text stringlengths 151 7.24k | token_count_qwen3 int64 54 2.05k | token_count_original int64 512 2.05k | meta dict |
|---|---|---|---|
Wolcott Public Schools
154 Center Street Wolcott, Connecticut 06716 www.wolcottps.org – 203-879-8183
Children are our Future…
Acknowledgements
Curriculum Writers: Lee Kelsey
We acknowledge and celebrate the professionalism, expertise, and diverse perspectives of these teachers. Their contributions to this curriculum enrich the educational experiences of all Wolcott students.
__________________________________
Mr. Frank Purcaro Director of Student Learning and Teaching
Date of Presentation to the Board of Education: Sept.10, 2015
Mission Statement:
The mission of the Wolcott Public Schools is to promote the academic, social, and emotional development of all students to become contributing members of the global community.
Departmental Philosophy:
The Tyrrell Middle School Art Program encourages students to create, perform, and respond with understanding to visual arts. Students will develop in-depth skills in the visual arts, appreciate the importance of art in expressing the human experience, and be prepared to apply their artistic skills and knowledge in the future.
Course Description:
TMS Art provides a well-rounded art experience, and allows students to experiment with a variety of artistic tools and techniques. In addition to improving technical skills, students are also encouraged to express themselves in a way that adds importance to their work. There is a major focus on two-dimensional media, conceptual thinking, and art appreciation.
GRADE 6
GRADE 7
GRADE 8
Pacing Guide
Essential Questions
1. What are some activities that 'right brain' excels at?
2. How can you train yourself to be better at drawing?
3. Who is Stephen Wiltshire and why is he important?
4. What is the purpose of creating Art? Why do it?
5. How do you interpret Art? Why do you interpret Art?
6. Who is Rene Magritte and why is he important?
7. What are the elements and principles of art/design?
8. How does Art relate to other subjects and skills?
9. Who is Chuck Close and why is he important?
Skills Objectives
Students will be able to:
- Identify and draw 2-D and 3-D shapes including cube, cylinder, and cone.
- Work efficiently with drafting tools including ruler, compass, and protractor.
- Access right brain mode of learning for improved focus and attention to detail.
- Render objects accurately and realistically through direct observation.
- Recognize various styles and movements of Art throughout history.
- Link various artists to their collection of work and artistic style, respectively.
- Describe, analyze, interpret, and judge a work of art using the critiquing process.
-
Integrate significant, meaningful ideas into their art, using strong imagery.
- Express important, personal thoughts by creating self-reflective artwork.
- Utilize precision drawing techniques, like the grid transfer system.
- Experiment with knowledge of elements and principles of art and design.
- Connect Art to other core subjects in an effort to build artistic skills.
Assessments
[That are aligned to the curriculum – this will be done through the data teams throughout the year – no need to do them now, I just wanted to let you know where they will go in the curriculum, as we complete them. Thank you.] | 1,469 | 658 | {
"id": "<urn:uuid:757a27ac-84f3-4b9a-8e20-d3a36f71efe6>",
"dump": "CC-MAIN-2021-43",
"url": "https://content.schoolinsites.com/api/documents/0d362698cc2940fe89f75bc2bac17ff5.pdf",
"date": "2021-10-19T18:19:41",
"file_path": "crawl-data/CC-MAIN-2021-43/segments/1634323585280.84/warc/CC-MAIN-20211019171139-20211019201139-00531.warc.gz",
"offset": 278430088,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9415103693803152,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9973430633544922,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
127,
547,
1483,
1492,
1501,
1510,
1524,
2022,
3000,
3241
],
"fw_edu_scores": [
3.4375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
WHERE THE WILD THINGS ARE INTRODUCTION By Tracy Hanson
"Where the Wild Things Are" was written and illustrated by Maurice Sendak in 1968. What an imagination the main character, Max, has. Do you have a childhood story about something in your bedroom that you imagined at night? Mine was the crocodile that lived under my bed. I had to make sure my hands didn't dangle over the side. Before bed, I laid a path of books and chairs from the bed to the bathroom, just so I wouldn't get eaten!
For blankonblank.org, Maurice Sendak created this wonderful animation entitled, "How do you prevent being eaten or mauled by a monster? I still worry about it." It's about what it's like to be a kid. He says, "I still think the same way I thought as a child. I still worry. I'm still frightened... Nothing changes."
Do you have an imaginary "Wild Thing"? Would you like to draw your "Wild Thing"? In this video you can learn the basics. And this site provides step by step instructions with pictures. Let your imagination go crazy. When you finish your drawing, give it a name. What's your "Wild Thing's" family like, what games does it like to play? Does it ever have any adventures?
Share your pictures and stories with your facilitator and they may share it with us!
WHERE THE WILD THINGS ARE
By Maurice Sendak Redesigned for GMRT by Tracy Hanson
NARRATOR: That night Max wore his wolf suit,
CHILD 1: And made mischief.
CHILD 2: Of one kind,
CHILD 3: And another.
NARRATOR: His mother called him
CHILD 4: "Wild Thing!"
NARRATOR: And Max said:
MAX: "I'll eat you up!"
CHILD 1: So he was sent to bed.
CHILD 2: Without eating anything.
NARRATOR: That very night in Max's room,
MAX: A forest grew, and grew, AND GREW, UNTIL THE CEILING HUNG WITH VINE!
CHILD 3: And the walls became the world all around,
CHILD 4: And an ocean tumbled by.
MAX: "WITH A PRIVATE BOAT!"
NARRATOR: And he sailed off through night and day.
CHILD 1: And in and out of weeks.
CHILD 2: And almost over a year.
MAX: TO WHERE THE WILD THINGS ARE!
NARRATOR: And when he came to the place where the wild things are!
CHILD 3: They roared their terrible roars!
(ALL ROAR)
CHILD 4:
And gnash their terrible teeth!
(ALL GNASH TEETH)
CHILD 1:
And rolled their terrible eyes!
(ALL ROLL EYES)
CHILD 2: And showed their
terrible claws!
(ALL SHOW CLAWS)
NARRATOR: Till MAX said:
MAX: "BE STILL!"
CHILD 3: And tamed with a magic trick.
MAX: Of staring into all their yellow eyes!
CHILD 1: WITHOUT BLINKING ONCE!
NARRATOR: And they were frightened and called him.
ALL: THE MOST WILD THING OF ALL!!
NARRATOR: And made him king of all wild things.
MAX: "AND NOW, LET THE WILD RUMPUS START!!"
(PAUSE)
"NOW, STOP!"
CHILD 3: And sent the wild things off to bed.
CHILD 4
: Without their supper...and
Max
CHILD 1:
The king of all wild things, said:
MAX:
"I'M LONELY!"
NARRATOR
: And wanted to be where someone loved him best of all.
CHILD 2
: Than, all around, from far away, across the world,
NARRATOR:
He smelled good things to eat!! So he said:
MAX:
"I'LL GIVE UP BEING KING OF WHERE THE WILD THINGS ARE."
CHILD 3: But the wild things cried,
CHILD 4: Oh, please don't go!
CHILD 1: We'll eat you up.
CHILD 2: We love you so.
NARRATOR: And Max said:
MAX: "NO!"
CHILD 1: The wild things roared their terrible roars! (ALL ROAR)
CHILD 2: And gnashed their terrible teeth! (ALL SHOW TEETH)
CHILD 3: And rolled their terrible eyes! (ALL ROLL EYES)
CHILD 4: And showed their terrible claws! (ALL SHOW CLAWS)
NARRATOR: But Max stepped into his private boat
CHILD 1: And waved good-bye
CHILD 2: And sailed back almost over a
year,
CHILD 3: And in and out of weeks and
through a day
MAX: And into the night of my own room!
CHILD 4: Where he found his supper
waiting for him,
MAX:
"And it was still hot!"
GMRT and it's script format are licensed under the Creative Commons and can only be used by licensed facilitators. | 1,999 | 1,069 | {
"id": "<urn:uuid:4889a31d-2f77-4600-99e5-665ea590f1f2>",
"dump": "CC-MAIN-2021-43",
"url": "https://ngge.org/wp-content/uploads/2021/06/Where-the-Wild-Things-Are.pdf",
"date": "2021-10-19T18:09:02",
"file_path": "crawl-data/CC-MAIN-2021-43/segments/1634323585280.84/warc/CC-MAIN-20211019171139-20211019201139-00533.warc.gz",
"offset": 580797783,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9969515681266785,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9986408352851868,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1301,
1858,
2515,
3274,
3952
],
"fw_edu_scores": [
2.734375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
MONDAY – STRENGTH AND RESILIENCE
'Tough times don't last. Tough people do.' We have all faced many challenges over the last few weeks and we have found ways to overcome them. We would like you to celebrate your strength today and make some plans for the future.
#croesywellbeingweek
Strength/ Resilience
Activity 1
* Create your own VISION BOARD. Where do you want to be in one year's time? What are you goals and aspirations? What do you need to get there? Use a range of materials, inspirational quotes and images to help you stay on target.
#croesywellbeingweek
* Make a wish list- What crazy and exciting things would you like to accomplish before you are thirty?
o Find a creative place and do a crazy brainstorm.
Consider all of the following:
o Involve your friends and family.
-Places you would like to visit
-Foods you would like to taste
-Movie scenes you would like to experience in real life
-People you would like to meet
-Skills you would like to learn
-Activities you would like to try
* Create a Banksy work of art! Study how cartoonists in papers and magazines and artists such as Banksy are communicating messages about Covid19. Can you make a Banksy inspired piece of art to communicate the strength and resilience shown by us all during lockdown?
#croesywellbeingweek
Take a break bingo! How many of these strategies have you tried today?
#croesywellbeingweek
Create an obstacle course around your house and garden, blindfold someone and direct them around the course. If it's too easy, give them a time limit! The blindfolded people are forced to rely on the advice and support of others to complete the course. You will get it wrong; you might even fall over but you are resilient, so you get back up and start again!
#croesywellbeingweek
Make a mindfulness jar
When the glitter jar is unshaken, the glitter is settled peacefully at the bottom of the jar. You can see clearly through it. The glitter can represent thoughts. When we're feeling angry or upset (shake the bottle.) Our thoughts swirl around so we aren't able to think clearly. Watch the glitter though, it always settles. And as you watch the glitter settle, notice the mind settling too. When the glitter returns to the bottom of the jar, you will feel calmer and can think more clearly.
You will need:
Clear glue
A jar or bottle with a lid
Glitter and a funnel
Warm water from the tap
2 drops food colouring
1. Fill your bottle about 1/8 to 1/3 full with glue. The more glue you add, the longer it will take for the glitter to settle after shaking.
Method
2. Add glitter, start with a tablespoon or so. Take a deep breath as you watch your child pour glitter everywhere but insid e the bottle. PS: a slightly damp paper towel wipes up fine glitter pretty well. A vacuum works even better.
3. Fill the bottle the rest of the way with warm water. At this step, before filling the bottle all the way, you can leave a little less than an inch of space at the top of the bottle, cap it, and shake it to see if you want to add more glitter, more glue, or just more water.
4. When the bottle is full up to the neck with water, glitter, and glue, cap it. I recommend using a hot glue gun to seal the cap closed. I did this by applying a single ring of glue all around the top threading and then screwing the cap on. | 1,259 | 761 | {
"id": "<urn:uuid:49dde7f8-d8e2-4f2b-ba44-4fd19a32bd82>",
"dump": "CC-MAIN-2021-43",
"url": "https://sealcommunity.org/sites/default/files/resources/WWMonday.pdf",
"date": "2021-10-19T18:37:23",
"file_path": "crawl-data/CC-MAIN-2021-43/segments/1634323585280.84/warc/CC-MAIN-20211019171139-20211019201139-00532.warc.gz",
"offset": 674562343,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.995994508266449,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9983653426170349,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
284,
570,
1009,
1298,
1392,
1775,
3322
],
"fw_edu_scores": [
2.65625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Your mother was right! Health tips from mom
Do you ever wonder if some of the health advice your mom gave you growing up was actually correct?
On this Mother's Day, we credit those moms who really do know a thing or two about child health.
1- Give your child chicken soup when she is sick.
There is merit to chicken soup. Children need to drink extra fluids when they are sick. Fevers, coughs, diarrhea, vomiting, and infections all can contribute to dehydration. Chicken soup is a great tasting fluid, has electrolytes (salt), and the vegetables that you cook in it leak all of their vitamins into the soup. Basically this is homemade "smart water" heated up. An added bonus: the chicken gives kids protein they need to fight infection.
If your child does not like chicken soup, you can hydrate them with water, apple juice, or milk (yes, kids can drink milk even if they have a cough or a fever).
2-Wear your gloves.
Moms do know how to dress kids for cold weather. Gloves are important because fingertips are at risk for frostbite. So are noses, but you can't put gloves on that appendage.
3- Give honey for a cough.
We have written about this before- honey beats out placebo and even cough medicine in a few studies of parents' perception of children's sleep when sick with a cough. You can put it into tea, warm or cold milk, or give it straight off a spoon. Just be sure to brush their teeth afterward. And we remind you to NOT give honey to babies younger than one year of age because of concern for infant botulism.
4- Get some Vitamin D.
While we advise sunscreen for when your kids play outside, she is right that vitamin D , which comes from sun exposure and certain foods, is important. It not only contributes to bone health, but also modulates the immune system. Just focus on providing vitamin D-containing foods rather than tanning sessions.
5- Turn that music down. High frequency hearing loss is related to exposure to loud noises over time.
6- Take that out of your mouth!
"That" might refer to toys or a kids' own fingers. Babies and toddlers, of course, developmentally need to mouth objects as part of exploration, and some soothe their gums while teething as they chomp on their fingers or on large, non-chokable toys. Your job is constant supervision to prevent them from placing small chokable or toxic objects (button batteries) into their mouths. Unfortunately, older kids have been known to put necklace beads, coins, game pieces, and their own fingers in their mouths. Some bite their nails or suck their thumbs. Your mom was right when she told you to "take that out of your mouth" in effort to avoid germ spread and to avoid choking.
7- Your nose is runny because it's cold outside. While kids can't catch a cold virus from cold temperatures, cold temperatures can cause a nose to run. This phenomenon, dubbed vasomotor rhinitis, occurs when the vessels in the nose dilate and cause congestion.
8-Take a nap.
Just like a little exercise goes a long way to improving health, a little nap can go a long way to restoring your energy level. Young kids tend to give up naps anywhere from 2 to 5 years old. If they are sleeping well overnight and are not sleepy during the day, they don't need naps anymore. However, sometimes even after they give up nap time, kids fall behind on sleep: from illness, from a later bedtime due to a social event, or homework. A short nap can help them catch up on sleep and thus improve their mood and help their brains retain new knowledge. Just be aware that if you let your child nap for too long or too close to bedtime, they might have difficulty falling asleep that night which can put them in a vicious sleepy cycle.
Happy Mother's Day – may you moms get a nice little nap today!
Julie Kardos, MD and Naline Lai, MD ©2019 Two Peds in a Pod® | 1,439 | 885 | {
"id": "<urn:uuid:a9dbd9c0-327c-469c-8580-83784af4337e>",
"dump": "CC-MAIN-2019-26",
"url": "https://twopedsinapod.org/tag/mom-health-tips/?print=pdf-search",
"date": "2019-06-17T22:38:53",
"file_path": "crawl-data/CC-MAIN-2019-26/segments/1560627998581.65/warc/CC-MAIN-20190617223249-20190618005249-00549.warc.gz",
"offset": 628670774,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9980127811431885,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9987011551856995,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
741,
2697,
3870
],
"fw_edu_scores": [
2.859375
],
"minhash_cluster_size": 2,
"duplicate_count": 1
} |
A typical day at middle school ②
Punctuality is expected at schools in Japan. Check with your child's school and write in the usual time for ※
each activity.
Students arrive punctually at school wearing their school's uniform Travel to and from school is on foot. (see p. 20).
If your child must be absent or late, or must leave school ※ early, please inform the school. (see p. 30)
Depending on the school, students who live far from school ※ may be allowed to use a bicycle. Students who commute by bicycle are expected to wear a helmet and ride safely.
Morning Meeting: daily announcements and messages from supervising teachers. Students take turns chairing the meeting.
Several times a month morning assemblies 1 period is 50 minutes, and and meetings of various student bodies are held.
1 day consists of 5-6 periods, with 4 periods in the morning.
Morning Greetings：
Lunch
There is a ten-minute break between classes.This is to get ready for the next class and to move to special classrooms (such as those for science, cooking, and computers). Students may also use the toilet at this time.
Schools in Aoi and Suruga Wards and part of Shimizu Ward serve lunch to all students, and those in most of Shimizu Ward serve lunch only to those who need it.
※ （ ） Lunch fee: around 4500 yen month：
Schools that serve lunch have a lunch The lunch system varies by duty rotation in which students wear school and area. Please check a mask and white robe to carry and with your child's school. distribute lunch trays.On Fridays, students bring their lunch duty clothes home to be washed and brought back on Monday.
Cleaning
Varies from school to school. ※
White smock and mask
Box lunches from home are occasionally required.See p. 32.
：
Afternoon classes begin.
Afternoon Meeting：
※
Only on days with 5 class periods.
The day's studies, materials, and homework are confirmed and noted in students' daily journals. Supervising teachers make announcements.
：
※On days with 6 periods, club activities begin at:
After school students participate in club activities. Students may also choose not to join a club. After-school assemblies, student body meetings and committee activities are held several times a month.
Club activities end at different times depending on the time of year. Check with your child's school for details.
Examples of Clubs These vary from school to school. 【 】※
〔
〕
Sports Clubs
(boys) Soccer (boys) Baseball
Basketball
(boys and girls separate
Tennis
）
）
(boys and girls separate
Track and Field
Swimming
Softball
(girls)
〔 〕 Examples of cultural clubs
Band
Art
Computers
Natural Science
）
Volleyball
(boys and girls separate
）
Table Tennis (boys and girls separate
Judo
Kendo (Japanese fencing)
The purpose of club activities is not only to win at competitions, but also for club members to extend their skills and learn how to work with people of different ages.
No club activities are held on Monday and, for some schools, Thursday. | 1,352 | 664 | {
"id": "<urn:uuid:bdac14a9-2891-411c-96ae-c883369dbebf>",
"dump": "CC-MAIN-2019-26",
"url": "https://gakkyo.shizuoka.ednet.jp/siryo/english/english11.pdf",
"date": "2019-06-17T23:07:57",
"file_path": "crawl-data/CC-MAIN-2019-26/segments/1560627998581.65/warc/CC-MAIN-20190617223249-20190618005249-00553.warc.gz",
"offset": 443640211,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9980708360671997,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9989258050918579,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1778,
3010
],
"fw_edu_scores": [
2.390625
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
9010
Energy and Sustainable Management
The District recognizes that energy and resource management is the primary and most important step toward fostering a sustainable future. Conservation and efficient use will result in getting the most value out of every single unit of energy, water, materials, or other resources used. Proactive management of energy and resources will help ensure that educational programs and support services can be effectively delivered while both conserving energy and saving resource dollars.
Optimizing existing funding sources through effective energy and sustainable management is a priority. Therefore, the District will implement energy and resource management measures to help control rising costs, enhance comfort and safety, reduce environmental impact, increase the value and performance of its buildings, and ensure the long-term sustainability of the District.
Adopted: February 8, 2010
Reviewed: August 10, 2015
Energy and Sustainable Management Process
The district accepts responsibility for developing and enforcing programs and procedures for energy conservation and sustainable resource management which demonstrate respect for our environment. District leadership will encourage administration, employees, students, and volunteers to be informed and to act as "smart savers" as well as "wise consumers" in the district and the community; success in this effort will require cooperation at all levels.
The Buildings and Grounds Department will develop and recommend district-wide procedures and guidelines to facilitate energy conservation and sustainable management goals, programs, training, education, software applications, and capital improvement projects. Objectives:
- Reduce or eliminate energy and resource waste to help maintain safe, healthy, and durable learning environments.
- Decrease expenditures through energy and resource cost savings, utility rebates, energy source purchasing plans, and renovate or construct facilities to optimize the use of energy and resources.
- Maintain accurate records of energy and water consumption by facility and their associated costs.
- Evaluate and report energy conservation and sustainable management progress.
- Assess and analyze energy and resource performance and capital improvement projects.
- Set energy conservation and sustainable management goals.
- Work with architects and design teams in evaluating potential energy conservation strategies for new and renovated building projects during the design and construction processes.
- Encourage energy conservation and resource management understanding among staff and among students at all grade levels.
- Assist implementation of energy conservation and sustainable management action plan(s).
- Recognize energy and sustainable management achievements.
- Comply with applicable local, state, and federal guidelines.
- Consider USGBC LEED practices for healthier, more productive places, and reduced stress on the environment by encouraging energy and resource-efficient buildings.
- Partner with local utilities to explore rebate programs that are available to the district. | 1,340 | 523 | {
"id": "<urn:uuid:33cf20be-3e1f-4723-beb5-ae6a1a8e53a1>",
"dump": "CC-MAIN-2019-26",
"url": "https://cdn.dbqschools.org/wp-content/uploads/2014/11/schoolboard-9010EnergyandSustainableManagement.pdf",
"date": "2019-06-18T01:56:45",
"file_path": "crawl-data/CC-MAIN-2019-26/segments/1560627998600.48/warc/CC-MAIN-20190618003227-20190618025227-00002.warc.gz",
"offset": 389847866,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.990158885717392,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9897473454475403,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
961,
3145
],
"fw_edu_scores": [
2.390625
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Storm Season begins in October and ends in March. However it is still possible to have heavy storms after the storm season.
Channels were built to protect your neighborhood from rainstorms that have historically flooded your community.
Channels are an infrastructure similar to a freeway and are not to be used for recreation.
For more information please visit our website at www.ocflood.com or www.ocfa.org Or call the OC Flood Program Office at (714) 647-3996. g
Version 1, 2013
CHANNEL
RIVER & CREEK
SAFETY AWARENESS
Stay
Out!
Stay Alive!
Hidden Dangers of Orange County's Flood Control System
Fact: Children ages 5 to 15 comprise the highest percentage of victims that the swift water rescue teams respond to.
Beware!
Channels and rivers can fill up fast from empty to full when it rains or when water is released from a dam or reservoir.
Channels are very dangerous. Slow trickling water can quickly turn into strong rapid flowing water.
When water rises above your shoes, it can sweep you away into the ocean.
Once you fall, you are in survival mode.
You can become severely injured from debris, slamming into a barrier, or from swallowing pollutants.
Channels can change shape and go underground where you can't be found.
You can get trapped in a "pit" and spin endlessly in whirlpool motion and drown.
Nobody, not even strong experienced swimmers, can swim out alive of an operating flood control channel
Warning!
What if you see someone fall into the water?
IMMEDIATELY CALL 911!!!
Tell the 911 operator that someone who fell into the channel is being swept downstream and that Swift Water Rescue Teams need to respond.
Give detailed information about where you saw the victim go in, what the victim was wearing, and nearest stree name, etc.
If possible, throw something that floats to the victim, such as a boogie board, styrofoam ice chest, basketball, or other unattached objects.
DO NOT GO INTO THE WATER AFTER THE VICTIM (YOUR FRIEND OR PET)!
Do not try to pull the victim out with your hands, rope, or similar device.
Do not attach anything to yourself and toss it to a victim in the water. The force of the current will pull you in.
What if you fall in?
Never get into this situation!
Remain calm. Don't waste energy yelling for help after you have been spotted by someone.
Get ready to be rescued.
Try to float on your back with your legs straight and your feet pointed downstream.
Use your legs to shove yourself away from obstructions.
Keep your head up so that you can see where you are going.
Watch for obstacles and debris! If a tree or other stationary object is blocking the channel, forcing water over it, try to flip over on your stomach and approach the obstacle head-on, crawling over the top of it. Most victims in swift water die when they get pinned against obstacles, or get trapped in submerged debris and vegetation. | 1,187 | 618 | {
"id": "<urn:uuid:5ea92228-ba22-42ca-9fd5-21098f0c1073>",
"dump": "CC-MAIN-2015-40",
"url": "http://ocpl.org/civicax/filebank/blobdload.aspx?BlobID=29158",
"date": "2015-10-13T11:58:40",
"file_path": "crawl-data/CC-MAIN-2015-40/segments/1443738006497.89/warc/CC-MAIN-20151001222006-00149-ip-10-137-6-227.ec2.internal.warc.gz",
"offset": 229781821,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.998711496591568,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9992154240608215,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
605,
2881
],
"fw_edu_scores": [
3.078125
],
"minhash_cluster_size": 2,
"duplicate_count": 12
} |
Singapore's Newest Temple Inaugurated With a Flourish
Category : June 1987
Published by Anonymous on Jun. 02, 1987
Singapore's Newest Temple Inaugurated With a Flourish
Rajathurai, R. Indian shops in Singapore are concentrated in an area known as "Little India," and Serangoon Road has become familiar to tourists as the "street of temples." There are three temples on this road: Sri Veeramakaliamman, Sri Sreenivasa Perumaland the Sri Vadapathirakaliamman. The Sri Veeramakaliamman Temple which was recently rebuilt held its Maha Kumbhabhishekam on February 8.
This temple is about 100 years old and was built by early Indian settlers who had come to live in a foreign land. They brought their religion and culture with them and warned to recreate in Singapore what they had been accustomed to back home. Recently, the temple was completely rebuilt at a cost of 2.5 million Singapore dollars. A prominent part of the new temple is the Rajagopuram or entrance tower, an important feature of South Indian temples.
The presiding deity of the temple is Veeramakaliamman, one of the forms of Kali, who protects the virtuous and destroys the evil. Her presence provided early immigrants a sense of security in a new land. There are also 18 other deities in this Shakta temple including Sithi Vinayagar, Balasubramaniyar, Visalakshi and the Nuvagrahangal (the nine planets).
The first campaign to raise funds was launched in 1976, and it has taken ten years to complete the project. Mr. K. Selvakumar (31), son of the temple President, is credited with much of the organization and planning for temple construction and Kumbhabhishekam preparations. He whole-heartedly undertook the large and challenging task and the result was a beautiful temple, built in the traditional style, with detailed sculptural works. The statues, panels and freezes are something unique in the art of temple building in Singapore.
page 1 / 2
The Hindus of Singapore will enjoy this special place of worship. As for the tourists-they will not have to go far to study a Hindu temple, there is now one in the heart of "Little India."
page 2 / 2 | 930 | 522 | {
"id": "<urn:uuid:f7b0e234-fde5-4816-8b90-fb6275c09dcd>",
"dump": "CC-MAIN-2015-40",
"url": "http://hinduismtoday.com/modules/smartsection/makepdf.php?itemid=423",
"date": "2015-10-13T11:56:11",
"file_path": "crawl-data/CC-MAIN-2015-40/segments/1443738006497.89/warc/CC-MAIN-20151001222006-00149-ip-10-137-6-227.ec2.internal.warc.gz",
"offset": 142951499,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9983265399932861,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9981493949890137,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1945,
2149
],
"fw_edu_scores": [
2.015625
],
"minhash_cluster_size": 2,
"duplicate_count": 19
} |
What is a Roundabout?
A roundabout is a circular intersection designed to slow traffic while lowering delays. Operations are improved by smooth flowing traffic, with less stop and go than would be experienced at a signalized intersection. A roundabout can improve safety for vehicles, pedestrians and bicyclists. Their advantage also lies in providing a more aesthetically pleasing intersection design, since there is less pavement and the center island offers an opportunity for landscaping features that create a distinctive entry point to a community. .
Center
Island
Entry
Lane
Exit
Lane
Yield
Line
Truck
Apron
Median
Island
Crosswalk
Circulatory
Roadway
The general principle behind using a roundabout is Yield at Entry. A motorist approaching a roundabout must slow down, yield to pedestrians in the crosswalk, and yield to traffic already in the roundabout. Then, when a gap in traffic is present, it's a simple maneuver similar to a right turn onto a one way street. Once in the roundabout, proceed around the center island and take the desired right hand turn.
Roundabouts are designed to accommodate large vehicles including fire trucks. The paved "truck apron" around the center island is intended to provide extra space for the trailing wheels of large trucks while driving around the roundabout.
Do not enter the roundabout when emergency vehicles are approaching on another leg; allow vehicles in the roundabout to clear in front of the emergency vehicle.
For additional information on Roundabouts contact: City of Clive Public Works Department 9289 Swanson Blvd. Clive, Iowa 50325-6917 515-223-6231 or go to http://www.ci.clive.ia.us
City of Clive
Roundabouts
General Information & Driving Instructions
Motorist:
Upon approaching the roundabout, stay to the right of the median island and SLOW DOWN to 10-15 mph. Be sure to look for pedestrians in the crosswalk.
Before you enter the roundabout, YIELD to traffic on your left in the roundabout. Remember to be prepared to stop if there is not a sufficient gap in circulating traffic.
All traffic is moving in a counter clockwise direction. ENTER the roundabout when there is sufficient gap. Continue safely around the roundabout to your exit. NEVER STOP in the roundabout.
Look for your Street. Use your right turn signal and EXIT the roundabout carefully. Watch for pedestrians in the crosswalk and stop for them. Do not accelerate until after crossing the pedestrian crosswalk.
Pedestrians:
* Always use the sidewalk. Never walk in the roundabout or to the center island.
* Cross the street to the median island; it's there to provide you with a refuge between lanes.
* When crossing the street that enters the roundabout look to your left for approaching vehicles. You have the right of way when you're in the crosswalk, but be careful. Make sure that drivers can see you and stop for you.
* When crossing the street that exits the roundabout, look to your right or towards the roundabout for approaching vehicles.
Bicycles:
Although there are no bicycle lanes within the roundabout, bicyclists can choose to use the shared bicycle/pedestrian path and crosswalks, or ride through the roundabout, depending on their level of comfort in traffic. Bicyclists using the street shall follow the same rules as motorists. Bicyclists using the shared bicycle/pedestrian path shall follow the same rules as pedestrians. | 1,372 | 728 | {
"id": "<urn:uuid:5d335809-6b71-43d3-ad18-5e0a649382d9>",
"dump": "CC-MAIN-2015-40",
"url": "http://www.cityofclive.com/home/showdocument?id=225",
"date": "2015-10-13T11:56:49",
"file_path": "crawl-data/CC-MAIN-2015-40/segments/1443738006497.89/warc/CC-MAIN-20151001222006-00163-ip-10-137-6-227.ec2.internal.warc.gz",
"offset": 476601366,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9981983006000519,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9984926581382751,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1731,
3403
],
"fw_edu_scores": [
2.5
],
"minhash_cluster_size": 2,
"duplicate_count": 13
} |
Human Resource Management (HRM) – Harrods
Harrods has been in business for over 160 years. It employs 4000 employees with an additional 3,500 agency and concession employees. In 2010 Qatar Holdings purchased Harrods from Mohamed Al-Fayed. The new owners are strongly committed to all of Harrods' employees. They recognise that engaged employees are essential to the continuing success of the business. Such employees are likely to be happy and consistently high performers who want to progress their careers with Harrods. Managing employee relationships is the role of the Human Resources department. Harrods' Human Resources department adopted a variety of methods to increase employee engagement. Human Resource Management is a process of valuing and developing people at work. It covers all aspects of developing employees, including three important steps:
1. Recruitment and selection - attracting suitable new employees.
3. Development - developing all employees to build their careers with Harrods through identifying career progression opportunities.
2. Performance - enabling employees to perform their roles to the best of their ability by keeping them informed and providing relevant training opportunities.
In 2009 the MacLeod Report, 'Engaging for Success', was published which has been very influential in Human Resource Management. One of its major findings was to highlight how businesses benefit by involving employees in all aspects of decision making. This involvement is commonly referred to as employee engagement or
Harrods to investigate its employee relations, participation. This prompted managers at
in particular its employee turnover.
Employee turnover measures the rate at which employees leave their employer, usually over a one year time period. The statistics indicated that Harrods needed to take action to improve employee engagement and reduce its employee turnover. A high employee turnover rate has significant cost and performance implications to a business. These include the costs of recruitment, the loss of expertise and the increased need for training new employees. Following this investigation, Harrods carried out its first comprehensive employee survey to find out what they thought about working at Harrods. The employee survey has now become an integral aspect of Harrods' Human Resource Management programme. The survey results were used to create strategic plans for change focused on improving employee engagement and trust.
The opportunities for managers and employees to be engaged in sharing their views and ideas is summarised in the table.
Questions
1. What is the role of the Human Resources department?
2. Explain the term 'employee turnover' and give examples of why high employee turnover could have a negative impact on a business.
3. Describe some of the different communication methods used to create employee engagement at Harrods. Which of the communication methods at Harrods do you think would have the most impact?
4. Analyse why it is important for businesses like Harrods to evaluate its employee communications using, for example, an employee survey.
Task
In a small team create a presentation, either on computer or on flip-chart paper, which explains the role of the Human Resources department. For each item mentioned explain how important this role is to overall success of the business.
What have you learned?
Create some revision cards of the main learning points from today's session. | 1,471 | 640 | {
"id": "<urn:uuid:0304aebd-364b-417f-9df4-e26fe11f350a>",
"dump": "CC-MAIN-2015-40",
"url": "http://download.businesscasestudies.co.uk/retrieve_harrods_18_aGFycm9kcy90ZWFjaGVycy8xOC9sZXNzb24tcmVzb3VyY2UtaHVtYW4tcmVzb3VyY2UtbWFuYWdlbWVudC5wZGZ8fA==",
"date": "2015-10-13T11:55:24",
"file_path": "crawl-data/CC-MAIN-2015-40/segments/1443738006497.89/warc/CC-MAIN-20151001222006-00174-ip-10-137-6-227.ec2.internal.warc.gz",
"offset": 90799389,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9983748197555542,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9983633756637573,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2602,
3478
],
"fw_edu_scores": [
2.046875
],
"minhash_cluster_size": 3,
"duplicate_count": 4
} |
Art Conservation and protecting historic interiors
Often the simplest solution is the best solution. Sarah Freshnock, a Winterthur/ University of Delaware Program in Art Conservation (WUDPAC) Fellow majoring in preventive conservation, experienced this after she was asked to devise a way to protect frakturs and other light-sensitive historic objects from damaging, unfiltered visible light streaming through the two windows in the Winterthur's Fraktur Room.
Sarah's project stemmed from decisions made in 2014, when the museum replaced 410 storm windows and approximately 800 wooden shutters on the 175-room building's exterior. At the time, bronze-colored plexiglass was affixed, with screws, to the interior frames of the museum's windows increasing light filtering protection for the objects inside and solving an aesthetic challenge for the exterior. In the Fraktur room, located in the original 1841 portion of the mansion, an exception to this protocol was necessary. In this room, the windows were not 20th-century additions, but rather artifacts from the historic 1783 Hottenstein house in Pennsylvania. Screwing into these frames was not considered preservation appropriate.
Other options involved hanging either a fabric curtain or light-filtering film from a pressure fit curtain rod between the window and existing drapes. The materials used for either option would need to be identified as conservation appropriate, and their application would impact the room aesthetics. However,
For a variety of reasons, the light filtering challenge in the Fraktur Room was never addressed. This year, Sarah was asked to research potential solutions. She prepared three options for the museum to consider. One of these was to remove the storm windows and place the plexiglass between the inner and outer windows without drilling into the historic window frames or sashes. This work could be done quickly, but it could not be easily reversed and would result in windows that looked different from most of the rest of the house.
unlike the plexiglass option they could be easily altered if a better solution is found in the future.
After researching the various light filtering options, Sarah presented them to the museum's Room Committee. The committee members then expressed a variety of different aesthetic and logistical opinions. To assist in the next step of decision making, Sarah will work with the preventive conservation team to test different material options for the com mittee to consider. This experience has been a wonderful learning opportunity for Sarah as she got to research a creative solution to a unique problem and present the options to a group of invested stakeholders for consideration.
The University of Delaware's Art Conservation Department educates and trains professional conservators who are well versed in the treatment, analysis, documentation, and preven tive conservation of individual artifact and archive collections. For more news about our students and other department activities visit our web site at www.artcons.udel.edu.
Top: Interior of the Fraktur room at the Winterthur Museum. Above: Winterthur/University of Delaware Program in Art Conservation Fellow Sarah Freshnock taking a light measurement in the Fraktur room. Left: One of the drawings that is on view in the Fraktur room. Drawing info: Untitled (Two unicorns), Works on Paper, Pennsylvania, 1795-1830, Ink; Watercolor; Paper (laid), Drawn, Hand colored, 1961.1113. (Images: S. Freshnock, M. O'Neil, Winterthur Museum) | 1,440 | 701 | {
"id": "<urn:uuid:5927319a-1a9f-4933-b5a0-7ed088527975>",
"dump": "CC-MAIN-2024-10",
"url": "https://www.artcons.udel.edu/Documents/ARTC%20eblast%20DECEMBER%202021.pdf",
"date": "2024-02-26T21:47:30",
"file_path": "crawl-data/CC-MAIN-2024-10/segments/1707947474663.47/warc/CC-MAIN-20240226194006-20240226224006-00531.warc.gz",
"offset": 654382224,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9969308376312256,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9969308376312256,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3533
],
"fw_edu_scores": [
2.015625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
The 19th Century Irish Whiteboys: Heroes or Terrorists?
by ChatGPT3.5 Reviewed by Ed Schroeter
Introduction:
The 19th century Irish Whiteboys were a group of agrarian rebels who emerged in rural Ireland, primarily in the late 18th and early 19th centuries. The Whiteboys were driven by a complex interplay of socio-economic factors, oppressive landlordism, and the desire for fair treatment. This essay aims to explore the perspectives on whether the Whiteboys should be considered heroes or terrorists.
Roots of Whiteboy Movement:
The Whiteboy movement originated as a response to the harsh economic conditions faced by Irish tenant farmers. High rents, tithes, and exploitative practices by landlords fueled discontent among the rural population. The Whiteboys initially sought to protect their economic interests, with acts of resistance focused on opposing unfair rent increases and oppressive policies.
Heroes in the Eyes of the Dispossessed:
From the perspective of the impoverished Irish peasantry, the Whiteboys were seen as heroes. These rebels stood up against an unjust system that left many families destitute. The Whiteboys fought for the rights of the downtrodden, defending their livelihoods and demanding a fair distribution of land and resources. In this light, they can be viewed as champions of the oppressed.
Terrorists in the Eyes of Authority:
However, the authorities, including landlords and the British government, viewed the Whiteboys as terrorists. Acts of violence, intimidation, and property destruction characterized some of their methods. From the perspective of those in power, the Whiteboys were challenging the established order and resorting to unlawful means. This perception led to the deployment of military forces to suppress the Whiteboy uprisings.
Impact on Social Change:
The Whiteboy movement, despite its controversial methods, played a role in bringing attention to the plight of the Irish peasantry. Their actions contributed to the broader movement for land reform and tenant rights in Ireland. Over time, legislative changes were introduced to address some of the grievances that the Whiteboys had initially sought to rectify. In this sense, the Whiteboys can be seen as catalysts for social change.
Complexity of Motivations:
Understanding the Whiteboy movement requires recognizing the complexity of their motivations. While some of their actions may be labeled as acts of terrorism, it is essential to contextualize their behavior within the socio-economic and political conditions of the time. The desperation and frustration of an impoverished class often lead to extreme measures, and the Whiteboys should be understood as a product of their environment.
Conclusion:
In conclusion, the question of whether the 19th century Irish Whiteboys were heroes or terrorists is not easily answered. Their actions, driven by a desire for justice and fairness, were seen as heroic by the oppressed peasantry. However, from the perspective of those in power, the Whiteboys' methods were deemed as acts of terrorism. The legacy of the Whiteboys is complex, reflecting a struggle for social change amidst challenging circumstances. While their methods may be controversial, their impact on Irish history underscores the need to consider the nuanced motivations and consequences of their actions. Ultimately, the Whiteboys stand as a testament to the complexities of resistance in the face of socio-economic oppression. | 1,437 | 653 | {
"id": "<urn:uuid:ad8fe9a2-5daa-40df-9da3-018e3bedd568>",
"dump": "CC-MAIN-2024-10",
"url": "https://trentvalleyarchives.com/wp-content/uploads/2024/01/Heroes-or-Terrorists-Irish-Whiteboys.pdf",
"date": "2024-02-26T21:17:03",
"file_path": "crawl-data/CC-MAIN-2024-10/segments/1707947474663.47/warc/CC-MAIN-20240226194006-20240226224006-00536.warc.gz",
"offset": 566229354,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9971260130405426,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9970770478248596,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2258,
3472
],
"fw_edu_scores": [
2.078125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Drowsy Driving Quiz
Are you at risk for falling asleep behind the wheel? Take this simple quiz and find out. Just circle "True" or "False" for each of the following statements, and check your answers on the second page:
1. There is no relationship between one's sleep and work schedule and risk of being involved in a drowsy-driving crash. (True or False)
2. Working the night shift does not affect one's chances of being involved in a sleep-related crash. (True or False)
3. The largest at-risk group for sleep-related crashes is commercial drivers. (True or False)
4. Overall, sleep-related crashes have certain characteristics that set them apart from other types of crashes. (True or False)
5. People with a sleep and breathing disorder called obstructive sleep apnea have about the same risk as the rest of the general population of being involved in a drowsy-driving crash. (True or False)
6. Eating a big lunch tends to make everyone sleep. (True or False)
7. People can usually tell when they are going to fall asleep. (True or False)
8. Drivers in drowsy-driving crashes are more likely to report sleep problems. (True or False)
9. Rolling down a window or singing along with the radio while driving will help keep someone awake. (True or False)
10. Wandering, disconnected thoughts are a warning sign of driver fatigue. (True or False)
11. You can stockpile sleep on the weekends to avoid being sleepy during the week. (True or False)
12. I'm a safe driver so it doesn't matter if I'm sleepy. (True or False)
Answers
1. FALSE. Studies have found a direct correlation between the numbers of hours a person works and their risk of being in a drowsy driving crash. People who work more than one job where their primary job involves an atypical schedule are twice as likely to be involved in a sleep-related crash when compared to people in non-sleep related crashes.
2. FALSE. According to a study by the AAA Foundation for Traffic Safety, working the night shift increases a person's risk of being involved in drowsy driving crash by nearly six times.
3. FALSE. Sleep-related crashes are most common in young people, who tend to stay up late, sleep too little, and drive at night. One study found that in 55 percent of sleep-related crashes, drivers were age 25 years or younger and were predominantly men. Another study found almost one-third of commercial drivers have some degree of sleep apnea.
4. TRUE. Research has provided a good picture of the common characteristics of drowsy-driving crashes, which tend to occur at night or in mid-afternoon, involve a single vehicle running off the roadway, lack any evidence of braking, and involve a young male driving alone.
5. FALSE. Sleep apnea is a condition in which a person's airway collapses many times to halt breathing until the person briefly awakens. The most common signs of sleep apnea are loud, irregular snoring, and excessive daytime sleepiness. Studies indicate that persons with untreated sleep apnea have two to seven times more crashes than people without the disorder. Studies also show that once treated, most patients can be safe drivers once again.
6. FALSE. Things such as heavy meals, warm rooms, and long drives only unmask the presence of sleep deprivation or sleep debt; they do not cause sleepiness.
7. FALSE. Sleep is not voluntary. If you're tired, you can fall asleep and never know it. When you're driving at 60 miles per hour and fall asleep for a few seconds (a microsleep), you can travel up to the length of a football field without any control of your vehicle.
8. TRUE. According to studies, drivers in fatigue-related crashes were more likely to report problems sleeping prior to a crash than drivers in other non-sleep crashes.
9. FALSE. An open window or music has no lasting effect on a person's ability to stay awake. In fact, they may mask the person's lack of alertness further.
10. TRUE. If you are driving and your thoughts begin to wander, it is time to pull over and take a short nap, consume some caffeine, or stop driving for the day.
11. FALSE. Sleep is not money. You can't store up sleep to borrow it later on. But, just as with money, you can go into debt.
12. FALSE. The only safe driver is an alert driver. Even the safest drivers become confused and use poor judgment when they are sleepy. In addition, alcohol makes fatigue much worse. One drink has the same effect on a tired driver as four or five drinks for a well-rested person.
No part of this message is offered or should be taken as medical advice. | 1,746 | 986 | {
"id": "<urn:uuid:1573af0d-844f-43a1-8044-6adf7323af8a>",
"dump": "CC-MAIN-2024-10",
"url": "https://www.fmcsa.dot.gov/sites/fmcsa.dot.gov/files/docs/Drowsy-Driving-Quiz.pdf",
"date": "2024-02-26T21:28:25",
"file_path": "crawl-data/CC-MAIN-2024-10/segments/1707947474663.47/warc/CC-MAIN-20240226194006-20240226224006-00542.warc.gz",
"offset": 757520916,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9988823533058167,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9992122054100037,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1520,
4525
],
"fw_edu_scores": [
2.3125
],
"minhash_cluster_size": 2,
"duplicate_count": 12
} |
Fact sheet
Cowpea Aphids
Jo Powells Senior Agricultural Advisor South East Local Land Services
Cowpea aphids (Aphis craccivora) are reported pests of not only cowpeas but also vetch crops, faba beans, chickpeas and lupins. Many medic species including lucerne are also affected.
T
The aphids are also known to transmit several plant diseases including subterranean clover stunt virus and alfalfa mosaic virus.
The bodies of immature aphids or nymphs are often a dusty grey in colour with the adult aphid a shiny black in colour. Both the nymphs and adult aphids have black and white markings on their legs. A proportion of the adult aphids have wings which assists their movement across vast distances on the prevailing winds.
Once on the host plants, the aphids congregate along plant stems and under their leaves where they suck
SOUTH EAST LOCAL LAND SERVICES
on the sap of the plant often leaving behind a sticky honeydew like substance.
The aphids are predominantly female and most commonly reproduce asexually, with around 14 generations produced per year with between 20 and 125 live offspring produced per generation.
This rapid rate of reproduction of the cowpea aphid means that pastures become quickly infested. They can cause a significant reduction in lucerne growth with many plants showing stress, indicated by curled up leaves stunted growth. Plant death has been observed in many paddocks.
Animal welfare
Whilst not proven conclusively, it is strongly believed that cowpea aphids contain a photodynamic fluorescent pigment that causes phototoxic effects (photosensitisation) in stock after they directly consume the aphids whilst grazing on the pasture.
The initial effects of this photosensitisation in sheep show as severe sunburn to all bare areas face, ears, udders, breeches, backs in recently shorn animals. This then progresses to the formation of thick skin crusts with the contraction of lips, ears and eyelids in some animals. Animals also seek out shade during any period of bright sunshine.
The longer term, chronic effects included scarring to affected skin areas resulting in increased culling rates, permanent udder and teat damage, fleece derangements and wool breakage, permanent eye damage and a decrease in lamb marking percentage.
Control
Contact your local agronomist to discuss aphid management options. There are a number of cultural and chemical options available.
Natural predators of cowpea aphids such as ladybirds, spiders and parasitic wasps can provide a level of aphid control but are often slow to build up in numbers to provide immediate effective control during an outbreak.
More information
You can find more information about the symptoms and treatment options for photosensitisation in the NSW DPI Prime Fact:
Affected animals should be removed from the aphid infested pasture and provided with shade until they recover. Veterinary treatment may be required for severely affected animals.
https://www.dpi.nsw.gov.au/__data/assets/pdf_file/001 6/111157/photosensitisation-in-stock.pdf
PestNotes – Southern – Cowpea aphid:
https://pir.sa.gov.au/__data/assets/pdf_file/0003/2758 26/Cowpea_Aphid.pdf
© State of New South Wales through Local Land Services 2023. The information contained in this publication is based on knowledge and understanding at the time of writing August 2021. However, because of advances in knowledge, users are reminded of the need to ensure that the information upon which they rely is up to date and to check the currency of the information with the appropriate officer of Local Land Services or the user's independent adviser. For updates go to www.lls.nsw.gov.au | 1,636 | 767 | {
"id": "<urn:uuid:5c42a0c1-e5b4-451c-ba8d-d700def06264>",
"dump": "CC-MAIN-2024-10",
"url": "https://www.lls.nsw.gov.au/__data/assets/pdf_file/0008/1331486/Cowpea-aphid-accessible.pdf",
"date": "2024-02-26T19:46:57",
"file_path": "crawl-data/CC-MAIN-2024-10/segments/1707947474663.47/warc/CC-MAIN-20240226194006-20240226224006-00541.warc.gz",
"offset": 845766597,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9960417151451111,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9963998198509216,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1682,
3665
],
"fw_edu_scores": [
2.03125
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Curriculum Subject Overview - Writing
Our School Vision
The children of The Hawthorns are at the heart of all that we do. As a whole school community, we nurture and challenge our children within a caring environment, so they grow both personally and academically.
We are passionate about developing the whole child; encouraging them to have a growth mindset, believe in themselves, aspire to achieve their best and become resilient lifelong learners.
We uphold a strong sense of belonging by valuing our children's individuality and celebrating diversity to ensure all our children thrive.
Our Curriculum Vision
At The Hawthorns Primary School, we aim to provide a unique and creative learning experience with high aspirations for all our pupils.
Our exciting and innovative curriculum is tailored to inspire and challenge each individual child so they develop a passion for learning and aspire to be successful.
The curriculum offers a wealth of knowledge through real life experiences to foster a spirit of curiosity and purpose, encouraging children to make connections and equipping them with the skills needed for their futures.
Cultural Capital
The essential knowledge that children need to be educated citizens
At The Hawthorns, writing is cross-curricular and links strongly with the topics being studied in each year group. Lessons involve frequent opportunities for discussion, debate, exploration of ideas and independent responses to new material, as this emphasis on oracy gives children the vocabulary and opportunity to structure thought processes in order to be able to write with confidence.
Children are given the chance to write for many different genres and for a variety of audiences and purposes. Where possible, children write for real life reasons, from writing persuasive letters to the Headteacher, or the government, to writing stories for younger age groups or writing to penpals in another area of Great Britain. Teachers often use hooks for writing, including educational visits, visitors and set up experiences to engage children in purposeful writing. Book reviews, newspapers, presentations, notes and cards home, posters, poetry and playscripts are just some of the ways in which we encourage children to write for pleasure and purpose.
Implementation
Impact
We provide children with high quality teaching and learning on a daily basis. We believe in overlearning of basic writing skills including grammar, punctuation and spelling (GPS). We provide explicit and implicit teaching of writing, giving children the opportunity to write for an extended period of time frequently and regularly. Teachers model writing frequently to explain the construction and editing of texts, often using the Talk for Writing model. We use partner talk to allow children to discuss ideas and share with the whole class, promoting oracy (an essential skill in developing writing skills).
By the time they leave The Hawthorns, children are able to produce written work of a high standard in all areas of the curriculum, being able to use the characteristics of different genres of writing, both fiction and non-fiction.
Children are aware that writing is a means of developing, organising and communicating ideas in all aspects of life.
They have a love for writing and write for enjoyment, experimenting with different forms, styles and genres.
Subject Intent
Writing is a key aspect of the curriculum and along with reading and speaking and listening, it makes a significant contribution to the development of children as thinkers and learners. It is a central part of the school's role that all pupils develop their writing ability and enjoy the process of cultivating this lifelong skill. At The Hawthorns Primary School, we strive to provide children with exciting, purposeful and inspiring contexts in which to become writers.
We aim to give children the basic writing skills they require to become confident independent writers, by providing them with high quality teaching and learning on a daily basis. We believe in overlearning of basic writing skills including grammar, punctuation and spelling. We aim to enable children to 'write like readers' and 'read like writers.' | 1,649 | 760 | {
"id": "<urn:uuid:03b35d84-e2ed-4de9-8899-4c18cd5a605a>",
"dump": "CC-MAIN-2024-10",
"url": "https://www.hawthorns.wokingham.sch.uk/attachments/download.asp?file=173&type=pdf",
"date": "2024-02-26T21:50:59",
"file_path": "crawl-data/CC-MAIN-2024-10/segments/1707947474663.47/warc/CC-MAIN-20240226194006-20240226224006-00540.warc.gz",
"offset": 783207991,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9971715211868286,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9971715211868286,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
4219
],
"fw_edu_scores": [
3.65625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
A Study of the Prophets
O.T. Survey Lesson 198--Zechariah 1:1-6:8
Introduction: Zechariah, a priest, began his prophetic ministry about two months after Haggai and continued about two years longer. His purpose was to give exhortation and consolation to the Israelites as they continued the work of rebuilding the temple. In this section Zechariah calls upon the people to avoid the rebelliousness of their fathers and comforts them with messages from God received in the form of symbolic visions.
Lesson aim: To discover some of the principles of God's rule among the nations.
The call to repentance--Zechariah 1:1-6
1.When did Zechariah begin to prophecy? (v. 1)
2.Who does Zechariah urge the people not to be like? (v. 2-4) What had they been forced to
acknowledge? (v. 6)
Truth revealed in eight distinct visions--
Zechariah 1:7-6:8
1.What did Zechariah see in the vision of the horses? (1:7-11) What question did the angel of
God ask? (1:12)
2.What was God's attitude toward the nations around Israel? (1:14-15) What promises did the angel reveal from God in this vision? (1:16-17)
3.What did Zechariah see in the second vision? (1:18-20) What did God reveal the craftsmen
would do? (1:21)
4.What did Zechariah see in the third vision? (2:1-2) What did God say He would be to
Jerusalem? (2:5)
5.What were the captive Israelites called upon to do? (2:6-7) Why? (2:8)
6.What did promise to do in this vision? (2:9-13)
7.Who is pictured as standing before the angel of the Lord in the fourth vision (3:1-10)? What did the angel say to Satan? (v. 2) How did Joshua appear? (v. 3) What was given to him? (v. 4-5)
8.What promise did God make to Joshua? (v. 7) Of what were Joshua and those around him a symbol? (v. 8)
9.What did God declare He would do? (v. 9) What would be the results? (v. 10)
10. Describe what Zechariah saw in the fifth vision (4:1-5) What message was God making known by this symbolism? (v. 6-7). Who is represented by the two olive branches? (v. 11-14)
11. Did God reveal that Zechariah would be successful in completing the temple? (v. 9-10)
12. What did Zechariah see in the sixth vision (5:1-4) What message was it to bring into effect? (v. 3) Upon whom was it to have its effect? (v. 3-4)
13. Describe the unusual picture of the seventh vision (5:5-11). What does the woman represent? To where is she sent?
14. What did Zechariah see in the final vision? (6:1-4) What did these four represent? (v. 5-7) What had those chariots sent into the north accomplished? (v. 8) | 1,198 | 762 | {
"id": "<urn:uuid:fa2d4c59-252b-4828-a757-4d3e980a8645>",
"dump": "CC-MAIN-2024-10",
"url": "http://truthchasers.com/Study%20Guides/OT%20Study/Survey%20of%20Prophets/Study%20guides/SOT198.pdf",
"date": "2024-02-26T20:56:19",
"file_path": "crawl-data/CC-MAIN-2024-10/segments/1707947474663.47/warc/CC-MAIN-20240226194006-20240226224006-00542.warc.gz",
"offset": 36693663,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.995479941368103,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9959096312522888,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1387,
2522
],
"fw_edu_scores": [
2.484375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Maths
How can we multiply and divide using formal written methods?
What different ways can I use to show mixed numbers?
What different ways can I use to show improper fractions?
How can I convert fractions?
How can I add and subtract fractions?
How can I solve worded problems involving fractions?
Music
Listen to me
Keyboard
PE
Tag rugby Dance
SCMS
Collaborative work – philosophy for children discussions, researching, problem solving, ABC
discussions, circle time.
Social – teamwork in PE, reflecting and discussing, practical activities, sharing our ideas and opinions.
Cultural
– learning about different beliefs and historical cultures.
Spiritual
– listening to and responding to reflections during
circle time
English Guided Reading:
Alder: Stig of the Dump by Clive King
Beech: War horse by
Michael Morpurgo
Fiction: defeating tale
Non-Fiction: persuasive letter, diary entries and a non-chronological report
ICT - Scratch (Times Table Game)
How can I create sprites for the game (correct and incorrect)? How can I code my sprites to move and bounce? How can I code the sprites to move in different directions? How can I code sprites to hide when clicked? How can I code a scoring system?
Year 5- Spring 1 Measly Monarchs
Science
How can we find out what works best for different purposes?
How can we recover the optimum amount of a substance from a solution?
How can you explain what happens when you mix vinegar and bicarbonate of soda?
How can you find out if a change made after heating is irreversible?
How can you find out the mass of a gas?
History- measly monarchs Machiavellian, misguided or misunderstood?
PDL – it's my body
How and why do our emotions change as we grow up?
How do our bodies change?
What makes a healthy lifestyle?
RE – God talk
How good a king was King John?
Was Richard III a better king than King John?
Did Richard III deserve a royal funeral?
What did James I do so wrong that his people tried to blow him up? Were female monarchs more successful than their male counterparts?
Why does Anne look so sad? Does Victoria's long reign mean that she was a successful Queen? Which Monarch deserves the worst reputation in history?
How do different people describe God? Does God really exist and can he perform miracles?
DT- Labyrinth Game
L.Q. How can I show what parts would be in a good ball and maze game?
L.Q. How can I design an effective route?
L.Q. How can we make sure our final product will work?
L.Q. How can we make a robust game for year 3?
Machiavellian, misguided or misunderstood?
X-Curricular Maths and English
History- timeline work.
History- play scripts
ICT – Counting using the Scratch number machine. | 1,226 | 600 | {
"id": "<urn:uuid:10f8bf35-dc6b-4266-a21e-3ee7a578ad7d>",
"dump": "CC-MAIN-2017-26",
"url": "http://menghamjunior.co.uk/uploads/About%20the%20School/Year%205%20Spring%201%20half%20termly%20map%202017.pdf",
"date": "2017-06-24T06:52:23",
"file_path": "crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00073.warc.gz",
"offset": 272183511,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9974848628044128,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9974848628044128,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2711
],
"fw_edu_scores": [
3.890625
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
KATHERINE BUTLER JONES REFLECTS ON HER FAMILY'S HISTORY…THEN AND NOW.
"Deeper Roots" means deeper knowledge. Wanting to know more. It means that you go out and learn about the people who were in your family, about previous generations, and making that historic trip back to your place of origin. I had no idea how deep this was going to go.
I'm at an age in life when one starts looking back and thinking about the people who made you what you are. In your adult life, you're too busy doing things. No time to reflect.
In our family, nothing was talked about. For many African American families the experiences were such negative ones that they wanted to forget what happened to them in times of slavery, so those stories weren't really handed down. Reading Alex Haley's book was a great inspiration toward writing my own autobiography. In fact, in our house, Hubie and I always celebrated Black History Month, with our children giving presentations and adult judges invited to comment on them. They'd write stories about figures like Harriet Tubman, or they'd read poetry, anything at all that was related to African American history, and now as adults those are the things that they remember.
I did most of the research before there was an Internet. The only thing I'd heard is that my father's father had been an escaped slave from Richmond, Virginia. And I'd discovered some Revolutionary War-era farm records from where my people had been for generations. So I went down there. I remember one family that I had visited unannounced. I knocked on the door, and the woman says come right in. She had just come in from bagging a deer. I shared some of the records that I had found, and we realized that our families lived right next to each other many years ago. This kind of research is much more exciting when you're doing it with other people than sitting in a library or staring at a computer screen.
My mother was very much hung up on Britain and the class system. She came from Jamaica, but with not a trace of a West Indies accent. She had a British accent, drank tea, had her pinky up, wore fur coats. When we interviewed at the Ethical Culture School, she told them she had gone to Oxford. I believed her and for years that's what I had thought and that's what I told people. Of course, it wasn't true.
My mother was getting considerably older – she passed just before her 99th birthday – and came to live with us in Newton, vacating the New York apartment I grew up in. Going through my father's papers and photographs, I came across many artifacts that reveal so much of my ancestry. Among them was my great grandparents' marriage certificate. They were married in Troy, New York, by Bishop Henry Highland Garnet, an escaped slave and fiery abolitionist. They went on to establish the Liberty Street Presbyterian Church, so that the African American congregants would no longer be relegated to the back pews and the balcony.
As I grew up, I had reservations about the colonial system in Jamaica that exploited people and left them in very bad condition. That was something I had to confront, I never heard about the people who retreated to the hills to fight off the colonizers. Nor, anything of depth regarding Africa, so that was a part of my story that was missing.
As long as we are breathing on this earth, we have a contribution to make.
To make a connection between people from different walks of life, from different parts of the world. It's very important in our lives. My children have all been working around important issues of education and change. One of my daughters went down to Ghana, and stayed with a family there, and that family has become very close to us. They've come here for weddings, and we've gone there for visits because I want to know the culture, I want to understand the political system, Life is all about people working together, living together, and trying to effect change. That's what my life has been about and I continue to try to do that.
What's my motto? God grant me the serenity to accept the things I cannot change; courage to change the things I can; and wisdom to know the difference. | 1,467 | 876 | {
"id": "<urn:uuid:bd9ed72c-8645-43f9-9071-9343059be4f5>",
"dump": "CC-MAIN-2017-26",
"url": "http://katherinebutlerjones.com/content/deeper_roots_interview.pdf",
"date": "2017-06-24T06:51:32",
"file_path": "crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00076.warc.gz",
"offset": 217281630,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9991765022277832,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9991765022277832,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
4153
],
"fw_edu_scores": [
2.296875
],
"minhash_cluster_size": 1,
"duplicate_count": 2
} |
Breanna Bauer - Sacred Heart of Jesus School - Mount Notre Dame
Page 1 of 2
"The deeds you do may be the only sermon some persons will hear today." Saint Francis of Assisi once said. Throughout my life as a Catholic, I have been influenced to help all those around me who are in need physically and emotionally. Helping others has made me a better person than I was yesterday. No matter how big or small of a deed, I have positively affected my family, classmates, and all those around me through different activities and organizations.
Youth Group is one organization I devote a lot of my time to. We gather food, clothing, and personal care items to donate to those in need. During the holidays, especially Christmas, we buy and wrap gifts for needy children, who are then given the gifts at dinner hosted by Youth Group. In past years, we have made peanut butter and jelly sandwiches for the homeless so they can eat something before they leave the shelter they stay at.
Helping Hands, a volunteer organization, is another group that I participate in at my school. Like Youth Group, we donate food, clothing, and personal care items to those in need. Also, we help rake leaves and do yard work for those who are elderly or disabled. As a Helping Hands volunteer, I also donate my time to be a "Buddy" at Joe Nuxhall Miracle Fields for disabled children, helping them play sports, like baseball.
A third activity I have devoted time to is serving my parish by being an alter server and a communion distributor for Sacred Heart Church. Being an alter server helps Father during masses to make sure everything is where it needs to be during the mass. Not only do I serve at masses, but also at weddings and funerals. When serving at a wedding, I have to make sure that the priest gets the rings and has the book to do readings for the ceremony. After the wedding is over I make sure to always congratulate the bride and groom. At funerals, I make sure Father has his the book for readings and is able to do the incensing. Being a communion distributor also helps father during communion to distribute the body or blood to the parish.
Another organization I have volunteered at many times is the Norwood and Clinton County Health Departments working in immunization clinics, WIC (Women, Infant, and Children) clinics, bike rodeos and helmet fittings, youth running clubs, and other children health and safety activities. Volunteering at the health departments helps keep people and their families well.
Not only have I helped people, but animals as well. Every few weeks, I go to the Animal Adoption Center (AAC) to socialize with kittens and older cats. The center takes in cats and dogs from off the streets and take care of them until they are healthy then
Breanna Bauer - Sacred Heart of Jesus School - Mount Notre Dame Page 2 of 2
adopted. I play with the cats, feed them and read to them to see if their behavior changes.
Walking into school saying "good morning" to other students and teachers and having short conversations throughout the day can make every day better for everyone. When I am at home with my family, I can also make their day by asking them how their day was at work or school. Jesus tells us that we are to help the poor. Poor just doesn't mean poor in money but also poor in spirit. Doing acts like being generous and nice to classmates can make their day. | 1,267 | 707 | {
"id": "<urn:uuid:6addb0d7-b335-44fe-aa1e-06af96868bdb>",
"dump": "CC-MAIN-2017-26",
"url": "http://aubreyrose.org/assets/uploads/2017/06/2017-Breanna-Bauer-ESSAY.pdf",
"date": "2017-06-24T07:09:48",
"file_path": "crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00076.warc.gz",
"offset": 31750062,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9989696741104126,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9988759756088257,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2765,
3392
],
"fw_edu_scores": [
2.578125
],
"minhash_cluster_size": 1,
"duplicate_count": 5
} |
Geometry Worksheet 8.5 (Angles of Elevation & Depression)
Name__________________________________
Date___________________Period__________
Draw a picture, write a trig ratio equation, rewrite the equation so that it is calculator ready and then solve each problem. Round measures of segments to the nearest tenth and measures of angles to the nearest degree.
________1. A 20-foot ladder leans against a wall so that the base of the ladder is 8 feet from the base of the building. What is the ladder's angle of elevation?
________2. A 50-meter vertical tower is braced with a cable secured at the top of the tower and tied 30 meters from the base. What is the angle of depression from the top of the tower to the point on the ground where the cable is tied?
________3. At a point on the ground 50 feet from the foot of a tree, the angle of elevation to the top of the tree is 53. Find the height of the tree.
________5. Richard is flying a kite. The kite string has an angle of elevation of 57. If Richard is standing 100 feet from the point on the ground directly below the kite, find the length of the kite string.
________7. A person at one end of a 230-foot bridge spots the river's edge directly below the opposite end of the bridge and finds the angle of depression to be 57. How far below the bridge is the river?
230
________4. From the top of a lighthouse 210 feet high, the angle of depression of a boat is 27. Find the distance from the boat to the foot of the lighthouse. The lighthouse was built at sea level.
________6. An airplane rises vertically 1000 feet over a horizontal distance of 5280 feet. What is the angle of elevation of the airplane's path?
________8. The angle of elevation from a car to a tower is 32. The tower is 150 ft. tall. How far is the car from the tower?
________9. A radio tower 200 ft. high casts a shadow 75 ft. long. What is the angle of elevation of the sun?
________10. An escalator from the ground floor to the second floor of a department store is 110 ft long and rises 32 ft. vertically. What is the escalator's angle of elevation?
________12. A ladder on a fire truck has its base 8 ft. above the ground. The maximum length of the ladder is 100 ft. If the ladder's greatest angle of elevation possible is 70, what is the highest above the ground that it can reach?
________14. Electronic instruments on a treasure-hunting ship detect a large object on the sea floor. The angle of depression is 29, and the instruments indicate that the direct-line distance between the ship and the object is about 1400 ft. About how far below the surface of the water is the object, and how far must the ship travel to be directly over it? | 1,174 | 649 | {
"id": "<urn:uuid:afd9de3d-713a-4dc2-bdaf-698fd08d9b82>",
"dump": "CC-MAIN-2017-26",
"url": "http://pchsmath2h.weebly.com/uploads/8/2/0/5/82051828/p21-22-_elevation_and_depression.pdf",
"date": "2017-06-24T06:55:01",
"file_path": "crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00074.warc.gz",
"offset": 304153792,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9989485740661621,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9988702535629272,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1806,
2699
],
"fw_edu_scores": [
3.984375
],
"minhash_cluster_size": 2,
"duplicate_count": 2
} |
How the Butterflies Came to Be
by Joseph Bruchac
Long ago, not long after Earth-Maker shaped the world out of dirt and sweat he scraped from his skin, Iitoi, our Elder Brother, was walking about. It was just after the time of year when the rains come. There were flowers blooming all around him as he walked. The leaves of the trees were green and bright. He came to a village and there he saw the children playing. It made his heart glad to see the children happy and playing. Then he became sad. He thought of how those children would grow old and weaken and die. That was the way it was made to be. The red and yellow and white and blue of the flowers would fade. The leaves would fall from the trees. The days would grow short and the nights would be cold.
A wind brushed past Elder Brother, making some fallen yellow leaves dance in the sunlight. Then an idea came to him.
"I will make something," Elder Brother said. "It will make the hearts of the children dance and it will make my own heart glad again."
Then Iitoi took a bag and placed in it the bright-colored flowers and the fallen leaves. He placed many things in that bag. He placed yellow pollen and white cornmeal and green pine needles in that bag and caught some of the shining gold of the sunlight and placed it in there, as well. There were birds singing around him and he took some of their songs and put them into that bag, too.
"Come here," Elder Brother called to the children, "come here. I have something here for you."
The children came to him and he handed them his bag.
"Open this," he said.
The children opened Elder Brother's bag and out of it flew the first butterflies. Their wings were bright as sunlight and held all of the colors of the flowers and the leaves, the cornmeal, the pollen and the green pine needles. They were red and gold and black and yellow, blue and green and white. They looked like flowers, dancing in the wind. They flew about the heads of the children and the children laughed. As those first butterflies flew, they sang and the children listened.
But as the children listened to the singing butterflies, the songbirds came to Elder Brother.
"Iitoi," the songbirds said, "those songs were given to us. It is fine that you have given these new creatures all the brightest colors, but it is not right that they should also have our songs."
"Ah," Elder Brother said, "you speak truly. The songs belong to you and not to the butterflies."
So it is to this day. Though they dance as they fly, the butterflies are silent. But still, when the children see them, brightly dancing in the wind, their hearts are glad. That is how Elder Brother meant it to be.
1. What is the main purpose of this selection?
A to tell how the world was created
B to reveal the powers of Elder Brother
C to describe what butterflies are like
D to explain why butterflies were created
2. What does the first paragraph include?
A information about how butterflies were created
B information about why the children liked butterflies
C information about how Elder Brother changed the children
D information about why Elder Brother decided to create butterflies
3. What made Elder Brother saddest?
A leaves falling from the trees
B the color of flowers fading
C the idea of children getting old
D the village without butterflies
4. Based on the selection, why did Elder Brother make butterflies?
A as companions for birds
B to please children
C to make nature beautiful
D to decorate the sky
5. What is true about the materials Elder Brother used to create butterflies?
A They are from the natural world.
B They are all bright flowers.
C They are all fallen leaves.
D They are from the songbirds' feathers.
6. How did the songbirds behave toward Elder Brother when they tried to get their songs back?
A They got angry.
B They began to cry.
C They were humorous.
D They were reasonable.
7. What happened when Elder Brother took song away from the butterflies?
A The children stopped liking the butterflies.
B The butterflies became sad.
C The butterflies continued to dance.
D The children liked the butterflies even more.
8. Which statement about Elder Brother is most clearly supported by the selection?
A He was the son of Earth-Maker.
B He was concerned about children.
C He created the world from his own skin.
D He liked butterflies better than birds.
9. Based on the information in the selection, which of the following relationships is most similar to the relationship below?
butterflies : dance
A gold : sunlight
B flowers : leaves
C birds : sing
D children : happy
End of Set
In compliance with federal law, including the provisions of Title IX of the Education Amendments of 1972, the Department of Public Instruction does not discriminate on the basis of race, sex, religion, color, national or ethnic origin, age, disability, or military service in its policies, programs, activities, admissions or employment.
Grade 6
Reading
EOG Grade 6 Reading Sample Items | 1,772 | 1,087 | {
"id": "<urn:uuid:aaa5ffd0-a544-4dd4-b8d4-61bab47e0a83>",
"dump": "CC-MAIN-2017-26",
"url": "http://www.ncpublicschools.org/docs/accountability/testing/eog/reading/20080129gr6set_1.pdf",
"date": "2017-06-24T06:48:04",
"file_path": "crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00077.warc.gz",
"offset": 597001732,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9989396135012308,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9993459582328796,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2691,
3894,
4939,
4992
],
"fw_edu_scores": [
4.3125
],
"minhash_cluster_size": 2,
"duplicate_count": 1
} |
The 6 Components of Literacy
Nearly 20 years ago, the U.S. government commissioned a project to definitively recommend the best approach to teaching literacy. Only one third of the students in American schools were learning to read proficiently, and their lack of literacy was preventing their further education. In 1998, the U.S. National Research Council released Preventing Reading Difficulties in Young Children 1 defining instructional solutions to the problem. In 2000, the Report of the National Reading Panel 2 was published describing which methods of teaching reading are proven to work by rigorous scientific studies. Both reports concluded that while reading as much as possible, students should be explicitly taught skills in six areas:
1. Phonemic Awareness – an understanding of the sounds in their language and how they form words,
2. Decoding – the ability to figure out unfamiliar words, and to learn to read them automatically,
3. Vocabulary – knowledge of an adequate number of words to understand text passages,
4. Fluency – the ability to read quickly and without conscious attention,
5. Comprehension – the ability to understand the direct meaning of text, and also its implications and intention, and finally the ability to perform analysis on text and
6. Writing – the ability to express their feelings, thoughts and understanding in various forms of written expression.
Ideally, learners should master phonemic awareness by the end of Kindergarten and decoding by the end of 3 rd grade 3 while actually reading for pleasure and for knowledge. Then, learners read material of interest to them 4 while being taught to improve their vocabulary, fluency and comprehension abilities until they can easily read, understand and analyze any text. From the time they can hold a pencil, students also learn to share their perspectives, understanding and ideas in writing.
This approach stands in contrast with "whole language" approaches to reading instruction which exclusively emphasize the reading of important content and focus on using context clues to discern the meaning of text. This approach has been thoroughly debunked by data showing that explicit instruction in phonics combined with text-based language activities (reading) generates significantly faster progress in reading than the whole language approach 5 .
Unfortunately today, it is still true that only 36% of students in American schools ever become proficient readers by the time they enter high school 6 . The vast majority lack adequate phonemic awareness and decoding skills, which prevents them from mastering higher level reading skills 7 . Few continue to build their reading vocabularies so that they can take on more complex, interesting text. They do not become fluent readers, and they do not learn to fully comprehend text so that they can make use of it.
The solution is clear: provide learning readers of any age with explicit instruction and plenty of practice in the six components of literacy while providing access to interesting content, until they have become proficient readers and writers.
1 Snow, C.E., Burns, M.S., and Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, D.C.: National Academy Press.
3 Joseph K. Torgesen. (2005) Preventing Early Reading Failure.
2 National Institute of Child Health and Human Development. (2000), Washington, D.C.
4
National Center for Education Statistics. (2013). 2013 Reading Assessment Report Card
Torgesen, J. K., Houston, D. D., Rissman, L. M., Decker, S. M., Roberts, G., Vaughn, S., Wexler, J. Francis, D. J, Rivera, M. O., Lesaux, N. (2007). Academic literacy instruction for adolescents: A guidance document from the Center on Instruction. Portsmouth, NH: RMC Research Corporation, Center on Instruction. 5 Camilli, G., Vargas, S., and Yurecko, M. (May 8, 2003). Teaching Children to Read: The fragile link between science and federal education policy. Education Policy Analysis Archives, 11(15). 6
7 Joseph K. Torgesen. (2005) Preventing Early Reading Failure.
.
For more information, contact Jon Bower at 508-641-4035 or at email@example.com. | 1,831 | 881 | {
"id": "<urn:uuid:e843fc55-5678-468a-bf7b-548ff32657e7>",
"dump": "CC-MAIN-2017-26",
"url": "http://flinklearning.com/resources/Literacy.pdf",
"date": "2017-06-24T06:57:26",
"file_path": "crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00080.warc.gz",
"offset": 144175080,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9877612590789795,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9877612590789795,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
4165
],
"fw_edu_scores": [
4.0625
],
"minhash_cluster_size": 3,
"duplicate_count": 0
} |
The Reign of James 'Whitey' Bulger: Leader of Organized Crime
Mollykate Rodenbush Michaela Arguin Brittany Tainsh
Process Paper
Why we chose this topic : Before we selected our topic, we brainstormed leaders and created a list. After narrowing down our list, we consulted teachers and discussed their opinions. We finally decided James Bulger would make an interesting and well done project. We also concluded that since Whitey is a local figure, we would have access to a variety of sources and people whom we could interview. With a unique topic and extensive sources, we decided to begin researching James 'Whitey' Bulger.
How we conducted our research : We began our research by using search engines to find credible sources on Bulger. Throughout our research Shelley Murphy's name came up often, so we reached out to her and scheduled an interview. From this interview, we gained new information and research. Murphy offered several extra pieces of literature on Bulger which we found, read, and took notes on. These led us to other people, who we reached out to but never heard back from. Additionally, we sent a letter to Bulger himself and received a letter that gave us a new perspective on him. All the while, organizing our research on a google document. After we finished our research, we began to organize and design our website.
How we created and developed our website : Before creating our website, we drew it out on paper to visually interpret how we would organize our research on the website. We then experimented with themes for our website. The final color scheme went along with our topic well; the red symbolized the blood of the murder victims and the darkness symbolized the criminal activity of Whitey. After we had the design of our website established, we added all of our information. Keeping the word count in mind, we found relevant quotes from articles and added them whenever we could. From here, we added pictures and videos to make our website the best possible. Once completed, we went back to look for errors, cut down on words, and ask for the opinions of peers and teachers.
How our project relates to the theme : Our website relates to theme in several ways. A leader does not have to be a hero, in Whitey's case, he is a leader of organized crime. His influence over gang members and role as the boss of the Winter Hill Gang are small examples supporting the statement that Bulger is a leader. He also rose as a leader when he was offered the job as an FBI informant. Bulger's legacy is important for several reasons as well. First, he changed FBI informant policies. Not only did Bulger's legacy impact government, but it has influenced literature, music, and entertainment. James 'Whitey' Bulger is a household name, not only in South Boston, but in America. He lives on in prison, remembered for his role in the government and crime.
(494 words) | 1,699 | 1,106 | {
"id": "<urn:uuid:e4609fae-558f-416f-bd17-d84e6d6f38c5>",
"dump": "CC-MAIN-2017-26",
"url": "http://thereignofwhitey.weebly.com/uploads/4/6/9/6/46962397/statesnhdprocesspaper.pdf",
"date": "2017-06-24T06:50:36",
"file_path": "crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00082.warc.gz",
"offset": 417333406,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9390702843666077,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9991066455841064,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
114,
2900
],
"fw_edu_scores": [
2.09375
],
"minhash_cluster_size": 1,
"duplicate_count": 2
} |
Conservation Easements (abbreviated from Wikipedia.org)
In the United States, a conservation easement is a power invested in a qualified private land conservation organization (often called a "land trust") to constrain, as to a specified land area, the exercise of rights otherwise held by a landowner so as to achieve certain conservation purposes. It is an interest in real property established by agreement between a landowner and the land trust. The conservation easement "runs with the land," meaning it is applicable to both present and future owners of the land. As with other real property interests, the grant of conservation easement is recorded in the local land records; the grant becomes a part of the chain of title for the property.
The conservation easement's purposes will vary depending on the character of the particular property, the goals of the land trust and the needs of the landowners. For example, an easement's purposes (often called "conservation objectives") might include any one or more of the following:
Maintain and improve water quality;
Maintain and improve wildlife habitat and migration corridors;
Ensure that lands are managed so that they are always available for agriculture and forestry.
The conservation easement's administrative terms for advancing the conservation objectives also vary but typically forbid or substantially constrain subdivision and other real estate development.
The most distinguishing feature of the conservation easement as a conservation tool is that it enables users to achieve specific conservation objectives on the land while keeping the land in the ownership and control of landowners for uses consistent with the conservation objectives.
The decision to place a conservation easement on a property is strictly a voluntary one whether the easement is sold or donated. The restrictions of the easement, once set in place, are perpetual (and potentially reduce the resale value of the associated property). Appraisals of the value of the easement, and financial arrangements between the parties (land owner and land trust), generally are kept private.
The landowner who grants a conservation easement continues to privately own and manage the land and may receive significant state and federal tax advantages for having donated and/or sold the conservation easement. Perhaps more importantly, the landowner has contributed to the public good by preserving the conservation values associated with their land for future generations. In accepting the conservation easement, the easement holder has a responsibility to monitor future uses of the land to ensure compliance with the terms of the easement and to enforce the terms if a violation occurs.
Although a conservation easement prohibits certain uses by the landowner, such an easement does not make the land public. On the contrary, many conservation easements confer no use of the land either to the easement holder or to the public. Furthermore, many conservation easements reserve to the landowner specific uses which if not reserved would be prohibited. Some conservation easements confer specific uses to the easement holder or to the public. These details are spelled out in the legal document that creates the conservation easement.
Conservation easements may result in a significant reduction in the sale price of the land because a builder can no longer develop it. | 1,331 | 622 | {
"id": "<urn:uuid:0cabb073-500f-46c3-a6f8-cd58183f57c4>",
"dump": "CC-MAIN-2017-26",
"url": "http://mofarm.org/files/Easements.pdf",
"date": "2017-06-24T06:49:08",
"file_path": "crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00083.warc.gz",
"offset": 272585356,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.998354434967041,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.998354434967041,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3405
],
"fw_edu_scores": [
2.234375
],
"minhash_cluster_size": 1,
"duplicate_count": 5
} |
SCHOOL VIOLENCE PREVENTION DEMONSTRATION PROGRAM
ROTATION STATIONS (CAROUSEL) STRATEGY
Strategy Overview
This strategy allows students to work in groups to show what they know or express their opinions about themes or ideas within a current unit of study. It works well for accessing prior knowledge or reviewing material. It's especially beneficial to kinesthetic learners.
Suggested Grade Level
Upper elementary to high school
Estimated Time to Complete
Within one class period
Objectives
The purpose of this activity is both to meet the needs of kinesthetic learners and to review. Students will
* understand the responsibilities of various roles within the team, either assigned or determined by the group (e.g., reporter, recorder, information gatherer, leader, timekeeper);
* orally paraphrase accurately ideas and information presented by others.
Materials Needed
* Poster board or butcher paper
* Tape to hold up poster or butcher paper
* Pens or markers
Strategy Procedures
1. The teacher posts various poster boards around the room (butcher paper works, too). Each poster has an over-arching idea or theme on it (i.e. common good, justice, equal protection etc.). Each poster will represent a station; a good number of posters should be equal to about four to five people per station. For example, a class of thirty should have six stations. The teacher should leave a marker or pen at each station. The students are separated as equally as possible to each poster.
2. One student from the group will write down as much information as the group can come up with about their idea or theme. The teacher will keep time. After a set time—for example, two to five minutes is a good time limit—the teacher says "rotate." The students will then rotate clockwise to the next station (poster).
3. The students will read the idea or theme for this poster. A new writer from the group will be selected as a writer for this poster. After the group has read what the previous group had added to this poster, the new group will add their comments or thoughts about the idea or theme, and they can also add to the previous group's thoughts and ideas. The teacher will continue to call "rotate" until all groups have rotated to each station.
4. Once the final rotation is complete, the student holding the marker or pen at each station will remain standing, while all the other classmates take a seat. The teacher will call on each poster group one at a time for a report. If the stations are a theme then the teacher should start at the most logical starting point and continue until the logical conclusion. If the stations are not a theme, then the teacher can start at any poster. Once a poster has been selected the student still standing should report the idea or theme, then read each comment.
5. After the final report has happened, the teacher should debrief the activity by asking about what the students assessed about their activity. | 1,175 | 602 | {
"id": "<urn:uuid:a1c1eee6-33bd-45b7-a802-4c344769cbd5>",
"dump": "CC-MAIN-2017-26",
"url": "http://literacylinks.civiced.org/pdfs/RotationStations%20Carousel.pdf",
"date": "2017-06-24T07:11:12",
"file_path": "crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00085.warc.gz",
"offset": 242693684,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9990598857402802,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9991810321807861,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1810,
2955
],
"fw_edu_scores": [
4.34375
],
"minhash_cluster_size": 2,
"duplicate_count": 2
} |
Feedback: What Matters (from "Visible Learning Feedback" John Hattie):
'Feedback is important information about the task that fills a gap between what is understood and what is aimed to be understood. It can lead to increased effort, motivation or engagement…; it can lead to alternative strategies to understand the materials; it can confirm to the student if they are correct or incorrect or how far they have reached to goal; it can indicate that more information is available or needed;… and finally it can lead to restructuring understandings.'
Principles of Marking (taken from "Eliminating Unnecessary Workload Around Marking" Independent Teacher Workload Review):
* Marking varies by age group, subject, and what works best for the pupil and teacher in relation to any particular piece of work. Teachers are encouraged to adjust their approach as necessary and trusted to incorporate outcomes into subsequent planning and teaching.
* Marking practice is proportionate and considers the frequency and complexity of written feedback, as well as the cost and time effectiveness of marking in relation to overall workload of teachers.
* Marking should help to motivate pupils to progress. This does not mean always writing in depth comments or being universally positive: sometimes short, challenging comments or oral feedback are more effective. If the teacher is doing more work than their pupils, this can become a disincentive for pupils to accept challenges and take responsibility for improving their work.
At Houghton School, feedback and marking are not done for the benefit of observers, parents or inspectors. Where marking cannot be seen to be directly motivating a pupil to progress or improving outcomes, it is considered superfluous and an unnecessary use of teacher time.
Feedback is always linked to planned learning intentions. Pupils need to know:
* Where am I going?
* How am I doing?
* Where do I need to go next?
Feedback may be given:
* About a task;
* About the process of a task;
* About learning and self-regulation that enables leaners;
Feedback will take place as soon as possible after an activity, and where possible with the pupil present.
Aims of Feedback
* To develop a growth mindset for pupils so that they value learning from mistakes and intrinsically seek to receive feedback and act upon it.
* To empower pupils to build student efficacy.
* For pupils to do most of the hard thinking around learning and not to rely on adults.
Best Practice
At Houghton School, we believe that the following feedback cycle is best practice:
1. Teachers identify misconceptions by scanning pupils' work.
2. Teachers share a model/example with pupils, drawn from pupils' work.
3. Pupils consider how to respond to feedback on the model/example, guided by the teacher.
4. Pupils reflect on and improve own work.
Feedback at Houghton School:
Teachers will select the most effective and appropriate feedback strategy for a task or context. At Houghton School, feedback is provided in the following ways:
To enable feedback to be effective, teachers at Houghton School will:
* Be clear about the learning intention for every lesson and task.
* Make and keep informal notes of observations linked to misconceptions.
* Select the most appropriate feedback strategy for the context.
* Adapt planning accordingly to address the needs of a whole class, group or individuals.
* Provide the appropriate resources to scaffold response to feedback (models, exemplars, word maths, key words, working walls. | 1,424 | 696 | {
"id": "<urn:uuid:a02d4a9e-b62f-4bcc-b9ce-34633a0ea37e>",
"dump": "CC-MAIN-2024-51",
"url": "https://www.houghton.leics.sch.uk/attachments/download.asp?file=192&type=pdf",
"date": "2024-12-09T20:44:30",
"file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00666.warc.gz",
"offset": 713517575,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9960772593816122,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9971719980239868,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1794,
3039,
3533
],
"fw_edu_scores": [
3.359375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Hannam building Newsletter
Year Seven, Term One, 2017
English
The focus for the first half of term 1 will be Narrative writing. Students will learn about developing character and setting, using descriptive language and the different modes of presenting stories. In the latter half of the term, we will begin exposition writing.
Week 2, Term 1
Students will also be engaging in book club. This involves groups reading the same novel each week, and discussing their understanding through reading comprehension strategies, i.e. making connections, summarizing, inferring and making predictions. Students are also encouraged to practice reading aloud at home to improve their
Welcome back to school! Students have settled in well to their new classroom, and we have been working on team building and getting to know one another. Another focus in week 1 has been understanding what it means to have a growth mindset, and the learning pit. Each class is constructing their own learning pit display.
This year the students have many events to look forward to, such as camp, market day, Long Tan day, graduation and much more! There are also multiple leadership opportunities, including Arts Ambassadors, Kids Council representative and Sports Day Captain. Families are welcome to come and visit their child's classroom in week 3.
Science
In science this term, we will be forces and simple machines basic machines with these exploring water in the world, influenced by nature and human working on physical sciences, which investigates the meaning of involving levers and pulley systems. Students will create their own mechanisms. Science will also link with Geography, as we will be including Dry Creek that flows through our school and how it is activity.
Humanities and Social Sciences
Term 1 will focus on Geography how water connects people and with other continents, and water students will learn about the Students will investigate place to live.
Japanese and The Arts
This year the Japanese teachers Arts will be provided by Kathryn.
Health and Physical Education
The Health and Physical
Upcoming events:
‐ Wednesday‐Friday, Week 5:
‐ Friday, Week 3, 6 and 9:
‐ Monday, Week 7: Adelaide Cup
‐ Parent‐teacher interviews:
‐ Friday, Week 11: Good Friday
and begin with a unit on 'water in the world'. This unit explores places, the quality and quantity of water in Australia compared scarcity. This unit will then lead into 'place and livability', where factors that influence people's decisions to live somewhere. somewhere that they would like to live, and what makes it a good are Lucas and Lisa. The year 7's will be working with Lucas. The
Education curriculum will be covered by Michael and Des.
‐ Tuesday, Week 3: Acquaintance night (5:45‐6:15pm) Camp
Gatherings (9:00am start)
public holiday
Week 10 | 1,644 | 979 | {
"id": "<urn:uuid:688d7546-af40-4de3-ab53-1b5bd9a39ed6>",
"dump": "CC-MAIN-2017-26",
"url": "http://mawsonlakes.sa.edu.au/newsletters/W31/tm1wk2.pdf",
"date": "2017-06-24T06:52:37",
"file_path": "crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00086.warc.gz",
"offset": 255922168,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9982597529888153,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9985360503196716,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1329,
2826
],
"fw_edu_scores": [
2.609375
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
VHL Spanish Lesson 11 Quiz PDF
VHL Spanish Lesson 11 Quiz PDF
Disclaimer: The vhl spanish lesson 11 quiz pdf was generated with the help of StudyBlaze AI. Please be aware that AI can make mistakes. Please consult your teacher if you're unsure about your solution or think there might have been a mistake. Or reach out directly to the StudyBlaze team at firstname.lastname@example.org.
What is the Spanish word for "library"?
librería
biblioteca
libro
biblio
Which verb form is used for "he/she speaks" in Spanish?
hablo
hablas
habla
hablamos
Which of the following sentences are grammatically correct in Spanish? (Select all that apply)
Nosotros somos amigos.
Ellos está en la escuela.
Tú eres inteligente.
Yo estoy feliz.
Which sentence correctly uses the verb "ser"?
Yo soy cansado.
Yo soy estudiante.
Yo soy en casa.
Yo soy feliz.
Which of the following words mean "house" in Spanish? (Select all that apply)
casa
hogar
StudyBlaze.io
Your AI Tutor for interactive quiz, worksheet and flashcard creation.
StudyBlaze.io
Your AI Tutor for interactive quiz, worksheet and flashcard creation.
edicifio
apartamento
What is the correct translation for "I read" in Spanish?
leo
lees
leemos
leen
What is a common Spanish greeting in the morning?
Buenas tardes
Buenas noches
Buenos días
Hola
Which of the following is a correct sentence in Spanish?
Yo tiene un perro.
Yo tengo un perro.
Yo tener un perro.
Yo tienes un perro.
Explain the difference between "ser" and "estar" and provide examples of when to use each.
Which word is pronounced with a silent "h" in Spanish?
hola
huevo
hablar
hacer
Visit Studyblaze.io
VHL Spanish Lesson 11 Quiz PDF
StudyBlaze.io
Your AI Tutor for interactive quiz, worksheet and flashcard creation.
Which of the following words have a stressed syllable on the last syllable? (Select all that apply)
café
canción
árbol
fácil
Describe a typical day using at least five new vocabulary words from Lesson 11.
Write a short paragraph in Spanish about your favorite hobby, using correct grammar and vocabulary from Lesson 11.
Which phrases would you use to ask for directions in Spanish? (Select all that apply)
¿Dónde está...?
¿Cómo llego a...?
¿Qué hora es?
¿Cuánto cuesta?
In a typical Spanish conversation, how do you say "please"?
gracias
por favor
de nada
StudyBlaze.io
Your AI Tutor for interactive quiz, worksheet and flashcard creation.
lo siento
Describe a strategy you use to improve your Spanish pronunciation and provide examples.
Discuss a cultural tradition from a Spanish-speaking country that you learned about in Lesson 11.
Which of the following are correct conjugations of the verb "tener" in the present tense? (Select all that apply)
Tengo
tiens
tiem
tenemos
Which of the following are traditional Spanish foods? (Select all that apply)
paella
sushi
tapás
tacos
Summarize a dialogue you listened to in Lesson 11, highlighting the main points and any new vocabulary.
Visit Studyblaze.io
VHL Spanish Lesson 11 Quiz PDF
StudyBlaze.io
Your AI Tutor for interactive quiz, worksheet and flashcard creation.
Visit Studyblaze.io
VHL Spanish Lesson 11 Quiz PDF | 1,617 | 768 | {
"id": "<urn:uuid:1a45ebf1-b309-45b4-b78b-e7d29ee753f7>",
"dump": "CC-MAIN-2024-51",
"url": "https://www.studyblaze.io/wp-content/uploads/2024/11/VHL-Spanish-Lesson-11-Quiz-PDF.pdf",
"date": "2024-12-09T18:44:01",
"file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00670.warc.gz",
"offset": 916675287,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9322595834732056,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9745611548423767,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1020,
1680,
2338,
3033,
3172
],
"fw_edu_scores": [
3.375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Lesson provided by: David Harris, Lakeview Middle School: Catoosa County
"The Battle of Atlanta using Primary and Secondary Sources"
Lesson Plan Goals
The student will gain knowledge of how primary and secondary sources are both used in determining a true understanding of historical events. Many times, individual descriptions and overall explanations of a battle do not seem to mesh. What an individual soldier sees is not always what one reads about in text books. Students will examine individual letters and broad explanations of the Battle of Atlanta to try to gain a different perspective on what actually happened.
Grade Level: 8 th Grade
Georgia Performance Standards
SS8H6 The Student will analyze the impact of the Civil War and Reconstruction on Georgia.
b. State the importance of key events of the Civil War; include Antietam, Emancipation Proclamation, Gettysburg, Chickamauga, the Union Blockade of Georgia's coast, Sherman's Atlanta Campaign, Sherman's March to the Sea, and Andersonville.
Materials needed
Letters and translations of letters from the "Civil War Letters of the Christie Family." Found at http://www.mnhs.org/library/Christie/atlanta.html
An overview of the Battle of Atlanta found at http://ngeorgia.com/history/battleofatlanta.html
Procedure
All students are familiar with secondary sources. The text book we look at every day is an example of a secondary source. The definition of a secondary source is as follows: Material created by somebody removed from the event being studied – who was either not at the event or working on it later.
Secondary sources, however, are not the only sources available. Primary sources are important, too. A primary source is material directly related to the past. In history, primary sources are usually letters, records, or other documents created during the period that is being studied.
In trying to find out what really happened at the Battle of Atlanta it is important to look at both sources. The student will use both types of sources to create a three day journal entry describing a fictitious soldier's experiences during this pivotal Georgia battle.
1
Order of operations –
a) read the Christie family letters at the web site listed above. (the translation will help a great deal) (this is primary)
b) read the Battle of Atlanta from the web site listed. (this is secondary)
c) create a 3 day journal entry describing the things a soldier would hear, see, think, taste, smell, or anything else you can think of, during the Battle of Atlanta. Draw on both sources – primary and secondary – to write your entry.
The journal entry does not have to be on any particular day, and the days don't necessarily have to be consecutive. Each day's journal entry needs to be ½ to 1 page long. Example: Day 1 – ½ page, Day 2 – 1 page, Day 3 – ½ page.
Follow up activity
See if students can find any family letters (with parents permission) from WWII, Korea, or Vietnam that help clarify our knowledge of those time periods.
Grading
The following rubric will be used to grade the assignment
Grading Rubric
1. (25 points) There should be at least 5 references to primary material in your journal entries.
2. (25points) There should be at least 5 references to secondary material in your journal entries.
3. (30 points) The journal entries are of the appropriate length.
4. (20 points) The assignment is well thought out and put together in a orderly, readable fashion. | 1,468 | 729 | {
"id": "<urn:uuid:15d8487f-f88c-4ba0-97cd-cb0707750f6e>",
"dump": "CC-MAIN-2024-51",
"url": "https://radow.kennesaw.edu/cwc/docs/lesson-plans_6-8_battle-of-atlanta.pdf",
"date": "2024-12-09T19:24:47",
"file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00670.warc.gz",
"offset": 453071769,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9979267716407776,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9979146718978882,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2146,
3457
],
"fw_edu_scores": [
4.3125
],
"minhash_cluster_size": 2,
"duplicate_count": 5
} |
Aslı, Deren and Rainy Days (Hard)
Time Limit:
Memory Limit: 256M
1.0s
This problem is the hard version of the Aslı, Deren and Rainy Days (Easy) problem. In the hard version of the problem, the numbers and can be up to .
Deren and Aslı are best friends and have missed each other a lot. They now have an opportunity to see each other. They can meet up once in the upcoming day period. However, it is going to rain each of these days. So they want to meet up on a day where it does not rain too much. They also want to see each other as soon as possible. So, they have come up with a solution. They say that the th day is optimal if, on day number , it rains less than the previous days and the next days. Can you find the earliest optimal day so that Aslı and Deren can see each other and be happy?
The days are numbered from 1 to . They are available only on those days, so they don't take any other day into account. It is guaranteed that there exists a solution.
Input:
The first line contains three integers, , , and . The second line will contain distinct integers where represents the amount of rain on the th day.
Output:
Print a single integer, the index of the earliest optimal day.
Examples:
Input:
```
10 2 2 8 9 5 7 6 3 2 1 10 4
```
Output:
3
Input:
```
10 2 3 8 9 5 7 6 3 2 1 10 4
```
Output:
8
Input:
6 6 6
6 5 4 3 2 1
Output:
6
Explanations:
In the first test case, the 3rd day is valid (where it rains 5 units). Because there aren't any lessrainy-days in the previous 2 days or in the next 2 days. In the second test case, the 8th day is valid (where it rains 1 unit). Because there aren't any less-rainy-days in the previous 2 days or in the next 3 days (The days after the th day are out of their scope so they are not taken into consideration.). And in the third test case, the 6th day is valid (where it rains 1 unit). Because there aren't any lessrainy-days in the previous 6 days or in the following 6 days. | 781 | 541 | {
"id": "<urn:uuid:d73fdc23-2a2b-45fe-b198-6a7ce12c57f7>",
"dump": "CC-MAIN-2024-51",
"url": "https://arsiv.cclub.metu.edu.tr/problem/21rainhard/pdf/",
"date": "2024-12-09T20:27:20",
"file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00678.warc.gz",
"offset": 88345837,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9830726087093353,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9973484873771667,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1270,
1956
],
"fw_edu_scores": [
2.546875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
BEE & WASP STING ALLERGIES
KNOWING HOW TO RESPOND TO A BEE OR WASP STING ALLERGY CAN BE LIFESAVING
How to avoid being stung
1
FOOD:
When outside, keep food covered, look at what you're eating
FOOD:
and drinking before you take a bite or a sip, and avoid open rubbish bins.
How to avoid being stung
How to avoid being stung 2 CLOTHING: Avoid bright colours, keep your arms and legs covered, and avoid walking barefoot or in sandals outdoors. CLOTHING: Anaphylaxis UK, a charity registered in England and Wales (1085527) and in Scotland – charity number: SC051390
How to avoid being stung 3 REACTION: If a bee or wasp is near you, don't swat it. Move away slowly and calmly. If it lands on you, don't panic. Be patient and wait for it to fly away. REACTION:
4.
How to avoid being stung NEST: If you find a nest of wasps/bees in your house or garden, do not attempt to move it. Call the local authority or Bee Keeping Association for advice. NEST:
What to look out for?
What to do in an emergency?
Airways: Swelling in the throat, tongue or upper airways (tightening of the throat , hoarse voice, difficulty swallowing Airways:
Breathing: Sudden onset wheezing, breathing difficulty, noisy breathing Breathing:
B
Circulation: Dizziness, feeling faint, sudden sleepiness, tiredness, confusion, pale clammy skin, loss of consciousness. Circulation:
Is there treatment available?
Scan for more info
If you have a bee or wasp venom allergy, yo u may be eligible for venom immunotherapy Ask your GP! If you have a bee or wasp venom allergy, you may be eligible for venom immunotherapy Ask your GP! venom immunotherapy (VIT) Ask your GP!
Anaphylaxis UK, a charity registered in England and Wales (1085527) and in Scotland – charity number: SC051390
Anaphylaxis requires an urgent injection of adrenaline. If you are at risk o f anaphylaxis you should be prescribed two adrenaline auto-injectors (AAIs) Anaphylaxis requires an urgent injection of adrenaline. If you are at risk of anaphylaxis you should be prescribed two adrenaline auto-injectors (AAIs) Anaphylaxis adrenaline. two adrenaline auto-injectors (AAIs).
1
Stay where you are. Lie down with your legs raised.
2
3
4
5
Use an adrenaline auto-injector without delay.
Call 999 & ask for an ambulance. Say its an emergency case of anaphylaxis.
Use your second AAI after 5 mins if you get worse or do not improve.
When waiting for an ambulance, stay where you are, do not stand or sit up.
Copyright © 2024 Anaphylaxis UK, All rights reserved. | 1,239 | 640 | {
"id": "<urn:uuid:1c3c033a-f6c0-4c10-ac33-e05be5d41c67>",
"dump": "CC-MAIN-2024-51",
"url": "https://www.anaphylaxis.org.uk/wp-content/uploads/2024/07/Bee-Wasp-Campaign-2024-Poster-3.pdf?x13227",
"date": "2024-12-09T19:20:47",
"file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00680.warc.gz",
"offset": 602429387,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9949422478675842,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9949422478675842,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2521
],
"fw_edu_scores": [
2.03125
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Isabell Villacis
Artist Statement
I have a precise and intricate style that can be seen in both my acrylic and digital paintings. I have been creating art most of my life and am always happy to share my talents with others. When creating my compositions, I call upon my observations and experiences to create insightful pieces to help anyone navigate the travails they face in daily life. I tend to work quickly, in the moment, using whatever inspiration strikes me.
I want to communicate to people what I feel inside as an artist, but sometimes I can't find the words when I talk. Through my artwork, I create my own language. Sometimes this is communicated by the colors that I use. Red means power, yellow means happy, blue is sad, black is negativity, and white is clearing of the mind, to name a few. I try to infuse each painting with meaning. Each element symbolizes or speaks to something important to me or to the message I want to convey with the piece.
Art brings me joy, and I hope to bring that to others through my art. When people view my work, I want them to feel empowered to follow their dreams, no matter what happens or what challenges they come up against. I embedded positive messages and mantras into some of my paintings to serve as an extra reminder to preserve and be persistent, and remember where there is a will there is a way. I want my art to remind people that if you want something go for it, and little by little, one step at a time you will make your way to achieving it.
I created these paintings at the Arts Access Program at Matheny, a fine art program for people with disabilities. I feel very fortunate to be part of this wonderful program. The professional team I'm working with is wonderful. I work closely with the program's facilitators, who are professional artists trained to assist me and the other artists in the program with neutrality and without preconceptions. I do as much as I can by with my own hands to create my art and then direct the facilitator for everything else. It's a process that demands a constant trust and respect between myself and the facilitator. They believe in me, and I believe in myself as an artist and as a person.
I think it is important to believe in yourself; first, second, and third, believe in your abilities. Follow your work as an artist, and value yourself as a human being. Because your work is worth a lot. But remember, the people around you can help to inspire you, ground you, and lift you up. In the life of an artist, it makes a difference when you appreciate your peers and your supporters. It makes you push forward even more and grow as an artist. When I create art, I can be myself, be the person I truly am.
Isabell Villacis Bio
Born on October 3, 1979, weighing only one pound and with severe cerebral palsy, Isabell Villacis has not had an easy life. Thanks to her mother Ana Villacis who is also her caretaker, she has overcome many obstacles. With no use of her legs and minimal use of her hands, Isabell has been an inspiration and an encouragement to anyone who has the good fortune to meet her.
Since age 16, Isabell's interests were inclined to art. Through her art she has found freedom and the ability to express her feelings, emotions and thoughts. She graduated from Lakeview School in Edison, New Jersey at the age of 21. Since then she has been participating with a group of children and adults with similar challenges. The non-profit programs offer alternatives to people with severe physical challenges and a way they can express themselves through their artistic talents.
Isabell has excelled in many art forms particularly in acrylic painting. She also makes abstract music, sculptures, photos and some graphic design. She enjoys showing her art, and is always ready to display her work. She has participated in many art shows in the State of New Jersey at the Human Services Department office in Trenton, in the Princeton Museum, the Kessler Rehabilitations Institute, as well as in Paris, France. Besides her multiple talents, she also has a kind heart and is currently collaborating with a group of Hispanic artists in New Jersey.
Isabell has been a member of Foundation Manos A La Ayuda, Inc. (Hands Help Hands) since the organization was established in 2006. This organization sponsored art exhibits in 2006 and 2007, 2008 and 2009 for Isabell. In June 2009, in partnership with the Boiling Bank of Rutherford, Isabell's work was on display at the bank and at the office of Foundation Manos A La Ayuda.
She is also the inspiration for a scholarship fund called "The Picasso Dream" sponsored by Foundation Manos A La Ayuda, Inc. This fund provides scholarships each year to students graduating from high school with physical or learning disabilities who want, like Isabelle, to pursue their dreams in the field of art.
In 2007, Isabell was able to fulfill one of her dreams, a visit to the Eiffel Tower in Paris. The Eiffel Tower had been one of her most precious inspirations, and the foundation for many of her paintings.
Isabelle had been part of the Arts Access Program - Matheny's Arts Access since 2011 until now. Isabell dances, paints, and creates 3-D sculptures, and is working on a book about her life as an artist. | 1,963 | 1,142 | {
"id": "<urn:uuid:ee5803d7-1901-4adf-9a8d-3e1c7d7e46e4>",
"dump": "CC-MAIN-2024-51",
"url": "https://ccabedminster.org/wp-content/uploads/2024/10/Isabell-Villacis-Artist-Statement-and-Bio.pdf",
"date": "2024-12-09T19:14:03",
"file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00682.warc.gz",
"offset": 147166254,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9983671506245931,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9988119602203369,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2197,
3596,
5261
],
"fw_edu_scores": [
2.640625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Parenting Suggestions Regarding Technology and Cyberbullying
* Ask them to take you places they frequently visit and show you what they do. Three types of sites children commonly utilize are:
* Instant or Text Messaging
* Social Media
* Video or Picture Posting
* Open up accounts where they have accounts.
* If your child is under 13, you do have the option to have these accounts deleted since most of these services have an age and parental consent requirement per the Federal Children's Online Privacy Protection Act.
* Have them share with you all their user account names and passwords.
* Make certain they never have and will never share their passwords with anyone, even a friend. Explain the risk of someone impersonating them and ruining their reputation.
* Have them show you what they have in their profiles/pages. How do they describe themselves? Is it all accurate and appropriate? Does it show too much detail about your child? Are they protecting and sustaining a positive reputation?
* Scrutinize their friend lists on these accounts. Recognizing the identity of each person is paramount. If they don't know the person in person, then consider that person a stranger. Request they delete and block that person.
* Ask your child if they have ever been ridiculed, intimidated or humiliated on the Internet. Encourage them to come to you for support if they are being bullied. Both of you should learn how to use the print screen option to save evidence of the cyberbullying.
* In general, whether your child was bullied on-line or in person, write down the details as soon as possible. Log date, time, place, bully, bystanders, description of the event and evidence. Bring this documentation to the appropriate school official or local police department depending on the severity of the event.
* Ask whether they have bullied anyone. It's important for them to appreciate how much unkind words or images can inflict emotional pain, and that the reach of the Internet makes it far more destructive. Use Ryan's story to make the point.
© 2009-2016 John Halligan All rights reserved. Permission is granted to photocopy. Disclaimer:
This is for informational purposes only. It should not be considered complete or used in place of any additional resources.
Parenting Suggestions Regarding Technology and Cyberbullying
* Also, explain that this is a particularly difficult emotional period for many children and what may seem to be harmless teasing, can be devastating to the person being teased.
* Share with them that the Internet is a public forum so anything can be shared with other people without their knowledge or consent. They should be very discreet in what they say and do on-line. They need always to be vigilant in protecting their reputations. Things said and done on the internet can come back to bite them many years later.
* Have a very pointed conversation about "sexting", the risky practice of sending sexually explicit photos or messages which can easily be forwarded on to others and damage their reputation.
* Establish clear and enforceable guidelines:
* Create your family policy for technology acceptable use. List what may or may not be allowed including clear rules about time limits.
* Be upfront with your child that this policy will be enforced and monitored. Try to set a policy that respects your child's privacy while also considering their age, maturity level and inclination towards risky behavior.
* Purchase monitoring and time control software to help enforce your family's policy. o Search"parental control software reviews" to find the latest products, features, and reviews.
* Remove the technology (cells phones, tablets, iPods, computers) from the bedroom, specifically, when it is time to sleep.
* How much technology and access does your child need?
* Does a middle school child or younger possess the maturity, judgment, and social skills to use text messaging and social websites responsibly? Do their peers?
* Does your child need a cell phone, particularly with text messaging and photo/ video features? Are they mature enough to handle these options responsibly? Would a basic flip phone suffice until they are more mature?
* When does too much technology begin to hurt a child? You need to find the right balance with other activities.
* Is it healthy for them to come home and plug right back into their social network versus having some quiet, reflective and regenerative time with their family?
* Please visit http://www.RyansStory.org for more information about these topics and to also learn more about bullying and teen suicide prevention.
© 2009-2016 John Halligan All rights reserved. Permission is granted to photocopy. Disclaimer: This is for informational purposes only. It should not be considered complete or used in place of any additional resources. | 1,892 | 972 | {
"id": "<urn:uuid:9b47c598-0690-4169-9b2f-a434caf7ff39>",
"dump": "CC-MAIN-2017-39",
"url": "http://www.ryanpatrickhalligan.org/documents/ParentPresentationHandoutTipsforParentsRev15.pdf",
"date": "2017-09-22T20:37:43",
"file_path": "crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00062.warc.gz",
"offset": 553557220,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9975409507751465,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9975625872612,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2267,
4822
],
"fw_edu_scores": [
3.484375
],
"minhash_cluster_size": 1,
"duplicate_count": 6
} |
PowerPoint ® Resources for Training School Staff
2 Training
Asthma Basics
Training presentation for up to one-hour in-service seminars for any level participant. Appropriate for mixed audience of teachers, custodians, food service, PE teachers etc. We suggest providing a copy of the Asthma Basics section from this manual to each member of the audience.
Asthma Basics for Coaches
Training presentation approximately one hour in length providing asthma basics and actions for Coaches and all individuals responsible for sporting activities. Appropriate for all levels and types of coaches associated with grades K through 12. We suggest providing a copy of the Coaches section from this manual to each member of the audience.
Asthma in the School Environment
Basic indoor and outdoor environmental information and suggestions appropriate for short presentation (approx. 25 minutes). Appropriate for mixed audience with special emphasis on school administrators, custodians and teachers. We suggest providing a copy of the Administrators, and Custodians sections from this manual to each member of the audience.
Can be used as a complimentary educational resource to the EPA's "Tools for Schools" program.
Asthma Basics for Physical Education teachers
Training presentation geared toward asthma basics, information and suggested steps specific to PE teachers. Presentation length from 30 to 40 minutes. Appropriate for PE teachers, Playground Assistants or any individual responsible for children in the physical education setting.
We suggest providing a copy of the Coaches and Playground Assistants sections from this manual to each member of the audience. It may also be appropriate to provide a copy of the Teachers section depending on the audience makeup.
MDH – Managing Asthma in Minnesota Schools Training PowerPoint ®
:
I. Introduction to Asthma –
a. MN asthma statistics
b. Asthma basics- what is asthma?
c. Handling acute asthma episodes
d. What causes asthma?
e. EIA (exercise induced asthma)
f. Diagnosing and assessing asthma (Medical providers steps)
g. NHLBI guidelines/severity levels
h. Assessing asthma in the school health office
II. Medication Overview-
a. MN inhaler law
b. Controllers
c. Long Acting Beta Agonists
d. Leukotriene Modifiers
e. Relievers
III. Controlling Asthma-
a. Medical management & environmental management
b. Asthma action plans & zones
c. Environmental Management
d. Nurses role in managing asthma
e. Communication
f. Tools available in the manual
g. Care coordination and education
This is a 6-8 hour training program formatted to provide a comprehensive overview of asthma, the school nurses role when providing care to a child who has asthma and what resources and processes should be considered when providing health care services. Portions of this program may be altered to fit a certain individual educational need or used in its entirety when teaching other LSN's. We suggest you either copy the manual from the CD provided or contact MDH Asthma program staff to obtain further copies of the manual. MDH will provide copies of the manual (one per school) to Health Office staff who have attended a full 6-8 hour training session.
PowerPoint ® is a registered trademark of Microsoft © Corporation. | 1,508 | 660 | {
"id": "<urn:uuid:962bc741-110e-4264-9cc3-48ce7bf19fb1>",
"dump": "CC-MAIN-2017-39",
"url": "http://www.health.state.mn.us/asthma/documents/training.pdf",
"date": "2017-09-22T20:54:16",
"file_path": "crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00063.warc.gz",
"offset": 473814116,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9817792177200317,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9863678216934204,
"per_page_languages": [
"unknown",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
48,
1772,
3267
],
"fw_edu_scores": [
2.21875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science
Chemistry ... What a Pizza!!!
Student Activities
Your Tasks
Task 1
Each student has the task to carry out a research and to draw a concept map on the ingredients and the production process of pizza.
Analysis of the product
Let's know the pizza in more detail:
- What are the basic ingredients of the dough? (do not consider the stuffing in order to simplify the study)
- In which ratio the ingredients should be mixed?
- Is it important the sequence in the recipe?
1. Perform a web search concerning the ingredients and the preparation of the dough for pizza.
2. Draw a concept map with the ingredients used and the recommended doses for 500g of flour. Mark the differences between the various recipes.
3. Identifies the variables that, in your opinion, could affect the final result.
4. Choose one of the variables and try to set up an experiment to evaluate the influence of your factor on the final result.
5. Draw a flowchart: dough, first rising, second rising, baking.
Task 2
The research results are discussed in class and a final map of the ingredients and the procedure is developed.
Task 3
Students learn more in detail the reaction of leavening.
Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science
Problematization
Analyze the leavening process:
- What chemical reaction takes place during the leavening?
- What are the reagents and products of this reaction? Can you identify them?
- What is the function of the leaven?
- Changing the amount of the reagents, which results could be achieved?
- Changing working conditions (time, temperature ...), which results could be achieved?
At the end of the team work, in which you can use the resources that you deem appropriate (discussion with your mates, web searches, texts consultations, interviews with professionals or simply interviews with your mother or your grandmother...) write, with your teammates, the possible responses to the questions that are listed above. Also design possible experiments to verify the responses.
Task 4
Laboratory qualitative analysis Students, divided into groups of 4-5 elements, carry out tests.
Experimentation
1. The fermentation develops a gas: detection of CO2 through testing with barite water
2. The fermentation produces alcohol: detection by testing with potassium dichromate
Task 5
Laboratory, semi-quantitative analysis
To students, divided into groups, are assigned different tests. Each group will submit a written report on its activities including the graphs for comparison of the data collected. At the end of the research, students are asked, using a multimedia presentation, to describe to team mates the activities carried out.
Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science
Experimentation
Measure the rate of reaction through the volume of CO2 produced, the fermentation proceeds at different rates:
a. changing the% of sugar
b. changing the temperature
c. changing the amount of leaven
d. changing the relationship between substrates and catalysts
Elaborate the obtained data by creating comparative charts with Excel and describe the experimental work in a relationship.
Task 6
Hotel management school, let's make pizza and talk to the expert
The students go to a Hotel management school where they present their work and have the opportunity to ask questions of an expert in culinary technique and a cooking teacher. Also they proceed with the preparation and the tasting of the pizza.
Developed by Francesca Maria Foresi
Istituto di Istruzione Superiore "Corridoni Campana"
Osimo (AN), Italy | 1,598 | 753 | {
"id": "<urn:uuid:cb82c9cb-0d96-4392-8751-8fa572b933bf>",
"dump": "CC-MAIN-2017-39",
"url": "http://www.profiles.univpm.it/sites/www.profiles.univpm.it/files/profiles/FDS/Pizza_2_student.pdf",
"date": "2017-09-22T20:40:12",
"file_path": "crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00066.warc.gz",
"offset": 546022414,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9947100083033243,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9958189725875854,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1263,
2801,
3730
],
"fw_edu_scores": [
4.125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
8
8
Vocabulary & Grammar Module 6
VOCABULARY
Traveller
A. Circle the correct words.
1. Matt knows how to take care of the trees. He's a gardener / dancer.
2. Listen to me. This is very busy / important!
3. There's something wrong with my mouse / screen. It's black and I can't see anything.
4. My friend Adam is a very good athlete / volunteer. His favourite sport is basketball.
5. Do you play a musical instrument / public transport?
B. Match. Then use the correct form of the phrases to complete the sentences.
1. check
a. on the phone
2. do
b. e-mails
3. listen to
c. homework
4. take
d. a nap
5. talk
e. music
1. I'd like to stay at home tonight, and relax. Jazz usually relaxes me.
2. I can't now. I want to watch TV. I just have some Maths exercises to do and that's all.
3. When I get home from work I have lunch, then I for about an hour and in the afternoon I go out with my friends.
4. Jane usually with her friends a lot. Her mum doesn't like that.
5. A: What are you doing? B: I . My friends send me a lot every day.
C. Complete with the words in the box.
taps save lights protect
recycle environment
We all know that the(1) is
important. What can we do to(2)
it? We can(3) old magazines. We
1. Take your umbrella with you. It's c and it's r outside.
2. Let's go swimming. It's h and
s today.
3. It's really c . Don't go out with that T-shirt only.
E. Use the prompts and make questions with the verb can. Then answer about yourself.
1. you / play / guitar / ?
2. father / surf / Net / ?
3. you / draw / pictures / ?
F. Complete with the Present Progressive of the verbs in brackets.
1. A: What the boys (do)? B: They (listen) to music.
2. We (recycle) bottles today. It's Earth Day. But, we (not plant) trees.
3. A: you (turn off) the computer?
B: No, I (check) my e-mails.
G. Expand the notes into sentences using the Present Progressive.
1. they / clean / lake / now
2. he / study / for / exam / at the moment / ?
3. she / not plant / trees / now
GRAMMAR
D. Complete with the correct words.
can (4) energy by turning off (5) and water by turning off the (6) . | 1,365 | 615 | {
"id": "<urn:uuid:197c936e-1182-40b5-af5a-26d7a3aa43e7>",
"dump": "CC-MAIN-2017-39",
"url": "http://ingleseoi.es/tests/travellerbeginners/Et6.pdf",
"date": "2017-09-22T20:27:53",
"file_path": "crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00069.warc.gz",
"offset": 170990239,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9989296197891235,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9989296197891235,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2583
],
"fw_edu_scores": [
3.84375
],
"minhash_cluster_size": 2,
"duplicate_count": 2
} |
MATERIALS NEEDED:
2 beakers, 600 mL
Density box demonstration (Flinn Scientific no. AP4784) Note: There will be minimal mixing of water between the two sides of the density box. This can be reduced by coating the edges of the separator with a small amount of petroleum jelly or a suitable, colorless laboratory grease.
Water
Food color
Hot plate
Optional: ice
SAFETY PRECAUTIONS:
Wear safety goggles or glasses
Do not heat the water to boiling. It should be warm, but not too hot to handle.
DISPOSAL:
All materials in this experiment can be disposed of down the drain.
PROCEDURE:
Heat about 500 mL of water, in a beaker, until it is warm (40° to 60°C). (Note: Hot tap water can be used to eliminate additional heating.
Place about 500 mL of cold tap water into a 600 mL beaker (ice water can be used, but is not necessary).
Place a different food color in each beaker of water. (Suggested: red for hot, blue for cold)
Simultaneously, pour the water from both beakers into different sides of the water density box.
Allow the water to sit for about 30 to 60 seconds. Remove the separator from the box.
EXPLANATION:
The density of water decreases with increasing temperature. When the separator is removed, there is almost no turbulence in the water, thus, only a minimum amount of mixing occurs. Since the cooler water has a higher density, it will tend to fall to the bottom with the warmer, less dense water on top.
To work effectively, the cool water and warm water should have a difference in temperature of at least 20°C.
HOT AND COLD
©
2002 by David A. Katz. All rights reserved.
Permission for classroom use as long as original copyright is included.
David A. Katz
Chemist, Educator, and Consultant
133 N. Desert Stream Dr., Tucson, AZ 85745, USA
Voice/Fax: 520-624-2207 Email: email@example.com
After a while, as the water temperatures equilibrate, mixing will occur with "lines" of color extending vertically through the water layers. This is due to more rapid cooling at the top surface of the water due to evaporation effects, resulting in the cooled water falling toward the cooler lower layer. Cooler water, at the interface between the layers will become warmer from direct contact with the warm water layer and will rise through the upper layer.
UTILIZATION AND VARIATIONS:
In addition to demonstrating the difference in density between hot and cold water, this demonstration can be used to explain why water in a lake can be warm on top and cold on the bottom. On warm, sunny days, the surface of the lake will become warm. If there is little or no turbulence in the water, then there is minimal mixing between the upper and lower layers. When an individual walks into the water, they will experience the warm layer on their legs, and the colder, bottom layer on their feet.
In colder months, the surface of the lake will become cold from contact with the atmospheric temperature while the bottom of the lake will be warmer. When the temperature differential is great enough, the upper layer will fall to the bottom of the lake causing the lake to "turn over". | 1,312 | 711 | {
"id": "<urn:uuid:f67b2bf6-cef4-4ad9-aa46-d92a5a966b5f>",
"dump": "CC-MAIN-2017-39",
"url": "http://chymist.com/hot%20and%20cold.pdf",
"date": "2017-09-22T20:47:53",
"file_path": "crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00070.warc.gz",
"offset": 68182879,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.996530294418335,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9970824718475342,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1838,
3123
],
"fw_edu_scores": [
3.171875
],
"minhash_cluster_size": 1,
"duplicate_count": 7
} |
Utah PEST PRESS
t
IPM Fact Sheet # 12 September 13
e
T
o
a
n
g
m
e
n
a
M
Above: Mold growing in closet as a result of condensation from room air.
www.epa.gov/mold/
Above: Alternaria spores (photo by D.J. Young)
Right: Penicillium in culture (photo Bugwood.org)
Right: Aspergillus spores
Examples of some common indoor molds.
Molds & Mildews
l sf o raH e a l t h yLearning Enviro n m e n t
o
Mighty Molds
Molds are micro-organisms that live everywhere, indoors and outdoors. In order to grow and reproduce, they need a food source -- any organic material, such as leaves, wood, paper, or dirt -- and moisture. Molds can be many colors -- green, gray, brown, black or white. They release tiny, lightweight spores which travel through the air. Some common indoor molds are Cladosporium, Penicillium, Aspergillus, and Alternaria. Stachybotrys chartarum, also known as Stachybotrys atra, is a greenish-black mold. For control, you don't need to determine what type of mold you may have, but you do need to take steps to prevent and eliminate it.
All molds should be treated with respect to potential health risks. If mold contamination in a building is extensive, many spores can be released into the air. People exposed to these spores can become sensitized and develop allergies to the mold or other health problems. Individuals with immune suppression may be at increased risk. If you or your family members have these conditions, contact a qualified medical clinician for diagnosis and treatment. Allergy clinics can test for mold-related allergies.
Did You Know?
Mold grows under carpeting, inside walls, above ceiling tiles or inside ventilation equipment — wherever there is enough moisture to support growth. Look for:
* Plumbing leaks, flooding, and leaky roofs.
* Sprinkler spray hitting the building.
* Damp basement or crawl space.
* Steam from shower or cooking.
* Wet clothes drying indoors or clothes dryers exhausting indoors.
Left:
Mold on painted concrete in a school building. Rainwater is wicking directly through the concrete walls, and there is also condensation on the earth-chilled concrete. The floor is about 3 feet below ground level. (photo by Terry Brennan)
Managing Molds With Integrated Pest Management
* Regularly inspect all school buildings for signs of mold, moisture, leaks or spills.
* Identify and correct high moisture conditions quickly. Dry all wet areas within 24 to 48 hours.
* Eliminate sources of moisture by reducing indoor humidity — maintain indoor humidity levels between 30 and 60 percent.
Above: Mold growth on air diffuser in ceiling. www.epa.gov/mold/
* Prevent moisture condensation by increasing surface temperture, installing proper insulation and improving air circulation.
Above: Mold on drywall under leaky sink. (photo by John Martyny)
* Perform regular heating, ventilation and air conditioning (HVAC) inspections and maintenance as scheduled. Ensure HVAC drip pans are clean and unobstructed and flow properly.
* Establish a mold prevention and remediation plan within your Indoor Air Quality management program.
Once mold starts to grow in insulation or wallboard, the only way to deal with the problem is to remove and replace the contaminated building materials. If large areas are contaminated, use an experienced professional contractor. Contact the Utah Department of Public Health and Environment at http://www.dhs.utah.gov/
For more info, please see:
U.S. Environment Protection Agency www.epa.gov/iaq/molds/index.html
Centers for Disease Control and Prevention www.cdc.gov/mold/stachy.htm | 1,667 | 809 | {
"id": "<urn:uuid:043c2fe8-41ab-40be-a0eb-0ecf790c4708>",
"dump": "CC-MAIN-2017-39",
"url": "http://utahcustodians.com/wp-content/uploads/2014/03/IPM-Fact-Sheet-12-Mold-Mildew.pdf",
"date": "2017-09-22T20:52:22",
"file_path": "crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00068.warc.gz",
"offset": 350662326,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9925926029682159,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.992747962474823,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1968,
3600
],
"fw_edu_scores": [
3.109375
],
"minhash_cluster_size": 4,
"duplicate_count": 0
} |
To Begin:
* Sit in groups of 3. You get to pick them (today).
* Your first task will be to estimate the mass of one US quarter. There is a roll of quarters somewhere the room for you to handle. Do not steal it.
* Estimate the mass of the roll of quarters individually. There are 40 quarters in a roll, what is the mass of just one quarter?
Everyone has a job
* Recorder: Write down all your group's calculations
* Skeptic: Question your group's reasoning. Think of alternative approaches.
* (Mr.) Manager: Keep group on task. Make sure everyone is involved.
• Recorder: Who has the earliest birthday in the year?
• Skeptic: Who has the latest birthday in the year?
• (Mr.) Manager: Who is left over?
Activity One: Density of a Quarter
* You have already estimated the mass of one quarter. Come to a group consensus about the mass.
* Estimate the volume of a quarter. Ignore the carvings (if you want).
* Calculate the density of a quarter in g/cm^3.
* When done, compare your density to that of other groups.
• Look online for the density of aluminum
• Justify the internet source
• Actual nickel and copper densities are 8.91g/cm^3 and 8.94g/cm^3. How much did the carved out parts matter?
Activity Two: Number of atoms in a Quarter
* A quarter is 92% copper (molecular mass: 63.55g/mole) and 8% nickel (58.69g/mole).
* About how many atoms are in a quarter?
* Hint: there are 6x10^23 atoms/mole.
When dice appear, roll dice to pick a group to present how they did the calculation.
Atomic Structure
* Ball/Spring Model
* Maximum Packing Fraction ~75%
* Packing Fraction
* Use 60% for this Tangible
Activity Three: Radius of 1 atom
* Assume that the copper and nickel atoms are the same size. (Is this a decent assumption?)
* Find the radius of 1 atom in cm.
* Copper: 1.28 angstroms
• Actual sizes:
• Nickel: 1.24 angstroms
• Copper: 1.28 angstroms
• The 60% was chosen to give you close answers, hopefully.
• Calculate the number of atoms in a ring around the edge of the quarter.
• The answer is a lot.
Why do this?
* Estimation Practice ("a useful skill for engineers and scientists").
* Practice with pre-class reading.
* Internet Sources
* Hands on examples of science. | 1,053 | 564 | {
"id": "<urn:uuid:0a667eb0-2e46-4669-b145-9da2afda2a09>",
"dump": "CC-MAIN-2017-39",
"url": "http://tep.uoregon.edu/pdf/ScaleUpPresentation.pdf",
"date": "2017-09-22T20:41:50",
"file_path": "crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00072.warc.gz",
"offset": 328681119,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.965076873699824,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.997009813785553,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"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": [
340,
563,
711,
1022,
1207,
1416,
1502,
1620,
1782,
1937,
2036,
2208
],
"fw_edu_scores": [
4.34375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Math 322 Fall 2017 Number Theory HW 1 Solutions
Due Friday, September 8
You may not discuss the starred problem with classmates, though you should of course feel free to discuss it with me as much as you like. Linguistic precision is important for this problem. Submit this problem on a separate, detached sheet of paper.
⋆ Redo Problem: Show that if a, b, c, d are non-zero integers, and a|b and c|d, then ac|bd.
For the remainder of these problems, I encourage you to collaborate with your classmates, as well as to discuss them with me.
1. Compute
* (6, 8, 10) Solution: = 2
* (34, 22) Solution: = 2
* (2970, 2925) Solution: 2970 = 2·3 3 ·5·11 and 2925 = 3 2 ·5 2 ·13 so (2970, 2925) = 3 2 · 5 = 45.
2. Prove that if a and b are integers, then gcd(a, b) exists and is unique.
Solution: Existence: First, a, b have at least one common divisor because 1 divides every number. Every common divisor of a and b divides b and thus is ≤ b (and ≥−b). Thus the set of common divisors is finite and therefore has a largest element.
Uniqueness: The relation ≤ is a total order on the set of integers, and thus there is only one largest common divisor.
3. Let a, b, c be integers with (a, b) = 1 and c|(a + b). Prove that (a, c) = (b, c) = 1.
Solution: Let (a, c) = d. Then d|c and thus d|(a + b), and since d|a, by the lemma on linear combinations d|((a + b) − a) = b. Thus d|a, d|b, so d|(a, b) = 1. Thus (a, c) = d = 1. An identical argument shows that (b, c) = 1.
Definition 0.1. We say that a set of numbers a1, . . . , an are mutually relatively prime if gcd(a1, . . . , an) = 1. We say that the set is pairwise relatively prime if gcd(ai, aj) = 1 whenever i ̸= j.
4. • Find a triple of numbers (a, b, c) that are mutually relatively prime but not pairwise relatively prime.
Solution: (4, 6, 9) is one example.
* Find a quadruple of numbers (a, b, c, d) that are mutually relatively prime, but any subset of three of them is not mutually relatively prime.
Solution: 30,42,70,105.
Definition 0.2. If a and b are integers, then we define the least common multiple of a and b, written [a, b] or lcm(a, b), as the least (positive) integer c such that a|c and b|c.
5. Let k be a natural number. Prove that lcm(ka, kb) = k · lcm(a, b).
Solution: Suppose c is a common multiple of ka and kb, and thus ka|c, kb|c. Then we have integers m, n such that kam = c, kbn = c, and then am = c/k, bn = c/k are integers. Thus a|c/k, b|c/k and c/k is a common multiple of a and b.
Conversely, suppose c/k is a common multiple of a and b (and note we can write any common multiple in this form). Then a|c/k, b|c/k, so there are integers m, n such that am = c/k, bn = c/k and thus amk = bnk = c and thus c is a common multiple of ak and bk.
Thus the set of common multiples of ka and kb is the set of common multiples of a and b multiplied by k; taking the least element of each set, we have lcm(ka, kb) = k lcm(a, b). | 1,448 | 921 | {
"id": "<urn:uuid:88096f0d-3729-4870-9817-aa12fe1ad337>",
"dump": "CC-MAIN-2017-39",
"url": "http://jaydaigle.net/courses/2017_fall_322/hw1_solutions.pdf",
"date": "2017-09-22T20:39:40",
"file_path": "crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00074.warc.gz",
"offset": 173771772,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9656962752342224,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9672747254371643,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1670,
2910
],
"fw_edu_scores": [
2.46875
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Purim commemorates the celebration of the Jews in the Persian Empire when they were saved from their aggressor Haman. In the 4th Century BCE, the Jews were ruled by Achashverosh, King of the Persian Empire. While he was no friend to the Jews, his most trusted advisor Haman, was worse. Haman sought out a decree that would allow him to kill all Jews in the land, beginning with a man named Mordechai, who was uncle to the new queen. Achashverosh had no idea that his new wife Esther was Jewish, but at the urging of her uncle she was able to convince him to save Mordechai and the rest of the Jewish people. The holiday, instituted by Mordechai and Esther, was named Purim (Hebrew for lottery) to remember how Haman chose the day on which the Jewish people were to be exterminated.
Purim
Mishenichnas Adar marbim b'simcha
משנכנס אדר מרבין בשמחה
In its simplest terms, this phrase means: those who enter the month of Adar increase in their joy. To push deeper we can understand it to mean that during the month of Adar, we rejoice in what we have.
During Purim we celebrate in two ways:
Mishloach manot (sending gifts) – We are obligated to share our wealth with our friends and neighbors. As such we give gifts of food and drink that they can add to their celebrations.
Matanot l'evyonim (Aid for those in need) – We cannot rejoice unless we ensure that those less fortunate can rejoice as well. As such, we give gifts to those in need to ensure they have full celebrations.
Being an Upstander
Challenging yourself to do the right thing isn't easy. Queen Esther knew she put herself at great risk when she asked the King to save the Jewish people. Purim is the holiday that reminds us to use what we have to help others. In the case of Esther, she used her position of influence to protect her people. We are faced with challenges and choices on a daily basis. How we face them is up to us, so we must arm ourselves to be strong and ready to take action.
1 2 3 4
When was a time you saw someone in need of help or protection and knew you were able to help?
Why is it sometimes hard for people to stand up for their beliefs?
How can you push yourself to be an upstander?
Think of a cause or issue that is important to you. How can you be a regular upstander for that cause?
bbyo.org | 859 | 578 | {
"id": "<urn:uuid:85700420-9197-494d-9298-552a7d099a0b>",
"dump": "CC-MAIN-2015-32",
"url": "http://bbyo.org/azabbg/resources/?rm=download&id=2156",
"date": "2015-07-30T10:08:52",
"file_path": "crawl-data/CC-MAIN-2015-32/segments/1438042987171.38/warc/CC-MAIN-20150728002307-00214-ip-10-236-191-2.ec2.internal.warc.gz",
"offset": 25215335,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9969619512557983,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9969619512557983,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2308
],
"fw_edu_scores": [
3.125
],
"minhash_cluster_size": 3,
"duplicate_count": 7
} |
Energy and Climate Change
As an EPA Green Power Partner, the City of Lake Oswego encourages its citizens and businesses to invest in energy efficiency, renewable energy, and understand what resources are available to help us lead more efficient and affordable lives.
Energy Efficiency and Conservation
Energy efficiency and conservation provide the best opportunity to reduce our dependence on fossil fuels and reduce our GHG emissions. Learn more here.
Water conservation is closely related to energy conservation. More than half the electricity used by the City for its operations is to pump, treat, and move drinking water. Learn more about the City's water conservation program, including free technical assistance, rebates, and incentives.
Renewable Energy
The City of Lake Oswego recently agreed to purchase 100% Clean Wind energy from PGE for all of its Schedule 83 buildings (largest consumers of electricity). Purchasing clean wind renewable energy credits for the City demonstrates a commitment to building the Northwest's renewable energy sector, creating jobs, and a clean economy. The City of Lake Oswego now joins the City of Beaverton and the City of Milwaukie in purchasing Clean Wind at the Platinum level. Hillsboro, Gresham, and Wilsonville are all Gold level purchasers.
Based on current electricity usage, the City will reduce its CO2 emissions by 8,945,302 lbs annually. That is equivalent to planting 1,065 trees or not driving 9,982,036 miles. As the City continues to invest in energy efficient technologies, such as LED lights and solar arrays, the amount that the City will need to spend on purchasing Clean Wind will decrease over time.
As a result of this purchase, the City is now an EPA Green Power Partner! We are working towards becoming an EPA Green Power Community, joining a network of cities across the country whose purchase of renewable energy is keeping tons of CO2 out of our atmosphere. Please join us in purchasing renewable energy from Portland General Electric and create a healthy Lake Oswego for future generations!
Check out all the options on their Renewable Energy Options site.
Climate Change and Greenhouse Gas Emissions
A major concern to the Lake Oswego community and beyond is a changing climate due to increased greenhouse gas emissions (GHG) from human activity. Learn more about climate change, Lake Oswego's GHG emissions, and actions we can take.
Find additional climate change resources here.
Page 1 of 2
Energy and Climate Change
Published on City of Lake Oswego Oregon Official Website (http://ci.oswego.or.us)
Electric Vehicle Charging Stations
The City has installed electric vehicle charging stations in downtown Lake Oswego as part of two state-wide electric vehicle (EV) charging station infrastructure projects. Learn more about the projects here.
Source URL (retrieved on 07/30/2015 - 3:21am): http://ci.oswego.or.us/sustainability/energy-and-climate-change
Page 2 of 2 | 1,338 | 598 | {
"id": "<urn:uuid:aa1489f4-a938-456f-8284-1aa31974df39>",
"dump": "CC-MAIN-2015-32",
"url": "http://ci.oswego.or.us/printpdf/12073",
"date": "2015-07-30T10:21:09",
"file_path": "crawl-data/CC-MAIN-2015-32/segments/1438042987171.38/warc/CC-MAIN-20150728002307-00219-ip-10-236-191-2.ec2.internal.warc.gz",
"offset": 50753920,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9823709726333618,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9953891038894653,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2478,
2958
],
"fw_edu_scores": [
2.078125
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Characteristics of a City Street/State Highway
Most, if not all, city streets and state routes were constructed with conventional road construction methods. These methods include the removal of the unstable native material under the road (good for nuts and alfalfa but not roads), which is replaced with a stable, 12-24 inch thick layer of compacted gravel material that can withstand heavy vehicle loads.
Place asphalt concrete between concrete curb/gutter
Typical City Street
Storm Drain System takes water away from
road base
Completed road with storm drainage
Next, a 4-12 inch layer of hot asphalt concrete pavement (the black top) or concrete pavement pavement (the black-top) or concrete pavement placed to provide a smooth ride surface.
A combination of concrete curbs and gutters, along with an underlying closed storm sewer system generally collects and diverts seasonal storm water away from the road base. All of these design features result in roads with longer lifecycles and lower maintenance costs than other types of roads.
Characteristics of a Typical County Road
Step 1
Loosely leveled gravel over the existing unsuitable soil
Most county roads are former wagon trails following the section lines (one mile apart), built on rich farm soil. In the early 1900's, the primary cost for road maintenance in Yolo County was watering roads to reduce dust. As transportation modes evolved, these wagon trails were modified to accommodate two-way motor vehicle traffic. In many instances, the native materials were leveled, the road widened and in some areas loose gravel from area creeks was placed on the native material to eliminate wheel ruts and seasonal muddy roads. As a more durable form of dust control, oil instead of water was sprayed on the un-compacted gravel.
Typical County Road:
1. Water inundation from surrounding fields fills drainage ditches.
2. Water undermines the gravel road base.
3. Road surface develops cracks and potholes.
Repairing the damage created by these factors present different challenges for the county. City repair crews have a compact geographical area, which allows them to reach and travel between repair sites in minutes. Yolo County crews have a wider geographical area to cover. It may take crews as long as one hour before they can reach a repair site within the vast 1,021 square mile network of county roads, and another 20-40 minutes of travel time to the next repair site.
Later, these roads were coated with a very thin layer of asphalt oil (a thicker oil product) to improve dust control and smooth the travel surface. During routine maintenance some of the rural roads were later chip sealed. Chip seals are constructed by evenly distributing a thin base of hot asphalt oil and then embedding finely graded gravel into the asphalt oil. The gravel is evenly distributed over the oil, and then rolled into a smooth surface. Many "paved" road surfaces in Yolo County are in fact a 1/2 to 2 inch thick accumulation of chip seals applied over time. Chip seals are typically used on rural roads carrying lower traffic volumes, because chip seals do not have the binding and strength properties of the asphalt pavement or concrete.
Instead of a closed storm sewer system (as in city settings), open ditches dj t t th t d t ff F l t i t l f ll adjacent to the county roads convey storm run-off. From late spring to early fall, many of the roadside storm drainage ditches in the rural areas are flowing full with irrigation water for adjacent fields.
Unlike closed storm sewer systems, open ditches allow infiltration of the water into the road base. Water is the biggest enemy of road pavements; saturated road bases are the main reason for premature pavement failures. Water seeps into the lower layers from the edge of the road and weakens the support; the pavement flexes under heavy vehicle loads and then cracks or ruts.
Once cracking starts, storm water infiltrates the cracks and the rate of damage rapidly increases.
Rural roads tend to have a faster deterioration rate than city streets for several reasons: First, the construction is substandard for the current loads. Second, the continued saturation of the road sides and water infiltration into the road bed weaken the road. Finally, the heavier and more frequent truck loads damage the road by producing pot holes, ruts and cracks. | 1,800 | 873 | {
"id": "<urn:uuid:746999b7-2501-4956-870f-52e7bd0fc349>",
"dump": "CC-MAIN-2015-32",
"url": "http://yolocounty.org/home/showdocument?id=18283",
"date": "2015-07-30T10:06:31",
"file_path": "crawl-data/CC-MAIN-2015-32/segments/1438042987171.38/warc/CC-MAIN-20150728002307-00227-ip-10-236-191-2.ec2.internal.warc.gz",
"offset": 868688958,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9980071783065796,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9986749887466431,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1047,
4372
],
"fw_edu_scores": [
2.609375
],
"minhash_cluster_size": 1,
"duplicate_count": 15
} |
Many hallmarks of Halloween—lit jack-o-lanterns, candle decorations and billowing costumes—all pose fire safety hazards. As kids and families select costumes and decorate their homes for the season, the National Fire Protection Association (NFPA) encourages everyone to implement simple safety precautions to ensure that this year's Halloween remains fun and fire-free.
"Halloween is such an exciting holiday for kids and adults alike," says Lorraine Carli, NFPA's vice president of communications. "But without the proper planning and precautions, a seemingly innocent candle decoration or a flowing costume can quickly turn the holiday into a true horror."
According to Carli, candle fires represent a leading cause of U.S. home fires. From 2003-2007, an annual average of 15,260 home structure fires were started by candles, causing 166 fire deaths, 1,289 injuries and $450 million in direct property damage.
Overall, candles caused four percent of reported home fires, six percent of the home fire deaths, 10 percent of the home fire injuries, and seven percent of the direct property damage in reported home fires during this period. Halloween is one of the top five days for candle fires.
NFPA statistics also show that, from 2003-2007, decorations were the item first ignited in an estimated annual average of 1,240 reported home structure fires, resulting in seven civilian deaths, 53 civilian injuries and $20 million in direct property damage each year.
"We urge everyone to take simple precautions to keep this year's Halloween celebrations festive and safe," says Carli. Fortunately, she notes, most fire hazards can be avoided with a few minor adjustments and a little extra planning. Below are NFPA's tips for keeping the family, home and all trick-or-treaters safe from fire this Halloween:
—When choosing a costume, stay away from billowing or long trailing fabric. If making a costume, choose material that won't easily ignite if it comes into contact with heat or flame. If a child is wearing a mask, make sure the eye holes are large enough so they can see out.
1 / 3
Keep Halloween spooky, safe
Written by Holyoke Enterprise
—Provide children with flashlights to carry for lighting or glow sticks as part of their costume.
—Dried flowers, cornstalks and crepe paper are highly flammable. Keep these and other decorations well away from all open flames and heat sources, including light bulbs and heaters.
—It is safest to use a flashlight or battery-operated candles in a jack-o-lantern. If using a real candle, use extreme caution. Make sure children are watched at all times when candles are lit. When lighting candles inside jack-o-lanterns, use long fireplace-style matches or a utility lighter. Be sure to place lit pumpkins well away from anything that can burn and far enough out of way of trick-or-treaters, doorsteps, walkways and yards.
—If one chooses to use candle decorations, make sure to keep them well-attended at all times.
—Remember to keep exits clear of decorations, so nothing blocks escape routes.
—Tell children to stay away from open flames. Be sure they know how to stop, drop and roll if their clothing catches fire. (Have them practice stopping immediately, dropping to the ground, covering their face with hands, and rolling over and over to put the flames out.)
—Use flashlights as alternatives to candles or torch lights when decorating walkways and yards. They are much safer for trick-or-treaters, whose costumes may brush against the lighting.
—If children are going to Halloween parties at others' homes, have them look for ways out of the home and plan how they would get out in an emergency.
—Children should always go trick-or-treating with a responsible adult.
2 / 3
Keep Halloween spooky, safe
Written by Holyoke Enterprise
—Remind children to stay together as a group and walk from house to house.
—Review how to cross a street with children. Look left, right and left again to be sure no cars are approaching before crossing the street.
—Make a rule that children will not eat any treat until it has been brought home and examined by a grown-up.
NFPA is a worldwide leader in providing fire, electrical, building and life safety to the public since 1896. The mission of the international nonprofit organization is to reduce the worldwide burden of fire and other hazards on the quality of life by providing and advocating consensus codes and standards, research, training, and education. Visit NFPA's website at http://www.nfpa.org.
3 / 3 | 1,799 | 946 | {
"id": "<urn:uuid:cbd7a3e1-9386-4ce4-8a85-417d945b5ccb>",
"dump": "CC-MAIN-2014-49",
"url": "http://holyokeenterprise.com/index.php?view=article&catid=34%3Alocal-news&id=2356%3Akeep-halloween-spooky-safe&format=pdf&option=com_content&Itemid=62",
"date": "2014-11-26T04:01:19",
"file_path": "crawl-data/CC-MAIN-2014-49/segments/1416931005387.19/warc/CC-MAIN-20141125155645-00027-ip-10-235-23-156.ec2.internal.warc.gz",
"offset": 133681994,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9983535806337992,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9984738826751709,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2093,
3743,
4525
],
"fw_edu_scores": [
3
],
"minhash_cluster_size": 2,
"duplicate_count": 10
} |
Saint Ambrose, pray for us!
The Children's Word is a weekly bulletin for Orthodox Christian young people. Copyright 2017 Alexandra Houck.
Email is orthodoxchildrensword (at) gmail.com. Find it each week at myocn.net.
"Let the little children come to me, and do not forbid them, for to such is the Kingdom of Heaven." Mark 10:14
Sunday, December 3, 2017 Volume 5, Issue 49
A Ministry of the Orthodox Christian Network
Be quiet? Be quiet?
Has anybody ever told you to be
quiet? If you were a little too loud at home, your parents probably told you to keep it down. It's hard to keep quiet when you really want to say something!
Today we read the Gospel passage about the blind man, whom Jesus healed. This poor man was sitting by the road begging. When somebody told him Jesus was passing by, he cried out, "Jesus, Son of David, have mercy on me!" The people around him told him to be quiet,
but the blind man couldn't keep quiet! In fact, he cried out for Jesus even more loudly. When Jesus heard the man, He healed him so he could finally see! So, it was a good thing he didn't keep quiet!
Sometimes you might feel embarrassed to say your prayers or to go to church—especially if you're the only one. When you get older, your friends might want to do fun things right when you want to go to church or say your prayers! Other people might even laugh or make fun of you when you say a prayer before a meal or when you go off to church. But let's remember the blind man in the Gospel today. He had something to say to the Lord, and nobody could keep him quiet about it! Let's try to keep our prayer time as a special time nobody can take away.
WORD SEARCH WORD SEARCH
Can you find these words in the word jumble?
AMBROSE
BISHOP
BLIND MAN
GO TO CHURCH
HEALING
MILAN
PRAYER
SILENT
ISAAVNBWQGOHPACMSHQCEECHDYHXMDRPOHSIBDRKXALBRRYUHYDUWEXLLPRZQXHVNLLAYASQZOXZDVBTMBWAZLEHSLLLFTLNXIRZIEQEBGLXSJIEFPMARSWNOFZQUGNLZLJOJAPVQBWAAGDIQYXLBCHCVTTRJNMSRIKONAFWWQAGBSAMXRPOGOTOCHURCHNGMVGJTVEWQCYMMSTBZPYCBFWJNDOBHOKTX
What's in an icon?
Here is an icon of Saint Ambrose!
Can you see the city of Milan in the background?
SAINT AMBROSE OF MILAN A BABY'S VOTE FOR BISHOP!
Would you listen if a baby told you something important? Probably
so! There is a story about how a baby said something important about Saint Ambrose— and everybody listened!
Saint Ambrose of Milan (Italy) wasn't always a Christian. His father was a pagan and believed in false gods, so Ambrose was not baptized when he was young (like you probably were).
But one day, a baby said out loud, "Ambrose should be bishop!" Of course, everybody was so surprised—first that the baby could talk, and second that he thought Ambrose should be bishop. After all, Ambrose wasn't even a baptized Christian yet! But St. Ambrose was soon baptized, and then quickly became a deacon, then a priest, then a bishop.
St. Ambrose was a wonderful saint. Many people became Christian because of his words and his actions. As bishop, he remembered to take care of the poor people, too. Sometimes, emperors and other leaders would do wrong things, and St. Ambrose would stand up to them and set them right. He wasn't shy to say what was right and what was wrong—just as we shouldn't be either! St. Ambrose wrote many things for us to learn about God. We still have many of his writings today—1700 years later. That shows he is still important to us even now!
We celebrate the nameday of St. Ambrose on Thursday, Dec. 7th (Dec. 19th, OC). | 1,500 | 1,018 | {
"id": "<urn:uuid:bedaadd7-2093-4335-8b4f-55bb85d3db26>",
"dump": "CC-MAIN-2017-51",
"url": "http://www.daytonannunciation.org/assets/files/Childrens-Word-251.pdf",
"date": "2017-12-18T14:40:40",
"file_path": "crawl-data/CC-MAIN-2017-51/segments/1512948617816.91/warc/CC-MAIN-20171218141805-20171218163805-00551.warc.gz",
"offset": 351237457,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9976620674133301,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9985913038253784,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1666,
3512
],
"fw_edu_scores": [
2.890625
],
"minhash_cluster_size": 2,
"duplicate_count": 1
} |
Cross Training for Fitness and Fatloss
The numbers on your scale do not indicate whether you are fit or fat. Far more significant than your total body weight is the composition of your body tissue. If a man's fatty tissue makes up more than 14% up to 15% of his body mass, or if a woman's is more than 20% to 22%, he or she is considered to be overweight, or more precisely, "overfat".
A small amount of fat is needed for padding the internal organs and as insulation under the skin. Excess fat leads to such diseases as diabetes, gout, high blood pressure, coronary artery disease, and gallbladder problems. There are very few, very fat persons. The reason is that the fittest, not the fattest survive.
The problem now is focused on how to resolve the problem. The problem with most people who want to lose weight is that they have the propensity to concentrate more on getting those numbers lower than what they are seeing now. What happens next is that they strive harder to achieve a lower weight, according to the "ever reliable" result of a bathroom scale.
It would be more important to think of the human body as a heat-exchange engine that works on the basic principles of energy physics. The caloric balance equals the total calorie intake minus the total calorie expenditure.
Some of the calories people ingest are used for basal metabolism. As people get old, their bodies require fewer calories for this basic upkeep. Some calories are excreted as waste products. Some go into "work metabolism," the energy expenditure required for any physical activity.
When people take in more calories than are used by these functions, there is a definite caloric excess. By the laws of physics, energy is transformed rather than destroyed. In this case, each excess of 3,500 calories is turned into a pound of fat. If you want to reverse this process, you have to burn up 3,500 calories to lose a single pound.
Winning the War Against Fat
When you think of fighting fat with exercise, you probably think of hours of hard, sweaty exertion. If this is the case, then, you will not get any further. This is because people who are so much into losing more by exerting more effort tend to get bored easily. This does not have to be the case. Cross trainers such as ellipticals or treadclimbers give an enjoyable, yet challenging workout.
Studies have shown that when people exert more effort than they are capable of, it creates a feeling of weariness and depression. Often due to this, they give up, stop doing their exercises, and end up sulking on the couch with a bag of chips.
Now, you might ask, "What should be done instead?" The answer… cross training.
After some intensive studies and experimentations, health experts were able to come up with the concept of incorporating cross training in order to break up the monotony in an exercise program.
Cross training refers to the integration of diverse movements or activities into a person's conventional exercise routine. The main purpose of incorporating cross training into an exercise program is to avoid excess muscle stress, and to put a stop to workout boredom.
Three of the most commonly used activities whenever a person decides to engage into cross training are swimming, running, and cycling.
In cross training, distance is one way to extend your activity as your condition improves. For this reason, you need to traverse a measured distance.
If possible, swim the course and measure the distance. If you will be using a running track, such courses usually are a quarter-mile per lap for a complete circuit. When using a treadclimber machine, some will track your progress for you, steadily increasing the difficulty of your workout.
Cross training offers a variety of benefits for fitness and fat loss. It builds up the strength and endurance of the heart, lungs, and blood vessels. It has also some tranquilizing effect on the nerves, and it burns up calories as much as it makes your "losing weight" more bearable.
Cross training has three basic components:
1. Aerobic exercises to condition the heart, lungs, and blood vessels and to induce relaxation. These begin with careful walking and jogging, depending on fitness level.
2. Strength Training, which is particularly important for good posture. These include activities that are designed to encourage people who may be burned out with their fitness routine.
3. Exercises to improve joint mobility and prevent or relieve aches and pains. These consist of a series of static stretching positions that are safe and effective for most of the people who wish to lose fat.
Cross training fitness machines, such as the treadclimber combine all of these cross training components, giving the person a faster, more efficient workout experience.
Indeed, cross training is a great way to modify the concept of exercising and losing fat without having to endure monotonous activities.
The whole idea behind cross training is to get a great workout while enjoying what you are doing. If your workout challenges you without allowing you to become bored, you will continue to come back to it, and as a result, you will be more successful in your fitness goals. | 1,931 | 1,052 | {
"id": "<urn:uuid:8cf9eaf7-a64c-4e5d-954b-1afc9c2f1903>",
"dump": "CC-MAIN-2017-51",
"url": "http://solvemyproblemnow.com/crosstrainingbible.pdf",
"date": "2017-12-18T14:49:41",
"file_path": "crawl-data/CC-MAIN-2017-51/segments/1512948617816.91/warc/CC-MAIN-20171218141805-20171218163805-00553.warc.gz",
"offset": 255391869,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9989306529362997,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9992319345474243,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1065,
1916,
3131,
3996,
4913,
5189
],
"fw_edu_scores": [
2.875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Choosing Your Campsite
If you have ever been on a BWCA or Quetico Park canoe trip before, you undoubtedly have one, if not several, favorite campsites. What was so special about it? Was it the tall pines, the spectacular view, or the ease of finding an ideal tent site? Maybe it was because of great fishing right from the campsite! For whatever reason, it will probably be a spot you will remember for a lifetime.
There are, however, certain criteria that should be considered when selecting a site. Here are a few items that you should consider and look for in a campsite while in the Boundary Waters or Quetico Park.
BUGS
One of the most common reasons, according to the United States Forest
Service, for having a less than enjoyable canoe trip are insects. Campsite selection can help minimize the annoyance of these pests. If your trip falls in the height of the bug season (end of May – beginning of July), consider sites on points that will enable even a light breeze to aid in preventing mosquitoes & black flies from "settling in." A site with thinner underbrush helps, too. Pay attention to the surrounding terrain. Continuous low terrain is much more likely to hold standing water, a must for breeding mosquitoes. Large expanses of Cedar trees are a dead giveaway that the area is marshy or swampy. The later in the season, the less important this situation becomes. By mid-August, bugs do not pose a problem.
WEATHER
There is one constant in the canoe country, weather... we always have it. Inclement weather can be anything from an inconvenience to life threatening. During early spring and fall trips, look for protected bays and thick underbrush. These areas offer protection from blustery winds. After a cold front moves through an area, the winds typically turn to a north, northeasterly, or northwesterly direction. This ushers in much cooler weather. Early or late season trips can easily see temperatures that drop into the 30s, 40s, and sometimes even below freezing. It is important to have a campsite that offers protection from the northern winds. This is especially important if the wind is accompanied with precipitation. Choose a campsite on the protected shore of the lake. Weather fronts move through our area on a continual basis. The possibility for thunderstorms always exists. High winds can accompany thunderstorms but are not usually sustained over a long period of time. Lightning that is associated with these storms is a much more serious threat. Although pine trees are as much a part of the canoe country as anything, don't set up where you simply cannot avoid being at the foot of the biggest, tallest pines around! Equally important is to notice big tree roots that lightning can travel through. Avoid tiny island campsites in the middle of the lake which make you the highest point around. Though lightning is very unpredictable, do things to put odds in your favor, not against.
BEARS
One of the quickest ways to end a trip is to lose your food to a bear. When looking for a campsite, scope out the area for good trees from which to hang your food supply. We always recommend hanging your food. Also, take heed to reports of areas or individual sites that have had excessive black bear activity.
OTHER FACTORS
If you like to fish, remember that wind doesn't always let you get out on the lake. A site with good walk around space where you can fish from shore still lets you wet a line even if not from a canoe. If you'd like a chance to see northern lights, a site on the southern side of the lake offers a better view of the northern sky. For larger groups, consider several large tents rather than numerous small tents; campsites generally have only two to three tent pads.
At certain periods during the canoe season (peak season), campsite selection should be done earlier in the day for more choice, especially closer to entry points. All things considered, it may be a bit challenging to find a site that is 100% perfect, but consider your situation on an individual day basis. Also remember that often any place you camp in the canoe country could very well be better than where you are now. | 1,522 | 866 | {
"id": "<urn:uuid:f7682672-0430-4df4-bf33-ec3a18fda056>",
"dump": "CC-MAIN-2017-51",
"url": "http://highadventurecanoetrips.com/pdf/CBO_choose_camp.pdf",
"date": "2017-12-18T14:44:14",
"file_path": "crawl-data/CC-MAIN-2017-51/segments/1512948617816.91/warc/CC-MAIN-20171218141805-20171218163805-00554.warc.gz",
"offset": 131004402,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9992432594299316,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9992432594299316,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
4153
],
"fw_edu_scores": [
2.46875
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Cultural Requirements of Psychopsis
By Richard A. Fulford
Psychopsis with 38 chromosomes and two pollinia grow epiphytically in wet rainforest and also dry upland forest. The pseudobulbs are tightly clustered, oval, oblong and almost round, very compressed, wrinkled, often dull red. The leaves are solitary and erect. Inflorescences are normally solitary per bulb, jointed and arched, arising from the base out of a sheath, producing a succession of flowers which last approx. 10 days, variable in color and size from inflorescence to inflorescence and from blooming to blooming. Never cut the inflorescence until it is obviously spent as old inflorescences will continue to produce flowers for many years.
The narrow, upright attenuated dorsal sepal and petals are dull to vibrant red-brown often with a narrow yellow picotee or with a few yellow
transverse stripes. The broad, often down swept lateral sepals are canary yellow heavily marked with irregular transverse red-brown bars. The large lip is three-lobed with a large canary yellow center, bordered by a redbrown band. In addition to the normally pigmented forms, pure yellow forms devoid of the red pigment also exist. Flowering occurs at intervals throughout the entire year and well grown plants will have many inflorescences with more than one flower per inflorescence.
In their native habitat Psychopsis prefer the trunks and branches of trees where they dry out quickly although they do not like to dry out completely and do not require a rest period. Psychopsis are intolerant of stale conditions at their roots and benefit from annual repotting, especially in bark mixes. The roots of these plants are fine and subject to salt burn if the potting medium is not regularly flushed with pure water. Because of their fat pseudobulbs, cultural problems can go undetected until significant damage has been done.
Temperature: Approx. 60 o F at night to 90 o F during the day.
Light: 1800 to 3000 foot-candles. Under brighter light conditions, flowers will be smaller, less intensely colored and tend to be more reflexed. Conversely, under shadier conditions few, flatter, more intensely colored flowers are produced.
Watering & Humidity-They prefer moist conditions but should be allowed to nearly dry out between waterings. High humidity, as much as 85% is appreciated. These plants must be given good air movement.
Fertilizing: Apply a balanced fertilizer, half strength once per week but flush the medium often.
Potting
: Spagnum moss in clay pots or slabs. They do not like a stale mix.
American Orchid Society at
Fairchild Tropical Botanic Garden
10901 Old Cutler Road, Coral Gables, FL 33156 Phone: (305) 740-2010 Fax: (305) 740-2011
Email: firstname.lastname@example.org: www.aos.org
Email: email@example.com: www.akatsukaorchid.com | 1,249 | 662 | {
"id": "<urn:uuid:a1d3f329-e05e-4202-bcd9-71fa5ba6eaec>",
"dump": "CC-MAIN-2019-39",
"url": "https://akatsukaorchid.com/content/Psychopsis.pdf",
"date": "2019-09-22T13:11:11",
"file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514575513.97/warc/CC-MAIN-20190922114839-20190922140839-00511.warc.gz",
"offset": 360649665,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9975177049636841,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9975177049636841,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2843
],
"fw_edu_scores": [
2.265625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Chaos to Calm Concept #2 Do what you need to do when you need to do it
Kid Friendly Tips
LIFETIME HABIT! Calendar
COLOR CODE: for each of your children OR if older child using own calendar, color code activities, school subjects, chores, etc.
MONTH AT A GLANCE: To get your child used to planning / managing their time, I love the idea of a Month at Glance calendar. Activities, tests, social things, etc. can go on calendar - and by looking at it in month view, they can better see / learn how to plan out things in advance (i.e., getting project done week before since following week is packed with other stuff).
Note: This is actually something I'd like to do with my boys this year. I'll attach a blank calendar template if you'd like to use as well. Just fill in numbers for each month. OR... let them pick out their own calendar!
Another option: An erasable weekly board (you can help them fill out each week)
Behind the Scenes:
We have a monthly wall calendar in kitchen that shows kids' stuff, birthdays, when school's out, and some general things of mine.
On my iCalendar, I have all of this plus more. Typically I highly recommend keeping as simple as possible - ONE calendar - so not having to cross check, etc. HOWEVER, this is what I've found works best for us. We'll go over it on Sundays - that week's stuff and will take a look into future weeks.
Bonus: You can keep the calendar at end of year as a type of journal ... my stuff on digital calendar seems to disappear after it's been over a certain # of days.
MORE TIPS:
✴TIME IT: Use a timer to help all ages know when it's time to: be ready for school, start homework, do chores, etc. Some digital apps / games now have timers built in so it'll announce "Game Over!" when digital time done.
✴PREP: Get everything ready to go for next day: homework / backpack / even lunch / clothes (including socks, shoes, belt!), after school activity uniform, gear, etc.
✴Help them create an awesome work space for homework, art, hobby, reading. Include comfy (good chair if at computer, for example), fun style, supplies needed right at hand. When you're loving your environment it can do wonders. (For kids AND adults!)
TIME SAVER!
Teach / SHOW your child step by step how to do a chore, for example. You can even make a checklist of the simple steps, printing out copies for future reference. Spending that time upfront will save you and your little (or not so little) ones a tremendous amount of frustration. And it'll keep you from saying, "I'll just do it myself!!!!!"
IDEA: You can give them each their own clipboard so they can take / check off steps / turn back in to you for a - "Super job!" Here's an example:
(This sample template is attached)
IMPORTANT!
And ... be as CONSISTENT as you can with this stuff. I KNOW it's tough : ) but well worth the initial extra effort. | 1,215 | 674 | {
"id": "<urn:uuid:5ef6dc54-0543-4d5c-be97-c3df9746556a>",
"dump": "CC-MAIN-2019-39",
"url": "http://www.yourlifeorganizer.com/wp-content/uploads/2013/08/Kid-Friendly-Concept-2.pdf",
"date": "2019-09-22T12:28:11",
"file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514575513.97/warc/CC-MAIN-20190922114839-20190922140839-00513.warc.gz",
"offset": 337942455,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9988276064395905,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9988210201263428,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2197,
2868
],
"fw_edu_scores": [
2.40625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
SPEECH OF His Excellency SHRI KUMMANAM RAJASEKHARAN
GOVERNOR, MIZORAM
On the occasion of Inaugural Session of Science and Mathematics Fest - SCIENTICS-2018 Organised by
St. Paul's Higher Secondary School, Aizawl, Mizoram.
At Aizawl On 10 th September, 2018
Zirtirtu leh zirlai duhtakte
Chibai
It is my great pleasure to be here today and inaugurate the Science and Mathematics Fest named SCIENTICS-2018 organised by St. Paul's Higher Secondary School, Aizawl, Mizoram.
Science and Mathematics has an important role in improving our life, many great inventions have changed the way we live. Scientists through their innovations, experiments and hard work contributed many achievements paving way for total reformation, progress and development of the society.
The role played by science and Technology in our society is so important that, be it a cook or a farmer, a carpenter or a mechanic, a shopkeeper or a doctor, an engineer or a scientist, a musician or a magician, everyone needs the application of science and mathematics in their dayto-day life. Even it is very interesting to know that insects use mathematics in their everyday life for existence. Snails make their shells, spiders design their webs and bees build hexagonal combs on the basis of mathematical abstract.
Today, the future of our society lies in the hands of aspiring young people like you, young people who can innovate, cooperate with others, and stay resilient would be able to rise up to the challenge and make our nation a better place. The most important aspects of Mathematics and Science is that it has solution to the difficult of the difficult problems, the problems which have the potential to become major bottlenecks to the overall growth of the country
Recently, Shri Akshay Venkatesh, a renowned Indian-Australian mathematician, is among the four winners of mathematics' prestigious Fields Medal which known as the Nobel Prize for maths. We need more such Akshays from this school and our state who through their talent and hard work will make us proud along with the entire nation.
We have to utilize the power of education, the strength of science and technology in the right direction effectively to bring positive changes in the society. You, as the students of this prestigious institution have the responsibility to transform the society using the knowledge which you are acquiring from here. I would urge to all my dear
students to deliver great outcomes for our society and our country. I see a shining future of our beloved nation through all of you.
As Aristotle said, 'education is an ornament in prosperity and a refuge in adversity.' This reminds me of the scintillating Mizo proverb, 'do not put off till tomorrow, what you can do today.' I would like to read this with yet another Mizo dictum, 'the right path is very steep upward, whereas the wrong path is horizontal.' What do these 'ancestral voices' teach us. Educate ourselves here and now, but follow the right path to reach the peak of knowledge. Once Ptolemy, the ruler of Egypt, asked Euclid, the great Greek mathematician, if there was a shorter road to learning geometry. Euclid gave the cryptic reply, 'there is no royal road to geometry.' You will vouch for the fact that there is no shortcut to success either.
I am very happy know that St.
Paul's Higher Secondary School has provided such a platform to the students for showcasing their innovation and talent. I wish that such exhibition and fairs will be regularly organized in the school for the overall development of our young minds. Exhibition provides a unique platform to the participating children and teachers for sharing their innovations and new experiences.
I am confident that the models displayed here will provide glimpses of the role science and mathematics can play in solving the great problems of our time. "I now declare the Paulian's Science and Mathematics Fest 2018 open!"
Kalomi
-Jai Hind- | 1,611 | 832 | {
"id": "<urn:uuid:32415352-2226-461a-b90c-6dd5c0e4128c>",
"dump": "CC-MAIN-2019-39",
"url": "https://rajbhavan.mizoram.gov.in/uploads/attachments/statement/10.9.18_Science_and_Mathematics_Fest_-_SCIENTICS-2018.pdf",
"date": "2019-09-22T12:16:15",
"file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514575513.97/warc/CC-MAIN-20190922114839-20190922140839-00518.warc.gz",
"offset": 650240523,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9391799330711365,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9979938268661499,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
260,
1287,
2427,
3704,
3951
],
"fw_edu_scores": [
2.21875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Great War in the Villages Project
George Warpole.
Private, No 32384 Grenardier Guards (formerly No. 20851 Royal Warwickshire Regiment (14 th Bn.).
From records currently available it is probable to assume that George Walpole did not arrive in the village of Wellesbourne Mountford until after the commencement of World War 1 hostilities. He married Elsie Burrows on the 11 th June 1913 in the North Cotswold parish church of St. Michael, in the village of Great Wolford. Their children Francis and Annie were born during the successive summers of 1914 and 1915 in Chipping Norton. George's attestation papers of the 7 th June 1916 are therefore the first indication of his appearance in Wellesbourne. He worked as a Stud Groom and lived with his family in Chapel Street. Although born in Epsom, Surrey during 1889 much of his early life was spent in Norfolk where his father James worked as a Police Officer.
With the second year of the Great War coming to its end George attested in Warwick and was posted in late July to the 3 rd (Reserve) Battalion of the Royal Warwickshire
Regiment. A further transfer on the 25
th
November to the 15
th
Battalion saw him arrive at the Base Depot of the British Expeditionary Force in Harfleur, France.
He transferred again to the 14
th
Battalion
i
12 days later.
The 14 th Battalion formed part of the 13 th Brigade 5 th Division which during April and May 1917 were involved in the Battle of Arras, a British offensive on the western front where they provided munitions support for consolidating troops in the capture of Vimy Ridge. Whilst in the area of Farbus Wood, on the 22 nd July George, a specialist Lewis gunner, received a gunshot wound which removed the little finger from his left hand ii . A month earlier Heber
Climer of the same battalion and a native of Wellesbourne was killed by shell fire.
Extensive treatment in three different hospitals iii followed his return to England and George was not finally discharged again for active service until the end of April 1918. He was then deployed to the Granardier Guards, initially to the 5 th and then to the 4th Battalions arriving in Boulogne on the 22 nd September as part of the GHQ Reserve. George missed the birth of his and Elsie's daughter Elizabeth born in Wellesbourne on the 26 th October. At the secession of hostilities in November 1918 George's Battalion was located at Criel Plage near Le Treport, France. Yet a further transfer to the 3 rd Battalion saw him board a ship on the 1 st March 1919 in Dunkirk bound for England and subsequent discharge from the Army a year later. He received the British War and Victory medals.
Researched by Grev. Hudson, May 2016(firstname.lastname@example.org)
Great War in the Villages Project
i The 14th, 15th , and 16th Battalions of the Royal Warwickshire Regiment were raised from men recruited in the Birmingham area. They were also known as the 1 st , 2 nd and 3 rd Birmingham Pals Battalions.
iii Metropolitan Hospital London N.1, Cedar Lawn Military Hospital, Hampstead Heath N.W.3 and Command Depot, Sutton Coldfield.
ii A report in the 15/2/1918 edition of the Stratford upon Avon Herald suggests that in addition to the finger wound George also received wounds to his head, however his Service record does not confirm this
Other Sources:
War Diaries for 14
th
Battalion Royal Warwickshire Regiment(NA. WO95/1556/1)
George Walpole Service Record( via Ancestry.com) | 1,582 | 822 | {
"id": "<urn:uuid:e2b222bf-d4d7-4fe0-9740-ca10fe81e461>",
"dump": "CC-MAIN-2019-39",
"url": "http://btckstorage.blob.core.windows.net/site2451/George%20Walpole%20(Final%20Draft).pdf",
"date": "2019-09-22T12:19:27",
"file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514575513.97/warc/CC-MAIN-20190922114839-20190922140839-00517.warc.gz",
"offset": 33063513,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9962953627109528,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9968688488006592,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2724,
3447
],
"fw_edu_scores": [
2
],
"minhash_cluster_size": 1,
"duplicate_count": 4
} |
Great War in the Villages Project
George Powell.
Royal Navy.No. L7958. Officer's Cook 1 st Class.
By the time of the declaration of war on Germany in 1918 George Powell had left his home county of Warwickshire. The Census of 1911 records that he was recently married and living with his wife Emily in Basingstoke but little is known of his movements thereafter, apart from what follows.
George was born on the 7 th April 1883 in the hamlet of Walton, as was his siblings Amelia and William. His father William predominantly worked as a Carter on a Farm and the family moved to Wellesbourne, initially to Chapel Street and later to School Road. George attended the local Church of England school and after completing his education he trained to become a Baker.
A local newspaper report i towards the end of the war appeared to suggest that George had served as a soldier in France. There is however more compelling evidence in the form of his Royal Naval service record to refute this suggestion.
On the 2 nd December 1915, prior to the introduction of conscription into the British Armed Forces, George perhaps decided that volunteering for the Royal Navy was perhaps a lesser evil to that of service in the Army and the trenches of Flanders. He was initially sent to Vivid 1, a training establishment within the Devonport Training Base. His rank was given as Officer's Cook, Grade II.
New Years Day of 1916 saw George join his first ship, the H.M.S. Donegal, a Monmouth Class Cruiser involved in mid Atlantic convoy escort, before the ship joined the 4 th Cruiser Squadron in 1917 on further convoy duties in the North America and West Indies Stations. During early 1918 George became Officer's Cook, Grade 1. With the war now over, a return to Vivid 1 for a six month period in May 1919 was followed by reassignment to H.M.S Revenge, a Revenge Class Battleship that had been present at the Battle of Jutland in 1916. On the 21 st October 1920 he was demobilised.
George was awarded the British War and Victory medals and in addition, at the end of December 1918, a Good Conduct Medal.
Researched by Grev Hudson (July 2016) (email@example.com )
i Stratford upon Avon Herald 15/11/1918 records T. Mann, H. Butcher, E. Smith and G. Powell are home from France. Other sources: George Powell Service record National Archives ADM188/1003/7958
HMS Revenge - wikipedia.org/wiki/
HMS
_
Revenge. | 1,091 | 559 | {
"id": "<urn:uuid:80a4cec6-8ef0-4ee7-8386-d59452cc6667>",
"dump": "CC-MAIN-2019-39",
"url": "http://btckstorage.blob.core.windows.net/site2451/George%20Powell%20Final%20draft.pdf",
"date": "2019-09-22T12:22:17",
"file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514575513.97/warc/CC-MAIN-20190922114839-20190922140839-00517.warc.gz",
"offset": 32832726,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9972872138023376,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9972872138023376,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2410
],
"fw_edu_scores": [
2
],
"minhash_cluster_size": 2,
"duplicate_count": 1
} |
Clarion Review
Juvenile Fiction
Mary's Cat
Kathleen E. Bardsley CreateSpace 978-1-4538-0411-7 Three Stars (out of Five)
The lives of the Holy Family are seen up close and personal through the eyes of a loyal pet cat named Fearless. Intended for readers between the ages of ten and fourteen, Mary's Cat follows the exploits of a hardscrabble kitten lucky enough to be adopted by Mary, the mother of Jesus. The runt of his litter and the least attractive of the lot, the cat becomes acquainted with Mary when Mary rescues the stray cat from the upper limbs of a tree, giving the wayward animal its first taste of human kindness. Soon after, the cat witnesses the angel's visitation upon Mary, when the young virgin first learns what God has in store for her. When Mary is promptly stalked by a deadly snake, the cat attacks it, thus earning his new name: Fearless.
Mary and Fearless become inseparable companions, and thus it is through Fearless's eyes that the next twenty years of Mary's life unfold. Adhering to story lines as they are set forth in the four Gospels, Bardley's tale hits on the major highlights of Mary's life: her betrothal to Joseph, the trek into Bethlehem, the birth of Jesus, the family's flight into Egypt, and their return to Nazareth, where the child Jesus excels in his studies at the synagogue and follows in Joseph's footsteps as a carpenter. In what feels like an abrupt conclusion to the tale, the story then comes to a sudden end with the death of Joseph and the implication that Fearless, too, has passed beyond the earthly realm.
At its best, Mary's Cat allows for a whimsical approach to some of the most oft told stories of the New Testament, helping young readers to better imagine those long ago times. And Fearless is a companionable narrator, whose steady eye and observations on human ways allow for an occasional dose of gentle humor, like when he points out that "the human birth process is another example of why cats are the superior species." Whether young readers are already familiar with these Bible stories or coming to them for the first time, Mary's Cat offers renditions of the tales that both remain faithful to the original source and add a layer of fancy to capture those younger imaginations.
At its worst, however, Mary's Cat is not as richly imagined or as deeply engaging as one hopes children's literature will be. With no illustrations to augment the text, it cannot be said that these ancient environments truly come alive on the page, or that any of the characters come across as fully developed personalities. Unfortunately, this is largely due to the weakness of the story line itself, which essentially has no plot, no central problem for the characters to confront and resolve. The story, after all, does not lead toward the crucifixion of Jesus, but the death of Joseph and the cat.
A retelling of New Testament stories as seen through the lens of a pet, Mary's Cat is imaginative in its own right.
Diane Taylor | 1,147 | 642 | {
"id": "<urn:uuid:ff692aa9-4098-4e4f-ab84-2e8c633c7501>",
"dump": "CC-MAIN-2015-27",
"url": "https://www.forewordreviews.com/reviews/marys-cat/pdf/",
"date": "2015-07-05T15:10:45",
"file_path": "crawl-data/CC-MAIN-2015-27/segments/1435375097512.42/warc/CC-MAIN-20150627031817-00143-ip-10-179-60-89.ec2.internal.warc.gz",
"offset": 1007657766,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9985724687576294,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9984955191612244,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2254,
2988
],
"fw_edu_scores": [
2.078125
],
"minhash_cluster_size": 7,
"duplicate_count": 13
} |
ENGAGED RESEARCH CASE STUDY Dr Edward Zlotkowski
Dr. Ann Smithson teaches chemistry at a public university in the northeast. Recently, in the context of a course on environmental chemistry, she decided to engage her students in a project to sample and analyze soil from a local playground. The playground in question is in a nearby town and was built primarily by community members using donated lumber. Dr. Smithson chose this project because she has become increasingly concerned about contaminants leaching into the soil from the chemicals used to treat the kinds of posts that support playground structures.
Before the spring semester started, Dr. Smithson wrote a letter to the town's selectmen to let them know about the project. She assured them the analysis would be done at times when the playground was not being used. When she received no response, she called town hall and described the project to someone in the Town Clerk's office. That person had little response except to say that she didn't think there would be a problem if no children were involved.
Dr. Smithson decided to conduct the project as planned, and, after a semester of sampling, analyzing and mapping, the class was able to pinpoint several places in the playground where the level of chemical contamination either reached or exceeded government guidelines for the substances in question. Students were proud of their work and were eager to share their findings with town officials. Dr. Smithson herself was so pleased with the quality of student learning and the research it produced, she immediately considered making playground soil analysis a regular feature of her environmental chemistry class.
Unfortunately, the semester ended before there was time to present the findings to the town. However, a few weeks into the summer, Dr. Smithson succeeded in making an appointment with one of the selectmen and brought him the results of the analysis. Having summarized the findings in the report, she suggested that some parts of the playground be put off limits as soon as possible, that several structures be replaced, and that the soil in less contaminated areas be regularly monitored.
It would be hard to describe how shocked and disappointed she was at the chilly reception she received. The selectman not only expressed skepticism regarding her findings and concerns but also seemed to take offence at the implication that the town would in any way endanger its children's health. The official assured her that such chemically treated lumber was the norm for playgrounds and that there had been no reported increase in illness among the town's children. He also seemed indirectly to question her motives, and kept asking why she chose to analyze the soil in his town's playground. Why hadn't she analyzed the soil at a playground "somewhere else"? The only 'concession' she could win from him was his agreeing to share the report with other "appropriate" officials.
Dr. Smithson is now far less enthusiastic about public engagement and is strongly disinclined to risk a similar experience with next year's class. If you were one of her faculty or student colleagues, and believed strongly in the potential of engaged research, how would you advise her to proceed next time? What could/should she do differently? Consider both the mechanics of partnering in general and the special opportunities afforded by partnering with a small town. How could such a partnership help develop specifically civic competencies? | 1,308 | 670 | {
"id": "<urn:uuid:6df60273-a076-41bf-941c-f0ed5503e29d>",
"dump": "CC-MAIN-2015-27",
"url": "http://www.brocku.ca/webfm_send/7330",
"date": "2015-07-05T15:03:57",
"file_path": "crawl-data/CC-MAIN-2015-27/segments/1435375097512.42/warc/CC-MAIN-20150627031817-00159-ip-10-179-60-89.ec2.internal.warc.gz",
"offset": 370926968,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.999268114566803,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.999268114566803,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3520
],
"fw_edu_scores": [
2.765625
],
"minhash_cluster_size": 1,
"duplicate_count": 23
} |
Proteacher Collection www.proteacher.org Accessed on 7-5-2015 Published on 1-1-1970 Copyright © 1998-2015 ProTeacher®
homework (long)
Compiled by: teachfla
I send a detailed letter home at the beginning of the year explaining my NIGHTLY homework policy and how I figure grades (1/3 each tests, homework, classwork.) Parents sign it, and I keep it. I keep homework very consistant (similar stuff on each night), which helps parents plan for any afterschool activities.If they don't do any part of nightly homework, they spend their recess making it up. I also send home weekly progress reports where I show how many completed assignments I've received in reading, math and spelling. I also include grades on weekly reading, spelling, and math tests. When Johnny doesn't do his math homework and gets a 62% on the math test, it usually dawns on parents.I also show the kids how I grade using a pie chart. We divide a circle into 3 parts. I show them how we do long division (they love that!) to divide 100 into 3 pieces. Since it can't be divided evenly, each piece is 33%. I label each piece HW, tests, classwork. We add 33 three times and get 99. We look at the grading scale on the wall and see that a 99 is an A. Then I cross out the homework piece and say to the kids: "If you don't do any homework, what's the BEST grade you can get?" They add 33 twice and see that a 66 equals a D -- not what they want to get.After that, I just let them get what they get. We do a lot of talking about choices in my class. "You chose not to do homework, so you are choosing to spend your recess doing it." Sometimes, they never know when, I bring in treats for those who did their homework all week. Or I hand out "No reading tonight!" coupons for those who always read. It's not just about homework, it's about teaching life-long responsibility skills.
Source:
homework (long)
By: teachfla
Accessed on 7-5-2015
Published on 1-1-1970
http://www.proteacher.org/c/_homework_%28long%29.html
The ProTeacher Collection - All rights reserved For personal, non-commercial use only.
Do not copy, post online, reproduce or transmit.
Copyright © 1998-2015 ProTeacher®
Page 1 of 1 | 916 | 543 | {
"id": "<urn:uuid:3170d11a-e16b-45af-a531-0c42ed82eadb>",
"dump": "CC-MAIN-2015-27",
"url": "http://www.proteacher.org/print.php?id=86884&type=postarchive",
"date": "2015-07-05T15:01:32",
"file_path": "crawl-data/CC-MAIN-2015-27/segments/1435375097512.42/warc/CC-MAIN-20150627031817-00161-ip-10-179-60-89.ec2.internal.warc.gz",
"offset": 725636599,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9986312389373779,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9986312389373779,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2171
],
"fw_edu_scores": [
3.046875
],
"minhash_cluster_size": 7,
"duplicate_count": 0
} |
Culture Night 2011 at the European Environment Agency
Here are the right answers!
Quiz Forests & Bees
1. Bees are mostly living in large families. How many members can a bee family consist of?
up to 10 000
up to 40 000
up to 70 000
2. How many million bees lived in Copenhagen in the summer of 2011?
approx. 3.5 mil.
approx. 1.5 mil.
approx. 5.5 mil.
3. Is a bee heavier than?
100 mg
50 mg
200 mg
4. What is the main food source for a working bee in summer?
pollen
nectar
honey
5. What is/are the best environment(s) for beehives nowadays?
close to a lake
in a forest
in the city
near an agricultural land
6. Are shea flowers first male or female?
Male
Female
7. Forests fulfil lots of functions for us. Choose six of them:
prevent soil erosion
clean apartments
regulate local, regional
and global climate
purify air
supply social and
cultural services
repair bicycles
regulate water flows
generate electricity
supply wood for
constructions and fire
8. Denmark is the northernmost part of what scientists call the "Central European temperate forest zone". Name the three most common tree species for Denmark:
Fir Norway spruce Maple Beech Pine Oak Alder
Source: http://www.nordicforestry.org/facts/Denmark.asp
9. Did you know that 30 % of Denmark is covered with forest? Which of these EU Member States has the largest forest coverage?
Sweden
Hungary
Greece
Source: European Commission, Pan-European Forest/Non Forest Map 2000, 2007
10. Name the animal having these antlers
Moose
Red deer
Roebuck
Culture Night 2011 at the European Environment Agency
11. How much has bird population living in forests declined between 1980 and 2005?
31 %
67 %
12 %
Source: 10 messages for 2010 – Forest ecosystems, 2010
12. These are some animals living in Europe. Indicate three of the species that came back due to the protection measures taken by EU:
Brown bear European jackal Gray wolf Red fox Red deer Elk Lynx
13. Which technique can be used to reveal illegal trade timber from endangered tropical trees?
Smell analysis
DNA analysis
Haptic analysis
14. The EEA was established in 1990. Since when is it operating in Copenhagen?
1990
1998
1994
15. How many member countries does the EEA have?
……… 32
16. What is the main task of the EEA?
Policymaking and legislation Reporting
Cooperation
17. Name three topic areas covered by EEA's activities:
Source: http://www.eea.europa.eu/themes
18. Name three publications published by the EEA:
Source:http://glossary.en.eea.europa.eu/terminology/sitesearch?term=publications
Name:........................................................................
Age:..........................................................................
Email:........................................................................
Phone:......................................................................
Good luck!
Deliver the completed quiz at the EEA stand in the mini-fair. Winners will be picked in week 43 and announced on our website (eea.europa.eu/events/culture-night-2011) and on the EEA Facebook page. | 1,841 | 743 | {
"id": "<urn:uuid:09ff7c88-39fc-4379-8df2-49606cbbc4c1>",
"dump": "CC-MAIN-2015-27",
"url": "http://www.eea.europa.eu/events/quiz-forests-bees-2014-here",
"date": "2015-07-05T15:41:26",
"file_path": "crawl-data/CC-MAIN-2015-27/segments/1435375097512.42/warc/CC-MAIN-20150627031817-00169-ip-10-179-60-89.ec2.internal.warc.gz",
"offset": 458928051,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9647113978862762,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9811074733734131,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1613,
3219
],
"fw_edu_scores": [
3.125
],
"minhash_cluster_size": 3,
"duplicate_count": 8
} |
Hebrew School: The Podcast! High Holidays Book Recommendations
It's Shofar Time! (5-6 yo) Written by Latifa Berry Krof Photos by Tod Cohen
This delightful book for pre-schoolers focuses on celebrating Rosh Hashanah with the shofar as it announces the New Year. It goes on to detail other special and new things that children do when celebrating Rosh Hashanah: bake round challah, make cards for family members, wear new clothes to synagogue and eat new foods.
The Shofar Must Go On (6-7 yo) Written by Lina Schwarz Illustrated by Yong Chen
On Rosh Hashanah, the Jewish New Year, the person who blows the shofar (ram's horn) has a very important job. What happens when that person gets the sniffles? Just as the show must go on, so must the shofar...somehow.
The Secret Shofar of Barcelona (7+) Written by Jacqueline Dembar Greene Illustrated by Douglas Chayka
In this story set in Spain in the 1500s, the son of a conductor blows the shofar in preparation for Rosh Hashanah, a practice he must keep secret.
Once Upon an Apple Cake (7-10 yo)
Written by Elana Rubenstein Illustrated by Jennifer Naalchigar
A clever story about two rival families and a Rosh Hashanah cake recipe. Saralee Siegel has a super nose she can smell things like no one's business. Her Zadie says that with a nose like that, she'll rule the world. This fast-paced, magical story about a girl who loves to cook, a rival restaurant, and a secret Rosh Hashanah cake recipe, is told in an illustrated chapter book format.
How the Rosh Hashanah Challah Became Round (5-6 yo)
Written by Sylvia B. Epstein Photos by Hagit Migron
Yossi's terrible tumble turns out to be a terrific triumph! A tale with year-round appeal, even though it takes place on Rosh Hashanah.
Apple Days (6-7 yo) Written by Allison Sarnoff Soffer Illustrated by Bob MacMahon
Katy's favorite holiday is Rosh Hashanah when she gets to pick apples and make applesauce with her mother. But what happens when the tradition is interrupted by the early arrival of her baby cousin?
Yom Kippur Shortstop (5-7 yo)
Written by David Adler Illustrated by Andre Ceolin
In a story Inspired by Sandy Koufax, a Little League ballplayer must choose between playing an important game and attending synagogue on Yom Kippur.
You Never Heard of Sandy Koufax?! (7-8 yo)
Written and illustrated by Jonah Winter
This book opens a window into the life of the major league baseball player many called the greatest lefty who ever pitched. Included in this story is Koufax's famous decision to sit out the first game of the 1965 World Series rather than play on Yom Kippur.
Sandy Koufax (8-12 yo)
Written by Matt Doeden
"…this look at the famous baseball pitcher's life focuses almost entirely on his professional baseball career from the late '50s to the mid-60's. Koufax came to sports from a Brooklyn Jewish home. His grandfather Max influenced his upbringing and instilled Jewish values and religion…" At the beginning of one of his team's World Series appearances, Koufax' refusal to pitch on Yom Kippur brought his commitment to his faith into the public eye. The facts are presented clearly, accurately, and chronologically and with notes that help baseball novices understand its terminology… (from a review by Steve Silverman) | 1,405 | 770 | {
"id": "<urn:uuid:b7d8b9bd-70c1-4274-aeed-b31711397fee>",
"dump": "CC-MAIN-2023-14",
"url": "https://educator.jewishedproject.org/sites/default/files/2022-09/HHD%20Book%20Recommendations%20%283%29.pdf",
"date": "2023-03-20T22:43:57",
"file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296943562.70/warc/CC-MAIN-20230320211022-20230321001022-00032.warc.gz",
"offset": 275381673,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9970181783040365,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9975069165229797,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1012,
2025,
3267
],
"fw_edu_scores": [
2.25
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
FRC Team #6390 Hephaestus
North Surrey Secondary School Robotics Team
Introducing our Team
We are team Hephaestus (he-fest-us - the Greek god of technology) and we are from North Surrey Secondary School, SD 36 in Surrey, British Columbia. Our team is starting out from scratch with very humble means. Without the community sponsors it would be impossible for our young team to compete in the Western Canadian FIRST Robotics Challenge in Calgary, Alberta.
Currently, Team Hephaestus consists of thirty-five members, across all grade levels, and our membership reflects the cultural diversity of our student population. One third of our team members are female.
We meet Tuesdays and Thursdays after school (Sept.-Dec. & March-June) and everyday January/February during our critical Build Season when we design and build the robot for the competition.
What is FIRST Robotics
FIRST (For Inspiration and Recognition of Science and Technology)
FIRST is an international organization with teams in over 30 countries. FIRST strives to inspire students to enter careers in fields such as science, technology, engineering, and math.
FRC teams are challenged to design, build and program a robot in a six week period. Working alongside professional engineers and other community mentors, students learn valuable technical and interpersonal skills, in a hands-on team environment. Students also have the opportunity to become involved in other aspects of the team, such as media, marketing, and fundraising.
https://www.youtube.com/watch?v=i1QyM9WTF18
We will be competing at the Western Canadian Regional FIRST Robotics Completion in Calgary, Alberta April 5-9th, 2017.
Issue 1, Feb. 2017
Thank you to Ms. Ng for helping our marketing team design our team logo.
Our Mentors
Lead Technical Coach/Mentor
Mr. Scott Smith
Lead Administrative Coach/ Mentor
Mrs. Julie Occleshaw
Design & Construction Mentor
Mr. John Pinto
Build Team Mentor
Mr. Richard Smith
FRC Team #6390 Hephaestus
North Surrey Secondary School Robotics Team
The 2017 Steamworks Competition
Use the link below to view the official game animation for the 2017 FIRST Robotics Competition game, FIRST STEAMWORKS. The game was announced Saturday, January 7, 2017 and our team has until February 21st to design, build and complete our robot.
https://www.youtube.com/watch?v=EMiNmJW7enI
Our Team Goal for the 2017
In our inaugural year we will participate in the Western Canadian Regional FIRST Robotics competition in Calgary, AB in April 2017. At this competition teams compete with 120-pound robots in this Varsity Sport for the Mind, combining the excitement of sports with the rigors of science and technology. It is our goal to be recognized as one of the premier Rookie teams at the competition and we aim, not to merely compete, but to bring home the Rookie All-Star Award. If successful we may be invited to participate in the World Championships in Houston Texas at the end of April.
FLL Jr. Hephaestus Team
We are excited to be offering a FIRST® LEGO® League Jr team in the spring. Students from Coast Meridian Elementary School will participate in the CREATURE CRAZES challenge. We look forward to sharing our passion for Engineering and Science with them.
Special Thanks to our Team Sponsors
Agrosy Foundation Basant Motors Exell Power Services Ltd. Microsoft North Surrey PAC
Please contact us if you are interested in receiving our Sponsorship Package.
Contact Info.
email@example.com
Or
Mrs. Occleshaw http://www.firstinspires.org/robotics/flljr
firstname.lastname@example.org
Please Visit our Website and Follow our progress on Social Media
Website: http://roboticshephaestus3.wixsite.com/robotics
YouTube Channel: robotics.hephaestus | 1,867 | 830 | {
"id": "<urn:uuid:ec76d650-dbe9-49b6-9a9b-e129511eeba5>",
"dump": "CC-MAIN-2023-14",
"url": "https://www.hephaestus6390.com/uploads/1/1/3/1/113129481/february_2017_robotics_newsletter_1.pdf",
"date": "2023-03-20T21:29:06",
"file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296943562.70/warc/CC-MAIN-20230320211022-20230321001022-00030.warc.gz",
"offset": 922667904,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9937121272087097,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9938515424728394,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1964,
3762
],
"fw_edu_scores": [
2.375
],
"minhash_cluster_size": 2,
"duplicate_count": 2
} |
La Moye School Homework Policy
Purpose of this policy:
- To ensure a consistent approach to homework throughout the school
- To ensure that teachers, parents and pupils have a clear understanding regarding expectations for homework
- To ensure that teachers, parents and pupils understand the role that they play with regard to homework
- To provide a statement of intent. This policy will be adhered to whenever possible but there are times when the setting of homework may be inappropriate, e.g. during school productions.
Aims of Homework:
- To provide opportunities for parents and children to work together
- To consolidate, reinforce and extend learning and skills
- To allow parents to gain an understanding of what children are learning in school
- To develop a home-school partnership
- To encourage children to become self-motivated and independent learners
- To prepare pupils for the next stage in their education
- To develop a strong work ethic
Scheme of work / Curriculum Mapping:
- Homework will be planned for in the weekly short term planning and linked to current learning objectives
- Homework will be communicated to parents via Homework/Reading Diaries and on the school VLE
- Each week Maths and English will form part of the Homework for all age groups, supplemented by other subjects as appropriate
Monitoring and Evaluation:
- Parents and pupils will have the opportunity to feedback on Homework in the Homework/Reading Diaries and folders
- KS Leaders will monitor and evaluate Homework set during planning scrutiny
Resources:
- Each child will be provided with a Homework Diary and/or a Homework Folder
- A Homework Club will be offered to KS2 pupils on a 'needs' basis each week
Health and Safety:
- Parents will be encouraged to provide a safe and quiet place within the home for their child to complete set Homework
What is the role of the Teacher/School?
- To plan and set a programme of homework that is appropriate to the needs of the child
- To ensure that all children understand the homework they have been given and that parents know what is required via the VLE
- To mark and give feedback about homework
- To inform parents if there is a problem regarding homework
- To be available to pupils and parents to talk about homework.
What is the role of the Parent/Carer?
- To ensure that the child completes homework to a high standard of both content and presentation and hands it in on time
- To support the child in completing homework
- To provide the appropriate conditions to allow their child to complete homework effectively
- To provide any appropriate additional resources when required
- To ensure that their child brings home their login details for both the VLE and 'I Am Learning'
- To check the school VLE regularly for homework information
What is the role of the Pupil?
- To ensure that they have everything they need to complete homework each week
- To make sure that they understand the homework tasks that have been set
- To hand homework in on time
- To put in the same level of effort and care as would be expected of class work
- To take care of Homework diaries and folders so that they remain in good condition
- To take on board any feedback and use this to improve
- To take on an increasing amount of responsibility for their own homework as they move through the school
How is homework organised at La Moye school?
- Homework takes 2 forms:
Core Homework (required)
Reaching for the Stars Homework (optional)
- Core Homework follows national recommendations from DCSF, both English and Mathematics and includes an on line set element from 'I Am Learning'
- Reaching for the Stars Homework includes self study and selection from 'I Am Learning' which will be marked and monitored on line. There is a variety of subjects to choose from, rewarded by points and games. Pupils will be able to work on areas identified as their learning targets as well as areas of interest.
- Homework Club will be offered on a Friday after school from 3-3.45 pm for those children who require support. It is on an informal 'turn up as required' basis and will run in Y4F.
Date of Review November 2016
Next Review November 2019 | 1,776 | 854 | {
"id": "<urn:uuid:3adbb466-8a78-4de2-b811-30ec4a9deaae>",
"dump": "CC-MAIN-2023-14",
"url": "https://www.gov.je/Freedom%20of%20Information%20library/ID%20FOI%20La%20Moye%2020191113.pdf",
"date": "2023-03-20T23:36:07",
"file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296943562.70/warc/CC-MAIN-20230320211022-20230321001022-00033.warc.gz",
"offset": 926259361,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9981749057769775,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9983654618263245,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1860,
4198
],
"fw_edu_scores": [
2.203125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
ENGLISH Read, Write Inc.
Stage 9
I can make a prediction about the possible content of the story based on the front cover and introduction section of each green book.
I can show understanding of the key vocabulary highlighted in each green book.
I can accurately answer "find it" questions related to each green book.
I can accurately answer "prove it" questions each green book.
I can link what I have read in each green book to my own experiences/ a related book
I can recall significant parts of the story for each green book I have read.
I can select books for personal reading and give reasons for my choices.
I can listen to and talk about a range of poems, stories and non- fiction
I can link what I hear/ read to my own experiences
I can talk about word meanings
I can read the sound oo (zoo)
I can read the sound oo (look)
I can read the sound ar (car)
I can read the sound or (sort)
I can independently read all yellow books
I can make a prediction about the possible content of the story based on the front cover and introduction section of each yellow book.
I can show understanding of the key vocabulary highlighted in each yellow book.
I can accurately answer "find it" questions related to each yellow book.
I can accurately answer "prove it" questions each yellow book.
I can link what I have read in each yellow book to my own experiences/ a related book
I can check that text makes sense as I read it and correct inaccurate reading
I can discus the significance of a books title and the events within
I can make inferences based on what is being said and done
Stage 10 I can read the sound air (fair)
I can read the sound ir (girl)
I can read the sound ir (girl)
I can read the sound ou (out)
I can read the sound oy (toy)
I can independently read all pink books
I can make a prediction about the possible content of the story based on the front cover and introduction section of each pink book.
I can show understanding of the key vocabulary highlighted in each pink book.
I can accurately answer "find it" questions related to each pink book.
I can accurately answer "prove it" questions each pink book.
I can link what I have read in each pink book to my own experiences/ a related book
I can predict what might happen on the basis of what has been read so far
I can participate in discussion about what is read by taking turns and listening to what others say
I can explain clearly my understanding of what is being read to me.
Stage 11 I can read the sound ea (tea)
I can read the sound oi (spoil)
I can read the sound a-e (cake)
I can read the sound i-e (nice)
I can read the sound o-e (phone)
I can read the sound u-e (huge)
I can independently read all orange books
I can make a prediction about the possible content of the story based on the front cover and introduction section of each orange book. I can show understanding of the key vocabulary highlighted in each orange book.
I can accurately answer "find it" questions related to each orange book.
I can accurately answer "prove it" questions each orange book.
I can link what I have read in each orange book to my own experiences/ a related book
Stage 12 I can read the sound aw (yawn)
I can read the sound are (care)
I can read the sound ur (nurse)
I can read the sound er (letter)
I can independently read all yellow books
I can make a prediction about the possible content of the story based on the front cover and introduction section of each yellow book.
I can show understanding of the key vocabulary highlighted in each yellow book.
I can accurately answer "find it" questions related to each yellow book.
I can accurately answer "prove it" questions each yellow book.
I can link what I have read in each yellow book to my own experiences/ a related book
Stage 13 I can read the sound ow (cow)
I can read the sound ai (rain)
I can read the sound oa (goat)
I can read the sound ew (chew)
I can independently read all blue books
I can make a prediction about the possible content of the story based on the front cover and introduction section of each blue book.
I can show understanding of the key vocabulary highlighted in each blue book.
I can accurately answer "find it" questions related to each blue book.
I can accurately answer "prove it" questions each blue book.
I can link what I have read in each blue book to my own experiences/ a related book
Stage 14 I can read the sound ire (fire)
I can read the sound ear (hear)
I can read the sound ure (sure)
I can read the sound tion (attention)
I can read the sound tious/ cious (scrumptious/ delicious)
I can independently read all grey books
I can make a prediction about the possible content of the story based on the front cover and introduction section of each grey book.
I can show understanding of the key vocabulary highlighted in each grey book.
I can accurately answer "find it" questions related to each grey book.
I can accurately answer "prove it" questions each grey book.
I can link what I have read in each grey book to my own experiences/ a related book | 1,829 | 1,116 | {
"id": "<urn:uuid:d99969a6-852d-4e2c-9da2-6c74a61d6bb4>",
"dump": "CC-MAIN-2023-14",
"url": "https://belmont.sandmat.uk/wp-content/uploads/2022/12/ENGLISH-Read-Write-Inc.pdf",
"date": "2023-03-20T21:38:15",
"file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296943562.70/warc/CC-MAIN-20230320211022-20230321001022-00036.warc.gz",
"offset": 172710920,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9973817467689514,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9971626996994019,
"per_page_languages": [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
24,
1944,
3803,
5092
],
"fw_edu_scores": [
3.8125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Middle/Junior High School US/VA History to 1865
* sequence events;
Objectives: Students will be able to:
* access a variety of media, including online resources;
* use geographic information;
* analyze and interpret artifacts, primary and secondary sources;
* interpret diagrams and pictures to determine characteristics of people, places, and events; and
* use evidence to draw conclusions and make generalizations.
Standards
Virginia: USI.5a Jamestown Settlement
USI.5e French & Indian War and Taxation
USI.6a Issues of Dissatisfaction That Led to the American Revolution
USI.6c Key Individuals and Events of the Revolutionary War
National: NSS-C.5-8.2 Foundations of the Political System
NSS-USH.5-12.3 Era 3Revolution & the New Nation (1754-1820s)
Approx. Time: One 90 minute block or two 45 minute blocks
* For a more active-learning hook, see the gallery walk on page CH1-MS8.
HOOK: Imagine your parents let you stay up as late as you want and eat anything you want for about 5 years. Then, all of a sudden, they make you go to bed at a specific time and EARLY too! They also put you on a strict diet of vegetables and every time you had something sweet, like soda, they would make you immediately do 50 jumping jacks to work it off. How would you feel? What would you do? Would you disobey them? Would you try to talk to them to get them to change their rules? Maybe you would run away?
This is exactly what happened to the colonists who left England to come to the New World. For many years, the king allowed them to do what they wanted to establish and to settle the colonies. Once, however, the colonies began to make money, the king decided it was time to make some rules and regulations to bring England and the king some revenues. So, the colonists began to disobey the king and eventually gained their independence.
Today, you will create a timeline of the major events leading up to and during the American Revolution. You will also create "History Tweets" for key figures during the same time period that reflect the roles that those individuals played in the American Revolution.
CH1-MS1
JUSTICE IN THE CLASSROOM
-
RULE OF LAW & JOHN MARSHALL
-
MIDDLE SCHOOL
America: Exploration To Revolution
Major Events From Exploration To The Revolutionary War Timeline
Students will be assigned an event and an explanation of that event. Using a text book or the internet (see the link below) students will find out the date their event happened. On their own paper, students will write down the date/year of the event, the name of the event, and the information provided. Also, they will create a picture or symbol of the event. Caution them NOT TO SHARE THEIR PICTURE OR SYMBOL. Students should check with you using the timeline key to make sure they have the correct date.
Struggling Students: If students have trouble coming up with a picture or symbol, they can use a text book or smart device/computer to try to find images that may help. Suggest using stick figures as well.
Options for Sharing Information: Depending on the class size, you can have students pair up (32 students) or assign events individually (16). Students will need to copy all of the information down on the Major Events of the American Revolution Timeline student handout. Depending on how much movement you want in your classroom, you can either have the students (i) tape up their events in order on a wall in the room and then travel around copying all of the information on their timelines, or (ii) have students leave their event information on their desks and travel around to other desks randomly until their timeline is complete.
Post Assessment: Pictionary Review: Students will go to the board and draw their picture/symbol and see if other students can guess which event they have. Reward correct answers and creative picture/symbols with extra points, candy, or any other incentives.
Advanced Students: Students will rank the top five most significant events leading to the American Revolution and create a news broadcast explaining the events. Students can use Audacity to create an audio recording. Broadcasts shall include factual information for each event and a commercial concerning one of the events (Example: East India Iced Tea straight from Boston Harbor!). They may include music and sound effects.
Technology: Online Timeline of Major Events of Revolutionary War
❙ Link: https://goo.gl/j0iLuc
❙ Audacity (audio recording software) http://www.audacityteam.org/
CH1-MS2
Last Update: November 6, 2018 | 2,004 | 1,001 | {
"id": "<urn:uuid:6f268782-fe16-43d0-9db4-650d827025bb>",
"dump": "CC-MAIN-2024-33",
"url": "https://justiceintheclassroom.net/lesson_plans/2019/PDF_Ch1_MS/CH1-MS1&2%20(teacher).pdf",
"date": "2024-08-11T11:41:30",
"file_path": "crawl-data/CC-MAIN-2024-33/segments/1722640997721.66/warc/CC-MAIN-20240811110531-20240811140531-00728.warc.gz",
"offset": 260516283,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9978456795215607,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9979121685028076,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2152,
4582
],
"fw_edu_scores": [
4.0625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
1. Terms
Watch the film "Price stability".
a) Whilst you watch, make notes on the following terms:
b) Compare your notes with your partner's and add to them if necessary.
c) In small groups or in front of the class, take turns explaining one of the terms listed above without saying which one it is. The person who guesses it correctly goes next.
Euro
Eurosystem
Price level
Price stability
Inflation
Deflation
Price stability
2. Inflation rates in the euro area since 1999
a) The Eurosystem's primary objective is to maintain price stability. How does the Eurosystem interpret this?
b) Has this target (top line in the chart) been met in recent years?
c) The bottom line shows the average inflation rate in the euro area. Has the Eurosystem succeeded in ensuring price stability, on average?
Solution
3. Loss of purchasing power in times of inflation
a) What purchasing power will €100 have in 10 years and in 50 years given an annual inflation rate of 2%? Use the graph to work out approximate values.
b) What purchasing power will €100 have in 10 years and in 50 years given an annual inflation rate of 4%? Compare these values with your results from a).
Solution
4. Opinions on price stability – what do you think?
Imagine you are talking with your friends about price stability, inflation and deflation. They have the following opinions. How might you respond?
Solution
1)
4) "What can a central bank do against inflation? Aren't prices set by manufacturers, supermarkets, kiosks and the like?"
2) "Deflation would be great. It would mean I could buy more things with my money!"
1) "Price stability? We don't have price stability. My new shoes and the pizza from the Italian place have gone up in price again."
3) "They shouldn't make such a big fuss about the inflation rate. It hardly makes a difference if the inflation rate is 2% or, say, 5%."
5) "Inflation isn't all that important. Then my salary will go up, too.
2)
3)
4)
5)
5. The transmission mechanism of monetary policy decisions
Put the events below into the boxes in the correct order.
Events:
Inflation
Less money in circulation
Fewer people take out loans
Demand for goods decreases
Prices stop rising or decline
Central bank raises key
interest rate
Chain of effects (transmission mechanism):
6. The deflationary spiral
At first, falling prices seem advantageous for people. However, they have negative consequences for companies and their staff. In addition, falling prices have a self-perpetuating effect. This is referred to as a "deflationary spiral".
a) Put the following statements into the chart in the correct order.
Companies have to
lower prices.
Companies lay off
employees.
Companies make less profit
or even losses.
People postpone purchasing
decisions.
People can afford less.
Falling prices
b) Consider how the central bank could break the deflationary spiral.
7. Why is price stability important?
Explain to your parents why price stability is important. Describe how inflation or deflation would affect your personal environment. | 1,348 | 706 | {
"id": "<urn:uuid:149a1218-c0e9-4fc9-b16e-0eed19170643>",
"dump": "CC-MAIN-2024-33",
"url": "https://www.bundesbank.de/resource/blob/871156/434788abf1b69b161f8f3705d058635b/mL/unterrichtsvorlagen-video-preisstabilitaet-data.pdf",
"date": "2024-08-11T12:05:26",
"file_path": "crawl-data/CC-MAIN-2024-33/segments/1722640997721.66/warc/CC-MAIN-20240811110531-20240811140531-00732.warc.gz",
"offset": 558913470,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9958246350288391,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9982446432113647,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
418,
813,
1181,
1948,
1964,
2307,
2825,
3069
],
"fw_edu_scores": [
4.53125
],
"minhash_cluster_size": 3,
"duplicate_count": 0
} |
Andrew Jefferson learned three important secrets about withstanding the enemy.
A ndrew Jefferson stared intently into the early morning shadows at the edge of the clearing a few hundred yards from the garrison. Was that a movement over there? No, just a bush swaying slightly in the breeze which had sprung up since dawn.
responsibilities at Fort Mason, one hundred and fifty miles to the west. Ever since then, the weight of the duties that were now his had been pressing on him. This early morning watch was not his job, but he was using this time to think.
He pulled his coat closer about him and rubbed his hand wearily over his rough chin. It seemed days since he'd had any sleep. Oh, he had spent a few hours tossing on the narrow cot in his quar ters behind the storehouse. Captain Rogers had handed over the command of the garrison to him six days ago, and had left to take up
Behind him stood the garrison which was now under his control. Sixty-two men, a few women and children. Outside the fort was the clearing. And beyond that—enemy territory.
Almost mechanically his eyes swept over the clearing once more. Things had been quiet at the post for several weeks. There had been no sign
GOD WILL HELP ME RESIST SATAN.
Submit yourselves therefore to God. Resist the devil, and he will flee from you. – James 4:7
of the enemy since Corporal Dixon had narrowly missed being seen by a scouting party over a fort-night ago. But a constant state of watchful ness was essential.
His mind jumped back to the morning when Captain Rogers had left. As they had done so often before, they had taken breakfast together in Captain Rogers' quarters. His duffel bags were packed and stood beside the door. The room was stripped bare, even the blankets from the bed had been rolled and placed by the bags. It was then that the enormous duty Andrew Jefferson was taking on had really hit home. One lonely little garrison, just a handful of peo ple, and around them the wilderness. Some of the impact of that realization must have shown on his face, for Captain Rogers had offered him some advice.
"There are three keys to resisting an enemy attack, Jefferson. First of all, you must be alert. Make sure your sentries are always watchful. Never let up for a moment. Don't think that just because you haven't seen the enemy for a while that he isn't there. He is only waiting to catch you unprepared.
"Second, make sure of your defenses. Check them continually to see that they are strong, that nothing is out of repair or weakened in any way.
"And last, Jefferson, fight with every weapon available. Put forth your best effort to hold off the attack.
"Remember, it may mean the difference between life and death!"
He could do it. He would do it! A fresh surge of confidence and determination swept over him as he watched the morning sun climb above the foothills to the east. He thought of Captain Rogers' final words before he rode out of the gar rison, "God keep you, my son."
With God's help, the little garrison would stand.
* * * * *
Andrew Jefferson faced a challenge—to with stand the enemy and protect the little garrison under his command.
Did you know that you, as a Christian, face a challenge just as exciting and a whole lot more important? The enemy you face is Satan. The effort you make to resist him will mean life or death for you—spiritual life or spiritual death.
The three keys that Captain Rogers outlined for Andrew Jefferson can also be applied to our fight against Satan.
First, be alert. Satan has a lot of tricks. If one doesn't work, he'll try another. He may leave you alone for a while, but don't quit being on the look-out. He will be waiting to catch you unprepared.
Second, have some strong defenses. What are they? Read your Bible. Ask God to give you strength. When Satan does come to tempt you, use what you have learned in the Bible and the strength you have gained through prayer to stand against him and do what you know is right.
Third, fight back with every weapon you have. If Satan puts a wrong thought in your mind, try putting a Bible verse in its place. Sing a church song. Talk to a Christian friend. Concentrate on the things God would have you think about. Pray!
Our key verse tells us that if we resist the devil, he will flee from us. Stand fast! With God's help, you can win the victory.
Lesson 125 Activity
PICK A PATCH
The ladies are busy making a patchwork quilt. There are still several patches to sew on but they'll need your advice about which ones will fit. The patches tell different details from the text but only the true statements should be used on this quilt. Read the Bible text for this lesson and then put an X through the patches that have false statements. | 1,721 | 1,039 | {
"id": "<urn:uuid:40308f3b-57c4-4ba6-abdf-933dbfc1443c>",
"dump": "CC-MAIN-2024-33",
"url": "https://objectstorage.us-phoenix-1.oraclecloud.com/n/ax22fojcamx7/b/curriculum/o/Sunday%20School%2FAnswer%20PDFs%2FA_125.pdf",
"date": "2024-08-11T13:19:30",
"file_path": "crawl-data/CC-MAIN-2024-33/segments/1722640997721.66/warc/CC-MAIN-20240811110531-20240811140531-00735.warc.gz",
"offset": 345510127,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9989096721013387,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9991730451583862,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1206,
4362,
4752
],
"fw_edu_scores": [
2.015625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
content
development and his work
released into the small intestine. Understanding effect of cold temperatures on enzymes that it will slow reactions down.
L5: GPA lesson consolidating knowledge on enzymes. Enzymes are biological catalysts and so speed up chemical reactions. Understanding that enzymes are highly folded proteins, found in every cell, they break molecules or form molecules, they do not change or get used up during reactions and that without them we would die. Identifying the structures of an enzyme and being able to label a diagram with the correct terminology, active site, substrate and product and then explaining how this links to the lock and key theory. One substrate fits into one enzyme's active site, just like how a key only fits one lock. Leading onto enzyme active sites changing shape, due to extreme temperature and extreme pH which is known as denatured.
L6: Preparation for the enzyme practical. Understanding that amylase is an enzyme that breaks down starch into sugar and using this to test how different pH levels will affect enzyme activity. Iodine is used to test for starch and will turn from an orange-brown colour to a blue-black colour if starch is present. Students must be aware of the control variables so that these variables do not affect the experiment, variables such as temperature and amount of starch.
L7: Conduct the enzyme practical, investigating the affect of pH levels on enzyme activity. Understanding the results to conclude whether the enzyme has denatured or not and reflecting on areas where they could improve their practical skills.
L8: Investigating the connection between enzymes and decay. Understanding that detritivores are organisms that feed on dead organic matter including faeces (detritus) and knowing specific examples such as a fly. Discovering decomposers are bacteria and fungi and that they break down molecules, using enzymes by secreting them out onto the surface of dead organisms, however they cannot break down inorganic molecules and this is all a part of a nutrient cycle. Knowing that the rate of decomposition can be affected by temperature, oxygen availability, water availability and the number of decay organisms, linking temperature into enzyme activity, so an extreme temperature will denature an enzyme. L9: Students will undertake a research project, discovering industries that use enzymes, for example the food industry, washing product industries and medical industries to prevent allergies.
L10: Students present their findings from their research project during a presentation to the rest of the class.
L11: EoTT
L12: GPA
L8: Understanding decay when an organism dies
L9/L10: Real world application of enzymes in industry. | 1,126 | 528 | {
"id": "<urn:uuid:8c45a198-c697-4958-96a3-1387d1fb7b28>",
"dump": "CC-MAIN-2024-18",
"url": "https://medenschool.co.uk/data/uploads/files/MTP_for_Enzyme_Activity.pdf",
"date": "2024-04-15T08:17:09",
"file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296816954.20/warc/CC-MAIN-20240415080257-20240415110257-00840.warc.gz",
"offset": 347944188,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9972811341285706,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9972912073135376,
"per_page_languages": [
"unknown",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
33,
2736
],
"fw_edu_scores": [
3.65625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Dental Health: Caring for your Cat's Teeth
By Freya Britt-Lewis - Customer Care & Pet Health Writer
a
We can all agree that dental hygiene is among the most important daily health routines person can have. Not only does it leave our breath feeling minty fresh and clean, it also keeps us medically healthy. Our cats are no different to us - dental care for cats is just as important as it is for you, your children, or even your dog.
It is a well-known fact that 70% of our cats over three years of age have dental disease, otherwise known as periodontal (gum) disease. This is an uncomfortable condition caused by plaque and tartar build up and an increased bacterial load around the teeth and gums. Other adverse effects on your precious family members include:
* Bad breath (halitosis)
* Yellow or brown crust cemented onto teeth (tartar)
* Swollen, red or bleeding gums (gingivitis)
* Unwilling to eat harder food, or a change in eating habits
* Tooth loss
* Drooling
* Weight loss (though in the majority of cases, a cat would rather continue to eat through pain rather than go hungry)
Lack of dental hygiene is not the only cause; age (older pets are more susceptible), breed (flat faced cats that have crowded or misaligned teeth), and diet also plays a role. It is imperative that cat owners are aware of these issues and create individual routines for their cats to combat this disease.
So how can you help?
Home Care
Home care is where it all begins! Beginning your cat's dental hygiene journey in the home is extremely important for controlling plaque formation and preventing dental disease. Something as simple as adding Oxyfresh Water Additive daily to your feline's water supply, or giving them dental chews several times per week, such as Greenies, can make all the difference. Greenies are formulated crunchy dental treats for cats over 12 months of age. The motion of chewing mechanically scrapes away layers of plaque and tartar to minimise build-up and promote dental health.
Diet
Veterinary prescription diets such as Hills Feline T/D Dental Care can be easily integrated into your cat's daily routine in order to give your cat the best care possible. The kibble has a unique shape and size for optimal mechanical motion, special fiber matrix technology, and complete and balanced nutrition. How it works:
* By cleaning the tooth surface
* Fighting plaque build up
* Promoting overall health in your cat
Hills T/D has been awarded the VOHC (Veterinary Oral Health Council) seal of approval for the control of plague and tartar in both canine and feline formulas.
Veterinary Care
While a good home care routine is helpful in reducing dental disease in cats, it is not 100% effective, so at Turramurra Veterinary Hospital, we include dental checks with our regular consultations and vaccinations.
Dental Procedure
Your vet may recommend a dental procedure. In this case, your cat's teeth will be graded, and your cat scheduled for a dental scale and polish procedure. This involves a general anaesthetic, scaling to remove tartar, flushing the gums and polishing the teeth. If an abnormality is seen, your vet may recommend dental x-rays to check tooth viability.
If you are in any way concerned about your cat, or would like to get on top of your cat's dental hygiene, book in a veterinary consultation to assess your cat's teeth. | 1,396 | 716 | {
"id": "<urn:uuid:5f48ba75-2761-453c-bb15-26543862e95a>",
"dump": "CC-MAIN-2024-18",
"url": "https://www.turramurravet.com.au/wp-content/uploads/2022/06/Dental-Health-Caring-for-your-Cats-Teeth.pdf",
"date": "2024-04-15T08:59:08",
"file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296816954.20/warc/CC-MAIN-20240415080257-20240415110257-00839.warc.gz",
"offset": 920156029,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9986489415168762,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9987691640853882,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
952,
2597,
3369
],
"fw_edu_scores": [
2.421875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Setaria italica
FOXTAIL MILLET
Italian Millet
ECHO PLANT INFORMATION SHEET ®
Description
Foxtail millet is an annual grass crop, up to 1.5 m in height, and one of the most water efficient (250-300 mm per crop), short term (60-70 days), warm weather crops which can be used as a "catch" crop, planted after another crop has failed. The grain can be cooked whole or ground into flour. Foxtail millet is also a useful fodder crop for dry areas.
Origin
The exact country of origin of Foxtail Millet is unknown. What is known is that Foxtail Millet is one of the oldest cultivated crops in the world, being recorded as growing in China some 4,000 years ago. It is now grown as a staple crop in Asia.
Uses
A distinct benefit of Foxtail Millet is that it is one of the most water efficient, (10-12 in per crop) short term, (60-70 days), warm weather crops that can be used as a "catch" crop, planted after another crop has failed due to hail, wind, late frost. It can be grown in mountains or plains up to 50º North Latitude and up to an elevation of 1800 meters. Though other grains produce higher yields, Foxtail Millet can be depended upon to produce two tons per acre of forage quality, 9-13% protein grain with no nitrogen fertilizer. Its use as forage for animals excepting horses, and as a staple in human diets has decreased as yields of wheat and sorghum are far greater.
Common Names
Tamil
Cultivation
Growth in the first two weeks is very slow and competition from weeds can be a problem. Plant in narrow rows to shade out weeds or cultivate frequently.
Harvesting and Seed Production
Foxtail Millet grows as high as 2 m and is cut for hay during early heading stage when foliage is still partially green. It does not have a habit of regrowing after cutting. Grazing of the crop after it is cut, windrowed and left in the field, eliminates the labor of harvesting, handling and feeding. When grown for seed, the foliage should be uniformly brown and seed heads well filled out. Fields should be combined to separate the seeds from the plant. If harvested by any other method, cut the whole stalk, dry in bunches upside down, out of direct sun until the very small seeds separate easily. Seed should be stored in an area with lower than 13% moisture.
Pests and Diseases
Foxtail Millet is an alternate host for a mite that transmits the virus that causes wheat streak mosaic. The virus does not affect the millet itself and new varieties are bred to be non-carriers.
Cooking and Nutrition
As with other grains, Foxtail Millet can be ground for flour or a beverage base, boiled for porridge or the seeds can be roasted.
References
Heuzé V., Tran G., Sauvant D., 2015. Foxtail millet (Setaria italica), forage. Feedipedia, a programme by INRA, CIRAD, AFZ and FAO. https://www.feedipedia.org/node/382 Last updated on May 11, 2015, 14:30
http://ecocrop.fao.org/ecocrop/srv/en/cropView?id=9732
Tel: (239) 543-3246 | Email: firstname.lastname@example.org | Website: ECHOcommunity.org
Gramineae | 1,384 | 742 | {
"id": "<urn:uuid:73c20622-fcd8-41bc-8db1-992bc6d6821e>",
"dump": "CC-MAIN-2024-18",
"url": "https://www.echocommunity.org/en/resources/2b9d1599-8b62-43c2-8f1d-e4b49fd4c540.pdf",
"date": "2024-04-15T09:10:04",
"file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296816954.20/warc/CC-MAIN-20240415080257-20240415110257-00842.warc.gz",
"offset": 674267581,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9958750009536743,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9958750009536743,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3000
],
"fw_edu_scores": [
2.234375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
MAY 2023
Daily literacy-building activities to share with your child.
7
28
You: ABCDEFG Child: HIJKLMNOP
Ask your child to "read" to you by telling you their own story based on pictures in a book.
Draw a large alphabet. Have your child practice finger tracing while you say the letters out loud.
When reading a book today stop before you get to the end and ask your child what they think will happen next.
Good readers have a large vocabulary.
Knowing lots of words helps children better understand what they read. You can help your children learn lots of words by:
* Having plenty of conversations. Take turns talking. It is important for you to ask questions and listen to what your children say in response.
* Read together! A lot!
* Make connections. Connect what you are reading in books to their lives. "Yes, Grandma has a black cat, too."
* Repetition. Children often love to read the same book over and over. This is a good thing as repeated readings help build vocabulary.
ANTS GO MARCHING
The ants go marching one by one, hurrah, hurrah.
THE FARMER PLANTS THE SEEDS
The ants go marching one by one, hurrah, hurrah.
The ants go marching one by one,
The little one stops to eat a plum.
And they all go marching down,
To the ground, to get out of the rain.
BOOM BOOM BOOM
Two by two. Tie its shoe. Three by three. Climb a tree. Four by four. Shut the door. Five by five. Take a dive. Six by six. Pick up sticks. Seven by seven. Tie a ribbon. Eight by Eight. Close the gate. Nine by Nine. Check the time. Ten by Ten. Say THE END.
Sing to the tune "The Farmer in the Dell"
The Farmer plants the seeds,
The Farmer plants the seeds, (Pretend to plant seeds)
Hi, ho, the dairy-o,
The farmer plants the seeds.
The sun comes out to shine… (Make large circle with arms)
The rain begins to fall…
(Hands flutter up and down)
The seeds begin to grow… (Stand up tall)
The farmer picks the crops… (Pretend to pick crops)
We all sit down to eat…
(Pretend to eat)
Books to Read this Month
Check out these books at the library. If they are not available, ask the librarian for a recommendation.
FOR READERS AGES 0-3
Counting with Frida
by Patty Rodriquez
(Text is in English and Spanish)
Leo Loves Baby Time
by Anna McQuinn
FOR READERS AGES 3+
Outside in by Deborah Underwood
Dreamers by Yuyi Morales | 1,017 | 573 | {
"id": "<urn:uuid:8f1253f7-0dcb-4ce3-b6ae-96c32c551b28>",
"dump": "CC-MAIN-2024-18",
"url": "https://burbanklibrary.org/sites/default/files/uploaded-files/2023-02/May%202023%20-%20Early%20Lit%20Calendar.pdf",
"date": "2024-04-15T09:29:38",
"file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296816954.20/warc/CC-MAIN-20240415080257-20240415110257-00852.warc.gz",
"offset": 128077827,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9988292753696442,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9990723729133606,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
412,
2334
],
"fw_edu_scores": [
3.5
],
"minhash_cluster_size": 3,
"duplicate_count": 0
} |
Moving to the additional learning needs (ALN) system: information for children
A new way of doing things
The Welsh Government has introduced new law and rules.
The law is called the Additional Learning Needs and Educational Tribunal (Wales) Act 2018 (the ALN Act) and the new rules are explained in the Additional Learning Needs Code for Wales 2021 (the ALN Code)
The new law and new rules are called the additional learning needs (ALN) system.
The ALN system is being put in place in a step-by-step way. This means that changes will not happen all at once. The changes will be done over 3 years. They started in September 2021 and will end for children in August 2024.
2
How things are changing
* People will stop saying special educational needs (SEN). They will start saying additional learning needs (ALN).
* Your school will now have an additional learning needs co-ordinator (ALNCo). Before the change, they were mostly known as special educational needs co-ordinators (SENCos).
* The way people talk about the extra support you need to help you learn will now be called additional learning provision (ALP). Before the change it was called special education provision (SEP).
* You will have an individual development plan (IDP). This plan will say what extra help you need to learn. Before the change plans were called individual education plans (IEPs) and statements.
3
The new system
This video takes you through the new ALN system. You might find it useful to help you understand what is happening.
Additional Learning Needs
An animation explaining the new system
When and how children with SEN will move to the ALN system
This will be done by your school. But for some children your local authority will do it. Your local authority is the organisation that looks after lots of things in your local area like services to support children with ALN.
Your school or local authority will let you know when you will move. They will also let you know how this will happen.
If you want to move to the ALN system before your school or local authority says, you can get in touch with them and ask them if it is possible to do this.
Most children will move onto the ALN system by a school or local authority giving you a notice.
There are two sorts of notices, an IDP notice or a No IDP notice.
An IDP notice means that it has been decided that you have ALN and an IDP will then be made.
A No IDP notice means that it has been decided that you do not have ALN. Sometimes, you might be given a No IDP notice because your needs have changed, and you no longer need extra help to learn.
For a few children, moving to the ALN system will happen in a different way. The local authority will explain how and when this will happen.
What if children disagree with decisions made about them?
Sometimes, you might not agree with what a school or local authority has decided. If this happens tell them straight away because most of the time, things can be sorted out by talking about it.
If you go to a school, speak to the school's additional learning needs co-ordinator (ALNCo). You, or your parents, should do this as soon as you have worries.
Working together will give everybody a chance to sort things out as quickly as possible.
If this has not worked, then you or your parent should talk to your local authority to ask them to help. Local authorities must work with you to help sort out things when you do not agree.
If you do not attend a school, then you can talk to the local authority about any concerns you have.
If you do not agree with some of the decisions made about you, you can appeal against certain things. An appeal is when you try and get a decision changed. You can ask the Education Tribunal for Wales to look at what you are unhappy about. The Education Tribunal for Wales is a special group of people whose job is to look at the decisions people in charge have made about you.
If you want more information about how to appeal against a decision you can talk to your local authority. They will explain how you can do this and help you. | 1,549 | 873 | {
"id": "<urn:uuid:31c1c6f9-fdbb-4a2b-9bd8-a60bc4025894>",
"dump": "CC-MAIN-2024-18",
"url": "https://www.gov.wales/sites/default/files/publications/2022-09/moving-to-the-additional-learning-needs-system-information-for-children.pdf",
"date": "2024-04-15T09:57:52",
"file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296816954.20/warc/CC-MAIN-20240415080257-20240415110257-00854.warc.gz",
"offset": 710932911,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9941099456378392,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9992208480834961,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
78,
677,
1385,
1585,
2745,
3541,
4079
],
"fw_edu_scores": [
3.34375
],
"minhash_cluster_size": 3,
"duplicate_count": 2
} |
2018 ___ ___ 1100
MT
Seat No.
MT - SCIENCE & TECHNOLOGY - II (72) - SEMI PRELIM - I : PAPER - 1
Time : 2 Hours
(Pages 3)
Max. Marks : 40
Note :
(i) All questions are compulsory.
(ii) All questions carry equal marks.
(iii) Draw neat and labelled diagrams wherever necessary.
Q.1. (A) Fill in the blanks :
3
(1) Harmful bacteria like ............... in the intestine are destroyed due to probiotics.
(2) Methods like arti cial insemination and embryo transplant are mainly used for ............... .
(3) Laughter club is a remedy to drive away ............... .
Q.1. (B) Match the columns:
Q.1. (C) Choose the correct alternative and rewrite the statement :
(a) bread
(b) honey
(1)
Substance prepared by using yeast is ................... .
(c) butter
(d) yoghurt
(2) Cattle feeding on transgenic ................... does not contract a viral disease-rinderpest.
(c) tobacco
(d) tomato
(a) potato
(b) onion
2
5
(3) Which of following mentioned factors are important for good social health?
(c) trust in others
(a) strong personality
(b) having large number of friends
(d) all of the above
(4) The chairman of village level committee is ................... .
(c) Collector
(a) Sarpanch
(b) Chief Minister
(d) Prime Minister
(5) Each nuclear ssion of uranium nucleus release ................... energy.
(c) 237 MeV
(a) 20 MeV
(b) 236 MeV
(d) 200 MeV
Q.2. Answer the following questions : (Any Five)
(1) Complete the following chart with reference to pre-disaster management.
(2) What will you do and why if your friend has developed the habit of snapping sel es ?
(3) What is DNA ngerprinting ?
(4) Why some of the organs in human body are most valuable ?
(5) How the bread and other products produced using baker's yeast are nutritious ?
(6) In the diagram silicon solar cells with dimensions 1cm 2 are connected. Find the potential difference and electric current?
10
Q.3. Answer the following questions : (Any Five)
(1) Which are the reasons for increasing the popularity of probiotic products?
(2) Write a note on organ transplantation?
(3) What type of changes occurs in a home having chronically ill old person? How will you help to maintain good atmosphere ?
(4) Explain - Effective disaster management makes us well prepared for future.
(5) Write the symptoms, effects and remedial measures for landslide.
(6) Complete the following step by step Energy conversion in nuclear power plant.
Nuclear
energy
Electrical
energy
Q.4. Answer the following questions : (Any One)
(1) Write a comparative note on usefulness and harmfulness of biotechnology.
(2) Read the paragraph and answer the following questions:
In cities sewage needs to be carried to processing unit and acted upon by microbial process. Microbes which can decompose any compound as well as destroy the pathogens of cholera, typhoid are mixed with sewage. They release methane and carbon dioxide by decomposition of the carbon compounds present in sewage. Phenol oxidising bacteria decompose the xenobiotic chemicals present in sewage.
(1) Where is sewage in cities disposed off?
(3) Which gases are released by decomposition of carbon compounds?
(2) Which disease pathogens are destroyed by microbes?
(4) What is the role of phenol oxidising bacteria?
(5) Give a heading to the paragraph.
Best Of Luck
15
5 | 1,745 | 811 | {
"id": "<urn:uuid:55d13d88-fad0-43c1-9395-97741b753712>",
"dump": "CC-MAIN-2019-13",
"url": "http://mteducare.com/images/SSC_Testpapers/Semi_Prelim_1/STB_X_English_Med/04Science_II/Question_Papers/Paper_01.pdf",
"date": "2019-03-25T12:27:32",
"file_path": "crawl-data/CC-MAIN-2019-13/segments/1552912203947.59/warc/CC-MAIN-20190325112917-20190325134917-00337.warc.gz",
"offset": 135505153,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9244198004404703,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9745469093322754,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
929,
1893,
3309
],
"fw_edu_scores": [
3.4375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Dear Parents/Carers and children,
Welcome back, Year 2!
We hope that you had a fantastic Christmas break and are ready to get stuck into 2019! After a successful autumn term, we will continue to make the curriculum as creative and as fun as possible, enabling the children to succeed in their personal targets and enjoy the term ahead.
Our cross-curricular topic this term will be the best of the lot: 'DINOSAURS!' This is a great topic, as it can include history, geography, science, art, music and PE. Year 2 will be able to answer such questions as: What are dinosaurs? When did they live? Why are they not around anymore? What was the biggest dinosaur? What did dinosaurs eat?
We will be learning about the history of the dinosaurs and how we can use fossils as historical records. In geography, we will be looking at how the Earth has changed since the time of the dinosaurs, and we will be making moving picture dinosaur books in DT. Studying dinosaurs also allows us to explore the basics of evolution and life on Earth, looking at Charles Darwin as an important, local historical figure. In science, we will be looking at what a dinosaur is in a technical, zoological sense and we will be exploring life-cycles of various animals. This links into the Relationship and Sex Education work that we didn't manage to fit in the autumn term.
SPELLING CHANGES: We are moving away from weekly tests of spellings, as there is little evidence to suggest that it improves children's spelling. We are using a different model where spelling conventions and rules will be taught daily, with a weekly focus. The children will operate a 'spelling journal' in school where they will record their learning as well as lists of words. There will be some testing, but most assessment of spelling will be in their writing, where it matters. Getting spelling right in a test is one thing; spelling accurately in your
writing is another thing entirely. Despite no regular 'tests', it is still important that you continue their spelling learning at home through discussion of the spelling convention being looked at, and thinking of words that might use it. For example, if we are learning the –j / –g / –dge / –ge sound, then spotting these words in books you are reading, or discussing when these sounds are at the start or ends of words would really help your child.
In addition to the exciting topic work, this is a term where year 2 will be working hard to collect evidence in writing and maths to inform out teacher judgements at the end of the year. With this in mind, it is vitally important that your child is heard to read regularly, and practises spellings and x-tables facts a few times a week.
Here are a few quick reminders of what your child needs to bring to school:
- PE KITS:
o INDOOR PE: Thursday mornings (2Y) and Wednesday mornings (2X)
o OUTDOOR PE: Tuesday mornings.
- READING DIARIES: should come in every day, especially on Friday.
- WOODLAND WORK: 2Y will be doing Woodland Work every Monday until half-term. Please make sure your child's kit contains waterproofs and warm clothes as the weather is not usually kind in this term! Again, it would be better for the children to arrive at school in their scruffy clothes rather than uniform. 2X will resume Forest Schools after halfterm.
Please feel free to speak to us if you have any questions whatsoever about anything.
Thanks for your support and help, | 1,335 | 753 | {
"id": "<urn:uuid:8ee84bc3-584d-41af-a503-8ea9554810e5>",
"dump": "CC-MAIN-2019-13",
"url": "http://colehamprimary.co.uk/media/5160/year-2-newsletter-spring-2019.pdf",
"date": "2019-03-25T11:33:31",
"file_path": "crawl-data/CC-MAIN-2019-13/segments/1552912203947.59/warc/CC-MAIN-20190325112917-20190325134917-00340.warc.gz",
"offset": 48282248,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9991363883018494,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9991363883018494,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3439
],
"fw_edu_scores": [
2.875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Child health information factsheet
Plagiocephaly
Plagiocephaly is a term used to describe the asymmetrical shape of a baby's skull (when one side of the head does not match up with other side). It develops as a result of constant pressure being placed on one area of the thin, flexible skull of the baby.
Until about one year of age the bones of a baby's head are very thin and flexible, which makes it soft and easy to mould.
Positional or deformational plagiocephaly can occur in babies during or after birth.
During most births, the newborn head may appear elongated for a short period of time after passage through the birth canal.
This usually corrects itself within six weeks after birth. If your baby prefers to look in one direction, or spends long periods of time on their back, in a car seat or reclining chair, part of the skull may become flat.
Premature babies are more likely to develop flat heads, as their skulls are softer than full term babies. They also tend to spend more time on their backs without being moved or picked up.
It is important to remember that plagiocephaly does not affect the development of a baby's brain.
How to help
All the following advice is aimed to encourage your baby to spend time in different positions to help their head shape develop. Your child may be referred to a physiotherapist for advice.
Sometimes due to the shape of your baby's head they may have difficulty turning their head in both directions, try some of the following to encourage head turning.
* Tummy time is very important and should be part of every baby's daily routine as it encourages head turning and control
www.uhs.nhs.uk
Child health information factsheet
* Supported sitting (on advice from your physiotherapist). This encourages head turning in both directions taking away the restriction of the altered head shape
* Talk time – try sitting with your knees bent up and place your baby on your lap facing you with their head placed in the crease between your legs, this will help them to turn in both directions taking away the restriction of the altered head shape
* It is important to change the resting position of your baby's head when they are sleeping by swapping between left and right.
The use of helmets to help with the shape of the head is a controversial subject, and not recommended by paediatricians as the head shape will self correct with growth.
The FSID (Foundation for the study of infant deaths) created a back to sleep, front to play campaign in 2006, the leaflet can viewed at www.sids.org.uk/front-play-campaign.html
If you have any questions or concerns please contact
Paediatric physiotherapy department B level west wing Southampton General Hospital
Tel: 023 8079 4560
If you need a translation of this document, an interpreter or a version in large print, Braille or on audio tape, please telephone 023 8079 4688 for help.
www.uhs.nhs.uk | 1,147 | 621 | {
"id": "<urn:uuid:db024ffa-20a8-4bf2-b4a7-e9009d514a06>",
"dump": "CC-MAIN-2019-13",
"url": "http://www.uhs.nhs.uk/Media/Controlleddocuments/Patientinformation/Childhealth/Plagiocephaly-patientinformation.pdf",
"date": "2019-03-25T12:30:54",
"file_path": "crawl-data/CC-MAIN-2019-13/segments/1552912203947.59/warc/CC-MAIN-20190325112917-20190325134917-00349.warc.gz",
"offset": 349939919,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9983156025409698,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9985184073448181,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1657,
2911
],
"fw_edu_scores": [
3.15625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
MIDDLE SCHOOL A STAND-ALONE
MESSAGE ON ANXIETY
WEEK ONE
PSALM 56:3
God gives us the tools to handle anxiety.
REMEMBERTHIS:
"Truly he is my rock and my salvation; he is my fortress, I will not be shaken."
PSALM 62:6
NIV
THINK ABOUT THIS:
Trending is a stand-alone message that focuses on the feelings and impact of anxiety on middle schoolers' lives. This is such an important conversation for students in this phase! The pressure, stress, and anxiety middle schoolers are dealing with can be totally overwhelming, and the need for support and guidance on how to respond to those feelings is great. The goal of this message is to not only provide middle schoolers with that encouragement and help, but to also give them access to the many tools God has provided us with to handle anxiety.
We know approaching conversations about anxiety with your middle schooler can be tough, so our partners at Parent Cue created a conversation guide to help you navigate this topic with your kid. Find the conversation guide and more at theparentcue.org/resources.
TRENDING
MIDDLE SCHOOL
DO THIS:
MORNING TIME
Take some time to do a little self-reflection as a parent. Is there anything you might be doing or saying that's causing anxiety in your kid? Is there something that might be happening in your home that could be adding to their stress? Think honestly about how you or your home environment may be impacting your kid and do what you can to positively shift the tone going forward.
MEAL TIME
Instead of asking your kid to talk directly about their feelings, give them a chance to share what they're feeling in a more indirect way. Print out a picture of each status icon from Facebook and post them on your fridge alongside the names of each person in your family. When someone in your family is feeling something that they aren't sure how to express or talk about yet, they can put their name next to the status icon that best describes what they're feeling.
DRIVE TIME
Let your kid know it's okay to struggle with stress and anxiety by sharing with them what those feelings look like for you. Talk about things that have made you anxious, how that anxiety felt, and how you handled it in your own life. Open the door for conversation if they want to share their own experiences with anxiety as well.
BED TIME
Ask your middle schooler if there's anyone in their life—a friend, teammate, classmate, member of their Small Group—who struggles with anxiety. Let them share what anxiety looks like in that particular person and how being around them when they're anxious impacts your kid. Then, talk about what your kid can do to support their friend through their anxiety. | 1,068 | 579 | {
"id": "<urn:uuid:6e153e0f-1173-4f29-a412-b48bab42fcfa>",
"dump": "CC-MAIN-2020-16",
"url": "https://cm.church/wp-content/uploads/2020/03/ParentCue_Email_TrendingAnxiety_XP3MS.pdf",
"date": "2020-04-02T09:45:18",
"file_path": "crawl-data/CC-MAIN-2020-16/segments/1585370506870.41/warc/CC-MAIN-20200402080824-20200402110824-00120.warc.gz",
"offset": 419073505,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9981102645397186,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9981560707092285,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1060,
2684
],
"fw_edu_scores": [
2.3125
],
"minhash_cluster_size": 1,
"duplicate_count": 3
} |
CODE:
INSTRUCTIONAL GOALS AND OBJECTIVES
The School Committee envisions graduates of the Kittery schools as individuals who will take pride in their best work, adapt positively to change and demonstrate sound judgment. They take an interest in civic affairs, respect the interdependence of humankind, and acknowledge the importance of a healthy global environment.
Kittery graduates demonstrate a proficiency in a common core of knowledge. As comprehensive thinkers, they approach learning eagerly and solve problems using a variety of acquired skills. They are able to communicate effectively as speakers and writers.
Our graduates also seek physical and emotional well-being and a balance in their personal, professional, and intellectual lives. They are lifelong learners who can apply essential knowledge in an ever-changing world.
To achieve its vision of an educated person, the School Committee hereby adopts as its instructional goals and objectives the Guiding Principles of Maine's system of Learning Results and other goals and objectives consistent with the School Committee's educational philosophy and the mission of the Kittery schools.
Each graduate of the Kittery schools should be:
A. A clear and effective communicator who:
1. Uses oral, written, visual, artistic, and technological modes of expression;
2. Reads, listens to, and interprets information from multiple sources; and
3. Uses English and at least one other language.
B. A self-directed and lifelong learner who:
1. Creates career and education plans that reflect personal goals, interests and skills, and available resources;
2. Demonstrates the capacity to undertake independent study; and
3. Finds and uses information from libraries, electronic databases, and other resources.
C. A creative and practical problem solver who:
1. Observes situations objectively to clearly and accurately define problems;
2. Frames questions and designs data collection and analysis strategies from all disciplines to answer those questions;
3. Identifies patterns, trends, and relationships that apply to solutions to problems; and
4. Generates a variety of solutions, builds a case for the best response, and evaluates the effectiveness of this response.
D. A responsible and involved citizen who:
1. Recognizes the power of personal participation to affect the community and demonstrates participation skills;
2. Understands the importance of accepting responsibility for personal decisions and actions;
3. Knows the means of achieving personal and community health and wellbeing; and
4. Recognizes and understands the diverse nature of society.
E. A collaborative and quality worker who:
1. Knows the structure and functions of the labor market;
2. Assesses individual interests, aptitudes, skills, attitudes, and values in relation to demands of the workplace;
3. Demonstrates reliability, flexibility, and concern for quality; and
4. Concentrates and perseveres on tasks until those tasks are completed;
F. An integrative and informed thinker who:
1. Applies knowledge and skills in and across English language arts, visual and performing arts, foreign languages, health and physical education, mathematics, science, social studies, and career preparation; and
2. Comprehends connections between and across the traditional disciplines.
Legal Reference:
20-A MRSA § 6208-6209
Cross Reference:
AD – Educational Philosophy/Mission ADAA – School System Commitment to Ethical and Responsible Behavior ADF – School District Commitment to Learning Results
Adopted:
July 22, 1992
Revised:
July 5, 1994; November 6, 2012 | 1,684 | 704 | {
"id": "<urn:uuid:85c555dc-a051-4971-9747-bc4e5d0dfe07>",
"dump": "CC-MAIN-2020-16",
"url": "https://26f1d70c-a-e72deb7c-s-sites.googlegroups.com/a/kitteryschools.com/kittery-school-department-policies/IA%20-%20Instructional%20Goals%20%26%20Objectives.pdf?attachauth=ANoY7crFv2bik-BSjgBg-SspC_kRCHeHa3Wj8Cu5972jKgtX09LOf1YXsNEuBCKmtg1K_TRUAq-AsVGTFi3ZUnzTueAlvHfZFafGzLpOM4tYthbBokp7_jBeRLW6_eMWlxVy9cck6XJZaBtdWw0tChGIKk2y82C0A1yjiFxjHUeayBylmhvCH4XWrUJnJlxQNInLWbXfNLZ2uqPT9hhBgdgTugU1C7QJ80bf2COGdX6tygV0L4ZafLSqVQMotyi_nTPtesnmskKCP0V60Ky62dTR8L6TuOiXjFwKMROvDH46nFXTqXlDY4I%3D&attredirects=0",
"date": "2020-04-07T23:48:38",
"file_path": "crawl-data/CC-MAIN-2020-16/segments/1585371806302.78/warc/CC-MAIN-20200407214925-20200408005425-00045.warc.gz",
"offset": 328354318,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9880989789962769,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9911895394325256,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2022,
3616
],
"fw_edu_scores": [
2.453125
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Park.|}images/stories/turistainternacional/Quehacer/naturaleza/parquesnaturales/tayrona.jpg{/ro kbox}
{rokbox title=|Beach in Tayrona National
Beach in Tayrona National Park.
In the department of Magdalena, just 34 km from the lovely city of Santa Marta, lies the Tayrona National Park – a sanctuary of nature and archaeological remains that invite an encounter with oneself. Mangrove swamps, corals, algae prairies, thorny scrubland, and magical dry, humid, and cloud forests proliferate and are home to a surprising variety of vegetal and animal species that bear witness to life.
These 12,000 land and 3,000 marine hectares were proclaimed in 1969 for their great biological and archaeological value. Prior to the Spanish Conquest, this was the land of the Tayrona indigenous people, who left significant evidence of their way of life in Pueblito Chairama and other sites. Temperatures range from 25˚C to 32˚C, and altitudes, from zero to nine meters above sea level. There are two rainy periods: from May to June and from September to November.
Features
Flora and fauna observation are especially interesting here, especially birdwatching, which includes the threatened Andean condor. Aside from its natural and archaeological attractions, Tayrona Natural Park is a great site for eco-tourism, thanks to the diversity of its sea waves and diving sites. The Chairama archaeological site known as Pueblito and the stone paths that lead to it are very attractive to tourists.
How to get there
Once in Santa Marta, the only access is by taking the Troncal del Caribe in the direction of Riohacha. There are several entrances to the park: Neguanje, Calabazo, and Cañaveral.
{rokbox title=|Ecohabs inspirados en la vivienda indígena.|}images/stories/turistainternacional/Quehacer/naturaleza/parquesnaturales/ecohabs.j pg{/rokbox}
1 / 3
Ecohabs inspirados en la vivienda indígena.
Communities
Most of the park's inhabitants are mestizos who live mainly from tourism and fishing. The park comprises various sacred sites, or dots along the so-called "Black Line", belonging to the indigenous communities that inhabit the Sierra Nevada de Santa Marta mountain range.
Fauna
The Tayrona Natural Park is home to over 100 mammal species, among them howling monkeys, pumas, deer, and several species of bats. Over 300 bird species coexist with them, condors and lone and white eagles, being the main ones.
The park is also home to 31 reptile, 15 amphibian, 202 sponge, 471 crustacean, and more than 1,000 more marine species. Dolphins and marine turtles are frequent visitors; the latter for the purpose of spawning.
Flora
There are 350 algae species in the park, representing only part of the area's total vegetation, which is considered the richest in the Colombia Caribbean by virtue of its 31 types of plants. As to terrestrial fauna, there are over 770 plant species, ranging from cacti to trees that may reach a height of 30 meters.
Activities
- Diving in La Cueva de Neguanje, Isla Aguja, or Bahía Concha.
- Snorkeling.
- Trekking on archaeological stone roads.
- Camping or lodging at the eco-habs in Cañaveral.
- Birdwatching.
- Swimming in a natural pool.
- Horseback riding.
- Visiting archaeological sites.
Attractions
- Chairama Archaeological Museum in Cañaveral.
2 / 3
- Los Naranjos Trail.
- Playa Cristal, also known as Playa del Muerto.
- Castilletes Beach.
- Quebrada Valencia, a stream in the western part of the park.
- Bahía Concha.
- Arrecifes Beach.
- La Piscina, in Arrecifes.
- Cabo de San Juan de Guía: The sea near this cape, full of stone monoliths borders with the rainforest.
- Riverbed of the Piedras River.
- In ancient times, Pueblito, or Chairama, was the most important trade center of the pre-Columbian indigenous peoples.
Access to the park
- Foreigners: $21.000 pesos.
- Nationals: $7.100 pesos.
- Children: $3.600 pesos.
For additional information, please consult your travel agency or visit Colombian National Natural Parks Official Website and.
Tayrona Park Official Website
Learn more about:
- Sierra Nevada de Santa Marta Natural Park: land of wise people
- National Natural Parks of Colombia
3 / 3 | 1,952 | 1,032 | {
"id": "<urn:uuid:579e711c-001d-42b8-aee9-90c5b08f3489>",
"dump": "CC-MAIN-2014-35",
"url": "http://www.colombia.travel/en/international-tourist/vacations-holidays-where-to-go/recommended-weekend-destinations/tayrona-national-park?format=pdf",
"date": "2014-08-28T13:29:44",
"file_path": "crawl-data/CC-MAIN-2014-35/segments/1408500830834.3/warc/CC-MAIN-20140820021350-00132-ip-10-180-136-8.ec2.internal.warc.gz",
"offset": 313195597,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9745732347170512,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9845516681671143,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1844,
3296,
4165
],
"fw_edu_scores": [
2.90625
],
"minhash_cluster_size": 3,
"duplicate_count": 7
} |
Theraband: Upper Body Exercise Program
1. Shoulder Flexion
4. Diagonal Pull 1
Place band wrapped around hand with opposite end secured. With elbow straight and thumb pointed toward ceiling, slowly lift up toward ceiling and back down. Repeat 10-20 times.
2. Shoulder Extension
Place band wrapped around hand with opposite end secured. With elbow straight and thumb pointed toward ceiling, slowly pull arm down. Repeat 10-20 times.
3. Shoulder Side Lift
Hold band in one hand and secure opposite end (you can stand on it if able). With elbow straight and thumb pointed toward the ceiling. Lift arm straight up on the side of your body. Repeat 10-20 times.
Place band wrapped around hand with opposite end held in other hand. With elbow straight and thumb pointed toward ceiling, slowly pull arm up and across and away from body. Repeat 10-20 times.
5. Diagonal Pull 2
Place band wrapped around hand with opposite end held in other hand. With elbow straight and thumb pointed toward ceiling, slowly pull arm up and across and toward body. Repeat 10-20 times.
6. Pull Down
Hold band securely in both hands with arms overhead. Pull arm down. Repeat 10-20 times.
7. Chest Pull
With band securely held in both hands and arms straight out ahead, stretch band across chest. Repeat 10-20 times.
Theraband: Lower Body Exercise Program
1. Hip Outer Thigh
4. Hip Extension
Hold onto a countertop for support and balance as needed. Place band wrapped around ankle and opposite end secured. With knee straight and toes pointed straight ahead, slowly lift leg out to side and back down to floor. Repeat 10-20 times.
2. Hip Inner Thigh
Hold onto a countertop for support and balance as needed. Place band wrapped around ankle and opposite end secured. With knee straight and toes pointed ahead, move leg across body. Repeat 10-20 times.
3. Hip Flexion
Hold onto a countertop for support and balance as needed. With knee straight, lift leg straight in front of you about 12 inches, then return to standing. Repeat 10-20 times.
Recycled Paper
©2011 Visual Health Information (VHI) (Rev 6/12)
Hold onto a countertop or chair for support and balance. Place band around ankle and opposite end secured. Keeping your upper body still, bring leg straight back behind you. Repeat 10-20 times.
5. Hamstring Curl
Hold onto a countertop for support and balance. Wrap band around ankle or foot with opposite end of band secured. Slowly bend knee lifting up toward buttocks and then slowly lower leg back down to floor. Repeat 10-20 times.
6. Knee Extension
Sit up tall in chair. Place band around ankle or foot and other end securely anchored to other foot or object. Slowly straighten your leg. Hold for a count of 5 and then slowly lower back down. Repeat 10-20 times.
7. Heel Raises
Hold onto a countertop for support and balance as needed. Rise up on balls of feet and lower. Repeat 10-20 times. | 1,259 | 665 | {
"id": "<urn:uuid:b5c98e9f-5de0-4783-bfd6-24d715ea0e08>",
"dump": "CC-MAIN-2014-35",
"url": "http://www.valleymed.org/Our-Services/Fitness-Center/Upper-and-Lower-Body-Theraband-Exercises/",
"date": "2014-08-28T13:19:06",
"file_path": "crawl-data/CC-MAIN-2014-35/segments/1408500830834.3/warc/CC-MAIN-20140820021350-00139-ip-10-180-136-8.ec2.internal.warc.gz",
"offset": 668087897,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.995969831943512,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9963444471359253,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1299,
2902
],
"fw_edu_scores": [
2.453125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Hagley Primary School
'Believe, Achieve, Together We
Succeed.'
Home learning Reception Friday 05.03.21
Thank you for all your support and hard work over the last 8 weeks. The children have done fantastic work and we cannot wait to see them back in school on Monday! For any videos that we use the password will be Hagley21 If you have any queries please contact us via our Reception e-mail firstname.lastname@example.org.
Phonics (English)
Please watch Mr Farley's video recapping the ay, ee and igh sounds. Have a go at writing the words that are shared. If you feel like an extra challenge there is also a sentence at the end that you can try, but don't worry if this is a step too far!
Video link:
https://www.loom.com/share/907233c7c62849adb2ee4fc1dad32b47
Story
Please find a video exploring Geese. We hope you enjoy.
Come Outside - Geese
Maths
Please watch Mrs Archer's video about 2D shapes. You could then play your own 2D shape guessing game.
Video Link:
https://www.loom.com/share/759b69fe3a6146efab6ebafdb73975da
Maths Challenge
Play a board game at home involving rolling a dice and counting on. There is a snakes and ladders game that you can print off including a dice to make if you need one. You could also use an interactive dice such as this one https://nrich.maths.org/6717. You could even make your own board game at home.
Topic
Today you are going to get creative! Please watch Miss Running's video explaining your art activity. This is based around the 'Owl Babies'.
Video Link:
https://www.loom.com/share/23616163924648aba09dd699e7e2809 6
Mindfulness
You might like to select one of the activities suggested below to have a well earnt break from your home learning, or you might be able to think of your own.
Learning you can access throughout the week
Other areas
Maths
Reading
Physical development
It is important to keep moving and having breaks. You can have a go at moving around the room using your body like different woodland animals. Please see the movement cards on the PDF.
Read and enjoy this short poem by Brenda Williams. Have a try at learning the verses and then performing it to someone in your household. You might like to add some actions.
Choose three woodland animals and draw them in size order, from the biggest to the smallest.
You might like to create an information poster telling people about your favourite nocturnal animal. You might like to include certain information; what they eat, where they sleep, what helps them to survive at night and one interesting thing about them. You can use books or the internet to help you find the information. Have a grown up to help you when exploring the internet.
Using the number cards you created the other week, you might like to play the following game: turn the cards over so they are all facing down. Turn a card over one at a time. Can you tell your grown up what the number is? Then you might like to get one of your teddies to feed (you might have a woodland one). Can you give them the correct amount of food to match the number? You can use sticks, stones, leaves, cereal, lego etc. Can you say what number is one more or less than the one you are focusing on?
Have a look at these new Maths games: https://www.ictgames.com/mobilePage/index.html
Oxford Owl, please see previous newsletters for instructions https://www.oxfordowl.co.uk/login?active-tab=students
Have a look at the Phonics Play website: https://www.phonicsplay.co.uk/resources There are instructions for how to log in for free on the homepage. There are lots of different games to practise blending and segmenting. A favourite at school is 'Buried treasure.'
Have a go at some daily Yoga on the Cosmic Kids Yoga YouTube channel https://www.youtube.com/channel/UC5uIZ2KOZZeQDQo_Gsi_qbQ
Joe Wicks PE on his YouTube channel Monday, Wednesday and Friday.
| | Alternatively, for a HIIT workout with one of your favourite characters (Elsa, Spiderman and many more) please visit https://www.youtube.com/c/GETKIDSMOVING/videos |
|---|---|
| Key words | Practise reading and writing the Set 1, 2, 3 & 4 key words in and out of sentences. | | 1,743 | 996 | {
"id": "<urn:uuid:318927ea-16d7-49fc-9e8d-bfcb43f80d10>",
"dump": "CC-MAIN-2021-39",
"url": "https://www.hagleyprimary.org.uk/admin/ckfinder/userfiles/files/Newsletter%2005_03_21.pdf",
"date": "2021-09-17T10:01:09",
"file_path": "crawl-data/CC-MAIN-2021-39/segments/1631780055632.65/warc/CC-MAIN-20210917090202-20210917120202-00061.warc.gz",
"offset": 809896711,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9983780235052109,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9983050227165222,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
865,
1370,
1810,
3866,
4148
],
"fw_edu_scores": [
2.21875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Hagley Primary School
'Believe, Achieve, Together We Succeed.'
Home learning Reception Thursday 25.2.21
Good morning Reception, we would love to see your scrambled sentences on Seesaw today. For any videos that we use the password will be Hagley21 If you have any queries please contact us via our Reception em ail firstname.lastname@example.org .
Key Words (English)
Please watch Mr Farley's key word video about scrambled sentences. You can use any or all of the sets of key words that we have learnt so far – it may be a good idea to drop in any specific words that your child has been struggling with. After watching the video please try the activity yourself, making scrambled sentences for the child to make sense of!
Video link:
https://www.loom.com/share/b61761bbde2b4a72be1d5ef979796ac8
Story
Please watch Miss Running read the story 'I'm not sleepy'.
Video Link:
https://www.loom.com/share/07cfb4d4d2ca415c84ee194f0cda5e9b
Writing challenge
Write some sentences to describe the owl. Remember to use the Phonics and key words we have been learning and have a go at writing independently.
Maths
Please watch Mrs Archer's video about sharing. For today's activity you will need 3 toys such as teddies and 10 objects such as Lego bricks or pieces of toy food.
Video Link:
https://www.loom.com/share/7a839aecfa074145a1e9ecd3c4563bdb
Topic
For today's PE lesson you will be doing the second session to 'The Rescue Party'. We hope you enjoy.
Video Link:
https://www.bbc.co.uk/sounds/play/b03g6vkz
Mindfulness
Follow the link below to engage with a meditation session 'The clever fox'. This is a long session, please do as much as you feel necessary. You might like to do it in two stages across the day.
Guided Meditation for Children | THE CLEVER FOX | Kids Meditation Story
Learning you can access throughout the week
Other areas
Owls are nocturnal. Draw and label the other types of nocturnal animals you have learnt this week.
Pretend to be an Owl, which is a bird of prey, this means they hunt for other animals to eat. They swoop through the sky silently. With an adult you can play this game. One of you close your eye, the other person has to move across the room silently. The other person has to listen closely and point to where they think the owl is in the room. You can take it turns or have a go at moving around the room in different ways.
You can get creative in the kitchen and have a go at creating some Owlet snacks. Can you remember some of the healthier foods you could use for your snack that we have learnt previously? See below for some inspiration.
| | https://www.bbcgoodfood.com/howto/guide/playdough-recipe Playdough can be made easily at home and only requires some everyday household ingredients. Please use the link above to take you to the BBC website. It provides instructions for how to make playdough. You can have lots of fun, squeezing, rolling and flattening. You might like to have a go at making a hedgehog. See below for some examples. |
|---|---|
| | You can create a story map to show the main parts of the story for Owl Babies. |
| Maths | Have a look at these new Maths games: https://www.ictgames.com/mobilePage/index.html |
| Reading | Oxford Owl, please see previous newsletters for instructions https://www.oxfordowl.co.uk/login?active-tab=students |
| | Have a look at the Phonics Play website: https://www.phonicsplay.co.uk/resources There are instructions for how to log in for free on the homepage. There are lots of different games to practise blending and segmenting. A favourite at school is ‘Buried treasure.’ |
| Physical development | Have a go at some daily Yoga on the Cosmic Kids Yoga YouTube channel https://www.youtube.com/channel/UC5uIZ2KOZZeQDQo_Gsi_qbQ Joe Wicks PE on his YouTube channel Monday, Wednesday and Friday. Alternatively, for a HIIT workout with one of your favourite characters (Elsa, Spiderman and many more) please visit https://www.youtube.com/c/GETKIDSMOVING/videos |
| Key words | Practise reading and writing the Set 1, 2, 3 & 4 key words in and out of sentences. |
| Busy Things | You can also access Busy Things at home where you can choose activities to complete together. https://www.busythings.co.uk/play/# Username: hagley1234 Password: orange | | 1,905 | 1,043 | {
"id": "<urn:uuid:f08f7791-3b07-4c70-8a32-dbfb3cc73afd>",
"dump": "CC-MAIN-2021-39",
"url": "https://www.hagleyprimary.org.uk/admin/ckfinder/userfiles/files/Newsletter%2025_02_21111.pdf",
"date": "2021-09-17T10:40:28",
"file_path": "crawl-data/CC-MAIN-2021-39/segments/1631780055632.65/warc/CC-MAIN-20210917090202-20210917120202-00061.warc.gz",
"offset": 810225239,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9967024922370911,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.998470664024353,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1120,
1544,
2616,
4284
],
"fw_edu_scores": [
2.421875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
TEST No. 30
TOPIC: Minerals
SUBJECT: INDIAN GEOGRAPHY
Explanation:
Question 1
Answer A
Explanation: Khetri mines in rajasthan is known for copper. Manbhandar is in Jharkhand famous for copper.
Badampahar in Orissa and Kudarmukh In Karnataka are the important mines of iron ore in the country.
More than 99% of the total zinc in India is produced in zawar area in Udaipur district of Rajasthan The manganese belt of Madhya Pradesh extends in a belt in Balaghat-Chhindwara-NimarMandla and Jhabua districts.
Question 2
Answer C
Explanation: Lignite-also known as brown coal. It is a lower grade coal and contains about 40 to
55% carbon. It is found in Palna of Rajasthan, neyveli of Tamil Nadu
, Lakhimpur of Assam and
Karewa of Jammu and Kashmir.
The major oil fields of Gujarat are Ankaleshwar, Kalol, Mehsana, Nawagam, Kosamba and
Lunej.
Jharkhand has some of the oldest iron ore mines and most of the iron and steel plants are located around them. Most of the important mines such as
Noamundi and Gua are located in
Poorbi and Pashchimi Singhbhum districts.
More than 99% of the total zinc in India is produced in zawar area in Udaipur district of Rajasthan . The ore of lead is Galena . Over 94% of it is produced by Rajasthan followed by Andhra Pradesh.
Question 3
Answer B
Explanation: Wolfram is the ore of ' Tungsten'. Over 95% of the wolfram is used by the steel industry, wolfram deposits are mainly in Degana (Rajasthan ) and Chendpathai in Bankura
district (west Bengal).
Question 4
Answer C
Explanation: In Orissa, iron ore occurs in a series of hill ranges in Sundergarh, Mayurbhanj and Jhar. The important mines are Gurumahisani, Sulaipet, Badampahar (Mayurbhaj), Kiruburu (Kendujhar) and Bonai (Sundergarh). Similar hill ranges, Jharkhand has some of the oldest iron ore mines and most of the iron and steel plants are located around them. Most of the important mines such as Noamundi and Gua are located in Poorbi and Pashchimi Singhbhum districts. This belt further extends to Durg, Dantewara and Bailadila in Chhattisgarh. Dalli, and Rajhara in Durg are the important mines of iron ore in the country. In Karnataka, iron ore deposits occur in Sandur-Hospet area of Bellary district, Baba Budan hills and Kudremukh in Chikmagalur district and parts of Shimoga, Chitradurg and Tumkur districts.
Question 5
Answer B
Explanation: State and their share in iron reserves
Question 6
Answer A
Explanation:
The most important Gondwana coalfields of India are located in Damodar Valley. They lie in Jharkhand-Bengal coal belt and the important coal fields in this region are Raniganj, Jharia, Bokaro, Giridih, Karanpura. Jharia is the largest coal field followed by Raniganj.
Question 7
Answer C
Explanation: Hospet area of Bellary district is in Karnataka
Question 7
Answer B
Explanation: Sarswati and rajeshwari are two on shore oil blocks in barmer (rajasthan ) discovered recently. | 1,436 | 806 | {
"id": "<urn:uuid:47013cb8-1636-4d35-b4ee-309403d28727>",
"dump": "CC-MAIN-2021-39",
"url": "http://mentorstudypoint.in/downloads/TEST%20No%2030%20EXPLANATION.pdf",
"date": "2021-09-17T10:52:08",
"file_path": "crawl-data/CC-MAIN-2021-39/segments/1631780055632.65/warc/CC-MAIN-20210917090202-20210917120202-00065.warc.gz",
"offset": 45618149,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9879297316074371,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9879568219184875,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2346,
2946
],
"fw_edu_scores": [
2.015625
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Skills Matter! Apply the S.T.A.R.[R] Technique
Preparing Your Soft and Hard Skills Content
Opportunities to develop your skills occur as you work on class projects, complete an internship experience, fill leadership roles or actively engage in other activities. Instructors often align assignments and capstone projects to specific skill competencies (perhaps outlined in the course syllabus).
In the following steps we will demonstrate how your might adapt the S.T.A.R.[R] technique to the SKILL content type found in myeFolio. Our goal is to assist you in preparing evidence that potential employers and colleagues will want to find in your site and strengthen how you tell your story. You can adjust the process to fit your preferred style.
While a search for information about S.T.A.R.[R] online will result in many info links, we've provided a few resources you might check out and a reminder of what S.T.A.R.[R] represents. (Some suggest that the second "R" is optional.)
* Answering Tough Interview Questions
Situation – when/where; set the scene
* The Careers Blog by Guardian
Task – the goal, aim or challenge
Action – what you did; your role
Result – the outcome
Reflection – what you learned
* Star Method (eBook)
Find and Open the Skill Content Form
The "Skill" content type is found in the Personal, Education or Work categories when you display "New Content" options.
* Click "New Content"
Note: If you wanted to edit a skill that was previously created, you would open it from the "My Content" panel.
* Click to open the category you prefer to use"
* Click on "Skill
* Click "Create" from the action bar
The form to create a new skill item will open to your screen.
During this "step thru" we will be using only the "Skill Title" and "Full Text" fields.
The reason for this is that we plan to use our skill item as part of another object later.
The form does present several fields that can be helpful when using it to create a standalone skill posting for your site pages.
Add Content to the Skill Form
* Identify your skill using the "Skill Title" field
You could prepare your text using other software.
* Use "Full Text" to add the details
Enter or paste in the narrative text that addresses each segment of S.T.A.R.[R] to the "Full Text" field:
* Be sure to "Save" the completed form
Note: Our example is based on a real experience, but some details have been modified to honor the source.
Locate Your recently-saved Skill Content Item
Content items (once saved) are added to the content collection called "My Content" and will be listed in sections that are organized by type (i.e., Skill).
You will notice from the screen capture at the right that the "Skill Title" is used to list the items alphabetically and makes it easier for you to locate it when you're ready to edit it or post it to a page of your site.
Revision Example: You might decide to change the way your skill is named in the Title field or modify your narrative in the Full Text field.
Your content listing will also display the date and time that the item was last saved.
Post Skill Content to a Selected Site Page
* Drag the SKILL item from "My Content" to the site page and location where you want it to be displayed.
* When in Preview, your content will look something like this
* The image shows a preview "as displayed" to a mobile device.
* The STARR format allows a viewer to easily locate significant elements.
Some questions to ponder:
* Do you want to post one skill per site page?
* Do you want to combine several skill items on one page?
* Do you want to separate soft skills from hard skills within your eFolio site?
How you answer these questions will impact your final layout. There is no incorrect approach.
Simply be consistent!
If you follow our blog entries at the "myeFolio Spotlight" you'll find more ideas about how the S.T.A.R.[R] technique can be applied to content and additional ways to make your site stand out. | 1,715 | 895 | {
"id": "<urn:uuid:0ceb1be3-c668-4c07-990a-6f6435b9dd4b>",
"dump": "CC-MAIN-2021-39",
"url": "https://myefoliofeatures.myefolio.com/Uploads/SkillSetSTARRstories.pdf",
"date": "2021-09-17T10:47:48",
"file_path": "crawl-data/CC-MAIN-2021-39/segments/1631780055632.65/warc/CC-MAIN-20210917090202-20210917120202-00064.warc.gz",
"offset": 477761779,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9980913798014323,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9980807900428772,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2009,
3094,
3970
],
"fw_edu_scores": [
2.390625
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Contacts:
Isabel Morales, Museum of Science and Industry, (773) 947-6003 Amy Patti, Museum of Science and Industry, (773) 947-6005
LIFE ON BOARD U-505
U-boats were designed with little concern for the comfort of their crews. The subs were first and foremost weapons platforms with one goal: delivering their torpedoes to Allied targets as efficiently as possible. To maximize the number of torpedoes a U-boat could hold, and to ensure they were easy to access and load, crew space was kept to an absolute minimum—making conditions extremely cramped, claustrophobic and uncomfortable for these young sailors.
More than 60 sailors could pack into U-505 for patrols that lasted 100 days or more. Inside the overcrowded sub, daily life for many was filled with laborious and monotonous chores. The long, dreary days spent waiting for orders or signs of the enemy were broken up only by terrifying moments of being in battle. Ironically, the shared hardships on board a U-boat often led to strong bonds among crew members, making for high morale during the war.
In the Atlantic Ocean, the physical discomforts of a U-boat intensified dramatically during the winter. Turbulent waters tossed the subs around on the surface and produced bone-chilling temperatures on board. Whenever possible, the crew members attempted to warm themselves in the engine room. But the noise inside could be deafening and in the warmer months, the temperature in this room might exceed 100 degrees Fahrenheit.
In addition, sleeping proved difficult in the crew quarters, which were packed with equipment and spare parts for the sub. Only 35 bunks were on board, so most of the sailors had to "hot bunk," or take turns sleeping in bunks still warm from the use of a fellow crewmember. Officers, however, were fortunate enough to have their own private bunks. The fore and aft torpedo rooms doubled as crew quarters as well, which meant that sailors snug in their beds were lying alongside highly explosive torpedoes.
To make matters worse, because of the diesel engines that propelled the vessel on the surface of the sea, the odor of diesel fuel permeated the U-boat. It was accompanied by the stench of unwashed bodies, dirty clothes and unsanitary toilet facilities. As the war progressed, fewer and fewer opportunities arose for crew members to go to the bridge for fresh air—some did not go outside for as long as three months.
The food typically tasted like diesel fuel as well. Typical rations included preserved and tinned meats, cheese, eggs, dried potatoes, bread, rice and noodles, beer and coffee. The small galley, or kitchen, was only big enough for one person to stand. Cooks had to maintain an accurate count of every pound of food and kitchen supplies consumed—and their exact storage location within the boat—in order to help the diving officer keep the boat in balance.
Seventy percent of the young men who served in the U-boats in World War II never returned home. Ironically, by capturing the men of the U-505, Captain Gallery probably saved their lives. | 1,168 | 647 | {
"id": "<urn:uuid:378cc3a3-8733-424c-97f1-a465b58d8216>",
"dump": "CC-MAIN-2021-39",
"url": "https://www.msichicago.org/fileadmin/assets/press/u505_press_kit/U-505_Life_on_Board.pdf",
"date": "2021-09-17T09:53:47",
"file_path": "crawl-data/CC-MAIN-2021-39/segments/1631780055632.65/warc/CC-MAIN-20210917090202-20210917120202-00066.warc.gz",
"offset": 930198772,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9989678859710693,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9989678859710693,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3057
],
"fw_edu_scores": [
2.453125
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
What are Personal Boundaries?
Personal boundaries are the limits and rules we set for ourselves within relationships. A person with healthy boundaries can say "no" to others when they want to, but they are also comfortable opening themselves up to intimacy and close relationships.
A person who always keeps others at a distance (whether emotionally, physically, or otherwise) is said to have rigid boundaries. Alternatively, someone who tends to get too involved with others has porous boundaries.
Most people have a mix of different boundary types. For example, someone could have healthy boundaries at work, porous boundaries in romantic relationships, and a mix of all three types with their family. One size does not fit all!
The appropriateness of boundaries depends heavily on setting. What's appropriate to say when you're out with friends might not be appropriate when you're at work.
Some cultures have very different expectations when it comes to boundaries. For example, in some cultures it's considered wildly inappropriate to express emotions publicly. In other cultures, emotional expression is encouraged.
What are Personal Boundaries?
Types of Boundaries
Physical boundaries refer to personal space and physical touch. Healthy physical boundaries include an awareness of what's appropriate, and what's not, in various settings and types of relationships (hug, shake hands, or kiss?). Physical boundaries may be violated if someone touches you when you don't want them to, or when they invade your personal space (for example, rummaging through your bedroom).
Intellectual boundaries refer to thoughts and ideas. Healthy intellectual boundaries include respect for others' ideas, and an awareness of appropriate discussion (should we talk about the weather, or politics?). Intellectual boundaries are violated when someone dismisses or belittles another person's thoughts or ideas.
Emotional boundaries refer to a person's feelings. Healthy emotional boundaries include limitations on when to share, and when not to share, personal information. For example, gradually sharing personal information during the development of a relationship, as opposed to revealing everything to everyone. Emotional boundaries are violated when someone criticizes, belittles, or invalidates another person's feelings.
Sexual boundaries refer to the emotional, intellectual, and physical aspects of sexuality. Healthy sexual boundaries involve mutual understanding and respect of limitations and desires between sexual partners. Sexual boundaries can be violated with unwanted sexual touch, pressure to engage in sexual acts, leering, or sexual comments.
Material boundaries refer to money and possessions. Healthy material boundaries involve setting limits on what you will share, and with whom. For example, it may be appropriate to lend a car to a family member, but probably not to someone you met this morning. Material boundaries are violated when someone steals or damages another person's possessions, or when they pressure them to give or lend them their possessions.
Time boundaries refer to how a person uses their time. To have healthy time boundaries, a person must set aside enough time for various facets of their lives such as work, relationships, and hobbies. Time boundaries are violated when another person demands too much of another's time. | 1,339 | 608 | {
"id": "<urn:uuid:c262920f-aa21-486a-87c4-13abe986badd>",
"dump": "CC-MAIN-2021-21",
"url": "https://d10k7k7mywg42z.cloudfront.net/assets/588ec316a0b5dd08a90b9823/boundaries_psychoeducation_printout.pdf",
"date": "2021-05-09T16:31:45",
"file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243989006.71/warc/CC-MAIN-20210509153220-20210509183220-00458.warc.gz",
"offset": 223273733,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9967148303985596,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9965765476226807,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1126,
3370
],
"fw_edu_scores": [
3.25
],
"minhash_cluster_size": 7,
"duplicate_count": 2
} |
Overview of students' perceptions of skills from the practice of creative writing (from written survey)
| Creative Writing has a positive impact on: | | Strongly agree | | agree | | disagree | | Strongly |
|---|---|---|---|---|---|---|---|---|
| | | | | | | | | disagree |
| | Confidence in writing | | 9 | | 22 | | 7 | |
| | Comfort with others viewing own | 10 | 10 | 19 | 19 | 9 | 9 | |
| | writing | | | | | | | |
| | Grammar and punctuation skills | | 5 | | 24 | | 9 | |
| | Formal essay writing skills | | 1 | | 16 | | 21 | |
| | Critical reading of literature | | 7 | | 21 | | 9 | 1 |
| | Vocabulary and form | | 11 | | 21 | | 6 | |
| | Expressiveness of writing | | 14 | | 20 | | 3 | 1 |
What are the most valuable skills you have learned from creative writing?
Responses: Drafting and Editing:
"Drafting and editing process/ receiving feedback, then working in other projects incorporating the feedback given, which is very helpful indeed."
"Expression and editing. Being able to listen to critical feedback."
"I have learnt to express my ideas more clearly and feel more confident writing and exploring different forms of writing."
"The ability to share my work and understand the editing process."
"I have found that I have more knowledge on what key features to look for when analysing certain types of work."
"To use certain skills and techniques when writing prose. When drafting and editing, being able to spot and remove unneeded sentences. To keep re-drafting until a piece of work is done."
"Constructive criticism – accepting and giving it. The ability to edit redraft more effectively."
"Changed my way of looking at writing in every sphere."
"Editing, punctuation, feedback, honesty, be positive when editing. How to look at how other published writers have written what they wrote about and their views – how to find my own voice, learning that I can do it. And how to look at other literature. Essay skills have improved"
"Seeing the thought processes behind writing, and not just focusing on the finished product as tho' they come out of the ether. Tighter writing." | 1,044 | 567 | {
"id": "<urn:uuid:0a71df89-52df-4fe2-8961-f12329178d78>",
"dump": "CC-MAIN-2021-21",
"url": "https://english.heacademy.ac.uk/wp-content/uploads/2016/01/comments_skills-overview.pdf",
"date": "2021-05-09T17:14:03",
"file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243989006.71/warc/CC-MAIN-20210509153220-20210509183220-00460.warc.gz",
"offset": 254711727,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9993100762367249,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9995243549346924,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
746,
2150
],
"fw_edu_scores": [
3
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
PRIMARY SOURCE WORKSHEET
EXCERPT FROM THEODORE ROOSEVELTʼS INAUGURAL ADDRESS, WASHINGTON, DC, MARCH 4, 1905.
Much has been given us, and much will rightfully be expected from us. We have duties to others and duties to ourselves; and we can shirk neither. We have become a great nation, forced by the fact of its greatness into relations with the other nations of the earth, and we must behave as beseems a people with such responsibilities. Toward all other nations, large and small, our attitude must be one of cordial and sincere friendship. We must show not only in our words, but in our deeds, that we are earnestly desirous of securing their goodwill by acting toward them in a spirit of just and generous recognition of all their rights. But justice and generosity in a nation, as in an individual, count most when shown not by the weak but by the strong. While ever careful to refrain from wronging others, we must be no less insistent that we are not wronged ourselves. We wish peace, but we wish the peace of justice, the peace of righteousness. We wish it because we think it is right and not because we are afraid. No weak nation that acts manfully and justly should ever have cause to fear us, and no strong power should ever be able to single us out as a subject for insolent aggression.
Our relations with the other powers of the world are important; but still more important are our relations among ourselves. Such growth in wealth, in population, and in power as this nation has seen during the century and a quarter of its national life is inevitably accompanied by a like growth in the problems which are ever before every nation that rises to greatness. Power invariably means both responsibility and danger. Our forefathers faced certain perils which we have outgrown. We now face other perils, the very existence of which it was impossible that they should foresee. Modern life is both complex and intense, and the tremendous changes wrought by the extraordinary industrial development of the last half-century are felt in every fiber of our social and political being. Never before have men tried so vast and formidable an experiment as that of administering the affairs of a continent under the forms of a Democratic republic. The conditions which have told for our marvelous material well-being, which have developed to a very high degree our energy, self reliance, and individual initiative, have also brought the care and anxiety inseparable from the accumulation of great wealth in industrial centers. Upon the success of our experiment much depends, not only as regards our own welfare, but as regards the welfare of mankind. If we fail, the cause of free self-government throughout the world will rock to its foundations, and therefore our responsibility is heavy, to ourselves, to the world as it is to-day, and to the generations yet unborn. There is no good reason why we should fear the future, but there is every reason why we should face it seriously, neither hiding from ourselves the gravity of the problems before us nor fearing to approach these problems with the rebinding, unflinching purpose to solve them aright.
QUESTIONS
Answer the following questions on a separate sheet of paper.
1. What was the occasion of Roosevelt's speech?
2. How did Roosevelt feel the U.S. should treat foreign nations? How does this compare to what you read on the poster about Roosevelt's foreign policy?
3. According to Roosevelt, what responsibilities does the United States have because of its great wealth?
4. What is the difference, according to Roosevelt, between "peace" and the "peace of justice . . . and righteousness"?
5. By 1905, what perils had the U.S. "outgrown"? What "new perils" do you think Roosevelt refers to in the last paragraph?
6. What aspects of life in 1905 would Americans have viewed as especially "complex and intense"?
7. Why did Roosevelt believe that the success of the U.S. is important for the idea of democracy around the world?
ACTIVITIES
Use your textbook and other print and online resources to complete the following activities.
1. Roosevelt said, "Power means invariably both responsibility and danger." List a few examples of the dangers the U.S. faced and the responsibilities it assumed during Roosevelt's presidency.
2. Imagine that you are an American in 1905 who attended Roosevelt's inauguration and listened to his address. Write a letter to your parents describing Roosevelt's message and how it made you feel. | 1,727 | 929 | {
"id": "<urn:uuid:867a5d65-3b4d-4a4f-8566-48fa2eca1ecb>",
"dump": "CC-MAIN-2021-21",
"url": "https://www.humanitiestexas.org/sites/default/files/TRInaugural1905_0.pdf",
"date": "2021-05-09T15:49:28",
"file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243989006.71/warc/CC-MAIN-20210509153220-20210509183220-00459.warc.gz",
"offset": 841810133,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.997911274433136,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.998116135597229,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3158,
4491
],
"fw_edu_scores": [
4.03125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Federal Offices
President
Serves as the head of state and Commander in Chief of the Armed Forces. They also have veto power on proposed bills.
Vice President
Supports the President in their duties and serves as the head of the Senate.
U.S. Senator
Responsible for the creation and implementation of laws. They also approve appointments made by the president, sign treaties, and try impeachment cases.
U.S. House
Responsible for the creation and implementation of laws. All bills that raise money are required to start here. They also have the power to impeach (formally charge) someone who holds public office.
State Offices
Minnesota State Senate
A senator makes, debates, and votes on legislation in order to pass new laws or modify those that already exist. This includes passing the states biennial (two-year) budget.
Minnesota State House
A representative's duties include to write, debate, and pass laws for the entire state. They also establish a state budget that includes the lowering or raising of taxes.
Ballot Question
At the local level: cities, townships, and school districts can have questions on the ballot for voters to respond to. The responses are either "yes" or "no" and a question only passes with a majority.
What's on the ballot?
County Offices
County Commissioner
They are responsible for overseeing the county's management and administration, representing county interests at the state and federal level, participating in long-range planning, and managing the county budget and interests.
Park Commissioner of the Three Rivers Park District
The Park Commissioners develop park policies and enact laws concerning the use of neighborhood parks, beaches, and lakes.
City Offices
Mayor and City Council Members
The City Council creates and passes legislation/ordinances. A city council member can represent a city district/ward and some cities have "at-large" members that represent the whole city. The Mayor manages the city's budget and oversees the police force.
School Board Members
School Board members are responsible for hiring a superintendent as well as developing and adopting policies, curriculums, and the school's budget.
Judicial Offices
Supreme Court
The MN Supreme Court receives cases not resolved in the Court of Appeals.
Court of Appeals
The Court of Appeals reviews all final decisions of trial courts, state agencies, and local governments, including the Fourth Judicial District court.
District Court Fourth Judicial District
The Fourth Judicial District only includes Hennepin County and it hears all felony criminal cases, equity cases, domestic relations cases, and civil cases involving more than $150,000.
To see your sample ballot and find out where your polling place is located visit: MNVotes.org
Contact
Hennepin County Elections
Office: 612-348-5151 firstname.lastname@example.org hennepin.us/elections | 1,266 | 574 | {
"id": "<urn:uuid:fae90aa0-8905-4a35-9a12-eae3ffa44eba>",
"dump": "CC-MAIN-2021-21",
"url": "https://www.hennepin.us/-/media/hennepinus/residents/elections/documents/Offices_on_the_ballot_2020.pdf",
"date": "2021-05-09T17:23:30",
"file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243989006.71/warc/CC-MAIN-20210509153220-20210509183220-00461.warc.gz",
"offset": 840823127,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9980413913726807,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9987726211547852,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1270,
2884
],
"fw_edu_scores": [
2.109375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Maths Department Guide to Marking and Feedback
| | Key Stage 3 and 4 |
|---|---|
| | a) How often is work formally marked and what grades are given? |
| | For years 7, 8, 9 and 10 work is formally marked once per half term. |
| | For students in year 11, work is formally marked twice per half term. |
| | Year 7 and 8 students are awarded grades based on the progression |
| | statements (foundation, secure and mastery) |
| | Year 9, 10 and 11 students are awarded levels (1 to 9) |
| b) How is feedback given to students after the marking of key pieces? Students will be given a series of questions on key areas of weakness. | |
| d) How are students guided in lessons to ensure they all complete quality feedback tasks? Class teacher scaffolds answers to key questions that have caused the class to have problems and students re-do incorrect work with model solutions. Students are then directed to attempt a series of questions on the same key topics to check whether understanding has improved. | |
| e) What happens when a student misses an assessment or is absent for key learning? The student must complete the assessment once they are back in school, where possible the feedback lesson will be delayed until all class members have completed the test. | |
e) How do teachers monitor work quality, presentation and check for understanding in between key assessments?
Students complete mini assessments at the end of each topic area, which are peer assessed. Correct solutions are discussed at the end of the test and modelled by the class teacher. Students are encouraged to support each other to work out where mistakes have been made. Dirt tasks are then completed targeting the areas that mistakes were made. The class teacher takes the books at this point to look at the data from the mini assessment and complete a book check (this will occur roughly once a fortnight).
f) How is homework checked and assessed?
Mymaths tasks are set once a week using tasks that will consolidate work completed in lessons. Teachers are responsible for checking that these tasks have been completed and will monitor any areas of weakness.
d) How do teachers monitor work quality, presentation and check for
understanding in between key assessments? Mini assessments are completed every 2/3 weeks which will allow teachers to keep a record of which topic areas students are struggling with. Book checks will be completed at this point.
e) How is homework checked and assessed? Independent learning tasks are set each week. Students are directed to particular exercises on the VLE and exam questions on specified websites. Students must complete and mark these in their independent learning books. Teachers then check independent learning books on a weekly basis.
Year 7 and 8 – Example of mini assessment and dirt task:
Year 9 Example of follow up question and prompts:
Level 5 Challenge Question
x = 3 2 × 5
y= 2 × 5
2
a) Find the lowest common multiple of x and y.
a) Find the highest common factor of x and y.
Prompts:
- You could work out what x and y are
- You could draw a Venn diagram
Level 6 Challenge Question
There are 18 boys and 15 girls in David’s class. David is going to pick three different students from his class and write their names in a list in order. The order will be boy, girl, girl
How many different lists can David write? .....................
Prompts:
- Remember, this is a product rule question (product = multiply)
Level 7 Challenge Question
A padlock has a four-digit code.
The first 2 digits can be either 1,2,3 or x where x is an even number
The third and fourth digit are both odd numbers from the list above. For example, one possible combination could be
x
2
1
3
Work out the total number of combinations for the padlock b)If x is squared and then doubled, the answer given would be
72, prove algebraically that x must be 6
Prompts:
- a) Remember, this is a product rule question (product = multiply)
- b) try and set up an equation to solve | 1,752 | 898 | {
"id": "<urn:uuid:2cf550e6-96e5-45dc-9367-23ea630000c1>",
"dump": "CC-MAIN-2021-21",
"url": "https://files.schudio.com/guiseley-school/files/documents/Maths_marking_and_feedback_guide.pdf",
"date": "2021-05-09T15:56:46",
"file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243989006.71/warc/CC-MAIN-20210509153220-20210509183220-00466.warc.gz",
"offset": 288847963,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.99838587641716,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.999204695224762,
"per_page_languages": [
"unknown",
"eng_Latn",
"unknown",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1275,
2772,
2830,
4016
],
"fw_edu_scores": [
4.1875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Description
Attacking 2 v 2/3 v 3 individual skill to beat a defender. Recognize pressure, identify support and logical angles of support.
Warm Up
Organization
15 x 15 Yard square
Players in two's with one ball per pair
Player with the ball, moving around inside the square
Competencies
- Head up
- Bend knees, low center of gravity
- Look for space
- Small controlled touches
- Use both feet
- Use various parts of both feet
- Lots of changes of direction and speed
- Drag backs
- Scissors
- Cruyff turns
- Drag and Tap
Players without the ball perform a variety of dynamic movements around the outside of the square travelling in any direction
- Side steps
- Karaoke
- Hign Knees
- Open and Close the Gates
- Thigh and Hamstring Stretching
On the coaches command the player with the ball must find his/her partner with a pass and change positions
2 v 2/ 3 v 3 Attacking
Organization
Create a field 20 x 20 with 2 end zones
2v2 - Defender passes the ball to either of the 2 attackers
Player receiving the ball attempts to attack 1v1 but must identify defensive pressure and when to use 2nd attacker support
Attackers score by dibbling the ball into the defenders end zone or passing to an attacker in the end zone, coming from an onside position
If the defenders win the ball they can score by moving the ball into the attackers end zone
Add a 3rd player to create 3v3
Competencies
- Identify distance from defender to maximise success (too near vs too far)
- Be creative with movement
- Add imagination and disguise
- Identify attacking support
- Creative angles of support
- Distance of support
- Communication
- Once the defenders are beat, accelerate
2 v 2/ 3 v 3 Attacking To Goal
Organization
3 v 3 - The defending team passes the ball out and apply pressure once the attacker has had his/her first touch
Rotate attacking team and keep score
Competencies
- Identify distance from defender to maximise success (too near vs too far)
- Be creative with movement
- Add imagination and disguise
- Identify attacking support
- Creative angles of support
- Distance of support
- Communication
- Once the defenders are beat, accelerate
Small Sided Game
Organization
4 v 4 or 5 v 5 with GK's
Encourage players to attack 1 v 1 but must identify defensive pressure and when to use 2nd or 3rd attacker support
- Identify support
- Creative angles of support
- Distance of support
- Communication | 1,197 | 572 | {
"id": "<urn:uuid:bbc177d4-e8cb-4116-8cb7-4a8d1e544572>",
"dump": "CC-MAIN-2021-17",
"url": "https://cdn1.sportngin.com/attachments/document/0135/6458/16._Attacking_Principles_-_2_v_2___3_v_3.pdf",
"date": "2021-04-17T14:53:04",
"file_path": "crawl-data/CC-MAIN-2021-17/segments/1618038460648.48/warc/CC-MAIN-20210417132441-20210417162441-00211.warc.gz",
"offset": 285699765,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.993226021528244,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9943327903747559,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1677,
2423
],
"fw_edu_scores": [
3.515625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Tide pool Transect Activity
Materials: tide pool transect activity boxes, activity sheet
Transect boxes can be made with any materials you have at home. Use up to 5 boxes, fill with dirt, sand or other material then place items within the box to be your species. Items can be things like buttons, shells, marbles, pens, etc.
Activity: This is a great activity to learn about biodiversity and how scientists measure biodiversity in a given area. Each ecosystem (box) has a unique set of animals (items) and thus unique biodiversity. In this activity, we will be isolating the tide pool ecosystem while explaining how scientists study different habitats and ecosystems! If you use your own box, be sure to use the blank lab sheet and fill in what you expect to find in your boxes.
Discussion:
Scientists like to study the biodiversity of given areas. Bio – means life. Diversity – means difference. Biodiversity is the measure of "different life forms." Do you think an ecosystem is healthy if everything were the same or different? If everything was the same and a disease came and wiped everything out, there would be nothing left! Having lots of species is important.
Activity: We will be using what is called a Transect in order to show how scientists track biodiversity in an ecosystem. We will be: collecting, sorting, and counting the species (just like scientists!) Scenario: We just went to the beach and collected 5 samples of tide pool transects. One at -2', -1', 0', +1', and +2'. These are the corresponding tide heights to collection time. The students will use their Transect Lab Sheet and Species Identification cards to sort and count the species along the 5 Transects.
How to fill in your chart:
1. Determine what Transect Location you are at.
2. Find that column on your chart.
3. Sort your species using the Species Identification Card.
4. Determine which species you want to count.
5. Insert the total number collected into the matching box.
6. Complete this for all species observed. If the species is not present, leave the box blank.
7. At the end, you can sum up the number of total animals found, to the Right of the Table.
8. At the end, you can sum up the number of different species found by counting how many boxes are filled in going down the column. Enter this number at the Bottom of the Table.
Tide Pool Transect Lab
Scientist: _____________________
| Species | -2.0 Feet | -1.0 Feet | Sea Level | 1.0 Feet |
|---|---|---|---|---|
| Abalone | | | | |
| Bean Clam | | | | |
| Chestnut Cowrie | | | | |
| Horn Snail | | | | |
| Keyhole Limpet | | | | |
| Oyster | | | | |
| Sand Dollar | | | | |
| Sea Star | | | | |
| Whelk | | | | |
| Etc. | | | | |
Animal
Totals:
Tide Pool Transect Lab
Scientist: _____________________
| Species | -2.0 Feet | -1.0 Feet | Sea Level | 1.0 Feet |
|---|---|---|---|---|
Animal
Totals:
Species Totals: | 1,385 | 755 | {
"id": "<urn:uuid:f6901bda-bd67-4a84-9ef7-7067096f0e27>",
"dump": "CC-MAIN-2021-21",
"url": "https://www.thelivingcoast.org/wp-content/uploads/2020/07/Tide-Pool-Transect-Activity.pdf",
"date": "2021-05-09T16:58:37",
"file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243989006.71/warc/CC-MAIN-20210509153220-20210509183220-00466.warc.gz",
"offset": 1097750532,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9979333877563477,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9976402521133423,
"per_page_languages": [
"eng_Latn",
"unknown",
"unknown",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2333,
2749,
2906,
2923
],
"fw_edu_scores": [
4.4375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
A close up look at how bacteria make ice
25 April 2016, by Bob Yirka
Ice crystals: Max Planck researchers discovered that certain bacteria can affect the ordering and the dynamics of water molecules in water droplets. Thus, ice crystals develop already at zero degrees Celsius or just below, and not at minus 37 degrees Celsius as in pure water. Protein molecules at the surface of the bacteria are responsible for this process. Credit: R. Eckl
(Phys.org)—A combined team of researchers from Germany and the U.S. has taken a closer look at a type of bacteria that is able to cause ice to form, sometimes even under conditions above the normal freezing point.
In their paper published in the journal Science Advances, the team describes the technique they used that allowed them to watch very closely what occurs as the bacteria promote ice formation and their discovery of the means by which the bacteria cause it to come about.
Scientists have known for some time that some bacteria can promote the growth of ice crystals (they have been used to help create snow for ski resorts, as one example), but until now, the exact mechanism has not been closely studied. In this new effort, the researchers used a device called a sum frequency generation spectrometer to get a better look—it allows for a very close up view of a process as it takes place. In this instance, they watched as samples of Pseudomonas syringae went to work on both airborne water droplets and those that were on a surface. In so doing, they discovered that the bacteria use two different techniques to promote ice formation.
The first technique involved a layer of proteins that surrounded the body of the bacteria—some were hydrophobic and others were hydrophilic—the opposing forces allowed the bacteria to shuttle water molecules around like a tiny tugboat, coaxing them into formations that were conductive to crystal growth.
The second technique involved using vibrational energy to actually remove heat from the area surrounding the molecules that they had lined up, leaving them colder, which resulted in ice crystal formation at temperatures that were above freezing.
The researchers note that the bacteria also have antifreeze proteins in their bodies to keep themselves from freezing. They add that their findings may have implications for Earth scientists, as ice causing bacteria play a major role in the creation of ice crystals in the atmosphere, and in frost formation on plants. More research into the process could also lead to the development of icing, or even de-icing products.
More information: R. Pandey et al. Icenucleating bacteria control the order and dynamics of interfacial water, Science Advances (2016). DOI: 10.1126/sciadv.1501630
Abstract
Ice-nucleating organisms play important roles in the environment. With their ability to induce ice formation at temperatures just below the ice melting point, bacteria such as Pseudomonas syringae attack plants through frost damage using specialized ice-nucleating proteins. Besides the impact on agriculture and microbial ecology,
1 / 2
Powered by TCPDF (www.tcpdf.org)
airborne P. syringae can affect atmospheric glaciation processes, with consequences for cloud evolution, precipitation, and climate. Biogenic ice nucleation is also relevant for artificial snow production and for biomimetic materials for controlled interfacial freezing. We use interfacespecific sum frequency generation (SFG) spectroscopy to show that hydrogen bonding at the water-bacteria contact imposes structural ordering on the adjacent water network. Experimental SFG data and molecular dynamics simulations demonstrate that ice-active sites within P. syringae feature unique hydrophilic-hydrophobic patterns to enhance ice nucleation. The freezing transition is further facilitated by the highly effective removal of latent heat from the nucleation site, as apparent from time-resolved SFG spectroscopy.
Read press release
© 2016 Phys.org
APA citation: A close up look at how bacteria make ice (2016, April 25) retrieved 17 April 2021 from https://phys.org/news/2016-04-bacteria-ice.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
2 / 2 | 1,830 | 874 | {
"id": "<urn:uuid:222c7ab7-d657-4dfd-8967-0df7d1460d38>",
"dump": "CC-MAIN-2021-17",
"url": "https://phys.org/pdf380785547.pdf",
"date": "2021-04-17T15:36:11",
"file_path": "crawl-data/CC-MAIN-2021-17/segments/1618038460648.48/warc/CC-MAIN-20210417132441-20210417162441-00216.warc.gz",
"offset": 558347359,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9912671148777008,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.996925950050354,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3090,
4359
],
"fw_edu_scores": [
2.375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Nano Science, Technology and Industry Scoreboard
NUS Engineers Create 'Smart' Aerogel That Turns Air Into Drinking Water
Some say future wars will be fought over water, and a billion people around the world are already struggling to find enough water to live.
Now, researchers at the National University of Singapore (NUS) are coming to the rescue. They have created a substance that extracts water from air without any external power source.
In the earth's atmosphere, there is water that can fill almost half a trillion Olympic swimming pools. But it has long been overlooked as a source for potable water.
To extract water from this underutilised source, a team led by Professor Ho Ghim Wei from the NUS Department of Electrical and Computer Engineering created a type of aerogel, a solid material that weighs almost nothing. Under the microscope, it looks like a sponge, but it does not have to be squeezed to release the water it absorbs from the air. It also does not need a battery. In a humid environment, one kilogramme of it will produce 17 litres of water a day.
Samples of the new aerogel absorb water vapour from the air, and turn it into water without any external power source. The plastic sample tubes contain raw ingredients that give the aerogel its special properties.
The trick is in the long, snakelike molecules, known as polymers, building up the aerogel. The special long-chain polymer consists of a sophisticated chemical structure that can
1
continuously switch between attracting water and repelling water. The 'smart' aerogel autonomously gathers water molecules from the air, condenses them into a liquid and releases the water.
When there is sunshine, the smart structure can further boost the water release by transitioning to a complete water-hating state. And it is very good at that. 95 per cent of the water vapour that goes into the aerogel comes out as water. In laboratory tests, the aerogel gave water non-stop for months.
The researchers tested the water and found that it met World Health Organization's standards for drinking water.
Other scientists have previously devised ways to extract water from air, but their designs had to be powered by sunlight or electricity, and had moving parts that had to be opened and
closed.
The NUS researchers published their creation in the journal
Science Advances on 16 October
2020. They are now looking for industry partners to scale it up for domestic or industrial use.
Maybe it could even find a place in endurance sports or survival kits, for example.
"Given that atmospheric water is continuously replenished by the global hydrological cycle, our invention offers a promising solution for achieving sustainable freshwater production in a
variety of climatic conditions, at minimal energy cost," shared Prof Ho.
Read the original article on National University of Singapore (NUS).
2 | 1,135 | 595 | {
"id": "<urn:uuid:e1a8ba23-a0b3-4079-a4c6-b9f9ecdff545>",
"dump": "CC-MAIN-2021-17",
"url": "https://statnano.com/index.php?ctrl=news&action=news_pdf&id=68587&lang=2",
"date": "2021-04-17T15:07:12",
"file_path": "crawl-data/CC-MAIN-2021-17/segments/1618038460648.48/warc/CC-MAIN-20210417132441-20210417162441-00216.warc.gz",
"offset": 648997714,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9989165365695953,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9989475607872009,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1473,
2885
],
"fw_edu_scores": [
3.390625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Delaware Cooperative Extension
By Maggie Moor-Orth Delaware State University
Tracy Wootten and & Carrie Murphy University of Delaware
There are different ways to accommodate anyone who wants to garden. This raised bed allows people to gar den at a more comfortable height.
Consider a Vegetable Garden This Year
Introduction
Have you thought about growing a small vegetable garden for you and your family? Have you thought about growing your own food? What about being such a good gardener you could share the extra produce with neigh bors, friends and/or donate to your local food bank? Have you hesitated because you think it is too difficult? What a thrill it is to harvest a squash for a dinner casserole or cucumber for your salad. Vegetable gardening is very rewarding and can be accom plished with some helpful tips.
Considerations for your garden site
* How much time do you have to plant, weed and harvest in your garden?
* Do you have a sunny spot? Most vegetables require 6 to 8 hours of sunlight.
* A small garden is best for beginners. Go bigger as your skills and time increase.
* Vegetables prefer loose, well drained soil; rich in organic matter (compost).
* How much usable space is available?
* Avoid low spots on your property where water may sit after a rain.
* For convenience, a short walk from your house to the garden is ideal.
* Avoid buildings and tall trees that create shade over the garden area.
* Try to be close to a water outlet. You will need water to establish your plants, and especially during flower ing and drought periods.
* Select an area that does not have established plants nearby, they will compete with the available nutrients and water your vegetable plants will need.
* Will you grow your plants in raised beds or in the ground?
* Take a soil sample from the area, six weeks before planting (most vegetables prefer a pH of 6.0 – 6.8).
Considerations for choosing what to plant
* What vegetables are you or your family's favorites?
* How many people are in your family to feed from the garden?
* What are you going to do with the harvested pro duce?
* Were you going to participate in the Plant a Row for the Hungry Program, then donate to your local food bank?
* In addition to using your fresh harvested vegetables, do you plan to freeze, can, store or donate the ex tras?
Other considerations for planting
* Warm season plants (tomatoes, peppers, mel ons, etc.) are planted about May 10.
Remember you can start a vegetable garden in the spring or fall.
* Cool season plants (collards, kale, cauliflower, cabbage, etc.) are planted in mid/late August.
* Ideally rows should run north and south, for maximum sun exposure on all plants.
* If your rows run east to west, place tall crops on the north side to ensure the taller, caged or trellised plants don't shade shorter crops.
Easy garden crops
Cool Season Crops will germinate in cooler soil temperatures and are hardy or frost tolerant. Warm season crops are tender and need warm temperatures to grow (some are very tender and will not grow at cool temperatures). Below are some easy to grow cool and warm season crops:
Easy Cool Season Crops:
(seeds germinate at soil temperatures of 35-40 degrees F )
Hardy
asparagus
kale
broccoli
onion
brussel sprouts
peas
cabbage
spinach
greens
swiss chard
Half Hardy peratures of 40-45 degrees F)
(will tolerate light frost/freezes) (seeds germinate at soil tem
beet cauliflower
carrot lettuce
potato
```
Easy Warm Season Crops: Tender (seeds germinate at soil temperatures of 50-55 degrees F) sweet corn snap beans tomato
```
Very Tender mately May 10 (seeds germinate at soil temperatures of 60
Plant after the last danger of frost , Mother's Day, approxi
degrees F).
cantaloupe cucumber eggplant lima beans squash sweet potato pepper pumpkins watermelon
* get a head start on the season – start these plants indoors
Consider a Vegetable Garden This Year is a publication of Delaware Cooperative Exten sion, a partnership between Delaware State University and the University of Delaware. For more information, contact Delaware Cooperative Extension at (302) 857-6426 or (302) 730-4000 (Kent County); (302) 831-8862 (New Castle), or (302) 856-2585/ext. 535 (Sussex County).
DE Cooperative Extension 2009 | 1,850 | 981 | {
"id": "<urn:uuid:2d8d06b9-7fda-4fe4-b301-2e3ac18760e0>",
"dump": "CC-MAIN-2021-17",
"url": "http://udextension.s3.amazonaws.com/factsheet/wp-content/uploads/2012/06/ConsiderVegetableGarden.pdf",
"date": "2021-04-17T15:16:24",
"file_path": "crawl-data/CC-MAIN-2021-17/segments/1618038460648.48/warc/CC-MAIN-20210417132441-20210417162441-00223.warc.gz",
"offset": 100456252,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9951516389846802,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9969742894172668,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1898,
4305
],
"fw_edu_scores": [
2.8125
],
"minhash_cluster_size": 2,
"duplicate_count": 1
} |
Helping Children Cope with Stressful News Coverage
Over the last few days, we have seen a huge increase in disturbing news coverage, following the tragic shooting at Stoneman Douglas High School in Lakeland, Florida.
Here at Children's Council, we know that in times such as these, parents and caregivers often face troubling questions from little ones, who may be frightened by what they see on television or overhear in adult conversations.
Below is a blog post published this past fall, in the wake of hurricane disasters. We recommend that all parents and caregivers take the time to reflect and prepare for what may be difficult discussions around stressful news coverage.
For more guidance, here is an informative article about talking to children about school shootings.
September 12, 2017
By Janet Zamudio
Children's Council Director of Parent Services
As hurricane season peaks – bringing with it relentless and often upsetting media coverage – it's important to think about how we help our little ones deal with emotions they may not be equipped to handle on their own.
Yes, the simple answer would be "turn off the TV." But we all know it is practically impossible to avoid media coverage and everyday adult conversations kids may overhear during times of natural disasters.
During these times, many emotions come up and we all respond to those emotions in different ways. As a parent, or a caregiver for children, those emotions can be heightened as we support our children with coping with them too. It's important that we engage children in discussion so that they can name their emotions and feelings. Children, especially preschool-age and above, need reassurance from their caregiver, as they may naturally become fearful of something similar happening to them and/or their neighborhood.
In my own experience as a mother and early educator, I've found it very important to pay special attention to the needs of each child.
For example, during the recent hurricanes, while my oldest daughter would have loved to engage in deep conversations about how a hurricane is formed, my youngest would have been terrified by this same conversation.
Even if you're not sure how your kids are reacting to what they see and hear, strive to provide reassurance to children during these times and highlight the great rescue efforts that are underway, so that they know that help is being provided.
And lastly, take care of yourself and your own emotions. When we pay attention to our own feelings and are able to express them and talk about them with other adults, we are better able to respond to our children.
To learn more, check out this great article with a "Top 5" list of how to help children cope with disturbing news coverage.
Facebook
Twitter
LinkedIn | 1,033 | 536 | {
"id": "<urn:uuid:7fe1d987-dca6-49c7-b36c-da74b2c5f51c>",
"dump": "CC-MAIN-2021-17",
"url": "https://www.childrenscouncil.org/helping-children-cope-with-stressful-news-coverage/?pdf=7650",
"date": "2021-04-17T15:16:46",
"file_path": "crawl-data/CC-MAIN-2021-17/segments/1618038460648.48/warc/CC-MAIN-20210417132441-20210417162441-00219.warc.gz",
"offset": 803770949,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9974198341369629,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.99744713306427,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1087,
2778
],
"fw_edu_scores": [
2.46875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Nano Science, Technology and Industry Scoreboard
Creating the Best TV Screen Yet
Breakthrough in blue quantum dot technology
There are many things quantum dots could do, but the most obvious place they could change our lives is to make the colours on our TVs and screens more pristine. Research using the Canadian Light Source (CLS) at the University of Saskatchewan is helping to bring this technology closer to our living rooms.
Quantum dots are nanocrystals that glow, a property that scientists have been working with to develop next-generation LEDs. When a quantum dot glows, it creates very pure light in a precise wavelength of red, blue or green. Conventional LEDs, found in our TV screens today, produce white light that is filtered to achieve desired colours, a process that leads to less bright and muddier colours.
Until now, blue-glowing quantum dots, which are crucial for creating a full range of colour, have proved particularly challenging for researchers to develop. However, University of Toronto (U of T) researcher Dr. Yitong Dong and collaborators have made a huge leap in blue quantum dot fluorescence, results they recently published in Nature Nanotechnology.
The idea is that if you have a blue LED, you have everything. We can always down convert the light from blue to green and red," says Dong. "Let's say you have green, then you cannot use this lower-energy light to make blue."
The team's breakthrough has led to quantum dots that produce green light at an external quantum efficiency (EQE) of 22% and blue at 12.3%. The theoretical maximum efficiency is
1
not far off at 25%, and this is the first blue perovskite LED reported as achieving an EQE higher than 10%.
The Science
Dong has been working in the field of quantum dots for two years in Dr. Edward Sargent's research group at the U of T. This astonishing increase in efficiency took time, an unusual production approach, and overcoming several scientific hurdles to achieve.
CLS techniques, particularly GIWAXS on the HXMA beamline, allowed the researchers to verify the structures achieved in their quantum dot films. This validated their results and helped clarify what the structural changes achieve in terms of LED performance.
"The CLS was very helpful. GIWAXS is a fascinating technique," says Dong.
The first challenge was uniformity, important to ensuring a clear blue colour and to prevent the LED from moving towards producing green light.
"We used a special synthetic approach to achieve a very uniform assembly, so every single particle has the same size and shape. The overall film is nearly perfect and maintains the blue emission conditions all the way through," says Dong.
A quantum dot LED light glows while operating.
Next, the team needed to tackle the charge injection needed to excite the dots into luminescence. Since the crystals are not very stable, they need stabilizing molecules to act as scaffolding and support them. These are typically long molecule chains, with up to 18 carbon-non-conductive molecules at the surface, making it hard to get the energy to produce light.
"We used a special surface structure to stabilize the quantum dot. Compared to the films made with long chain molecules capped quantum dots, our film has 100 times higher
2
conductivity, sometimes even 1000 times higher."
This remarkable performance is a key benchmark in bringing these nanocrystal LEDs to market. However, stability remains an issue and quantum dot LEDs suffer from short lifetimes. Dong is excited about the potential for the field and adds, "I like photons, these are interesting materials, and, well, these glowing crystals are just beautiful."
Read the original article on Canadian Light Source.
3 | 1,523 | 807 | {
"id": "<urn:uuid:5afd4132-6e3b-42c0-99ee-55edd36da302>",
"dump": "CC-MAIN-2021-17",
"url": "https://statnano.com/index.php?ctrl=news&action=news_pdf&id=67890&lang=2",
"date": "2021-04-17T14:20:19",
"file_path": "crawl-data/CC-MAIN-2021-17/segments/1618038460648.48/warc/CC-MAIN-20210417132441-20210417162441-00220.warc.gz",
"offset": 638646941,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9987284938494364,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9989456534385681,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1589,
3263,
3712
],
"fw_edu_scores": [
2.046875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Washoe County School District Supplemental Family Guides to Learning At Home
Sixth Grade
Activities to support your child with the standards
English Language Arts
* Talk about what they are reading and/or writing with questions such as: "Who is the audience for this piece of writing?" "What is this piece of writing?" Why did the author write this piece?"
* Include your child in conversations at adult gatherings, such as a meal with friends, informational lectures, and entertainment events.
* Read a text together that has important family or religious significance.
* Encourage your child to write daily at home for fun and reflection. Daily writing prepares students for longer pieces of writing by exercising writing muscles.
* Encourage your child to find and use online information when researching topics for school or personal interest.
* Encourage your child to create digital content, and share it with friends and family through tools like a family blog, and ask relatives to post comments.
* If you use social networking sites, consider creating collaborative posts with your child to help them understand appropriate online language and behaviors.
Mathematics
* With your child, search for examples of fractions, decimals and percent in the newspaper, magazines, on the radio and on the television.
* Determine the best value per ounce of various items at the store.
* When you discover an interesting shape as you walk or drive through your neighborhood, discuss with your child whether it is a polygon.
* Encourage your child to use his/her knowledge of area and perimeter in everyday situations. For example, ask your child to measure the perimeter of your living room or the area of your kitchen table.
* Together, look for examples of how data are used in magazines, newspapers and on the television.
* Encourage your child to use digital tools and apps that support development of mathematical concepts and skills.
Social Studies
* Read primary source documents related to historical events, including those found online.
* Discuss the importance of culture and how it impacts history.
* Examine the culture of your family.
* Study the important geographical features around the world, using print and digital resources.
* Discuss appreciation and understanding of other cultures within the community.
* Watch and discuss the world news, and use social media and online tools to monitor events.
Science
* Encourage your child to observe, ask questions, experiment, find information online, and seek their own understandings of natural and human-made phenomena around them.
* Find a print or digital article about a scientific discovery and summarize what it tells you.
* Ask questions to link material learned in science class to real-world scenarios. Why does ice float? Why do astronauts weigh less on the moon? Why is asphalt hotter than concrete on a summer day? | 1,160 | 546 | {
"id": "<urn:uuid:bc92d358-3f4c-4b1f-9692-466074da3767>",
"dump": "CC-MAIN-2021-17",
"url": "https://www.washoeschools.net/cms/lib/NV01912265/Centricity/Domain/253/Family%20Resources/6th%20grade%20guides%20at%20home%20engish.pdf",
"date": "2021-04-17T15:25:45",
"file_path": "crawl-data/CC-MAIN-2021-17/segments/1618038460648.48/warc/CC-MAIN-20210417132441-20210417162441-00221.warc.gz",
"offset": 1167337135,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9917256633440653,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9979192614555359,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
142,
1943,
2899
],
"fw_edu_scores": [
4.125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Story language
Objective: To tell real or imagined stories using the conventions of familiar story language. What you need: Copies of Amazing Grace, photocopiable page 23 (one for each child) and a selection of favourite stories.
What to do
* Read Amazing Grace and ask the children to look through the selection of storybooks for examples of story language. Make a list of 'story words' together, such as 'Once upon a time' and 'Happily ever after'. Then move on to talk about how all stories have a beginning, middle and end.
* Return to Amazing Grace and talk about what happens at the beginning, middle and end of the story.
* Provide each child with a copy of photocopiable page 23 to complete. Ask them to decide if the
Favourite stories
Objective: To engage with books through exploring and enacting interpretations.
What you need: Copies of Amazing Grace; books telling traditional and pantomime stories mentioned in Amazing Grace; everyday props similar to those used by Grace (such as a broom, tights, a cardboard box, a bag, a stick and a bicycle pump) and photocopiable page 24 (one for each child). Cross-curricular links: History; ICT.
What to do
* Talk about the everyday items Grace uses as props when she pretends to be the characters featured in the story.
* Provide each child with a copy of photocopiable page 24 to complete. Encourage them to refer to the text and illustrations of Amazing Grace to help them with sentence content. The answers are: lamp, horse, Juliet, Joan and Dick.
Talk about it
SECTION
5
phrases come from the beginning, middle or end of a story, then draw a line to the correct box. They should be as follows: Beginning – Once upon a time, At first, A long time ago there lived; Middle – And then, After that, By and by; End – Happily ever after, In the end.
* Use the completed lists to help to write a story, either to make up a new one or to retell a well-known one.
Differentiation
For older/more confident learners: Invite individuals to read their completed stories aloud and discuss how they can be developed or extended.
For younger/less confident learners: Use the story language as you re-enact a simple traditional story with the class. Encourage the children to emphasise the beginning and end of the story with phrases, such as 'Once upon a time' and 'Happily ever after'.
* Read some of the books of traditional and pantomime stories and discuss the links with Amazing Grace.
* Invite the children to work in groups, with each group selecting an event from one of the stories to dramatise. Use clothes and props to enhance the dramatisation for the rest of the class.
Differentiation
For older/more confident learners: In pairs encourage the children to use websites and books to find out more about historical characters featuring in the story, such as Joan of Arc and Hannibal. Invite them to share these facts with the rest of the class. For younger/less confident learners: Invite the children to choose a picture of a character that Grace dresses up as, and draw their own interpretation. Help them find out more about the character's life from books so that they can enhance their illustration.
PAGE
21
R EAD&R E SP ON D: Activities based 0n Amazing Grace | 1,274 | 707 | {
"id": "<urn:uuid:461ad037-7f0d-41d7-8e31-ac0ee74519e3>",
"dump": "CC-MAIN-2021-17",
"url": "https://d3ddkgxe55ca6c.cloudfront.net/assets/t1237612319/a/61/8c/amazinggracep21-sip-252985.pdf",
"date": "2021-04-17T14:15:29",
"file_path": "crawl-data/CC-MAIN-2021-17/segments/1618038460648.48/warc/CC-MAIN-20210417132441-20210417162441-00226.warc.gz",
"offset": 310397828,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.997279703617096,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.997279703617096,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3240
],
"fw_edu_scores": [
4.5
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
The Great Teaching Toolkit, Evidence Review, June 2020
Evidence Based Education
The following extract is from section 4 of the Great Teaching Toolkit Evidence Review. Section 4 relates to 'activating hard thinking' and covers the research related to how teachers do this in their classroom. You can access the full review here.
Our third element is questioning. Pretty much every model of teaching includes this in some form. For example, Rosenshine enjoins us to 'ask a large number of questions and check the responses of all students' (2010, p. 12). But questioning is already one of the commonest things teachers do, and the key to quality is not the number of questions but the type and how they are used.
For Hattie (2012) it is about the balance between deep and surface level thinking that teachers promote. When Smith et al. (2008) searched for the strongest differentiators between 'expert' and 'experienced' teachers they found a focus on promoting deep learning to be one of five distinguishing characteristics (along with: presenting content effectively; creating a learning climate; monitoring and giving feedback; believing that all students can succeed). Hattie (2012) defines this deeper understanding as 'more integrated, more coherent and at a higher level of abstraction'. The key point is that just asking a lot of questions is not a marker of quality; it's about the types of questions, the time allowed for, and depth of, student thinking they provoke or elicit, and how teachers interact with the responses.
This raises an important distinction between different reasons teachers do questioning. Understanding and promoting great teaching requires us to attend to teachers' purposes as well as their practices: not just what they do, but why they do it; what problems they are trying to solve (Kennedy, 2016). Teachers use questioning for two main – and quite distinct – purposes: to promote students' thinking, and to assess it.
In the former purpose, questioning is a tool to promote deep and connected thinking. Great teachers use questioning as part of a dialogue in which students are engaged and stretched. They prompt students to give explanations and justifications for their answers, or just to improve an initial response, to describe their thinking processes, to elaborate on their answers, exploring implications, 'what-if's and connections with other ideas and knowledge (Dunlosky et al., 2013; Praetorius et al., 2018). Although we have used the word 'questioning' here, the range of activities teachers use to promote oracy and dialogue are much wider. They may also encourage students to ask their own questions. Shimamura (2018) encourages learners to apply the 'three Cs' (categorise, compare and contrast) and 'elaborative interrogation' (asking, and answering, 'why' and 'how' questions) to help them learn new ideas. Great questioning promotes deep student thinking, helping them to connect and elaborate ideas.
In questioning designed for the latter purpose, the focus is on eliciting and checking student thinking, knowledge and understanding: in other words, assessment. Asking questions, or providing prompts, that provide clear insight into whether students have grasped the required knowledge and understanding is hard; it is in the nature of assessment (and indeed all human communication) that student responses are always equivocal, and interpretations should be probabilistic rather than certain. Questioning that is interactive may go some way to overcome this if follow-ups and prompts are used skilfully to clarify. Great teachers also have strategies for checking the responses of all students. Asking meaningful and appropriate questions that target essential learning, collecting and interpreting a response from every student, and responding to the results, all in real time in the flow of a lesson, is hard to do well, but great teachers do it and it is probably a skill that can be learnt.
Whether questions are asked interactively or as part of a fixed assessment process, starting with great questions that provide maximum information is key. When used for the purpose of assessment, questions should be seen as tools to elicit insights into students' thinking. Questions provide information if they discriminate between those who know and those who don't yet. Whether an assessment is a single question or a formal examination, great teachers understand the amount of information it provides, how much weight it carries and what inferences and decisions it can support. They understand that what has been learnt is not the same as what has been taught (Nuthall, 2007) and that assessment is the only tool we have to make the former visible, albeit 'through a glass, darkly'. Crucially, they plan and adapt their teaching to respond to what assessment tells them. | 1,866 | 960 | {
"id": "<urn:uuid:e79263ef-a459-48ee-a18e-a030fe78667e>",
"dump": "CC-MAIN-2021-17",
"url": "https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/31/310a3e80-5c46-4ca6-99b8-c5e9e95351ce.pdf",
"date": "2021-04-17T13:45:37",
"file_path": "crawl-data/CC-MAIN-2021-17/segments/1618038460648.48/warc/CC-MAIN-20210417132441-20210417162441-00226.warc.gz",
"offset": 843040320,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.998129665851593,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9981399178504944,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2962,
4837
],
"fw_edu_scores": [
2.421875
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Forklift Safety
What is a Forklift?
A forklift is a motorized industrial truck used to lift, move, and stack material. Forklifts are essential in warehouses, distribution centers, manufacturing facilities, and construction sites for handling heavy loads efficiently and safely. They are equipped with forks or prongs that can be raised and lowered hydraulically to lift and transport pallets, crates, and other materials.
What to do Before Using a Forklift
Only operators authorized by the employer and trained in the safe operations of forklifts are allowed to operate forklifts.
Ensure that all controls, gauges, and safety devices are in working order. Forklift inspection must be performed before each shift. Tires, horns, lights, battery, controller, brakes, steering mechanism, cooling system, fuel system, and forklift lift system (forks , chains, cable, and limit switches) must all function properly.
Verify that the forklift is equipped with all necessary attachments and accessories for the intended task.
Notify your supervisor and remove the forklift from service by attaching a red tag that says "DANGER" or "DO NOT USE" and removing the key if a forklift fails the pre-shift inspection.
Forklift Operating Precautions
Check the work area for hazards such as pedestrians, weather, obstructions, vehicles, terrain types, and loads to be transported before operating a forklift.
The load must not exceed the forklift's rated capacity and must be secured to prevent tipping and falling.
Stunt driving and horseplay are prohibited, and no riders are permitted on the lift truck's forks.
No forklifts may be operated if there is a fuel leak in the fuel system.
Fork extensions and other attachments must be secured and used according to the manufacturer's instructions.
Employees must not stand, pass, or work beneath the elevated portion of any forklift, loaded or empty.
Always wear the seatbelt while operating the forklift to prevent ejection during a tip-over or collision.
Watch out for pedestrians and other workers in the vicinity.
Maintain a safe distance from edges, ramps, docks, and other potential hazards to prevent accidental falls or collisions.
The operator shall slow down and sound the horn at locations where vision is obstructed. If the load obstructs forward view, the operator shall travel with th e load trailing.
Grades shall be ascended or descended slowly and forks always be carried as low as possible, consistent with safe operations.
When parked, the forks must be resting flat on the surface and turn off the engine.
References
Regulation: Standard Number 1910.78: Powered Industrial Trucks
OSHA: Forklift eTool
OSHA: Safe Forklift Operation Quick CardSafe Forklift Operation Quick Card
Phone: (408) 924-1969
Email: email@example.com | 1,167 | 591 | {
"id": "<urn:uuid:90afba32-69ab-43f5-a80c-1b4af353e2ca>",
"dump": "CC-MAIN-2024-30",
"url": "https://sjsu.edu/fdo/services/ehs/ehs-docs/forklift/Forklift%20Safety.pdf",
"date": "2024-07-19T21:25:59",
"file_path": "crawl-data/CC-MAIN-2024-30/segments/1720763514928.31/warc/CC-MAIN-20240719200730-20240719230730-00341.warc.gz",
"offset": 471836059,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9962396025657654,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9962396025657654,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2778
],
"fw_edu_scores": [
2.140625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
MOVEMENT CONCEPTS: RELATIONSHIPS
Relationship to the Goal
- On offense, work to attack the goal. Passing the ball to an open teammate across the goal will force defenders to move, often giving the offense an advantage and leading to a shot opportunity. Words to remember: Attack the goal.
- On defense, work to force the offense to move and pass to the sidelines, away from the goal. Know where the goal is at all times and stay between the offense and the goal. Don't follow the offense; instead, position your body in between the person you're covering and the goal. Words to remember: Stay in between the of ense and the goal.
f
- If you're moving without the ball, look for open space that would allow your team to advance (or move) the ball toward the goal. Don't rush to a teammate who is holding the ball. Doing this would allow your defender to help the defender playing the ball, giving the defense a big advantage. Words to remember: Spread out and move to open space.
- On defense, know where the ball is. If you're defending the player with the ball, stay in between the ball and the goal, forcing the player to the outside of the activity area and away from the goal. Keep your hands active, blocking and distracting the offensive player's line of vision to open spaces. Words to remember: Back to the goal. Force the ball outside.
- On offense, the key to passing and shooting is spreading out. Know where your teammates are and find open space away from other players. Knowing where the defense is will also help you move to open space and/or use open passing lanes. If you're moving without the ball, try to use changes in speed and different pathways to create separation between you and the defense.
Words to remember: Spread out. Create space.
- On defense, the key to stopping the offense is closing passing and shooting lanes while forcing the ball away from the goal or target. Know where offensive players are and keep your hands and feet active. Maintaining control of your body is also important. Don't charge into offensive players or slap at the ball. Keep a distance between you and offensive players that allows you to move quickly without committing a foul or violation.
Words to remember: Close lanes. Stay active. Maintain control.
Relationship to the Ball
Relationship with Other Players
MOVEMENT CONCEPTS: SPACE AWARENESS
Awareness of Open/Closed Space
Awareness of Levels
Awareness of Pathways
- On offense, look for open space into which you can move in order to become open and create an advantage. Keeping the defense spread out is always a priority.
Words to remember: Move to open space.
- On defense, look to close space by positioning your body to block either the space itself or a lane to the space.
Words to remember: Close space.
- On offense, passing and shooting lanes can become open over, around, and/or under the defense. Do you need to shoot over the defense, pass around a defender, or bounce the ball under an arm or hand?
Words to remember: Over, around, or under?
- On defense, positioning your body to take away an advantage is the most important part of defensive movement. Which type of pass or shot is the easiest for the offense? Which is the most difficult? Many times, passing over or under you (the defense) can be difficult. Take away the type of pass or shot that can be easily thrown and caught.
Words to remember: Take away the easy pass/shot.
- On offense, the key to getting open shots and passes is creating space between yourself and the defense. Straight lines to the goal or open space can be fast if they're open. If not, zigzag pathways can confuse and slow the defense, allowing you to separate. Fake one direction, then quickly change direction toward open space.
Words to remember: Create separation.
- On defense, having active eyes, feet, and hands will help you stay with the offense, close space, and not fall for a fake. Stay low (in defensive position) and be alert. If the player you're defending has the ball, watch his/her hips/belly button. Don't fall for head fakes or jab steps; no one can move their body without taking their hips with them. Keep your body/hands in position to close easy passing/shooting angles and pathways to the goal or target and force the ball to the sidelines. Words to remember: Cut angles, watch the waist, and recover quickly.
MOVEMENT CONCEPTS: EFFORT
- On offense, understand the pace of the game. Sometimes you have a big advantage and it's good to push the ball quickly ahead. You want to be fast and pressure the defense by attacking the goal or target. Sometimes, you need to use a slower pace to find open space or to give your teammates time to create open space. You also need to consider the score and how much time is left in a game.
- On defense, it's almost always an advantage when you can slow the offense down. However, depending on the game situation, you may want to apply stronger or lighter defensive pressure. The amount of pressure you apply will change the way the offense must react. It will also change the flow of the game for you and your teammates, forcing you to move faster or slower in order to close passing and shooting lanes.
Words to remember: Control the pace.
Words to remember: Control defensive pressure.
Control Your Effort | 2,008 | 1,125 | {
"id": "<urn:uuid:57ddb378-191b-4ec2-9560-1277823362d9>",
"dump": "CC-MAIN-2024-30",
"url": "https://openphysed.org/wp-content/uploads/2023/10/HS-23-04-CooperativeInvasion-MovementConceptsCards.pdf",
"date": "2024-07-19T21:50:02",
"file_path": "crawl-data/CC-MAIN-2024-30/segments/1720763514928.31/warc/CC-MAIN-20240719200730-20240719230730-00346.warc.gz",
"offset": 362517561,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9986595312754313,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9986971020698547,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2329,
4369,
5311
],
"fw_edu_scores": [
2.890625
],
"minhash_cluster_size": 3,
"duplicate_count": 0
} |
English
Y5 GPS – Recognising and using apostrophes for plural possession or
Class 5 Years 5& 6
Computing
Online Safety
Art & Design
Famous Fashion
Safer Internet Day
Date and Information – Flat
File databases
Geography
Where does our food come from?
Explain how land is used to produce
food in the UK.
To consider changes farmers need to
make because of climate change.
Food in Mediterranean climate zones.
Design & Technology
The Great British Bake Off
Researching products for fair trade,
low prices, quality
ingredients.
Using a range of baking
skills.
Modern Languages
Quel Temps Fait-Il
(The Weather)
Identifying different weather
Integrating days of the week
Describing weather in different parts
of the country.
Music
How does music teach us
about our community?
Listening, singing, playing,
composing and performing.
Physical Education
Badminton
Matching and Mirroring
Netball
Athlectics
Religious
Education
What difference does the resurrection
make to Christians?
What would Jesus do?
Mathematics
Year 5
Using equivalence and the compensation to calculate
Using equivalence to calculate
Calculation: Multiplying and dividing fractions by whole numbers.
Multiplication with three factors and volume
Year 6
Division: dividing by 2-digit numbers
Using compensation to calculate
Multiplying and dividing fractions by a whole number.
Linking fractions, percentages and decimals.
SATs practise.
Science
Year 5
Earth and Space
Scientists and Inventors
Year 6
Light
Scientists and Inventors
Science Week
History
How have the Ancient Greeks shaped
my world?
To know when and where the
Ancient Greek civilisation existed.
Understand how the Greek
Empire impacted the
wider world (language, maths,
art etc.)
To investigate and compare
artefacts.
Use evidence and sources.
contraction, recognising and punctuating direct and indirect speech,
prepositional phrases, determiners, word families, suffixes.
Y6 GPS – Auxiliary verbs, determiners, the use of colons,
semi-colons and dashes, brackets, present perfect form, prefixes,
suffixes.
Handwriting
Exploring text types such as: character and setting descriptions, stories,
diary entries, letters.
Guided Reading: The Demon Headmaster
How is design used in the home?
Designing shoes in the style of Dan
Sullivan and hats.
How does a design get from ideas to a
product? | 1,114 | 529 | {
"id": "<urn:uuid:cad49aab-14f1-4357-9782-e0e4e1f42dce>",
"dump": "CC-MAIN-2024-30",
"url": "https://www.stanhopebarringtonbarrington.org.uk/wp-content/uploads/2023/01/DIAMOND-Spring-2023.pdf",
"date": "2024-07-19T22:12:30",
"file_path": "crawl-data/CC-MAIN-2024-30/segments/1720763514928.31/warc/CC-MAIN-20240719200730-20240719230730-00355.warc.gz",
"offset": 851725776,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9848015308380127,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9848015308380127,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2323
],
"fw_edu_scores": [
3.953125
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
11
一一一一一一一一一一一一一一一一一一 Answer the following questions.
1. Read lines 4–7. Which pair of words in the poem rhymes?
一一一一一一一一一一一一一一一一一一 4. How did Ken carry Jack?
一一一一一一一一一一一一一一一一一一 ○ A. fly and happy
Language
Language
Corner
Corner
nearby:
not far away
一一一一一一一一一一一一一一一一一一 2. Read line 13. What does "them" refer to? ○ A. the small places 5. What did Ken ask Jack NOT to do in the sky? ○ A. sleep We say
一一一一一一一一一一一一一一一一一一 ○B. fly and me ○C. high and happy ○D. happy and me ○A.
一一一一一一一一一一一一一一一一一一 ○ B. the wonderful places ○ C. the other tortoises ○ B. run ○ C. talk
- D. the huge places
- D. eat
"I think so" when we agree with someone.
We say "you"re welcome" when someone thanks you.
一一一一一一一一一一一一一一一一一一
一一一一一一一一一一一一一一一一一一
3. In line 15. What does "miss" refer to? miss (verb)
6. How did Jack feel when he saw the things under him?
1. to arrive too late to get on a bus, train or plane "I missed the bus so I was late for school."
__________________________________________
一一一一一一一一一一一一一一一一一一 Values and Attitudes 7. What does the story tell you?
2. to feel sad that a person or thing is not present "I really miss my old schoolmates."
一一一一一一一一一一一一一一一一一一 ○C. Ducks have wings. ○D. Do not fly. 4. to fail to do something, often something planned or expected
一一一一一一一一一一 3. to not see or hear something "I missed the beginning of the show."
一一一一一一一 ○A. Be brave. ○B. We should follow rules.
一
"I often miss breakfast on school days."
一一一一一一一一一一一一一一一一一一 Answer Key B. 2 C. 3
一一一一一一一一一一一一一一一一一一 A. 1
D. 4
一一一一一一一一一一一一一一一一一一 Ken invited Jack to see many interesting things.
一一一一一一一一一一一一一一一一一一 and surprised.
一一一一一一一一一一一一一一一一一一
一一一一一一一一一一一一一一一一一一 一一一一一一一一一一一一一一一一一一 | 622 | 714 | {
"id": "<urn:uuid:9816a60c-8574-4474-aee9-6f71a35840ed>",
"dump": "CC-MAIN-2024-38",
"url": "https://paper.takungpao.com/WEEKLY/20211119-JX/p11.pdf",
"date": "2024-09-09T16:02:59",
"file_path": "crawl-data/CC-MAIN-2024-38/segments/1725700651103.13/warc/CC-MAIN-20240909134831-20240909164831-00281.warc.gz",
"offset": 417385867,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9930897355079651,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9930897355079651,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1685
],
"fw_edu_scores": [
3.296875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Worcestershire WildlifeTrust TALK 1/9/22
Creating a wildlife garden
Work less hard in your garden and be rewarded with a wildlife bonanza! Leave even a small area of grass uncut, don't pull up all your weeds and you will attract butterflies, bees and birds into your garden. Don't mow lawns too often in hot weather, keeps them thick and prevents drying out.
Helen Mugridge, a wildlife photographer and keen gardener, told a meeting of the Malvern Group of the Worcestershire Wildlife Trust how she and her husband transformed a neglected garden in the Forest of Dean into a wildlife haven.
First, make a pond, said Helen, even a tiny one. Frogs, newts and dragonflies will always find it. Use hessian to overlay the edges of the plastic liner allowing marginal plants to root and dig different depths for different plants. No fish! And no tap water - unless you let it stand for a few days.
Creating shelter and planting to provide food for a range of creatures is important. Leave an area of long grass each year to create a mini - meadow (a small area will do), leaving some grass turned over, when cut, to dry out and drop seeds for the following year. Cut the heads off your dead sunflowers with enough stalk to hang them upside down from your washing line. Watch goldfinches come to feed and save a fortune in sunflower seeds!
Helen recommended the value of several websites for buying native flower species and seeds, including wild daffodils, corn cockle, meadow cranesbill, marigolds, and borage for butterflies, golden rod for hoverflies and evening primrose for moths. Nettle patches and Japanese anemone are beloved by caterpillars. Ivy provides nectar for bees, shelter for birds, and winter berries for redwing and fieldfare. And don't cut back all the seed heads when your flowers die, they're a great source of food for wintering birds.
Enough here to transform even the smallest garden!
Next meeting of the Malvern Group: 7.30 pm on Thursday 6 th October at The Lyttelton Rooms, Church Street, Malvern WR14 2AY. Hedgehogs and how we can help them. Terry Green, retired lecturer, Pershore College. The life of the hedgehog: the hazards it faces and how we can make its life a little easier. £2.50, all welcome. | 858 | 513 | {
"id": "<urn:uuid:8a554f04-da98-414b-9bc1-0bbd8be81d68>",
"dump": "CC-MAIN-2024-38",
"url": "https://malverngroupwwt.org.uk/wp-content/uploads/2022/11/September-22-talk.pdf",
"date": "2024-09-09T15:14:32",
"file_path": "crawl-data/CC-MAIN-2024-38/segments/1725700651103.13/warc/CC-MAIN-20240909134831-20240909164831-00285.warc.gz",
"offset": 353232534,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9962141215801239,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9968701601028442,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1860,
2236
],
"fw_edu_scores": [
2.578125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.