuid:de74d080-c544-489a-9163-1d4b248b4e57>", "dump": "CC-MAIN-2018-26", "url": "http://yorkacademy.com/UserFiles/Servers/Server_365755/File/December%201,%202017.pdf", "date": "2018-06-24T10:45:47", "file_path": "crawl-data/CC-MAIN-2018-26/segments/1529267866932.69/warc/CC-MAIN-20180624102433-20180624122433-00101.warc.gz", "offset": 541683892, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9982395172119141, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9982009530067444, "per_page_languages": [ "eng_Latn", "eng_Latn", "unknown" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1717, 2952, 2987 ], "fw_edu_scores": [ 2.53125 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
Whitesboro Public School Return to School Guideline for Families Protecting Our School Community The following guidelines are shared with our school community, including students, families and staff, in an effort to mitigate the risk of transmission of COVID-19. Over the past several weeks, our school has been researching the constantly evolving literature from the education, medical and public health sectors. The goal has been to create carefully layered, flexible and safe practices at Whitesboro School. Layered Mitigation Practices Daily Temperature Checks- Each morning families are asked to take their children's temperature, as a fever of 100 or greater may be an indication of an active case of COVID-19. If this is the case, please keep your child home to monitor for additional symptoms. Each classroom teacher will perform a documented temperature check every day students are on campus. Response To Additional Symptoms- While many children will present with fever initially, many will not. Other symptoms that may develop initially include the following: chills, cough, headache, loss of taste or smell, sore throat, congestion, runny nose, nausea, vomiting, and diarrhea. Any of these are cause for keeping a child home from school or sending a student home from school. Hygiene- Handwashing is one of the best means of protection against infection. Students will be reminded to wash their hands often with soap and water for at least 20 seconds, especially after blowing their nose, coughing, sneezing, going to the bathroom, after PE / recess and before eating. Also, Students will have access to an alcohol-based sanitizer throughout the school when handwashing opportunities are not readily available. Social Distancing-While it will be difficult to maintain distance between the students at school, Whitesboro School will be devising a plan to provide precautions in common areas such as hallways, classrooms, cafeterias, gyms and buses. Face Coverings- Students may or may not be required to wear face coverings depending on the CDC guidelines and the immediate local situation. Breakfast & Lunch Students will wash hands prior to eating. As much as possible, the students will be seated in the cafeteria in a manner to allow for distancing. When the cafeteria space is limited, students will be directed to eat in another area in order to provide for safe distancing practices. NO guests will be allowed to have lunch onsite as long as the threat of COVID exposure is predominant. Pre K and Kindergarten students will have meals in their classrooms. Recess Elementary will develop a recess schedule that allows daily outdoor playtime for all students while maintaining social distancing practices. Recess will be staggered so classes do not overlap. Covid-19 Symptoms At School If a teacher suspects that a student may have COVID-19 symptoms, he/she will escort the student to an isolated area. Parent(s) will be contacted immediately to pick up their child and seek a medical opinion. EXPOSURE, DIAGNOSES, & RETURN TO SCHOOL AFTER COVID-19 In regard to exposures, diagnosis, and positive tests, the CDC recommends the following: - Anyone who has had close contact with someone positive for COVID-19 should stay home for 14 days after exposure, based on the time it takes to develop the illness. - Any child testing positive or shows symptoms of COVID-19 may return only after three days fever free with no medication, diminished respiratory symptoms and ten days since symptoms first appeared. Two consecutive negative COVID-19 test given 24 hours apart would also indicate that a child may return to school. The negative test results should be provided to the school if the child is home for fewer than 10 days. - A child who tested positive for COVID-19, but had no symptoms can return to school after 10 days have passed since the test. Two consecutive negative COVID-19 tests given 24 hours apart would also indicate that a child may return to school. The negative test results should be provided to the school upon return. SCHOOL ACTIVITIES Extracurricular activities are vital elements of a student's experience. Response to COVID-19 in these environments will vary, always with a keen eye to proven practices in prevention and protection. We will seek assistance from the Oklahoma Secondary School Activity Association, abiding by their guidance for safe play. GUIDELINES ARE SUBJECT TO CHANGE AS NEW INFORMATION BECOMES AVAILABLE OR AS NEW SITUATIONS ARISE RELATED TO COVID-19	2,031	897	{ "id": "<urn:uuid:a17f1e7b-3707-4b17-b10e-1075ccf8a27f>", "dump": "CC-MAIN-2020-40", "url": "https://s3.amazonaws.com/scschoolfiles/55/whitesboro_back_to_school_guidelines.pdf", "date": "2020-09-21T10:40:11", "file_path": "crawl-data/CC-MAIN-2020-40/segments/1600400201601.26/warc/CC-MAIN-20200921081428-20200921111428-00173.warc.gz", "offset": 610323019, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9979684352874756, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9985407590866089, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1729, 3025, 4531 ], "fw_edu_scores": [ 2.21875 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
Space Launch System Secondary Payloads SLS Advances Science and Technology: Secondary Payloads on NASA's Artemis 1 NASA's new rocket, the Space Launch System (SLS), will launch America into a new era of exploration to destinations beyond Earth's orbit. In addition to demonstrating NASA's new heavy-lift capability and sending the Orion spacecraft into deep space, SLS also will carry several smaller, low-cost experiments not much larger than a shoebox. These secondary payloads are known as CubeSats and will carry science and technology investigations to help pave the way for future, deep-space human exploration. On this first flight, known as Artemis 1, SLS will launch an uncrewed Orion spacecraft to a stable orbit beyond the moon to demonstrate the integrated system performance of Orion and the SLS rocket. From the lunar vicinity, Orion will return to Earth to demonstrate reentry and landing prior to a crewed flight. This mission provides the rare opportunity for these small science and technology experiments to reach deep-space destinations, as most launch opportunities for CubeSats are limited to lowEarth orbit. The Orion stage adapter — which will connect Orion to the upper stage of the SLS — will have 13 slots designated for secondary payloads. Artist concept of the Orion stage adapter with secondary payloads and avionics box to control payload deployment Several of the CubeSats chosen to fly on EM-1 were proposed by programs across the agency with shared interests and objectives that aligned with the mission as planned for SLS and Orion. These small satellites will enable the agency to address Strategic Knowledge Gaps (SKGs) and help inform research strategies and prioritize technology development for human and robotic exploration. For example, this also will be the first time a CubeSat will contain a propulsion system. NASA also offered flight opportunities to international partners with project proposals that furthered mutual human space exploration goals. The CubeSats will be deployed following Orion separation from the upper stage and once Orion is a safe distance away. Each payload will be ejected with a spring mechanism from dispensers on the Orion stage adapter. Following deployment, the transmitters on the CubeSats will turn on and ground stations will listen for their beacons to determine the functionality of these small satellites. The principal investigators and engineers for the payloads will work with NASA's secondary payload integration team over the months to come to verify safety requirements and the interfaces that connect the CubeSats to the rocket. Each payload is self-contained and requires no power from the rocket, ensuring that these small science and technology missions do not interfere with the primary Orion Stage Adapter at the Marshall Center For more information on SLS, visit: http://www.nasa.gov/sls/ http://www.twitter.com/NASA_SLS http://www.facebook.com/NASASLS National Aeronautics and Space Administration George C. Marshall Space Flight Center www.nasa.gov/marshall Huntsville, AL 35812 www.nasa.gov Secondary Payload Facts mission to evaluate SLS and Orion in the proving ground of deep space. The first iteration of the SLS rocket, known as the Block 1 configuration with a 70-metric-ton (77-ton) lift capability, will be powered by twin boosters and four RS-25 engines. The next planned evolution of the SLS, Block 1B, will use a more powerful exploration upper stage to enable more ambitious missions and a 105-metric-ton (115-ton) lift capacity. A later evolution, Block 2, will add a pair of advanced solid or liquid propellant boosters to provide a 130-metric-ton (143-ton) lift capacity. These future configurations of the vehicle will allow for larger and more varied payload capabilities. In each configuration, SLS will continue to use the same core stage and four RS-25 engines. Core Stage Orion Stage Adapter Orion Stage Adapter Orion Service Module Secondary Payload locations Launch Vehicle Stage Adapter Interim Cryogenic Propulsion Stage	1,804	814	{ "id": "<urn:uuid:b196be75-6a0a-4111-8e91-bae2654cdb8f>", "dump": "CC-MAIN-2020-40", "url": "https://www.nasa.gov/sites/default/files/atoms/files/secondary_payloads_fact_sheet_080218.pdf", "date": "2020-09-21T10:00:04", "file_path": "crawl-data/CC-MAIN-2020-40/segments/1600400201601.26/warc/CC-MAIN-20200921081428-20200921111428-00174.warc.gz", "offset": 980436133, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9972598254680634, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9973200559616089, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1385, 4065 ], "fw_edu_scores": [ 2.71875 ], "minhash_cluster_size": 3, "duplicate_count": 1 }
Bexley Industrial Boom and the Founding of Bexley Historical Context and Overview In the decades following the Civil War, the United States was rapidly becoming an industrial nation. Although the area of present-day Bexley was rural, it was directly impacted by the industrial boom in Columbus and nationwide. The industrial boom in Columbus led to new factories to produce steel, glass, and mining equipment. Population growth accompanied industrialization, as new waves of migrants and immigrants sought jobs in factories. Industrial city life also brought new vices that led many to seek a more peaceful life in the countryside. In 1876, Capital University moved from its location on High Street (on the presentday Short North Cap) to the countryside just east of Alum Creek, close enough to the furthest reach of the horse-drawn streetcar line. In the late 1800s, the Jeffrey Manufacturing Company on East First Avenue became a national leader in the production of coal mining equipment. In the same neighborhood, Kilbourne & Jacobs Company, a manufacturer of scrapers for railroads, steel tubular wheelbarrows, warehouse trucks, and road graders, also employed hundreds of workers. While factory workers flocked to nearby urban neighborhoods, wealthier business owners moved east, with most crossing Alum Creek by the turn of the 20 th century. Robert Jeffrey (of Jeffrey Manufacturing) and Lincoln Kilbourne (of the Kilbourne & Jacobs Company) built large mansions in Bexley, and were instrumental in the founding and naming of Bexley. The industrial boom in the United States led many businesses to pursue new global markets for their goods. American economic interests in Cuba contributed to U.S. intervention and the SpanishAmerican War in 1898. The Ohio Volunteers were called up for service, leading to the establishment of Camp Bushnell near Broad and Drexel. The first troops arrived April 28 and were mustered into service May 7-14. Standards Alignment Ohio's Learning Standards: Social Studies Grade 3 Content Statement 1. Events in local history can be shown on timelines organized by years, decades, and centuries. Grade 4 Content Statement 14. Ohio's location and its transportation systems continue to influence the movement of people, products and ideas in the United States. Grade 8 Content Statement 23. The Industrial Revolution fundamentally changed the means of production as a result of improvements in technology, use of new power resources, the advent of interchangeable parts and the shift from craftwork to factory work. High School American History Content Statement 10. The rise of corporations, heavy industry, mechanized farming and technological innovations transformed the American economy from an agrarian to an increasingly urban industrial society. TheSerif HP8 ExtraBold Learning Objectives - Explain the relationship between industrial growth in Columbus and the growth of Bexley. - Explain how national events in the Spanish-American War impacted local events in Bexley. - Discuss the circumstances that led to the founding of Bexley. Discussion Questions 1. How did the growth of Columbus in the late 1800s lead to the relocation of Capital University to Bexley? 2. How was the "countryside" of Bexley connected to the city of Columbus in the late 1800s? 3. How did Spanish-American War and the sinking of the U.S.S. Maine in 1898 impact Bexley? 4. What was the lasting impact of Camp Bushnell? 5. Where did wealthier families originally live in Columbus? In what direction did wealthier families move? 6. What was the relationship between industrial growth in Columbus (such as Jeffrey Manufacturing) and new mansions in Bexley in the early 20th century? 7. Why did the two communities of Pleasant Ridge and Bullet Park form Bexley? How was the name Bexley chosen? Extension Activities - Have students chart the population growth of Columbus in the late 19 th century and create a bar graph. - Have students brainstorm a list of effects of population growth on a city, and identify which effects might cause people to want to move away from the city. - Have students design an ideal mansion for a wealthy business owner in the early 20 th century. Additional Resources - Touring Ohio: Bexley - http://www.touring-ohio.com/central/columbus/bexley.html - History of Jeffrey Manufacturing - https://www.jeffreyco.com/our-history - Camp Bushnell Historic Marker - http://www.hmdb.org/Marker.asp?Marker=16931 2	2,015	943	{ "id": "<urn:uuid:99d6db2e-5da2-40e1-8be7-0821d2bcbe1b>", "dump": "CC-MAIN-2020-40", "url": "https://columbusneighborhoods.org/wp-content/uploads/Bexley-IndustrialBoom.pdf", "date": "2020-09-21T09:39:54", "file_path": "crawl-data/CC-MAIN-2020-40/segments/1600400201601.26/warc/CC-MAIN-20200921081428-20200921111428-00175.warc.gz", "offset": 342723886, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9957689642906189, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9961380958557129, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2804, 4476 ], "fw_edu_scores": [ 4.25 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
Vocabulary "BINGO" Instructions for School (and Home) WHO: Your students or children and you WHAT: Playing the happily addictive game of Vocabulary "BINGO" WHERE: Any room in your school (or home) with tables or desks and chairs or benches INGREDIENTS: Vocabulary "BINGO" cards, vocabulary words list, chips, blackboard, white board or flip chart, marker and/or vocabulary words printed out WHY: Because students get to play with words, and playing with words makes reading and writing a lot less intimidating. Vocabulary "BINGO" is a fun and highly effective way to help students learn how to spell and pronounce new words, learn their meanings, and use them in proper context. To "level up" fun and intensity, you can use the game to remind the students of the definitions or challenge them – perhaps, for bonus points – to share the definitions. Plus, there will never be a loser in this game. Even if a student doesn't get "BINGO," she wins simply by playing the game. HOW: 1) Announce: The objectives: To have fun learning new words and their meanings. How a card wins: Five chips in a row: straight across, up or down, or diagonally. Free space: It means what it says. 2) Since each card comes with 24 blank spaces, create or use a vocabulary word list of at least 24 words. For younger children, such as first-and-second-graders, a 24-word list is fine. If you work with middle or high school students, I'd suggest a 35-word list. I encourage the creation of lists based on news articles, novels or picture books, non-fiction books, poems, and "challenging" words. Rhyming words, proper nouns, words from historical events, places, and holidays also make for great lists. Invite students to suggest words or categories for your lists. Let there be no limit to how many ways you uncover for word play. 3) Invite students to randomly fill their cards with words from the word list. If students fill in the words, it will help them learn the words faster. However, for younger students, and when you're short on time, it might be prudent for you to fill in the cards in advance and then pass them out. To save time, you can make two to four copies of the same card. That means several students will win each round, which will make them very happy. 4) Pass out chips. Use colored paper squares, or coins (which the children LOVE), or checkers, or even, when you can afford it, M&Ms. Be creative. 5) Call out the words, one by one, in random order. Write each word on the flip chart or blackboard, so that students can clearly see it as they play. 6) When students get five words in a row, and call out Vocabulary "BINGO"!, pause the game. Ask one student to call out the words as you verify them. If they're correct, invite the class to celebrate. Then move on to the next game. Have fun and share some stories about your Vocabulary "BINGO" experiences by emailing: email@example.com Two of my favorite Vocabulary "BINGO" stories! Elizabeth, the fourth grader I coached for some of the 2006- 2007 school year, fell head over hills in love with Vocabulary "BINGO" and wanted to play every time I visited. It was a new and exciting way for her to get more acquainted with words. Vocabulary "BINGO" felt to Elizabeth more like play than "learning," which for her had always been painful. These "BINGO" games were also a big hit with the Special Education middle-schoolers who told me (almost angrily) they wanted to play in class rather than learn academics. Instead of being upset, their thirst for more games motivated me. I created "BINGO" cards based on rhyming words, proper nouns, historical figures and places, and themes from reading materials we used. The Friday before Christmas break that school year, my colleague Joshua Smith joined the teacher and me as we led the students in Vocabulary "BINGO" using words from a short book the children had read on the pyramids of Egypt. The teacher gave a Reese's Cup to each student who got "BINGO," and I gave each winner a quarter. We had six students. (Fourteen were assigned to the class). I told them their teacher and I would give them a surprise at the end of class. After an hour of play, not a single student was ready to quit, and undoubtedly quite a few didn't realize how much they were learning. The teacher and I awarded each student $1.00 as a surprise. They were all ecstatic. Some jumped up and down as if they'd won the lottery. It was something to see. I knew they'd enjoy getting the dollar, but I didn't expect to see that kind of joy. Then I turned to look at the boy who had started the school year with a shockingly foul mouth but had calmed and buckled down in recent weeks. He had won the most "BINGO" games and was going home with $1.75 and three Reese's Cups. He wasn't bouncing around like his classmates. He sat quietly, looked up, and then as a wide grin spread across his face solemnly declared, "This is the happiest day of my life." The teacher, Joshua, and I were amazed. It was clear that all children want so badly to win at something in life. A small thing such as winning some quarters and candy seems to have gone a long way towards giving them the sense that maybe, just maybe, they could be winners. I share these stories only to emphasize how a little recreation can go a long way toward building great relationships with children - and positively impact their desire to learn.	2,039	1,232	{ "id": "<urn:uuid:3f50d516-eee2-483a-baee-2db7ca8b83be>", "dump": "CC-MAIN-2020-40", "url": "https://carolinebrewerbooks.com/wp-content/uploads/2018/11/2-Vocabulary-BINGO-Instructions-for-Classroom-Settings.pdf", "date": "2020-09-21T08:50:55", "file_path": "crawl-data/CC-MAIN-2020-40/segments/1600400201601.26/warc/CC-MAIN-20200921081428-20200921111428-00175.warc.gz", "offset": 327447519, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9993757009506226, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9994820952415466, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2912, 5406 ], "fw_edu_scores": [ 3.953125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
School Report Card: R.N. Podar Skill Scores Scores for each skill were analysed by school type, grade and gender. For better understanding scores have been normalized to a 0 – 10 scale. Students from Non-changemaker schools (Non-CMS) scored lower on average across all skill types as compared to students from Changemaker schools (CMS). Students from Podar consistently scored higher on all skills as compared to other CMS and Non-CMS schools. Team Work emerged as the lowest scoring skill across all school types. CMS, Non-CMS and Podar all scored the highest on Empathy with Leadership scoring the second highest for Podar. Team work was the lowest scoring skill across grades 7 to 10. All grades scored highest on Empathy except grade 9 which scored highest on Leadership. A visible trend across Team Work, Creative Problem Solving and Leadership is that as the grades get higher the scores improve with grade 10 demonstrating the highest average scores for every skill. This trend is not demonstrated in the Empathy scores. However, grade 10 does score the highest and grade 6 the lowest on all skills. 1 Girls on average scored higher than the boys on all skills except Problem Solving which was the lowest scoring skill for girls. Girls scored the highest on Empathy and Leadership with only 0.04 points difference between the two scores. Boys scored the highest on Problem Solving with Team Work scoring the least. The greatest difference in score between boys and girls was seen in the Team Work skill. Conclusion and Recommendation The Growth Card captures the potential of students in a school on particular skills. The current set of items on the Growth Card capture student potential on Empathy, Team Work, Creative Problem Solving and Leadership. It can act as a reference when considering the adoption or alteration of pedagogical approaches and/or extracurricular activities to specifically teach Empathy, Team Work, Creative Problem Solving or Leadership. Students from Podar scored higher than both the CMS and Non-CMS schools for all skills. There is also an upward trend in the skill scores as grades get higher. However, Empathy scores saw a decrease of 0.51 from grade 8 to grade 9. It is recommended that Teachers examine pedagogy, student behaviour and other such areas to understand this break in the trend. Team Work scores were consistently low when analysed by school type, grade and gender. Finally, Problem Solving was the lowest scoring skill for girls and Team Work was the lowest scoring skill for boys. It could be beneficial to take these skills into particular consideration while planning for upcoming weeks and months. 2	1,098	535	{ "id": "<urn:uuid:598f6c95-25c8-4c5c-ba4c-b7fd93408e49>", "dump": "CC-MAIN-2020-40", "url": "https://www.rnpodarschool.com/wp-content/uploads/2017/01/Ashoka_School_Report_Card_Podar_V2.0_1.pdf", "date": "2020-09-21T08:42:51", "file_path": "crawl-data/CC-MAIN-2020-40/segments/1600400201601.26/warc/CC-MAIN-20200921081428-20200921111428-00177.warc.gz", "offset": 1023391117, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9980583786964417, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9981943964958191, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1113, 2668 ], "fw_edu_scores": [ 2.78125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Useful Links for PE - Physical Activity with Joe Wicks - https://www.youtube.com/user/thebodycoach1 - Youth Sport Trust physical activity challenges - https://www.youthsporttrust.org/60second-physical-activity-challenges - PE at home : home.jasmineactive.com Email : email@example.com Password: sgoskills - Andy's wild workouts - https://www.bbc.co.uk/programmes/p06tmmvz - Kent Sport - https://www.kentsport.org/coronavirus/ - Chance to Shine free resources - https://www.chancetoshine.org/teaching-resources - Tennis at home - https://www.lta.org.uk/play-compete/lta-youth/tennis-at-home/ - Athletics Funetics: https://funetics.co.uk/for-parents/funetics-activity-videos/ - NHS & Change4Life: https://www.nhs.uk/change4life - Sport England: https://www.sportengland.org/news/join-movement - The Education People: https://www.theeducationpeople.org/ - This Girl Can Disney Dance Alongs: https://www.thisgirlcan.co.uk/activities/disneyworkouts/ - Healthy Futures: https://healthyfutures.us4.listmanage.com/subscribe?u=35a57192e9ec6a559eaaa6cf9&id=492f01d6de - Firefighter Fit Kids: https://www.youtube.com/channel/UCIgIDJJ9oU9-pdTRFfNFdMA - Homework Challenge Booklets from Greenacre SSP: http://www.sflt.org.uk/gsp/welcome-greenacre-sports-partnership/active-athome and password is : GreenCBook2020! - Teach Active are doing a FREE 30 minute CPD webinar on 'The Benefits of Active Learning' where you will look at the evidence, research and whole school impact of introducing physical activity into English and Maths lessons. Register here https://www.teachactive.org/insightly/?event=web20 to receive your unique link (sent to you in a separate email). Following the webinar, every participant/school will be able to access a free trial at www.teachactive.org – a nationally praised and multi-award-winning online resource which will provide teachers with free lesson plans and resources (FS to Year 6) to use with children still in school, along with a selection of homework plans for parents/carers.	1,142	521	{ "id": "<urn:uuid:5cd1c24f-8b1e-4f5c-ab67-afd157383a8a>", "dump": "CC-MAIN-2020-40", "url": "https://www.parksidecommunityprimaryschool.co.uk/website-content/useful-links-pe--1589531336.pdf", "date": "2020-09-21T08:26:18", "file_path": "crawl-data/CC-MAIN-2020-40/segments/1600400201601.26/warc/CC-MAIN-20200921081428-20200921111428-00180.warc.gz", "offset": 1006471889, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9422998428344727, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9422998428344727, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2015 ], "fw_edu_scores": [ 2.140625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
WATERDOG In Jason Rhodes' world "waterdog" is the generic name for a Tiger Salamander. There are many salamanders around the world. The eggs hatch in water, progress to a larval stage called "waterdog" by some and most climb out of the water to live on land. Some get large enough to scare a person. What ever name you use, big bass love to eat them if they have a chance, and this "waterdog" has and will fool big bass. Jason (Pocatello, Idaho) tied several 4-1/2-inch long bass flies like this at the 38th International Fly Fishing Conclave and Show in Idaho Falls, Idaho, August, 2003. Most of them had attractive, spun-deer-hair heads, but this one looked easier to tie. Fishing this size of weighted fly can be a little tricky for a person accustomed to casting a size 18 blue wing olive. One thing it has a lot of air resistance, and another it is heavy. Be sure of your casting technique. Use a larger rod, apply plenty of power to overcome the resistance, and be sure you feel the pull of the back cast before starting the forward cast. Improper casting might case the fly to land on the back of your head. If you are not comfortable casting this big "bug" ask an FFF Certified Casting Instructor for a quick brush up. Jason recommends casting a Type III full sinking line and letting the fly sink to the bottom. Then start a slow hand twist retrieve to walk it across the bottom. It catches both small mouth and large mouth bass. In response to my question "Where do you fish it?" he responded "Lakes in Oklahoma." I had hoped for a hot tip on a lake around Idaho Falls. Materials list: Hook: Tiemco TMC 8089 size 2 Thread: Unithread, 3/0 any color Weed guard: Monofilament, 20-pound Weight: Lead or lead free wire 0.030 Body: Estaz, cactus Rib: Copper wire Legs: Round rubber, large olive Tail: Magnum rabbit strip, about 5/16-inch wide by 4 inches long, olive Head: Wool, dark brown and medium olive Eyes: 3 to 4 mm Tying steps: 1. Smash down the barb before you start tying if a barbless fly is desired. 2. Attach thread at bend of hook, and let thread hang between the point and barb. Tie in 20-pound mono around the bend of hook for weed guard. Coat thread with head cement. 3. Wind lead wire on rear 2/3rds of hook, and wrap thread over the wire to secure it. Secure Estaz and copper wire at bend of hook. 4. Take three pieces of round rubber a bit over 2 inches long. Match the ends, and tie overhand knots in all three about a half inch from each end. Secure one set of legs on top of hook at bend using a figure eight thread wrap. Move thread forward to front of lead coil, and tie in a second set of legs. These are just under 2 inches long with overhand knots tied as above. Move thread forward a wind or two. 5. Wrap Estaz forward to one wrap in front of front legs, secure and trim excess. After the Estaz is wrapped bring the weed guard forward, and tie it securely in front of the Estaz. 6. Trim a little point on back end of rabbit strip, and secure the other end in front of Estaz. 7. Spiral copper wire forward over the rabbit strip. Pull the hair apart to expose the hide where the wire will go. The first wrap is behind the rear legs and then five wraps forward, secure and trim excess. (Use back part of scissors to trim wire.) 8. Begin stacking the wool. Put a bunch of brown on top of the hook, and then a bunch of olive on the bottom of the hook. Repeat with two more bunches of each color. Compact the bunches. Hold the hook at the front of the Estaz with one hand and push backward on the front bunches with thumb and first finger of the other hand. Continue adding bunches of wool and compacting until there is no room left. Whip finish and cut thread. 9. Trim head with scissors to a rounded shape. Looking from the top the head is almost square with a blunt nose. Some of the brown wool extends rearward over the rabbit strip like a collar. The olive wool is trimmed even with the front legs. 10. Glue on eyes and coat them with epoxy. 11. Bottom of Waterdog. Closing comments: The final step in any fly tying process is go fishing. For us in the Northern hemisphere, July and August are warm months so we should go looking for warm water fish. Almost wherever you live there should be a bass lake within reach where you can test this pattern. Some of the bass in warmer waters can grow to huge sizes so be ready for a fight. Please Credit FFF Website or FFF Clubwire with any use of the pattern. You can direct any questions or comments to FOM at firstname.lastname@example.org	1,775	1,090	{ "id": "<urn:uuid:8ef6f1d8-754e-4d01-9ccc-3d722279bd8b>", "dump": "CC-MAIN-2014-41", "url": "http://fedflyfishers.org/Portals/0/FlyoftheMonth/PreviousIssues/2006-07%20July%20-%20WATERDOG.pdf", "date": "2014-09-23T14:22:48", "file_path": "crawl-data/CC-MAIN-2014-41/segments/1410657138980.37/warc/CC-MAIN-20140914011218-00112-ip-10-234-18-248.ec2.internal.warc.gz", "offset": 103117405, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9979895253976186, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9984631538391113, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1584, 2747, 3026, 3708, 3951, 4020, 4542 ], "fw_edu_scores": [ 2.046875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Core Strength: Affiliation Did you know that the human need to "affiliate" is hard-wired into our brains? The latest research in brain development gives us remarkable insight into the brain's role in developing social connections. Because humans are not capable of surviving alone, our species forms groups that ensure our safety and continued existence. Over thousands of years of human history, our brains developed neurological structures that produce feelings of anxiety when we are completely isolated and feelings of pleasure when we experience connection with other people. We are biologically designed to live, grow and work in groups. As parents, it is important that we help our children gain the skills they need to successfully connect with others and form affiliations. Successful affiliation requires some level of competence in the previously developed core strengths of attachment and regulation. Without the ability to connect with one other person and to interact with others while managing frustration and anxiety, children struggle in their attempts to join increasingly complex groups. Most children who have problems in groups have not mastered these earlier skills. They do not easily interpret social cues and when they are frustrated they act in impulsive or immature ways. This can lead to a vicious cycle in which poor responses by peers leads to further anxiety and frustration. Young children cannot understand these social transactions, and their responses reinforce a building sense of incompetence and alienation. As parents, it is important to provide children opportunities to practice skills at their developmental level, even if that might not match their chronological age. Children learn to join with peers in sequential stages. They initially observe while playing in parallel, then explore playing with one other child, and finally learn to join more complex groups with multiple peers. By understanding your child's social development level you can offer opportunities that have some level of challenge, but do not overwhelm. If your child is able to successfully play with one other child, create opportunities for her to play with a third. Prepare for new social experiences by practicing. Help your child recognize feelings of frustration that come when they need to share or lose at a game and practice ways to self-calm. With older children, meet their friends and support their increasing skills. With teens, acknowledge the importance of friendship groups and recognize this as a core, human strength. Encourage them to join various groups or clubs where these skills can be enhanced. Developing strong affiliation skills is critical to your child's healthy development. If you sense that your child is becoming isolated or not forming positive affiliations, do not hesitate to get help. And during the holidays, remember that the family is the foundational group for human bonding and connection, so enjoy those special moments you spend with family during this season.	1,139	531	{ "id": "<urn:uuid:d2612627-ab21-47ab-9814-fc39311ddca3>", "dump": "CC-MAIN-2018-13", "url": "https://www.buckeyeranch.org/assets/media/documents/Core%20Strength%20-%20Affiliation.pdf", "date": "2018-03-21T20:14:40", "file_path": "crawl-data/CC-MAIN-2018-13/segments/1521257647692.51/warc/CC-MAIN-20180321195830-20180321215830-00534.warc.gz", "offset": 766487730, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.997100830078125, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.997100830078125, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3022 ], "fw_edu_scores": [ 3.375 ], "minhash_cluster_size": 1, "duplicate_count": 6 }
Arthropod Diversity: In situ prairie versus prairie-style green roof Haley Rylander 1 , Devin Spencer 1 , and Dr. Brooke Byerley Best 2 1Texas Christian University and 2Botanical Research Institute of Texas Introduction Results * By far the most common class on the prairie was Insecta, the most common order Hymenoptera. * Larger insects such as grasshoppers, field crickets, mantids, and large beetles were much more common on the prairie than on the roof. Common prairie arthropods * Substantially fewer Collembolans were found in the prairie compared to the roof. * The 4 most abundant arthropod classes were identical for both the prairie and the roof, but relative proportions were quite different. Insecta Orders from Prairie The success of BRIT's living roof can be estimated by determining its capacity for mimicry of the native systems from which it was designed. Composition of a healthy arthropod community is a reliable indicator of this success. We sampled both the roof and the native prairie it was designed to mimic ("Benbrook Prairie") during the same 6-week period in the Fall of 2012 and compared diversity and proportions of arthropods. Methods * Contents were collected weekly from 19 Oct through 27 Nov 2012. * Pitfall traps made of plastic cups filled with anti-freeze were placed into the ground in 16 randomly chosen plots on Benbrook Prairie * Samples were examined under a microscope, and arthropods were sorted, identified to the lowest possible taxon, and counted. * Identified specimens were placed in labeled test tubes and grouped by date. Solenopsis invicta (Fire Ant) Carabidae Muscidae Arthropoda Classes Insecta Collembola Arachnida Arachnida - Acari Prairie Roof Conclusions Though Benbrook Prairie had different species make-up than the BRIT living roof, many species were common between the two. The most likely cause of species differences is ecosystem age. In particular, Collembolans (springtails) and Acarids (mites), both of which were much more common on the roof than the prairie, are indicators of early succession and are abundant when predators are scarce. However, Collembolans and Acarids are also strongly affected by soil moisture, and the irrigation of the roof could have influenced these counts. As the man-made ecosystem of the roof matures, arthropod populations and proportions would be expected to more closely mimic that of native prairie.	1,073	552	{ "id": "<urn:uuid:cdc2714d-49e5-4aac-a780-d922aa188b14>", "dump": "CC-MAIN-2018-13", "url": "http://legacy.brit.org/webfm_send/1457", "date": "2018-03-21T20:31:50", "file_path": "crawl-data/CC-MAIN-2018-13/segments/1521257647692.51/warc/CC-MAIN-20180321195830-20180321215830-00542.warc.gz", "offset": 159319899, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9937530159950256, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9937530159950256, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2420 ], "fw_edu_scores": [ 2.265625 ], "minhash_cluster_size": 2, "duplicate_count": 5 }
Discipline Role Model the Behavior You Want to See From Your Kids What you do is more important than what you say By Amy Morin Kids are always watching what you do. They see how you handle stress. They watch how you treat other people. They look at how you deal with your feelings. They're very observant and they soak in all that information like little sponges. One of the eight most important parenting skills is providing your children with a positive example. 1 Modeling appropriate behavior is an important part of discipline. If you act in a way that you want your kids to act, they'll learn just from watching you. That isn't to say they'll automatically start behaving the same way, but they'll be better equipped to manage their behaviors. © Studio \|Stock Free Images &Dreamstime Stock Photos Social Learning Theory A famous psychologist, Albert Bandura, developed the Social Learning Theory. He surmised that people learn by watching others. In his famous Bo-Bo doll experiment, he demonstrated how kids learn by watching adults. After witnessing an adult become aggressive with an inflatable doll, the kids began to imitate the behavior and they became more aggressive. Proof that Kids Imitate You You certainly don't need a fancy science experiment however to prove that kids imitate their parents. How many times have you seen little girls putting on their mother's high heels and trying on lipstick so they can look like mommy? Or how many little boys pretend to shave so they can be like dad? Kids repeat what they've heard you say and they imitate what they've seen you do. Examples of How Parents Can Accidentally Model Bad Behavior A mother tells the cashier at a restaurant her 12-year-old son is only 11 so he can she can get a discount at the buffet. She then yells at her son because he lies when he says he has his homework done. A father spends his evenings watching TV but tells his 14-year-old daughter she should read more. Parents tell their kids to treat everyone with respect yet they often make critical comments the appearance of people who appear on the news. A divorced couple argues frequently about custody issues and visitation but expect the kids to get along with one another. A mother tells her daughter to be kind to others but she yells at the store clerk when they refuse to take back an item she had hoped to return. A father tells his kids that they should eat healthy but he sneaks dessert after they go to bed and doesn't exercise. Parents tell their kids to share and be generous with what they have yet they don't get involved in any sort of charity or volunteer work. A father smokes cigarettes and while he has a cigarette in his hand, he tells his kids that smoking is bad and they should never pick up the bad habit. Parents tell their kids to take responsibility for their behavior yet when they forget about their child's dentist appointment, they argue with the receptionist and tell her she clearly made a scheduling error. Follow Your Own Rules It's really hard to model appropriate behavior for your kids all the time. However, you have opportunities every day to provide your kids with learning experiences so they can see how to behave appropriately. Although you may find opportunities that you think are appropriate to bend the rules a little, kids aren't able to do this. For example, if you tell a "little white lie" by telling your friend you can't help her move because you "have a headache" but you go to another social engagement instead, your kids will learn that lying is acceptable. 2 Show your kids how to follow your household rules . Use discipline that teaches life skills and explain how the rules will help them later in life. If you show kids that you value the household rules, it will increase the effectiveness of your discipline strategies. 3 4 Live According to Your Values One of the four biggest discipline mistakes parents make is not looking at the long-term impact of discipline strategies. When it comes to modeling 5 appropriate behavior, it's important to instill values in your kids that will help them to become healthy, responsible adults. The best way to teach them values is to model them. This About.com page has been optimized for print. To view this page in its original form, please visit: http://discipline.about.com/od/disciplinebasics/a/Role-Model-Behavior-That-YouWant-To-See-From-Your-Kids.htm ©2014 About.com, Inc. All rights reserved. Links in this article: 1. http://discipline.about.com/od/disciplinebasics/tp/8-Parenting-Skills-That-Promote-The-Most-Effective-Discipline.htm 2. http://discipline.about.com/od/specificbehaviorproblems/a/10-Steps-To-Help-A-Child-Stop-Lying-And-Tell-The-Truth.htm 3. http://discipline.about.com/od/establishingrules/a/Establishing-House-Rules-For-Kids.htm 4. http://discipline.about.com/od/teachingnewskills/tp/6-Life-Skills-Your-Discipline-Strategies-Should-Be-Teaching-Your-Kids.htm 5. http://discipline.about.com/od/disciplinebasics/tp/4-Of-The-Biggest-Discipline-Mistakes-Parents-Make.htm	2,029	1,114	{ "id": "<urn:uuid:59230612-05b6-4e4b-992c-539877d3319a>", "dump": "CC-MAIN-2018-13", "url": "http://riversidems.sharpschool.net/UserFiles/Servers/Server_5983372/File/Role%20Model%20the%20Behavior%20You%20Want%20to%20See%20From%20Your%20Kids.pdf", "date": "2018-03-21T20:30:06", "file_path": "crawl-data/CC-MAIN-2018-13/segments/1521257647692.51/warc/CC-MAIN-20180321195830-20180321215830-00538.warc.gz", "offset": 256319043, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9830515086650848, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9976343512535095, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 4027, 5059 ], "fw_edu_scores": [ 3.53125 ], "minhash_cluster_size": 2, "duplicate_count": 2 }
P. O. Box 540115 Waltham, MA 02454-0115 Tel: 781-894-1179 Email: firstname.lastname@example.org www.thealliancefordemocracy.org Why You Should Care Industrial Agriculture Is Not Sustainable Our current system of agriculture, which substitutes chemicals for living soil, is not sustainable. It is killing soil, creating dead zones in the oceans, pouring greenhouse gases into the environment, and destroying biodiversity. The earth is our only home, and we must learn to relate to it as a living system, not as an environment we can exploit for profit, while killing its ability to regenerate. Corporate Agriculture Is Not Healthy We are having epidemics of health problems created by modern agriculture, especially obesity, diabetes, heart disease and cancer. We need healthy soil to raise healthful food, both plant and animal. Food-borne pathogens, the only form of unsafe food recognized by the Food and Drug Administration, is the least of our worries. Those causing the problems are also telling us how to eat, and a great deal of what you think you know about that is wrong. Local Food Brings Local Prosperity Our oligarchic food system sucks money out of our local communities and concentrates it in the hands of a few multi-national corporations. Eating locally-produced food circulates money locally and strengthens local economies. A thriving local food system means more jobs and a more vibrant and healthy economy. It also builds the resiliency needed when times get tough. Local food tastes good, too! Food Strengthens Communities Breaking bread together is a time-honored way of celebrating life in community. Church suppers, bake sales, Grange pig roasts and all of the other gatherings bring people together. It is hard to be disagreeable to people when you are all eating together! And when people care about food, they care about people, and find ways to make sure that everyone gets to eat. What You Can Do Pass an Ordinance Put your community in charge by passing a local ordinance that strengthens your food system. Tailor the Local Food and Community Self-Governance Ordinance to your community and its needs and get it passed. You will be told you can't do that. Do it anyway. Then persist. Move Your Food Dollars Never shop at Walmart. Find your local farmers and farmers' markets. Create a community garden. Stay away from the processed foods in the supermarket; learn to cook. Say good-by to McDonald's and Burger King, etc. Form a food circle with friends and help each other to eat only food sourced within a given radius (except for chocolate, of course!). Educate Yourself Study your state constitution, agriculture laws, and local governance structure. Learn more about nutrition, but not from sources that use the USDA food pyramid. Inform yourself about the connection of industrial agriculture and climate change. Read the history of the Grange and the Populist movement. Find out about food co-ops and their place in our economy. Create a Food Community Grow veggies for your local food pantry. Save and exchange seeds. Host a food swap — trade some of your dilly beans for your neighbor's cookies. Host a seasonal, local food potluck. Share what you know about food, farming and history. Form a local food policy council. Bake for community events. Ignore political affiliations. Feed the hungry. Raise food of all kinds. Share food.	1,375	705	{ "id": "<urn:uuid:ff58363a-c053-4b04-91ca-7d68bd750ada>", "dump": "CC-MAIN-2017-34", "url": "http://www.thealliancefordemocracy.org/pdf/AfDJR6322.pdf", "date": "2017-08-24T06:43:05", "file_path": "crawl-data/CC-MAIN-2017-34/segments/1502886133042.90/warc/CC-MAIN-20170824062820-20170824082820-00654.warc.gz", "offset": 675563480, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9979647397994995, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9979647397994995, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3390 ], "fw_edu_scores": [ 2.46875 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
WAH Part 3-The Wound ( Session worksheet) Masculinity is bestowed. A boy learns who he is and what he's got from a man, or the company of men. He cannot learn it from any other place. Every man carries a wound and it usually comes from the father (or lack of a father). The arrow strikes at the very centre of our heart, in the place of our strength. It strikes at our deepest question 'Do I have what it takes' and the wound always says "NO". We cannot get our hearts back until our wound is healed. So your aim is to go back in time and find our wound. From the wound we choose a way of life that gives way to the false self. Remember the poser comes out our fear, and our fear comes out of our wound. 1. Can you say that your father, another key man or a company of men actively intervened on your behalf in order to tell you who you are as a man? Yes/No 2. What did your Dad teach you about yourself as a man? Answer: 3. Did he teach you to make things, play the piano, chess, become competent in practical activities? Did he teach you your moral code? Explain women to you and how to treat them? Answer: 4. What was your Dad's answer/message to you to your question 'Do I have what it takes' Did he affirm you? Did he call you by a special name? 'Seagull' or 'Tiger'. Answer: 5. Are you comfortable with physical affection from your children? Did you have affectionate physical contact from your father when you were young? Did he take you camping, canoeing, to the footy, wrestle with you, instruct you about life in general? Can you hug him? Answers: 6. Was your father a driven or a passive man? Which is true of you? Do you change your identity from work to the home? Example: Pleasant and helpful at work to angry and complaining at home. Answers: 8. How did he express his interest or disinterest in you and what was his spoken or unspoken message to you? Answers: 9. What is your wound? Can you put words to it? Do you remember how it was given-the way it came? Answer: 10. What was the message of the that wound-or that series of wounds? What did it say to you about yourself? Answer: 11. What are some of the affirming words you would have loved to hear or have heard from your Dad. Could you write a letter to yourself from him, not as he would have written it, but as you would have hoped he would have written it, including all those things you would want to have heard him say.	873	568	{ "id": "<urn:uuid:62b3a1bb-ae54-4fa2-a5fb-3f3f5990685a>", "dump": "CC-MAIN-2017-34", "url": "http://canberraforerunners.org/wp-content/uploads/2016/11/WAH-PART-3-The-Wound.pdf", "date": "2017-08-24T06:57:32", "file_path": "crawl-data/CC-MAIN-2017-34/segments/1502886133042.90/warc/CC-MAIN-20170824062820-20170824082820-00655.warc.gz", "offset": 70419910, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9997333884239197, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9997333884239197, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2407 ], "fw_edu_scores": [ 2.34375 ], "minhash_cluster_size": 2, "duplicate_count": 4 }
Food Safety for Campus Events A guide to keeping foods safe before, during and after an event. Foodborne illnesses are dangerous. A fun event can have a horrible outcome if steps are not taken to ensure the food is handled properly before and during the event. Even the leftovers could possibly make someone very sick if the food has been mishandled. The enclosed information is designed to be a brief overview of some key steps that if practiced will prevent many forms of foodborne illnesses. There are no guarantees as food safety has to begin with the food source, but correct handling can prevent and in many cases eliminate some forms of bacteria and the spread of viruses that could otherwise cause illnesses. On campus, all University Dining Services' managers and key employees are certified in food safety. Extensive systems are in place for taking and maintaining temperatures, receiving, storage, preparation and service that ensure the food we serve is safe. For more detailed information refer to the resources listed below. www.vdh.virginia.gov/EnvironmentalHealth/Food/FoodSafety or www.fda.gov Start off Clean Be Equipped for Safe Food Dangerous bacteria and viruses can be transmitted easily from people cooking and serving food, dirty equipment and from raw food contaminating ready to eat food. - Wash your hands Frequent hand washing with hot water (100°) and soap for 15‐20 seconds is the best defense from bacteria and viruses that can make you and other people sick. Hand Antiseptics do not ever replace a thorough hand washing and do not remove many dangerous pathogens from your hands. When working with food always wash your hands: Before you begin After using the rest room Before and after handling raw meat Whenever handling chemicals that may contaminate food After sneezing or coughing Touching anything that may contaminate food - Wash your equipment - Thoroughly wash fruits and vegetables under cold running water including the outer peels and rind of melons and hard skin fruit before slicing. Cutting boards, counter tops, tables, utensils and coolers might look clean but may contain dangerous levels of bacteria. Wash with hot soapy water and rinse thoroughly before and after each use. Most cases of foodborne illness are caused by high risk foods being time and temperature abused by being: - Cooked to the wrong temperature - Held at the wrong temperature - Cooled or reheated incorrectly Be prepared to keep your hot food hot and your cold food cold whether it's for a picnic or a catered dinner. Plenty of ice On your checklist for your event be sure to add the following; Coolers Set salads or condiments made from high risk foods into disposable pans with a layer ice to keep chilled for service. Dipsosable Chafers(available at most party goods stores) with sterno Clean utensils Cleaning cloths and soapy water Bimetallic Food Thermometer is the only way to know that the temperature of your food is safe: Prevent Cross Contamination Bacteria can multiply and be transferred from soiled equipment such as coolers, cutting boards, cleaning cloths and utensils that have not been properly washed and sanitized after each use. - Don't reuse cutting boards, counters, tables, and utensils after handling raw meat & poultry. Wash and sanitize thoroughly before re‐using. [x] Store raw meats & poultry separate from ready to eat salads, fruits, vegetables. Use separate coolers if refrigeration is not available. [x] Keep chemicals stored separately from food and never use cleaning supply buckets or bottles to store food. 1. Start with clean hands, equipment and work surfaces and keep it clean throughout the event. 2. Never thaw food at room temperature. Thaw in a refrigerator, by microwave, under cold running water or as part of the cooking process (such as using frozen burgers). 3. Use separate cutting boards and utensils for raw or cooked meats and ready to eat foods. 4. Keep high risk foods refrigerated until ready to cook or eat. 5. In the refrigerator, store raw meats below ready to eat food such as fresh salads and vegetables. Use a separate cooler for raw meats if a refrigerator is not available. 6. Do not overload your cooler or refrigerator. Keep cold foods cold. Store food in the refrigerator (40° F or below) or freezer (0° F or below). 7. Cook food to safe internal temperatures (see the Safe Cooking Temperatures chart on the right). Use a food thermometer to check. 8. Keep hot foods hot. Maintain hot cooked food at 140° F or above. 9. Reheat cooked food to 165° F 10. If using a microwave to re‐heat or cook food, use small batches, rotate and cook to 165° F. 11. Don't leave food out at room temperature for more than 2 hours or less on a hot day at a picnic 12. After the event, cool down food in small batches. For soups and chili try setting small containers of hot chili or soup in pans of ice before putting in the refrigerator. 13. Handle leftovers carefully. If in doubt, throw it out. If you feel like a product has been exposed to dangerous temperatures, don't take a chance, dispose of it. 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As Seen In A glimpse into how Michigan's history has influenced the cultural arts. MANOOMIN Michigan's Native Grain Cultural Corner C C by Barb Barton Traditional ricers Charlie and Terry Fox harvesting in Rice Bay on Lac Vieux Desert in 2014. (Photo courtesy of Charles Rassmussen, Great Lakes Indian Fish and Wildlife Commission.) Recipe background image: Wild Rice Salad. (Photo courtesy of the Great Lakes Indian Fish and Wildlife Commission.) Page background image: A view of wild rice harvested inside a canoe. (Photo courtesy of the author.) Rinse wild rice until water is clear. Soak wild rice in hot water, covered, overnight. Wild rice should be split and curled by morning. Add a cup or so of water to rice so you have enough to boil. Bring wild rice to a boil, shut off heat, cover. Let cool, drain off excess water. Mix maple syrup, maple sugar, strawberries, and blueberries into the rice. Refrigerate until ready to serve. Before serving, gently fold in the raspberries. Barb Barton is an author, endangered species biologist, wild foods forager, and singersongwriter. She has worked on wild rice conservation and education since 2008 and her new book Manoomin: The History of Wild Rice in Michigan (MSU Press) will be released June 2018. Few people outside the tribal communities have heard about a protein-packed wild grain that grows in Michigan, perhaps because it was more abundant 100 years ago than it is today. The Anishinaabek—Ojibwe, Odawa, and Potawatomi—know about wild rice, or Manoomin "the good berry," because it is central to their traditional migration story. Long ago, the People of the Three Fires lived on the northeast coast of what is now the United States. The story says that they were visited by several prophets, two of whom advised them to travel westward to the "place where food grows on water" or else they would be destroyed. And so, the Anishinaabek began their long journey toward the land of the setting sun. When they arrived in the Great Lakes region, they finally found the food that grows on water—wild rice. Wild Rice Fruit Salad from Wayne LaBine, Sokaogon Band of Lake Superior Chippewa Reprinted by permission of Michigan State University Press. 1 pound wild rice ½ cup pure maple syrup 2 T maple sugar or brown sugar 1 pint fresh strawberries, quartered 1 pint fresh blueberries 1 pint fresh raspberries © 2017 of Michigan wild rice is harvested from canoes, hand-parched, and "danced" on to remove the hulls—although today a machine is often used in place of "dancing." Sadly, there are few ricing lakes left in the state, and thus the supply of wild rice available for sale is extremely limited. The LaBine family, most of whom are members of the Lac Vieux Desert Band of Lake Superior Chippewa in the western Upper Peninsula, has riced for generations and cooks with Manoomin on a regular basis. Dishes are often made with whatever ingredients are available, with a pinch of this and a handful of that. A visit to the home of Terry Fox, nee LaBine, will almost always find a pot of Manoomin cooking on the stove to be used in soup or as a side dish. The oldest brother, Roger, is wellknown for his tasty walleye recipe and also makes a delicious popped wild rice trail mix. By far, the family's favorite dish is wild rice fruit salad, a tasty recipe brought home from a Midewiwin ceremony in Roseau River, Manitoba, by Wayne LaBine, a member of the Sokaogon Band of Lake Superior Chippewa. The recipe uses seasonally available fruits and requires patience and great care. But it is well worth the effort for both taste and nutrition! M ichigan has an abundance of nutritious wild foods, including mushrooms, nuts, roots, a variety of fish and game species, maple sugar, berries, and greens. Those foods, often referred to as the first medicines, were historically the only nutrition for the Native peoples of this land. Many wild foods were incorporated into the diets of the European colonizers as they moved into the area—yet today, much of that precious knowledge of using wild foods has been lost. Our wild foods menu has been whittled down to just a small percentage of what we once enjoyed on our dinner tables. Historical Society It is difficult to find hand-harvested wild rice for sale in Michigan. Most of the places advertising it are actually offering paddy-grown rice, a domesticated version. 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Annotated Bibliography Assignment: Your assignment for the next several weeks will be to create a perfectly cited annotated bibliography of web pages and resources found during this project. You will need: 2 citations from the following web databases and specialty sites: Infotrac Health Resource Center, Electric Library, Ebsco Host, Worldbook Online, and Alaska State Library Page. Your citations must be perfect to receive credit. You must have exact punctuation, capitalization, and formatting as this is expected in further education. Follow the examples exactly if you want credit. For your annotations, you must provide 3-5 sentences describing your web site or article. For full credit, comments should summarize the information found in the source and give an opinion of the article. Mention specifically what was featured in the site then give your overall judgment of the page. Online Magazine Article Author. "Article Title." Magazine. Date. Date you read it. Address. Abilock, Debbie. "The Gestalt of Online Searching." Multimedia Schools. Nov. 1997. 31 Dec. 1997. http://www.infotoday.com/MMSchools/nov97/story.html. Online Magazine Article with more than one author: Authors. "Article Title." Magazine. Date. Date you read it. Address. Abilock, Debbie and Ray Helfer. "The Gestalt of Online Searching." Multimedia Schools. Nov. 1997. 31 Dec. 1997. http://www.infotoday.com/MMSchools/nov97/story.html. Proper Internet Citations Professional Web Page: Author. "Title of web page." Part of a group (or section) page found . Date created or last revised. Sponsoring association or institution. Date you saw the site. Address. Ablilock, Debbie. "Research on a Complex Topic." Nueva Library Help. 9 Sept. 1997. Nueva School. 31 Dec. 1997. http://www.nueva.pvt.k12.ca.us/~debbie/library/research/advice.html. Personal Web Site or Home Page Author. Page title or description. Date created or last revised. Date you saw it. Address. Abliock, Damon. Home page. 6 Jul. 1994. 31 Dec. 1997. <http://www.cs.ucla.edu/~dla/>. Online Newspaper Article Author. "Title of Article." Name of Newspaper. Date of publication. Section. Date you read it. Address. Stevens, William K. "Computers Model World's Climate, but How Well?" New York Times on the Web. 4 Nov. 1997. CyberTimes. 31 Dec. 1997. http://www.nytimes.com/library/cyber/week/110497weather.html. Sample Citations Online Magazine Article: Abes, Donald. "Tlingit Threads." America Schools. Nov. 1999. 31 Dec. 1997. http://www.asu.edu/nat_studies.html This article covered ceremonial and traditional clothing worn by Tlingits. Most of the clothing pictures had animals made out of beads. The same designs were on the blankets they wore on their back. Some of the men had nose rings. A few pictures had kayak paddles in them, and they were carved into animal heads. This article provided many photographs and a little text about clothing. I thought it was very thorough in covering its subject. Professional Web Page (author's name missing): "Alaska Studies & Cultures." Inupiaq Culture. 9 Sept. 1997. North American Native Association. 31 Dec. 1997. http://www.nan.org/inupiaq_culture.html. This website pictured a wide variety of objects showing how the Inupiaq lived before the 20th century. You could see how they survived using the land around them, and how they used simple objects to stay comfortable. I thought that this collection was very helpful because you could see how the Eskimos lived and that they were very sophisticated.	1,677	840	{ "id": "<urn:uuid:15c01e39-c21f-42fd-8244-d2f36f8247a7>", "dump": "CC-MAIN-2017-34", "url": "http://daleandlu.com/lseapy/computers/internet/annotated_bib.pdf", "date": "2017-08-24T06:45:57", "file_path": "crawl-data/CC-MAIN-2017-34/segments/1502886133042.90/warc/CC-MAIN-20170824062820-20170824082820-00657.warc.gz", "offset": 104213037, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9780266582965851, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9793716073036194, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1829, 3517 ], "fw_edu_scores": [ 2.3125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
(1900-Present) As the world continues to advance, science, technology and the ideas of the world, continue to advance as well. These new changes have resulted in demographic shifts, which have changed the way humans interact with the environment and with each other. New scientific ideas were also introduced, challenging the previously "correct" ideologies of the world, such as: * The Big Bang Theory- states that the universe was created by explosion of immeasurably small compressed matter, and is still occurring, which means that the universe is still expanding. New technologies, like air travel, and the internet have provided us with efficient modes of communication and transportation that essentially eliminate the issue of geographic distance. Improved technology (tanks, airplanes, and atomic bombs) also gave way to improved military technology that came with new tactics like trench warfare (defensive fighting style used in WWI) which led to increased hostility between rival states (ex: Cuban missile crisis, nuclear arms race between US and USSR) and a more dangerous and violent type of warfare that resulted in increased levels of wartime casualties. (ex: Atomic bomb on Hiroshima) THE GREEN REVOLUTION- the result of advanced technology and the need to feed the world's growing population, greatly increased crop production, introduced fertilizers, pesticides, and genetically engineered high-yield crop varieties to the environment, which would essentially solve all the world hunger problems, but would also cause extreme environmental degradation. , resulting from advances in technology, increased the ability of humans to survive. Such as: Medical innovations * The polio vaccine- saved countless lives and ended the crippling paralyzing effect that came with the polio virus. It was great medical accomplishment of the World Health Organization (WHO), and showed how advanced medicine was becoming. Advances in technology including the use of oil and nuclear power, increased productivity and the production of material goods, and the consequence of greenhouse gases and other pollutants being released into the atmosphere was global warming. As the global population skyrocketed, humans began to interact with the environment differently, abusing it rather than gently using it. As humans discovered that the world's natural resources were valuable, they began to exploit and compete over the resources more intensely then they ever had before. Pollution threatens the world's supply of water and clean air, and deforestation and desertification have become a common human impact on the environment. As a result of species losing their habitats to our destructive behavior, rates of extinction of animals have increased greatly. CCOT CONTINUITIES CHANGES New scientific ideas New diseases New ways of more effective farming New modes of communication and transportation Scientists trying to better understand the world and improve upon it Use of the environment to benefit humans WHY: Because the world is modernizing, constantly WHY: Because people have always tried to understand the world and manipulation of the environment is almost necessary Demographic shifts: Diseases associated with poverty continued to exist, such as: * Malaria-it's a relatively easy disease to prevent/cure with the proper resources; however the nations that are impacted by it the most are so undeveloped that they cannot afford to cure malaria. Therefore, malaria has become an indicator of poverty. (Ex: some African nations) Other diseases arose in the form of epidemics such as: * The 1918 influenza pandemic- most severe influenza outbreak of the 20 th century, dramatic population decrease, the pandemic left aprox. 25 million people dead. In addition, modern lifestyles, most commonly associated with a higher life expectancy resulted in completely new diseases such as: * Alzheimer's disease- directly associated with people living longer, the brain just starts to deteriorate from old age Modern science also gave way to newer and more effective forms of birth control which empowered women and gave them greater control over their family size and their fertility. This indicated that the modern day women were not living in an extremely patriarchal society.	1,857	826	{ "id": "<urn:uuid:19e20c44-48f4-4482-af29-f9a05a9d09c2>", "dump": "CC-MAIN-2017-34", "url": "http://albahaemhs.wikispaces.com/file/view/Science%20%26%20Environment%206-1.pdf/582268731/Science%20%26%20Environment%206-1.pdf", "date": "2017-08-24T06:42:02", "file_path": "crawl-data/CC-MAIN-2017-34/segments/1502886133042.90/warc/CC-MAIN-20170824062820-20170824082820-00669.warc.gz", "offset": 17704394, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9978416860103607, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9978740811347961, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1580, 4300 ], "fw_edu_scores": [ 3.21875 ], "minhash_cluster_size": 1, "duplicate_count": 2 }
YEAR GROUP: 5 TERM: SUMMER ESSENTIAL QUESTION: Was the Victorian way the right way? REAL IMPACT: Children will put on a Victorian Fayre for the local community, which will include Victorian games, sweet stall, pie stall (Mrs Lovett's), tea room and information stands. Numeracy: Term 5 will focus on the following objectives: Read and write decimal numbers as fractions; Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents; Round decimals with two decimal places to the nearest whole number and to one decimal place; Read, write, order and compare numbers with up to three decimal places; Solve problems involving number up to three decimal places; Recognise the per cent symbol (%) and understand that per cent relates to 'number of parts per hundred', and write percentages as a fraction with denominator 100, and as a decimal; Solve problems which require knowing percentage and decimal equivalents of , , , , and those fractions with a denominator of a multiple of 10 or 25. To help children progress in Maths, we will be continuing with our weekly arithmetic test and times tables test, every Friday (please ensure that your child learns their times tables each week, as this well help them to prepare for the end of KS2 SAT). R.E.: P.S.H.E: Do beliefs in Karma, Samsara and Moksha help Hindus lead good lives? Creation and science: Conflicting or complementary? Project Launch In Term 5 we shall be looking at 'Relationships'. In Term 6 we shall be looking at 'Changing Me'. Main Outcome Children will become experts in one topic area and organise a Victorian Fayre for the local community. Chn will run their stall (as the expert) and deliver the information they have learnt. History: We will be conducting a local area studying, focusing on the Victorian period. Art/D.T.: In our Art lessons, we will be studying the life and paintings of William Turner. Our DT topic will be Victorian toys. P.E.: Term 5: Athletics & Term 6: Invasion games. Our PE lessons will be taught by Weston FC. PE lessons will now be on Tuesday afternoons. Science: Animals including humans We will examine the stages in the growth and development of humans, from foetus to old age. This will include puberty. We will then move onto studying internal bodily processes. We will finish the year by discussing the effects of our lifestyle choices on our bodies. Literacy: Reading: Chn MUST be reading regularly at home (at least 10 minutes, 5 times a week, with an adult if possible). SPAG: To help children progress with their spellings, we will have a weekly spelling test, every Friday (please ensure that your child learns these each week, as this well help them to prepare for the end of KS2 SAT). Writing: In Literacy lessons, we will be studying and writing: persuasive texts, quest stories, overcoming the monster stories, instructions and limericks. Geography: Computing: We will use a range of methods, including sketch maps, graphs and digital technologies to observe, measure, record and present the human and physical features of Weston-super-Mare. Pupils will be set various projects, which will involve solving problems by building and programming motorised LEGO models.	1,423	691	{ "id": "<urn:uuid:b181b0bd-a5a7-4c3a-886d-e2b2cc1d5c8b>", "dump": "CC-MAIN-2017-34", "url": "https://christchurchprimaryschool.org/cms/data/files/topicweb-year-5.pdf", "date": "2017-08-24T06:58:09", "file_path": "crawl-data/CC-MAIN-2017-34/segments/1502886133042.90/warc/CC-MAIN-20170824062820-20170824082820-00673.warc.gz", "offset": 750324172, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9972203373908997, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9972203373908997, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3239 ], "fw_edu_scores": [ 3.40625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
問1. 各組の文中の下線部の語の意味を比べなさい。 (a)Wrap this fish in paper. (b)I bought a paper at the train station. (a)He set fire to his own house. (b)A big fire broke out in his neighborhood. (a)There is plenty of room for improvement. (b)May I see the other room? (a)These books are my uncle's. (b)I stayed at my uncle's. 問2. 次の下線部は名詞節、形容詞節、副詞節のいずれであるか。 Do you know the girl who came here yesterday? I wonder where he is staying now. She was sleeping when the telephone rang. I don't know if he knows it. We will go on a picnic if it clears tomorrow. 問3. ・そこへ飛行機で行くと1時間かかります｡ It takes (　) hour to get there by (　)airplane. ・彼は始発列車に乗ろうと急いでいました｡ He was in (　) hurry to catch (　) first train. ・会うことは､ある意味で別れの始まりといわれます｡ Meeting is, in (　)sense,(　)beginning of parting. ・彼は私の肩に触りました｡ He touched me on (　) shoulder. ・老人は若者の気持ちが理解できないといわれています｡ It is said that (　) old can't understand the feelings of (　) young. ・チーズはポンドいくらで売っています｡ They sell (　) cheese by (　) pound. ・子供のころ､両親と教会へ行ったものでした｡ When I was a child,I used to go to (　) church with my parents. ・私はその店で受け皿つきの茶碗を買いました｡ I bought (　) cup and (　) saucer at that store. 日本文の意味になるように（　　）内に適当な冠詞を入れなさい。ただし不要なら×を付けなさい。 Copyright(c) Kanshousha. All rights reserved. 問4. 「my friend」と「a friend of mine」　は両方とも「私の友達」という意味であるが、違いを述べよ。問5. 次の空欄に適切な人称代名詞入れなさい。 (　　) have a lot of rain in June. (　　) rained heavily last night. How far is (　　) from here to your school? (　　) is twelve midnight now in New York. (　　) is dark in this jungle even during the day. 問6. 次の空欄に適当な代名詞を入れなさい。・I've lost my camera. I must buy (　　). 私はカメラをなくした｡1台買わなくては｡・I've lost my camera. I wonder where (　　) is. 私はカメラをなくした｡〔それは〕どこにあるのだろう｡問7. someかanyかを入れなさい｡ (　　) of the children were playing with model cars. Haven't you read (　　) of these books? (　　) student can answer such an easy question. Will you have (　　) more tea? 問8 次の英文の（　　）に適切な語を入れなさい。・This is (　　) I can do for you. これが私があなたにしてあげられるすべてです｡・(　　)(　　)(　　) are on your side. 私たちはみな君の味方だ｡・(　　)his books were lost in the fire. 彼の本はすべて火事で失われた｡問9. 次の英文の日本語にあうように空欄に適語をいれよ。・You should listen to (　　). 他人の言うことに耳を傾けるべきです｡・This cap is too small. Show me (　　). この帽子は小さすぎます｡別のを見せてください｡. 問10. 次の空欄に適当が語句を入れなさい。・There's ( ) at the door. ドアのところに誰かがいます｡・Do you have ( ) to say? 何か言うことがありますか｡・She thinks she knows ( ). 彼女は自分が何でも知っていると思っている｡・There was ( ) in the classroom. 教室には誰もいなかった｡問11. 次の空欄にam/is/areから適語を選んで入れよ｡ I (　　　 ) a student. Nancy and I (　　　 ) good friends. A lot of children (　　　 ) in the garden. Mr.Smith (　　　 ) a famous guitarist. 問12 日本語に当たる動詞を( 　)内に入れよ｡ That woman (　　　 ) a nice car.　(持っている) My brother (　　　 ) English every day.　(勉強している) We (　　　 ) in Hokkaido.　(住んでいる) 問13. (　　 )内の語を適する形の1語にせよ｡ I (be) very busy last year. He (study) English very hard yesterday. She (send) me an email three weeks ago 問14. 次の文を(　　 )に1語ずつ入れて､否定文と疑問文にしなさい｡・You were in Tokyo at that time. 否定文:You (　　　) in Tokyo at that time. 疑問文:(　　　 ) you in Tokyo at that time? ・They enjoyed tennis after school yesterday. 否定文:They ( 　　) enjoy tennis after school yesterday. 疑問文:(　　　 ) they enjoy tennis after school yesterday? 問15. (　　　)に入る適語を選べ｡・He (　　　 ) on the sofa with his eyes closed. (a)laid　 (b)lay　 (c)lain　 (d)lie ・She ( 　　　) her hat when she met him. (a)raise　 (b)raised　 (c)rise　 (d)rose Copyright(c) Kanshousha. All rights reserved.	1,224	1,379	{ "id": "<urn:uuid:e48823ce-704e-4373-acf4-2f1c594b944d>", "dump": "CC-MAIN-2017-22", "url": "http://san-ns.jp/img/top/challenge/en_grammar.pdf", "date": "2017-05-22T17:28:12", "file_path": "crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00544.warc.gz", "offset": 316704754, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9602887431780497, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9768955707550049, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1226, 2203, 3388 ], "fw_edu_scores": [ 3.71875 ], "minhash_cluster_size": 1, "duplicate_count": 4 }
Conservation A Village Making a Difference A Village Making a Difference A Village Making a Difference A Village Making a Difference CCCCoolagown village near Fermoy in Co Cork, recently took part in a project aimed at reducing household waste. Twentytwo householders in the village set out to reduce the amount of waste they were sending to landfill, as well as conserve water and energy in their normal day. At the beginning of the 12month project the average household disposed of 7 kg of waste to landfill each week. By month 11, these residents had reduced their waste by an amazing 74%. The annual residual waste reduced from 362 to 94 kg per household. All households signed up for home The residents of Coolagown village attended talks given by Cork County Council, which made them more aware of the environment and showed them ways to change their behaviour in order to help the environment. kitchen waste and food scraps together. Each participant was taught the necessary skills and knowledge to divert food and other perishable waste away from the residual waste stream and into composting systems. composting systems, which include both the standard compost bin and a green cone per household. At the beginning of the project, the waste bins in each household were examined by Council experts, who gave advise on how to find other ways of disposing of some items. Each household weighed their waste weekly and recorded their reducing weights. Various types of compost bins and food digesters were used, including greencone digesters which can be used to dispose of green www.naturesweb.ie Perhaps you could practice some of these ideas in your home? The village has gone on to receive a number of awards for the positive changes they have made. It's most recent and exciting is a Gold Medal in Entente Florale Europe (2011), a European competition for Towns and Villages, the aim of which is the improvement of the quality of life for local urban and village communities. In this photograph, Dr. Mary Stack, Environmental Awareness Officer, Cork County Council and John Feeney, Chairperson Coolagown Development Group (both of whom started up the project) are receiving the 2011 Green Community Award. Autumn 2011 Things that Coolagown Village do to help the environment: Shopping habits * Reduce packaging when shopping. * Buying loose fruit and vegetables and buy what you need. * Buying local produce to reduce air miles on purchases. * Check use-by dates to avoid buying food that might get thrown out if not eaten immediately. Reuse of household goods * Use of the Cork County Council's website www.wastematchers.com and similar web sites e.g. www.freecycle.org. * Use of charity shops and free advertiser papers * Set up a local reuse centre in the village for the reuse of local quality household goods. Recycling practices * Highlighting good recycling practices such as washing and crushing items and identification of what can and cannot be recycled. Safe disposal practices * Give unrecyclable goods, medicines, batteries, electronic material to Civic Amenity Centres or disposal schemes. Water Conservation * Installing water saving devices and other water saving actions. * Reducing how much water you use. 15	1,374	654	{ "id": "<urn:uuid:d4d1157c-0934-4243-b5fd-7b4ce97d39a3>", "dump": "CC-MAIN-2017-22", "url": "http://naturesweb.ie/Autumn2011Page15.pdf", "date": "2017-05-22T17:27:40", "file_path": "crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00543.warc.gz", "offset": 261503800, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.998073160648346, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.998073160648346, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3261 ], "fw_edu_scores": [ 3.625 ], "minhash_cluster_size": 2, "duplicate_count": 4 }
STUDY GUIDE:Homeostasis and Internal Regulation KEY TERMS homeostasis negative feedback positive feedback interstitial(=extracellular) fluid intracellular fluid Nitrogenous-waste compounds ammonia urea uric acid excretion elimination osmoconformers osmoregulators contractile vacuole flame cell system nephridia Malpighian tubules Parts of nephron Bowman's capsule glomerulus proximal convoluted tubule distal convoluted tubule loop of Henle collecting tubule glomerular filtration tubular reabsorption tubular secretion ureter cloaca urethra urinary bladder glomerulus tubular excretion thermoregulation ectothermic(=poikilothermic) endothermic(=homeothermic) behavioral thermoregulation physiological thermoregulation vasodilation rete mirable torpor hibernation aestivation QUESTIONS 1. List three main nitrogenous waste products; compare their toxicity and the amount of water that must be expelled in order to excrete each one. 2. What organisms have salt glands? How do they work? 3. For each of the following organisms, specify the type of excretory mechanism possessed: Paramecium, planaria, earthworm, mammal, insect. 4. Draw a diagram of nephron, labeling the following: glomerulus, Bowman's capsule, proximal convoluted tubule, descending limb of the loop of Henle, ascending limb of the loop of Henle, distal convoluted tubule, collecting tubule. 5. Discuss in some detail the process of urine formation in man, explaining how the nephron functions. 6. Summarize the role played by your kidneys in maintaining homeostasis. 7. Describe a model for the sodium-potassium pump and explain how such a pump might work in the cells of the gills of a freshwater fish. 8. State the principle homeostasis and explain why the body's health and survival depend upon the maintenance of homeostasis. 9. Outline the process of temperature regulation in endothermic animals. What are the four general categories of temperature regulation? 10. How does the mammalian thermostat work? Where is this thermostat located? 11. Explain the principle of countercurrent heat exchangers. 12. Are their any invertebrates that regulate their body temperature? If so who are they? 13. Explain the difference between hibernation, torpor and aestivation?	1,049	532	{ "id": "<urn:uuid:ffd77616-fcf8-4b4c-b3c7-39529834a6f3>", "dump": "CC-MAIN-2017-22", "url": "http://phsgirard.org/APbiology/Chapter44/Excretion.pdf", "date": "2017-05-22T17:15:49", "file_path": "crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00541.warc.gz", "offset": 278430456, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.972002387046814, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.972002387046814, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2262 ], "fw_edu_scores": [ 2.921875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Make a Bird Feeder Birds Need a Bird Feeder Holiday Treat! You will need a styrofoam egg carton (put trash to use), a paper punch and twine, string or heavy yarn. Watch this video to view instructions for an Egg Carton Bird Feeder. http://www.associatedcontent.com/video/22941/easy_egg_carton_bir d_feeder_for_kids.html?cat=32 1. Cut off flat top of egg carton. 2. Punch holes in each corner. 3. Tie string on each corner and then gather all strings in center. 4. Fill with bird seed and hang in tree. www.kidsforsavingearth.org Make a Bird Feeder Birds Need a Bird Feeder Holiday Treat! You will need a styrofoam egg carton (put trash to use), a paper punch and twine, string or heavy yarn. Watch this video to view instructions for an Egg Carton Bird Feeder. http://www.associatedcontent.com/video/22941/easy_egg_carton_bir d_feeder_for_kids.html?cat=32 1. Cut off flat top of egg carton. 2. Punch holes in each corner. 3. Tie string on each corner and then gather all strings in center. 4. Fill with bird seed and hang in tree. www.kidsforsavingearth.org Make a Bird Feeder Birds Need a Bird Feeder Holiday Treat! You will need a styrofoam egg carton (put trash to use), a paper punch and twine, string or heavy yarn. Watch this video to view instructions for an Egg Carton Bird Feeder. http://www.associatedcontent.com/video/22941/easy_egg_carton_bir d_feeder_for_kids.html?cat=32 1. Cut off flat top of egg carton. 2. Punch holes in each corner. 3. Tie string on each corner and then gather all strings in center. 4. Fill with bird seed and hang in tree. www.kidsforsavingearth.org Birds Need a Bird Feeder Holiday Treat! You will need a styrofoam egg carton (put trash to use), a paper punch and twine, string or heavy yarn. Watch this video to view instructions for an Egg Carton Bird Feeder. http://www.associatedcontent.com/video/22941/easy_egg_carton_bir d_feeder_for_kids.html?cat=32 1. Cut off flat top of egg carton. 2. Punch holes in each corner. 3. Tie string on each corner and then gather all strings in center. 4. Fill with bird seed and hang in tree. www.kidsforsavingearth.org Make a Bird Feeder Birds Need a Bird Feeder Holiday Treat! You will need a styrofoam egg carton (put trash to use), a paper punch and twine, string or heavy yarn. Watch this video to view instructions for an Egg Carton Bird Feeder. http://www.associatedcontent.com/video/22941/easy_egg_carton_bir d_feeder_for_kids.html?cat=32 1. Cut off flat top of egg carton. 2. Punch holes in each corner. 3. Tie string on each corner and then gather all strings in center. 4. Fill with bird seed and hang in tree. www.kidsforsavingearth.org Make a Bird Feeder Birds Need a Bird Feeder Holiday Treat! You will need a styrofoam egg carton (put trash to use), a paper punch and twine, string or heavy yarn. Watch this video to view instructions for an Egg Carton Bird Feeder. http://www.associatedcontent.com/video/22941/easy_egg_carton_bir d_feeder_for_kids.html?cat=32 1. Cut off flat top of egg carton. 2. Punch holes in each corner. 3. Tie string on each corner and then gather all strings in center. 4. Fill with bird seed and hang in tree. www.kidsforsavingearth.org	1,596	870	{ "id": "<urn:uuid:f3048457-4613-45f9-8b7e-83308cd90cd9>", "dump": "CC-MAIN-2017-22", "url": "https://kidsforsavingearth.org/ecoactivities/birdfeeder.pdf", "date": "2017-05-22T17:14:21", "file_path": "crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00541.warc.gz", "offset": 766984608, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9680247902870178, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9680247902870178, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3194 ], "fw_edu_scores": [ 2.046875 ], "minhash_cluster_size": 2, "duplicate_count": 3 }
Earth Science Reference Tables: Scavenger Hunt!!! Find the following information in your Earth Science Reference Tables. Write the answer and the page you found it on. The table who finishes first will receive 5 points extra credit on their Topographic Map lab. 1) What kind of tectonic-plate boundary runs along South America's western coast? 2) Where in New York State could I find metamorphic rock that dates back to the Middle Proterozoic era? 3) What stream velocity do I need to maintain the movement of a 1.0-cm particle through a stream? 4) What are two possible fates for an igneous rock? 5) Which geologic period gave rise to the climax of dinosaurs and ammonoids? 7) What is the density of Earth's oceanic crust? Include units. 6) If I am 9 x 10 3 km away from the epicenter of an earthquake, how long would it take for an S-wave to hit me, in hours? 8) What percent (by volume) of the earth's crust is made up of magnesium? 9) A mineral is white to pink, cleaves in 2 directions at 90 degrees, and is used in ceramics and class. a. What is its name? b. What is its hardness? c. Does it have a metallic or a nonmetallic luster? 10)What is the chemical formula for biotite mica that contains potassium? 11) What is the temperature of the mesopause, in degrees Celsius? 13)Which color light has the longest wavelength—green, violet, or yellow? 12)How long does it take for Uranus to circle the Sun? 14)At the vernal equinox, what is the latitude of the Northern Hemisphere's 'dry belt'? 17)What is the symbol for freezing rain? 19)Maclurites came to be during this geologic age. 18)The massive continent Pangea began to break up during this geologic age. 20) What happens to atmospheric pressure as you go from the troposphere to the thermosphere? 22) What is Uranium-238's half-life? 21)What is the specific heat of Pb? 23) How much energy is gained by 3 grams of ice when it changes to water? 24) What are the names of two plateaus in New York State? 25) What are some types of sedimentary rock that were formed during the Cambrian period? 26) I have a green igneous rock that has a fine texture and no gas pockets. What is its name? 27) What is the temperature (in Kelvin) of the human body? 28) What pressure (in millibars) is equivalent to 30 inches of mercury? 29) Which has a larger frequency, gamma rays or radio waves? 30) What is the wavelength of green light? 31)What is the New York State fossil? 15)A red dwarf star has a high __________ and a low ____________. 16)I use a psychrometer to measure the relative humidity on a starry summer night. My dry-bulb temperature is 18 degrees Celsius, and my wet-bulb temperature is 19 degrees Celsius. What is the relative humidity, in %?	1,227	674	{ "id": "<urn:uuid:76cd20f8-6aca-4e05-9a90-66185d4f47fe>", "dump": "CC-MAIN-2017-22", "url": "http://reviewearthscience.com/subjects/es/review/files/ESRTScavengerHunt.pdf", "date": "2017-05-22T17:15:18", "file_path": "crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00543.warc.gz", "offset": 315672328, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9961180090904236, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9963266849517822, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1500, 2712 ], "fw_edu_scores": [ 3.765625 ], "minhash_cluster_size": 1, "duplicate_count": 5 }
Matthew J. Walls, DDS 12627 S State Highway 51 Coweta, OK 74429-6476 (918) 486-0039 AGD FACTSHEET : Compiled for you by the Academy of General Dentistry FACT > > > A typical 12-once can of regular soda contains approximately 10 teaspoons of sugar. FACT > > > The average male in the 12- to 19-year age group drinks the equivalent of 868 cans a year. TEEN'S ORAL HEALTH Should I limit drinking soda? YES! Whether at school, home or on the weekends, teens are drinking more soda than they have in the past. In 1977, 12 to 19-year-olds drank 16 ounces of soda a day. In 1996, this same age group consumed an average of 28 ounces a day. Not only is sugar harmful to teeth, acidic flavor additives can also erode and damage tooth enamel. There are simple ways you can limit the harmful effects of sodas. Try sipping soda through a straw. It cuts down on the contact the beverage has with your teeth. Rinse your mouth with water after drinking soda. It can also reduce the risk of cavities. Why should I avoid oral piercings? Tongue piercing remains a teen trend, however it is not always a healthy choice for your mouth. People chip teeth on tongue piercings while eating, sleeping, talking and chewing on the jewelry. Tongue piercing commonly causes fractured teeth. The fracture can be confined to tooth enamel and require a filling, or it may go deeper; in which case, can cause a need for a root canal or extraction. Infections are also common with oral piercings, and they cause more than pain. A tongue can swell after being punctured, however in some cases the tongue becomes infected and swells so much that it may cut off breathing. Unclean piercing equipment can cause other infections, such as bloodborne hepatitis. Why should I make time for healthy habits? Quick meals in the form of "nutrition" bars and fast food help keep you alert and on schedule between school, extracurricular activities and part-time jobs. However, today's fast-paced lifestyle threatens to leave the teen generation with permanent damage to oral and overall health. You can keep travel-size brushes in lockers or back packs. Chewing sugarless gum with xylitol after meals or snacks can also help cleanse your mouth. Drinking water throughout the day can help clean your teeth of excess bacteria and food debris. Teens should be sure to see their dentist at least twice a year. Regular dental visits can help catch minor problems before they become major ones!	1,068	561	{ "id": "<urn:uuid:eb8c324b-b765-43d3-a554-4ac3ef138250>", "dump": "CC-MAIN-2017-22", "url": "http://wallsfamilydentistry.com/wp-content/uploads/2010/09/Teens-Oral-Health.pdf", "date": "2017-05-22T17:24:42", "file_path": "crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00546.warc.gz", "offset": 417509623, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9989621639251709, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9989621639251709, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2471 ], "fw_edu_scores": [ 2.703125 ], "minhash_cluster_size": 29, "duplicate_count": 5 }
Peace Committee Activities supported by COERR * Their routine activity is to meet monthly for coordination and activity planning * Other social activities of Peace Committee comprise * Visit to the sick at home, clinic, dormitories, prisons, etc. * Activity for the Elderly e.g. the Elderly Day, etc. * Activity for the World Peace Day * Sport Competition Day * Friendship Day planning "Forgiveness and Reconciliation" * TOT Training in Ban Mae Surin Camp "Forgiveness and Reconciliation" on January 20, 2012 * Objectives * Awareness of significances of "forgiveness and reconciliation" * Guidelines towards "forgiveness and reconciliation" management * Critical thinking skills in "forgiveness and reconciliation" management Forgiveness and Reconciliation in Religious Perspective 1. Spirituality aspect: Forgiving is to have mercy and become in unity all religions teach people to have mercy towards others and end the conflicts between two sides in order that they can unite 2. Self aspect: Forgiving others will bring peace, calmness and reconciliation to ourselves too 3. Social aspect: Reconciliation with people around us as a reflection of justice, mercy, respect and love 4. Ecological aspect: Treating nature in a friendly and respective way so our good ecology system will remain PEACE BUILDING * Peace building is a long term prevention and solution process. Peace in oneself, family and community will prevent as well as cure social problems so that community members will live in peace. Family problems: HOW TO FORGIVE Forgiveness – needs to come from deep inside the heart of the person. It takes a lot of time and efforts through many leanings and factors till "forgiveness" comes out. DRAWING ACTIVITIES * Telling your stories : Each participant made one drawing and painting in anything representing their grieves, sorrows or pains * Then discuss and exchange in pair about the feeling and emotion in the painting Reconciliation * Reconciliation is caused by apology and forgiveness and living together in harmony and happily * Avoid conflicts * Process of Forgiveness and Reconciliation Techniques in Forgiving Others 1. Immunization through Humbleness and willingness to forgive others to create the following outcomes: – to love others more and to be cared – to give more to others and you will receive more – to forgive others and you will also be forgiven 2. Using more wisdom and consciousness to overcome anger 3. To be more considerate in what to do and decision making 4. To do aerobic exercise such as jogging, etc. to release endorphin and to imagine the happiness when forgiving others comparing to unhappiness when not forgiving 5. To admire oneself for willpower to forgive Forgiveness is a Great Offering * A story was told like this.. A man then slapped his friend. The latter endured pain and wrote these on the sand Two friends travelled together in the desert. One day they happened to disagree and quarrel. "Today, my friend slapped me on the face" Then the journey continued. His friend replied, Later, they arrived at an oasis. While both were taking a bath, the man who had been slapped suddenly got drowned. Fortunately, his friend rescued him. With gratefulness, he carved in a big rock "Today.. My best friend has saved my life." His friend asked in astonishment, "Why did your write in the sand when I slapped you and carve in a rock when I help you?" "When a friend hit me, I should write it on the sand to let the wind of forgiveness blow it away. However, when a good thing like this happens I would like to carve it in the rock so this memory will remain in my heart and however strong wind could not blow it away." Environmental Awareness and Preservation 1. Speaking your mind with sincerity 2. describing impact 3. guiding how to solve the problems Overview: Speaking truth, with proper reasons, for mutual benefit	1,619	831	{ "id": "<urn:uuid:f9cba77b-1192-4a19-8212-407cb9f0c05b>", "dump": "CC-MAIN-2017-22", "url": "http://coerr.org/Eng/activities/Refugees/2012/PDF/Peace%20Committee%20Activities%20supported%20by%20COERR%20en.pdf", "date": "2017-05-22T17:23:55", "file_path": "crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00549.warc.gz", "offset": 71114426, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9836921036243439, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9978160262107849, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 388, 730, 1297, 1510, 1713, 1945, 2122, 2725, 3699, 3906 ], "fw_edu_scores": [ 2.609375 ], "minhash_cluster_size": 1, "duplicate_count": 2 }
Matthew J. Walls, DDS 12627 S State Highway 51 Coweta, OK 74429-6476 (918) 486-0039 I Clean and Fresh Bacteria can live in your mouth in the form of plaque, causing cavities and gingivitis, which can lead to periodontal (gum) disease. In order to keep your mouth clean, you must practice good oral hygiene every day. What is plaque? Plaque is a sticky layer of material containing bacteria that accumulates on teeth, including where toothbrushes can't reach. Many of the foods you eat cause the bacteria in your mouth to produce acids. Sugary foods are obvious sources of plaque, but there are others that you might not realize can cause harm. Starches—such as bread, crackers, and cereal—also cause acids to form. Plaque also produces substances that irritate the gums, making them red, sensitive, and susceptible to bleeding. This can lead to gum disease, in which gums pull away from the teeth and form pockets that fill with bacteria and pus. If the gums are not treated, the bone around the teeth can be destroyed and teeth may become loose or have to be removed. How can I get rid of plaque? The best way to remove plaque is by brushing and cleaning between your teeth every day. Brushing removes plaque from the tooth surfaces. Brush your teeth twice per day with a soft-bristled brush. The size and shape of your toothbrush should fit your mouth and allow you to reach all areas easily. Use an antimicrobial toothpaste containing fluoride, which helps protect your teeth from decay. Clean between the teeth once a day with floss or interdental cleaners to remove plaque from between the teeth, where the toothbrush can't reach. Flossing is essential to prevent gum disease. How do I brush and floss my teeth? The American Dental Association recommends the following techniques for brushing and flossing your teeth: * Bring the floss back toward the contact point between the teeth and move the floss up or down the other side, conforming the floss to the shape of the tooth. Brushing * Place your toothbrush at a 45-degree angle against the gums. * Move the brush back and forth gently in short (tooth-wide) strokes. * Brush the outer tooth surfaces, the inner tooth surfaces, and the chewing surfaces of the teeth. * Use the tip of the brush to clean the inside surfaces of the front teeth, using a gentle up-and-down stroke. * Brush your tongue to remove bacteria and freshen your breath. Flossing * Break off about 18 inches of floss and wind it around the middle fingers of each hand. Hold the floss tightly between your thumbs and forefingers. * Guide the floss between your teeth using a gentle rubbing motion. * When the floss reaches the gum line, curve it into a C shape against one tooth. Gently slide it into the space between the gum and the tooth. www.agd.org * Hold the floss tightly against the tooth. Gently rub the side of the tooth, moving the floss away from the gum with up-and-down motions. * Repeat this method on the rest of your teeth. Is there anything else I can use to clean my mouth? A mouth rinse, in addition to daily brushing and flossing, can increase the cleanliness of your mouth. Antimicrobial mouth rinses reduce bacteria and plaque activity, which cause gingivitis and gum disease. Fluoride mouth rinses also help reduce and prevent tooth decay. Always talk to your dentist about any new products you are interested in trying. Not everyone should use a fluoride mouth rinse. For instance, fluoride rinses are not recommended for children ages 6 or younger because they may swallow them. Always check the manufacturer's label for precautions and age recommendations and talk with your dentist about the use of fluoride mouth rinse. 1.877.2X.A.YEAR At the AGD's Web site, you can search more than 300 oral health topics, post dental questions, sign up for e-newsletters, find an AGD dentist, and more. The AGD's toll-free referral number. Call to locate an AGD member dentist in your area.	1,559	876	{ "id": "<urn:uuid:99bcfd4c-6709-43f2-bf1b-7954b6d51118>", "dump": "CC-MAIN-2017-22", "url": "http://wallsfamilydentistry.com/wp-content/uploads/2010/09/Oral-Hygiene.pdf", "date": "2017-05-22T17:24:33", "file_path": "crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00546.warc.gz", "offset": 417451124, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9979914426803589, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9979914426803589, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3956 ], "fw_edu_scores": [ 3.46875 ], "minhash_cluster_size": 37, "duplicate_count": 5 }
Matthew J. Walls, DDS 12627 S State Highway 51 Coweta, OK 74429-6476 (918) 486-0039 Uh Oh! People risk breaking their teeth or otherwise injuring their mouths while eating, playing, exercising, and participating in other seemingly harmless activities. It's important to understand what to do in case of a dental emergency so that your tooth can be repaired when you are able to see a dentist. What are dental emergencies and how can I avoid them? Dental emergencies can occur when your tooth breaks, cracks, becomes loosened, or is knocked out completely. Sometimes dental crowns come off of teeth. Lips, gums, or cheeks can be cut. Dental emergencies can be avoided by taking simple precautions, such as wearing a mouthguard during sports activities to prevent teeth from breaking or being knocked out, and avoiding hard foods that may crack or break your teeth— whether you have your natural teeth or you wear dentures. Oral injuries often are painful and should be treated by a dentist as soon as possible. What should I do if a tooth is knocked out? If your tooth is knocked out, immediately call a dentist for an emergency appointment. It is important to see your dentist within an hour of when your tooth is knocked out for the best chance of the tooth surviving the trauma. Handle the tooth by the crown (the top), not by the root (the pointed part on the bottom). Touching the root of the tooth can damage cells that are necessary to reattach the tooth to the bone. Gently rinse the tooth in water to remove dirt. Do not scrub the tooth! Place the clean tooth in your mouth between the cheek and gum to keep it moist. It is important not to let the tooth dry out. If it is not possible to Resources www.agd.org store the tooth in the mouth, wrap the tooth in a clean cloth or gauze and immerse it in milk or saline solution (the solution used for contacts). If a baby tooth is knocked out, the tooth should not be replanted. The patient should be seen as soon as possible to make sure there are no remaining pieces of the tooth. with a sandpaper disc. Alternatively, restorative procedures may be needed to fix the tooth. What should I do if my tooth is pushed out of position? If your tooth is loosened and pushed out of position, call your dentist right away for an emergency appointment. In the meantime, attempt to reposition it to its normal alignment using very light finger pressure—but don't force it! How should I handle a chipped or fractured tooth? There are different types of tooth fractures. Chipped teeth are minor fractures. Moderate fractures include damage to the enamel, tissue, and/or pulp. Severe fractures usually mean that a tooth has been traumatized to the point that it cannot be recovered. If you fracture a tooth, rinse your mouth with warm water and use an ice pack or cold compress to reduce swelling. Take ibuprofen, not aspirin, for pain. Your dentist can smooth out minor fractures If you wear dentures and a tooth breaks or chips, wear your spare dentures until you can visit your dentist. If you do not have a spare set or cannot get to the dentist's office soon, use cyanoacrylate (heavy-duty, quick-drying "super" glue) to glue the tooth or the piece of the tooth back into place. Remember—this is only a temporary measure until your dentist can properly repair your tooth and should only be used for dentures! Never attempt to glue a natural tooth or part of a natural tooth back into place! What should I do if the tissue of my mouth is injured? Injuries inside the mouth include tears or cuts, puncture wounds, and lacerations to the cheek, lips, or tongue. The wound should be cleaned immediately with warm water, and the injured person should be taken directly to an oral surgeon for emergency care. If you can't get to an oral surgeon, the patient should be taken to the hospital. Bleeding from a tongue laceration can be reduced by pulling the tongue forward and using gauze to place pressure on the wound. 1.877.2X.A.YEAR At the AGD's Web site, you can search more than 300 oral health topics, post a dental question, sign up for e-newsletters, find an AGD dentist, and more. AGD's toll-free referral number. Call to locate an AGD member dentist in your area. I	1,641	926	{ "id": "<urn:uuid:0ed72957-f522-41af-9530-f53730d6d83f>", "dump": "CC-MAIN-2017-22", "url": "http://wallsfamilydentistry.com/wp-content/uploads/2010/09/Dental-Emergencies.pdf", "date": "2017-05-22T17:24:06", "file_path": "crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00551.warc.gz", "offset": 389659299, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9992457628250122, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9992457628250122, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 4238 ], "fw_edu_scores": [ 2.734375 ], "minhash_cluster_size": 26, "duplicate_count": 5 }
What is CFIDS? What is CFIDS in Youth? Articles & Information Other Resources CFIDS Profiles: Sharon Walk CFIDS Has Been A Challenge to Me By Sharon Walk Originally published in Youth Allied By CFIDS, Spring 1996 My battle with CFIDS has been a long, hard one. Looking back, I had a definite pattern of symptoms, including night time leg cramps and frequent infections, as young as age 10. My activity level was never as high as my friends', but we never suspected that I was "sick." During my sophomore year of high school, I was exposed to mono. I got sick with a flulike illness soon after that. Six weeks later I was still bedridden, and we had no idea what was wrong with me. I had sore throats, swollen glands, fevers, migraines and the most overwhelming fatigue I'd ever felt in my life. The more school I missed, the worse things got. My pediatrician didn't believe that my bizarre set of symptoms was real. The school concluded that I had school phobia and insisted that my mom force me to go. Around that time I met a girl from a nearby town who came to my mom's Girl Scout meeting. She had CFIDS and her mom recognized the symptoms in me. She gave us articles and helped us find a doctor. A few weeks later I was diagnosed with CFIDS. It was such a relief that my illness finally had a name and to know that other people were experiencing the same thing as I was. Unfortunately, the diagnosis didn't end my problems. I was put on home instruction for the rest of that school year. The next fall came and I was still unable to go back to school. The school again said I had school phobia and had me placed in a psychiatric hospital. After a week I signed myself out and tried to go back to school. With each day I went to school, even with a half-day schedule, I got sicker and sicker. A couple of months went by and finally I relapsed. I was back to being totally bedridden. I had so many symptoms, including strange new problems with my memory and concentration. I had trouble talking and thinking clearly. It was so scary. Well, that was my first year of acute illness. I've spent five years since then learning to live with CFIDS. I struggled and finished high school by home instruction. My senior year of high school brought a severe depression. All my friends were driving and getting ready for college and it was obvious to me that I wouldn't be joining them. I felt like the world was leaving me behind. In time, I got tired of being so isolated and I began to search for a way to meet other young persons with CFIDS (YPWCs). I couldn't find any groups for younger patients so I decided to start one myself. The YPWCs I met by starting the group have become my closest friends. I can talk to them when I can't talk to anyone else. As the years have passed I've learned to adjust my life to CFIDS. The first and most important thing I've realized is that I am not my illness; I have to live with CFIDS but not let it control my life. I've had to find a balance between accepting my illness and fighting to get well, and a balance between resting and pushing myself. It's been hard to find a way to accept my illness and the way it limits my life, and still have the motivation to work toward the goals I have set for myself. Unfortunately, as the years have gone by, my illness has gotten worse. I've been basically homebound, although I do push myself sometimes to go out even though I know it may mean a crash. When walking through the mall became impossible, I adapted - now a trip through the mall means getting pushed in a wheelchair. I always try to push my limits and do as much as I can. Often, it's probably not the smartest thing to do, but pushing so much is the only way I can cope. The past few years have brought a new challenge for me. I have developed a rare illness called chronic intestinal pseudo-obstruction. CIP is basically a paralysis of the digestive system. I haven't been able to eat without vomiting since October 1994. The CIP has complicated my life. I seem to live at hospitals lately. Frequent surgeries keep setting me back. I've had a lot of fears about what CFIDS has taken away from me. I didn't think anyone would ever love me enough to be with me through all the downs that my health brings. But last fall, I met a wonderful guy at a church meeting. I was hooked up to my IV nutrition at the time, so there was no way for me to hide that I was sick. I was very honest with Kevin about my illness. I was shocked when he asked to see me again. After our first official date, I knew that I'd found the person I was going to spend the rest of my life with. He proposed two weeks later. I wouldn't change my life for anything because CFIDS has given me much more than it has taken away. The friends I've met through CYA are closer than any friends I had before. CFIDS has been a challenge to me, and I've accomplished more because of my illness than I ever would have if I was healthy. I'm very happy with the person I have become. How do I cope? This quote from a book by Elizabeth Benning sums up my philosophy for living with my illness. "Try to live each day to its very fullest. Look forward with confidence and back without regret. Don't be afraid to be happy. Be the best self that you can be."	1,923	1,185	{ "id": "<urn:uuid:d17224b5-3244-4034-acc0-3f0f792b2ab8>", "dump": "CC-MAIN-2017-22", "url": "http://www.njcfsa.org/wp-content/uploads/2010/08/8-1-CFIDS-Has-Been-a-Challenge-to-Me-S.Walk_.pdf", "date": "2017-05-22T17:37:16", "file_path": "crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00550.warc.gz", "offset": 604822841, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9997791349887848, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9997691512107849, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3419, 5271 ], "fw_edu_scores": [ 2.171875 ], "minhash_cluster_size": 1, "duplicate_count": 3 }
21 April 2016 Green City concepts demonstrated on AIPH/OAiB Garden at Expo 2016 Antalya The International Association of Horticultural Producers (AIPH) and Turkish Ornamental Plants and Products Exporters Association (OAiB) have joined forces to promote Green City concepts on their garden at Expo 2016 Antalya in Turkey. Designed by award-winning garden designer, Nilufer Danis, the 'Green Oasis Garden', which covers over 1,000 square metres, aims to demonstrate the value of 'living green' in cities and promote investment in urban greening around the world. Expo 2016 Antalya expects eight million visitors while it is open from 23 April until 30 October 2016. Visitors to the Green Oasis Garden can see the following concepts in practice: - A green roof which lessens the urban heat island effect as well as capturing particulates and pollutants in the air, producing oxygen and providing insulation to enable energy saving. - Solar panels on the top of the building absorb the sun's rays to generate electricity. - A planted table enables food to grow right where you eat it! The table includes a mix of edible green plants and fruit to encourage healthier and more sustainable living, demonstrating a way to grow your own food at home. - A rain garden provides sustainable drainage to prevent flooding and storm water runoff. - Insect hotels promote biodiversity providing place for hibernating insects like ladybirds and butterflies. - Permeable paving surfaces allow the movement of storm water through the surface and reduce water runoff. - Tree planting provides a habitat for wildlife and helps cool the air, reducing the so called 'heat island effect'. AIPH Secretary General, Tim Briercliffe, comments, "AIPH believes strongly that cities around the world can use plants and the living landscape to tackle the many social and environmental challenges they face. It is our hope that cities from around the world will use the concepts demonstrated in this garden to improve life for their own citizens. Expo 2016 Antalya will be an amazing event and I would recommend that everyone with an interest in greening the future should visit.” OAiB President, Osman Bagdatlioglu, adds, "I am proud to have been involved with Expo 2016 Antalya since AIPH first approved it as an A1 International Horticultural Exhibition in 2008. This region of Turkey is developing rapidly as a major producer of ornamentals and we welcome everyone to come and see us this year." Find out more about Expo 2016 Antalya at www.expo2016.org.tr Tickets are available from https://expoant.com/bilet/expo_tickets.html Contacts Tim Briercliffe, AIPH Secretary General Email: firstname.lastname@example.org Tel: +44 (0) 118 9308956 Mobile: +44 (0) 7885 750324 Website: www.aiph.org Follow AIPH on Twitter@AIPHglobal Notes for Editors: International Association of Horticultural Producers (AIPH) Since 1948, AIPH has united horticultural producers in an international community that thrives to this day. Much has changed in that time. Technologies advanced, cities rose from the ground, and we have become more connected than ever. As a result, our essential bond with nature has been weakened. AIPH strives to reignite and uphold an appreciation of plants that we believe is a basic human instinct. We support the work of grower associations globally and together we champion a prosperous industry, growing plants that enhance lives, advance societies and sustain our planet, for this generation and the next. For further details visit www.aiph.org	1,573	753	{ "id": "<urn:uuid:db266003-6a49-4374-afa3-a088c10a9ac9>", "dump": "CC-MAIN-2017-22", "url": "http://aiph.org/wp-content/uploads/2016/05/PR_Green-City-concepts-demonstrated-on-AIPHOAiB-Garden-at-Expo-2016-Antalya_21Apr16.pdf", "date": "2017-05-22T17:14:17", "file_path": "crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00550.warc.gz", "offset": 13739010, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9966825842857361, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9972107410430908, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2155, 3526 ], "fw_edu_scores": [ 2 ], "minhash_cluster_size": 1, "duplicate_count": 4 }
YEAR 13 INDUCTION TASK Overview of AS-Level Moving Image Arts: Whether assessed through Cinema, Television, DVD or the Internet, Moving Images act as a primary source of information and knowledge about the world. The moving image is a key driver of the creative industries. The rapid growth of digital media technologies has made the creative industries increasingly accessible and attractive. The course is designed to enable pupils to develop their creative and critical abilities through hands-on learning in the craft of ﬁlm-making and/or animation. The subject is anchored in the pupils' creation of their own ﬁlm or animation pieces, which should be informed and inspired by exploring of a range of moving image products. To undertake A-Level Moving Image Arts you must demonstrate creative vision, self-motivation and a willingness to explore new ideas. Students who are successful in Moving Image Arts are characterised by: an imaginative and creative mindset, a strong interest in photography and ICT, good English and analytical skills and a proven and committed work ethic towards coursework. * To complete the Induction task successfully you should consult the 'Photography' presentation and the 'GCSE Genre Factsheet' resources. These are available to you as digital ﬁles which you can collect from the Moving Image classroom - bring a blank disc or USB pen/hard drive with plenty of available space. It is YOUR responsibility to collect these resources. TASK: 'Exploring Genre' (Digital Portfolio) You are required to produce a digital portfolio that is produced as a result of initial research and investigative work that you have undertaken. Your work should be submitted as ONE DIGITAL ﬁle (in either PowerPoint or Pdf format). Firstly you must chose a ﬁlm genre. Select one of the following: Horror / Comedy / Crime / Romance Following this you should research your choice and ﬁnd out as much information as you can about it. You will use this to develop both the written and practical elements of your portfolio. Your Portfolio should include the following sections: Title Page: This should clearly be marked with the Title 'An Exploration of the Horror/Comedy/ Crime/Romance Genre' and your name. Section 1: Written Element - Research: (400 words max.) Based on your research, compose a written report which answers ALL of the following questions. This must be entirely your own work - copying and pasting from Internet sites will NOT be accepted. In support of this section include some visual images within the report that relate to the genre as proof that you recognise the style of these ﬁlms. 1) Brief description of the chosen genre: What is it all about? How would you describe it? 2) What are the key traits and characteristics of this genre: What sort of characters, props, settings and storylines often feature in ﬁlms that belong to this genre? 3) What sort of audience does this genre appeal to? Who are these ﬁlms aimed at? 4) List 4-5 popular and successful ﬁlms that belong to your chosen genre. Section 2: Written Element - Statement of Intent: (200 words max.) - Brieﬂy explain why you have chosen the genre you did - what drew you speciﬁcally towards it? - Based on what you have learnt, how do you plan to put this into practice in taking your own photographs? What props, settings etc. will feature in your images? Section 3: Practical Element - Photography: (10-15 images) Based on your research and using the digital Photography resource provided take a series of photographs that clearly link to the genre of your choice. You should consider creative camera angles, lighting, characters, props and settings as part of this task. Select the best photographs and present 10-15 in your digital portfolio. Section 4: Written Element - Evaluation: (200 words max.) Evaluate your photographs: How successful were you? What challenges did you face? How did you overcome them? If you were to retake the photographs what might you change? Have you enjoyed the experience of researching genre and what have you learnt? How does this link to the A-Level course? The speciﬁcation for AS-Level Moving Image Arts sets forth clear criteria that will be used to assess and mark your coursework. The 'Exploration of Genre' portfolio will enable you to develop your understanding of ﬁlmmaking styles and ability to recognise and analyse genre ﬁlms. It may also inform your decision making in regards to preparing for creating your own ﬁlm through researching, planning and development of storylines, settings and characters.	1,977	961	{ "id": "<urn:uuid:b959cb63-c4c0-4eae-b268-ef482714527b>", "dump": "CC-MAIN-2017-22", "url": "http://portoraroyal.co.uk/Portals/b67032d7-7e92-4e77-89d7-0e74032ca350/MIA%20Task.pdf", "date": "2017-05-22T17:15:28", "file_path": "crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00556.warc.gz", "offset": 295809207, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9979875385761261, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9980548620223999, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2106, 4596 ], "fw_edu_scores": [ 3.203125 ], "minhash_cluster_size": 2, "duplicate_count": 4 }
Let's Talk About... Sepsis in Babies Your baby has been admitted to the hospital because he has a fever. In infants, a fever is any temperature of 100.4 ºF (38 ºC) or higher. It may be caused by a bacterial or viral infection. If it is a bacterial infection, it is called sepsis. The bacteria may be growing in the bloodstream, urine, or the fluid surrounding the spinal cord. It is much more likely that your baby does not have sepsis (9 out of 10 babies do not), but because sepsis can be dangerous in babies, it is best to check. How do you know what's wrong? You may have noticed that your baby is more sleepy, having more breathing difficulty, not eating well, has a fever, and/or is more fussy than usual. These are common signs of either a bacterial or viral infection in a young baby. The doctors want to find out if your baby is ill from bacteria. To do this, your baby will have several tests to study the urine, the blood, and the fluid surrounding the brain and spinal cord. Your baby will receive viral testing and antibiotics because antibiotics fight bacterial infections. Your baby will receive the antibiotics through a tiny tube (IV) placed in the vein of his foot, ankle, hand, arm, or scalp. After 24 to 36 hours, the doctors will know whether or not bacteria has been found in your baby's body fluid. Often, no bacteria are found and your baby can safely go home without antibiotics or other medicines. He probably had a cold or another viral illness. If a bacterial infection is found, you child will receive antibiotics. What happens in the hospital? While your baby is in the hospital, the nursing staff will check up on your baby often. His temperature and pulse will be closely followed. He will be placed on a heart monitor for observation. The nurse will feed your child and change his diapers. If you would like to help feed and change your baby, you are welcome—just ask his nurse. All diapers will be weighed to make sure your baby is making enough urine. He may be given acetaminophen (Tylenol®) to help reduce the fever. Never give your child aspirin because it is linked to a serious liver and brain disease called Reye's syndrome. What happens when my child goes home? Once your baby goes home, he will probably not need medicine or extra monitoring. Sometimes babies with bacterial infections of the blood receive antibiotics at home. You would give these to your baby by mouth or in an IV. Either way, you will receive instructions on how to give these medicines before your child goes home. Your baby should grow and develop normally. Carry through with the directions given to you when your child leaves the hospital. Follow up with his doctor for well-baby visits and when your baby gets sick. Regular hand washing is the best way to prevent infection. Also, make sure people who are sick don't get close to your baby. Children and adults handling young infants should be up-to-date with vaccinations. If you have any questions, please ask his nurse. 1	1,100	644	{ "id": "<urn:uuid:990d505c-4844-4b6c-8897-d32e1bcc5472>", "dump": "CC-MAIN-2017-22", "url": "https://intermountainhealthcare.org/ext/Dcmnt?ncid=520408015", "date": "2017-05-22T18:11:31", "file_path": "crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00556.warc.gz", "offset": 783910502, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.99960857629776, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.99960857629776, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3005 ], "fw_edu_scores": [ 3 ], "minhash_cluster_size": 4, "duplicate_count": 7 }
Sample Lesson #2 What Kind of a Name Is Snickers? How did a candy bar get a name like Snickers? Many years ago, the family of Frank Mars started a candy company. His family lived on a large horse farm. The Mars family trained horses for racing. When Frank was young, he had polio. Polio was a very scary illness. While Frank was getting well, his mother taught him how to dip chocolates. Frank became a confectioner when he grew up. A confectioner is someone who makes candy. Frank and his son came up with a new candy bar. They named it Milky Way. Then, Frank invented another candy bar. He named it Snickers. The Snickers bar became the most popular candy bar in the world! But how did Frank pick those two names? The Milky Way Farm was the family's horse farm. And, Snickers was a favorite horse. Frank named his first candy bar after the farm. He named the other after Snickers, the horse. Frank Mars invented the Snickers candy bar in 1930. Back then, it cost just five cents. The Mars Company has been making the candy bar the same way ever since. It is still the best-selling candy bar in the world. The Mars Company has a new factory. It only makes Snickers and M&M's. The factory can make eight million mini Snickers a day! Snickers has come a long way for a candy bar named after a horse. 88 RI.2.2 1. What is the passage mostly about? A) the Mars family and the family's horse farm B) a new factory that makes Snickers and M&M's C) how a popular candy bar got its name L.2.4 2. Frank’s mother taught him how to dip chocolates. What is another way to say this? A) Frank's mother taught him how to make candy. B) Frank's mother taught him how to ride a horse. C) Frank's mother taught him how to make a kind of dip. RI.2.8 3. Which sentence tells how Frank’s first candy bar got its name? A) Frank and his son came up with a new candy bar. B) Frank named his candy bar after the farm. C) Frank's family trained horses for racing. RI.2.8 4. Which sentence tells how Frank’s second candy bar got its name? A) Frank named his candy bar after a horse. B) It is still the best-selling candy bar in the world. C) The family's horse farm was called the Milky Way Farm. L.2.4 5. A candy bar that is popular is very . well-liked easy costly hard to get RI.2.1 6. How much did a Snickers cost in 1930? RI.2.1 7. What made life hard for Frank when he was a boy? A) There was no candy in those days. B) Frank had an illness called polio. C) Frank's family was very poor. 89	1,020	642	{ "id": "<urn:uuid:40ad6913-17e6-426f-96f5-8dcd273cf636>", "dump": "CC-MAIN-2017-04", "url": "http://simplesolutions.org/pdf/reading/R2%20RdgSmpl%202.pdf", "date": "2017-01-18T20:09:49", "file_path": "crawl-data/CC-MAIN-2017-04/segments/1484560280319.10/warc/CC-MAIN-20170116095120-00435-ip-10-171-10-70.ec2.internal.warc.gz", "offset": 269840625, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9993378818035126, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9993155002593994, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1308, 2504 ], "fw_edu_scores": [ 3.96875 ], "minhash_cluster_size": 2, "duplicate_count": 3 }
Google Spreadsheets Google spreadsheet looks and acts similar to other spreadsheet software. To get started entering content into a cell, just click a cell and start typing. Entering Data To edit a cell that already has content, follow these steps: 1. Choose one of the options below to place the cursor in the cell: o Double-click the cell. o Click the cell and press Enter. o Click the cell and press F2. 2. Edit the cell's content. You can create lines (new lines, or line breaks) within a cell while editing; this is helpful when you want to improve the look of text that involves distinct lines, such as addresses. Here's how: 1. Place the cursor in the appropriate cell. 2. Use one of these browser-specific options to create lines: o In Internet Explorer 7, click Ctrl+Enter. o In other IE versions, or in Mozilla Firefox, click Alt+Enter or Ctrl+Enter. Change Cell Data Type There are several different data types a cell can be, including various currencies, date, time, percentages, and rounding The data type of a cell applies to the whole cell. For example, you cannot have one part of the cell be a currency and the other a percent. To select a different data type for a cell, follow these steps: 1. While editing the spreadsheet, select the cell/s you'd like to change 2. Open the 123 drop-down menu. 3. Select the desired data type. Copy and Paste Google Docs is designed to let you copy and paste text and images between all of your online documents – even if you're going from one document type to another. Since the copying and pasting takes place online, you can copy on one computer, then sign in and paste on another one. Here are some examples of things you can do: Copy a set of cells in a spreadsheet, and paste it into a document as a properly formatted table. Copy something in your school computer and paste it into another when you access your Google Account from your home computer. Access items you previously copied, as long as you were signed in. Keyboard shortcuts: Ctrl-C and Ctrl-V For most copying and pasting, you can use the familiar keyboard shortcuts, Ctrl-C (Copy) and Ctrl-V (Paste). This even works when going from one doc type to another. Formulas One of the primary differences between a table you create in a word processing document to segment data and a spreadsheet is the ability to evaluate data that is entered into cells with formulas. These can include the typical mathematical formulas (add, subtract, multiple, divide) to comparisons (greater than, less than) to more complex statistical and engineering concepts. You can use formulas with text, too, for things like finding a character, splitting the text in a cell, forcing the cell uppercase or lowercase, etc. To add formulas to your spreadsheets, follow these steps: 1. Double-click an empty cell. 2. Click the Formulas button on the toolbar. 3. Select a formula from the list that appears. 4. Click the More link to see additional formulas. The formula is inserted into the cell you selected in step 1 and you can begin to enter symbols and attributes to see the formula computation. One of the most common functions in spreadsheets is to add up values in cells. If you just want to see a sum of a few cells but don't need to record the answer in a formula, you can use the Quick sum feature. Quick sum lets you see the sum of selected cells right in the spreadsheet, without entering any functions or formulas. To use this feature, first go to File > Spreadsheet settings and make sure that your spreadsheet's Locale setting is United States. Then, highlight the cells of data that you'd like to total: The sum appears in the bottom-right corner of the page Source for this handout: https://sites.google.com/a/viedu.org/google/courses http://edutraining.googleapps.com/Training-Home/mo dule -4doc s /cha pter-4/5 -1	1,615	834	{ "id": "<urn:uuid:ff90ee39-c8ad-49c5-9974-b78c0572c9bf>", "dump": "CC-MAIN-2017-04", "url": "http://burltwpsch.org/uploads/56/files/Google%20Spreadsheets(1).pdf", "date": "2017-01-18T20:15:48", "file_path": "crawl-data/CC-MAIN-2017-04/segments/1484560280319.10/warc/CC-MAIN-20170116095120-00436-ip-10-171-10-70.ec2.internal.warc.gz", "offset": 45766094, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.997829407453537, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.997873842716217, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2197, 3853 ], "fw_edu_scores": [ 3.453125 ], "minhash_cluster_size": 2, "duplicate_count": 4 }
Powerful Questions Powerful questions are provocative queries that put a halt to evasion and confusion. By asking the powerful question, the coach invites the client to clarity, action, and discovery at a whole new level. As you can see from the following examples, these generally are open-ended questions that create greater possibility for expanded learning and fresh perspective. Anticipation Evaluation For Instance What is possible? What if it works out exactly as you want it to? What is the dream? What is exciting to you about this? What is the urge? What does your intuition tell you? Assessment What do you make of it? What do you think is best? How does it look to you? How do you feel about it? What resonates for you? Clarification What do you mean? What does it feel like? What is the part that is not yet clear? Can you say more? What do you want? Elaboration Can you tell me more? What else? What other ideas/thoughts/ feelings do you have about it? What is the opportunity here? What is the challenge? How does this fit with your plans/way of life/values? What do you think that means? What is your assessment? Example What is an example? For instance? Like what? Such as? What would it look like? Exploration What is here that you want to explore? What part of the situation have you not yet explored? What other angles can you think of? What is just one more possibility? What are your other options? If you could do it over again, what would you do differently? If it had been you, what would you have done? How else could a person handle this? If you could do anything you wanted, what would you do? Fun as Perspective What does fun mean to you? What was humorous about the situation? How can you make this more fun? How do you want it to be? If you were to teach people how to have fun, what would you say? History What caused it? What led up to it? What have you tried so far? What do you make of it all? Implementation What is the action plan? What will you have to do to get the job done? What support do you need to accomplish it? What will you do? When will you do it? Integration What will you take away from this? How do you explain this to yourself? What was the lesson? How can you make sure you remember what you have learned? How would you pull all this together? Learning If your life depended on taking action, what would you do? If you had free choice in the matter, what would you do? If the same thing came up again, what would you do? If we could wipe the slate clean, what would you do? If you had it to do over again, what would you do? Options What are the possibilities? If you had your choice, what would you do? What are possible solutions? What will happen if you do, and what will happen if you don’t? What options can you create? Outcomes What do you want? What is your desired outcome? If you got it, what would you have? How will you know you have reached it? What would it look like? Perspective When you are ninety-five years old, what will you want to say about your life? What will you think about this five years from now? How does this relate to your life purpose? In the bigger scheme of things, how important is this? So what? Planning What do you plan to do about it? What is your game plan? What kind of plan do you need to create? How do you suppose you could improve the situation? Now what? Predictions How do you suppose it will all work out? What will that get you? Where will this lead? What are the chances of success? What is your prediction? Resources What resources do you need to help you decide? What do you know about it now? How do you suppose you can find out more about it? What kind of picture do you have right now? What resources are available to you? Starting the Session What's occurred since we last spoke? What would you like to talk about? What's new/the latest/the update? How was your week? Where are you right now? Substance What seems to be the trouble? What seems to be the main obstacle? What is stopping you? What concerns you the most about . . . ? What do you want? Summary What is your conclusion? How is this working? How would you describe this? What do you think this all amounts to? How would you summarize the effort so far? Taking Action What action will you take? And after that? What will you do? When? Is this a time for action? What action? Where do you go from here? When will you do that? What are your next steps? By what date or time will you complete these steps?	1,773	1,032	{ "id": "<urn:uuid:952908b1-0084-427b-953c-3161d833697f>", "dump": "CC-MAIN-2017-04", "url": "http://www.coactive.com/docs/resources/toolkit/pdfs/31-Powerful-Questions.pdf", "date": "2017-01-18T20:04:32", "file_path": "crawl-data/CC-MAIN-2017-04/segments/1484560280319.10/warc/CC-MAIN-20170116095120-00434-ip-10-171-10-70.ec2.internal.warc.gz", "offset": 387220998, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9996498823165894, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9996483325958252, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1980, 4597 ], "fw_edu_scores": [ 2 ], "minhash_cluster_size": 8, "duplicate_count": 13 }
198 Sample Lesson #2 I Want to Be "Gee," said the ant. "I'm really bored Of marching to and fro. I want to be a squirmy worm Beneath the farmer's hoe." "Ah," said the worm. "I'm awfully tired of wiggling through the mud. I want to be a bumblebee Inside a flower bud." "My," said the bee. "I've spent all my days Making honeycomb. I want to be a swimming fish And make the lake my home." "Oh," said the fish. "I'm so weary Of paddling with these fins. I want to be a soaring bird Flying high on the winds." "Phew," said the bird. "I'm just fed up With gliding through the sky. I want to be a little child And taste an apple pie." "Now," said the child. "I've had enough Of reading all these words. I want to be a tiny ant, Or worm, or bee, or bird!" RL.3.2 1. What is true of all the animal characters? A) All of them can march, swim, wiggle, and fly. B) They all want to be something else. C) Each one enjoys its work. D) They all wish they were little children. RL.3.4 2. What does the phrase fed up with mean in the text? A) eat a meal with C) angry with B) grocery shop D) tired of RL.3.5 3. What kind of text is this? narrative informational passage poem none of these How do you know? RL.3.4 4. Underline the words or phrases in each part that mean tired. RL.3.3 5. Why does the child want to be an insect or bird? Underline words or phrases in the text to support your answer. RF.3.3 6. Give examples of three pairs of rhyming words from the text. RL.3.4 7. What is a farmer’s hoe ? a rock a gardening tool the fertile soil RL.3.1 8. A pattern is something that repeats. Describe a pattern in the author’s writing. RL.3.1 9. Follow the pattern. Fill in the blanks. "Oh," said the cocoon. "I've waited So long now in the ." "I want to be a little fawn And run all through the ." dark lake park rake 199	924	542	{ "id": "<urn:uuid:5d8be027-0b8a-438c-a914-9482e59b9509>", "dump": "CC-MAIN-2017-04", "url": "http://simplesolutions.org/pdf/reading/R3%20RdgSmpl%202.pdf", "date": "2017-01-18T20:08:33", "file_path": "crawl-data/CC-MAIN-2017-04/segments/1484560280319.10/warc/CC-MAIN-20170116095120-00436-ip-10-171-10-70.ec2.internal.warc.gz", "offset": 256634912, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9995837807655334, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9997135996818542, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 756, 1991 ], "fw_edu_scores": [ 4.21875 ], "minhash_cluster_size": 3, "duplicate_count": 3 }
Suggestions from Southern State Community College Advising and Retention Services on how to be a successful student: * Develop a Positive Attitude. o Think positive thoughts – I can do this! * Attend Every Class. If you miss a class, contact your instructor and find out if it is possible to make up what you missed. * Tomorrow may be too late to make up missed work. DO IT NOW! If it is not possible to make up a missed assignment, do not give up! Meet with your teacher privately to talk about what you can do to make progress. * PARTICIPATE. Be active in class discussion. Share what you have learned. * Learn to Take Better Notes. Compare notes with a classmate or work with a tutor to improve your notetaking skills. * Do Your Homework. Learn to manage your time and see homework as a priority. * Get All the Help You Can. o Ask question whenever you don't understand something. o As soon as you notice you are having difficulty, seek extra help. Try one or more of the following: o Meet with the instructor during his or her office hours. o Sign up for a tutor through the Tutorial Center. o Go to the Math Lab, Writing Lab, and/or Reading Lab. o Study with a classmate who thoroughly understands the material and is willing to work with you. Get To Know Your Teacher. Check the course syllabus to see how your teacher likes to be contacted. Arrange a meeting with your teacher outside of class time. Prepare Well For An Exam. Do your work on a regular basis so that you won't find yourself cramming or unprepared when exam time comes. Create summaries of your class notes to use as reference material when it comes time to studying for an exam. Aim for excellence and, at the very least, your work will be satisfactory. Make a list of topics that will be covered on the exam. Begin studying for your exam as soon as possible to avoid last minute cramming. Only a brief review should be necessary on the day of the exam. Get a good night's sleep, eat well, and relax. Have Strategies for Taking An Exam. Arrive to the exam rested and a few minutes early. Bring all necessary materials. Relax and maintain a positive attitude. Read all the instructions and each question/problem carefully. If you don't understand something, ask your instructor for clarification. If you get stuck while working on a problem, move on to another problem and come back to that one in the end. Don't allow any one problem to consume more time to solve than it should. Learn from the exam as you take it. Answering questions you know may help you answer questions that you are uncertain of. Show all your work and provide clear and thorough explanations when necessary. Answer all questions to the best of your ability (don't leave any answer blank). Don't leave early, check your work as much as time allows. Know Your Progress and Grades. Talk to your teacher about how you are doing. Teachers notice that students who are most successful do the following: * Take personal responsibility for learning. * Attend class regularly and arrive early for class. * Do all of the homework. * Write thorough summaries of class notes after each class, including explanations and examples. * Set aside some time everyday to spend with schoolwork; do problems, rewrite notes, review topics, etc. * Review topics that have been covered. * Read the topic to be covered in the next class. * Ask questions immediately when a topic is not understood. * Work with classmates or friends outside the classroom. * Meet with the instructor for extra help outside the classroom. * Get a tutor to meet with on a regular basis. * Seek help with test anxiety, if necessary. * Eat well, exercise, sleep enough, etc. * Schedule a little time to relax and have fun.	1,478	787	{ "id": "<urn:uuid:3407df7a-fa5e-4bd6-a60f-83fff89e92b0>", "dump": "CC-MAIN-2017-04", "url": "http://www.sscc.edu/services/assets/tips-successful-student.pdf", "date": "2017-01-18T20:18:56", "file_path": "crawl-data/CC-MAIN-2017-04/segments/1484560280319.10/warc/CC-MAIN-20170116095120-00457-ip-10-171-10-70.ec2.internal.warc.gz", "offset": 691002489, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9979654252529144, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9978289604187012, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2601, 3755 ], "fw_edu_scores": [ 2.21875 ], "minhash_cluster_size": 1, "duplicate_count": 11 }
How Can I Help With Homework? - Reward progress; use praise; display good work. - Find out how much and what type of homework is assigned in each class, how students are expected to prepare it and turn it in, and what students can do when they don't understand something; Help your child manage the workload by dividing it into small doses. - Check your child's agenda regularly to be sure that they are using it. - Help your child develop a homework schedule that he or she can stick to. - Talk to your child each day about homework assignments; go over work; see if it's complete; ask questions about it. But don't do your child's homework yourself. - Provide a suitable place for study (if possible, make it quiet and away from the distractions of TV, phone, and loud music). Avoid making homework a punishment. http://parent.sdsu.edu/aboutpi.htm "There are many reasons for developing school, family, and community partnerships. The main reason is to help all youngsters succeed in school and in later life." - Joyce Epstein of Johns Hopkins University Educational Excellence...developing reliable, responsible, and respectful life-long learners, one student at a time Contact the ASFMS Guidance Department for more information: Alan Shawn Feinstein Middle School of Coventry 15 Foster Dr. Coventry, RI 02816 (401) 822-9426 http://asfms.net/ Helping and Motivating Your Child at Home Alan Shawn Feinstein Middle School of Coventry What to Tell Your Child About Study Skills and Succeeding in School Work on time management skills by: Record: organized use your agenda to stay Plan: prioritize tasks Do: complete each task Review: completed check off tasks after Other ways to help you succeed: Study in a distraction-free area. Take good notes and pay attention in class. Learn effective memorization techniques (flash cards, lists, etc.). Work productively with others. Focus on areas that need the most attention (your toughest subjects). Bring necessary materials home, back to school, and then to class. Develop crucial writing, reading, and math skills through practice. Family Involvement in School Research studies consistently reveal that high student achievement and selfesteem are closely related to positive parental participation in education. Parents and schools need to work together so all children can succeed in school. How Can I Make Our Home a Good Place for My Child To Learn? - Have high expectations for your child's learning and behavior, both at home and at school. - Praise and encourage your child. - Emphasize effort and achievement, and be a role model for getting work done before play. - Establish rules and routines in the home. - Monitor television viewing and computer and cell phone use. - Limit after-school jobs and activities. - Encourage your child to share information about school. Try to remember what school was like for you. - Encourage older children to read by reading yourself and by having interesting and appropriate materials available. About Parent Involvement (Epstein) Seven Steps for Motivating Your Child 1. Set proper expectations. 2. Help your child set goals. 3. Show your child that you think school is important. 4. Support your child's learning style. 5. Speak the language of encouragement. 6. Reinforce learning at home and in the community. 7. Encourage your child to be resilient. What about rewards? Parents and teachers alike often use rewards to motivate children to do better in school. These rewards include classroom awards, stickers, and extra privileges. Experts disagree about this. Some say rewards teach children to work only for what they can get out of it, instead of working for internal satisfaction. But others say offering occasional rewards is realistic. After all, most adults do not go to their jobs each day only for internal satisfaction. They go because they need a paycheck to support themselves and their families. The best approach may be to simply take a middle ground. Treat your child to a reward once in awhile, but other times reward him only with a smile, a hug, or a big thumbs-up. 7 Proven Ways To Motivate Your Child To Do Well In School (Click for Article)	1,796	885	{ "id": "<urn:uuid:10417f0c-18fa-40c4-914e-8392e5c1892d>", "dump": "CC-MAIN-2017-04", "url": "http://www.asfms.net/parentworkshops/pdfs/SkillsandMotivationBrochure.pdf", "date": "2017-01-18T20:05:20", "file_path": "crawl-data/CC-MAIN-2017-04/segments/1484560280319.10/warc/CC-MAIN-20170116095120-00452-ip-10-171-10-70.ec2.internal.warc.gz", "offset": 335031292, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9971423447132111, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9974455237388611, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1449, 4207 ], "fw_edu_scores": [ 3.328125 ], "minhash_cluster_size": 2, "duplicate_count": 0 }

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