text stringlengths 151 7.24k | token_count_qwen3 int64 54 2.05k | token_count_original int64 512 2.05k | meta dict |
|---|---|---|---|
(1) If, during a mathematical conversion, you used the formula - subtract 32, multiply by 5 and divide by 9 - what conversion would you be doing?
Converting Fahrenheit to Centigrade.
(2) Who was the first American to orbit the earth?
John Glenn.
(3) According to legend which city was founded by Romulus and Remus?
Rome.
(4) Which group’s third album was called Be Here Now?
Oasis.
(5) Who was the second wife of Henry VIII?
Anne Boleyn.
(6) What is the first book of the Bible?
Genesis.
(7) What sort of creature is a graylag?
Goose.
(8) By what name is the Central Criminal Court better known?
The Old Bailey.
(9) What is the second largest planet in the solar system?
Saturn.
(10) In which U.S. state is Cape Cod?
Massachusetts.
(11) In which country is Lake Como?
Italy....
C:\RomillyQuiz2009-6 th September Q&A
(12) By what name is the femur commonly known?
Thigh bone.
(13) Which metallic element has the symbol Sn?
Tin.
(14) What is the technical name for German measles?
Rubella.
(15) What is the smallest British pony breed?
Shetland pony.
(16) Which government building in the Strand, was formerly the home of the General Register Office?
Somerset House.
(17) Of which country was Catherine the Great empress?
Russia.
(18) Which animal’s milk is used to make Roquefort cheese?
Ewe.
(19) By what nickname was Haitian president Jean-Claude Duvalier kown?
Baby Doc.
(20) There are seven cities in Britain beginning with the letter C. Name them?
Cambridge, Canterbury, Cardiff, Carlisle, Chester, Chichester and Coventry.
PDF Created with deskPDF PDF Writer - Trial :: http://www.docudesk.com
(21) What was the last battle of the War of the Roses?
Battle of Bosworth Field....
(22) In which European country is the resort of Estoril?
Portugal.
(23) Which chess piece can move only one square at a time in any direction?
King.
(24) What sort of creature is a Camberwell beauty?
A butterfly.
(25) Which colourless liquid, once used as an anaesthetic, is also called trichloromethane?
Chloroform.
(26) Which palace was the principal London residence of the monarch from 1697 until it was superseded by Buckingham Palace?
St James Palace.
(27) Which British yachtsman sailed solo around the world in 1970-71?
Chay Blyth.
(28) By what name is the U.S. Military Academy in New York state better known?
West Point.
(29) What is a full moon following the harvest moon called?
Hunter's moon.
(30) On which river are the Victoria Falls?
Zambezi.
(31) Which British king was the first to own and drive a motor car?
King Edward VII.
(32) Which boxer was nicknamed "The Cyclone"?
Barry McGuigan.
(33) Which village in the Lake District was the home of William Wordsworth?
Grasmere.
(34) What sort of triangle has just two sides of equal length?
Isosceles.
(35) What is the largest cemetery in America?
Arlington National Cemetery.
(36) Which food, not rationed during World War II, was rationed after it?
.
Bread
(37) Which was the first British newspaper to issue a colour supplement?
The Sunday Times.
(38) In which country is the city of Wagga Wagga?
Australia.
(39) Air Force 1 is the American President's official plane. What name is given to is helicopter?
Marine 1.
(40) Name the three Islands where Napoleon was: Born, imprisoned and died?
Corsica, Elba and St Helena. | 1,699 | 847 | {
"id": "<urn:uuid:d89c19bd-c55e-45f7-9d87-9c71a1f54228>",
"dump": "CC-MAIN-2017-43",
"url": "http://romillyquiz.co.uk/WordPDF%20Files/GKQ060909.pdf",
"date": "2017-10-21T10:14:38",
"file_path": "crawl-data/CC-MAIN-2017-43/segments/1508187824733.32/warc/CC-MAIN-20171021095939-20171021115939-00641.warc.gz",
"offset": 289094846,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9944912046194077,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9953230619430542,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
750,
1639,
2502,
3351
],
"fw_edu_scores": [
2.921875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Specialist Subject Vocabulary-Science
Temperature
Independent
Equipment
Variable
How hot or cold a thing, person or place is measured in degrees Celsius, Fahrenheit or Kelvin.
Anomalous
Results that differ from the norm or expected.
Prefix: a/an- not, without
The tools required for a specific experiment.
Oxygen
A natural, colourless, reactive gas, breathed in by humans and present in most organic compounds; symbol O.
Able to change or be changed.
Suffix: able - can be done
Root word: Vary
Thermometer
An instrument for measuring temperature.
Prefix: Therm - heat
Suffix: meter/metre-
measure.
A value which only changes when the Scientist changes it; it does not depend on the value of another variable.
Prefix: In - not
Root word: depend
Concentration
The amount of a solution in a substance or mixture.
Suffix: tion – act, process or result.
Root word: concentrate
Dependent
Something whose value changes due to the experiment performed; it depends on another variable.
Prefix: De - away, down,
reverse
Root word: depend
Mitochondria
The tiny structures in cells where glucose and oxygen are turned into energy.
Gradient
A slope; in diffusion, a concentration gradient is when particles spread from an area of high concentration to an area of low concentration.
Root word: grade
Exothermic
Giving out heat, e.g. a reaction which produces heat during its process.
Prefix: Ex - out, outside
Suffix: ic – to do with, like
Challenge Vocabulary-Science
Photosynthesis
Respiration
The process in green plants which combines light, water and CO2 to create nutrients.
Prefix: Photo - light; syn- together
Root word: thesis-putting, placing
Kinetic
Energy created by movement.
Prefix: Kine - movement
Suffix: ic – to do with, like
The number of times a value occurs in a list of data.
Suffix: ency - state, quality
Root word: frequent
Solution
A mixture formed by a substance dissolved in a liquid.
Suffix: tion – act, process or result
Root word: Solu/Solv- dissolve, loosen
Niche
In ecology, a niche is a term describing the relational position of a species or population in an ecosystem.
Catalyst
A substance that speeds up the rate of reaction without being used by itself.
Correlation
A relationship between two or more variables.
Prefix: Co/Cor- together, with
Suffix: tion – act, process or result
Root word: relate
Frequency
The rate per second of a wave of sound, radio, light etc.
Suffix: ency- state, quality | 1,194 | 561 | {
"id": "<urn:uuid:21c1b365-64ad-418c-b9b8-aac6975bb259>",
"dump": "CC-MAIN-2017-43",
"url": "http://agsliteracy.com/wp-content/uploads/2017/01/Specialist-Vocabulary-Science.pdf",
"date": "2017-10-21T10:15:08",
"file_path": "crawl-data/CC-MAIN-2017-43/segments/1508187824733.32/warc/CC-MAIN-20171021095939-20171021115939-00648.warc.gz",
"offset": 12349851,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9885506331920624,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9889638423919678,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1151,
2486
],
"fw_edu_scores": [
3.78125
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Plan:
* What are the attributes of a good leader?
* What attribute can you model consistently for others?
* What process or procedure can you set up to remind one another when you fail to set a good example for others?
* What is your timeline for this adventure?
Do:
* Practise setting a consistent positive example for others in at least one specific way.
Review:
* What do you know now that you did not know before?
* How has focusing on a particular attribute changed your own behaviour?
* How did knowing other Rover Scouts in your Crew had expectations of you affect your behaviour?
* How did the Rovers in your Crew support one another?
* What behaviours had the greatest impact on the group?
* What would you do differently in the future?
Plan:
* What are the attributes of a good leader?
* What attribute can you model consistently for others?
* What process or procedure can you set up to remind one another when you fail to set a good example for others?
* What is your timeline for this adventure?
Do:
* Practise setting a consistent positive example for others in at least one specific way.
Review:
* What do you know now that you did not know before?
* How has focusing on a particular attribute changed your own behaviour?
* How did knowing other Rover Scouts in your Crew had expectations of you affect your behaviour?
* How did the Rovers in your Crew support one another?
* What behaviours had the greatest impact on the group?
* What would you do differently in the future?
Safety note:
* In order to keep this adventure a positive experience for the Crew, each Rover Scout should set his or her own leadership goals; they should not be assigned. How can you remind one another when you fail to set a good example for others?
Online Resources:
* The Essence of Leadership
* What is leadership?
* Why good leaders make you feel safe
Safety note:
* In order to keep this adventure a positive experience for the Crew, each Rover Scout should set his or her own leadership goals; they should not be assigned. How can you remind one another when you fail to set a good example for others?
Online Resources:
* The Essence of Leadership
* What is leadership?
* Why good leaders make you feel safe
Lead by Example
Leadership
The Adventure:
One of the most important attributes of a leader is to set a positive example and practise what you preach. This can be harder than expected. Too often, we are not aware of how others receive what we say and do. Effective leadership can be undermined by subtle signals that contradict a core message.
To strengthen the overall dynamic in your Crew and practise leadership by example, discuss the attributes of effective leaders and team members. Take turns publicly resolving to model at least one of these behaviours consistently for others. For example, you might resolve to listen attentively and never interrupt others – and all the better if this is something that you can personally stand to work on! What other positive traits can you think of?
Canadianpath.ca
Lead by Example
Leadership
The Adventure:
One of the most important attributes of a leader is to set a positive example and practise what you preach. This can be harder than expected. Too often, we are not aware of how others receive what we say and do. Effective leadership can be undermined by subtle signals that contradict a core message.
To strengthen the overall dynamic in your Crew and practise leadership by example, discuss the attributes of effective leaders and team members. Take turns publicly resolving to model at least one of these behaviours consistently for others. For example, you might resolve to listen attentively and never interrupt others – and all the better if this is something that you can personally stand to work on! What other positive traits can you think of?
Canadianpath.ca | 1,500 | 766 | {
"id": "<urn:uuid:27cc03ef-c845-485b-9d8f-97cf90d557e0>",
"dump": "CC-MAIN-2019-26",
"url": "https://scoutsca.s3.amazonaws.com/2019/01/tc-rs-leadership-lead-by-example.pdf",
"date": "2019-06-19T05:04:42",
"file_path": "crawl-data/CC-MAIN-2019-26/segments/1560627998913.66/warc/CC-MAIN-20190619043625-20190619065625-00266.warc.gz",
"offset": 585884133,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9981555938720703,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9981555938720703,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3858
],
"fw_edu_scores": [
2.921875
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Crate Training: Your Dog's Den
Why Crate Train?
Crating can help house train a dog, or help an over-excited dog relax. It's a place where your dog can stay while you're away, where he/she can't get into any mischief. And, if introduced properly, it can be your dog's "den", their sanctuary, their happy place.
How to Introduce your Dog to the Crate
1. Keep the door to the crate open. Throw food, treats, and/or toys into the crate. Let the dog go in and out without closing the door. Feed all meals in your dog's crate. When the dog is voluntarily going into the crate, move on to step 2.
Tip for Success: secure the crate door in an open position so it does not swing and frighten the dog.
2. Put a stuffed Kong toy in the crate with him/her and shut the door of the crate for 5 minutes. Then open the door again and let the dog choose if he/she wants to stay in the crate or not. Tip for Success: only let the dog out of the crate if he/she is quiet! If they are whining or barking, wait until they stop before opening the door to the crate.
3. Gradually increase the length of time that the crate door is closed. You can also start leaving the room. Start with a short time out of the room, and gradually increase the time you are out of the room. Make sure the dog is calm/content/entertained when in the crate. If they are enjoying their time in there, they will see the crate as a happy place. If they are not enjoying their time in there, go back a step or decrease the length of time they are left in the crate and gradually build up again.
Tip for Success: Never leave anything in the crate while you're not there that the dog could choke on!
4. Randomize the length of time you are away from the dog while they're in the crate. Also randomize leaving them in the crate with you present and with you out of the room. You want the crate to be a good experience for them, not an indicator that they're going to be left alone and bored. Also, crating the dog while you're home teaches the dog to entertain themselves and also provides "down time" for them to relax.
5. Continue leaving the crate door open when you're home and your dog is out – they may choose
to enter the crate even when they don't have to because they enjoy it. Tip for Success: Don't let anyone bother the dog while they're in the crate. The crate should be
a place where they can relax and escape to if they need a break.
6. Once your dog is used to the crate, maintain the dog's positive association with the crate throughout their lifetime by dropping some treats into the crate every now and then. Tip for Success: If the dog is going to be in the crate for a long period of time (4 or more hours), they should have a mid-day potty break.
Crate Tips
* For housetraining purposes, the crate should be big enough for the dog to stand up normally, turn around, and lay down. Any larger and they could use the bathroom on one end and lay down at the other end. Any smaller, and it will be cramped and uncomfortable for them. If the dog is already housetrained, you can get a larger crate if you wish. Some crates come with removable dividers to adjust the size of the crate.
* Put something soft, like a towel, blanket, bed or crate liner on the floor of the crate.
* You can drape a blanket or towel over top of the crate to make it more enclosed or cozy. Some dogs like this, other dogs do not. See what your dog likes.
If you have followed these steps and tips and your dog is exhibiting symptoms like excessive salivating and/or panting, biting at the crate, trying to escape the crate, using the bathroom in the crate, or constantly whining/howling/barking while in the crate, contact your vet or our behavior helpline.
APS Behavior Helpline
919-257-8667
email@example.com
Animal Protection Society of Durham 2117 E. Club Blvd. Durham, NC 27704 919-560-0640 apsofdurham.org | 1,360 | 912 | {
"id": "<urn:uuid:19be2fc4-0446-4262-8d3f-fad0148d1412>",
"dump": "CC-MAIN-2019-26",
"url": "https://www.apsofdurham.org/wp-content/uploads/2018/07/Crate-Training.pdf",
"date": "2019-06-19T05:05:10",
"file_path": "crawl-data/CC-MAIN-2019-26/segments/1560627998913.66/warc/CC-MAIN-20190619043625-20190619065625-00267.warc.gz",
"offset": 674691777,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9982601404190063,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9989105463027954,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2725,
3879
],
"fw_edu_scores": [
2.1875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Energy Inquiry
Purpose: Investigate the conservation of potential energy and kinetic energy, investigate the conservation of energy of a collision and investigate the conservation of energy of an explosion.
Part I
- Use the CPO track with photogates (see figure below)
o Place one photogate after the incline on the flat to measure the cart coming down the ramp and the other down the track about 30 cm or so.
o Be sure to use the bubble to level the flat section.
o Setup the Data Collector
[x] Use CPO Timer mode; it will record the time it is blocked
- Compare the conservation of gravitational potential energy at the top of the incline to the kinetic energy at the bottom of the incline.
o Measure the mass of the cart that is released
[x] Choose any of the steel balls to include in the mass
o Measure the height of the release from the plane of the flat part
o Calculate the potential energy at the top of the ramp
o Calculate the velocity the cart should have at the end of the ramp
o Release the cart and record the time. Record 3 trials and average.
o Change the mass and repeat.
o Change the mass a 3 rd time and repeat
o Calculate the velocity using the time of the photogate sensor and the length of the sensor flag (measure with caliper).
o Compare the velocities
[x] Address any differences in your analysis
o Use the measured velocity to calculate the kinetic energy at the bottom
o Compare the potential energy and the kinetic energy
[x] Address any differences in your analysis
Part II
- Investigate the collision of the moving car with the stationary car.
o Place a stationary cart before the far photogate
o Use all 3 of the steel balls to vary the mass between the carts (measure the mass)
o Release the top cart, as soon as it hits the stationary cart, stop it. Record the times
[x] Complete at least 3 trials in a data table and average
o Switch the steel balls around, and repeat. You should be able to get 4 combinations of masses.
o Find the percent of lost energy. Explain whether the collision was elastic or nonelastic and if non-elastic where the energy went. Note any trends in energy conservation compared to mass.
Part III
- Investigate the explosion of two cars of different mass and relate it to conservation of energy.
o Place the two carts within the photogates; minimize the distance the carts have to travel in order to go through the sensor.
o One cart should have a rubber band. Use the 3 steel balls to distribute the mass between the carts. Measure and record the mass of each cart.
o Use the cart link that connects the two carts whilst compressing the rubber band.
o Ready the Data Collector, pull the link to allow the carts to move, record the time the sensor flag went through the sensor.
o Get and record 2 trials for each mass distribution.
o Redistribute the mass to test another combination. And repeat. You should be able 4 different combinations.
o Calculate the initial kinetic energy and the final kinetic energy of each cart
o Analyze the conservation of energy and account for any loss by calculating the percent loss and note any trends in energy conservation compared to mass. | 1,255 | 672 | {
"id": "<urn:uuid:d5afdfe5-926d-4e59-91e7-a66f8149bd0f>",
"dump": "CC-MAIN-2019-26",
"url": "https://118586ac-a-4346ddb2-s-sites.googlegroups.com/a/thedell.net/index/home/ap-physics/ap-physics-c-files/06.Energy%20Inquiry.pdf?attachauth=ANoY7cpy4hiZ-fxQIJVgk-QRlEQ3KeTUMgh4CUFiueNuY4T4j-PqHPb8_k6EOMcqx2DUc7gE-Xpngo4KZU2ZsEXndd1mfnQO_91KZT7asapCxmkP_rVQVlsXZen5e4YEkO_PuulQhxmsFFArHKvxZ_IZYY4LPqu2esteq1FGMmkxSMPxxJDWvNMOjW2lio6VvHSAZRdgu9b4w5H9hpRg1hj4qkkNinwc7rYpWRMAFwrWV0bsMm6LTtL9M_O-NdewxQkH7DgI-HCTK7LIjrciN65Yu3zae3fmWA%3D%3D&attredirects=0&d=1",
"date": "2019-06-19T06:06:49",
"file_path": "crawl-data/CC-MAIN-2019-26/segments/1560627998913.66/warc/CC-MAIN-20190619043625-20190619065625-00271.warc.gz",
"offset": 331322736,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.978220522403717,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9794575572013855,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1961,
3144
],
"fw_edu_scores": [
4.21875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Y4 Read ing
Autumn Term
Spring Term
Summer term
| Decoding | Read, write, inc | Read, write, inc |
|---|---|---|
| Range of | Diary- 1st person Narrative (historical settings) Dilemmas/ issues Poetry Non-chronological reports | Instructional Explanation Non-chronological reports |
| Reading | | |
| Reading books that are | | |
| structured in different | | |
| ways and reading for a | | |
| range of purposes. | | |
| Familiarity with | - Use of descriptive words and phrase | |
| texts | | |
| | - Compare story themes, settings, | |
| Increasing familiarity | | |
| | - characters and plots | |
| with a wide range of | | |
| books, including fairy | | |
| stories, myths and | | |
| legends and retelling | | |
| some of these orally | | |
| Identify themes and | | |
| conventions in a wide | | |
| range of books | | |
| Poetry and | - Prepare and perform poems | |
| Performance | | |
| Preparing poems and | | |
| play scripts to read | | |
| aloud and to perform | | |
| showing understanding | | |
| through intonation, | | |
| tone, volume and action | | |
| Recognising some | | |
| different forms of | | |
| poetry | | |
| Word Meanings | | |
| Discussing word and | | |
| phrases that capture | | |
| the reader’s interest | | |
Understanding
Generate questions about text
Use dictionaries to find meaning
| | Using opening sentences to explain. | Generate questions about text |
|---|---|---|
| makes sense to them, | | |
| discussing their | | |
| | Highlight key words, info and phrases | Using opening sentences to explain. |
| understanding and | | |
| explaining the meaning | | |
| | Retell main points | Highlight key words, info and phrases |
| of words in context | | |
| | Composing appropriate sub-headings | Retell main points |
| Ask questions to | | |
| improve their | | |
| understanding of a text | | |
| Inference | Empathising with characters | Composing appropriate sub-headings |
| Drawing inferences such | | |
| as inferring characters’ | | |
| feelings, thoughts and | | |
| motives from their | | |
| actions and justifying | | |
| inferences with | | |
| evidence | | |
| Prediction | Predict about character, events and actions | Make and justify literal predict |
| Predicting what might | | |
| happen from details | | |
| stated and implied | | |
| Identifying main ideas | | |
| drawn from more than | | |
| one paragraph and | | |
| summarising these. | | |
| Authorial Intent | Words build suspension atmosphere | Setting and character profiles |
| Identifying how | | |
| language structure and | Setting and character profiles | Similes, metaphors, personification, alliteration and repetition |
| presentation contribute | | |
| | Similes, metaphors, personification, alliteration and repetition | |
| to meaning | | |
| Non-Fiction | Use of devices - Index - Glossary - contents | |
| Retreive and record | | |
| information from non- | | |
| fiction | | |
Discussing reading
Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.
Discussing ideas and viewpoints- justifying Discuss personal points of view- justifying
Discussing ideas and viewpoints- justifying Discuss personal points of view- justifying
Discussing ideas and viewpoints- justifying Discuss personal points of view- justifying | 1,909 | 951 | {
"id": "<urn:uuid:1c51cb13-9456-4cd2-82c0-e63669f9f2ce>",
"dump": "CC-MAIN-2019-13",
"url": "http://wp.cetcloud.org.uk/threepeaks/wp-content/uploads/sites/6/2018/11/Year-4-Reading.pdf",
"date": "2019-03-24T21:38:27",
"file_path": "crawl-data/CC-MAIN-2019-13/segments/1552912203493.88/warc/CC-MAIN-20190324210143-20190324232143-00254.warc.gz",
"offset": 225600695,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.981774240732193,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9835065603256226,
"per_page_languages": [
"unknown",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1313,
3046,
3486
],
"fw_edu_scores": [
3.421875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
About asthma
Asthma is a chronic disease that inflames and narrows airways in the lungs, causing wheezing, chest tightness and coughing 1
people are estimated to have asthma worldwide 2 -
242 million
it causes around 250,000 deaths annually 3
The impact of asthma attacks
An asthma attack, or exacerbation, is a sudden worsening of symptoms, and can be unpredictable "My worst attack – lying on the floor, hoping you can push out another breath. And it's only hope. Because there is nothing inside you."
Asthma affects people of all ages, but most frequently begins in childhood 4
Key risk factors include smoke, and allergens such as dust mites and pets 1
Two common tests are used to help diagnose asthma: 1, 4
1) Spirometry measures the speed and volume at which air can move in and out of the lungs.
2) A peak expiratory flow rate test measures how fast a person can blow air out of their lungs in one breath
Not all asthma is the same and severe asthma can have a number of underlying causes 5
Asthma cannot be cured but it can be managed. The goal of asthma management is to minimise symptoms. For patients with persistent symptoms and/or exacerbations (despite being treated with low dose of inhaled corticosteroids), HCPs will step up their treatment. HCPs will step down patients' treatment once good asthma control has been achieved and maintained for about three months, finding the lowest dose of treatment that controls both symptoms and exacerbations 1
Despite the availability of treatments, more than half of asthma patients have poor control over their condition 6
Proper use of asthma inhalers can be as low as 29% and can lead to lack of asthma control 8
People with poorly controlled asthma take twice as many days off work 7 than people with well-controlled asthma
References 1. Global Initiative for Asthma. Global Strategy for Asthma Management and Prevention. 2015. [Last accessed: November 2015] 2. Global Burden of Disease Study. 2013 Collaborators. Global, regional, and national incidence, prevalence, and years lived with disability for 301 acute and chronic diseases and injuries in 188 countries, 1990–2013: a systematic analysis for the Global Burden of Disease Study 2013. The Lancet. 2015: 386(9995); 743-800 3. World Health Organization. Global surveillance, prevention and control of chronic respiratory diseases: a comprehensive approach, 2007. 4. National Heart, Lung, and Blood Institute. What is Asthma? [online] 2012. Available from: http://www.nhlbi.nih.gov/health/health-topics/topics/asthma/ [Last accessed: November 2015] 5. Walford HH, Doherty TA. Diagnosis and management of eosinophilic asthma: a US perspective. J Asthma Allergy. 2014;7:53-65 6. Demoly, P et al. Repeated cross-sectional survey of patient-reported asthma control in Europe in the past 5 years. Eur Respir Rev. 2012;21(123):66-24 7. Dean, BB et al. The impact of uncontrolled asthma on absenteeism and health-related quality of life. J Asthma. 2009;46(9):861-866 8. Giraud, V. and Roche, N. Misuse of corticosteroid metered-dose inhaler is associated with decreased asthma stability. Eur Respir J. 2002; 19:246-251. | 1,515 | 774 | {
"id": "<urn:uuid:9f7ececd-1e8b-41a8-9a61-7953db7c2980>",
"dump": "CC-MAIN-2019-13",
"url": "https://www.gsk.com/media/3210/about-asthma-infographic.pdf",
"date": "2019-03-24T21:42:10",
"file_path": "crawl-data/CC-MAIN-2019-13/segments/1552912203493.88/warc/CC-MAIN-20190324210143-20190324232143-00253.warc.gz",
"offset": 775709654,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9941708445549011,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9941708445549011,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3146
],
"fw_edu_scores": [
2.28125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Haiti Water Projects
Morne Caillot Church, School, and Community (Just after you cross the Trois Rivieres bridge coming out of Port-de-Paix) At this location the Baptist Churches of Haiti have a church plant of ten years with an elementary school in an area that is growing rapidly because of the bridge. The town is spilling across the river into this area.
The people in the area get their water from holes dug in the gravel beside the river or they walk across the bridge into town. When the river floods, the water sources near the river are not accessible. The city water often is cloudy with silt. The city water system crosses the main river in two places and has not yet been tested by a hurricane yet to see if it is dug in far enough. It has broken under the river once already from a smaller storm. If there is damage in a hurricane, it will be months before they can get in the river and repair it. In that case, access to safe drinking water will be marginal at best for some time. Often the worst damage comes by a glancing blow from a weak tropical storm that unloads too much rain on the mountains of Haiti.
Project One:
Next to the church is a hand dug well that has never had a pump put on it. It is in a low area and has to have a lot of fill around it (to raise it up about six feet) and then a concrete pad and building around it. This would provide water for the church and school along with the pastor and his family and whoever else they let use this water. The well will also be used for irrigation.
The Cost to complete this project is $6,500 CAD
Project Two:
100 meters down the road is an already drilled well that has not worked for several years. The lift pipe for the hand pump rusted through quickly and must be replaced with stainless 1-1/4" pipe. The only way we have found to control and protect these pumps and keep them running is to put a house around the hand pump with a door that locks and have the community appoint a manager.
Hand pump rehabilitation and house around pump $3,710 CAD
childcare international
.ca
Mayette Church and School
This church is located down the road just past the church at Moulin. At this location the church/ school building has excellent gutters to collect rainwater. It is collected in a cistern that we have repaired extensively but still needs more repairs. It is more effective to build a new cistern to have a reliable source of water. The old cistern can eventually be effectively repaired and can be used as an overflow. Since much of the rainfall during a year may happen during a one or two week period, or during one to three rain events in the winter, one never has enough storage.
The cost to build this cistern will be $10,000 CAD
(A little over $1 per gallon)
Nan Camp Church and School
This church is located in the mountains near where we are capping the spring but up a top the mountain. The church has been there a long time. The people there need a cistern. For the last two decades they have walked over a mile and several hundred feet of elevation, to get water. We would love to build a 15,000 gallon cistern for this church.
This project will cost $16,960 CAD
childcare international
.ca | 1,175 | 707 | {
"id": "<urn:uuid:862f2761-07ed-473a-8ac5-48fb3d422c1d>",
"dump": "CC-MAIN-2019-13",
"url": "https://childcareinternational.ca/wp-content/uploads/BSP-One-Pager-Haiti-Water-Project.pdf",
"date": "2019-03-24T21:03:44",
"file_path": "crawl-data/CC-MAIN-2019-13/segments/1552912203493.88/warc/CC-MAIN-20190324210143-20190324232143-00253.warc.gz",
"offset": 438414214,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9993022382259369,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9992910027503967,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2065,
3201
],
"fw_edu_scores": [
2.921875
],
"minhash_cluster_size": 1,
"duplicate_count": 5
} |
Learning Station Topics
1. Soil Formation
Study how the 5 soil forming factors (climate, living organisms, parent material, topography, time) influence soil appearance and properties. Learn the how these factors affect the appearance of forest and prairie soils. Learn to identify basic soil horizons (O,A,E,B,C) and which are organic layers, topsoil, subsoil, and unweathered zones.
2. Soil Properties
Study basic soil properties such as texture, structure, and color. Learn how soil scientists determine the color of soil. Learn and practice the "feel' method of texturing a sample. Be able to identify the difference between loamy sand, loam, clay loam and organic soils. Learn how to use a textural triangle. Study the influence of texture on permeability. Study the color characteristics of horizons that are saturated with water for extended periods during the growing season. Study how this "high water table" affects root growth. Be able to identify peat soil and how it's formed. Learn how soil properties affect septic systems, dwellings with basements and other land uses common in your area.
3. Soil Erosion and Soil Conservation
Learn to identify types of soil erosion. Study the influence of slope on runoff and water erosion. Study effects of soil erosion on water quality and land use. Be able to identify some basic conservation practices that control soil erosion in both an agricultural and urban setting. Learn about essential plant nutrients such as nitrogen (N), phosphorus (P), and potassium (K). Learn what "green manure" is and what cover crops are.
4. Soil Survey and Landuse Interpretations
Learn how to use the Web Soil Survey or study a Soil Survey report for your County or local area. Learn about soil maps and other soil information that can be found in the report. Learn about the level of detail that the report is suited for. For example if you can identify soil conditions within 1 acre or just over several acres.
Resource Materials List
1. United States Department of Agriculture. 1994. "From The Surface Down – An Introduction to Soil Surveys For Agronomic Use". Soil Conservation Service. (available from local or State Natural Resources Conservation Service offices and on the web)
ftp://ftp-fc.sc.egov.usda.gov/NSSC/Educational_Resources/surdown.pdf
2. Soil Survey report for a County or area near you. Preferably newer than 1970. These should be available at the public library or from your local Soil and Water Conservation District (SWCD)
3. Web based soil survey information: (Web Soil Survey)
http://websoilsurvey.nrcs.usda.gov/app/HomePage.htm
4. Various USDA publications that may be available from any SWCD office:
- "Soil Erosion By Water" – Agricultural Information Bulletin 513
- "Soil Erosion by Wind' – Agricultural Information bulletin 555
- "Buffer Strips: Common Sense Conservation" (pamphlet)
- "Conservation Choices" (pamphlet)
- Some urban erosion control practices: ftp://ftpfc.sc.egov.usda.gov/IL/pdf/pubs/Urb_ErosSedim_Control08.pdf
-
5. Thein, Steve J. 1979, "A Flow Diagram For Teaching Texture – By Feel Analysis" – Journal of Agronomic Education. 8:54-55.
On web at: http://soils.usda.gov/education/resources/lessons/texture/
6. Info. on soils from USDA: http://soils.usda.gov/education/
SOILS STATION
Minnesota State Envirothon 2013 | 1,652 | 778 | {
"id": "<urn:uuid:be2806e6-04ac-494c-b883-31bdc2bc99e8>",
"dump": "CC-MAIN-2019-26",
"url": "http://www.goodhue.k12.mn.us/UserFiles/Servers/Server_128080/File/Activities/Clubs%20and%20Organizations/Envirothon/2013StateSoils.pdf",
"date": "2019-06-19T05:02:28",
"file_path": "crawl-data/CC-MAIN-2019-26/segments/1560627998913.66/warc/CC-MAIN-20190619043625-20190619065625-00277.warc.gz",
"offset": 245964779,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9519956707954407,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9519956707954407,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3340
],
"fw_edu_scores": [
4.4375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Teacher's Guide
Welcome my fellow teachers and let us review together the objectives of today's lesson.
In addition to using teamwork and learning scientific research, the goal of this lesson is to make the students like mathematics and see the practical uses of mathematics in solving real problems. The movement of sand is one of the most important natural problems facing the Kingdom and neighboring countries where it seriously threatens the vital and civil installations, such as roads, railways and factories, farms, etc. The students will get to know this problem closely in terms of identifying the types of dunes and ways to prevent devastating crawl of sand. Also they well see a small application of integration to calculate the volume of the most well known type of these dunes which are called the barchan dunes.
Prior knowledge we need from students:
All we need from students is that they should be familiar with calculating the area of a triangle and the use of trigonometry functions. The rule of finding the volume using the slice method may be new to the students and may be given as:
Rule: suppose a body lies two planes perpendicular to the x-axis, such as and . If the area of the cross section at x in the interval [a,b] is represented by the function which is continuous at each x, then the volume V of the solid is given by:
One integral formula is necessary to find the volume of the sand dune which is the integral of .
In class activities for students:
What are the activities required from students in this lesson?
There are several collective activities required from students to do within the class. Students need to be divided into groups of four or five students each to discuss these activities:
Activity 1: List three key factors that affect the movement of sand. Here we use brainstorming where we take the students' answers and we record them on the board and then choose the three most important factors such as wind speed, size and sand moisture.
Activity 2:Name three major factors to control the movement of sand towards vital areas. Again, we use brainstorming where we take the students' answers and we record them on the board and then choose the three most important factors such as cultivation, spraying oil over the dunes as well as industrial barriers.
Activity 3: what dimensions (parameters) do you need to calculate the size of the sand dune?
Activity 4: How can we approximate the volume of a dune? Can you suggest a method to do that? Think of a method and discuss your answer with your colleagues in the group.
Activity 5: Try with your colleagues in the group to find the equations of the parabolas. Leave the graph on the screen or you may give the graph on papers. Also you may give the general form of the parabola.
Activity 6: Try with your colleagues in the group to find the height h of the triangle (cross section) as shown in the following figure in terms of the base D. Also you may leave the graph on the screen or you may give the graph on papers.
Activity 7: Try with your colleagues in the group to find the area of the cross section (triangle) perpendicular to the x-axis at point x.
Activity 8: Try with your colleagues in a group to set up a definite integral and calculate the volume of the sand dune. | 1,272 | 673 | {
"id": "<urn:uuid:0279fe44-e3b7-4b4e-af40-c08e814bba1c>",
"dump": "CC-MAIN-2019-13",
"url": "https://blossoms.mit.edu/sites/default/files/video/guide/teacherguide-sanddunes-eng_0.pdf",
"date": "2019-03-24T21:40:17",
"file_path": "crawl-data/CC-MAIN-2019-13/segments/1552912203493.88/warc/CC-MAIN-20190324210143-20190324232143-00263.warc.gz",
"offset": 436412839,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9985464513301849,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9988916516304016,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2311,
3288
],
"fw_edu_scores": [
4.09375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
CHOOSING SAFER COSMETICS
From shampoo to lotion, from shaving cream to makeup, we apply cosmetic products every day to our skin, hair and nails. Many contain unknown or, worse, toxic ingredients.
Learn how to choose safer products for your family—and reduce the harmful chemicals in your bodies—with these top tips from Healthy Child Healthy World, powered by EWG.
1. KEEP IT SIMPLE
5. IGNORE MARKETING LANGUAGE
The federal government ensures that product claims are accurate, right? Wrong. The Food and Drug Administration does not test ingredients for safety nor approve labels before products are sold. The words "natural," "safe," "gentle" or "green" on a label may mean very little. Always check the ingredients.
The average woman uses 12 personal care products every day, exposing herself to 168 different ingredients. Men aren't much better. (Good news: most kids use fewer.) Cut back on the number of products you buy and how often you use them. These simple habits will yield an immediate drop in chemical exposure—and your credit card bill.
2. KNOW WHAT YOU'RE BUYING
Learn as much as you can about a product before you purchase it. Read labels and pay attention to harmful ingredients such as parabens. Help is available: Check out EWG's tips on how to read a label and research more than 70,000 products in EWG's Skin Deep Cosmetics Database.
3. GO FRAGRANCE-FREE
Fragrances are complex mixtures of chemical ingredients, a leading cause of allergic skin reactions and a common asthma trigger. Some fragrance components can disrupt your hormones. Since the U.S. government doesn't require companies to disclose the ingredients that make up a product's fragrance, consumers never know what they're spraying or spreading on their bodies. It's best to go fragrancefree.
4. PAY SPECIAL ATTENTION TO CHILDREN'S PRODUCTS
Young children are particularly susceptible to harm from chemical exposure. When buying products for your kids, avoid baby powder, and never choose an item that lists one of these on the label:
EWG'S TOP SIX CHEMICALS OF CONCERN FOR KIDS
* 2-Bromo-2-Nitropropane-1,3 Diol
* BHA
* Boric acid and sodium borate
* DMDM Hydantoin
* Oxybenzone
* Triclosan
6. TALK TO YOUR TEENS
Not only do teenagers use more cosmetics—more than many adult women, according to surveys—during puberty, they're especially vulnerable to hormone disruption. Talk to your teens about how many products they're using and what's in them, go shopping together, and set a good example with your own cosmetics choices.
7. GET A GOOD SUNSCREEN
Shade and protective clothing provide the best protection from the sun, but a good sunscreen can help save you from serious sun damage. Look for active ingredients zinc oxide and titanium dioxide, with SPF 50 or lower; then apply whenever you go outside. Not only will you reduce your chance of skin cancer, down the line you could save a bundle in anti-aging, anti-wrinkle products—and their mix of chemicals. Read tips for kids in our Sun Safety Guide for Children.
8. PAMPER AT HOME
Toxic fumes and harmful chemicals often fill the confined spaces of nail salons. Buy your own products and opt for a mani/pedi at home instead. Look for polishes without formaldehyde, formalin, toluene and dibutly phthalate (DBP), and leave your nails polish-free while pregnant.
9. DITCH THE ANTIBACTERIAL SOAP
Beat germs with plain soap and water. Antibacterial soaps contain harmful preservatives triclosan and triclocarban, which disrupt thyroid function, reproductive hormones and fetal development. And there isn't much evidence that they actually make you safer. Instead they can encourage the development of antibiotic-resistant bacteria, making all of us vulnerable to stronger disease-causing microbes. In search of a hand sanitizer? Pick an alcohol-based product with at least 60 percent alcohol.
10. EMBRACE YOUR NATURAL HAIR
Harsh products like chemical hair straighteners and permanent hair dyes contain harmful chemicals such as coal tar and formaldehyde. Learn to love your natural look—a safer alternative for body and mind.
Helping parents and caregivers make informed decisions to protect the health and development of our most precious resource—our children. healthychild.org | 1,962 | 926 | {
"id": "<urn:uuid:4897fb8d-3015-4387-9cd0-c615752e3ffd>",
"dump": "CC-MAIN-2019-13",
"url": "http://healthychild.org/assets/Top-10-Tips-Choosing-Safer-Cosmetics.pdf",
"date": "2019-03-24T21:04:06",
"file_path": "crawl-data/CC-MAIN-2019-13/segments/1552912203493.88/warc/CC-MAIN-20190324210143-20190324232143-00265.warc.gz",
"offset": 95915037,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9954917430877686,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9954917430877686,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
4243
],
"fw_edu_scores": [
2.65625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Emergency Disaster Preparation in Child Care
KRS 199.895 and amendments to child care regulation are to prepare child care providers for the possibility of disaster. The possibility of disaster always exists in the form of natural disasters: tornados or hurricanes, fires, floods, earthquakes, or ice storms and a potentially violent situation, like a hostage situation, or intruder, noncustodial parent, or parent under the influence. Also unplanned acts, such as a chemical spills may require evacuation of children to other sites. Furthermore, power outages or transportation problems could delay parents and require you to care for children longer than expected.
Regardless of the disaster, child caregivers should be prepared to provide safe, high quality care for children. Disaster preparation for providers and teachers of young children requires development of policy and procedures, staff training, and practice. The needs of each program are unique, depending upon number and ages of children, location, and available community resources. This information provides guidelines to help develop a plan that will work for your child care program.
When developing policy and procedures, remember there are basically three responses to a disaster or emergency situation:
lock-down, shelter in, or evacuate.
Lock-down may be a response to a potentially violent situation, such as a trespasser, non-custodial parent, or inappropriate parent behavior. The first step in this response is the warning system, a program-wide communication system through which you can broadcast a phrase, such as "We have pineapple for snack today," which staff will recognize as "lock-down" but which will not alert/antagonize the intruder. Have staff regularly practice lock-down procedures, such as closing and locking all doors, turning off lights, and sitting quietly with the children. Do a head count and make sure all children are in the room. Have a planned quiet activity to keep children calm, such as storytelling.
"Shelter in" is necessary when it is safer for children and staffs to remain in the building rather than evacuate or have parents come for pick-up. For example, parents might be unable to come due to power outage or traffic breakdown. Other situations might include severe weather, an airborne contaminant, or a potentially violent situation.
Again, what is your warning system to notify staff? For weather condition early warning, have a weather radio or community sirens. Also, have an alarm system within the program. Identify the safest place in the building for situations such as a tornados, earthquakes, or airborne contaminants. Practice to make sure everyone get there quickly and safely and that there is sufficient room.
Evacuation may be necessary in some disaster situations. A fire, gas leak, or nearby ground chemical spill requires immediate evacuation; while the threat of severe weather may provide limited time to prepare children and gather supplies.
When the warning system sounds, evacuation requires immediate action; regular practice is essential to a quick and safe evacuation. All child care staff should know two exit routes from every room in the building. Evacuate to the safe meeting place; designate a place that is away from the building and emergency vehicle parking area, can be accessed without crossing traffic routes, and is visible. Plan and practice ways to quickly move young children from the building. Infants, toddlers, and children with disabilities may best be transported in rolling portable cribs covered with fire blankets. Preschoolers may hold hands or hold a rope with knots; practice " follow-the-leader." As you practice evacuation, remember to have items you will need. Always know how many children are in attendance each day, and do frequent head counts. If evacuating to an off-site safe shelter, make sure staff know who is responsible for each child throughout the situation and all staff are familiar with the emergency disaster plan for your child care program.
For assistance in completing an evacuation plan required for child-care centers and family child-care homes per KRS 199.895 please visit the Division of Child Care Emergency Disaster Preparedness Technical Assistance for child care guide at :
http://training.chfs.ky.gov/Child_Care_Preparedness/html/index.html | 1,742 | 827 | {
"id": "<urn:uuid:a7f0ca25-b08a-4017-91ce-bf195a65e13d>",
"dump": "CC-MAIN-2019-13",
"url": "https://www.kentuckypartnership.org/docs/default-source/child-care-tools-and-tips/2-1-emergency-management-powerpoint-and-resources.pdf?sfvrsn=7024b6e1_2",
"date": "2019-03-24T21:09:49",
"file_path": "crawl-data/CC-MAIN-2019-13/segments/1552912203493.88/warc/CC-MAIN-20190324210143-20190324232143-00266.warc.gz",
"offset": 821218492,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9978641867637634,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9978641867637634,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
4360
],
"fw_edu_scores": [
2.140625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
5 SIMPLE THINGS
you can start doing today to live a healthier life
By The HeartBright Foundation: www.heartbright.org
1. Eat Breakfast in the Morning
According to researchers at the American Heart Association, breakfast eaters are significantly less likely to be obese and get diabetes compared with non-breakfast eaters. Eating a healthy meal in the morning makes people tend to not overeat on unhealthy foods throughout the day. Look for a High Fiber cereal to jumpstart your day in a healthy direction.
2. Drink Lots of Water
Water is an essential fluid for good health and it can also help with shedding pounds. The body needs water to keep properly hydrated. Joints need it to stay in motion, and vital organs such as the heart, brain, kidney, and liver need it to work properly. If you don't get enough water, the body goes into emergency mode, and clings to every single water molecule it can find, reports the University of Minnesota Water Resources Center. The stored molecules appear as extra weight. The weight is only released once the body gets enough water.
3. Take a Walk
An eight-year study of 13,000 people also showed that people who walked 30 minutes daily had a significantly reduced chance of premature death compared with those who rarely exercised, reports the American Council on Exercise. Some ideas to start walking more today include: Take the stairs instead of the elevator, Walk to the store, Window shop at the mall, Leave your desk and visit your co-worker instead of sending him an email, Walk and talk with friends instead of meeting for a meal.
4. Relax
Too much stress is bad for your mental and physical health. Relaxation can do wonders to restore balance in your life and may even reduce some of the health risks associated with stress. You can relax many ways. Try sitting in a comfortable chair and closing your eyes while just focusing on taking full deep breaths in and out for 5 minutes. Listening to soothing music can also help you to relax. Research shows that listening to 30 minutes of classical music may produce calming effects equivalent to taking 10 mg of Valium.
5. Get Enough Sleep
This may sound like common sense, but according to the National Sleep Foundation (NSF), more than two-thirds of older adults suffer from sleep problems and many American adults don't get the minimum amount of shuteye needed to stay alert. To avoid the pitfalls of insufficient sleep, make sure to get at least seven to 10 hours of slumber each night. | 999 | 522 | {
"id": "<urn:uuid:9821a999-9fbb-4ad8-bd70-2cfc78fea92a>",
"dump": "CC-MAIN-2019-13",
"url": "http://www.heartbright.org/5things.pdf",
"date": "2019-03-24T21:25:03",
"file_path": "crawl-data/CC-MAIN-2019-13/segments/1552912203493.88/warc/CC-MAIN-20190324210143-20190324232143-00269.warc.gz",
"offset": 298342806,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9988897442817688,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9988897442817688,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2509
],
"fw_edu_scores": [
2.796875
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Prevent Potential Injuries this Fourth of July EyeCare 20/20 Offers Tips for Fireworks Safety
Posted on 07/01/11 at 12:00pm by webmaster
Prevent Potential Injuries this Fourth of July EyeCare 20/20 Offers Tips for Fireworks Safety
As the Fourth of July nears, it's important to remember to protect our eyes. Fireworks can be fun, but potentially very dangerous for amateurs. Each year, more than 9,000 people are injured from consumer fireworks. Be sure to read these tips on firework safety.
East Hanover, NJ (PRWEB) July 01, 2011
July is Fireworks Eye Safety Awareness Month, and Cary M. Silverman, M.D., Medical Director of EyeCare 20/20 wants to remind consumers to leave fireworks to professionals. "Too many Fourth of July celebrations are ruined because a child has to be rushed to the emergency room after a fireworks accident," said Dr. Cary M. Silverman. "Potentially blinding injuries can be avoided if families attend a professional public fireworks display instead of putting on a home fireworks display."
Each Fourth of July, more than 9,000 people are injured from using consumer fireworks, according to the U.S. Consumer Product Safety Commission. Of these, nearly 1,350 are injuries to the eyes, 25% of which result in permanent vision loss or blindness.
Children aged 15 and younger are the most common victims of firework accidents. Even seemingly innocent sparklers account for one-third of all fireworks injuries.
According to Dr. Silverman, "Among the most serious injuries are abrupt trauma to the eye from bottle rockets." They fly erratically and often injure bystanders by throwing shrapnel. Injuries from bottle rockets can include eyelid lacerations, corneal abrasions, traumatic cataract, retinal detachment, optic nerve damage, rupture of the eyeball, eye muscle damage, and complete blindness.
Dr. Silverman and EyeCare 20/20 urge the observance of the following tips this Independence Day:
-Never let children play with fireworks.
-View fireworks from a safe distance: at least 500 feet away or up to a quarter of a mile for safest
viewing.
-Respect safety barriers set up to allow pyro technicians to do their jobs safely.
-Leave the lighting of fireworks to trained professionals.
-Follow directives given by event ushers or public safety personnel.
-If you find unexploded fireworks remains, do not touch them. Immediately contact your local fire or police departments.
-If you get an eye injury from fireworks DO NOT: rub, rinse, apply pressure, or apply ointment. Seek medical help immediately.
For creative tips on alternative ways to celebrate Independence Day with kids, see Prevent Blindness America's "Safe Summer Celebrations" brochure, which is free to parents.
To find Eye M.D.s in your area visit http://www.GetEyeSmart.org. Consumers can submit questions about eye health to an ophthalmologist at http://http://www.geteyesmart.org/eyesmart/ask/.
About EyeCare 20/20: Located in East Hanover, NJ, EyeCare 20/20 provides ophthalmic care for the entire family whether it's routine vision correction or surgical intervention. Medical Director, Cary M. Silverman, M.D. specializes in innovative LASIK vision correction, state-of-the-art refractive cataract surgery, as well as an array of other refractive surgery options for patients who are not candidates for LASIK.
Get similar updates on Facebook and Twitter!
Photo Credit: Photo
Credit:http://www.flickr.com/photos/cedwardmoran/542701018/sizes/m/in/photostream/
###
For the original version on PRWeb
visit:http://www.prweb.com/releases/prweb2011/7/prweb8612123.htm
Sino Clean Energy moved 10.75% higher after Benzinga Pro reported the Chairman share purchase. Try Benzinga Pro for free now and don't miss out on profits like these!
Read more: http://www.benzinga.com/press-releases/11/07/p1219808/prevent-potential-injuries-this-fourth-of-julyeyecare-2020-offers-tip#ixzz1TLhsiEQJ | 1,821 | 895 | {
"id": "<urn:uuid:97137ddf-a311-4066-9e69-8488f1f91268>",
"dump": "CC-MAIN-2017-30",
"url": "http://www.eyecare2020.com/wp-content/uploads/2011/08/Prevent-Potential-Injuries-this-Fourth-of-July-EyeCare-20.pdf",
"date": "2017-07-21T18:34:55",
"file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549423808.34/warc/CC-MAIN-20170721182450-20170721202450-00093.warc.gz",
"offset": 429218589,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9963178038597107,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9972783327102661,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2073,
3900
],
"fw_edu_scores": [
2.15625
],
"minhash_cluster_size": 1,
"duplicate_count": 3
} |
Health for All
235
SEMINAR ON HEALTH FOR ALL
Members of the World Health Organisation have pledged to work together to achieve the goal of Alma Ata declaration to which India is a signatory. Despite vast knowledge and capacity in so many spheres in India, we are unable to reach out to all people due to financial and other reasons like want of will power and organisational technique.
Break-through in family planning is vital to achieve the Alma Ata Declaration.
A simple approach could solve many a complex problem with the involvement of the community. The Government has a lot of responsibility for the health of the people as much as the people themselves who have the right and duty to take an active part in fulfilling this task. Citizens from every walk of life could play a vital role.
Families, communities, Government and non-Governmental agencies should associate themselves with one another for the success of this programme. Without the political will, a committed bureaucracy and dedicated involvement of the people, health for all will only remain a dream. Those who possess health and knowledge about health should share with others why education concerning the prevailing health problem and methods of prevention and control is the basic requirement of a community. The public should take an active part by insisting on acceptable standards of hygiene in and around their homes and in public places, to make drinking water safer or to protect it from pollution, space the arrival of new babies in such a way as to give every one of them a good chance of survival, reasonable education and quality of life. Citizens should also co-operate with the Governmental agencies in fighting disease like malaria—example insecticide spraying. Parents can ensure that children are immunised against infectious diseases and taught to recognise serious condition of ill health.
Mothers and health workers should understand that diarrhea is an illness and that the dehydration it causes, can kill children. Increased use of oral hydration therapy in developing countries has already saved countless lives. Oral hydration therapy itself is merely a term used for replacing fluids and body salts lost during attacks of diarrhea. In the long run, prevention must be the goal—safer drinking water, better sanitation, better food handling and better personal and environmental hygiene. The idea that should catch up is the covering of food for sale in the market and in open spaces.
Breast feeding for infants has to be encouraged on a regular basis. The community midwives should arrange food demonstration classes and keep weight charts of babies, so that the mother could observe the difference in the weight of her baby. Health of the family is the key to that of the community.
Disposal of the night soil by providing sink pit toilets and a large number of well distributed and maintained community pay toilets in towns and cities is mandatory to improve personal and community hygiene, in addition to aesthetic benefit.
Creating awareness about proper sanitation, right from the kindergarten level would go a long way as prophylaxis against many illnesses. Simple education regarding proper sanitation should be included as a chapter in regular text-books.
Teachers should enforce stringent standards of cleanliness in the school grounds as well as for personal hygiene of the pupils. Compulsory medical check-up in schools, colleges, industries, hospitals and public places for detection of diseases must be taken up on a war footing. Visits by a medical team for "on the spot'' diagnosis; of referral of suspected cases of communicable disease should be notified to the medical personnel. Health should be regarded as highly prized and cherished commodity. Motivation and effective communication on health education are interdependent and complementary to each other. Health information should flow not only through written words of mass media and talks on radio, television, etc., but also through communications in families, schools, factories, offices and public gatherings, etc. Orientation of health education should include not only on how to remain healthy but also what should be done when health begins to fail.
The problem of community health does not only relate to the developing countries. The health situation in developed countries is changing faster than medical professionals often realise. People in affluent countries should rise to their health responsibilities by eating wisely, drinking moderately smoking not at all, driving carefully, taking enough exercise and helping one another by living in harmony under the stress of city life.
When major communicable diseases are becoming mostly things of the past, doctors will have to learn how to take care of healthy people and show them how to get the most out of life from childhood to a healthy old age. The new role of a doctor will have to be that of a health communicator, backed-up with the best information, modern technology can provide. | 1,921 | 914 | {
"id": "<urn:uuid:fa3732e9-8359-40cf-b87b-6bc12d4fd834>",
"dump": "CC-MAIN-2017-30",
"url": "http://www.drvparameshvara.com/wp-content/themes/Digital_Statement/Digital%20Statement/PDF/HA1.pdf",
"date": "2017-07-21T18:39:15",
"file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549423808.34/warc/CC-MAIN-20170721182450-20170721202450-00093.warc.gz",
"offset": 419044439,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9984497427940369,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9985487461090088,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1888,
4238,
5035
],
"fw_edu_scores": [
2.71875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Spreadsheet Structure
The intersection of columns and rows in a spreadsheet creates cells. Each cell on a spreadsheet has a name or address. It is named according to its location, the name of the column first followed by the name of the row.
The columns in this spreadsheet are named with letters. The rows are named with numbers. So the first cell in the top left-hand corner is called A1. The cell that has the word CDs in it is A4. The Grand Total value or 40,500.00 is in cell D7.
Look at the spreadsheet above:
1. What is the text in cell A6?
2. What is the name of the cell in which the text Cost appears?
3. What are the names of all the cells in which the number 15 appears?
4. a. What is the number in B5?
b. What is the number in C5?
c. What is the result of multiplying these two numbers?
d. What is the name of the cell in which this number appears?
Starting Microsoft Excel
So let's get started. Assuming that you have the PC turned on with Windows running, do the following to start the Microsoft Excel program.
1. Click on the Start button on the taskbar
2. Point to All Programs
3. Click on Microsoft Office
4. Click on Microsoft Excel 2010 to open the Excel program
Introducing the Excel Workplace
The Microsoft Excel workplace contains a variety of spreadsheeting tools. As the workplace can be arranged to suit your own preferences, and toolbars can be customised to include your most frequently used commands, the appearance of the workplace may change from user to user.
The diagram below displays some of the areas that are most common to all Windows and Excel workplaces.
Navigation
Buttons
Title bar
Buttons
Worksheet
Scroll bar
Scroll bar
Worksheets
A file in Excel is called a WORKBOOK. Each workbook is made up of WORKSHEETS.
Try not to feel overwhelmed by the vast array of options available; you will soon be familiar with most of the basic features. As your skills advance you will find you are using many of the features without thinking twice!
We will start from the top of the Excel screen and work down.
The Title Bar
The Title bar displays the name of the currently displayed file. A default name, such as Book1, will be used until you have saved and named the file. The Title bar also contains the Minimise and Maximise buttons and the Close button.
File Name
Minimise
Maximise
Close
Application Name
The File Tab
The File tab holds the commonly used functions in all the Microsoft applications.
1. Click on the tab File to display the Menu
The common functions of New, Open, Save, Print, Close etc are located here.
2. Click on the tab File again to close the Menu
The Quick Access Toolbar
The Quick Access toolbar holds three buttons; Save, Undo and Redo. You can also add other buttons that you often use but we do not cover that at this level.
Quick Access Toolbar
Customize Quick
Access Toolbar
Save
Redo
Undo
The Ribbon
The Ribbon holds all the functions grouped together onto Tabs. Anything you want to do with your data can be carried out through these tabs.
The Home tab holds the commonly used functions for formatting cells and basic functions for working with data.
1. Click on the Insert tab in the Ribbon - read through the options available do not click on any of the options yet
2. Click on the next tab Page Layout
3. Click on each tab and just look at the options available - do not click on any of the options yet | 1,391 | 757 | {
"id": "<urn:uuid:6ceda15b-4c0f-4705-b48c-5d2275b3dd7c>",
"dump": "CC-MAIN-2017-30",
"url": "http://gct.com.au/SampleFiles/pit_1/Excel2010_Ex1.pdf",
"date": "2017-07-21T18:44:34",
"file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549423808.34/warc/CC-MAIN-20170721182450-20170721202450-00092.warc.gz",
"offset": 129460541,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9942947864532471,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9988304972648621,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
866,
1190,
2052,
2624,
3398
],
"fw_edu_scores": [
3.15625
],
"minhash_cluster_size": 3,
"duplicate_count": 2
} |
REVIEW OF THE BOOK: BULLYCIDE IN AMERICA
There is something amazingly oxymoronic about the title: why should this condition exist here (although we all know it's everywhere in the world), in "the land of the free, and the home of the brave", even though we are reminded of these words every time we sing our national anthem? Why must we, and most especially children, be so very brave every day, and still not enjoy "the freedom from fear" as F.D.R. so eloquently enunciated? Why should we permit this atrocity in our wonderful country?
This amazing little book gives the story of 7 ordinary youngsters (look at their pictures—smiling, outwardly happy and content young people) who were bullied into depression and, ultimately, death, without "the system" recognizing their plight at first, and then doing nothing or things negative about it.
The suffix "-cide" comes from the Latin verb "cido", which means "to kill"; the prefix "sui-" comes from the Latin "sus, suis", which means "self". Etymologically, that's it. Etymology is such a cold, analytical and academic word--but in reality, it is more—so very much more.
Each story is the story of a young human being who was treated in barbarically inhumane ways while most looked on in neutrality, or worse, in mild amusement, as the cowardly bullies did their evil. These were wonderful productive kids, each with a wonderful productive life, who were bullied— persecuted, to death.
As a teacher, I am ashamed to put almost all the blame where it rightly belongs: on our educational system. We are so concerned with N.C.L.B.A., (No Child Left Behind Act), and academic responsibility and accountability, but we have forgotten totally about the responsibilities of morality and integrity.
Teachers must clearly relate to their students that they SHALL NOT accept any actions of bullying, or seeming to be bullying, in her/his classroom at any time, or in his/her presence at any time—and enforce it. As soon as possible the teacher should put up a "No-Bully Zone" or "Bully Free Zone" poster in their room to advertise and exemplify her/his commitment to the principle.
All teachers (as well as all adults and children) should stand up together and say "we're not gonna' take it, anymore". Where would the cowardly bullies be then? Alone, where they should be. But of course, bullies are made, not born, and they need our help overcoming their condition as well as our condemnation for the condition itself.
This most remarkable little book, with its seven tragic, but, also, hopeful stories, because of the courage of their survivors, should give us all pause, and then an impetus for action in this most important area for all our children.
Flip Jones (South Carolina) 9 th Grade Science Teacher
(I am 62 years old, and my bullying experiences still causes me pain and are as fresh as yesterday.) | 1,127 | 643 | {
"id": "<urn:uuid:5ad5d21f-1a1f-495d-af7d-70d6494565f4>",
"dump": "CC-MAIN-2017-30",
"url": "http://www.bullycide.org/REVIEW-flipJones.pdf",
"date": "2017-07-21T18:32:55",
"file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549423808.34/warc/CC-MAIN-20170721182450-20170721202450-00093.warc.gz",
"offset": 393051167,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9980306625366211,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9980306625366211,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2873
],
"fw_edu_scores": [
2.234375
],
"minhash_cluster_size": 1,
"duplicate_count": 6
} |
Lesson 2: Minerals of Soil
* Sand
* Silt
* Clay
* Triangle
* Tetrahedron
* Octahedron
* Cube
* Dodecahedron
I. Chemical formation of soil minerals differ due to the general make up of each mineral.
A. Sand formation is very large with a lot of surface area. This causes the particles to lose water quickly and not form any bonds to one another.
B. Silt is small and can form some bonds. However, these bonds can be easily broken and do not hold water in place for long periods of time.
C. Clay is so small that the chemical formation causes the particle to form very tight bonds to water and to one another. These bonds are so strong that it will hold water in place for long periods of time and can prevent water from passing through.
II. Minerals come in many different shapes. These shapes are caused by how the mineral is formed. The common shapes are as follows:
A. Triangle
1. 2 sides
B. Tetrahedron
1. 4 sides
C. Octahedron
1. 8 sides
D. Cube
1. 6 sides
E. Dodecahedron
1. 12 sides
III. Minerals crack for one reason, water.
A. Sand minerals are broken down rock due to the rain
hitting on the rock for many years. These minerals break down smaller and smaller until they become sand, and there are variations in sizes of sand from larger sand to very small sand, almost like silt.
B. Silt minerals crack just like the sand, due to the rain. However, it does not start as a rock, it starts as silt. These silt particles will crack from the rain and the loss of other ions. These ions like aluminum and iron will move from one particle to another due to the movement of water. When the ions move, they can cause the mineral they left to crack due to the missing piece.
C. Clay cracks more often than the other two. They crack so easily because their structure is based on the very strong bond they have with the water. If the water is moved from the mineral, that mineral will crack.
IV. Mineral color seen by the naked eye varies from location to location. Natural mineral color is relatively the same, however.
A. Mineral color you can see with your eye is based on age of soil, organic matter, and what is found in the soil.
2. Dark minerals have a lot of organic matter found in the soil.
1. Red soil minerals are very old and have oxidized.
3. Other colored soil has different minerals found in it, such as salt.
1. The only way natural soil color is found in poorly or somewhat poorly drained soil. This soil has the inorganic substances, like iron and aluminum, removed from the soil in concentrated in other areas, leaving the natural soil mineral color of gray revealed
B. Natural soil color is gray.
1. Name three different shapes that minerals can come in.
2. What is the NATURAL color of soil minerals?
3. Which mineral forms the strongest bonds?
4. Which mineral forms the weakest bonds?
5. Which mineral holds the middle strength bond?
6. What is the main reason minerals crack?
7. How do each of the minerals crack differently? | 1,129 | 703 | {
"id": "<urn:uuid:c48a7baa-2f33-4bd7-afda-845236aba73f>",
"dump": "CC-MAIN-2017-30",
"url": "http://eafghanag.ucdavis.edu/educational-materials/principes-of-soil/edsoilafgpurdueunitblesson2mineralsoilppt.pdf",
"date": "2017-07-21T18:48:09",
"file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549423808.34/warc/CC-MAIN-20170721182450-20170721202450-00096.warc.gz",
"offset": 86647575,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9734054803848267,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9990205764770508,
"per_page_languages": [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
26,
740,
996,
2966
],
"fw_edu_scores": [
4.40625
],
"minhash_cluster_size": 1,
"duplicate_count": 5
} |
School Report
2016–2017 Student Success Plan
School:
Principal:
Kingston and District School
Brian Rafuse
What did your school accomplish this year with regard to school improvement?
LITERACY:
At the Primary (English) level of our school, we formed a goal focused on improving writing skills using "Toy Story Writing". A pre-survey and post-survey was sent home to parents to complete regarding their child's interests and perceived writing growth. In the post-survey parents reported an increase in interest in writing at home, growth in mechanics and spelling. Classroom observations noted an increase in focus, writing engagement, excitement, imaginative play, oral language, expression development, storytelling, vocabulary development and sharing of work.
At the Primary and Grade 1 (French Immersion) level of our school, a goal has been established to help the students recognize and use French sounds in reading and writing. This year the creation of a sound continuum was started, and some assessment rubrics were created.
At the mid-elementary level (Grade 3 English), there was a goal focused on RMA (Retrospective Miscue Analysis) to make it part of the daily guided reading practice. Two resources about RMA were read by the team and the team began to organize an assessment binder for record keeping. They have experimented with recording the RMA sessions on I-phones. A few RMA sessions have been tried. The team have reported that RMA is a process and it takes a great deal of practice to develop a comfort level.
MATH:
At the early elementary level (Grade 1 English) our goal is for students to be able to partition any given quantity up to 20 into two parts, and identify the number of objects in each part. As part of the action plan, the team developed a common understanding for students in partitioning of numbers. When subtracting or adding, the team referred to the numbers as "number parts". We used common math language to provide consistency. We modeled and provided opportunities with a variety of manipulatives across all number concepts in math as outlined in the curriculum documents. We used manipulatives (number lines, number charts, reknreks, ten-frames) as number tools to identify number parts and solve related math word problems. We consistently used questioning and mathematics vocabulary as described in the recommended curriculum documents.
At the mid-elementary level (Grade 2 French and English), the Math goal of teaching and reinforcing the concept of the equal sign being a balance in the units of addition and subtraction was established. Students were given opportunities throughout the year to practice and explore this concept. Another team at the mid-elementary level (Grade 3 French and English) focused on mental math and number sense. We used the Origo "Box of Facts" for addition and subtraction, and for multiplication/division to present mental math strategies. The "la souris" website was used as well, where timed activities became a way for the individual learner to see their own progress with mental math. Addition and subtraction flashcards were used, although it was decided that next year addition flashcards will include a visual prompt for strategies.
At the upper elementary level (Grade 4-5 French and English), the goal of focus has been established in regards to mental math strategies and estimation strategies. To be more specific, the focus will be on doubles with multiplication; making 10 with addition; expanding form, compensation, and front-end adding with subtraction.
As you continue this process in your school, what supports do you anticipate needing?
At the Primary French Immersion level, the teachers would like time to finish and finalize the sound continuum that was started this year. If a consistent sound program was purchasable, this would be desirable. If not, time will be needed to create one.
At the mid-elementary level, the math goal will be reinforced and expanded to include other key foundation concepts that help support mathematical progress. More flashcards are needed, especially those with the visual strategy prompt. It is felt by the team that every grade 2-4 classroom should have their own Origo box of facts for addition, subtraction and multiplication/division. Presently one only class has this kit.
At the mid-elementary level, the RMA team plan to read more of the theory over the summer. They each require two recording devices and are the team is looking for the best product.
The upper elementary teachers would like sub release time to create games and activities to reinforce mental math and estimation strategies. | 1,927 | 937 | {
"id": "<urn:uuid:b2356cbf-4081-44cb-8331-8ced696ca321>",
"dump": "CC-MAIN-2017-30",
"url": "http://kingstondistrict.ednet.ns.ca/sites/kingstondistrict.ednet.ns.ca/files/documents/2016-17%20SSP%20School%20Annual%20Report%20%20KDS.pdf",
"date": "2017-07-21T18:27:33",
"file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549423808.34/warc/CC-MAIN-20170721182450-20170721202450-00098.warc.gz",
"offset": 189428890,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9988238215446472,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9987267255783081,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3581,
4678
],
"fw_edu_scores": [
2.796875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Change the lives of those around you, donate time
What is Sewa Day?
what is sewa day? short version
In the ancient Indian language of Sanskrit, Sewa means selfless service.
The aim of Sewa Day is to provide people a chance to give back to our community through volunteering on a single day to make a difference.
Each event organised is based on at least one of the guiding principles below:
To make a difference in your communities, join us on Sewa Day which takes place in October each year to touch the lives of thousands of people in the UK and across the world.
Sewa day provides an opportunity to do something positive that makes a meaningful difference to someone else's quality of life. It really doesn't matter if you're a pensioner or a young child, whether you're physically able or not, or whether you black, brown or blue. All that matters is that you commit to doing a good deed on Sewa Day.
We discourage all projects that involve fund-raising; as the purpose is to give your time. So, let's focus on that.
Sewa Day is a project of Sewa UK, a secular, non-political UK registered charity.
2
what is sewa day? long version
'Sewa' as a concept has a deep rooted belief in every society, 'sewa' involves selfless service. It is performed without any expectation of result or award for the person performing it; it is performed without any ulterior motive. The organisers of Sewa Day passionately believe in the ethos of 'sewa' . 'Sewa' is for everyone; irrespective of your age, colour and creed. All it requires is the commitment to do something good for another person.
The concept of 'sewa' is not new. It has existed from time immemorial. Sewa has been the foundation for many faiths, cultures and ancient civilisations. It may be called different things in different cultures but the core belief is the same - doing good deeds for others without any expectations.
At Sewa Day, we believe that if we help even one person kindle the belief of 'sewa' in to their very being – we would have achieved our aim. Sewa Day is not just about one day – it is about imbibing the values of 'sewa' in to your life to serve others selflessly. We hope that through our small endeavor Sewa Day can act as a catalyst to mobilise people in to action and make performing 'sewa' a regular habit in one's life.
The aim of Sewa Day is to provide people a chance to give back to our community through volunteering on a single day to make a difference.
Each event organised is based on at least one of the guiding principles below:
* To relieve hardship and poverty
* To bring a little joy where none exists
* To help the environment
To make a difference in your communities, join us in October to touch the lives of thousands of people in the UK and across the world.
Sewa day provides an opportunity to do something positive that makes a meaningful difference to someone else's quality of life. It really doesn't matter if you're a pensioner or a young child, whether you're physically able or not, or whether you black, brown or blue. All that matters is that you commit to doing a good deed on Sewa Day.
We discourage all projects that involve fund-raising; as the purpose is to give your time. So, let's focus on that.
Sewa Day is a project of Sewa UK, a secular, non-political UK registered charity.
3
5 easy steps to organising you own sewa day project
Identify projects
Projects should meet one of Sewa Day's core aims. Try and get as many people from your organisation involved in Sewa Day. Previously, participating groups have organised Sewa Day volunteering projects in old people's homes, homeless shelters, schools in disadvantaged areas, hospitals and hospices, country parks, conservation areas and city farms. Assign a Sewa Day coordinator from your end. We will provide guidance throughout the process.
Register your project at www.sewaday.org
It is as easy as that. One of our team will be in touch with you to provide more information.
Organise your project
Get the required permission from the local authorities, if necessary. Ensure that the project is well advertised and there is a buzz about it in the local community.
Sewa Day
Have fun taking part in Sewa Day. Please take lots of pictures and also ensure a report is written about your project. Our aim is to involve thousands take part in Sewa Day. We need you to make our dream a reality.
Tell us how it went
Give us your feedback and tell us what your participants enjoyed most about taking part in Sewa Day.
firstname.lastname@example.org - and the contact details for Harkishan Mistry 0787 3344483
4 | 1,845 | 1,026 | {
"id": "<urn:uuid:69c44489-b3ee-49b6-9940-d0824c0b4d59>",
"dump": "CC-MAIN-2017-30",
"url": "http://www.sewaday.org/wp-content/uploads/2014/05/sd14_A4_sewaday_explanation_2017.pdf",
"date": "2017-07-21T18:35:30",
"file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549423808.34/warc/CC-MAIN-20170721182450-20170721202450-00096.warc.gz",
"offset": 539194006,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.998648539185524,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9984712600708008,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
68,
1114,
3320,
4602
],
"fw_edu_scores": [
2.0625
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Worksheet Flour vs. Bread:
How Soil Aggregate Structure Influences Water Flows
Flour and Water
1. When rainwater runs off the land, where does the water go?
2. If soil erodes, and the particles get washed away, where do the particles end up?
3. Why do you think the "soil" moved with the flow of water?
4. What would need to be different in order for the particles to stay in place?
5. What would need to be different in order for the water to soak in to the flour?
Bread and Water
6. Why do you think the water entered the "soil" (bread) more easily this time?
7. Why do you think the "soil" stayed put this time?
8. What is different with the structure of the particles?
9. If you compare the bread and the flour, which one reminds you more of living tissue (such as that found in an animal or plant)? In what ways is it similar?
Comparing Flour and Bread
10. If you lived in a place where it rained a lot every year, and there was a lot of flooding, which kind of landscape would you rather have around your house, the flour or the bread? Why?
11. Let's say you lived in area where it only rained a few inches every year, and you were trying to grow food, which kind of land would you want to be farming on, the flour or the bread? Why?
12. What if you got your water from a well? Which would fill the well better? Why?
13. What if you lived somewhere very hot and dry, would the bread or flour hold water better without it evaporating? Why?
14. What if you lived somewhere VERY windy—like the prairie was during the dust storms—what kind of land would you want around you, the flour or the bread? Why?
15. What if you lived somewhere prone to earthquakes, and you were trying to build roads and bridges and railroad tracks? Would you rather be building them on the flour or the bread? Why?
16. What if you were a fish in a lake, and people were using chemicals that were poisonous to you on the farms that surrounded the lake, would those chemicals be more likely to be filtered out through the flour or the bread? Why?
17. If the water or soil became polluted with something hazardous, which landscape would be more likely to clean the water before it reached a well, stream or lake? Why?
18. Is there any situation where you think the flour would be better? Why?
Outdoors:
If soil that is like flour is all the way on the left, and soil that is like bread is all the way on the right, write down each place you tried "raining" on, somewhere along the following scale:
More Like Flour
More Like Bread | 856 | 588 | {
"id": "<urn:uuid:f7c6419d-17ba-4d39-8f14-6109e9e4c1e8>",
"dump": "CC-MAIN-2017-30",
"url": "http://soilcarboncoalition.org/learning/Flour-and-Water-WORKSHEET.pdf",
"date": "2017-07-21T18:45:22",
"file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549423808.34/warc/CC-MAIN-20170721182450-20170721202450-00094.warc.gz",
"offset": 297114542,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.998040239016215,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9984328746795654,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
677,
1801,
2519
],
"fw_edu_scores": [
4.28125
],
"minhash_cluster_size": 2,
"duplicate_count": 1
} |
Biological Magnification
Biological magnification is the tendency of pollutants to become concentrated in successive trophic levels.
Often, this is to the detriment of the organisms in which these materials concentrate, since the pollutants are often toxic.
* Biomagnification occurs when organisms at the bottom of the food chain concentrate the material above its concentration in the surrounding soil or water.
* Producers, as we saw earlier, take in inorganic nutrients from their surroundings.
* Since a lack of these nutrients can limit the growth of the producer, producers will go to great lengths to obtain the nutrients.
* They will spend considerable energy to pump them into their bodies.
* They will even take up more than they need immediately and store it, since they can't be "sure" of when the nutrient will be available again (of course, plants don't think about such things, but, as it turns out, those plants, which, for whatever reason, tended to concentrate inorganic nutrients have done better over the years).
* The problem comes up when a pollutant, such as DDT or mercury, is present in the environment.
* Chemically, these pollutants resemble essential inorganic nutrients and are brought into the producer's body and stored "by mistake".
* This first step in biomagnification is called bioaccumulation; the pollutant is at a higher concentration inside the producer than it is in the environment.
* The second stage of biomagnification occurs when the producer is eaten.
* Remember from our discussion of a pyramid of biomass that relatively little energy is available from one trophic level to the next.
* This means that a consumer (of any level) has to consume a lot of biomass from the lower trophic level.
* If that biomass contains the pollutant, the pollutant will be taken up in large quantities by the consumer.
* Pollutants that biomagnify have another characteristic.
* Not only are they taken up by the producers, but they are absorbed and stored in the bodies of the consumers.
* This often occurs with pollutants soluble in fat such as DDT or PCB's.
* These materials are digested from the producer and move into the fat of the consumer.
* If the consumer is caught and eaten, its fat is digested and the pollutant moves to the fat of the new consumer.
* In this way, the pollutant builds up in the fatty tissues of the consumers.
* Water-soluble pollutants usually cannot biomagnify in this way because they would dissolve in the bodily fluids of the consumer.
* Since every organism loses water to the environment, as the water is lost the pollutant would leave as well.
* Alas, fat simply does not leave the body.
The "best" example of biomagnification comes from DDT. This long-lived pesticide (insecticide) has improved human health in many countries by killing insects such as mosquitoes that spread disease.
* On the other hand, DDT is effective in part because it does not break down in the environment.
* It is picked up by organisms in the environment and incorporated into fat.
* In others, however, DDT is deadly or may have more insidious, long-term effects. In birds, for instance, DDT interferes with the deposition of calcium in the shells of the bird's eggs.
* Even here, it does no real damage in many organisms (including humans).
* The eggs laid are very soft and easily broken; birds so afflicted are rarely able to raise young and this causes a decline in their numbers.
* This was so apparent in the early 1960's that it led the scientist Rachel Carson to postulate a "silent spring" without the sound of bird calls.
* Her book "Silent Spring" led to the banning of DDT, the search for pesticides that would not biomagnify, and the birth of the "modern" environmental movement in the 1960's.
* Birds such as the bald eagle have made comebacks in response to the banning of DDT in the US.
* Ironically, many of the pesticides which replaced DDT are more dangerous to humans, and, without DDT, disease (primarily in the tropics) claims more human lives.
Summary:
In order for a pollutant to biomagnify, the following conditions must be met:
1. The pollutant must be long-lived.
2. The pollutant must be concentrated by the producers.
3. The pollutant must be fat-soluble. | 1,719 | 909 | {
"id": "<urn:uuid:4c40eefd-3c45-41c6-9514-ccba015d41c8>",
"dump": "CC-MAIN-2017-30",
"url": "http://ogoapes.weebly.com/uploads/3/2/3/9/3239894/apes_-_exam__review_-_biological_magnification.pdf",
"date": "2017-07-20T12:45:55",
"file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549423183.57/warc/CC-MAIN-20170720121902-20170720141902-00481.warc.gz",
"offset": 229452367,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9990561604499817,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9991002082824707,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2375,
4243
],
"fw_edu_scores": [
3.390625
],
"minhash_cluster_size": 1,
"duplicate_count": 5
} |
Feed my sheep.
DAILY BIBLE READINGS
These readings are related to the Lectionary readings for this Sunday.
Sunday John 21:1-19
Jesus appears to the disciples
Monday Luke 5:1-11
Simon's catch of fish
Tuesday 1 John 4:7-21
Love for God
Wednesday Psalm 30
Joy comes in the morning
Thursday Revelation 5:1-14 The throne and the elders
Friday
1 Corinthians 15:1-11 Jesus appeared to his followers
Saturday Revelation 7:9-17 The Lamb who shepherds
Sunday John 10:22-30
Jesus promises life to his sheep
SCRIPTURE VERSE FOR THIS WEEK
Jesus asked a second time, "Simon son of John, do you love me?" Peter answered, "Yes, Lord, you know I love you!" "Then take care of my sheep," Jesus told him. John 21:16 (CEV)
SAY, PRAY, AND BLESS:
A Prayer for the Week:
We love you, Lord Jesus. Help us to care for others as you care for us. Amen.
Mealtime Prayer:
Bless this meal, O God, we pray, and bless us, too, throughout this day. Keep us safe and close to you, and kind in all we say and do. Amen.
A Blessing to Give:
May the Lord show you kindness. May God take away your sadness and fill you with joy. Amen. (Psalm 30:4-5)
© 2015 Milestones Ministry, LLC. All rights reserved.
APRIL 10, 2016 THIRD SUNDAY OF EASTER
CARING CONVERSATIONS
Discuss in your home or small group:
- Have you ever let someone down or been let down? Tell your story.
- How did Peter let Jesus down?
- In John 21:15-19, we read that Jesus asked Peter the same question three times. Why do you think he did this?
- Jesus gave Peter a new start. How has Jesus given you a new start?
- Do you find it hard or easy to give others a new start? Why?
DEVOTIONS
When Jesus appeared to the disciples after the resurrection, he directed them to fish on the other side of the boat after catching nothing all night. They immediately brought in 153 fish, a huge catch that reflected God's abundant love. Imagine how the abundant love of God has blessed your life. Make a list of these blessings. You might put each blessing on different fish-shaped pieces of paper. See how many fish you collect over the week.
SERVICE
While Jesus showed himself to be the Son of God and Lord of all by rising from the dead, he was still willing to serve his followers in humble, practical ways. In John 21, we read that he cooked his disciples breakfast! Follow Jesus' example this week by inviting someone into your home and preparing a meal.
RITUALS AND TRADITIONS
The fish has been used as a Christian symbol from the earliest times of the church. The Greek word for fish is "ixthus" or "icthus." In the Greek language, the five letters making up the word form an acrostic for "Jesus Christ is God's Son, the Savior." The first letter (i) represents the name "Jesus" in Greek; the second letter (x) the title "Christ"; the next two ("thu" in English) "God's Son"; and the final letter (s) the word "Savior."
Many early Christians were put to death for practicing their faith, and so worshiped secretly in homes. A fish painted on the outside door of a house let other Christians know that they would be safe and welcome inside. Make up an IXTHUS symbol to display in various places in your home as a sign of your faith in Jesus your Savior. | 1,422 | 806 | {
"id": "<urn:uuid:88478408-9aca-41ea-93d0-11147488da7b>",
"dump": "CC-MAIN-2017-30",
"url": "http://ctkelc.org/wp-content/uploads/2015/08/TFH-20160410-COLOR.pdf",
"date": "2017-07-20T12:48:01",
"file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549423183.57/warc/CC-MAIN-20170720121902-20170720141902-00482.warc.gz",
"offset": 77084233,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9943028688430786,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9943028688430786,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3212
],
"fw_edu_scores": [
2.09375
],
"minhash_cluster_size": 2,
"duplicate_count": 5
} |
Effective from: 10 May 2017
Review due: 31 March 2019
Digital Technologies Policy
Digital Technologies Definition
Digital technologies are electronic tools, systems, devices and resources that generate, store or process data. These includes social media, online games and applications, multimedia, productivity applications, cloud computing, interoperable systems and mobile devices.
Overview
Koonwarra Village School values the learning opportunities that engagement with the internet provides. It facilitates the exploration of topics, connection with others and development of new skills in ways that are becoming standard practice in our society. We believe it is important that students are provided with regular and ongoing opportunities to develop their skills and understanding of the online world so that they can be creative, thoughtful, empowered users of this space.
Implementation Guidelines
* All children and staff at our school will have access to the internet.
* We will help children to develop the skills necessary to filter, analyse, interpret and evaluate online content.
* The School Coordinator will liaise with staff and technical support technicians to ensure all devices are running to a good standard with web filters at settings which are appropriate for the users' age levels.
KVS014_Digital Technologies Policy_v2
Effective from: 10 May 2017
Review due: 31 March 2019
* The school undertakes to ensure that information published on the Internet by children or the school meets legal requirements and standards of best practice within the community in relation to safety and decency.
* Student's access to online social environments will be supervised and moderated by a Key Mentor.
* All students shall be made aware of their responsibility for notifying their teacher of any inappropriate material so that access can be blocked.
* All staff shall be made aware of their responsibility to evaluate material and programs used in learning programs, prior to their use, to ensure they do not expose students to inappropriate content.
* The school's Digital Technologies program will include regular lessons with strategies to enable children to keep themselves safe online, understand online etiquette and what to do if they experience cyberbullying.
* Level 2-6 students and their parents will be required to sign a Digital Technologies Code of Practice annually which will be kept in the student's office file.
* Privacy of students, parents, staff and other users will be recognized and respected at all times. Information will be sought from families to determine which mediums they are willing to allow their child's image to be used. When it is necessary to identify students, only their first name will be used.
* KVS does not condone the use of violence for the purposes of entertainment in online material, games or social environments.
Related Documentation
Digital Technologies Code of Practice – Levels 2-6 Guiding Principles Behaviour Management Pathway
Photo & Impromptu Excursion Permission Form
Related Policies
* Behaviour Management Policy
* Bullying and Harassment Policy
* Privacy Policy | 1,365 | 585 | {
"id": "<urn:uuid:bd1ce82c-09cd-44d5-8b24-055284582a8b>",
"dump": "CC-MAIN-2017-30",
"url": "http://koonwarravillageschool.org/assets/digital-technologies-policy.pdf",
"date": "2017-07-20T12:39:44",
"file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549423183.57/warc/CC-MAIN-20170720121902-20170720141902-00484.warc.gz",
"offset": 167982508,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9971479773521423,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9971798062324524,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1314,
3153
],
"fw_edu_scores": [
2.65625
],
"minhash_cluster_size": 2,
"duplicate_count": 1
} |
ESL: bring on the pen pals
Eithne Gallagher describes how writing letters can open the classroom door to new and unknown cultures
Writing letters is a very meaningful way to teach children about language and the cultural conventions that are linked to language usage in our society.
Children enjoy receiving letters from their friends and are enthusiastic about writing responses. They want their letters to look good to their new friends and all of a sudden they grasp what editing, proof reading, and drafting is all about. They have a real sense of audience and a real sense of purpose. Children view letter writing to a person for what it is: something real. It is not a response to a book or a teacher-made work-sheet but rather a vibrant burst of reality that has come into the classroom.
With the arrival of that letter from abroad comes strong motivation on the part of the learner. The reason for doing what they are doing becomes immediately apparent to the child. Children, and especially ESL children, need confidence and motivation to write. They need writing tasks that are relevant to their interests and experiences. These tasks should involve them in writing about things with which they are familiar.
Pen pal writing opens the door of your classroom to the new and unknown cultures of a foreign international school and its students. It therefore provides a framework for teachers to explore and exploit the children's motivation for learning. Children can write with confidence about things they are familiar with and have an authentic purpose for doing so. ESL children can write their first letter of introduction in their mother tongue and a translation of it in English, sending out important signals of how we value their first language as much as English.
Pen pal letters can be used as a vehicle to get children to talk about their culture and traditions. They can also be used to teach and review content. Children have a real reason to share their science, math or social studies project with a pen pal – who will not know anything about it. Too often their audience, the teacher, their partner, their class, know all about what they are going to hear. This is not what happens in real life – we read because we want to find something out. We write because we want to inform.
We now know that if ESL children are to become effective writers they need to develop control over the written genres required by the mainstream curriculum. They need to understand the ways in which language changes according to context and purpose. Children who are literate in their own language may well be familiar with the specific features of various genres in their own language. However, genre is culture-specific so they need guidance on how to use the various genres in English.
Through pen pal writing children have the opportunity to explore the most common English genres. They can:
* recount
* describe
* report
* explain
* discuss
* argue
* write a procedure
* write a narrative
These texts contain different kinds of information and ideas. They are structured in different ways, use language differently and each text has certain individual features and conforms to certain patterns.
Competent first language users are familiar with these patterns, our ESL learners are not. In order for them to become successful writers, ESL children must have ample opportunity to develop their oral language. Teachers must also teach them the difference between the oral and written forms. Pen pal letters can be used as an authentic stimulus for such activities. They provide a real reason for children to share new knowledge with their peers.
International pen pal letters are a unique way of opening your classroom doors to a wide variety of cultures. They are also a fun way to engage children in exploring the most common English genres as well as offering opportunities for learning and revising mainstream content. Indeed, pen pal exchange between schools is a great deal more than letter writing.
Eithne Gallagher is an Elementary ESL teacher at Marymount International School, Rome. | 1,534 | 771 | {
"id": "<urn:uuid:bb1a3f20-7bda-4f3a-bc9a-d164c3bd42bd>",
"dump": "CC-MAIN-2017-30",
"url": "http://eithnegallagher.net/index_htm_files/Gallagher_5.3.pdf",
"date": "2017-07-20T12:32:10",
"file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549423183.57/warc/CC-MAIN-20170720121902-20170720141902-00486.warc.gz",
"offset": 99973990,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9971293210983276,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9971293210983276,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
4112
],
"fw_edu_scores": [
3.8125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
1.
Universal Academy Dehradun Session 2019-2020
Holidays Homework-Class4
Maths
Make a nice wall hanging on 3D shapes and paste the pictures of mathematician (any three) and write few lines on their inventions.
2. Do revision worksheet page no- 177, Q- 6, 7, 8, 11 to 14, 21 in class work notebook.
3. Learn and write tables 2 to 15 in the maths class work notebook.
EVS
1. Make a wall hanging on these themes with at least (3) Slogans along with a picture-
Roll No 1-10: "Water is Life" Slogans toSave Water.
Roll No.11-21:"Green Plants" Slogans toSave Earth.
Roll No.22-33:"Types of Plants" and write about its Feature.
SST
1. Make a project file on: Roll No 1-10: Seven pictures of India,Roll No.11-21:Any five states of Northern Plains,Roll No.22-33:Our India Note: Enhance your project with the pictures and diagrams.
* Dear Parents, for the next one month you will spend the vacation with your child let's make this period a fruitful and happy period for them.
* Allow them to help you in cooking. Let them make their own fruit salad or sandwiches.
Footnote:
❖ Parents are requested to submit the holiday homework on 1 nd July 2019, Timing: 10 am to 12 noon.
❖ If the holiday homework is not submitted on the due date 2 marks will be deducted.
❖ School will close on 24 th May,2019 and School will reopen on 4 th July,2019
❖ Holiday homework and Syllabus are also available on our school website for all classes, website: www.universalacademydehradun.edu.in
❖ For any school related activity update please browse our facebook page, facebook: https://www.facebook.com/uadehradun/
Datasheet PT1-Class 1 to 5
Session 2019-2020
| | Date | | Day | | I | | II | | III | | IV | V |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 18-07-2019 | | Thursday | | Comp | | Comp | | Comp | | Comp | | |
| 19-07-2019 | | Friday | | Eng | | EVS | | SST | | Eng | | |
| 22-07-2019 | | Monday | | EVS | | Eng | | EVS | | EVS | | |
| 23-07-2019 | | Tuesday | | Math | | Hindi | | Hindi | | Math | | |
| 24-07-2019 | | Wednesday | | Hindi | | Math | | Eng | | Hindi | | | | 1,227 | 679 | {
"id": "<urn:uuid:ca3d8e0c-7f2b-4d51-bba0-20df06a0ca60>",
"dump": "CC-MAIN-2019-39",
"url": "https://universalacademydehradun.edu.in/en-in/edu/public-files/download/hhw%20and%20datesheet%20pt1%20-class%204.pdf/en-in/",
"date": "2019-09-21T18:34:10",
"file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514574588.96/warc/CC-MAIN-20190921170434-20190921192434-00511.warc.gz",
"offset": 716793335,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9924418926239014,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9924418926239014,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2124
],
"fw_edu_scores": [
2.53125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
3/16/2018
Dear Childcare Provider:
This letter is being sent to make you aware of an increase in the incidence of Shigella disease in the Midlands region and provide information about this disease and the prevention of its spread.
What is Shigella?
* Most people with Shigella infection have diarrhea with watery or loose stools. Symptoms of high fever, stomach cramps or tenderness may occur. Severe complications in the intestines and other body systems may also occur.
Shigella is very contagious; just a small number of germs can make someone sick. People could get sick by:
* Getting Shigella germs on their hands and then touching their food or mouth. This may happen after:
o Touching surfaces contaminated with germs from stool from a sick person, such as toys, bathroom fixtures, changing tables or diaper pails.
o Changing the diaper of a sick child or caring for a sick person.
* Eating food that was prepared by someone who is sick with shigellosis.
Shigella bacteria may be present in the diarrheal stools of infected persons while they are sick and for 1 to 4 weeks afterwards.
Ways to Prevent Shigella Infections
* Dispose of soiled diapers properly.
* Disinfect diaper-changing areas after using them.
* Supervise handwashing of toddlers and small children after they use the toilet.
* Persons who are will with diarrhea should not prepare food for others.
* Avoid swallowing water from ponds, lakes, or untreated pools.
Cleaning Recommendations
* It is important to thoroughly clean and disinfect surfaces that might be contaminated.
* Clean hard surfaces that are commonly touched in your facility with a bleach solution. Use 1/2 cup bleach in 1-gallon of water to wipe down hard surfaces (doorknobs, sink knobs and faucets, toilet seats and handles, changing tables, etc.). Wear gloves for protection when handling chemicals.
* Bleach solution must be prepared fresh daily and have 5 minutes (disinfecting) surface contact time.
Exclusion Rules
Children or staff in out-of-home childcare or students in Kindergarten:
* Exclude until diarrheal symptoms are resolved for at least 24 hours, and at least 1 stool culture or culture independent diagnostic test is negative for Shigella.
* If antibiotics were prescribed, stool cultures must be collected 48 or more hours after the antibiotics are completed.
Students in Grades 1-12:
* Exclude until diarrhea has stopped for at least 24 hours, provided that the student has good hand hygiene and ability to self-toilet.
* A student with questionable or poor hand hygiene may be required to have at least 1 Shigella-negative stool culture and to be diarrhea-free for at least 24 hours prior to returning. If antibiotics were prescribed, stool cultures must be collected 48 or more hours after the antibiotics are completed.
A complete copy of the exclusion list can be obtained at http://www.scdhec.gov/Health/ChildTeenHealth/SchoolExclusion/.
Additional information regarding shigellosis is available at http://www.cdc.gov/shigella/.
If you have any questions, please contact DHEC at 803-898-0861.
Sincerely,
Linda J. Bell, M.D., Director Bureau of Communicable Disease Prevention and Control State Epidemiologist
Fact Sheet Attached: "Does your child have diarrhea?" | 1,414 | 699 | {
"id": "<urn:uuid:0faf199d-6815-4655-82df-95dd39db6655>",
"dump": "CC-MAIN-2019-39",
"url": "https://scchildcare.org/media/57058/Shigella_Child_Care_Letter-2018March16.pdf",
"date": "2019-09-21T18:04:11",
"file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514574588.96/warc/CC-MAIN-20190921170434-20190921192434-00512.warc.gz",
"offset": 657995106,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9968310594558716,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9971556067466736,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1958,
3252
],
"fw_edu_scores": [
2.6875
],
"minhash_cluster_size": 1,
"duplicate_count": 4
} |
My 4-H Cloverbud Rabbit Record Book
Name
Club Name
Age (as of Sept. 1)
Years In 4-H
Years In This Project _
Date Record Book Started
Date Completed
Parent's Signature
Date
Things I plan to do and learn this year:
Draw or place a picture of you and your rabbit.
History and Characteristics
A. A male rabbit is called a buck the female is called a doe and the young are called kits.
B. It takes 28 to 32 days from the time the doe is pregnant until she gives birth.
C. A nesting box filled with straw is placed in the doe’s hutch so she can make a nest before giving birth (called kindling ).
D. The number of young in a litter may vary from 4 to 10 kits.
E. Adult rabbits need to have separate hutches.
F. There are more than 40 breeds (kinds) of rabbits.
G. You must use care when handling your rabbit. Rabbits can scratch when they don’t feel safe. Learn how to pick up and carry your rabbit safely.
Draw or place a picture of you and your rabbit.
My rabbit's name is
Is your rabbit a buck or a doe?
How old is your rabbit?
Information about Your Rabbit
Rabbit's Name:
Sex:
Color of Eyes:
Coat Color:
Special Markings:
Hair Length: Long
Short
Rabbit's Age:
Date of Birth:
Write a short story about where you got your rabbit.
Draw or place a picture of you and your rabbit.
Feeding your Rabbit
Rabbits need to be fed a balanced diet and fresh water everyday. The pellets that rabbits eat are made from alfalfa and grain. Do not overfeed your rabbit. Don't leave uneaten food in the dish day after day. Store the food away from sunlight and moisture to keep it fresh. Clean the food and water dishes often to keep your rabbit healthy.
What is the name of the food you feed your rabbit?
What are the ingredients?
What nutrition does it contain?
How much do you feed your rabbit a day?
A bag of feed costs
and weighs
Draw or place a picture of you feeding your rabbit.
My 4-H Rabbit Project Story
This page is your Project Story. You should write your story about your learning experience with your project rabbit. You will want to include what your rabbit has taught you, why you enjoy your rabbit, and how you show your rabbit love. Include details about any shows or exhibits you went to, and ribbons or awards you won.
Member's Signature
Date
Leader's Signature
Member's Signature
Date
Leader's Signature
Date
Programs and activities of the Cooperative Extension are available to all potential clientele without regard to race, color, sex, national origin, or handicap. | 1,034 | 590 | {
"id": "<urn:uuid:b986cedf-441f-42e7-bd21-d0353e2d8b52>",
"dump": "CC-MAIN-2019-39",
"url": "https://sfyl.ifas.ufl.edu/media/sfylifasufledu/brevard/doc/4-h/Cloverbud-Rabbit-Project-Book.pdf",
"date": "2019-09-21T17:10:28",
"file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514574588.96/warc/CC-MAIN-20190921170434-20190921192434-00518.warc.gz",
"offset": 649633584,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.987558643023173,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9977946877479553,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
271,
1048,
1310,
1915,
2371,
2532
],
"fw_edu_scores": [
3.640625
],
"minhash_cluster_size": 7,
"duplicate_count": 2
} |
ALGEBRA
Worksheet D
1 Find the binomial expansion of each of the following in ascending powers of x up to and including the term in x 3 , for | x | < 1.
a (1 + x) − 1
e 3 1 x
b (1 + 1 2 ) x f 2 1 (1 ) x
c 2(1 + x) − 3 g 4 1 4(1 ) x
d (1 + 2 3 ) x h 3 1 x
2 Expand each of the following in ascending powers of x up to and including the term in x 3 and state the set of values of x for which each expansion is valid.
a (1 + 1 2 2 ) x
b (1 − 3x) − 1
c (1 − 1 2 4 ) x −
d (1 + 1 x ) − 3
2
e (1 − 1 3 6 ) x
f (1 + 1 4 x ) − 4
g (1 + 3 2 2 ) x
h (1 − 4 3 3 ) x −
.
3 a Expand (1 − 1 2 2 ) x , | x | < 1 2 , in ascending powers of x up to and including the term in x 3
b By substituting a suitable value of x in your expansion, find an estimate for 0.98
c Show that 0.98 = 7 2
10 and hence find the value of 2 correct to 8 significant figures.
4 Expand each of the following in ascending powers of x up to and including the term in x 3 and state the set of values of x for which each expansion is valid.
a (2 + x) − 1
b (4 + 2 ) x
1
c (3 − x) − 3
d (9 + 1 2 3 ) x
e (8 − 1 3 24 ) x
f (4 − 3x) − 1
g (4 + 1 2 6 ) x −
h (3 + 2x) −
2
5 a Expand (1 + 2x) − 1 , | x | < 1 2 , in ascending powers of x up to and including the term in x 3 .
b Hence find the series expansion of 1 1 2 x x , | x | < 1 2 , in ascending powers of x up to and including the term in x 3 .
6 Find the first four terms in the series expansion in ascending powers of x of each of the following and state the set of values of x for which each expansion is valid.
a 1 3 1 x x
b 2 2 1 (1 4 ) x x
c 3 2 x
d 1 2 x x
7 a Express 2 (1 )(1 2 ) x x x in partial fractions.
b Hence find the series expansion of 2 (1 )(1 2 ) x x x in ascending powers of x up to and including the term in x 3 and state the set of values of x for which the expansion is valid.
8 By first expressing f(x) in partial fractions, find the series expansion of f(x) in ascending powers of x up to and including the term in x 3 and state the set of values of x for which it is valid.
a f(x) ≡ 4 (1 )(1 3 ) x x
b f(x) ≡ 2 1 6 1 3 4 x x x
c f(x) ≡ 2 5 2 3 2 x x
d f(x) ≡ 2 7 3 4 3 x x x
e f(x) ≡ 2 3 5 (1 3 )(1 ) x x x
Solomon Press
f f(x) ≡ 2 2 4 2 (1 2 )(1 ) x x x | 1,257 | 889 | {
"id": "<urn:uuid:b5632371-462d-4865-9916-a36548b9ac0f>",
"dump": "CC-MAIN-2019-39",
"url": "https://www.nlcsmaths.com/uploads/2/6/3/6/26365454/o4qalg_d.pdf",
"date": "2019-09-21T17:22:44",
"file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514574588.96/warc/CC-MAIN-20190921170434-20190921192434-00517.warc.gz",
"offset": 928172853,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9784675240516663,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9784675240516663,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2199
],
"fw_edu_scores": [
3.78125
],
"minhash_cluster_size": 7,
"duplicate_count": 0
} |
7
SEQUENCES AND SERIES
1 The third and fourth terms of a geometric series are 27 and 1 4 20 respectively.
a Find the first term of the series.
b Find the sum to infinity of the series.
2 The first three terms of a geometric series are (k − 8), (k + 4) and (3k + 2) respectively, where k is a positive constant.
a Find the value of k.
b Find the sixth term of the series.
c Show that the sum of the first ten terms of the series is 50 857.3 to 1 decimal place.
3 The second and fifth terms of a geometric series are 75 and 129.6 respectively.
a Show that the first term of the series is 62.5
b Find the value of the tenth term of the series to 1 decimal place.
c Find the sum of the first 12 terms of the series to 1 decimal place.
4 a Prove that the sum, Sn , of the first n terms of a geometric series with first term a and common ratio r is given by
b A geometric series has first term 2 and common ratio 2 .
Given that the sum of the first n terms of the series is 126( 2 + 1), find the value of n.
5 The first term of a geometric series is 18 and the sum to infinity of the series is 15.
a Find the common ratio of the series.
b Find the third term of the series.
c Find the exact difference between the sum of the first eight terms of the series and the sum to infinity of the series.
6 The sum of the first n terms of a geometric series is given by 5(3 n − 1).
a Show that the third term of the series is 90.
b Find an expression for the nth term of the series in the form k(3 n ) where k is an exact fraction.
A student programs a computer to draw a series of straight lines with each line beginning at the end of the previous one and at right angles to it. The first line is 4 mm long and thereafter each line is 25% longer than the previous one, so that a spiral is formed as shown above.
a Find the length, in mm, of the eighth straight line drawn by the program.
b Find the total length of the spiral, in metres, when 20 straight lines have been drawn.
8 The second and fourth terms of a geometric series are 30 and 2.7 respectively. Given that the common ratio, r, of the series is positive,
a find the value of r and the first term of the series,
b find the sum to infinity of the series.
10 A geometric series has common ratio r and the nth term of the series is denoted by un.
Given that u1 = 64 and that u3 − u2 = 20,
a show that 16r 2 − 16r − 5 = 0,
b find the two possible values of r,
c find the fourth term of the series corresponding to each possible value of r.
d Taking the value of r such that the series converges, find the sum to infinity of the series.
11 A geometric series has first term 4 and common ratio 1 2 .
a Find the eighth term of the series as an exact fraction.
b Find the nth term of the series in the form 2 y where y is a function of n.
c Show that the sum of the first n terms of the series is 8 − 2 3 − n.
12 The sequence of terms u1 , u2 , u3 , … is defined by
a Find u6.
b Find the smallest value of t such that the sum of the first t terms of the sequence is greater than 10 25 .
13 The sum of the first and third terms of a geometric series is 150. The sum of the second and fourth terms of the series is −75.
a Find the first term and common ratio of the series.
b Find the sum to infinity of the series.
14 Three consecutive terms of an arithmetic series are a, b and (3a + 4) respectively.
a Find an expression for b in terms of a.
Given also that a, b and (6a + 1) respectively are consecutive terms of a geometric series and that a and b are integers,
b find the values of a and b.
15 When a ball is dropped onto a horizontal floor it bounces such that it reaches a maximum height of 60% of the height from which it was dropped.
a Find the maximum height the ball reaches after its fourth bounce when it is initially dropped from 3 metres above the floor.
b Show that when the ball is dropped from a height of h metres above the floor it travels a total distance of 4h metres before coming to rest. | 1,652 | 1,019 | {
"id": "<urn:uuid:4e3a1483-8299-41eb-bbf5-79173f3498ea>",
"dump": "CC-MAIN-2019-39",
"url": "https://www.nlcsmaths.com/uploads/2/6/3/6/26365454/o2qser_e.pdf",
"date": "2019-09-21T18:00:08",
"file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514574588.96/warc/CC-MAIN-20190921170434-20190921192434-00520.warc.gz",
"offset": 946317246,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9982712864875793,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9982465505599976,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1973,
3974
],
"fw_edu_scores": [
4.15625
],
"minhash_cluster_size": 2,
"duplicate_count": 1
} |
Learning in Retirement (LIR)
SPANISH FOR TRAVELLERS I
COURSE OUTLINE
Program: Learning in Retirement
Course: Spanish for Travellers I
Taught by: Ioana Dimitriu
E-mail: firstname.lastname@example.org
Session: Fall Session I
Days: Tuesdays and Thursdays, starting September 5 th
Time: 6:00 p.m. – 8:00 p.m.
Location: Carleton University, Room 342, St. Pa t r ic k’s Bu ild in g
Spanish for Travellers I workshop is designed for beginner Spanish students.
1. Objectives
This introductory Spanish course aims at providing students with some of the grammatical and lexical elements that are essential for basic communication while travelling to the Spanish-speaking world.
2. Outcomes
By the end of this course, students should be able to complete the following tasks in Spanish:
* greet people;
* introduce themselves and their friends;
* give personal information, such as age, nationality and address;
* describe people, things, and the weather;
* get directions;
* express food preferences;
* talk about favourite activities and travel plans;
* refer to medical issues;
* ask the price;
* exchange opinions about accommodation and shopping.
3. Teaching Method and Materials
Designed after the task-based language teaching approach, the Spanish for Travellers workshops include a variety of oral activities—such as dialogues and role-plays in pairs and in small groups—which focus on specific travel-related communicative situations.
Vocabulary and grammar will be taught through slides. Audiovisual materials—listening and comprehension activities, maps, interviews and short documentaries about Hispanic countries—will include cultural components concerning different parts of the Spanishspeaking world.
4. Calendar of Topics (tentative)
| | Sessions | Proposed Topics |
|---|---|---|
| 1 | | |
| 2 | | Numbers |
| | | Dates and times |
| | | Stating the age |
| | | The verb TENER |
| 3 | | |
| 4 | | Talking about family members and friends |
| | | Describing people |
| | | Using adjectives |
| | | Expressing possession |
| 5 | | |
| 6 | | Describing a house |
| | | Shopping for souvenirs |
| | | Asking the price |
| | | The verbs COSTAR and QUERER |
| 7 | | |
| 8 | | Describing the weather |
| | | Favourite activities |
| | | Giving Directions |
| | | The verb IR |
| 9 | | | | 1,245 | 591 | {
"id": "<urn:uuid:f6e31801-053d-4ac5-81bd-d6b38541a827>",
"dump": "CC-MAIN-2019-39",
"url": "https://carleton.ca/linr/wp-content/uploads/Dimitriu-Spanish-for-Travellers-I-F19-Outline.pdf",
"date": "2019-09-21T18:04:32",
"file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514574588.96/warc/CC-MAIN-20190921170434-20190921192434-00519.warc.gz",
"offset": 416444518,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9921953082084656,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9939149022102356,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1450,
2345
],
"fw_edu_scores": [
2.53125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Research & Education Do hooked fish survive well when released?
Simon Conron, Marine and Freshwater Systems Platform, DPI R&D Division
Legal Minimum Lengths (LML) are one measure used by fisheries managers to ensure the fish stocks are not over harvested. These limits are aimed at protecting small fish, allowing them to grow and reproduce before they can be legally caught and thus ensuring future generations of fish. Anglers catching fish below the LML are required to return the fish to the water alive.
In Victorian waters over 30 species of fish are subject to LMLs, and in some fisheries, large numbers of under-sized fish are caught and released.
Recent creel surveys from the Gippsland Lakes showed that for every bream of legal size landed, more than five under-sized bream were caught and released. Similarly in Port Phillip Bay, creel surveys have indicated that 4 to 10 under-sized snapper are taken and released for every legalsized snapper caught.
Anglers are releasing under-sized fish in compliance with LMLs, but the released fish must survive for these regulations to have value. If the vast majority of these fish do survive, then the LMLs are effective as a stock protection measure.
There are no current estimates of the level of mortality for any fish species caught and released by Victorian anglers.
To generate these estimates fisheries scientists from DPI's Marine and Freshwater Systems Platform (the former MAFRI), with funding from Fisheries Victoria and the Recreational Fishing Licence Trust Account, are trailing methods to determine which is the best way to study the responses of under-sized fish to the catch and release processes.
The study is being conducted in Port Phillip Bay and in the Glenelg River, and will develop methods to assess the post-release survival of snapper and black bream respectively.
The project uses the "Reel Scientists" – our corps of expert anglers (see MAFRI Research and Education Note no. 542) – to catch the fish and transport them to holding cages, where their fate is monitored by Marine and Freshwater Systems' project staff.
"Our expert anglers also record the type of hook used to catch the fish and where the fish was hooked – in the mouth or deep in the throat – to see if these factors influence the survival rate," by Marine and Freshwater Systems' Project Leader, Mr Simon Conron says "
While still preliminary, the study has developed and successfully trialed methods for both black bream and snapper.
These tests were conducted over the last summer and determined the survival of hooked black bream and snapper.
"Happily for these under-sized fish, our initial results suggest they survive the catch and release process very well," Mr Conron says.
The "Reel Scientists" and DPI's project staff will be in the field this month to complete the winter trails for black bream.
"While these very early results are promising," Mr Conron explains, "we need to repeat these experiments with many more fish, before we can be certain of these results."
Further research is required before definitive judgements can be made about the whether the current management
21 August 2003 FN 0563 ISSN 1329-8062
Research & Education
Do hooked fish survive well when released?
measures for recreational fishing do protect small fish as they were intended to do.
For further information about this project please contact Simon Conron, at DPI's Marine and Freshwater Systems Platform on 5258 0111.
The advice provided in this publication is intended as a source of information only. The State of Victoria and its employees do not guarantee that the publication is without flaw of any kind or is wholly appropriate for your particular purposes and therefore disclaims all liability for any error, loss or other consequence which may arise from you relying on any information in this publication. | 1,592 | 781 | {
"id": "<urn:uuid:bf46b4cf-ec3a-4af1-a346-bb2000b2a449>",
"dump": "CC-MAIN-2019-39",
"url": "http://www.mesa.edu.au/seaweek2004/no563.pdf",
"date": "2019-09-21T18:18:12",
"file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514574588.96/warc/CC-MAIN-20190921170434-20190921192434-00520.warc.gz",
"offset": 281484029,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9974315166473389,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9982312321662903,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3191,
3877
],
"fw_edu_scores": [
2.34375
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Movement for meditation
All-School Meditating Sessions?
Meditation has been proven to help reduce anxiety and stress, and that is the main reason Spanish teacher Anna MakiBirchler wants to start offering allschool meditating sessions.
test,'" said Maki-Birchler, who also sponsors Yoga Club.
focusing in on something like that was a technique that all teachers could just remind kids of, I think that is where I can see schoolwide implementation," said assistant principal Kevin Kooi.
Students who are unaware of how to deal with anxiety and stress could find a way to deal with it through the practice of meditation, which helps relax and clear the mind as well as helping to improve the heart and body, according to Maki-Birchler.
Psychological Science. Not only does meditating help improve academics, but it also benefits the body by increasing empathy and compassion. A study done at Harvard Medical School indicated that participants who joined in an eight-week program of meditating an average of 27 minutes a day showed changes in the brain that dealt with memory, stress and self-awareness.
"Something has to be done. We need to teach our students the life skill of dealing with anxiety. I have students come back from college and tell me, 'I still meditate before taking a
People are often misinformed about the concept of meditation or simply don't take it seriously. Meditating is sometimes viewed as strictly religious or spiritual, but in reality it's up to the person's beliefs as well as their own mind and body.
"If you're new to meditating, I would definitely say to take it seriously, breathe deep and focus. It's really beneficial," said senior Bailey Ferrera.
Meditation has been proven to increase academic performance by helping with memory and reading comprehension, according to the Association for
Schools around the nation have begun to implement meditating sessions because it's been proven that meditation benefits a person's mental health and academic performance.
"If there were little techniques like taking deep breaths, and
2. Find a quiet and peaceful place to meditate.
1. Set a certain time during each day to meditate .
3. Begin with a comfortable but straight posture.
Tips to Meditate
4. Close your eyes and spend a few moments to focus and relax your mind .
6. Start on slow and easy stretches while still focusing on your breath.
Graphic by Leidy Venegas and Kelsey Bennett Source: The Art of Living
5. Concentrate on breathing in through your nose and out through your mouth.
Volume 9 Issue 3 Talon
Community Council, a group of teachers from all departments, and administration have been considering and discussing introducing school-wide meditation time and techniques to students, according to principal Clark Mershon.
Written by Leidy Venegas
7 | 1,142 | 576 | {
"id": "<urn:uuid:ebf2511e-3ec3-4111-b6d4-79a276be69dd>",
"dump": "CC-MAIN-2019-39",
"url": "https://www.missourijea.org/wp-content/uploads/gravity_forms/10-33ccf63f08d276a9003041de5c156016/2017/02/AOTYIGStaley1.pdf",
"date": "2019-09-21T18:13:49",
"file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514574588.96/warc/CC-MAIN-20190921170434-20190921192434-00520.warc.gz",
"offset": 931156538,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9986814260482788,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9986814260482788,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2822
],
"fw_edu_scores": [
2.59375
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Conscious Mind vs. Subconscious Mind
Although for many years there has been scientific debate as to how many parts of the brain there are, essentially for our intents and purposes, there are two parts to the brain. There is the conscious mind and the subconscious mind. These two parts are almost always communicating with each other and depend on each other to function properly, as they each serve different needs for whole body function, as well as your complete Well-Being.
The conscious mind handles all of the analytical, decision making functions. Your visual recognition, critical thinking and judgments, (right or wrong) are determined here. All things and ideas that are learned start here. Because there is only a small fraction of your memory stored here, short-term, once a thought is accepted, the information is then sent to the subconscious mind.
Think of your subconscious mind as being similar to a hard drive on your computer, which stores vast amounts of information. This is your Long-Term memory bank. The subconscious mind is responsible for many things. Its primary goal is security and safety of self, and it will do anything it needs to protect self and keep things running smoothly. It handles automatic functions of the body (such as breathing, circulation, digestive systems, etc.) that do not require thought. The subconscious takes direction from the conscious mind, because all initial thought begins here.
The subconscious mind also handles the functions of imagination, memories, and emotions. It is through these functions where the subconscious mind power resides.
Once the conscious mind accepts a thought, it goes into the subconscious mind. The first thing that happens is that the imagination amplifies the thought anywhere from 0-2500 times, depending on our reaction or emotions linked to it. This is why sometimes we take things and blow them out of proportion, or "make a mountain out of a mole hill".
Now remember that subconscious programming does not make decisions and analyze thoughts. That is the purpose of the conscious mind. This is why we use hypnotherapy procedures and hypnosis for accessing the subconscious mind. Through accepting new thoughts and suggestions, we can reprogram your subconscious.
Once it has validated itself through finding memories that justify the thought, the subconscious mind power will generate emotions attached to those thoughts and memories, which will in turn create new behaviors.
The whole process in hypnotherapy is to challenge or debunk the initial thought at a subconscious level, and then accepting a new thought. This will desensitize the imagination for that thought, it will compress those memories, eliminate or alter the emotions, and then behavior will change because you will feel differently about that new thought.
That being said, your Perception and your Belief of the complete success of your hypnosis sessions are a vital step to Achieving your goals!
Perceive + Believe + Achieve = Your True Well-Being | 1,114 | 575 | {
"id": "<urn:uuid:d268cdd0-117d-4491-9b9b-1a849c9f664d>",
"dump": "CC-MAIN-2024-33",
"url": "https://www.gohypnosiscenter.com/_files/ugd/66a09c_5d9be5e7777b33c95e81b566ebb2ca7f.pdf",
"date": "2024-08-12T00:20:29",
"file_path": "crawl-data/CC-MAIN-2024-33/segments/1722641023489.70/warc/CC-MAIN-20240811235403-20240812025403-00010.warc.gz",
"offset": 607696016,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9987648725509644,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9987648725509644,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3025
],
"fw_edu_scores": [
2.375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
SHASTA MOSQUITO & VECTOR CONTROL DISTRICT
Protecting public health since 1919
SWIMMING POOLS IMPACTED BY SMOKE AND ASH
The following guidelines are recommended for the maintenance of pools impacted by smoke and ash contamination or fire damage. Do not allow use of the pool until the following steps have been completed:
1. Clean skimmer baskets of debris and skim water surface of pool with pool net to remove floating debris.
3. Backwash and clean filter, discharging waste to municipal sanitary sewer only. If connected to a septic tank system, discharge the backwash to a pervious surface (gravel, lawn, open space) to allow for infiltration without erosion. Backwash to the storm drain system (alleys, driveways, streets, storm drains) and creeks is prohibited by law.
2. Brush sides and bottom of pool to loosen contaminants. Vacuum pool.
4. Check pH and adjust to between 7.2 and 7.8.
6. Ensure the recirculation system is operating properly by checking filter pressure and/or flow meter.
5. Check free chlorine level and adjust to minimum of 2.0 ppm.
7. Reopen pool to bathers when pH levels between 7.2 and 7.8 and free chlorine is at least 2.0 ppm and not more than 10 ppm.
9. Alternatively, a swimming pool service company may be contracted to clean the pool. Check for their business license and experience in servicing pools. Pool service operators likewise are prohibited from discharging backwash to the storm drain system.
8. Due to the amount of smoke and ash in the air, these steps may need to be repeated after cleaning the filters.
Deck Cleaning: Do not hose down the deck to storm drains. You may spray water lightly to minimize dust and ashes from becoming airborne, then use a stiff brush or broom to sweep up small amounts of ash and debris. A mop and bucket could also be used for cleanup. Large amounts of ash and debris may need to be cleaned by a professional hazardous material cleanup service.
Draining Pools: Draining of pools is not recommended. If you must drain the pool, contact the sanitation agency of your local jurisdiction for guidance. Never empty swimming pool water and/or chemicals to the storm drain. They must be drained to the sanitary sewer. Within the City of Redding call Industrial Waste at 530-224-6050. For unincorporated areas of Shasta County, call the Public Works department at 530-225-5661.
Mosquito Breeding: Pools with standing water could breed mosquitoes. Please call Shasta Mosquito & Vector Control Distirct at 530-365-3768 to have staff come and treat the pool appropriately until the power and pool recirculation system are restored.
Damaged Pool, Enclosure or Recirculation System: For pools that have had damage to the recirculation system, the pool enclosure, or the pool shell, contact a pool professional for evaluation. | 1,248 | 621 | {
"id": "<urn:uuid:bc640264-56bd-4f47-9224-077386bcb712>",
"dump": "CC-MAIN-2024-33",
"url": "https://cms3.revize.com/revize/shastamvcd/Documents/Resources/Publications/Print%20Materials/Pools-AshCleanUp.pdf",
"date": "2024-08-12T01:13:34",
"file_path": "crawl-data/CC-MAIN-2024-33/segments/1722641023489.70/warc/CC-MAIN-20240811235403-20240812025403-00011.warc.gz",
"offset": 134710172,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9973394870758057,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9973394870758057,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2800
],
"fw_edu_scores": [
2.171875
],
"minhash_cluster_size": 1,
"duplicate_count": 2
} |
Part A: ALL 7 th Grade students need to read:
The Circuit by Francisco Jimenez.
This book is required reading for all classes. There will be discussion and a teacher directed assessment over this book during the first weeks of school.
Part B: In addition to The Circuit all 7 th grade students need to read ONE book from the following list:
Al Capone Does My Shirts by Gennifer Choldenko
Crenshaw
by Katherine Applegate
The Worst Class Trip Ever
by Dave Berry
Walk Two Moons
by Sharon Creech
The War Between the Classes
by Gloria Miklowitz
Kim/Kimi
by Hadley Irwin
7 th Grade Summer Reading Writing Assignment
Writing in response to literature is a great way for students to organize their thoughts, check for understanding, and even generate ideas. Writing in a reading response journal allows students to better understand a piece of writing as well as give a personal response it. Each student will make ONE response journal for the book he/she chose to read from those listed in Part B. This will be turned in on the first day of school. This assignment is worth 50 points and will be evaluated on: correct format, accurate and complete summaries, thoughtful responses, grammar and mechanics, creativity of the cover, and neatness.
Follow these directions for completing your journal:
- Divide your book into five sections approximately equal in length. While sections do not need to have exactly the same number of pages, each section must begin with a new chapter. For each of these sections you will write one journal entry.
- For each entry, you will need one sheet of paper. Draw a line lengthwise down the middle of the page.
- On the left hand side of the paper, write a short summary (at least one or two paragraphs in length) explaining what happened in the section. Make sure your summary includes the beginning, middle, and end of the section.
- On the right hand side of the paper, you will write a response to your summary (at least two or three paragraphs in length). You may write about how you feel about what you have read or about experiences you may have had that were similar to the characters' experiences in the book. Some possible sentence starters are:
o If I were the character….
o A quote I liked or reacted to is…
o This reminds me of…
o This part is interesting/puzzling/challenging because…
o I now understand why/how/what…
o I was surprised by…
o Some questions I have are…
o I'm confused about…
- The pages should look like this, but you may use lined paper.
- Create a cover for your journal. This needs to include:
o the title of the book
o the author's name
o your name
o a picture of a scene from the book (you may draw it or make a collage using magazine pictures, or computer generated pictures. It should NOT look like the book cover. Be creative!
- Attach your cover to the journal.
- Your final product will be six pages in length.
Summary Response
Summary Response
- You must complete one entry as described above for each of the five sections of your book Please do not write on the back of your pages.
Have fun reading and completing your project. I am anxious to meet you in August! Mrs. Suzi Mohr | 1,282 | 683 | {
"id": "<urn:uuid:0929f69f-ea6a-4c8d-8786-fcf8a75e4423>",
"dump": "CC-MAIN-2017-39",
"url": "http://sja.us/assets/pdf/d7a-7th_Grade_Summer_Reading_2017.pdf",
"date": "2017-09-20T20:12:10",
"file_path": "crawl-data/CC-MAIN-2017-39/segments/1505818687447.54/warc/CC-MAIN-20170920194628-20170920214628-00707.warc.gz",
"offset": 318303737,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9975725213686625,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9972231984138489,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1251,
2893,
3167
],
"fw_edu_scores": [
3.75
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Hi Walt,
We are looking into engineered environments for coral. In your opinion, what is a more important threat to coral - temperature or acidity of water?
We are interested in your opinion
Thanks.
Hi (name withheld)
The answer to your question, both (acidification and global warming) pretty much have the same result and at about the same rate. Acidification and global warming seem to be increasing threats running on about the same time clock. However, global warming (if you will) does have unique immediate hot spots that can cause temporary bleaching events in a localized area or zone but seem to disappear as the "season" changes and the ocean returns to a normal temperature range. These events are isolated and temporary but can cause almost total reef die off that (in most cases) does recover over a period of several years as ocean temperature remains stable once again. Some scientist refer to these events as "forest fires". The hot spots are unpredictable and can move around from year to year while science continues to try and understand the sporadic cause.
So taking that aside from the general issue we do know that:
- Global warming is real and it will (eventually) have an overall effect on ocean temperatures worldwide which will cause a currently unknown amount of damage or retard the regeneration of the coral reef.
- Ocean acidification is real cause by increased release of co2 gases making the PH levels drop to an unsustainable level over a predictable period of time (opinion varies) if certain current industrial and individual practices do not change soon.
- Both threats seem to have the same parents which relate to human impact on the environment, over use of fossil fuel, deforestation just to name a few.
Since both threats are real and are on a similar timescale it is hard to point the finger at which is "worse" … death by strangulation or fire.
I am interested to know what you have in mind by an "engineered environment for coral". In my opinion there are several approaches that can be symbiotic to our desired result. On land we need to address the issue of our own human impact which in turn has an effect on the ocean environment. While addressing and correcting these issues immediately it is possible to predict a recovery but we are still unsure if it will be timely.
In the ocean we can address the issue of finding ways to make corals more resilient to change through genetics and recent discoveries relating to evolution and adaptation.
I believe that both approaches are necessary and pioneering efforts must be encouraged and supported in order to make a difference. I do not believe it is possible to change or correct the water chemistry of the ocean artificially simply because of its mass.
We must correct the cause while we continue to study and invest in ways to secure the result. We need to enlarge the breeding potential, pioneer evolution and be diligent in our observations and recording of it, create safe zones (ark's if you will) for posterity and develop a working model that can be carried out in every nation that host a coral reef. This work worldwide is still at the infant stage but we have the opportunity, based on what we already know, to take the success of our results in Fiji to a global level.
I hope that you can share the vision of how significant this working model can become in contributing to our coral reefs ability to evolve and respond to the challenge of change. We have the chance to participate in a wide scale project that will produce a platform of information that, so far, has not been achieved on this scale.
You may be interested to know that we are successful in our approach to creating more MPA and LMMA in Fiji and I have a paper I am currently working on that will better illustrate the realities of utilizing this sort of area in our program. I am eager to share this with you once it is complete by the end of this week.
I hope we can continue this stimulating dialog and I look forward to your comments. Kindest regards, Walt | 1,555 | 795 | {
"id": "<urn:uuid:ee18d4be-8e96-4504-b57f-733e5735a591>",
"dump": "CC-MAIN-2017-39",
"url": "http://reefproject2.com/ThreatToCoral.pdf",
"date": "2017-09-20T19:53:23",
"file_path": "crawl-data/CC-MAIN-2017-39/segments/1505818687447.54/warc/CC-MAIN-20170920194628-20170920214628-00706.warc.gz",
"offset": 292679333,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9992761810620626,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9992537498474121,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1751,
3622,
4050
],
"fw_edu_scores": [
2.015625
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
In years 10 and 11 pupils follow two accredited courses through the AQA examining board
This year is a transition year for English accredited courses. The "Entry Level Certificate in English" had its last entries last summer (June 2016). As we knew this was to be the last year it was on offer we fast tracked Year 10 (the present Y11) through the course with excellent results. Therefore, the present year 11 can concentrate on progressing through the "Functional Skills English" course as it is the last year it will be available at entry level:
- Entry level 1
- Entry level 2
- Entry level 3
- Level 1 (GCSE equivalent C – E)
- Level 2 (GCSE equivalent A – C )
"Step Up to English" replaces "Entry Level Certificate in English" so the present Y10 group will be working towards this accreditation alongside the "Functional Skills English" so that both year groups have the opportunity to achieve two English accreditations at the end of their final year.
"Functional Skills English" focuses on the aspects of reading, writing and speaking and listening, that are likely to be used on a practical, day to day basis. Pupils work towards the level most suitable for them and are entered for certification when tutors feel they are ready. There are three opportunities in the year for pupils to be entered.
Entry Level Certificate Step up to English
Entry Level Certificates are nationally recognised qualifications that give students the opportunity to achieve a certified award. The specification will encourage Entry Level students to develop the skills they need to read and understand a range of texts as well as to write clearly, coherently and accurately using a range of vocabulary and sentence structures.
The qualification can be tailored to students' needs through either Silver step or Gold step. Silver step is aimed at Entry 1 and Entry 2 students and Gold step is for Entry 3 students looking to progress to Level 1 Functional Skills or GCSE.
Component 1: Literacy topics
The aim of this component is to introduce students to literacy skills by:
*• offering familiar and engaging transactional topics based in the real world
*• structuring the topics so that they can be built up as a module of work over a number of sessions
*• giving students at this level a route into study through the accessible nature of spoken language.
Component 2: Creative reading and writing
The aim of this component is to engage students in creative texts and inspire them to write creatively themselves by:
*• reading two texts which could be fiction or literary non-fiction.
*• writing their own creative text, inspired by the topic they have responded to in Reading.
This component will assess AO1, AO2 and AO3 for Reading and AO5 and AO6 for Writing.
Reading and Writing are equally weighted with 30 marks available for each.
At Gold step one of the texts will be from the 19th century and the second text will be from either the 20th or 21st centuries.
Functional Skills English
This specification aims to ensure students have good communication skills in reading, writing, speaking and listening. It assesses whether students can use these skills in everyday situations.
This course helps students develop applied skills in English, enabling them to get the most from life, learning and work. Using separate tasks, it assesses:
- Reading
- Writing
- Speaking, Listening and Communication.
The course is suitable for those who can show the outlined skills at the appropriate level.
Students can take components of the qualification in different exam series or all in the same series. All components are assessed by controlled assessment, enabling teachers to assess students when they are ready. | 1,580 | 751 | {
"id": "<urn:uuid:e61d4ae6-6755-4610-bc62-01f86ee4c668>",
"dump": "CC-MAIN-2017-39",
"url": "http://stonehillschool.co.uk/wp-content/uploads/2016/09/KS4-Eng-overview-2016-2017.pdf",
"date": "2017-09-20T20:13:10",
"file_path": "crawl-data/CC-MAIN-2017-39/segments/1505818687447.54/warc/CC-MAIN-20170920194628-20170920214628-00707.warc.gz",
"offset": 334813285,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.998154491186142,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9986063838005066,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1720,
3717
],
"fw_edu_scores": [
2.109375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
10 Cents a Meal
$1
For School Kids & Farms
Help us provide schools with 10 cents a meal to purchase locally grown fruits and vegetables puts flavorful, locally grown fruits and veggies on the lunch trays of 10 schoolchildren for a day.
adds local produce for almost a week at a typical school.
provides produce for 100 kids. That's about four classes full of children.
$10
10 Cents a Meal for School Kids & Farms is a joint, two-year project of the Michigan Land Use Institute's farm to school program, the Traverse Bay Area Intermediate School District, and nine school districts in Antrim, Benzie, Grand Traverse and Leelanau counties.
$100
$50,000 a year, or $100,000 for the two-year project, will put local fruits and vegetables on the lunch plates of elementary school children three days a week in the fall, one day a week in winter, and two days a week in spring.
Participating school districts have pledged to match each 10 cents a meal provided by the fund with their own 10 cents from regular school lunch dollars. That means the $100,000 we raise for the two-year project actually will put $200,000 into the local economy.
10 Cents a Meal is also supported by the Northwest Michigan Food & Farming Network, a working group of the Grand Vision. The group has a big goal—for at least 20 percent of the food we eat in our region to be locally grown by 2020.
Go to utopiafound.org and click on Utopia Funds. Utopia will match 25 percent of the first $10,000. Or write a check to Utopia Gifts, with '10 Cents a Meal' in the memo, and mail it to Diane Conners, MLUI, 148 E. Front St., Traverse City, MI 49684
Schools have extremely tight food budgets, with only 20 to 30 cents per meal to spend on produce. This project will support schools in their efforts to buy and serve locally grown food. It's good for kids, and for the economy.
Many children eat up to two meals a day at school, where they're picking up lifetime eating habits. It's important they have great experiences with fruits and vegetables. Serving local food is delicious, and fun for the kids to get to know the farmers who grow their food.
TCAPS, Benzie County Central Schools, Frankfort-Elberta Area Public Schools, Suttons Bay Public Schools, Northport Public School, Leland Public School, Glen Lake Community Schools, Central Lake Public Schools, and Grand Traverse Area Catholic Schools.
10 Cents a Meal will be watched statewide. It puts into action one of the 25 recommendations of the Michigan Good Food Charter, which suggests that extra spending power in tight school budgets will help the economy while putting healthy food on kids' plates.
Want to organize a fundraiser for 10 Cents a Meal? Help secure grants? Contact Diane Conners, senior policy specialist in Food & Farming at the Michigan Land Use Institute.
email@example.com or 231-941-6584 ext. 16. | 1,308 | 652 | {
"id": "<urn:uuid:96e0d36e-f364-4c0b-90a3-aa5d925d5a98>",
"dump": "CC-MAIN-2017-39",
"url": "http://www.mlui.org/userfiles/filemanager/1518/",
"date": "2017-09-20T20:14:17",
"file_path": "crawl-data/CC-MAIN-2017-39/segments/1505818687447.54/warc/CC-MAIN-20170920194628-20170920214628-00709.warc.gz",
"offset": 523191870,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9983450770378113,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9983450770378113,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2856
],
"fw_edu_scores": [
2.265625
],
"minhash_cluster_size": 1,
"duplicate_count": 3
} |
Mr. Nicholas Ireland 7th Grade Bible: Old Testament
firstname.lastname@example.org
Course Description
In this course, we will trace the narrative of God's unfolding redemptive plan from His creation of the universe to the end of the Kingdoms of Israel and Judah. Our working outline for Old Testament history will follow the acronym, CASKET: Creation, Abraham, Sinai, Kings, Exile, and Temple (see www.casketempty.com for more information).
Goals
2. Students will develop a sense of the Old Testament timeline as it relates to what is going on in world history outside of the pages of the Bible.
1. Students should expect an understanding of the Old Testament that leads to sound application to their lives.
3. Students will become aware of universal biblical themes such as sin, redemption, deliverance, joy, consummation, covenant, obedience, and grace.
4. Most importantly, students will walk away with the understanding that their very lives, today, are a part of God's grand redemptive plan for His people and for the consummation of all His work.
Methods
Lectures will impart information that is vital to students' knowledge of the Old Testament. Integrated into these lectures will be discussions of the ideas found in the primary sources and historical context. Relevant illustrations will engage students' minds and hearts.
Code of Conduct
Very simply put by the Apostle Peter:
Honor Everyone. Love the brotherhood. Fear God. Honor the emperor. (1 Pt. 2:17)
Primary Text
The Holy Bible (English Standard Version)
Memory Work
We will memorize several key passages of scripture each semester. Each scripture will deal with a central theme in our studies.
Homework
Students will read key parts of the Old Testament in preparation for each class. Students should also be regularly reviewing and preparing for quizzes and tests and working on keeping memory verses fresh. Each day, first thing, students will copy their homework for the next class off the board in the classroom.
Grading
Grading will be on the points system. Each graded assignment will fall into one of the three categories: major assessments (tests, projects, most written assignments), minor assessments (quizzes, group work), and daily grades (reading checks, completion grades, active participation).
Parents
I strongly encourage parents to spend time with their children to train them to become young theologians. I will always emphasize in this class the centrality of Christ's sacrifice to a proper understanding all of scripture. The gospel of Jesus Christ will permeate all our discussions.
Academic Integrity
Each student is expected to do his or her own work on each assignment. Misrepresentation of someone else's work as your own will carry serious consequences, which may include a zero on the assignment, a detention, or any response deemed appropriate by the administration.
As to getting help on an assignment, there are times when students need their peers' assistance on homework. This should be no problem as long as it is help and not the peers' answers. I want each student to strive towards his own understanding, but not in isolation from the class altogether. This should mean learning from one another on a regular basis. There is a difference between getting answers and getting help, and in this class we want to maintain that difference.
Missed work
If you miss class, it is your responsibility to find out what work you need to make up. Students should be ready to make up quizzes and missed work upon returning to class. A student has two days (per day missed) to make up any late work. Any late work on major assignments (tests/projects) will be penalized 11% per day that it is late. All missed work is recorded as an INCOMPLETE, which will register as a zero until made up. Exceptions can be made for special circumstances.
Please sign, detach, and return:
——————————————————————————————————————————
I have read and understand the syllabus for Old Testament
Student Signature: ___________________________________________________
Parent Signature: ____________________________________________________ | 1,717 | 856 | {
"id": "<urn:uuid:58beba8d-7794-4b47-9e29-d93591e17e6d>",
"dump": "CC-MAIN-2017-39",
"url": "http://westminsterknights.org/wp-content/uploads/2017/08/7th-Ireland-Old-Testament-Boys.pdf",
"date": "2017-09-20T20:06:50",
"file_path": "crawl-data/CC-MAIN-2017-39/segments/1505818687447.54/warc/CC-MAIN-20170920194628-20170920214628-00713.warc.gz",
"offset": 375720243,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9968945384025574,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9978533983230591,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2302,
4147
],
"fw_edu_scores": [
3.109375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Exposure to Early Evening Daylight in Spring Creates Teenage Night Owls
Chronic sleep restriction, which is common in adolescents, has been associated with poor school performance, mood changes, obesity, depression, and suicidal thoughts. Sleep onset is governed in part by the circadian timing system. Environmental cues such as light/dark patterns help synchronize circadian rhythms to the 24-hour solar day. LRC researchers investigated if prolonged exposure to daylight in the early evening hours in the lengthening spring day would result in sleep restriction in adolescents. Dim light melatonin onset (DLMO), a wellestablished circadian marker, was measured. Melatonin onset typically occurs about two hours prior to sleep times, so later DLMO results in later sleep times.
Method
Sixteen eighth-grade students from upstate New York wore the Daysimeter, a small, head-mounted device developed by the LRC, that measures an individual's exposure to photopic and circadian light (CL A ) as well as rest and activity patterns. Students wore the device for seven consecutive days in the winter (March 2009) and in the spring (May 2009).
A middle-school student gathers light exposure information with the Daysimeter
Researchers also collected sleep logs for one week and saliva samples at the end of each week (winter and spring) to determine their DLMO.
Further Information
Figueiro MG and MS Rea. 2010. Evening daylight may cause adolescents to sleep less in spring than in winter. Chronobiology International. 27(6): 1242-1258.
Project Sponsor
Results
Researchers found that the students were exposed to signifi cantly more circadian light in the spring evenings compared to winter, resulting in a delay in DLMO by an average of 20 minutes measured in one day in spring relative to one day in winter. Students' sleep logs also collectively showed a 16-minute average delay in reported sleep onset and a 15-minute average reduction in reported sleep duration.
The biggest impact on the delayed sleep patterns was a result of the extended hours due to seasonal change— not as a result of electric lighting after dark at home. The results of this study, combined with a previous study that showed that the lack of morning circadian light also delays DLMO, support the general hypothesis that the entire 24-hour pattern of light/dark exposure infl uences synchronization of the body's circadian clock with the solar day, and thus infl uences teenagers' sleep/ wake cycles. This study is the fi rst to relate fi eld measurements of circadian light exposures to a well-established circadian marker (the rise in melatonin levels) during two seasons of the year.
The fi gure above illustrates Log-CL A exposure values with associated standard error of the means (SEMs) between 06:00 and 23:00 h for winter and spring, subdivided into fi ve intervals: 1. morning light, 2. in-school hours, 3. winter early evening, 4. spring early evening, and 5. late evening. The differences in log-CL A values for each of the fi ve subdivisions are shown with their associated SEMs, and connected with solid lines for visual clarity. Log-CL A values for winter and spring were signifi cantly different during the fourth subdivision when there was differentially more daylight available in the spring evenings than during the winter evenings (p = .002, indicated by an asterisk).
United States Green Building Council (USGBC) Trans-National Institutes of Health Genes, Environment and Health Initiative (NIH-GEI), NIH grant # U01DA023822
www.lrc.rpi.edu/resources/newsroom/projectsheets.asp
Lighting Research Center, Rensselaer Polytechnic Institute • 21 Union Street • Troy, NY 12180 • (518) 687-7100 • www.lrc.rpi.edu | 1,708 | 815 | {
"id": "<urn:uuid:552b404c-cbca-4de1-a82e-e85ee8855960>",
"dump": "CC-MAIN-2017-39",
"url": "http://www.lrc.rpi.edu/resources/newsroom/pdf/2010/USGBCseasonalstudy_8511.pdf",
"date": "2017-09-20T19:53:45",
"file_path": "crawl-data/CC-MAIN-2017-39/segments/1505818687447.54/warc/CC-MAIN-20170920194628-20170920214628-00716.warc.gz",
"offset": 503519907,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9959377646446228,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9959377646446228,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3704
],
"fw_edu_scores": [
2.59375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
ICEBERGS
How do you calculate the volume of an iceberg?
Activity Time: 30 minutes
Background
Sea ice floats because as water freezes, the molecules expand and become less dense than the sea water. Less dense objects float. With icebergs, the density is not a lot less, however, as 8090% of icebergs are under water. Ice has a density of 0.92 g/mL and water has a density of 1.0 g/ mL. Students will discover how much ice floats above water and calculate its volume.
Directions
1. Freeze a rectangular or square pan with 2 or more inches of colored water.
2. After the water has frozen (it's an iceberg!), remove it from the pan and measure its height, length and width.
3. Pour cold water in the container to about 2 inches from the top.
4. Put the frozen iceberg in the container.
5. Mark and measure the height of the ice above the water.
6. Mark and measure the height of the ice below the water.
7. Use the measurements to calculate the total volume of the ice, the volume of the ice above water and the volume of ice below the water.
8. Calculate the percentage of ice that is above and below water.
9. Compare class results.
Discussion
* What was the volume of your iceberg? How did you calculate it? (Height x length x width)
* What was the volume of the iceberg above water and below water?
* How did you calculate the percentage above and below?
* In looking at the class results, calculate the average percentage of ice above and below the water for the whole class. How does it compare to 10-20% of icebergs are above water?
* How would you calculate the area of a disc of ice?
Assessment
Complete Assessment 4.3: How do you calculate the volume of an iceberg? (See Rubric 4.3 for scoring.)
Extension
Make an unusual shaped iceberg, float it, and calculate its volume.
Related Activities
* Rotating Icebergs, The Teaching Tank Discovery Book Two, Gordon Corbett and David Burgess, Captivation Press, 1998, p. 60. http://www.TeachingTank.com
* A Giant Cutaway Book Inside the Titanic, Ken Marchall and Hugh Brewster, Madison Press Books, 1997.
Materials
Per Group:
Frozen ice block (rectangular bowl or pan)
Food coloring
Water
Marker
Aquarium or clear rectangular container
Ruler
Vocabulary
Iceberg: mass of freshwater ice that is calved, or broken off, from a glacier or an ice shelf (a huge slab of permanent ice that floats on water).
Volume: in mathematics, the amoung of space occupied by a three-dimensional solid body.
ALIGNMENT TO NGSS:
Scientific and Engineering Practices
* Developing and using models
* Asking questions
* Planning and carrying out investigations
* Using mathematics and
* Analyzing and interpreting data
computational thinking
* Engaging in argument from evidence
* Constructing explanations
* Obtaining, evaluating, and communicating information
* Cause and effect
Crosscutting Concepts
* Systems and models
* K-5: ESS2.A; ESS2.C
Disciplinary Core Ideas
* 6-8: ESS2.A; ESS2.C; ESS3.A | 1,392 | 704 | {
"id": "<urn:uuid:5140f1c6-e618-4763-9c21-08b794e6cee7>",
"dump": "CC-MAIN-2017-39",
"url": "https://tornado.rsl.ku.edu/sites/default/files/Education/K-12/IceIceBaby/4.3-IIB_lesson.pdf",
"date": "2017-09-20T20:19:51",
"file_path": "crawl-data/CC-MAIN-2017-39/segments/1505818687447.54/warc/CC-MAIN-20170920194628-20170920214628-00715.warc.gz",
"offset": 724402223,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9943948984146118,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9943948984146118,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2955
],
"fw_edu_scores": [
4.71875
],
"minhash_cluster_size": 1,
"duplicate_count": 3
} |
2020-2021 School Year Curriculum Layout
Course Description:
Young Lions Jazz Conservatory (YLJC) is a unique after-school music enrichment program for students (between the ages of 9-18) who have a desire to improve their music skills beyond the scope of a typical school music program.
YLJC is a full school year (9 month) program that emphasizes group and individual teaching through ensembles 90 minutes per week. Performance opportunities are offered through these weekly sessions emphasizing leadership skills, teamwork, confidence building, and work ethic in several ways, including:
* Ensemble improvement via regular ensemble rehearsals and online classes.
* Collaboration and connection within the ensemble as well as in the greater community (i.e. opportunities to perform at Panama 66, San Diego Symphony, community events, private home concerts, festivals).
* Insight and inspiration through master classes with internationally recognized musicians and educators.
Course Objectives:
During the school year, students are required to:
* Learn and memorize ten standards ( 20 for upper division) from the American songbook per year (please see attached song selections on page 3).
* All instructors must provide sheet music for all students regardless of level during ensemble rehearsals.
* Complete a minimum of four transcriptions (32 bars or greater) per year. A total of eight for the upper division ensembles. At least two transcriptions must be from a different instrument other than the student's main instrument.
* Perform all major scales (major and minor for upper division) including all of the modes of the major scale.
* Identify chords and intervals through ear training exercises (10-15 minutes highly recommended per session). Major, dominant,minor, minor major, half diminished, full diminished, Augmented.
* Learn how to approach harmony by identifying the sound of each note in a chord, including the extensions. The sound of common notes that can be played through a chord progression. The sound of chord progressions through the different keys.
* Recognize the importance of singing, regardless of instrument.
* Develop tone/sound in the tradition of the great instrumentalists/vocalists, encouraged by active listening and transcriptions.
* Perform in a YLJC Wednesday night features, concerts, festivals, and recording sessions.
* Listen to and analyze recordings of the artist of the work being addressed in the ensembles.
*
Demonstrate how to convert a traditional jazz swing feel to various styles of latin music including Afro-Cuban, Latin Jazz, and Braazilian rhythms.
* Demonstrate how to perform in different odd meters including ¾, 5/4, and 7/4.
* Each student must compose at least one original composition per school year. Anything from a simple original melody over one or two chords or over a 12 bar blues, a 32-bar standard form, or other creative composition.
Method Of Instruction:
The method of instruction will consist of lectures, demonstrations by the instructor, Masterclasses, and group discussions. Primarily, the focus of each session will be on ensemble performance.
Jury Requirements for all students:
Juries will be required for ALLl students in YLJC and will occur twice a year, at the end of each semester.
* Artistic Director will be in attendance and will choose two songs from the required standards list.
* Students(including drummers) will be required to play all major scales
* Every student in the program will be required to perform a transcription.
* All materials must be memorized
2020- 2021 Song Selections To Be Memorized(Required by all):
* Blue Monk
* Take The A Train
* My Little Suede Shoes
* Doxy
* In A sentimental Mood
* Summertime
* Blue Bossa
* I Got Rhythm
* So What / Impressions
* Caravan
Upper Division:
* All The Things you Are
* Confirmation
* Con Alma
* Stablemates
* Joy Spring
* Just You Just Me / Evidence
* Invitation
* Stella By Starlight
* Along Came Betty
* Blue Rose
* Ladybird / Half-Nelson
* Indiana / Donna Lee
* Lady Be Good / Hackensack
* Just Friends
* Body & Soul
* How High The Moon / Ornithology
* For In One
* Love For Sale
* Round Midnight
* What Is This Thing Called Love / Hot House | 1,973 | 893 | {
"id": "<urn:uuid:2ee59a4e-4cd5-4389-b476-0a666315b3cf>",
"dump": "CC-MAIN-2022-33",
"url": "https://yljc.org/wp-content/uploads/2020/09/2020-2021-School-Year-Curriculum-Layout.pdf",
"date": "2022-08-08T20:34:48",
"file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882570871.10/warc/CC-MAIN-20220808183040-20220808213040-00173.warc.gz",
"offset": 976792432,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9899589618047079,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9938690066337585,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1304,
2913,
4209
],
"fw_edu_scores": [
2.5625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
LACDMH Mental Wellness Series Holiday Blues
What is holiday blues?
It's when you feel sad and lonely during the winter holiday period or other cultural holidays.
What are the symptoms of holiday blues?
Feelings of:
Thoughts of:
- Sadness
- Anxiety
- Guilt
- Irritability
-Anger
- Mood swings
- Missing family members and friends
-
Loneliness, like "I'm alone." Or "Nobody wants to be with me."
- Remembering negative experiences during past holidays
- Thoughts of dying
- Feeling stressed out.
Other symptoms may include:
- Loss of interest in personal appearance
- Crying spells
- Avoiding holiday festivities
- Loss of motivation or energy
- Change in sleep habits
- Change in appetite
- Use of drugs and alcohol
What should you do if holiday blues continue past the holidays?
Get support from:
- Family and friends
- Religious leaders
- Medical and mental health professionals
Avoid:
- Drinking too much alcohol
- Isolating from friends and family
- Overeating
- Dwelling on the past
- Focusing on what you don't have
- Spending money you don't have
- Putting too much pressure on yourself
It will be helpful to:
- Try to enjoy yourself
- Put aside differences between friends and family members
- Let others know of your obligations and plans
- Keep a positive attitude
- Have realistic expectations of the holidays
- Celebrate those that are meaningful in your life
- Appreciate your current life and your role
- Spend time with those who you care about and who care about you
- Volunteer your time to help others
Helpful Contacts
Los Angeles County Department of Mental Health (LACDMH)
Help Line – (800) 854-7771 (Press "2" for Emotional Support Line), 9 a.m. to 9 p.m., 7 days a week, available in multiple languages. Additional resources available at: http://dmh.lacounty.gov/resources
LACDMH GENESIS – (213) 351-7284. GENESIS provides field-capable mental health services to adults age 60 and over.
Los Angeles County Information Line – 211
Available 24/7 in multiple languages.
Adult Protective Services (APS) Elder Abuse Hotline: (877) 477-3646
L.A. Warmline – (855) 952-9276
10 p.m. to 6 a.m., 7 days a week, available in English and Spanish
For scheduling, please contact:
Lisa Nunn
email@example.com
(213) 351-7238
Reyna Leyva
firstname.lastname@example.org
(213) 637-0799 | 1,208 | 579 | {
"id": "<urn:uuid:8d28efe5-4a3c-4a18-b8f8-a7aef6faa5c3>",
"dump": "CC-MAIN-2022-33",
"url": "https://www.spa6homeless.org/images/PDFs/Holiday_Blues_Handout_2021.pdf",
"date": "2022-08-08T19:49:17",
"file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882570871.10/warc/CC-MAIN-20220808183040-20220808213040-00173.warc.gz",
"offset": 894086232,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9880467653274536,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9936643838882446,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1107,
2317
],
"fw_edu_scores": [
2.140625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
THEME
Connectedness
SUB THEMES
Understanding Others
Overview
Gardening is a recreation activity. The leadership journey may be compared to plants growing.
In this activity, Participants grow a plant from seeds or seedlings to give to someone else. The gift involves the care of the plant while it is growing. This caring is an act of service. Service to others is core to leadership and the building of interpersonal relationships.
Facilitators may use other gifts as the act of service for this learning activity.
vv vvavv
NOTES
The Plant Gift
Knowledge and skills
Beginning knowledge of others, developing empathy, service to others, understanding team and group dynamics, relationship building.
Resources
Seeds (e.g. herb seeds, fl ower seeds or vegetable seeds) • or seedlings
Dirt or potting mix •
Fertiliser (if needed) •
Garden gloves •
Trowel •
Pots (if needed) •
Watering can •
Leader Journal template •
PAGE
1
Discuss the leader's role in relation to service to others and self-leadership. Use the Leader Journal template.
vv vvavv
Ask the group to describe how the gardening exercise might be an act of service to others. The period of time to nurture the plants is discussed with the group.
vv vvavv
Over the next period of time Participants continue to water and care for the plants.
vv vvavv
Supply the group with a planting pot each or ask them to bring a pot from home. The other option is to plant a group garden on site.
vv vvavv
Demonstrate the planting of the seeds or seedlings. This is done in front of the group.
At the end of the designated time period, the nurtured plants are gifted to a person chosen by each individual.
vv vvavv
Activity extension ideas
Relate the experience to learning about the biology of growing plants.
Vvv vvavv
2
Supply the gardening equipment and seeds. Describe how each resource contributes to the plant's growth.
vv vvavv
Participants plant the seeds or seedlings and water them.
vv vvavv
Refl ection – Participants are asked to consider the self-leadership required to nurture and care for the plant, the time and effort required and how they felt in the act of service in gifting the plant.
vv vvavv
EROLPXE
CAFLITITA
The Plant Gift
Service to Others
NAME
HOW DO/DID THESE PEOPLE SERVE OTHERS?
Leadership is essentially an act of service. Just as the act of gifting a plant to someone is an act of 'leader service', so too are many of the day-to-day tasks we do for other people. Self-leadership and an ability to understand other people are essential to being able to lead others.
WHAT DOES SERVICE TO OTHERS MEAN TO YOU?
What tasks have you done for someone else yesterday or today? E.g. doing the dishes at home, making a cup of tea for a family member, showing someone how to perform a skill at a sports practice.
What could you do for another person that would help them in some way over the next week?
AL
HOW DO/DID THESE PEOPLE SERVE OTHERS?
4 | 1,318 | 688 | {
"id": "<urn:uuid:af4ed0ba-6645-4fb5-b725-17489c605b65>",
"dump": "CC-MAIN-2022-33",
"url": "https://sportnz.org.nz/media/2202/growing-leaders-1-5-plant-gift.pdf",
"date": "2022-08-08T20:22:01",
"file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882570871.10/warc/CC-MAIN-20220808183040-20220808213040-00178.warc.gz",
"offset": 484499692,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9887164235115051,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9906694889068604,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
934,
2212,
2914,
2956
],
"fw_edu_scores": [
3.53125
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Qualities of an Effective Speaking Voice: Evaluation Form
Communication consists of four broad areas: reading, writing, speaking and listening. In college, most emphasis is placed on writing and, by extension, reading. Too many people graduate without ever learning how to use their voices to maximum advantage, without knowing how to listen closely. This exercise will help rectify that.
Each member of the class will select a piece (at least a good-sized paragraph) to read. The reading should take 3-5 minutes. The pieces should be ones that the rest of the class is not likely to know by heart. When picking your piece, remember WIIFT: What's In It For Them.
All members of the class will get up in front of the class/room and read their pieces–back to. Why back to? Because people gain a surprising amount of information about your speaking by seeing your face–your expressions, your lips. So we're going to remove that prop, to make people judge you solely on your voice. And you have to project enough that your voice carries over your shoulder.
You will evaluate all of your classmates. They will do the same. These evaluations are for you and me. I will not share them 1 , so you can and must be honest. Realistically, everyone will not be awesome. That's OK. The purpose of the exercise is to help people realize things that they need to work on.
Also, take heart: some of the most compelling speakers in history did not have classically wondrous voices. They knew what they had and found ways to play up the strengths and minimize the weaknesses.
We will debrief after this exercise and listen to some famous speakers.
Evaluation Form on Back
1 I will not share the actual forms. But I am happy to talk with you about how you did and your classmates' reactions and perceptions.
Effective Speaking Voice EVALUATION FORM
Presenter's Name:__________________________ Date: ______________________________
Presentation Name: ________________________ Your Name: _________________________
Rate each speaker for the following six categories. Use a scale from 1 to 5, with 1 being the lowest and 5 the highest. Please include justification for your scores. Be kind but realistic. No one is perfect. But through hard work and knowing themselves, people can use their strengths and convert the mistakes to successes. Please explain your score for each.
Audibility: not simply loudness–adjust volume and force.
Pleasantness: variable rate, articulation, pronunciation. Shouldn’t be shrill, raspy, whiny, nasal.
Variety: fluctuates in rate, pitch, quality.
Animation: Rate, force, liveliness.
Fluency: Smooth flow of words.
Clarity: Easy to understand.
How would you rate the presenter and presentation? How could it improve? Be specific. | 1,142 | 602 | {
"id": "<urn:uuid:142f7631-239a-44fd-90b5-fd4dd19ed736>",
"dump": "CC-MAIN-2022-33",
"url": "https://static.spacecrafted.com/b9f9094d398943b9b8dd4b6ad900b0ac/r/aeef2f5fdf4143ce94ed359befe9f046/1/Lowman%20-%20Qualities%20of%20an%20Effective%20Speaking%20Voice--Evaluation%20Form--Updated%20Spring%202016.pdf",
"date": "2022-08-08T19:20:56",
"file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882570871.10/warc/CC-MAIN-20220808183040-20220808213040-00176.warc.gz",
"offset": 508182074,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9987441003322601,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9995057582855225,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1811,
2779
],
"fw_edu_scores": [
2.453125
],
"minhash_cluster_size": 2,
"duplicate_count": 1
} |
Sight Word Memory
Write your sight words on flash cards/small pieces of paper to play a memory game. Choose how many sight words you want to play with and write each sight word twice on different index cards (10 sight words= 20 cards). Flip all cards over to the back so you cannot see the words. Take turns flipping over two cards at a time. Have your child read both words. If the words match, keep the cards. If the words do not match, return the cards to the same place they were picked up from.
Sight Word Go Fish
Write your sight words on flash cards/small pieces of paper to play Go Fish. First, decide how many sight words to play with. Write each word twice on different index cards (10 words= 20 index cards). Distribute 3-6 cards per player. Place the rest of the cards in a deck in the middle of the players. Look at your cards, if you have a match read the word and place the pair in front of you. Take turns asking each other for a card that's in your hand. If the person you ask has the card, they will give it to you and that's a match. If they do not, you will choose from the deck.
Sight Word Rainbow Write
Give your child crayons, markers or colored pencils. Provide his/her sight word list and have your child practice writing the sight words in rainbow order! Here are some ways to try rainbow writing:
* Each word is a different color
* Each letter is a different color
* Draw all the colors on top of each other!
Shaving Cream Writing
Spray shaving cream in a designated area and have your child write words! You can tell them a word aloud to write or they can copy it. For easiest clean up, have your child do this activity on a cookie sheet, or while taking a bath! Q-Tips work great too if your child does not like to get messy!
Playdough Writing
Have your child roll their playdough into thin "snakes" to create letters! Read the word aloud or have them copy a word.
OR
Have your child make the playdough into a "pancake". Give your child a toothpick and have them write their sight words!
Sight Word Tower
Have your child write his/her sight words on plastic cups (1 word per cup). Have you child read the word. If correct, he/she can add it to the tower! Once all words are correct, knock the tower down and build it up again!
Sight Word Hide and Seek
Write an array of sight words on different index cards (you decide how many). Hide the words around the house and see how many your child can find and read! Challenge- time you child and see if they can beat their time.
Sight Word Bingo
On a piece of paper, create a 4x4 table. In each box, have your child write one of the sight words. Next, the family member will read the words one by one in random order. The student will use something to mark off the word you say. When he/she gets 4 in a row say "BINGO"! Finally, have your child read the words back to you.
Challenge: Create a 5x5 table, must get 5 in a row to call "BINGO"!
Sight Word SWAT IT
Tape index cards/post it notes with sight words on your fridge or lay them on the floor. Have your child use a fly swatter or a spatula to hit the word you read to him/her. Each time you say the word your child has to swat it!
Challenge: you be the swatter and have your child read the words for you to swat!
Chalk Sight Word Stomp
Write various sight words with chalk and put a circle around the words. Call out words and have your child stomp on the words!
Challenge: spread the words out and have your child jump from word to word! | 1,269 | 823 | {
"id": "<urn:uuid:949ab1b8-6f7b-4fa6-8c94-c8a43ed4ea05>",
"dump": "CC-MAIN-2022-33",
"url": "https://www.buffaloschools.org/cms/lib/NY01913551/Centricity/Domain/9033/sight_word_actvities.pdf",
"date": "2022-08-08T20:09:43",
"file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882570871.10/warc/CC-MAIN-20220808183040-20220808213040-00178.warc.gz",
"offset": 608769814,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9975264966487885,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9974227547645569,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1441,
2269,
3262,
3491
],
"fw_edu_scores": [
4.15625
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
EARTHQUAKE CLASSROOM ACTIVITIES
Identifying P- and S-waves on a seismogram
Students will learn to identify some features on real seismograms and/or use these seismograms to consider differences in arrival times of P- and S-waves at different stations.
Teachers' notes
Resources
Each group will need:
* Activity: Identifying features of a seismogram (The Kent, April 2007, earthquake)
Learning objectives
Students will:
* identify corresponding points on each of the seismograms for the arrival of the first P-wave and S-wave
relate the difference in arrival times of different phases to the relative distances travelled •
Figure 1 Seismograms from three stations, following the Kent earthquake in April 2007. BGS ©UKRI
EARTHQUAKE CLASSROOM ACTIVITIES
Notes
This could be done as a whole class using a projector, as an individual or small group activity using printed versions of the pdf downloadable resource sheet.
One side of the resource sheet gives the three seismograms, unmarked, so that students can identify the arrival times of P-waves and S-waves for themselves.
You could ask students to use estimated arrival times and estimated distances to calculate approximate values for the speed of P-waves and S-waves. The values they arrive at will depend on which station they choose: you could use this to discuss the relative effects of errors in estimation for small time differences versus longer time differences, or perhaps to consider whether you would expect the speed of one type of wave to be constant over the three paths.
You might also go on to consider Looking at data from several stations, which show differences in P-wave and S-wave arrival time as a means of estimating distance.
Task instructions
Identifying some features of a seismogram
Using printed versions of the downloadable resource sheet.
1 Which station did the seismic waves reach first?
Find the location of the earthquake and of each of the monitoring stations on a UK map. 2
Estimate the distance from the earthquake source to each of the stations. 3
Which waves always arrive first? 4
How does the difference in arrival time of P-waves and S-waves change as the distance increases? 5
| Station | Location | Latitude | Longitude | Sensor | Orientation | Bandwidth |
|---|---|---|---|---|---|---|
| EDISP | BGS offices Edinburgh | 55.924 | -3.179 | SEP | East | 15 sec-5 Hz |
| HHUK | Hailey Hall School, Hertford | 51.778 | 0.015 | SEP | East | 15 sec-5 Hz |
| STED | St. Edward's School, Poole | 50.74 | -1.96 | Guralp EDU | Vertical | 30 sec-10 Hz |
| Event date | Time | Magnitude | Latitude | Longitude |
|---|---|---|---|---|
| 28/04/07 | 07:18.08 | 4.3 | 51.1 | 0.9 | | 1,340 | 673 | {
"id": "<urn:uuid:2c32f95d-0357-4577-a1b7-7fe5643ec8aa>",
"dump": "CC-MAIN-2022-33",
"url": "https://www.bgs.ac.uk/?wpdmdl=41987",
"date": "2022-08-08T19:34:28",
"file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882570871.10/warc/CC-MAIN-20220808183040-20220808213040-00179.warc.gz",
"offset": 591145925,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9960947930812836,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9973549246788025,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
727,
2679
],
"fw_edu_scores": [
4.3125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
BA in Music Business
BRASS AND WOODWINDS
* Perform a piece of your choice. A piece composed as a solo for your instrument is preferred, but you may choose to play a piece you've played as part of a school group or group outside of school
* Bring 2 additional copies of your music for the committee
* Perform two major scales of your choice from this document
*
PERCUSSION
Play two of the following four items of your choice:
1. Snare drum
a. A solo or etude (may be rudimental or classical)
2. Mallets
a. A 2- or 4-mallet solo or etude performed on xylophone, marimba, or vibraphone
b. scales of your choice
3. Timpani; solo, etude, or excerpt
4. Demonstration of jazz drum set styles
VOICE
* Sing two prepared songs of contrasting solo repertoire (art song, aria, lied, folk song, spiritual, etc...).
* Songs should consist of two contrasting languages.
* All songs must be performed from memory.
* Songs should show potential, interpretive ability, and musicianship.
* No acapella or prerecorded music; an accompanist will be provided.
* If you will be submitting a recorded audition in lieu of coming to campus and cannot perform with an accompanist, it is acceptable to sing acapella
* Bring three copies of your music for the faculty and accompanist.
* Students should also be prepared to do a brief sight singing or ear training exercise with the faculty.
* Note that sight singing will not be required if you opt to submit a recorded audition, but faculty may request to meet via Zoom to work on some sight singing exercises with you.
STRINGS
* At least 6 minutes of prepared solo work, preferably music from two contrasting movements
* Bring 2 additional copies of your music for the committee
* Major scales through three flats and three sharps
* Sight reading
* Note that sight reading will not be required if you opt to submit a recorded audition, but faculty may request to meet via Zoom to work on some sight reading exercises with you.
PIANO
* Two selections of contrasting style periods, chosen from the classical piano repertoire
* A skill assessment that includes reading scale patterns, chords and sight reading
* Note that sight reading will not be required if you opt to submit a recorded audition, but faculty may request to meet via Zoom to work on some sight reading exercises with you. | 1,044 | 523 | {
"id": "<urn:uuid:984461cd-6462-4424-9b9e-4c8bbb45121a>",
"dump": "CC-MAIN-2022-33",
"url": "https://theatreandmusic.uic.edu/sites/default/files/BA%20in%20Music%20Business.pdf",
"date": "2022-08-08T19:53:23",
"file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882570871.10/warc/CC-MAIN-20220808183040-20220808213040-00182.warc.gz",
"offset": 533036190,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9981892704963684,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.998092532157898,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1549,
2321
],
"fw_edu_scores": [
2.03125
],
"minhash_cluster_size": 4,
"duplicate_count": 0
} |
| | LNF | LSF | PSF |
|---|---|---|---|
| Fall Benchmark Period | | | |
| Winter Benchmark Period | | | |
| Spring Benchmark Period | | | |
| | If the child does not respond within 3 seconds or |
|---|---|
| | responds incorrectly, say |
| That’s right. The sounds are /l/ /a/ /t/ or “lat’. | Watch me (point to the letter ‘l) /l/, (point to the letter |
| | ‘a’) /a/, (point to the letter ‘t’) /t/’. Altogether the |
| | sounds are /l/ /a/ /t/ (point to each letter) or ‘lat’ (run |
| | your finger fast through the whole word). Remember, |
| | you can say the sounds or you can say the whole |
| | word. Let’s try again. Read this word the best you |
| | can (point to the word ‘lat’). |
. It's a make-believe (point to the letter 'b' ) /b/, (point to the ) /m/. Altogether the sounds are /b/ /i/ /m/ (point to . Remember, it's a (point to each letter), or (run your finger fast through the whole word). Be sure (point to the word 'lat'). Point to Incorrect Response: If the child does not respond within 3 seconds or responds incorrectly, say (point to the letter 'l ) /l /, (point to the letter (point to the letter 't') /t/'. Altogether the (point to each letter) or 'lat' (run your finger fast through the whole word) . Remember, you can say the sounds or you can say the whole word. Let's try again. Read this word the best you (point to the word 'lat'). ). When I say
(one-second pause). Incorrect Response: If the student gives any other response, you say The sounds in "mop" are /m/ /o/ /p/. Your turn. Tell me the sounds in "mop".
| The sounds in “mop” are /m/ /o/ /p/. Your |
|---|
| say |
| If the student gives any other response, you |
| Incorrect Response: |
Total Corrects: ____________ Copyright © 2005 NCS Pearson, Inc. All Rights Reserved. w ww.aimsweb.com
. It's a make-believe (point to the letter 'b' ) /b/, (point to the ) /m/. Altogether the sounds are /b/ /i/ /m/ . Remember, it's a (point to each letter), (run your finger fast through the whole word). (point to the word 'lat'). Incorrect Response: If the child does not respond within 3 seconds or responds incorrectly, say (point to the letter 'l ) /l /, (point to the letter
Total Corrects: ____________ Copyright © 2005 NCS Pearson, Inc. All Rights Reserved. w ww.aimsweb.com
| word. Let’s try again. Read this word the best you | some or all of the sounds, say That’s right. The sounds are /l/ /a/ /t/ or “lat’. |
|---|---|
| you can say the sounds or you can say the whole | |
| your finger fast through the whole word). Remember, | |
| sounds are /l/ /a/ /t/ (point to each letter) or ‘lat’ (run | |
| ‘a’) /a/, (point to the letter ‘t’) /t/’. Altogether the | |
| Watch me (point to the letter ‘l) /l/, (point to the letter | |
| responds incorrectly, say | |
| If the child does not respond within 3 seconds or | Correct Response: If the child responds ‘lat’ or with |
| Incorrect Response: | | | 1,437 | 919 | {
"id": "<urn:uuid:2f913329-fa55-40ef-a96a-6141c13e925a>",
"dump": "CC-MAIN-2022-33",
"url": "http://matunuckreading.weebly.com/uploads/8/0/4/5/8045318/gradekelbooklet.pdf",
"date": "2022-08-08T19:50:25",
"file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882570871.10/warc/CC-MAIN-20220808183040-20220808213040-00184.warc.gz",
"offset": 31557301,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9757633606592814,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.982318639755249,
"per_page_languages": [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
149,
1402,
1810,
2930
],
"fw_edu_scores": [
4.125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Heritage Preschool Parent Corner
Poetry
Q
Q is for quail and a quilt for your bed
Letter of the Week
Q says 'qu' for queen and quail. It is always accompanied by its best friend "u"! The lowercase 'q' is often confused with b, d, and p!
Words & Feelings
There is: quiet, quirky, quivery, quarrelsome
Riddles, Rhymes & Opposites
1. The opposite of loud
3. The king is married to the
2. Ducks make this sound
Fun with Q
- Pretend to be ducks and quack around the room
- Play 20 Questions
- Make a quill pen
- Cut apples, oranges or a round pie into quarters
- Look for the queens in a deck of cards
- Make a quiche to eat
- Be very quiet
- Snuggle under a quilt
- Make a crown and then make tarts while being the Queen of Hearts
Alliteration
Quinn quickly caught his quacking duck.
Five Little Ducks and Five Little Quail
And met five quail that came their way. (Wiggle five fingers on left hand.)
Five little ducks went out to play (Wiggle five fingers on right hand.)
The five little quail went to get a snack, (Take left hand behind back.)
(Put right hand to mouth like a duck's bill and move fingers as imitating duck quacking.)
And the five little ducks went "quack, quack, quack!"
Q is for quack and quarter to spend
Q is for queen, with a crown on her head
Q is for quarrel you have with a friend
Hooray for Q, big and small— the quaintest, quirkiest letter of all!
"Quiet Time" or "Down Time" or "Special Time"
"God sent quail for the Israelites to eat." Exodus 16:13
being wound up and stimulus dependent. One thing that can help to slow down, get more in touch with themselves, their feelings and their own creativity, is spending quiet time alone every day.
There are many factors that go into children and adults
Even babies need quiet time alone. Once children get older, they can have alone time in their room with a few toys. Mostly, it is a time to play alone, without T.V. or others involvement. Never make alone time a punishment, that's why some people call it special time. We want the time they play by themselves to be as enjoyable as any other activity, and a natural part of a balanced life.
In fact, some parenting experts argue that we do our kids a disservice by not giving them the "gift of boredom." From the book, Simplicity Parenting:
We need to give our kids the gift of down time and yes, even boredom. When we give our kids those seemingly "empty" spaces of time, creativity and imagination have room to grow and flourish.
"Think of boredom as a 'gift.' … boredom is often the precursor to creativity. Think of a bridge between 'doing nothing' and the sort of deep creative play … The bridge is almost always paved with (the frustration of) boredom. 'I'm bored.' Now that is when something interesting usually happens."
Excerpted from: http://simplekids.net/theimportance-of-down-time/ and http:// www.homestarcenter.org/ | 1,188 | 733 | {
"id": "<urn:uuid:b0fca510-9300-432c-923b-af4f0b4414c5>",
"dump": "CC-MAIN-2019-09",
"url": "https://www.ccofm.com/hp_wordpress/wp-content/uploads/Parent-Corner-Q-Week-2015-2016.pdf",
"date": "2019-02-16T11:44:44",
"file_path": "crawl-data/CC-MAIN-2019-09/segments/1550247480272.15/warc/CC-MAIN-20190216105514-20190216131514-00593.warc.gz",
"offset": 788364920,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9985622763633728,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9985622763633728,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2894
],
"fw_edu_scores": [
2.8125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Chandlers Ford Newsletter
Dear Families,
Wow! Where has January gone! We've been so busy that it seems to have disappeared before our eyes.
January was full of bustle in the Nursery, with new families joining and children moving up to new rooms. It's wonderful to see how the children have settled into their new learning environments, gaining confidence and making good relationships.
Seasonally February is a month of Festivals including Chinese New Year, Valentines Day and Shrove Tuesday. We will be exploring how the children experience them in their own families and see them celebrated in the wider community.
If you are looking to increase your child's sessions in September, please could you let me know so I can let you know what availability we have to offer and to secure your place.
Winter is here and as it gets colder please provide hats, gloves and scarves as well as a nice warm coat. Also, can you please label these to avoid them being misplaced. Thank you.
Warm regards
Maryanne Strickland
Nursery Manager
www.yellowdotnursery.co.uk
@YellowDotChand
Positive ways to talk about the weather
* If it's COLD try saying…… Come and look out the front door! Can you see your breath? That means we need to wear our warm clothing today.
* If it's WINDY try saying….. Can you see the trees swaying in the wind? Today would be a great day to fly a kite.
* If it's SNOWING try saying….
WOW! Look at all those beautiful snowflakes. Lets go outside and see if we can catch some on our tongues.
* If it's RAINING try saying…
Rain is wonderful for plants and animals. It's a perfect day to jump in some puddles.
* If it's CLOUDY try saying….
The clouds are hiding the sun. Today would be a great day to look for shapes in the clouds.
Dates for your Diary
* Chinese New Year 5 th February; year of the Pig
*
Valentines Day
Thursday 14th February
* Pancake Day Tuesday 5 th March
* World Book Day Thursday 7 th March
T:023 80275723
Chandlers Ford Newsletter
Babies
This month the Babies have enjoyed settling into the Baby Room and meeting some new friends. They have also enjoyed some winter walks in our local community, up the lane, to the Church, to the lake and to Rhyme Time at the Library. The Babies have also enjoyed exploring farm animals and our nursery rhyme interest table. We have also made some play-dough and explored some messy activities; such as table top painting.
Toddlers
Toddlers have been exploring the winter weather by going out on lots of frosty walks, collecting natural materials and then freezing them to explore the next day. We have also made some winter coloured play dough and added in winter animals. The children used their imagination to pretend the play dough was water or ice for the animals to sit on. They have also taken a big interest in dinosaurs over the past week. We have been on a dinosaur hunt around the wooded area and made our own dinosaur foot prints in clay as well as enjoying lots and lots of dinosaur stories!
Transition
Transition have been exploring Winter by going for a winter scavenger hunt up the lane, looking for different signs of Winter such as holly, robins and brown leaves on the trees. We then followed this on by using the leaves to print with. Transition also planted some brussel sprout seeds after discussing their Christmas lunch! They also learnt about insulation in one of their Mini Professors sessions and how to keep warm and which material was the best insulator. The children have shown an interest in exploring the Winter small world tray, playing with the different animals such as penguins, whales and reindeer and making homes for them. This led to learning new Winter songs!
Kindergarten
This month Kindergarten have been focusing on our safety mascot, Candyfloss and keeping safe when at Nursery. The children have been focusing on hammering golf tees in boxes, and discussing the risks during this activity and how to keep us safe. Additionally, we looked at Winter and the seasonal changes, by going on walks and exploring the ice in the water tray. Next month, we will be exploring Valentines Day and Chinese New Year. | 1,540 | 898 | {
"id": "<urn:uuid:d48535a6-89c3-4078-b1d2-6f050f09c2be>",
"dump": "CC-MAIN-2019-09",
"url": "https://yellowdotnursery.co.uk/chandlers-ford-nursery/newsletters/February%20Newsletter.pdf",
"date": "2019-02-16T11:15:59",
"file_path": "crawl-data/CC-MAIN-2019-09/segments/1550247480272.15/warc/CC-MAIN-20190216105514-20190216131514-00595.warc.gz",
"offset": 1013265216,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9994061589241028,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9994163513183594,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1958,
4146
],
"fw_edu_scores": [
2.125
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
LAY UPS
LAY UP CONCEPTS
The layup is a shot that is taken close to the basket. Lay ups should be worked on from both the rightand left-hand sides. The layup is taken on the move, usually off the dribble or a pass. The name is derived from the action of shooting—that is, laying the ball off the backboard.
When practicing lay ups, emphasize the following:
* By using the right hand on the right side and the left hand on the left side, players can use their body to protect the ball from the defender.
* To attain maximum height on the jump, players should jump off the foot on the side opposite the shooting hand
* Players should convert forward movement into upward momentum by leaning back slightly, dropping the hips, and shortening the last two or three strides
* To set up the take-off foot, players usually take stutter steps during the last few dribbles or just before receiving a pass
* Players should concentrate on learning to pick up the ball with both hands.
LAY UP DRILLS
WALL SHOOTING
Player should have a basic level proficiency with the one-handed set shot before starting to learn the lay up, especially when learning with their weak hand. Player can develop proficiency with the weak hand by shooting one-handed set shots against a wall.
THE ONE-STEP LAY UP
The player starts from just in front of the basket in the following stance:
* The feet are parallel and shoulder-width apart
* The knees are bent
* The player is holding the ball; the shooting hand is behind the ball, and the off-hand is on the side of the ball
* The player concentrates on a point on the backboard
The player then takes a step with the inside foot (for example, the left foot on the right side) and shoots a layup.
Emphasise the following points:
* Step with the correct foot
* Simultaneously jump and drive the opposite knee upward
* Shoot with the correct hand using the correct arm motion
THE TWO-STEP LAY UP
To shoot a two-step layup, players back up one full step from the starting position for the one-step layup, and assume the triple threat position. They then take two steps and jump off the correct foot for shooting a layup.
Emphasise the teaching points for the one-step layup and the following:
* To prepare for the jump, make the second step shorter than the first
* Keep the ball in front—do not move it from side to side
THE THREE-STEP LAY UP
To shoot a three-step lay up, players position themselves three running steps from the basket (choosing a reference mark on the floor often ensures consistency). They then assume the starting position for the two-step lay up and shoot a lay up using three steps and no dribble. Shooting in this way is actually travelling, but it helps develop a running rhythm.
THE ONE-DRIBBLE LAY UP
This part of the teaching progression is identical to the three-step lay up except that the player adds a dribble that coincides with the first step. The key points of this sequence are as follows:
* Dribble the ball with the outside hand (i.e., the left hand when doing a left-handed lay up)
* The ball and the first step should hit the floor at the same time
* Pick up the ball by letting it bounce up into the dribbling hand. Trap the ball with the off hand, thus forming a good shooting grip with the hands
COMPLETE LAY UP OFF THE DRIBBLE
To perform the lay up off the dribble, players need to be able to take stutter steps to make it possible to arrive on the correct foot for shooting.
Concentrate on jumping off the correct foot using the following progression:
* Dribble on the spot, then shoot a one-dribble lay up
* Start at about 20 feet from hoop, and dribble toward the basket at half to three-quarter speed to shoot the lay up
BALL TOSS LAY UPS
Have player toss the ball to themselves, catch with a jump stop. The player then pivots, still in a triple threat stance facing the basket, and dribbles in for the lay up.
POWER LAY UPS (two-foot jump stop)
Power lay ups provide increased strength, protection, and control of the basketball when there is defensive pressure. A player makes a dribble move to the goal and about 2-3 feet from the basket, performs a jump stop. The player's shooting hand is behind the basketball when the shot is performed. The lay up is taken when both feet jump simultaneously. | 1,685 | 952 | {
"id": "<urn:uuid:51a33a41-9f14-48df-bbe4-1834bb47fdde>",
"dump": "CC-MAIN-2019-09",
"url": "http://www.emeraldlakers.com.au/wp/wp-content/uploads/2018/12/Lay-Ups.pdf",
"date": "2019-02-16T11:55:25",
"file_path": "crawl-data/CC-MAIN-2019-09/segments/1550247480272.15/warc/CC-MAIN-20190216105514-20190216131514-00594.warc.gz",
"offset": 353765894,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9958657920360565,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9961256980895996,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1899,
4288
],
"fw_edu_scores": [
3.140625
],
"minhash_cluster_size": 1,
"duplicate_count": 2
} |
AN INNOVATIVE APPROACH TO LANDFILL CAPPING
BACKGROUND
When landfills reach their capacity, they are typically covered (i.e., "capped") with layers of impermeable clay or plastic. ARS is investigating an innovative method to cap landfills using a combination of plants and compost to prevent precipitation from entering landfill wastes and forming undesirable leachates. The combination of bioreactive compost, which retains water and provides nutrients for vegetative growth, and vegetation selected for its ability to produce extensive systems that utilize water, achieves the same result of preventing precipitation from entering underlying waters. This 3 year study is designed to demonstrate the effectiveness of a vegetative cap. In addition to potential cost savings, the benefits of using vegetation and compost to cap landfills include:
- Minimizes the use of limited resources, such as geo-fabric and clay, while optimizing the use of sustainable resources, such as vegetation and compost.
- Does not require the use of elaborate equipment, maintenance, and monitoring, thereby reducing energy and maintenance costs.
- Increases the potential use of the property for parks or other beneficial uses.
- Enhances natural habitat and ecological environment.
An additional benefit that is being studied is the use of soil microorganisms to sequester methane and carbon dioxide present in the landfill, thereby reducing emissions of these powerful greenhouse gases.
Landfill capping systems reduce the quantity of water moving into and through underlying wastes. Water movement through the organic waste matrix creates leachate, and can result in contamination of ground water and surface water. The effectiveness of a cap design is based on the classical water balance equation based on the principle of conservation of mass:
Six study plots have been established to simulate a vegetative cap using vegetation (i.e., trees and understory), and varying compost/mulch soil mixtures. Plots are identical in all respects, except for the composition of the compost/mulch substrate, and vegetation. The pilot system will measure the volume of infiltrating precipitation that does not run off or evaporate, or is not captured by soil or transpiration. Landfill gas is piped into the plots to evaluate the extent of carbon sequestration occurring within the plots.
CROSS-SECTION
Each study plot consists of a gas distribution plenum (sandy-gravel) covered with a bioreactive layer of landfill cover soil mixed with compost. Lysimeters installed in each study plot are designed to capture infiltrating precipitation. Infiltrating precipitation is conveyed to water meters to measure volumes over time. A sub-base gravel mixture has been spread to form the base of each research plot. Landfill gas distribution piping is embedded into the base mixture.
Compost/soil mixtures have been selected based on laboratory studies that indicate optimum water-holding capacities. Vegetation has been selected for test plots based on their characteristics to maximize water usage. Each bioreactor prototype contains hybrid poplar trees and other mixed tree and plant species. | 1,329 | 600 | {
"id": "<urn:uuid:7c44327c-af9e-485d-a8aa-2c221e370a91>",
"dump": "CC-MAIN-2021-43",
"url": "https://www.ars.usda.gov/ARSUserFiles/80000000/CERCLA/PilotStudyPoster.pdf",
"date": "2021-10-23T09:30:13",
"file_path": "crawl-data/CC-MAIN-2021-43/segments/1634323585653.49/warc/CC-MAIN-20211023064718-20211023094718-00102.warc.gz",
"offset": 781145766,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9958726167678833,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9958726167678833,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3167
],
"fw_edu_scores": [
2.125
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Palm Beach County Extension, 559 N. Military Trail, West Palm Beach, FL 33415, 561.233.1725
How to Differentiate Silverleaf Whiteflies (Bemisia tabaci) From Other Whiteflies
Bill Schall, Commercial Horticulture Extension Agent June 1, 2016
Florida has about 65 of the 1,200 species of whiteflies found worldwide. The silverleaf whitefly (Bemisia tabaci) has a number of genetically different types called "biotypes." They all look identical, but are genetically different enough to create differences in the effectiveness of insecticides used for their control. Currently, our greatest concern is with the insecticide resistant Q-Biotype, followed by the B-Biotype. B-Biotype is suspected of also developing some insecticide resistance. The Q-Biotype originated from the Mediterranean region, where it is believed that intensive European vegetable production techniques may have selected for it. We can easily differentiate a silverleaf whitefly from other Florida whiteflies. However, biotype can only be determined through genetic testing called "biotyping." See the UF Schall factsheet on how to submit silverleaf whitefly specimens for biotyping.
Silverleaf whitefly are the most common whiteflies found on your tomato and cucurbit plants, and are the primary vector for insect transmitted viruses on tomatoes in Palm Beach County. The whitefly transmitted virus has destroyed hundreds of millions of dollars worth of food production worldwide. The adult insects are very tiny and look similar to size of the ficus whitefly, but much smaller than the rugose spiraling whitefly.
The three things that will help you differentiate silverleaf whiteflies from other whiteflies are:
1) Tiny Size: They are less than 1/25 th of an inch in length, and narrower in width.
2) Sharp Angle of Wings to the Sides of the Body: Many of the whiteflies we see have 2 wings that are on the same flat plane across their top surface. The silverleaf whitefly wings each angle downward on the sides to about a 45 degrees. They also have no dark or grayish coloring on them. Magnification is needed to see this.
3) Yellowish Coloring of the Insect Head and Body: This coloring, coupled with the size and wing orientation is very distinctive for this species. Magnification is needed to see this.
Size (1) Photo: UF Schall
Adult (2 & 3) Photo: UF Osborne
An Equal Opportunity Institution
Another new whitefly in Florida that might be confused with the silverleaf whitefly is the solanum whitefly (Asiothrixus antidesmae). The solanum whitefly is slightly larger, ranging from about 1/25 inch to 1/12 inch in length (compared to 1/25 inch for silverleaf whitefly), and the wings are not tilted downward as sharply when resting. The final nymph stage of the pepper whitefly has "fringe" around it, while the silverleaf whitefly does not. The body color is similar between the two.
Only silverleaf whiteflies need to be biotyped. See the characteristics below for differentiating between these two whiteflies.
Silverleaf Whitefly (biotype)
Solanum Whitefly (do not biotype)
Final nymph stage (no fringe) – look on leaf underside
Photos: UF Osborne | 1,395 | 718 | {
"id": "<urn:uuid:bda4bf3d-fdde-4e78-8756-56a52680f60a>",
"dump": "CC-MAIN-2021-43",
"url": "https://discover.pbcgov.org/coextension/horticulture/pdf/whitefly/Publication%203%20-%20final%20version.pdf",
"date": "2021-10-23T08:49:38",
"file_path": "crawl-data/CC-MAIN-2021-43/segments/1634323585653.49/warc/CC-MAIN-20211023064718-20211023094718-00104.warc.gz",
"offset": 296423374,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9925423264503479,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.993889331817627,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2391,
3158
],
"fw_edu_scores": [
2.390625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Curriculum Overview, Year 6
Term Two, 2021
English
Unit 3: Exploring news reports in the media.
Learning intention:
We are learning to evaluate the use of language in a news report (interview transcript) and how it influences the audience to accept a particular point of view about a topic.
Reading
Students can:
- use comprehension strategies to identify language features which influence meaning from news reports.
- understand the text structures of news reports and how information and details are presented in a news report to influence the reader's point of view.
- analyse the language features that represent ideas and events.
Writing
Students can:
- Use a variety of sentences, text connectives and cohesive devices to analyse and evaluate the purpose of the news report.
- Evaluate how the language features used by one participant in an interview are more effective in influencing an audience to accept his/her point of view
- use accurate spelling and punctuation
Science
- proofread and edit the final analysis of the news report interview making strategic changes to improve meaning, organisation, vocabulary, spelling and punctuation
Unit: Our changing world (Earth and Space Science)
Learning intention:
We are learning to investigate how sudden geological changes and extreme weather events can affect Earth's surface.
Students can:
- consider the effects of earthquakes and volcanoes on Earth's surface and how communities are affected by these events
- gather, record and interpret data relating to weather and weather events
- explore the ways in which scientists are assisted by observations
- construct representations of cyclones and evaluate community and personal decisions related to preparation for natural disasters
- investigate how predictions regarding the course of tropical cyclones can be improved by gathering data
Mr Dettrix – Unit: Energy and Electricity (Physical Science)
Mathematics
Number and Place Value
Students can:
- understand the rule of BODMAS and apply to equations to determine the answer.
- Use the four operations in a multiple step equation to determine the answer.
Fractions and Decimals
Students can:
* describe the use of integers in everyday contexts.
* locate integers on a number line.
Students can:
Money and Financial maths
- investigate and calculate percentage discounts of 10%, 25% and 50% on sale items.
Measurement and Geometry
Students can:
- investigating measurement problems involving area Chance and data interpretation
- determine the degree of angles without using a protractor, by using information known and provided about different types of angles.
Students can:
- Consider data and number patterns to investigate a pattern or determine the answer from the information presented.
Other Learning Areas HASS
Unit 2 – Global Citizens
To investigate the rights and responsibilities of Australian citizens today and the experiences of Australian democracy and citizenship for different groups in the past.
Health and Physical Education
Unit 4: Students recognise the influence of emotions and discuss factors that influence how people interact in new situations. Students investigate developmental changes and transitions, and explain the influence of people and places on identities.
Technologies
Unit 4: Hands Off!
To design a solution to an environment's security need and make an electrical device that is part of the solution. | 1,551 | 635 | {
"id": "<urn:uuid:c4ac04b5-4172-420e-8aac-17cf3078e2bf>",
"dump": "CC-MAIN-2021-43",
"url": "https://jimboombass.eq.edu.au/SupportAndResources/Documents/2021%20YEAR%206%20Term%202%20Curriculum%20Overview.pdf",
"date": "2021-10-23T07:21:03",
"file_path": "crawl-data/CC-MAIN-2021-43/segments/1634323585653.49/warc/CC-MAIN-20211023064718-20211023094718-00106.warc.gz",
"offset": 434116273,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9949453473091125,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9949453473091125,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3446
],
"fw_edu_scores": [
4.15625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
What You Can Do
While bigger changes can happen at the organizational level, there is plenty you can do in your own life to be more sustainable and be a better steward of the environment on a daily basis. In addition to the resources on the Energy and Water and Waste Reduction & Recycling pages on the Green Schools Initiative website, below is a list of actions you can take right now, today!
ENERGY
* Shut down your computer/monitor at the end of the day
* Turn off your computer monitor if it will not be used for 20 minutes
* Make sure all computers/monitors in the office are turned off at the end of the day
* Turn off projectors if they will not be used for 15 minutes
* Always shut off lights when leaving the room
* Turn off all lights when rooms are unoccupied
* When there is adequate daylight, use only some of the lights in the room
* Examples include televisions, DVD players, desktop printers, microwaves, cell phone chargers and coffee makers
* Unplug vampires! Certain electronics draw energy even when they are turned off
* Insulate your home
WASTE
* Keep the FOUR Rs in mind: Reduce, Repair, Reuse, Recycle
* Send/save documents and emails electronically instead of printing and filing them
* Save paper. Ask yourself: Do I really need to print?
* If you do have to print, make sure you print double-sided (duplex printing)
* Send newsletters/announcements to only one student in each family
* Establish a station to reuse paper that has only been printed on one side for scratch paper
* Use a reusable lunch bag, silverware, and containers
* Recycle paper, plastic, cardboard and aluminum
* Bring a reusable water bottle and coffee mug to school
* Repair or reuse items if you can before you recycle them or throw them away
WATER
* When washing your hands, lather with soap before you turn the water on
* Only run the dishwasher in the teachers' lounge if completely full
* If you find a leaky faucet or a running toilet, report it to a custodian
TRANSPORTATION
* Walk, bike, or carpool to school
* Fly less - try taking a train instead
* If you are in the market for a new car, buy electric! OPPD has rebates available.
FOOD
* Eat produce that is in season
* Eat more plants and less meat!
* Shop at the farmers' market to get local foods
* Cut food waste - or compost!
GET INVOLVED
* Encourage staff to incorporate Green Curriculum lessons
* Become a Green Champion - see GSI website for more details
* Direct students, staff, and parents to the Green Schools Initiative website
Count Us In
Visit Count Us In to learn about 16 steps for making the biggest impact. | 1,128 | 632 | {
"id": "<urn:uuid:fec86451-f352-4318-8af1-c84df1f91626>",
"dump": "CC-MAIN-2021-43",
"url": "https://www.ops.org/cms/lib/NE50000695/Centricity/Domain/168/OPS_2021WhatYouCanDo.pdf",
"date": "2021-10-23T08:42:57",
"file_path": "crawl-data/CC-MAIN-2021-43/segments/1634323585653.49/warc/CC-MAIN-20211023064718-20211023094718-00109.warc.gz",
"offset": 1057701610,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9954225420951843,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9952377080917358,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2138,
2587
],
"fw_edu_scores": [
3.359375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
sizing it up | nationwide children's hospital
Is your child's picky eating driving you crazy?
When it comes to dinnertime, you know all the tricks your child may play. Whether it's the old "sneakit-to-the-dog" routine, the "cringe and shudder" act, or the crossed arms combined with the "you've got to be kidding" look, you know they all mean the same thing: Your child is not thrilled about what's on his or her plate.
When this happens, don't fret. Dietitians at the Center for Healthy Weight and Nutrition at Nationwide Children's Hospital have the answers you need to deal with even the pickiest of eaters.
Parents should realize
that food isn't something
that should start a battle.
This month, Sizing it Up sat down with Nationwide Children's dietitian Lori Mooney to discuss kids' picky eating habits.
food every day, such as macaroni and cheese?
Q. What if a child simply refuses to try a new food?
Q. What's the first thing parents of a picky eater need to know?
when and where food is provided. This means not letting kids take over the eating habits of the whole family. Families need to have a meal schedule and stick to it.
A. Parents need to realize that food isn't something that should start a battle. You shouldn't use food to punish, bribe or reward your children. Using foods as a reward, especially sugary ones, makes a child want those foods that much more.
Q. Do you have any tips for kids who refuse to eat veggies and fruits?
A. A great way to get kids to eat their vegetables is to blend them and then put that puree in a sauce or soup. As for fruits and even some vegetables, a great option is to put them in smoothies.
Q. What about picky eaters who constantly want to eat the same types of
Q.What if your child is consistently not eating?
A. If you're concerned about your child's eating habits, if you think those habits are affecting his or her growth and development, or if you think certain foods are making your child ill, consult your primary care physician.
A. Kids eat when they're hungry, so if they won't eat something, don't force it. Plus, you may have to offer a food up to 15 times before a child tries it. Don't be discouraged if a child doesn't eat something. Offer new foods in small amounts and be patient and persistent, but not forceful. I think as parents, we sometimes offer too much to our kids. That can be overwhelming for them.
Q. What's the most important thing parents should know about feeding a child who's a picky eater?
A. It's a parent's responsibility to provide food for their child. You control what,
Lori Mooney is a registered and licensed dietitian at the Center for Healthy Weight and Nutrition at Nationwide Children's Hospital.
columbusparent.com
Visit our website to find out what food substitutions experts recommend, and for tips to get kids to try new things.
A. It's not necessarily a bad thing for kids to want one type of food, as long as it's reasonably healthy. The important thing is to offer that favorite food only once a day and to offer it with other foods. Also, try to do different things with that food. You don't want a child to eat only the same food at every meal, no matter what it is.
Q. What do you mean when you say parents should try to do different things with the food a child is attached to?
A. For instance, if a child is partial to breakfast foods, it's okay to have breakfast for dinner. In this case it's important to get a little creative to ensure that your child is getting the proper nutrients. Cook fruits or vegetables into pancakes or waffles for instance, and lose the powdered sugar. | 1,298 | 816 | {
"id": "<urn:uuid:2da7cfe1-2750-437d-89fc-91ae34ef9c28>",
"dump": "CC-MAIN-2014-35",
"url": "http://www.nationwidechildrens.org/Document/Get/44300",
"date": "2014-08-21T00:22:37",
"file_path": "crawl-data/CC-MAIN-2014-35/segments/1408500813241.26/warc/CC-MAIN-20140820021333-00233-ip-10-180-136-8.ec2.internal.warc.gz",
"offset": 504079082,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9990910291671753,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9990910291671753,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3624
],
"fw_edu_scores": [
2.703125
],
"minhash_cluster_size": 2,
"duplicate_count": 13
} |
Imagine you're a young couple excited about buying your first home – only to find out that one of you has a Social Security number tied to thousands of dollars of unpaid debt. Or you hear from the IRS that your child is listed on somebody else's tax return.
Stories like these have become more prevalent as children become a growing target of identity theft.
Identity theft has already become more costly than all of the other property crimes combined, including theft, burglary, and motor vehicle theft. Of the 13 million Americans whose identities were stolen in 2013, a growing number of the victims were children. According to a 2012 survey by the Identity Theft Assistance Center, 1 in 40 families with children under 18 had at least one child whose personal identity was compromised. The most common target for thieves is the child's Social Security number.
Why would anyone steal a child's identity? To begin with, the innocence of children works against them. Kids typically have no credit history or criminal record, so their identity can be useful to adults who have pasts they'd rather hide. Secrecy is another factor: because children don't make major purchases or use credit cards, no one is checking their credit histories, so often no one learns that their credit has been compromised by an identity thief for years.
Unfortunately, another factor that puts children at risk is the adults in their lives. They may have access to the child's personal records and they may share a last name, making it easier for them to use Social Security numbers or other information to set up a false identity. The Identity Theft Assistance Center survey found that 27 percent of victims know the individual responsible for the crime.
The fact that a victim may have been a minor when their identity was compromised doesn't make it any easier to repair the damage. Young adults often have to work for years to clear their credit histories or correct government database entries in order to get on with their lives.
Fortunately, parents can protect their kids by knowing the warning signs of identity theft and
1 / 2
taking steps to prevent anyone from accessing credit information about their children. According to the Federal Trade Commission, the signals that a child's identity may have been stolen include receiving calls from collection agencies or credit card companies, or offers for financial services, in the child's name. A child or family member may be denied government benefits because another account using that Social Security number already exists. The child may also be contacted by the Social Security Administration or the IRS for employment confirmation or to collect back taxes; parents may be told their child's information is already listed on another tax return.
If you suspect your child's identity may have been stolen, you can write to the consumer reporting agencies to request a free copy of any credit report that has been created for your child. You can also prevent credit problems in the first place by "freezing" your child's credit report. Thanks to a new law I cosponsored, the Child Credit Protection Act, parents and guardians can direct credit companies either to prevent searches of any account that has been created in the child's name, or to create an account and then freeze it. The freeze can be lifted when the child is old enough to apply for credit.
2 / 2 | 1,377 | 685 | {
"id": "<urn:uuid:2653030e-d3f0-4773-ad13-05812e2a2f34>",
"dump": "CC-MAIN-2014-35",
"url": "http://www.wausharaargus.com/index.php?view=article&catid=133%3Agovernment&id=4100%3Aidentity-thieves-can-target-kids&format=pdf&option=com_content&Itemid=276",
"date": "2014-08-21T00:24:03",
"file_path": "crawl-data/CC-MAIN-2014-35/segments/1408500813241.26/warc/CC-MAIN-20140820021333-00259-ip-10-180-136-8.ec2.internal.warc.gz",
"offset": 676900589,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9990115761756897,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9990373849868774,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2133,
3430
],
"fw_edu_scores": [
2.1875
],
"minhash_cluster_size": 1,
"duplicate_count": 4
} |
Your dental assessment for:
________________________
Diet:
Bones:
Eating style: Slow / Picky / Grazes / Fast
Jaw: Normal / Abnormal
Breath: Awful / Bad / Okay / Good
Ok Needs help
Plaque / tartar: 0 1 2 3 4
Pain / redness: 0 1 2 3 4
Pus: 0 1 2 3 4
Overall:
________________________
* No Dental work is needed
* Dental work is needed
Date booked:
Comments:
Vet/Nurse:
Periodontal disease is the most common disease affecting 80% of dogs and cats. The disease starts by plaque and bacteria attaching to the tooth, which causes the gingiva (gums) to become inflamed (gingivitis). Eventually this builds up to a hard tartar on the tooths surface and compromises the entire tooth and the surrounding gum and bone. If dental disease persists it can lead to other problems throughout the body as well as cause pain and swelling.
Just like annual vaccinations, routine dental checkups will help prevent serious health issues for your pet.
Signs of dental disease include:
* Bad breath
* Broken or lose teeth
* Extra teeth or retained baby teeth
* Abnormal chewing/eating habits
* Not wanting to eat
* Excessive drooling
* Discolouration or built up tarter on teeth
* Bleeding from the mouth or gums
OPENING HOURS
MONDAY—FRIDAY 8.30AM—5.30PM
SATURDAY: 8.30AM—12.00PM
EMERGENCY AFTER HOURS SERVICE
Email: firstname.lastname@example.org
Website: www.orangevet.com.au
Cat Dental Record Card
57 Molong Road ORANGE NSW 2800 Phone: 02 6361 8388 Email:
www.orangevet.com.au www.facebook.com/
email@example.com Website:
Your cat's teeth
Healthy Teeth and Gums: Minimal plaque and tartar on the tooth surface
Gingivitis: Plaque and slightly disagreeable mouth odor.
Early Periodontal Disease: Gum inflammation, swelling and moderate bad breath
Moderate periodontal disease: Pustular discharge, bleeding and bad breath
Advanced periodontal disease:
Bleeding gums, mobile teeth and severe bad breath
Comparison: Before and after dental treatment
Oral Assessment
Key to notations:
RD
Retained deciduous tooth
G
Gingivitis
FX
Fractured tooth
P
M Missing tooth
Periodontal disease
C Calculus (tartar)
Minimizing dental disease
There are a number of steps you can take to help maintain the health of your pet's mouth:
- Feed dry food- there are even some special diets designed to help keep your pet's teeth clean e.g. Hill's t/d diet
- Water additives that help to prevent plaque build up like Oxyfresh. Add to your pet's water daily.
- Brush your pet's teeth -you will need a special toothbrush, toothpaste, and a bit of patience while you train your pet to let you do this! Brushing teeth daily produces the best result.
If your cat already has significant dental disease it may require an anaesthetic to have dentistry performed by a veterinarian. After your pet has had its teeth cleaned it is a good idea to implement as many of the above techniques as possible.
Each of the above techniques helps to minimize the build up of dental disease. The more techniques you utilize the healthier your pet's mouth will be. Some pets will need their teeth cleaned under anaesthetic despite all the above techniques being used regularly, however it won't need to be done as often. | 1,664 | 804 | {
"id": "<urn:uuid:0832222b-0f8b-401f-bb70-622265625977>",
"dump": "CC-MAIN-2024-42",
"url": "https://orangevet.com.au/wp-content/uploads/2024/08/OVH-CAT-Dental-card.pdf",
"date": "2024-10-12T07:38:45",
"file_path": "crawl-data/CC-MAIN-2024-42/segments/1727944253879.21/warc/CC-MAIN-20241012051558-20241012081558-00656.warc.gz",
"offset": 375460560,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.988820344209671,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9953352212905884,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1612,
3286
],
"fw_edu_scores": [
2.234375
],
"minhash_cluster_size": 3,
"duplicate_count": 0
} |
ENGLISH FOR DENTISTS IN PRACTICE
PART SEVEN: LOOSE TEETH
VOCABULARY PRACTICE
Read the text below and complete it with the words from the table:
Question : What to do if you get a loose front tooth?
Answer: A loose front tooth is very normally seen in children. This is a normal 1)… phenomenon … when the permanent teeth are about to2)… erupt…. This however is not normal in adults, unless slowly happening with 3)… advancing ……age. If you are an adult with such a problem, you should definitely set up an appointment with a dentist.
Question: Can a loose tooth be saved? Or will it need to be removed?
Answer: Prognosis depends on the cause of the condition and on the 4)… severity …. of the problem. Whether or not treatment is possible will depend on how much gum tissue is left to hold the teeth in place. Grinding your teeth, often done at night, puts undue forces on the teeth. This in turn can make them lose. The prognosis is typically good as the grinding stops when one wears a 5)… night guard ….. to reduce the biting forces. A 6)… compression ….. to the mouth area can obviously damage the teeth- the trauma. The amount of damage 7)… varies … , but can lead to loss of teeth. And if a tooth is extremely loose, it is most likely that you lose it. The reason is that there is probably very little 8)…… foundation ………… left to hold it in place. It is pretty much impossible to replace lost gum and bone. An exception to this is when a tooth is knocked and made loose. In this case tooth may be 9)… salvageable …. if replaced and splinted for some time.
Question: What causes loose teeth?
Answer: One of the main factors in 10)… mature …… people is gum disease, which is an infection that influences the 11)… gingiva ……….. , or gums. Bruxism is also frequently related to this particular symptom because jaw 12)…knock……… and tooth clenching can contribute to dental mobility. Mouth injuries (particularly in sports) can also lead to the consequences of loose teeth and can be 13)… abrupt ..… enough to cause 14).. severe ……. tooth loss.
Look at the terms below and try to match them with their definitions
1. ___splinting_________: a process that connects teeth together hence creating a support system that will stop further loosening.
2. __flap surgery_______: this common surgery involves lifting back the gums and removing the tartar. The gums are then pushed back in place so that the tissue fits tightly around the tooth again
3. ___scaling_________: scraping off the tartar from above and below the gum line.
4. __periodontists___: are experts in the diagnosis and treatment of gum disease and may provide you with treatment options that are not offered by your dentist.
5. ___root planing_________: gets rid of rough spots on the tooth root where the germs gather, and helps remove bacteria that contribute to the periodontal disease.
6. __bone grafting_________: natural or synthetic bone is placed in the area of bone loss which can help promote bone growth | 1,250 | 691 | {
"id": "<urn:uuid:30b37d0e-f9be-4da1-b5c6-1c5978a3f858>",
"dump": "CC-MAIN-2024-42",
"url": "https://www.magazyn-stomatologiczny.pl/files/555.pdf",
"date": "2024-10-12T06:45:09",
"file_path": "crawl-data/CC-MAIN-2024-42/segments/1727944253879.21/warc/CC-MAIN-20241012051558-20241012081558-00659.warc.gz",
"offset": 739454321,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9992799162864685,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9992799162864685,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2986
],
"fw_edu_scores": [
3.78125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
steps Pray it Out | Goal: Lift of prayers, petitions, and praises
Key Words
English: Christ
Greek: Christos
Hebrew: Mawsheakh
Mawsheakh definition: Messiah
Messiah literal translation – Anointed One.
English:
Peter
Aramaic:
Kephas
Greek:
Petra (Stone/Rock)
Greek:
Petros (Large Rock/Mountain)
English:
Church
Hebrew:
Ekklesia
Greek:
Kirche
Hebrew:
Kuriakon
Entire Sanctification:
The act or process of being freed from sin or purified.
Key Scripture
Matthew 16:13-18
Now when Jesus came to the area of Caesarea Philippi, he asked his disciples, "Who do people say the Human One is?
They Replied, 'Some say John the Baptist, others Elijah, and still others Jeremiah or one of the other prophets.'
He said, 'And what about you? Who do you say that I am?'
Simon Peter said, 'You are the Christ, the Son of the living God.'
Then Jesus Replied, 'Happy are you, Simon son of Jonah, because no human has shown this to you. Rather my father who is in heaven has shown you. I tell you that you are Peter. And I'll build my church upon this rock."
Select 1 or 2 questions from each section of this guide to lead your group or house church in a discussion. Feel free to adjust as needed. Each section is designed to follow each video segment of the message.
Video Section #1: Explore the Topic Start it Out | Goal: Get people talking Video Section #2: Explore what God says about the Topic Talk it Out | Goal: Get the group talking about scripture.
Video Section #3: Explore what we do with the Topic Live it Out | Goal:
Choose a question to encourage next steps.
Pray it Out | Goal: Lift of prayers, petitions, and praises.
Start it Out | Goal: Get People Talking
* Have you ever had a Simon Peter moment where you immediately regretted something you said?
* How do you feel about the harsh response Jesus made to Simon Peter calling him Satan?
* Why do you think Jesus choose Simon Peter over every other disciple to build the foundation of his church upon?
Talk it Out | Goal: Get the Group Talking About Scripture
* What do you think the disciples' thoughts were when Simon Peter claimed Jesus was Christ, the Son of the living God?
* How do you think the other disciples felt when Jesus nicknamed Peter Rock and then said upon this rock, I will build my church?
Live it Out | Goal: Choose A Question to Encourage Next Steps
* What can you do daily, weekly, or even monthly to better Christ's community?
* How can you be a living stone in the vision Christ had for the church outside of the four walls of a building?
Pray it Out | Goal: Lift Up Prayers, Petitions, and Praises
* Pray together:
* Take time to share prayer requests, and spend time praying for our church, community, country, and world. Help the members of your group to feel invited and cared for. | 1,265 | 658 | {
"id": "<urn:uuid:8ad31b51-ecc1-4b6c-9bc8-c3425bc25785>",
"dump": "CC-MAIN-2024-42",
"url": "https://trinitynazarene.org/wp-content/uploads/sermons/2021/06/Upon-This-Rock-_-Talk-Sheet-6.20.21.pdf",
"date": "2024-10-12T05:40:36",
"file_path": "crawl-data/CC-MAIN-2024-42/segments/1727944253879.21/warc/CC-MAIN-20241012051558-20241012081558-00658.warc.gz",
"offset": 523356712,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9944354295730591,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9944354295730591,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2800
],
"fw_edu_scores": [
2.203125
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
25.10.2021
PROBLEM SET 1
1. A plastic panel of a area of 0.30 m 2 and thickness of 0.64 cm was found to conduct heat rate of 3 W at steady state with temperature of 24 °C and 26 °C on the two main surfaces. What is the thermal conductivity of plastic at 25 °C.
2. A refrigeration room has a cork board wall that is 6.1 m long, 5.5 m high and 0.46 m thick. The outside wall temperature is 20 °C and inside wall temperature -7.8 °C. The rate of heat flow through the wall is 105.48 W. Find the thermal conductivity of this material.
3. A heated sphere of diameter D is placed in a large amount of stagnant fluid. Consider the heat conduction in a fluid surrounding the sphere in the absence of convection. The thermal conductivity k of the fluid may be considered constant. The temperature at the sphere surface is Ts and the temperature far away from the sphere is Ta.
a) Establish an expression for the temperature T in the surrounding fluid as a function of r , the distance from the center of the sphere.
b) If h is the heat transfer coefficient, then show that the Nusselt number (dimensionless heat transfer coefficient) is given by
c) Nu= hD/k =2
4. The wall of a furnace comprises three layers as shown in the Figure. The first layer is refractory (whose maximum allowable temperature is 1400 °C) while the second layer is insulation (whose maximum allowable temperature is 1093 °C). The third layer is a plate of 6.35 mm thickness of steel [thermal conductivity =45 W/(m K)]. Assume the layers to be in very good thermal contact.
T
T
T
T
Figure. Layers in a composite furnace wall.
The temperature T0 on the inside of the refractory is 1370 °C, while the temperature T3 on the outside of the steel plate is 37.8 °C. The heat loss through the furnace wall is expected to be 15800 W/m 2 . Determine the thickness of refractory and insulation that results in the minimum total thickness of the wall. Given thermal conductivities in W/(m K).
5. A cylinder of radius ro, length L, and thermal conductivity k is immersed in a fluid of convection coefficient h and unknown temperature T∞. At a certain instant the temperature distribution in the cylinder is T(r)=a + br 2 , where a and b are constants. Obtain expressions for the heat transfer rate at ro and the fluid temperature.
6. At a given instant of time, the temperature distribution within an infinite homogeneous body is given by the function T(x,y,z) = x 2 – 2y 2 + z 2 –xy + 2yz. Assuming constant properties and no internal heat generation, determine the regions where the temperature changes with time.
7. The steady-state temperature distribution in a one-dimensional wall of thermal conductivity 50 W/mK and thickness 50 mm is observed to be T( o C) = a + bx 2 where a = 200 o C, b= -2000 o C/m 2 and x is in meters. (a) What is the heat generation rate in the wall? (b) Determine the heat fluxes at the two wall faces. In what manner are these heat fluxes related to the heat generation rate?
8. One-dimensional, steady state conduction with no energy generation is occurring in a cylindrical shell of inner radius r1 and outer radius r2. Under what condition is the linear temperature distribution shown possible? | 1,414 | 771 | {
"id": "<urn:uuid:e5684bf2-42b9-43be-b452-295c4fb0a7f5>",
"dump": "CC-MAIN-2024-42",
"url": "https://abis-files.gazi.edu.tr/avesis/84c7dabd-4471-4dcf-ab2e-f5a4be7e294e?AWSAccessKeyId=XSO45GTNG2LKZD8YO90K&Expires=1728715755&Signature=Us6Gk04E1FQWEDfELgfrQ%2BzBg6w%3D",
"date": "2024-10-12T06:19:15",
"file_path": "crawl-data/CC-MAIN-2024-42/segments/1727944253879.21/warc/CC-MAIN-20241012051558-20241012081558-00666.warc.gz",
"offset": 68527376,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9859350025653839,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9906020760536194,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1595,
3191
],
"fw_edu_scores": [
3.515625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Top tips for saving energy around the home
Washing
Wash your clothes at 30°C instead of 40°C and save around £9.
Dry your clothes naturally instead of using a dryer and save about £23.
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
Cooking
Only fill the kettle with the amount of water that you need to save around £6.
Use a bowl to wash up rather than a running tap and save £25.
Lighting
Turning your lights off when you're not using them will save you around £15.
By replacing all the bulbs in your home with LED lights, you could save £40.
Appliances
You can save around £35 by remembering to turn your appliances off standby mode.
Do not charge electrical items once they reach 100% or leave them charging overnight, this wastes unneeded energy.
Insulation
Draught-proofing around windows and doors could save you around £20.
Curtains lined with a layer of heavy material can reduce heat loss from a room through the window at night and cut draughts.
Heating
Installing radiator reflection panels could save around £19.
Turning down your room thermostat by just one degree can save around £60.
Bathing
Spending just one minute less in the shower will save up to £8.
Replacing your shower head with a water efficient one could save a fourperson household as much as £38 on gas for water heating.
Put a stop to energy waste around the home with a smart meter
A smart meter can help you to adopt energy efficient measures in your household. The in-home display (IHD) offered with your smart meter, shows you in near-real time the amount of energy you use in pounds and pence. This allows you to keep a closer eye on the amount of energy you are using. This information can then help you to find ways to reduce energy waste around your home and save money.
Sound good?
Get in touch with your energy supplier to learn more. You'll find their details on your gas and electricity bill.
Looking for more energy saving tips?
Visit: smartenergyGB.org/energysavingtips
Please note:
All cost savings are based on a year or annual savings Data is courtesy of Energy Saving Trust and Which? 2021 Consumer action is required to obtain cost savings Eligibility of smart meters may vary | 923 | 515 | {
"id": "<urn:uuid:33b9d27f-5c5f-4e69-8e2d-bc05de761bd6>",
"dump": "CC-MAIN-2024-42",
"url": "https://www.bassetlawactioncentre.org.uk/wp-content/uploads/2021/09/Top-tips-for-saving-energy.pdf",
"date": "2024-10-12T06:03:16",
"file_path": "crawl-data/CC-MAIN-2024-42/segments/1727944253879.21/warc/CC-MAIN-20241012051558-20241012081558-00662.warc.gz",
"offset": 573074279,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9983204305171967,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9991251826286316,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
778,
2222
],
"fw_edu_scores": [
2.609375
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Wilkinson Multiplication Policy
Year 1
Multiplication is related to doubling and counting groups of the same size.
Looking at columns 2+2
2+2
Looking at rows
2 groups of 2
2 groups of 2
Counting using a variety of practical resources.
Counting in 5s e.g. counting fingers, fingers in gloves, toes…
Counting in 2s e.g. counting socks, shows animal's legs…
Counting in tens e.g. fingers, toes…
Pictures/marks
There are three sweets in one bag. How many sweets are there in four bags?
Multiplication
Year 2
X = signs and missing numbers
Arrays and repeated addition
4x2 or 4+4
Doubling numbers of 5 up to 50
20 x 2 = 40
Partition
So e.g. Double 6 is the same as double 5 plus double 1.
Children need to be secure with partitioning numbers into 10s and 1s and partitioning in different ways: 6 = 5+1
2x4 or 2+2+2+2
Year 3
X = signs and missing numbers
Continue using a range of equations as in previous years but with appropriate numbers.
Arrays and repeated addition
Continue to understand multiplication as repeated addition and continue to use arrays.
Doubling multiples of 5 up to 50
45x2 = 90
Partition
Use known facts and place value to carry out simple multiplications.
Use the same method as above (partitioning) e.g. 42x3 = 126
Year 4
X = signs and missing numbers
Continue using a range of equations as in previous years but with appropriate numbers.
Partition
Continue to use arrays
OR
Use the grid method of multiplication (as below)
Pencil and paper procedures
Grid method
36 x 9 is approximately 30 x 10 = 300
Multiplication Year 5
X = signs and missing numbers but with appropriate numbers.
Continue using a range of equations as in previous years
Partition
47 x 6 = (40 x 6) + (7 x 6) = 282
47 x 6 = 282
OR Use the grid method of multiplication (as below)
Expanded Column Multiplication
Children should describe what they do by referring to the actual values of the digits in the columns. For example, the first step in 38 × 7 is 'thirty multiplied by seven', not 'three times seven', although the relationship 3 × 7 should be stressed.
Year 6
X = signs and missing numbers
Continue using a range of equations as in previous years but with appropriate numbers.
Partition
89 x 8 = (80 x 8) + (9 x 8) = 712
89 x 8 = 712
OR Use the grid method.
Pencil and paper procedures
389 x 33 is approximately 400 x 30 = 12000
Grid method
Extend to decimals with up to 2 decimal places.
Short Column Multiplication
The recording is reduced further, with carry digits recorded below the line.
same method for HTU × TU or applying decimals.
dren who are already secure with multiplication for TU × U and TU × TU should have little difficulty in using the | 1,374 | 694 | {
"id": "<urn:uuid:d9dc0a4a-f388-4eb0-97f8-4248d028ec74>",
"dump": "CC-MAIN-2024-42",
"url": "https://www.wilkinsonprimaryschool.co.uk/_files/ugd/e5b70e_4a32329c26884e91a794a4ddd1aae0d8.pdf",
"date": "2024-10-12T06:13:53",
"file_path": "crawl-data/CC-MAIN-2024-42/segments/1727944253879.21/warc/CC-MAIN-20241012051558-20241012081558-00667.warc.gz",
"offset": 898182370,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9918115437030792,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9927249550819397,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1266,
2718
],
"fw_edu_scores": [
3.6875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Prime Area: Communication & Language
- Begin to use subject specific vocabulary related to our topic such as past, present, root, stem (Please see our Knowledge Organiser)
- Use vocabulary to describe how they have changed since they were a baby and how a seedling changes and grows.
- Use imaginative language as part of play and past, present and future forms when talking about events that have happened or will happen in the future.
Prime Area: Personal Social and Emotional Development
- To introduce the 5Rs: Reciprocal, Resourceful, Risk Taker, Resilience and Reflective and think of times we have demonstrated these.
- To begin to understand that being reciprocal means being equal and fair.
- Take account of one another's ideas in play.
- Show sensitivity to others' needs and feelings.
Prime Area: Physical Development
Computing:
- To learn how to create different gymnastic shapes.
- To practise jumping and rolling safely.
- Talk about and develop an awareness of internet safety To programme a beebot to make it move in different directions.
- Understand and talk about ways we can stay healthy and safe e.g. physical exercise and healthy diet.
- To use an iPad to record a short video.
Literacy: Reading
- Enjoy a range of stories related to Growth such as Titch.
- To develop confidence when reading Level 3 sounds in words.
- To recognise some familiar blends in words.
Numeracy- Number
- Subtraction and subtraction facts
- Odd and even numbers Doubling
- Sharing
Expressive Arts and Design
- Music: Tempo- learning about fast and slow.
- Art: Drawing a sunflower using crayons and a colour wash to create an effect (wax resist).
Literacy: Writing
- To write sentences about 'My History'.
- To retell the story of Jasper's Beanstalk.
- Spell words with Level 3 sounds and Level 4 blends.
Understanding the World
- To know how I have changed.
- To know the importance of a balanced diet, exercise and personal hygiene.
- To know plants need soil, water & sun.
Dates/Reminders
-
Please send in a photograph of your child of when they were a baby.
- Bank Holiday: Monday 6 th May.
Key Texts: My History /All About Me /Titch /Jaspers Beanstalk
Author of the half term:
Oliver Jeffers.
Poetry focus: Poems About Me
www.ecclesallprimary.co.uk | 1,043 | 513 | {
"id": "<urn:uuid:84a5721d-f0e1-4190-943f-65d938c87d07>",
"dump": "CC-MAIN-2024-42",
"url": "https://ecclesallprimary.co.uk/wp-content/uploads/2024/03/Reception-curriculum-jigsaw-Summer-1.pdf",
"date": "2024-10-12T07:25:39",
"file_path": "crawl-data/CC-MAIN-2024-42/segments/1727944253879.21/warc/CC-MAIN-20241012051558-20241012081558-00672.warc.gz",
"offset": 184812455,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9925829172134399,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9925829172134399,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2280
],
"fw_edu_scores": [
3.515625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Tackling Climate Change through Plant Breeding and Better Use of Plant Genetic Resources
Climate change is threatening to push the number of hungry even higher in the decades to come, due to new challenges to agriculture and food production. Temperatures across the world could rise up to 6 o C by 2050. The main challenges from climate change to agriculture and food production are the more frequent and severe drought and floods, and higher pressure from insects and diseases.
Climate Change: future major challenge for food security
Crop production under drought results in low yield, high production costs and less than desirable agronomic practices. Irrigation, a means to mitigate drought, has its own environmental and economic costs, making it an option not suitable to all scenarios.
One of the effective ways for crop production to grow or at least to stay stable under new challenges from climate change is through improved varieties developed by plant breeding.
The genetic diversity of crop plants is the foundation for the sustainable development of new varieties for present and future challenges. Resource-poor farmers have been using genetic diversity intelligently over centuries to develop varieties adapted to their own environmental stress conditions.
* Common beans biodiversity has been used by plant breeding to develop both heat and cold tolerant varieties grown from the hot Durango region in Mexico to the cold high altitudes of Colombia and Peru.
* The Sub1 rice tolerant to flood developed by Bangladesh breeders can survive total submersion for more than two weeks, with great benefits to farmers.
* Corn genetic resources have been used in breeding varieties adapted to cultivation from sea level to over 3,000 masl, as in Nepal.
* Plant breeding has been developing varieties for heat, drought and flood stresses, but with more severe and frequent challenges from aggravated climate change it needs extra immediate support to overcome the challenges.
Biodiversity: the raw material for crop genetic improvement
Plant breeding is the art and science of genetically improving plants for the benefit of humankind. It is practiced worldwide by professional plant breeders and by farmers, with a proven track record over centuries. Environmental stresses have become more frequent and aggravated by rapid climate change in recent decades, and plant breeding is an essential part of the solution.
Plant breeding can develop varieties to cope with climate change through many different techniques ranging from simply selecting plants in farmers' fields with desirable traits for propagation, to more complex classical or molecular techniques.
Plant Breeding: solution for food security in unfavorable environments
Plant Breeding to Tackle Climate Change
* Environmentally friendly varieties: Improved varieties resistant to pests require fewer pesticides.
* High-yielding varieties: Increase food production per unit area and alleviate pressure to add more arable land to production systems.
All the wheat, rice, corn or potatoes in our diet come from varieties developed by plant breeders and grown by farmers around the world. With the discovery of genetics, plant breeding became a more reliable means to improve varieties. Now, with a modern biotechnology, a tool used in plant breeding, the development of new adapted varieties has become a more precise and rapid process.
The science supporting plant breeding is advancing rapidly, and with sustained support, plant breeding will make an even greater contribution to feeding the world and tackling climate change.
Conclusions
Pest resistant varieties:
environmentally friendly
* Many new improved varieties are environmentally friendly, ensuring food security, while conserving the environment.
* Genetic diversity and plant breeding are key elements in tackling climate change, and integration of plant breeding in climate change strategies is one of the best paths to sustainable food production. | 1,647 | 712 | {
"id": "<urn:uuid:d6e6b689-2596-43c4-8409-ed084a72a8bc>",
"dump": "CC-MAIN-2024-42",
"url": "https://openknowledge.fao.org/server/api/core/bitstreams/3572770b-6092-44f2-a6be-ae405018e544/content",
"date": "2024-10-12T07:44:44",
"file_path": "crawl-data/CC-MAIN-2024-42/segments/1727944253879.21/warc/CC-MAIN-20241012051558-20241012081558-00671.warc.gz",
"offset": 381624576,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9978674650192261,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9979077577590942,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2051,
4001
],
"fw_edu_scores": [
3.046875
],
"minhash_cluster_size": 1,
"duplicate_count": 2
} |
The wonders and functions of fish fins: Exploring nature's aquatic marvels
Agnes Nielsen
*
Department of Earth Sciences, Abdelmalek Essaadi University, Morocco
Received: 01-April-2024; Manuscript No: JAEFR-24-133602; Editor assigned: 03-April-2024; Pre QC No: JAEFR-24-133602 (PQ); Reviewed: 17-April-2024; QC No: JAEFR-24-133602; Revised: 22-April-2024; Manuscript No: JAEFR-24-133602 (R); Published: 29-April-2024; DOI: 10.3153/JAEFR.10.04.40
Introduction
Fish, the diverse and captivating denizens of Earth's waterways, possess an array of fascinating adaptations that enable them to thrive in their aquatic habitats. Among these adaptations, fish fins stand out as remarkable structures that serve a multitude of functions essential for their survival. From propulsion and manoeuvrability to communication and defence, fish fins are marvels of evolutionary engineering that warrant closer examination. To understand the significance of fish fins, we must delve into their evolutionary origins. Fins are believed to have evolved from the modified bony elements of fish ancestors, gradually adapting to various environmental pressures and behavioural needs. Early fish species likely possessed simple fin-like structures that provided basic stability and locomotion in water. Over time, these structures diversified and specialized into the intricate array of fins seen in modern fish. Through a series of morphological changes, fins gradually evolved into limbs capable of supporting the weight of the body on land, paving the way for the emergence of tetrapod's and ultimately terrestrial vertebrates. Fish fins play a vital role in ecosystem dynamics, influencing population dynamics, community structure, and ecosystem functioning. As key components of the food web, fish serve as primary consumers, predators, and prey, linking various trophic levels and facilitating energy transfer within aquatic ecosystems.
Description
Moreover, the diversity of fish fins reflects the diversity of ecological niches and habitats present in freshwater, marine, and estuarine environments. Different fin morphologies and functionalities enable fish to exploit specific resources and habitats, ranging from fast-flowing rivers to deep-sea trenches. In conclusion, fish fins are marvels of biological engineering, embodying the principles of form and function honed through millions of years of evolution. From their diverse anatomical structures to their multifaceted functionalities, fish fins exemplify the remarkable adaptability of aquatic organisms to their environment. As stewards of
1
freshwater and marine ecosystems, it is imperative that we recognize the ecological importance of fish fins and work towards conserving and preserving the habitats upon which they depend. By understanding the intricacies of fish fins, we gain a deeper appreciation for the richness and complexity of life beneath the waves. Conservation measures such as marine protected areas, sustainable fisheries management, and habitat restoration can help mitigate the impacts of human activities on fish populations and their ecosystems. In conclusion, fish fins are not mere appendages but intricate marvels of evolutionary design that have enabled fish to conquer the world's oceans, rivers, and lakes.
Conclusion
By understanding the diversity, adaptations, and ecological significance of fish fins, we can appreciate the wondrous complexity of aquatic ecosystems and the delicate balance upon which they depend. As stewards of the planet, it is our collective responsibility to preserve and protect the rich tapestry of life that inhabits Earth's waters. Through sustainable conservation and management practices, we can ensure that future generations inherit a world teeming with vibrant and thriving fish populations, where the wonders of fish fins continue to inspire awe and wonder for generations to come.
Acknowledgement
None.
Conflict of Interest
The author declares there is no conflict of interest in publishing this article.
*Corresponding to
Agnes Nielsen
Department of Earth Sciences,
Abdelmalek Essaadi University, Morocco
Email: email@example.com | 1,842 | 820 | {
"id": "<urn:uuid:76b61a08-ceb2-4a33-8b72-5eb9687445ab>",
"dump": "CC-MAIN-2024-42",
"url": "https://www.jaefr.com/pdfdownload.php?download=articles/the-wonders-and-functions-of-fish-fins-exploring-natures-aquatic-marvels.pdf&aid=106180",
"date": "2024-10-12T06:10:55",
"file_path": "crawl-data/CC-MAIN-2024-42/segments/1727944253879.21/warc/CC-MAIN-20241012051558-20241012081558-00670.warc.gz",
"offset": 729426926,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.983251690864563,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.983251690864563,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
4166
],
"fw_edu_scores": [
2.390625
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
y
Dissolving and
Chemistry 1 Knowledge Map - Mixing, Dissolving and Separating
Elements,
Equations
Particle Model and Forces
Compounds
and Mixtures
An element is made up
of only one type of
atom. These can be
found on the periodic
table of elements.
Examples are oxygen
and carbon.
Compounds are two or
more elements
chemically joined
together by bonds.
They cannot be asily
separated. Examples
are carbon dioxide ,
pure water and
ammonia.
Mixtures are two or
more elements mixed
together but not
chemically bonded.
They are usually easy
to separate. Examples
are sea water and
crude oil.
Molecules are made
up of more than one
atom and are
chemically joined
together. These atoms
can be from the same
element or different
elements. You can
have molecules of
compounds or
elements. You cannot
have molecules of a
mixture because the
elemetns are not
chemically joined ina
mixture!
Evaporating
Substances that dissolve are called soluble.
For example, sugar is soluble. it can dissolve in
water.
the water is the solvent, the mixture of sugar
and water is called a solution and the sugar is
the solute.
Another example would be dissolving salt in
water. The salt is the solute, the water is the
solvent and the salt water is the solution.
Different types of sugar will dissolve in water at
different speeds. This is due to their particle size
and composition. We can change the rate of
dissolving by changing the temperature.
Evaporation is when a liquid is converted into
a gas.
For example, we can separate salt from water
by heating the solution. This will allow the
water to evaporate, leaving behind salt
crystals. Tis is called crystallisation.
Graph Skills
When drawing graphs, you must include the
following;
Heading for graph, underlined.
Title and units for each axis.
A sensible scale on each axis.
Points plotted accurately.
Line of best fit drawn with a ruler
representing as many points as possible.
Different apparatus can be used to separate
mixtures by size.
For example, a sieve can be used to remove
rocks from sand. Filter papaer can be used to
separate sand from water.
The properties of the components of the
mixture can also be used to spearate
them. For example, if there is a metal in
the mixture, a magnet could be used to
separate the metal from the mixture.
Rules for Mixtures:
Mixtures can be separated by physical
method.
Mixtures only have the properties of the
substances in the mixture.
No chemical change occurs when making
mixtures.
Distillation can be used to separate a liquid
from a liquid. Different liquids evaporate at
different temperatures. The liquid is heated
untill the liquid evaporates, then is colled so it
condenses back into water. The different
liquids in the mixture will do this at different
temperatures, so the liquids will be separated
and collected.
The apparatus for distillation is
shown on the left.
Chromatography can be used to separate inks
or dyes into colours. Black ink is actually a
mixture of colours. Chromotography can
separate these colours. Chromotography is
commonly used to identify dyes, inks and
paints by seeing what it is a mixture of!
An example of pen ink separated by
chromatography is shown below.
A word equation shows
reactants and products. An
arrow is used to represent
the reactants converting into
the products, or the reaction
happening.
For example;
sodium + chlorine --> Sodium
Chloride
The reactants are shown
before the arrow. In this case,
the reactants are sodium and
chlorine.
The products are shown after
the arrpw. In this case the
Product is sodium chlroide.
The copper oxide is then
heated with 'coke', which is a
form of carbon, to displace
the copper.
The word equation for this
reaction is;
Copper oxide + carbon -->
Copper + Carbon dioxide.
The copper will still contain
impurities. A process
known as electrolysis will
be used to purofy the
copper.
Particle models show the different
atoms in a substance and how they
are arranged.
Intermolecular forces are
forces between atoms. In
solids, these forces are strong.
In liquids, these are are
moderately strong and in gases
these are very weak.
Compounds
Mixture of Elements
Mixture of Compounds
Separating Mixtures | 1,754 | 1,018 | {
"id": "<urn:uuid:ef23209b-d911-4081-ac55-57fb34aeebc1>",
"dump": "CC-MAIN-2017-30",
"url": "http://bedfordfreeschool.co.uk/perch/resources/year-7-chemistry-1-3.pdf",
"date": "2017-07-24T20:33:32",
"file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549424910.80/warc/CC-MAIN-20170724202315-20170724222315-00669.warc.gz",
"offset": 39307431,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9990386962890625,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9990386962890625,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
4184
],
"fw_edu_scores": [
3.9375
],
"minhash_cluster_size": 2,
"duplicate_count": 2
} |
Flag:
A
deep
blue
fieldcontains
the
seal
of
Virginia
with
the
Latin
motto
"Sic Semper
Tyrannis"
-
"Thus
Always
to
Tyrants".
Adopted
in
1776.
The
two
figures
are
acting out
the
meaning
of
the
motto.
Both
are
dressed
as
warriors.
The
woman,
Virtue, represents
Virginia.
The
man
holding
a
scourge
and
chain
shows
that
he
is
a
tyrant.
His fallen
crown
is
nearby.
Virginia
Virginia
has
the
oldest
citation
for
any
state
nickname. Old Dominionhas
its
first recorded
sighting
in
1778,
but
this
derives
from Ancient Dominion, the
nickname for
the
state
from
the
end
of
the
17th
century.
It
is
also
known
as
the Mother of States,
being
the
first
state
to
be
colonised
(a
name
not
attributed
to
Virginia
until 1855,
whereas
Connecticut
had
been
given
the
name
in
1838),
and Mother of Presidents,
because
Virginia
supplied
seven
of
the
first
twelve
of
the
US Presidents.
Some
also
developed
this
last
name
into Mother of Statesmen.
The early
British
loyalists
who
settled
in
the
states
were
Cavaliers,
and
this
gave
the state
another
nickname,
the Cavalier State.
Virginia's
licence
plates
are
a
little
less ambitious,
and
simply
declareVisit Virginia!
Economy:
Agriculture: Cattle,
poultry,
dairy
products,
tobacco,
hogs,
soybeans.
Industry: Transportation
equipment,
textiles,
food
processing,
printing,
electric equipment,
chemicals. | 832 | 653 | {
"id": "<urn:uuid:3cc3ca78-70a5-4112-a9e4-39c68d62a501>",
"dump": "CC-MAIN-2017-30",
"url": "http://www.bestteach.ru/lab/pdf/National_studies/Virginia.pdf",
"date": "2017-07-24T20:42:30",
"file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549424910.80/warc/CC-MAIN-20170724202315-20170724222315-00680.warc.gz",
"offset": 380306685,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9964483976364136,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9964483976364136,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1371
],
"fw_edu_scores": [
2.359375
],
"minhash_cluster_size": 1,
"duplicate_count": 4
} |
Dear Parents and Guardians,
How to talk about terrorism with your child
Following the tragic event that unfolded in Manchester late yesterday evening, the children have taken part in an assembly today. Upon hearing that some children knew of friends or family members who had attended the concert, or who were in Manchester for other reasons, we decided that we would speak about this as a whole school taking a calm and factual stance. In fact, we are aware that some family members attended this incident as part of the Emergency Services.
We talked about the facts of the event and what terrorism is. We explained that the children should focus on all of the kind, helpful people who reached out to support and help strangers last night. Not only those members of our Emergency Services, but those who assisted with telephones, transport and shelter for those in need. We talked about all the people in our community who keep us safe on a daily basis: family, teachers, friends, the police, the security services and our government. We observed one-minute's silence to reflect upon those who were affected by this act and to think of those who help us and keep us safe.
It can sometimes be difficult for a parent to know how to handle such a sensitive and often upsetting situation. The following are some recommendations for children who have not been directly affected by tragedy.
Take time to talk about terrorist attacks: Children look to their parents for guidance and reassurance. Even if your children are reluctant to talk about it at first, take the lead. What you say matters.
Review what they understand: As your children continue to deal with terrorist episodes, they may have misconceptions or misunderstandings about what took place, even if they have followed the news accounts. Talk about it in terms that they can understand.
Identify your children's fears: Children may have unrealistic fears that we do not anticipate. They might fear an attack on their home or loss of their parents. Take time to find out what your children are thinking about and reassure them.
Limit television exposure: Television news presents highly disturbing images and victim accounts that can be too frightening for most children, particularly those under the age of 12.
Help your children express their feelings about the tragedy: Share your feelings with your children, but set a good example by expressing your feelings in an appropriate and mature manner. Extreme expressions of anger and grief may not be helpful to your child's sense of security and self-control.
Express anger in an appropriate manner: It is understandable that children feel angry, but the target of that anger should be the terrorists, not an entire race or religion. Discourage stereotypes and prejudice which grow so easily from hate and fear. If one person commits an act of terrorism, it does not represent all people of that same race or faith.
Tuesday, 23 rd May 2017
Spend some family time in normal, reassuring activities: Bake cakes. Go for a walk. Play a favourite game. Do something together as a family that helps your children feel comfortable and secure.
You may find the following links of interest:
- How you should talk to your children about terrorism https://www.thetimes.co.uk/nspcc/index.html
- How should we talk to children about terrorism? http://www.bbc.co.uk/news/uk-scotland-39369319
Yours sincerely,
Miss H Singleton Acting Deputy Head of Junior School firstname.lastname@example.org | 1,337 | 684 | {
"id": "<urn:uuid:a494cbcf-4876-4189-bcbb-d0ae3060ab68>",
"dump": "CC-MAIN-2017-30",
"url": "http://qegsblackburn.com/images/junior_school/0001/Howtotalktoyourchildaboutterrorism2017_HVS.pdf",
"date": "2017-07-24T20:52:17",
"file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549424910.80/warc/CC-MAIN-20170724202315-20170724222315-00680.warc.gz",
"offset": 264550749,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9972432851791382,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9976674318313599,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2959,
3500
],
"fw_edu_scores": [
2.875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
FIREWISE TIP #2 – PREVENTING MULCH FIRES
There are many reasons for applying a new base of mulch every year. It acts as a barrier helping control weeds; improves the soil's ability to retain moisture by acting as an insulator; and overall aids in the health and vigor of your plant material.
when your mulch catches on fire!
Aesthetically, the natural, fresh, dark color creates contrast, which enhances the overall perception of your landscape's greenery. As they say, though, good things come to an end. In this case, like
Mulch is a combustible material. It can be easily ignited by improperly discarded smoking materials or by spontaneously combusting. Hundreds of fires, large and small, start this way every year. The risk is that what starts as a small outdoor mulch fire can quickly spread to buildings. A mulch fire can be well underway before anyone notices or is alerted by smoke alarms or sprinkler systems activating.
Care must be taken to prevent mulch fires.
How Mulch Fires Start
* In many mulch fires, the smoldering mulch tunnels under the surface and then breaks out into open flame.
* Mulch that is piled too deeply, more than a few inches, can build up heat and spontaneously catch fire.
* Factors such as below-average rainfall, dry conditions, warm temperatures, and high winds increase the risk of mulch fires.
* Disposing cigarettes irresponsibly in and around mulch can cause it to catch fire.
Be a Responsible Smoker
* Put It Out. All the Way. Every Time.
* If you smoke, remember to properly dispose of all smoking materials.
* Always use appropriate receptacles for disposing of smoking materials and matches.
* Do not discard cigarettes in mulch or potted plants.
How We Can Help Prevent Mulch Fires
* Be a responsible smoker (see above).
* Regularly water your plants and mulch to keep them consistently moist.
FIREWISE TIP #2 – PREVENTING MULCH FIRES
* Install less flammable mulch like shredded hardwood or pine bark nuggets.
* Provide fire-proof receptacles in public places, including entrances around your commercial property.
* Do not install mulch deeper than 3 inches.
* Add a 2- to 3-foot rock or gravel bed around your house or accessory building, creating a barrier between the mulch and your structure. If your mulch does spontaneously combust or catch fire for some reason, this will keep you, your guests, your tenants, and your property safer.
Most importantly, if you see anything smoking in a landscape bed, put it out if you can and report it. If the burning material is not thoroughly wet or removed it can re-ignite. Report any smoke or fire by calling 9-1-1.
Susan Korfanty
(540) 543-3913
Malvern Firewise Coordinator email@example.com
Links to websites:
Malvern website:
http://www.malvernofmadison.org
Malvern Firewise webpage: http://www.malvernofmadison.org/community-firewise.php
Fire-prone (±) trees, shrubs, ground covers: http://www.malvernofmadison.org/DocForm/plant-list.pdf
Nextdoor: https://nextdoor.com/login/ | 1,326 | 693 | {
"id": "<urn:uuid:bdbb149e-f3f9-4e16-b827-98fe4ab99d5f>",
"dump": "CC-MAIN-2020-16",
"url": "http://malvernofmadison.org/DocForm/firewise-tip-2020-03-11.pdf",
"date": "2020-03-29T05:22:24",
"file_path": "crawl-data/CC-MAIN-2020-16/segments/1585370493818.32/warc/CC-MAIN-20200329045008-20200329075008-00390.warc.gz",
"offset": 119292190,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9940528571605682,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9958987832069397,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1852,
3009
],
"fw_edu_scores": [
2.203125
],
"minhash_cluster_size": 1,
"duplicate_count": 4
} |
FOODBORNE ILLNESS: BACTERIA
WHAT CONSUMERS NEED TO KNOW
SALMONELLA
* Associated foods: Raw or undercooked eggs, poultry, and meat; unpasteurized milk and juice; cheese and seafood; and contaminated fresh fruits and vegetables.
90%
E. COLI
Bacteria that cause the most illnesses, hospitalizations, and deaths in the United States are:
* 90% of Salmonella illnesses are atributed to products including seeded vegetables,
row crop vegetables, eggs, fruit and other foods – not chicken.
* Associated foods: Uncooked beef, unpasteurized milk and juices; contaminated raw fruits and vegetables, or water. Personto-person contamination can also occur.
* E. coli is bacteria that lives in your intestines and in the intestines of animals.
LISTERIA
* Associated foods: Ready-to-eat foods such as hot dogs, luncheon meats, cold cuts, fermented or dry sausage, and other deli-style meat and poultry. Also, sof cheeses made with unpasteurized milk. Smoked seafood and salads made in the store such as ham salad, chicken salad, or seafood salad.
* Listeria is bacteria found in soil and water and some animals, including poultry and catle.
* USDA does not recognize Salmonella as an adulterant or contaminant in raw meat or poultry because it is impossible to completely eradicate in raw animal products.
* Although most types of E. coli are harmless, some types can make you sick.
* Listeria is unlike many other germs because it can grow even in the cold temperature of the refrigerator. Listeria is killed by cooking and pasteurization.
How do bacteria get into food?
Thousands of types of bacteria are naturally present in our environment.
Microorganisms may be present on food products when you purchase them.
Raw meat, poultry, seafood, and eggs are not sterile. Neither is fresh produce such as letuce, tomatoes, sprouts, and melons.
WHAT IS FOODBORNE ILLNESS?
Foodborne illness is a preventable public health challenge that causes an estimated
It is an illness that comes from eating food contaminated with harmful bacteria or other pathogens.
each year in the United States.
48 million illnesses and 3,000 deaths
Who is at risk of geting a foodborne illness?
Everyone is at risk
of geting a foodborne illness.
Infants, young children, pregnant women, older adults, and people with weakened immune systems are at greater risk.
Some people may become ill afer ingesting only a few harmful bacteria; others may remain symptom free afer ingesting thousands.
What should I know about Sanderson Farms and foodborne illness?
In the 70 years Sanderson Farms has operated, the USDA has never taken any regulatory action against Sanderson Farms related to a finding of Salmonella on its products.
Sanderson Farms is an industry leader in food safety.
Sanderson Farms continues to produce one of the safest, highest quality products in the industry. Food safety is our #1 goal.
HOW CAN I PREVENT FOODBORNE ILLNESS?
?
o
o
o
o
o
o
o
o
TIP: Be sure to insert meat thermometer into the thickest portion of the meat.
When reheating cooked food, reheat to 165°F.
?
Thoroughly cook all meat to an internal temp of 145° and poultry to 165° to eradicate salmonella.
WHAT DO I DO IN CASE OF SUSPECTED FOODBORNE ILLNESS?
Preserve the evidence.
Seek treatment as necessary.
Call the local health department.
Call the USDA Meat and Poultry Hotline if the suspect food is a USDA-inspected product and you have all the packaging.
Keep cooked food at 140°F or above. | 1,619 | 788 | {
"id": "<urn:uuid:453c4406-0619-4414-8a36-ad84a53016bb>",
"dump": "CC-MAIN-2021-10",
"url": "https://sandersonfarms.com/wp-content/uploads/2018/03/SF-Foodborne-Illness-Infographic-2018-PROOF31.pdf",
"date": "2021-02-26T07:31:18",
"file_path": "crawl-data/CC-MAIN-2021-10/segments/1614178356232.19/warc/CC-MAIN-20210226060147-20210226090147-00526.warc.gz",
"offset": 547918658,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9648582736651102,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.996965765953064,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1842,
2887,
3480
],
"fw_edu_scores": [
3.0625
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Statistics
Frequency of Bullying
There are two sources of federally collected data on youth bullying:
The 2010–2011 School Crime Supplement (National Center for Education Statistics and Bureau of Justice Statistics) indicates that, nationwide, 28% of students in grades 6–12 experienced bullying.
The 2013 Youth Risk Behavior Surveillance System (Centers for Disease Control and Prevention) indicates that, nationwide, 20% of students in grades 9–12 experienced bullying. Research on cyberbullying is growing. However, because kids' technology use changes rapidly, it is difficult to design surveys that accurately capture trends.
Resources
http://www.stopbullying.gov
Clinton City Schools
Clinton Police Department
Microsoft Clipart
Report Bullying
If you or someone you know are being bullied.
Clinton City School
Visit CCS website for anonymous electronic reporting
Central Office: 910-592-3132
Butler Avenue: 910-592-2629
Clinton High: 910-592-2067
L.C. Kerr: 910-592-3066
Sampson Middle: 910-592-3327
Sunset Avenue: 910-592-5623
Clinton Police Department
Office: 910-592-3105
Tip-Line: 910-590-3009
Text: TIPCPD (847411) APP
Bullying: Actions and Words Can Hurt
Clinton Police Department , in collaboration with Clinton City School .
Creating safe environments: Community and Schools
Bullying Definition
Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who bully others may have serious, lasting problems.
In order to be considered bullying, the behavior must be aggressive and include:
- An Imbalance of Power: Kids who bully use their power—such as physical strength, access to embarrassing information, or popularity— to control or harm others. Power imbalances can change over time and in different situations, even if they involve the same people.
- Repetition: Bullying behaviors happen more than once or have the potential to happen more than once.
Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose.
Types of Bullying
There are three types of bullying:
Verbal bullying is saying or writing mean things. Verbal bullying includes:
- Teasing
- Name-calling
- Inappropriate sexual comments
- Taunting
- Threatening to cause harm
Social bullying, sometimes referred to as relational bullying, involves hurting someone's reputation or relationships. Social bullying includes:
- Leaving someone out on purpose
- Telling other children not to be friends with someone
- Spreading rumors about someone
- Embarrassing someone in public
Physical bullying involves hurting a person's body or possessions. Physical bullying includes:
- Hitting/kicking/pinching
- Spitting
-
Tripping/pushing
- Taking or breaking someone's things
- Making mean or rude hand gestures
Where and When Bullying Happens
Bullying can occur during or after school hours. While most reported bullying happens in the school building, a significant percentage also happens in places like on the playground or the bus. It can also happen travelling to or from school, in the youth's neighborhood, or on the Internet. | 1,607 | 728 | {
"id": "<urn:uuid:8952abf8-006c-4f5a-a81c-50a87a386ea9>",
"dump": "CC-MAIN-2021-10",
"url": "https://sas.clinton.k12.nc.us/UserFiles/Servers/Server_126470/File/Bullying%20Report/Bullying%20Brochure,%209-2015.pdf",
"date": "2021-02-26T06:32:05",
"file_path": "crawl-data/CC-MAIN-2021-10/segments/1614178356232.19/warc/CC-MAIN-20210226060147-20210226090147-00526.warc.gz",
"offset": 549218717,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9572965502738953,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9937378168106079,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1317,
3313
],
"fw_edu_scores": [
3.359375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
The Works Museum Teacher Resource Guide
CIRCUIT EXPLORE (K-G2)
In this workshop, students will experiment with the components of simple circuits: power, loads, and switches. They will explore how different kinds of batteries and lights work together. Educators will guide students in constructing their own circuits with a battery-powered light, which they will use to power a lightning bug bot that they can take home. See p. 3 for standards this workshop supports.
SCIENCE CONCEPTS
Many of the items we interact with use electricity, which runs in circuits.
* Circuits must have a power supply, such as a battery.
* A circuit is a closed path that electricity runs through. Unless the circuit is closed (think of a complete loop), it will not power anything. Most of the circuit is made of wire.
* Circuits also contain a load, or something to use up the electricity, such as a motor or light.
* Most circuits also contain a switch, or a way to close (turn on) and open (turn off) the circuit.
There are many ways to make the same kind of device.
1. Old lightbulbs or holiday lights with wires inside are incandescent, meaning they glow because electricity passing through the wire makes it hot enough to give off light.
* Lights come in many shapes and sizes.
2. LEDs glow because they are electroluminescent, meaning the electricity makes the LED itself glow, but not because of heat.
1. Students are probably most familiar with batteries shaped like cylinders, like AA, AAA, or D batteries.
* Batteries also look different depending on their type.
2. Button batteries are often used in small devices like watches and hearing aids.
4. All batteries have a positive and negative side, so it matters how we attach them into a circuit.
3. Batteries might also be large and rectangular, like car batteries, or small and rectangular, like cell phone batteries.
BEFORE YOU VISIT
AFTER YOU VISIT
Questions
* What if you add a second light, but only have one battery? (Answer: the light might glow less brightly. The LEDs that we use actually require very little electricity to power them, so we can usually run many LEDs from one tiny battery. But when using the incandescent holiday lights, which require more energy, adding more lights to one battery will result in a noticeably less bright bulb.)
* Think about the first part of the activity, when you explored with lights. What would happen if you added a second battery into your lightning bug? (Answer: the light should glow even brighter.)
* Think about common objects in your house. What do you think is happening when you turn them on and off? (Answer: somewhere inside, the switch is interrupting the flow of electricity, similar to how pressing down on our light bot turns the light on and off.)
Activities
* Lamps and light bots both have:
How is your lightning bug bot like a lamp?
1. A power source
3. A way to turn them on and off
2. A lightbulb
4. Might have an artistic design or shape to make it more fun and enjoyable
1. They probably use different power sources (battery vs. plugging into a wall)
* Lamps and light bots are different:
2. Different shapes
* See if kids can come up with other similarities and differences!
3. Different kinds of bulbs and switches
THE WORKS MUSEUM
CAREERS THAT USE ENGINEERING
Electrical engineer: These engineers learn extensively how electronic systems work. They are often the people who design new kinds of electrical systems, and might work for companies that make complicated electronics for new cars, or even for NASA, figuring out how to power spacecraft that fly far from Earth.
Electrician: Electricians must understand the systems of wires and circuits that go into a house or other building. They might plan or install the wiring for a new building, or fix problems with an existing system. Rather than years of schooling, electricians often learn on the job in apprenticeships or special training programs. Electricians get to work hands-on with tools and wiring, and see the results of their work when they finish.
Broadcast engineer: Someone has to manage the complex systems that we use to transmit television, radio, and other forms of communication and entertainment. Broadcast engineers must understand not only electronics, but also the kinds of wiring that visual and audio signals travel over. They may work in one location, or they may get to travel widely.
Learn about more careers that use engineering!
MINNESOTA ACADEMIC STANDARDS FOR SCIENCE K-12
0.1.1.21 Use observations to develop an accurate description of a natural phenomenon and compare one's observations and descriptions with those of others.
184.108.40.206.2 Describe why some materials are better than others for making a particular object and how materials that are better in some ways may be worse in other ways.
220.127.116.11.1 Describe objects in terms of color, size, shape, weight, texture, flexibility, strength and the types of materials in the object. | 2,030 | 1,054 | {
"id": "<urn:uuid:c18b2249-72b3-4e44-97e7-66ea583098f1>",
"dump": "CC-MAIN-2021-10",
"url": "https://theworks.org/wp-content/uploads/2017/05/Circuit_Explore-K-G2-Resource_Guide.pdf",
"date": "2021-02-26T06:41:01",
"file_path": "crawl-data/CC-MAIN-2021-10/segments/1614178356232.19/warc/CC-MAIN-20210226060147-20210226090147-00529.warc.gz",
"offset": 624237968,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9973834355672201,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9985249638557434,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1866,
3244,
4957
],
"fw_edu_scores": [
4.65625
],
"minhash_cluster_size": 1,
"duplicate_count": 2
} |
Sharing information
There will be some things your child does not show us at school!
Please tell your child's teacher if your child has a special interest, or talent, or does something amazing that we can celebrate or build upon!
Children are often very different at home and at school and it is important that we share information to develop a full picture of each child.
What will the end of year report tell me?
During the year teachers measure your child's progress against age related expectations in the EYFS curriculum.
At the end of the year teachers have to judge each child's progress against Early Learning Goals set by the Government. These goals are what the children are expected to be able to do by age 5.
Teachers write a report that tells you what your child has learnt. There will be statements relating to each area of the EYFS curriculum.
In the report you will be told if your child has:
Met the Early learning Goals (EXPECTED)
Not met them (EMERGING)
Working above the Early learning Goals (EXCEEDING)
River Bank Primary School
Learning and Progress in the Early Years Foundation Stage (EYFS)
A guide for parents 2015
What will my child learn?
In the new EYFS curriculum there is a stronger emphasis on:
Making relationships; managing feelings and behaviour;
Self confidence
Speaking, listening and understanding
Moving, handling and self- care.
These areas have been identified as PRIME areas– and considered as a key to future learning. Learning in Reading, Writing and Mathematics, Creativity, Knowledge of the World are depend on good development in the prime areas.
How will my child learn and make progress?
Throughout the day children are developing their social, physical and language skills and are supported by the adults in the EYFS team.
Children are encouraged at times to make choices about:
where they learn– inside/ outside/ in their own class
Who they learn with– with an adult or other children
What they do– choosing their own activity/ toys
This all helps your child to develop their independence; confidence and relationships with others. Adults support children by talking with them, working with them, asking questions and making suggestions which supports their language development and their self confidence.
The adults plan a wide range of exciting activities to develop children's learning. Activities take place inside and outside.
Each day the children take part in whole class sessions and adult- led focused sessions where they work closely with small groups of children on a particular skill, such as reading and early writing. In order, to develop resilience and independence, children are also directed to areas of learning.
How do the teachers know what my child is learning?
Through working with and talking to the children, adults in EYFS keep a track of children's learning and know what they need to learn next. Teachers observe the children at work and sometimes take photographs of them which are kept as a record of progress over time.
How can I find out how my child is progressing?
Teachers are usually happy to talk to you before or after school on an informal basis and you are welcome to spend some time in your child's class between 8.45- 9.00 each day.
Each year we have parent consultations, where you can meet with your child's teacher to discuss his or her progress and how you can support their learning. At the end of year you will be given a written report on your child's progress and attainment during the year.
There may be times when the teacher asks to speak to you about your child's progress or behaviour. If this is the case, you will be offered strategies to help support your child's development and progress. | 1,444 | 769 | {
"id": "<urn:uuid:9b751a2e-d851-468a-b22c-d57571995300>",
"dump": "CC-MAIN-2021-10",
"url": "http://www.riverbankprimary.org/_site/data/files/documents/E992A5AF13AF2B076D93F0129ACD7643.pdf",
"date": "2021-02-26T06:31:49",
"file_path": "crawl-data/CC-MAIN-2021-10/segments/1614178356232.19/warc/CC-MAIN-20210226060147-20210226090147-00534.warc.gz",
"offset": 161669910,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9977581799030304,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9979251027107239,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1153,
3735
],
"fw_edu_scores": [
3.625
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Sons of
Norway
HERITAGE PROGRAMS
VIKING WOMEN
Viking Women
At a time when women's issues are receiving increased attention, it can be helpful to look back in history to the roles women have played in past societies. So let's take time to journey back 1,000 years to the women of the Viking Age.
Physically, the ideal woman had very pale skin with blond or red hair. Her hair was worn long and down her back until marriage. Afterwards, it would be on top of her head, usually covered with a cap. A good appearance was made when a wife wore a long, sleeveless dress. A woman's arms were shown at full length when the family entertained or attended important functions. Arms were covered with a sleeveless cape when the person was exposed to sun or wind. The cape was such that it could be thrown back indoors. Young girls wore a short skirt and long boots. Undergarments included a plain or pleated chemise of fine fabric.
First, love—The Norsemen were not particularly romantic about the marriage union until near the close of the Viking era. Marriages were arranged by families, often with wealth and property taking precedence over love. In spite of this, many relationships were doubtless very close. We have many stories of hardships women endured to be with their husbands. And in death, women and men were buried side by side with equal care being taken in dress and other arrangements.
Women wore quite a lot of jewelry. Often the breast portion of her garment was covered with a sort of external brassiere made of bronze. A container made of silver, with scissors, needles, keys and a knife sometimes hung from her neck or belt. At other times, these objects hung from domed bronze brooches on fine chains. The well-dressed woman also wore an abundance of elaborate rings, necklaces and bracelets.
The Viking saga glorify many women: Ragnhi1d, whose son became the first king of a united Norway; Princess Gyda, who turned down the same King Harald until he had conquered all his royal rivals; and Inga of Varteig, who walked barefoot on hot iron to prove that her son was truly a king's heir—to mention just a few. Viking women were strong and courageous, and a vital force in Viking society.
The greatest virtue in a Viking woman was the fortitude to do what had to be done, without show of fear and without complaint. She was prepared to accept what the Three Norn Sisters had woven for her on their loom of fate. We find a gripping example in the famous Icelandic Saga of Njal ('Nyawl). A couple is trapped by enemies in their home and the house is set afire. The wife refuses to leave her husband's side when she has the choice. They don't discuss the matter, plead, or pray for deliverance. Instead, they talk together in bed till they are suffocated by the smoke from the fire. With pride she had been his wife; with pride she dies with him.
2 | 1,084 | 637 | {
"id": "<urn:uuid:a7403e90-b601-4e69-bdba-97ad5d55444f>",
"dump": "CC-MAIN-2021-10",
"url": "https://www.sofn.com/wp-content/uploads/2018/11/MP6.pdf",
"date": "2021-02-26T07:14:43",
"file_path": "crawl-data/CC-MAIN-2021-10/segments/1614178356232.19/warc/CC-MAIN-20210226060147-20210226090147-00540.warc.gz",
"offset": 978207904,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9985969066619873,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9981115460395813,
"per_page_languages": [
"unknown",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
48,
2867
],
"fw_edu_scores": [
2.484375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Case Study - Lighting Alternatives for Dairy Barns
TOM MANNING, NEW JERSEY AGRICULTURAL EXPERIMENT STATION, RUTGERS UNIVERSITY
BACKGROUND
A dairy farmer recently had to replace a barn after it collapsed under high snow loads. Rebuilding the barn provided an opportunity to evaluate different lighting options to determine which would be most cost effective. The farmer considered LED lights and more conventional metal halide high intensity discharge (HID) fixtures. The lights operate for an average of 12 hours per day, year round. Electrical costs currently average $0.16 per kilowatthour (kWh). For purposes of this exercise, electric rates were assumed to increase 4% each year.
Table 1 lists cost and performance information for the two different fixtures in this study.
Table 1 - Fixture Characteristics
Replacement costs are estimates which assume that the costs of LED lamps will decrease significantly before the lights have to be replaced. The number of years between bulb replacement is calculated by dividing bulb life by bulb operational time (12 hours per day).
Seventeen fixtures are needed, based on the size of the barn and the desired light levels. Although the LED lamps produce about 5% less light than the HID lights, 17 fixtures were sufficient to achieve the desired luminance. Table 2 presents a simplified analysis of the costs of installing and operating each type of light. The costs in Year 1 include installation cost and the cost of operating the 17 fixtures. The annual cost in each subsequent year represents only the cost of electricity. The HID lights need to be replaced more frequently, so there are periodic costs associated with replacing bulbs. The net cost is the initial cost plus periodic maintenance costs less the
savings from using the more efficient LED lights. The cumulative cost is the initial cost plus the cumulative cost of electricity, plus the cost of replacing bulbs during the years when that occurs.
The annual cost of electricity is N x W x H x C ÷ 1000, where
1000 – Factor to convert W to kW
N – number of fixtures (17)
W – watts per fixture (295 for HID, 203 for LED)
H – Hours per year that lights are on (4,383 at 12 hr per day)
C – Cost per kWh ($0.16)
Table 2 - Payback Analysis
DISCUSSION AND CONCLUSIONS:
Table 2 shows a simple payback of about eight years. Adding one additional LED fixture to provide the same level of illumination as the HID lights has a payback of less than 10 years. Assuming that the building will last for at least eight years, LED lights can be a reasonable investment for a farmer who has a long term outlook. If electric rates increase by more than 4% a year, then the payback period will be shorter. On the other hand, if electric rates increase more slowly, the payback period will be longer. Using the lights for fewer hours will also increase the payback time. Other factors, among them questions about the long term reliability of newer LED technologies, particularly in a dirty outdoor environment, may influence a decision in favor of the HID lights.
This particular farm has solar panels that meet most of the operation's electrical needs. In fact, in some years the solar panels generate more electricity than the farm uses. When that happens, the farm sells electricity to the regional grid at wholesale prices. Currently, the wholesale rate the farmer receives is $0.04 per kWh. As Figure 1 shows, if all the savings from using the more efficient fixtures are priced at wholesale rates, the payback period increases from eight to 17 years. Under the circumstances, the farmer opted to install the metal halide fixtures.
Figure 1- Payback Analysis for Different Electricity Rates
This project supported by the Northeast Sustainable Agriculture Research and Education (SARE) program. SARE is a program of the National Institute of Food and Agriculture, U.S. Department of Agriculture. Significant efforts have been made to ensure the accuracy of the material in this report, but errors do occasionally occur, and variations in system performance are to be expected from location to location and from year to year.
Any mention of brand names or models in this report is intended to be of an educational nature only, and does not imply any endorsement for or against the product.
The organizations participating in this project are committed to equal access to programs, facilities, admission and employment for all persons. | 1,944 | 913 | {
"id": "<urn:uuid:77887bf3-c051-4fbb-a42b-6099e36ad935>",
"dump": "CC-MAIN-2019-13",
"url": "https://articles.extension.org/sites/default/files/Farm%20Energy%20Efficiency%20Principles%20-%20Case%20Study.pdf",
"date": "2019-03-25T22:51:47",
"file_path": "crawl-data/CC-MAIN-2019-13/segments/1552912204461.23/warc/CC-MAIN-20190325214331-20190326000331-00324.warc.gz",
"offset": 409549146,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9931896477937698,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9980024099349976,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1765,
2260,
3706,
4451
],
"fw_edu_scores": [
2.171875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
What is Asthma?
Triggers and treatment for the most common chronic childhood disease
Asthma is a disease that affects the lungs. It occurs when airways become narrow because their linings are swollen, irritated and inflamed. This leads to the muscles lining the airways to have spasms (called "bronchospasms") which block the airways even more. The level of airway inflammation varies between individuals and varies over time, and can be present without any symptoms. The spasms usually lead to coughing, wheezing, shortness of breath, and chest tightness. It's often called an "asthma attack."
What triggers asthma?
How is asthma diagnosed?
There are many things that you inhale that can cause asthma, but the most common in children are:
* pollen
* mold
* pets
* smoke*
* respiratory illnesses (colds)
* exercise
* changes in temperature
* see list of community resources to stop smoking
Medical records access
Request an appointment
Ask our staff
Doctors diagnose asthma based on the symptoms of coughing or wheezing following the triggers that cause them. In older children, lung tests called spirometry can also be used to diagnose asthma. Asthma is also classified into different groups depending on the frequency of symptoms.
Early Warning Signs
* Runny nose
* Cough/congestion
* Chest pain
* Shortness of breath
* Decreased activity • Wheezing
How is asthma treated?
Acute, or a rapid onset of asthma symptoms such as cough, wheezing, shortness of breath and chest tightness are treated with rescue medicines. These medicines relax airway muscles to relieve the bronchospasm. Commonly used rescue medicines are listed below. The most important part of asthma treatment is controlling the inflammation of the airways. This can be done by avoiding triggers and using controller medicines. These medicines are used every day to control symptoms on a long-term basis and prevent asthma flare-ups.
Rescue medicines
* Albuterol (Ventolin, Proventil, ProAir)
* Levalbuterol (Xopenex)
Controller medicines
* Inhaled corticosteroids (Flovent, Pulmicort, QVAR)
* Leukotriene modifers (Singulair)
Prescription refill requests
Fill out forms in advance
Raleigh (919) 786-5001
Clayton (919) 359-3500
Cary (919) 852-0177
West Cary (919) 388-7520
Wake Forest (919) 453-5363
Holly Springs (919) 586-0050
August 2018
* Headache
* Feeling tired | 1,139 | 576 | {
"id": "<urn:uuid:c8f8ed35-9c45-4964-bbb8-32f1fe1bc39c>",
"dump": "CC-MAIN-2019-13",
"url": "http://www.jeffersandmann.com/client_files/File/JMA-what-is-asthma.pdf",
"date": "2019-03-25T23:26:00",
"file_path": "crawl-data/CC-MAIN-2019-13/segments/1552912204461.23/warc/CC-MAIN-20190325214331-20190326000331-00322.warc.gz",
"offset": 297701250,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9969828128814697,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9969828128814697,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2374
],
"fw_edu_scores": [
2.984375
],
"minhash_cluster_size": 1,
"duplicate_count": 5
} |
Milton Reservoir Water Quality Report
February 12, 2019
Water Summary
Milton Reservoir is sampled twice a month between March and October and monthly between November and February. The Barr Lake and Milton Reservoir Watershed Association coordinates all of the efforts to monitor, test, and improve the water quality in Milton. Regular lake sampling started in 2002 and will continue into the future. It is important to closely monitor water quality to observe any major changes that would impact wildlife, park users, or downstream water users.
February – Milton Reservoir reached full pool in February. Similar to Barr Lake, algae are growing well under the ice despite the colder water temperatures. Large zooplankton, like the daphnia, are key to keeping the algae under control. Every year is different and for 2019 the total phosphorus concentrations are much higher than in early 2018. The total phosphorus concentration for February was 0.52 mg/L or parts per million. This was the same concentration as in Barr Lake. This is still below the 17-year average for February. Aerators were still in use near the dam outlet creating some open water. The sampling location was move to the west to avoid the thin ice.
Water Quality Stats (as of 02-12-19)
Maximum Depth: 26.2 feet Water Temperature: 36.9 0 F (dam outlet) (taken 3 feet below surface)
Water Clarity: 2.8 feet (> 3 feet is good)
Dissolved Oxygen: 148.6%
(>80% is good)
pH: 9.23 (between 6 and 9 is good)
Chlorophyll-a: 73.3 ppb (How green, < 25 is good)
Just like fertilizers, it is best to keep salt out of our lakes and streams. If you do use salt, please use it sparingly and even consider sweeping it up after the snow melts.
Watershed News
Spring weather is upon us. Make sure you do your best to remove old leaves and debris from the curb. Spring runoff can send lots of nutrients through the storm sewers eventually ending up in Milton Reservoir.
Join BMW Association
BARR LAKE AND MILTON RESERVOIR ASSOCIATION
The BMW Association's mission is to improve the water quality by encouraging cooperation, involvement, and awareness with people living near and upstream of Barr Lake and Milton Reservoir.
You can learn more about the lakes and what is going on in the watershed by going to www.barr-milton.org.
Contact Amy Conklin, watershed coordinator, at firstname.lastname@example.org or 303-795-5925.
Cooperation, Involvement, and Awareness | 1,115 | 585 | {
"id": "<urn:uuid:04711caa-2e53-421e-b25a-1d331cd32c1c>",
"dump": "CC-MAIN-2019-13",
"url": "http://barr-milton.org/files/Milton%20Reservoir%20Water%20Quality%20Update.02-12-2019.pdf",
"date": "2019-03-25T22:07:40",
"file_path": "crawl-data/CC-MAIN-2019-13/segments/1552912204461.23/warc/CC-MAIN-20190325214331-20190326000331-00333.warc.gz",
"offset": 18519237,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9959479570388794,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9959479570388794,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2442
],
"fw_edu_scores": [
2.171875
],
"minhash_cluster_size": 1,
"duplicate_count": 2
} |
Vocabulary – Idioms
David and Goliath – Idioms of Surprise
A. Read the dialogue based on the story of David and Goliath in 1 Samuel 17:1-58. Look at the idioms of surprise and complete the eighteen gaps using the common nouns below:
surprise blue face bricks skin element guard system feather shell picture eyebrows nowhere loss biscuit laugh words books
Philistine commander General A– is standing with his troops. He is waiting for news from the front line, where Goliath continues to challenge the Israelite army. After forty days nobody has dared to accept Goliath's offer of hand-to-hand combat.
Enter Corporal J–, running, out of breath.
GA: What, what? What news from the front, dear boy?
CJ: Not good, sir. Our champion – Goliath – is slain!
GA: You're having a 1.__________! Are you sure?
CJ: Yes, sir. I saw it with my own eyes. You could have knocked me down with a 2.__________! Proper flabbergasted, we were!
GA: What? But, but – a whole army must have defeated him. Two armies? Three? Ten thousand fighting men?
CJ: Er, not exactly.
GA: Well – a great battalion? Words fail me, man. A platoon?
CJ: Not really.
GA: At least a brace of well-armed fighting men?
CJ: You know, I was blown away by what happened. We all felt 3.__________-shocked. Your 4.__________ is an absolute 5.__________, sir!
GA: Are you telling me that our strongest man Goliath was slain by the hand of one individual? Surely a great champion? A hero? [Pause.] Speak man!
CJ: You know, nobody saw it coming, to be honest, sir. It was a bit of a shock to the old 6.__________. It's hit us all like a ton of 7.__________, truth be told.
GA: So it was one of their great champions? As tall as a house? As wide as a barn? No? Am I close? I'm at a 8.__________ for 9.__________. You're saying that one of their soldiers killed our Goliath?
CJ: It wasn't exactly a soldier. Ah…
GA: Then who was it? A great man…? A normal man? A seven-stone weakling? [Pause. Shouting:] IT WAS A MAN?
CJ: Well – I think you are going to be in for a bit of a 10.__________ here, sir. Do you want to sit down?
GA: Tell me, man! What? No! It was a youth? A boy? A child? I'm – I'm – I'm speechless! Struck dumb!
CJ: You know, it certainly raised a few 11.__________ where I was standing, to be fair.
GA: But a boy who was under the orders of – ?
CJ: No. He was alone. Yeah. I know! I had to do a double-take myself, but seeing is believing.
GA: But he was dressed in the strongest armour; you know, the best helmet and protective gear available?
CJ: Well – no. He was dressed as a shepherd. They said he had only come to bring a few sandwiches.
GA: Well, I never did! Are you sure he didn't carry with him a great sword, or spear, or javelin with which he defeated our beloved champion, Goliath?
CJ: Not really. Just a shepherd's sling and a few smooth stones, as far as I could tell.
GA: Well, I'm completely gobsmacked! I don't believe it!
CJ: I know. I thought I'd seen it all but… [Lets out a long whistle.] I can't get over it, really.
GA: But surely he must have used the most devious and underhand tactics? Did he play dirty? He must have used the 12.__________ of surprise? Surely he must have leaped from out of 13.__________ and caught Goliath off- 14.__________? You know – unawares? Poor chap must have fairly jumped out of his 15.__________!
CJ: Not really. The kid just hurled a stone from his sling and it hit Goliath BANG on the forehead – first time! I suppose it did come a bit out of the 16.__________ – nobody was expecting THAT!
GA: How about that! That really takes the 17.__________! What a turn-up for the 18.__________! Well, all I can think of is that this kid must have had some sort of secret weapon – some kind of trick up his sleeve?
CJ: I don't think so. The people were saying that the LORD his God was with him. But apart from that…
PurlandTraining.com Photocopiable Public Domain | 1,981 | 1,092 | {
"id": "<urn:uuid:307b73eb-fe19-4230-b3b3-b1f6ecac8218>",
"dump": "CC-MAIN-2019-13",
"url": "https://purlandtraining.com/elt-bible-study-pack-2/23-Q-david-and-goliath-dialogue-v2.pdf",
"date": "2019-03-25T22:35:22",
"file_path": "crawl-data/CC-MAIN-2019-13/segments/1552912204461.23/warc/CC-MAIN-20190325214331-20190326000331-00331.warc.gz",
"offset": 595082813,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9997389912605286,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9997389912605286,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
4163
],
"fw_edu_scores": [
2.75
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Sugar and Salt – The Right Recipe for Safe Highways
Sugar is commonplace in the kitchen, but it may be a surprising ingredient when it comes to removing ice and snow from streets and highways.
A growing number of government agencies and snow removal contractors are turning to rock salt or salt brine that has been combined with naturally occurring sugars from renewable sources such as sugar cane and molasses. When these sugars and salt are used together, they can keep traffic moving during winter weather by removing snow and ice more efficiently and at lower temperatures than traditional road salt.
Sugar-treated salt is proving effective at clearing roads of snow and ice. Paul Johnson, operations manager for Wellington County, Ontario, Canada, stands in front of the orange-tinted salt that he says decreases accidents for his county's residents.
Understanding why starts with the fact that salt has to dissolve into a liquid solution before it will melt ice. The colder it gets, the longer it takes for salt to form a liquid. Adding a properly designed liquid sugar solution to road salt causes the solid salt to turn to liquid more quickly, removing ice and snow at significantly lower temperatures than the melting point of untreated salt. For example, one commercially available product, Thawrox Treated Salt, works at temperatures as low as 15 degrees below zero (Fahrenheit). Untreated salt loses some of its ability to melt ice at temperatures below 25 degrees Fahrenheit.
In addition to its obvious public safety advantages in keeping roads clear in colder temperatures, the addition of natural plant sugars to traditional road salt also makes the salt "stickier." This causes the salt to stay where it has been spread, unlike untreated salt that tends to bounce and scatter during application.
Another benefit of a sugar-salt combination is that it can help reduce the need for sand applications, which sometimes are used to provide additional traction when temperatures are very low. Sand applications can create additional problems, including costly cleanup and negative impacts to air quality. Ultimately, using the sugar-salt blend in cold temperatures clears roads that previously would have needed a sand application, so it performs like disappearing sand with a kick.
Snow removal crews report that sugar-treated salt applications during extremely cold temperatures let them clear more roads in less time, using less product, labor and equipment. The reduced labor costs, combined with the increased safety they can provide residents, make treated salt an economical choice when weather conditions warrant.
Residents might notice the different appearance of sugar-treated salts because they may have an orange or brown tint. The salt is highly visible once it is spread, but the color quickly breaks down and doesn't stain clothing or vehicles. Also, because the sugars are derived from molasses and sugar cane, there is no offensive odor that some other additives might provide, making it a friendlier product for residents.
With more winter weather on the way, road crews are looking for highly efficient deicing products to keep drivers as safe and roads as clear as possible. So don't be surprised if your road salt arrives with a healthy dose of sugar this winter. | 1,291 | 613 | {
"id": "<urn:uuid:d53a94a8-3e24-4317-8cc9-db7b52421021>",
"dump": "CC-MAIN-2019-13",
"url": "https://thawrox.com/sites/default/files/sugar_and_salt.pdf",
"date": "2019-03-25T21:45:36",
"file_path": "crawl-data/CC-MAIN-2019-13/segments/1552912204461.23/warc/CC-MAIN-20190325214331-20190326000331-00335.warc.gz",
"offset": 643146161,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9989309012889862,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9990523457527161,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2643,
3310
],
"fw_edu_scores": [
3
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Putting Your Garden to
Bed for the Winter
Marc Radell
Master Gardener Volunteer
PennState Extension
Your Plants in Winter
Annuals
Woodies
Perennials/Biennials
Agenda
Your Garden in Winter
Fall Gardening Activities
Establish new plantings
Prepare existing plantings for winter
Other
We're discussing general rules. Always follow directions specific to your situation.
Your Garden in Winter
Fall Gardening Activities
Establish new plantings
Prepare existing plantings for winter
Other
Your Soil in Winter
Most metabolic activities slow but do not stop
Fall Gardening Activities
Plant, Transplant, Divide
Winterize
1. Remove diseased plant material
2. Remove weeds and unwanted debris
3. Dig up and store tender perennials or bulbs
4. Divide overcrowded perennials
5. Plant new perennials and Spring-flowering bulbs
6. Gently scratch soil surface with rake or hand tool to smooth
Harvest remaining crops
Leave any root vegetables you intend to harvest later in place
Remove all dead vegetable plant material
Gently scratch soil surface with rake to smooth (do not till)
Apply any recommended soil amendments and rake again
Plant any cold crops
Apply thick layer of compost
Apply 2-4" of light mulch (dead leaves, straw, dried grass clippings)
Water thoroughly
7. Apply any recommended soil amendments and rake again
8. Scatter seeds of perennials and annuals as desired
9. Apply 2-4" of light mulch (dead leaves, straw, dried grass clippings)*
10. Water thoroughly
11. Leave non-diseased dead plant material for winter interest
12. Remove undesired dead plant material after hard frost or in late Spring
1. Plant new trees and shrubs
2. Prune broken or diseased branches and undesired dead branches
3. Do not prune unnecessarily. Major pruning should be done in late Winter or early Spring
4. Apply 2‐4" of medium heavy mulch (wood chips) to recent plantings
5. Water thoroughly
6. Protect any tender woody plants (figs, young evergreens, etc.)
7. Install deer or rodent guards as necessary
Mow until growth ceases
Seed in September
Sod in September/October
Fertilize, dethatch & aerate through early October
Apply eco-friendly herbicides & pesticides through early October
Mow over or rake leaves
Water as needed
Drain and store garden hoses
Rinse empty pots and store upside‐ down
Clean and sharpen hand tools
Clean and maintain power equipment
Cover soil, mulch, or compost piles as necessary
Pick and dry desired herbs
Compost non‐diseased plant material
Leave fallen leaves in place (mow over any on lawn)
Clean bird houses
Hang bird feeders | 1,286 | 674 | {
"id": "<urn:uuid:8cb2e290-7150-4201-a9e3-bba909fb22a0>",
"dump": "CC-MAIN-2019-13",
"url": "https://78462f86-a-edddeb48-s-sites.googlegroups.com/a/marcmradell.com/www/putting-your-garden-to-bed-for-the-winter/Putting%20Your%20Garden%20to%20Bed%20%28Radell%29.pdf?attachauth=ANoY7cq8-TAHU1_bT0DhX7DMEDMG7EdARZ4FQkL3HaM6_tAHLHhzMjA3bLUM67lxsiXd1mSAoS5d0RpMhNMSdX1I6gd2QOUH-Jf8nRtMwf5Clt79gpVN49ShguSw2Pv2uzd1z7WmEbf2mSj7I2u0pIvG4M6yPnslRbb-bQ-vGmJZO-3IEea2AVw7CwURSNgcd-nVdlq7xMpL4-jJAs8W9SPAg_NnMmW_F41fZ714W2APeTYIsHJ9Eii3XztiQqNMto1lopgFeYAb9T8bJBoeDEp3XwA-C14ihsdj4aP5dNh_yD-4UecQ_-w%3D&attredirects=0&d=1",
"date": "2019-03-25T22:15:18",
"file_path": "crawl-data/CC-MAIN-2019-13/segments/1552912204461.23/warc/CC-MAIN-20190325214331-20190326000331-00340.warc.gz",
"offset": 395121908,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9458847790956497,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9753544926643372,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
499,
630,
2043,
2632
],
"fw_edu_scores": [
2.59375
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Task
1. Read carefully through the text.
2. Put the images in the order that they appear in the text.
3. Glue the images in the spaces provided on the worksheet and quote a small part of the text that you are linking the image to – this cannot be more than eight words! Next, say why you are matching the image to that piece of text.
When you think about the word 'current' what is the first thing that comes to mind? Perhaps the current in a river or something present-day?
The current of a river is the flow of water. As the current flows from high ground to low ground it can carry things with it, like leaves, twigs and even boats. Current can only flow from high ground to low ground.
Current in an electrical circuit is very similar, it also flows and carries electrical charge. The electrical current that flows in one direction is called direct current. Just like a river, it cannot flow backwards and forwards, it can only flow from one side of the battery to the other.
As long as the current flows through the wires and cell any components in the circuit, like lightbulbs or buzzers will work. However, it is very important that there are no breaks in the electrical circuit because if there were, the electrical charge would not be able to flow back to the cell.
We can think of the cell as being responsible for 'pushing' the current around the circuit. A bigger push from the cell will mean that more current can flow.
To measure the current we use a piece of equipment called an ammeter, and it is placed in the circuit so that it can measure the current that flows through it. An ammeter measures current in units called 'amps' or 'amperes'. Amps are given the unit symbol, A, for example, 10 A is 10 amps. Remember that the ammeter must be part of the circuit and not on the outside of it.
The amount of current that leaves the cell must be the same as the amount of current that returns to the cell. No matter where we measure the current in a series circuit, it will always be the same.
Additional questions
1. Why is current like a river?
2. Why is current not like a river?
3. What unit is current measured in?
4. What piece of equipment is used to measure current?
5. What can cause current to stop flowing around a circuit?
6. Describe how current moves around a circuit.
7. Describe how to correctly place an ammeter in a circuit.
8. If current is flowing at the same rate around the circuit predict what might happen to it if another cell is added.
Images
Teaching notes
This activity is best used to consolidate learning after students have set up a series circuit and measured current.
The first activity will force students to actively engage with text while justifying their selections.
It is important to tell students that it is not the order in which they put the images that is important, but their justification for why. | 1,032 | 615 | {
"id": "<urn:uuid:27ef392c-1b0c-4a07-9cf6-644bc6c03c73>",
"dump": "CC-MAIN-2019-13",
"url": "https://www.teachitscience.co.uk/attachments/33744/current-picture-it.pdf",
"date": "2019-03-25T22:23:07",
"file_path": "crawl-data/CC-MAIN-2019-13/segments/1552912204461.23/warc/CC-MAIN-20190325214331-20190326000331-00339.warc.gz",
"offset": 920906554,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9994314511617025,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9994623064994812,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2013,
2491,
2869
],
"fw_edu_scores": [
4.59375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Trigonometry for Calculus
Presented by the Quantitative Success Center
Remember: ALL identities can be written in terms of _______ & ________.
A. Unit circle
Recall: 𝑥= cos 𝜃, 𝑦= sin 𝜃
where 𝜃 is the angle you take going counterclockwise from the positive 𝑥-axis.
Find the sign of each trigonometric function in the respective quadrant.
We can conclude - All Students Take Calculus:
B. Pythagorean Identities
(Manipulating 𝐜𝐨𝐬 𝟐 𝜽+ 𝐬𝐢𝐧 𝟐 𝜽= 𝟏 to get the other identities)
a. Since 𝑥 $ + 𝑦 $ = 1 on the unit circle, we get cos $ 𝜃+ sin $ 𝜃= 1
b. Let's divide our identity from part a) by cos $ 𝜃 and see what we get:
c. Let's divide our identity from part a) by sin $ 𝜃 and see what we get:
d. We can conclude with the three trigonometric identities from (a)-(c):
C. Converting between degrees and radians.
Recall 𝝅= 𝟏𝟖𝟎°
D. Special Right Triangles & Reference Angles
a. What is the reference angle for $2 3 ?
b. What is the reference angle for 32 4 ?
c. What is the reference angle for 240°?
d. What is the reference angle for 330°?
More Practice:
Find the exact values using unit circle/triangles/identities.
1. 30°
2. 𝝅 𝟒
3. 60°
4.
𝝅
𝟐
5. 120°
6. 𝟒𝝅 𝟑
7. 135°
8.
𝟏𝟏𝝅
𝟔
E. Determine the exact values for the following trigonometric functions when the exact angles are not given:
F. Graphs of sine and cosine to also help determine exact values
G. More resources
* For the review and/or its solutions, visit qsc.whittier.domains and click on "Workshops"
* https://tutorial.math.lamar.edu/classes/calci/calci.aspx
Workshop Survey
https://forms.gle/y6u2s8TQymPYA1vN9 | 844 | 542 | {
"id": "<urn:uuid:f5759e3c-fd1f-45a2-a34b-0f72592cba95>",
"dump": "CC-MAIN-2024-10",
"url": "http://qsc.whittier.domains/wp-content/uploads/2023/09/QSC-Trigonometry-Review-with-survey.pdf",
"date": "2024-02-25T18:32:43",
"file_path": "crawl-data/CC-MAIN-2024-10/segments/1707947474641.34/warc/CC-MAIN-20240225171204-20240225201204-00891.warc.gz",
"offset": 32487827,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9115536979266575,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9746826887130737,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
268,
389,
775,
882,
1052,
1165,
1204,
1550,
1604
],
"fw_edu_scores": [
2.796875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
A residual plot is shown. Which statements are true about the residual plot and the equation for the line of best fit for the data? Check all that apply. The equation for the line of best fit is not a good approximation for the data because the points have a curved pattern.
The equation for the line of best fit is a good approximation for the data because the points are random, having no pattern.
The residual plot has a linear pattern.
The points of the residual plot are spread evenly above and below the xaxis.
The residual plot has the pattern of a curve.
The equation for the line of best fit is not a good approximation for the data because the points have a linear pattern
Only right answers, please. This is important for my grade.
Its answers 1 and 5 i just took the test
Answer:
answer is 1 & 3 on edg
Step-by-step explanation:
Find the sum.
negative 8 plus left parenthesis negative 14 right parenthesis
X^2+x=2?? how would i solve this??
how is nitrogen from the atmosphere, the aiotic part of the ecosystem, converted into the biotic part of the ecosystem n organisms
What strategy did Churchill suggest for keeping peace and stoping the growth of nazi power? Who is responsible for these lost opportunities?
What two key changes did the emperor Constantine make during his reign?
The best way of succesfully acting a part is to be itbin what way was shlock homes being it
1. All were new inventions that explorers used to discover new trade routes EXCEPT the: A. compass.
B. square sail.
C. caravel
D. astrolabe.
an experiment is broken up into two parts in the first part of the experiment a penny is tossed in the air if the coin lands on heads then the coin is flipped a second time if the coin lands on Tails then a six-sided die is rolled what is the probability of getting a tail and a5
Which statement best characterizes animism? A. It's a religion that maintains the futility of human existence.
B. It's the basis of social status within a tribe.
C. It combines natural, human, and spiritual forces.
D. It's composed of irrational superstitions that arise in underdeveloped rural communities.
How did the social order shift, humanism, and the printing press allowed the Renaissance to succeed?
How do I solve -3x = 9
Eric's income increased from $40,000 to $50,000 per year. Eric's consumption of tickets to pro football games increased from two to four per year. By the midpoint formula, his income elasticity of demand for pro football game tickets is equal to _____, and football game tickets are _____ goods. a. –3; inferior b. +3; normal
c. –0.33; inferior
d. +0.67; normal
Life-course-persistent offenders _____. may show signs of neurological impairment have after-school jobs they dislike tend to be involved in school activities
are unlikely to end up in prison 54750 divided by 365
Why is the Preamble an important part of the Constitution? It declares that the Constitution has been democratically ratified
It abolishes the Articles of Confederation
It establishes the three branches of the government
It affirms the people's right to self-governance
How and why did the meiji government modernize japan? Under which theme of geography does humans' use of Earth's natural resources fall? A) Environment
B) Uses of geography
C) World in spatial terms
D) Place and Region
In October 2009,there were approximately 5x10^7 members of a website. In January 2013, there were approximately 2x10^8 members. How many more members were there in January 2013 than in October 2009? Write your answer in scientific notation. There were__________more members in January 2013 than in October 2009.
1. Home
2. More Solution | 1,603 | 827 | {
"id": "<urn:uuid:66106fc7-2025-49cb-9dc4-343c325eea9d>",
"dump": "CC-MAIN-2024-10",
"url": "http://ina-app.nl/answers/1927107-a-residual-plot-is-shown-which-statements-are-true-about-the-residual-plot-and-the-equation-for-the-line-of.pdf",
"date": "2024-02-25T19:08:25",
"file_path": "crawl-data/CC-MAIN-2024-10/segments/1707947474641.34/warc/CC-MAIN-20240225171204-20240225201204-00895.warc.gz",
"offset": 24907262,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9962124427159628,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9983276128768921,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
687,
2794,
3686
],
"fw_edu_scores": [
2.90625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Kids Kitchen Collective: Our Theory of Change
Our mission: to tackle social isolation of adults who care for young children, childhood obesity and the environmental impact of food systems through inspiring adults and young children to cook and eat great food together.
High % of children and adults in UK have long term health problems caused by diet
The problem:
Unsustainable UK food system having a negative impact on our local and global environment
Families are not cooking from scratch; living with high food costs
New parents are isolated; communities do not know their neighbours
Carers of young children face a time of transition and need to build confidence and shift skills
What we do:
We develop and share resources that enable parents and others to cook from scratch with kids
We run Kids Kitchen sessions for adults and children: cooking from scratch in new and existing settings with carers, under-5s, their siblings
We create opportunities for carers of young kids to improve health/ their environment/ career prospects
We show people how to cook from scratch with kids and carers
How we do it:
We have fun | We use organic, local, plant-based food wherever possible | We cook from scratch - mostly savoury | We eat together | We talk about where the food comes from | We actively involve everyone | We create a space for others to engage with each other
Assumptions: Healthy eating = healthy bodies | Habits formed young = better habits as an adult | Once you've cooked a simple recipe with your child and enjoyed it, you'll cook it again | Sharing recipes leads to more healthy eating | Learning new skills = More confidence = improved wellbeing | Cooking together promotes community feel = Less isolation
Which means that:
Adults who care for young children are less isolated
"I passed that recipe on to my neighbour"
Kids enjoy sessions and want to come back; kids try food they haven't before
Adults who care for young children are healthier, have built skills and confidence
"We really enjoyed that session!"
Volunteers move from attending to leading sessions sharing their skills and experience with others
Young children are healthier
How do we know?
"I'm involving my child more in the kitchen"
Carers are cooking simple recipes with their kids for first time
More local plant-based food is being consumed
"I'm cooking with more veggies"
Volunteers have learned new skills: "This is an exciting new skill, a dream job to cook with kids"
Food bills are reduced
"I know where to find fresh cheap ingredients"
"We cooked together at our community group / we'd like to start a session" | 1,099 | 565 | {
"id": "<urn:uuid:271fb821-725c-43f6-bf55-5b237b1af946>",
"dump": "CC-MAIN-2024-10",
"url": "https://www.kidskitchen.org.uk/wp-content/uploads/2021/11/Theory-of-Change-2021.pdf",
"date": "2024-02-25T19:00:44",
"file_path": "crawl-data/CC-MAIN-2024-10/segments/1707947474641.34/warc/CC-MAIN-20240225171204-20240225201204-00897.warc.gz",
"offset": 860932415,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.998203456401825,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.998203456401825,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2660
],
"fw_edu_scores": [
2.390625
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
FOOD WEBS AND FOOD CHAINS
We All Need ENERGY…
Every living organism on Earth needs energy to live, including plants, animals, and us! The main energy source for all living things on Earth is the Sun. The process of energy being captured by plants from the sun and then transferred from one organism to the next in the food chain is referred to as energy flow within an ecosystem. Sunlight and plants are the two most important things our ecosystem needs in order to always have a supply of energy.
Lesson Checkpoint: What is the main source of energy for all living things?
Consumers
Consumers are organisms that eat other living things in order to get energy. Consumers include herbivores, carnivores, omnivores, and decomposers. What are those?
Herbivores get energy by eating only plants.
Carnivores get energy by eating only other animals.
Omnivores get energy by eating both plants and other animals.
Decomposers get energy by eating the remains of dead matter, like dead plants and animals. Decomposers break down dead plants and animals into Sign In Sign Up nutrients to grow healthy and strong.
nutrients that are added back into the soil. Plants then use those important
Lesson Checkpoint: What is a consumer?
Food Chains
Energy found in plants can be passed along from animal to animal through a food chain. In a food chain, energy is passed by an animal eating and being eaten.
All food chains begin with energy received from the Sun. After the Sun, the next link in every food chain is plants. Plants are the only organisms that get energy from Sun.
In a food chain diagram, the arrows show the transfer or flow of energy from one organism to the next.
If one animal species in a food chain dies, that will affect all the animals in the food chain.
© Copyright NewPath Learning. All Rights Reserved.
Food Webs
There are also food webs in an ecosystem. A food web is a system of overlapping food chains. An ecosystem has many food chains. An animal can be the eaten by many different types of animals and therefore be a part of many different food chains.
The following diagram is an example of a food web. Can you see the food chains within this web?
Lesson Checkpoint: What is a food web?
Survival
All living organisms depend on other organisms in an ecosystem in order to survive in an ecosystem! This is called interdependence. Being interdependent means to depend and rely on one another. Interdependence of populations within a food chain helps to maintain the balance of plant and animal populations within a community.
Lesson Checkpoint: What does it mean to be interdependent? | 1,032 | 549 | {
"id": "<urn:uuid:eab39656-d893-49d0-9193-67025a3fdf04>",
"dump": "CC-MAIN-2024-18",
"url": "https://newpathworksheets.com/api/guide/study-guide-science-grade-4-food-webs-food-chains.pdf",
"date": "2024-04-14T06:55:25",
"file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296816875.61/warc/CC-MAIN-20240414064633-20240414094633-00331.warc.gz",
"offset": 395195700,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9988493621349335,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9988937973976135,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
799,
1577,
1830,
2623
],
"fw_edu_scores": [
4
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
The Mughal Empire Chapter 4 th
* Prepared by –Ram Ashery
* Class- VII
* Module -2
The Mughal Empire in India
Who was Akbar? And administrative
The third Emperor, Jalal Ud-din Muhammad Akbar, is regarded as one of the great rulers of all time, regardless of country. Akbar succeeded to the throne at the age of 13, His reign can be divided into three periods.
Akbar's Campaigns
* From 1556 to 1570- Akbar became independent of the regent Bairam Khan and other members of his domestic staff. He launched military campaign against the Suris, and other Afghans, against the neighbouring kingdoms of Malwa and Gondwana , and to suppress the revolt of his half-brother Mirza Hakim and the Uzbegs. He seized the capital of Sisodiya Chittor garh in 1568 and Ranthambhore in 1569.
Akbar's Campaigns
* From 1570-1585 He launched the military campaign against Gujarat , Bihar, Bengal and Orissa. These campaigns were complicated by the revolt in support of Mirza Hakim.
Akbar's Campaigns
* From 1585- 1605-expansion of Akbar's empire. He launched military campaigns in the north-west. Qandahar was seized from the Safavids, Kashmir was annexed After the death of Mirza Hakim. Kabul was also included in his territory. He started campaigns in the Deccan and annexed Berar, Khandesh, and Ahmadnagar.
Akabar's Policy
* Akbar worked hard to win over the hearts and minds of the Hindu leaders. While this may well have been for political reasons - he married a Hindu princess. it was also a part of his philosophy. Akbar believed that all religions should be tolerated, and that a ruler's duty was to treat all believers equally, whatever their belief. He established a form of delegated government in which the provincial governors were personally responsible to him for the quality of government in their territory. Akbar's ministery included many Hindus in positions of responsibility - the governors were allowed to take a major part in the governing.
Akbar's Policy
* Akbar's work was found in the book Akbar nama written by Abul Fazal
* Akbar divided his kingdom into provinces called Subas, governed by the subedar
* Akbar's nobles commanded large army and had access to large amounts of revenue.
* While Akbar was at Fatehpur Sikri, he started a discussion on religion with the Ulemas, Brahmans, Jesuits and Priests who were Roman Catholic and Zoroastrian.
* The discussion took place in the Ibadat khana.
Akbar's policy
* It led Akbar to the idea of Sulah-i-kul or universal peace.
* Jahangir and Shah Jahan also followed the same policies.
* Akbar realized those religious scholars' emphasized ritual and dogmas were often bigots.
* Abul Fazal one of the Akbar's friends and courtiers wrote three volume History of Akbar's reign, titled Akbarnama.
*
Akbar's policy
* The Mughal Empire in the 17 th century and after.
* The Mughal administrative and military efficiency of the Mughal Empire led to the great economic and commercial prosperity.
* The Mughal Emperor and Mansabdars expend a great deal of their income on the goods and salaries.
* The Mansabdars received their salaries revenue assignment called Jagir.
*
.
Akbar's Policy
* The main source of income to the Mughal rulers was the tax received by the produce to the peasantry
* The wealthier peasants and artisans groups, merchants and bankers were benefited in the economic world.
* Primary producers , however, lived in poverty.
* By the end of 17 th century , the authority of Mughal emperor divided which gave rise to many independent provinces such as Awadh, Hyderabad, Bengal etc.
* Thanks | 1,606 | 853 | {
"id": "<urn:uuid:fb0d07cb-e681-4ae8-80a2-fcdc23c91b0e>",
"dump": "CC-MAIN-2024-18",
"url": "https://aees.gov.in/htmldocs/downloads/e-content_06_04_20/VII_HIS_L04_M02_THE_MUGHAL_EMPIRE_PPT.pdf",
"date": "2024-04-14T08:57:36",
"file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296816875.61/warc/CC-MAIN-20240414064633-20240414094633-00331.warc.gz",
"offset": 71896693,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9878343224525452,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9991550445556641,
"per_page_languages": [
"eng_Latn",
"unknown",
"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": [
82,
110,
363,
778,
967,
1297,
1952,
2412,
2761,
3135,
3574
],
"fw_edu_scores": [
3.1875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Activity Sheet Answers
Chapter 2, Lesson 2
Changing State—Evaporation
ACTIVITY
1. One of the variables in the experiment was the amount of water placed on the brown paper towels. Why was it important to use the same amount of water on both pieces of paper towel?
It is important to use the same amount of water on both paper towels because the experiment is trying to test whether
temperature affects the rate of evaporation.
The only thing different between the two samples of water should be the temperature they are exposed to. It wouldn't make sense to use different amounts
of water because different amounts could affect how long it takes for the water to evaporate.
2. Another variable was when the paper towels were placed on the plastic bags. Why was it important to put each paper towel on the plastic bag at the same time? In an experiment, the samples being used should be treated the exact same way except for the one thing being tested. If you put one sample on the plastic bag with room temperature water and waited before putting the other on the plastic bag with hot water, this would not be a fair test. The samples would be on different surfaces when they should be treated the same way as much as possible.
3. Does adding energy increase the rate of evaporation? What evidence do you have from the experiment to support your answer? Adding energy does increase the rate of evaporation. The evidence is that the water placed on the hot bag evaporated faster than the same amount of water placed on the room temperature bag.
EXPLAIN IT WITH ATOMS & MOLECULES
You saw an animated model of your experiment showing water molecules evaporating from the paper towels.
4. Explain, on the molecular level, why heating water increases the rate of evaporation from the paper towel.
Adding energy to the water on the paper towel makes the water molecules move faster. This motion competes with the attraction between water molecules and causes more of them to break away and evaporate.
TAKE IT FURTHER
5. The wet paper towel from the beginning of class was not heated. Why did the water evaporate anyway?
Even though the wet paper towel was not heated water was able to evaporate because some water molecules were moving fast enough to evaporate.
6. You saw an animation using space-filling models of water. When water evaporates do the water molecules themselves break apart or do whole water molecules separate from one another?
When water evaporates, whole water molecules separate from other whole water molecules. The molecules do not come apart into their individual atoms. | 944 | 522 | {
"id": "<urn:uuid:fc836cc0-b904-42e6-8d9d-b4a715d671a3>",
"dump": "CC-MAIN-2024-18",
"url": "https://www.acs.org/content/dam/acsorg/msc/downloads/chapter-2/lesson-2/ch2-l2-activity-sheet-answers.pdf",
"date": "2024-04-14T08:31:34",
"file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296816875.61/warc/CC-MAIN-20240414064633-20240414094633-00329.warc.gz",
"offset": 597375661,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9989394247531891,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9989945292472839,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1551,
2605
],
"fw_edu_scores": [
4.53125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
USING THE BIG DIPPER TO DETERMINE LOCAL TIME
If one looks at the night-sky on a cloudless night in the northern hemisphere you will see that all stars seem to rotate in a counter-clockwise manner in circles about the North Star Polaris at the rate of approximately one degree every four minutes. This becomes especially clear when looking at a time-lapse photo. Among the easiest of the star configurations to spot performing this rotation is the Big Dipper in Ursa Major. By extending a line from the two front stars (Dubhe and Merak) of the Big-Dipper by a factor of five one reaches Polaris. Tracking the red pointer arrow at the end of this imaginary Big-Dipper-Polaris line produces a 24 hour clock with a counter-clockwise moving indicator. Although this movement can only be spotted at night, it completes a complete circuit plus four minutes each day. The four minute addition stems from the fact that the earth not only rotates about its polar axis once a day but also moves once around the sun in one year. Note 360 deg/year=90deg/season=1degree/day=4 min/day. A schematic of the apparent rotation of the Big-Dipper about Polaris follows-
What we have here is a 24 hour astronomical clock where the red-pointer arrow moves in a counter-clockwise sense about a circle marked with hour intervals.
If one looks at the clock carefully it becomes clear that the four different orientations produced at six hour intervals (or by the four seasons at fixed local time) and their connecting lines to Polaris constitute an approximate swastika. Since the swastika symbol originated in ancient India it would not be unreasonable to speculate that it followed from night-sky observations of ancient Indian astronomers who were quite advanced in astronomy compared to the rest of the world at the time.
If one has a wristwatch available one should set the outer rotating disc containing the numbers to 24 at midnight. This way one can run the clock for several days before needing to reset it because of the daily variations in local noon and the daily 4 minute change due to the earth's movement about the sun. Also if no watch is available one can use the time of local noon, add 12 hours to this via hour-glass measurements, and then set the pointer to 24. Either way one will have an accurate astronomical clock. If one adjusts the pointer to 24 one evening at midnight, one can expect to see the red pointer arrow point to approximately 22 hrs the next evening at 10pm. The clock is particularly useful for measuring hour increments. Here there is no need for knowing the time of local noon or midnight. One just measures how long it takes for the pointer to move 15 degrees which is equivalent to one hour. One could also use these increments to calibrate a sundial without benefit of a mechanical or electronic timepiece.
To measure the angle of the imaginary Polaris-Big-Dipper line relative to the vertical one can use a plumb-bob attached by string to the center of the clock. The difference between the 24 hr pointer position and where the vertical plumb-bob line crosses the dial will give the pointer angle in hours. Multiplying this value by 15 yields the angle. Here one is simply using the number dial on the clock as a protractor.
If you want to quickly determine the approximate angle between two points in the night sky, you can check how many little finger widths it corresponds to. The rule of thumb is that one small finger width bent at the end of one's out-stretched arm subtends a one degree angle. In our own case the distance from my right eye to the bent little finger at the end of my outstretched right arm is L=29 inches and the width of the front of my little finger is w= 0.55 inches . Thus the angle subtended will be approximately 180w/(πL)=1.08 degrees. Both the moon and sun have an apparent width of about one half degree as seen from earth and so can be covered by half the little finger width held at arms length. Since the width of a typical thumb is about one inch, the angle between two stars on the Celestial Sphere measured as two thumb widths will be separated by four degrees. Artists use such thumb measures in the painting of objects in order to get the right perspective. | 1,622 | 903 | {
"id": "<urn:uuid:86168c24-0d84-434f-90a6-5a0f681cfc20>",
"dump": "CC-MAIN-2024-10",
"url": "https://mae.ufl.edu/~uhk/ASTRO-CLOCK.pdf",
"date": "2024-02-25T21:47:21",
"file_path": "crawl-data/CC-MAIN-2024-10/segments/1707947474643.29/warc/CC-MAIN-20240225203035-20240225233035-00004.warc.gz",
"offset": 371603846,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.998381644487381,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9988689422607422,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1308,
4228
],
"fw_edu_scores": [
3.125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
NATURE AT RISK
By Carol Hillestad for the Brodhead Watershed Association
How important can a tiny bird be?
March 2022
When you hear that this, that, or the other bird, mammal, fish, or other creature is endangered, or perilously close to extinction, one factor is often part of the problem: Us.
Specifically, our capacity to alter the natural world to suit one species — homo sapiens. We humans are so used to bending and adapting the world to meet our needs, it's easy to lose sight of a simple truth: every creature counts.
Including the tiny golden-winged warbler.
It weighs about as much as a paperclip. It flies 4,000 miles to winter in South America. And then returns in spring to forests in the Poconos to breed and raise young.
Golden-winged warbler (Vermivora chrysoptera)
But not just any forest. For nesting and raising their young, golden-winged warblers need shrubby, low, open growth such as follows a fire. At the same time, close by, they need mature forest for perching, defending territory, and foraging for food.
The loss of natural habitat like that, and also in its wintering grounds, and along that long migration route, all put this endearing dynamo at risk. Their numbers have diminished so much that they have one of the smallest populations of any bird not actually on the endangered list.
And, because all life is connected, that's a problem for forests! Golden-wings eat only insects (which are found by the billions in forest canopies) — forest pests like harmful insects, spiders and caterpillars. So the birds need the forest. And healthy forests need the birds.
Suppressing fire results in forests of mostly same-size trees, without the shrubby undergrowth the warblers need. Clear-cutting to grow coffee results in, well, no forests at all.
All is not lost. Work is underway in state forests in the Poconos to help recreate lost habitat. Some local landowners are enrolling their private acreage in programs like Working Lands for Wildlife that benefit golden-wings and other migratory warblers. Researchers and advocates are working to move coffee-growing away from open, sunny plantations into more warbler-friendly shady forests.
Knowledge is power. Learn how our hard-working state foresters manage forests for wildlife, water quality, and the greater good at https://www.dcnr.pa.gov/about/Pages/Forestry.aspx
For information on a walk in local warbler habitat: https://brodheadwatershed.org/delaware-state-forests-warblerhabitat/
For information on enrolling your land as protected warbler habitat through Working Lands for Wildlife: https://www.nrcs.usda.gov/wps/portal/nrcs/detailfull/national/plantsanimals/fishwildlife/?cid=stelprdb1046975 For more information on this beautiful, important bird: https://www.birds.cornell.edu/home/golden-winged-warblerconservationstrategy-and-resources/ | 1,152 | 642 | {
"id": "<urn:uuid:6eb2ae84-61d5-42bf-832d-a57cdb213154>",
"dump": "CC-MAIN-2024-18",
"url": "https://brodheadwatershed.org/wp-content/uploads/NatureRiskMarch2022bird.pdf",
"date": "2024-04-14T07:25:18",
"file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296816875.61/warc/CC-MAIN-20240414064633-20240414094633-00332.warc.gz",
"offset": 132583819,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9959174394607544,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9959174394607544,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2844
],
"fw_edu_scores": [
2.34375
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
POTENTIAL FCCLA OFFICER SITUATIONS
SITUATION #1
You will miss 2 days of school this week because of State Leadership Conference. Your teachers want to know why you should be allowed to make up your work.
SITUATION #2
Nearly all of the state and national FCCLA information is posted online. Your chapter advisor doesn't like to go online and asks you to print off all of the online material. How would you handle this situation?
SITUATION #3
During a presentation to a teachers group, the comment is made that FCCLA is an organization better suited for rural schools than urban schools. How do you respond?
SITUATION #4
Your counselor wants to know how FCCLA is preparing you for your future. What do you say?
SITUATION #5
Someone wants to know what ever happened to "FHA" chapters in schools?
SITUATION #6
When promoting membership, a potential member complains that the dues are just too high. How do you respond?
SITUATION #7
It is getting down to the wire for your board of education to present a budget for the next school year. A preliminary draft showed a major cut in funds for family and consumer sciences education. You have been given one minute to address the board on the value of the family and consumer sciences curriculum, as you petitioned. State your case on the importance of Family and Consumer Sciences education in the total education of a person and the value of Family, Career and Community Leaders of America to personal growth and how it contributes to a better community.
SITUATION #8
Someone says to you, "If you're going to college, why are you taking Family and Consumer Sciences classes?"
SITUATION #9
"So, you have contests in FCCLA. What are they like?"
SITUATION #10
Your advisor has told you that John Smith, a newspaper reporter, is interested in education, but he has not written anything on FCCLA or Family and Consumer Sciences. You have called Mr. Smith and are dropping by his office to see if you can get him interested. You have one minute while you really have his attention. What will you say?
SITUATION #11
Several FCCLA parents suggest working with home-based businesses for fundraising for the chapter. They would like to see chapter members sell items such as makeup and kitchen supplies. Most chapter members would prefer to not sell these items. One of the parents wants to know why not. What would your reply be?
SITUATION #12
You are invited to do an interview with the local press, and you are asked to describe Family, Career and Community Leaders of America and your role as a state officer. They have never heard of Family, Career and Community Leaders of America or family and consumer sciences education. When you explain, they say "oh, the old home economics! Sure, I know what you are talking about!" You have a feeling they have no idea except old stereotypes. You have one minute to interest the reporter in the organization.
SITUATION #13
Someone says to you, "Why would anyone be in FCCLA, especially males?"
SITUATION #14
Some middle school/junior high students want to know why they should take a Family and Consumer Sciences class and be a member of FCCLA. How would you respond?
SITUATION #15
Why is Family, Career and Community Leaders of America classified as a career and technical student organization?
SITUATION #16
Your chapter wants to set up a partnership with a local business. They have asked you to explain in 30 seconds or less, the role of FCCLA in the school and community. What do you say?
SITUATION #17
What makes FCCLA different from 4-H and other youth groups?
SITUATION #18
The person sitting beside you on the airplane while traveling to National Leadership Conference wants to know what FCCLA is. How would you respond?
SITUATION #19
While in the elevator, a couple asks about the conference you are attending. They also want to know how many girls are in the hotel. You have 30 seconds to respond before they get off of the elevator.
SITUATION #20
A school has 350 students, but only nine FCCLA members. You are visiting their school to encourage participation. What will you suggest? The teacher says, "We just can't get anyone interested."
SITUATION #21
When you are getting your business cards printed at a local shop, the clerk wants to know what FCCLA is, and why wasn't it around when she/he was in school?
SITUATION #22
Your chapter wants to implement a Stand Up project. The school board isn't sure that this is a good idea — they think it might result in more negative than positive publicity. How would you respond?
There isn't always a "right" answer for all the situations you encounter, but practicing these situations can help you respond to other impromptu questions. As officers, it is important that you have a positive response ready and available. | 2,021 | 1,044 | {
"id": "<urn:uuid:97e18e09-e9b9-46b4-b3cd-8bb64f258e8b>",
"dump": "CC-MAIN-2024-18",
"url": "https://missourifccla.org/wp-content/uploads/2023/08/Potential-Officer-Situations.pdf",
"date": "2024-04-14T08:22:48",
"file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296816875.61/warc/CC-MAIN-20240414064633-20240414094633-00334.warc.gz",
"offset": 357896131,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9991396367549896,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9991280436515808,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2386,
4803
],
"fw_edu_scores": [
2.453125
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Subsidence
Subsidence is the gradual settling or sudden sinking of the Earth's surface due to subsurface movement of earth materials. The level of subsidence ranges from a broad lowering to collapse of land surface. Most causes of subsidence are human-induced, such as groundwater pumpage, aquifer system compaction, drainage of organic soils, underground mining, hydrocompaction, natural compaction, sinkholes, and thawing permafrost. Areas located above or adjacent to karsts topography have a greater risk of experiencing subsidence. Sudden collapses of surface areas can damage and destroy buildings and infrastructure.
Mitigation Ideas: A Resource for Reducing Risk to Natural Hazards
Storm Surge
59
60
Local Planning and Regulations
SU-1 Map and Assess Vulnerability to Subsidence
Some areas with subsidence risk may not be fully identified in your community. Consider actions such as:
- Using GIS to map areas that are susceptible to subsidence.
- Using ground-penetrating radar to detect lava tubes and map their location.
- Identifying and mapping old mining areas or geologically unstable terrain so that development can be prevented or eliminated.
- Supporting mapping efforts to identify areas of existing permafrost.
- Improving accuracy of hazard area maps to educate residents about unanticipated risks. Upgrading maps provides a truer measure of risks to a community.
Development regulations should consider areas with poor soil conditions, including the following:
- Prohibiting development in areas that have been identified as at-risk to subsidence.
- Restricting development in areas with soil that is considered poor or unsuitable for development.
If subsidence is considered during building design, future damage may be prevented. Potential actions include:
- Educating design professionals about where to locate information on subsidence rates and maps.
- Adopting an ordinance promoting permafrost sensitive construction practices.
- Incorporating structural designs that can resist loading associated with subsidence.
- Including potential subsidence in freeboard calculations for buildings in flood-prone areas.
Several risk factors can be monitored to help predict subsidence, such as the following:
- Monitoring areas at risk to subsidence by remaining aware of changes in groundwater levels.
SU-2 Manage Development . in High-Risk Areas
SU-3 Consider Subsidence . in Building Design
SU-4 Monitor Subsidence . Risk Factors
- Monitoring areas where natural resources are removed from underground.
- Filling or buttressing subterranean open spaces, as with abandoned mines, to prevent or alleviate collapse.
Mitigation Ideas: A Resource for Reducing Risk to Natural Hazards
Structure and Infrastructure Projects
SU-5 Remove Existing Structures from Subsidence Hazard Areas To prevent property loss, acquire and demolish or relocate buildings and infrastructure in high-risk areas.
FEMA Resources/Publications FEMA 20, P-85, 361, 453
Education and Awareness Programs
SU-6 Educate Residents . about Subsidence
Increase residents' knowledge of subsidence through the following:
- Promoting community awareness of subsidence risks and impacts.
- Offering GIS hazard mapping online for residents and design professionals.
Other subsidence-related mitigation actions may also apply to other hazards. See the sections entitled "Landslide," "Erosion," and "Multiple Hazards" for other possible ideas.
Mitigation Ideas: A Resource for Reducing Risk to Natural Hazards
Subsidence
61
62
This page was left intentionally blank
Mitigation Ideas: A Resource for Reducing Risk to Natural Hazards | 1,699 | 717 | {
"id": "<urn:uuid:c9307e44-1310-4e43-bf93-e911c19d6c12>",
"dump": "CC-MAIN-2024-18",
"url": "https://www.commerce.alaska.gov/web/Portals/4/pub/RiskMAP/Subsidence.pdf",
"date": "2024-04-14T08:32:30",
"file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296816875.61/warc/CC-MAIN-20240414064633-20240414094633-00335.warc.gz",
"offset": 669052153,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9813934117555618,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9874432682991028,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
708,
2719,
3529,
3640
],
"fw_edu_scores": [
3.234375
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
BIRTH TRADITIONS AND TRIVIA
Calling all… Midwives!
The term midwife comes from the Anglo-Saxon midwife or "with woman."
First Food Traditions
♥ The Mtoli culture believes that a baby's life begins when the baby was first wanted (even if not yet conceived).
♥ In ancient Persia:
Mom and baby rest together for six days after birth. On the seventh day, the baby is moved to the cradle. Bread or cake is wrapped up with the baby as food for the journey to the cradle.
A new baby is welcomed as a dear friend returning from a long journey.
♥ In Ireland, India and Siberia, several preparations are made to remove any obstruction to birth. When a woman begins laboring:
Animals are set free.
Each member of the family loosens their hair.
All pots are left uncovered.
♥ Will the baby be a boy or a girl?
In parts of England, a piece of cotton is held over the stomach of a pregnant woman. If the cotton moves back and forth, she will have a boy. If the cloth hangs straight and still, a girl.
In Greece, a pair of scissors and a key are placed on separate chairs. The pregnant woman is brought into the room and asked to sit down. If she chooses the chair with the scissors, she will bear a girl. If she chooses the chair with the key, it will be a boy.
An Aztec formula that a number of Manhattan obstetricians swear by goes as follows. Note the age of the mother at the time of conception, then note the year of conception. If both are even or both are odd, a girl will be born. If one of the numbers is even and one odd, expect a boy.
♥ In Uganda, Seibei women in the seventh or eighth month of pregnancy are massaged by an old woman "with knowledge." Butter is rubbed on their abdomens to determine if the baby is in an undesirable position. If so, through external massage, the old woman manipulates the baby into a correct delivery position. We call this an external version!
♥ In Bali, the umbilical cord is kept in a special box. When the child grows up and is ready to leave home, the cord is given to the child to symbolize cutting the ties between mother and child.
♥ The caul or "veil" is part of the amniotic sac, the bag of waters. Sometimes, the bag remains intact and covers the baby when the baby is born. This is called being born "under the caul" and it has been considered an omen of good luck since at least the time of the Romans. It was believed that babies born under the caul would never die by water. The caul, when preserved as a talisman, was also believed to protect against drowning. Midwives would sell the caul to sailors to protect them from storm demons. The baby born under the caul is believed to possess the ability to foresee the future, see ghosts and talk to them, and, even if deaf, hear the spirits talk.
♥ In Korea, it is traditional for a woman to live with her in-laws, so she is attended by her mother-in-law at her birth. After giving birth, a new mother receives no visitors, not even her own mother, for 21 days. During that time, she slept, ate and nursed her baby. A rice stalk was erected in front of the house to alert neighbors that visits at this time were not appropriate. A red pepper was placed on it to signify the birth of a boy, a piece of wooden charcoal for a girl. When the baby was 100 days old, the family hosted a big party, passing plates of food to family and neighbors. They in turn placed big pieces of long white cotton thread on them to symbolize long life for the baby.
♥ After giving birth, a woman of the Baganda tribe of Uganda is attended by family and friends for an entire month. Her body is massaged, meals are prepared for her family, laundry is washed and special soups are prepared for the mother to stimulate her milk production.
♥ The women of the Tlinget tribes of Alaska suffer little in childbirth and have been known to give birth in their sleep.
♥ When an infant laughs for the first time, the Navajos exchange gifts to mark the occasion. The person who made the baby laugh hosts the party.
♥ It is believed in Russia that the child given an egg, a piece of bread, a box of salt and a box of matches will be blessed with fast growth, good health and luck.
♥ In Provence, France, the same gifts of salt, bread, an egg and a match will cause a baby to grow up as wise as the salt of the sea, as good as bread, as robust as an egg, and as straight as a matchstick.
♥ American birth and infancy superstitions:
If one finds a baby pacifier, there is going to be an addition to the family.
If a married woman is the first one to see a newborn baby, that woman will become a mother.
A bright star in the sky means there will soon be a birth.
A woman with child is always lucky.
Conceiving under the increase of the moon or in the moonlight means there will be a girl.
If a pregnant woman steps over a rope to which a horse is tied, she will be late in delivering.
If she is born on Christmas day, your daughter will be able to speak with animals and spirits.
Heartburn while pregnant means your child will have a full head of hair.
A baby speaks with angels when it smiles.
If a baby teethes early, it is making way for a new baby.
A daughter will be lucky if she resembles her father.
Mother's Nature
(by Gosline, Bossi, and Beanland) | 1,963 | 1,231 | {
"id": "<urn:uuid:f2a053c2-0f08-4b68-b99f-52d0c5c5c48f>",
"dump": "CC-MAIN-2024-18",
"url": "https://www.debbiehulldoula.com/uploads/2/0/3/1/20315055/birth_traditions_and_trivia.pdf",
"date": "2024-04-14T07:24:03",
"file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296816875.61/warc/CC-MAIN-20240414064633-20240414094633-00336.warc.gz",
"offset": 678781233,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9994414150714874,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9994088411331177,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1543,
5239
],
"fw_edu_scores": [
2.28125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Parents,
Your children have made a year long commitment to being RELENTLESS in pursuit of Jesus. This is going to be a word we use every week and your children are going to be taking practical next steps to relentlessly go after their relationship with Jesus.
Here's our Week 5 Relentless Challenge For Elementary Students: 1- Invite 1 friend to church.
Your children have made the commitment. Will you hold them accountable and encourage their progress?
Sincerely,
Carla Melton & Kidslife Team
PRE-K-Kindergarten (SUNDAY CELEBRATION)
What We Learned This Week (October 7)
Ponder Point: God is Bigger (Part I)
Joseph and His Family
Genesis 37; 49—50
Sold into slavery by his brothers, Joseph trusted God, who proved to be bigger than any horrible circumstance.
Where We're Headed Next Time (October 14)
Ponder Point: God is Bigger (Part II)
The Exodus
Exodus 3—4:17; 14:19—15:21
God protected Moses as a Hebrew baby. When Moses was older, God led him to return to Egypt and lead His people out of slavery.
Remember Verse
The Remember Verse focuses on a character trait of God that's highlighted in next week's portion of The Big God Story.
The Mighty one has done great things for me—holy is his name. Luke 1:49
You can help your child memorize this verse by working on it at home, while in the car, or any other moment where you find a space to have a conversation.
Did You Know?
Share these facts to get the conversation started.
* Moses' story began when he was born in Egypt, four hundred years and many generations after Joseph's family had settled there.
* After Moses left Egypt, God used a burning bush in the desert to get his attention and call him back to the place where his people continued to live in slavery.
* God used Moses to free the Hebrew people from slavery and, ultimately, lead them to the Promised Land.
Connect As A Family
Ask your children to show you the biggest thing they can find in your home. Then ask them, "How big do you think God is? Is there anything He can't do?" Share with your children that there was a man in the Bible named Moses. God used Moses in some really big ways. Then read
Exodus 4:1–14.
Table Talk
After reading Exodus 4:1-14, discuss these questions together:
* How do you think Moses felt when God spoke to him through the burning bush?
* How did God show Moses He is "bigger" than anything he was facing?
* Do you believe God is "bigger" than anything you might face?
1st-6th GRADE (SUNDAY CELEBRATION)
What We Learned This Week (October 7)
Ponder Point: God is Good
Joseph
Genesis 25:19–34; 27:1–41; 28:10–22; 32:1—33:11
Where We're Headed Next Time (October 14)
Ponder Point: God is Enough
The Golden Calf
Exodus 12:1—15:21; 19—30; 32—34
Remember Verse
The Remember Verse focuses on a character trait of God that's highlighted in next week's portion of The Big God Story.
Know therefore that the Lord your God is God; he is the faithful God, keeping his covenant of love to a thousand generations of those who love him and keep his commandments. Deuteronomy 7:9
You can help your child memorize this verse. Recite it with them while you prepare a meal or as you tuck them into bed.
Did You Know?
Share these facts to get the conversation started.
* Moses left the Israelites to climb Mount Sinai, where he met with God.
* God gave Moses the Ten Commandments at Mount Sinai. Moses then brought the commandments back to the people.
* Moses returned to find the Israelites worshipping a false idol—a golden calf they had created.
* God was enough for the Israelites, but instead of trusting Him, they settled for a false god.
Connect as a Family
Talk with your children about a time they had to wait for something—presents under the Christmas tree, a vacation or trip, or a new bike for their birthday. Ask them how it felt to wait, and then talk about how it felt to finally receive that thing. Read Exodus 32:1–26. Share how waiting for God's plan is always best. God is enough!
Table Talk
After reading the Scripture passage, Exodus 32:1-26 discuss these questions together:
* Why did the Israelites make the golden calf?
* How do you think Moses felt when he saw the Israelites worshipping the golden calf?
* What did the Israelites forget about God? | 1,849 | 1,030 | {
"id": "<urn:uuid:2e3baaeb-46d2-4bb9-993c-5571f0fb486e>",
"dump": "CC-MAIN-2018-43",
"url": "http://19a2189959bb28aa6be6-1db68dba728dc46cc629f49d783ed83a.r18.cf2.rackcdn.com/uploaded/a/0e7914339_1539026498_at-home-october-7.pdf",
"date": "2018-10-20T22:19:04",
"file_path": "crawl-data/CC-MAIN-2018-43/segments/1539583513441.66/warc/CC-MAIN-20181020205254-20181020230754-00253.warc.gz",
"offset": 1194730,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9940700531005859,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9944479465484619,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
499,
2451,
4258
],
"fw_edu_scores": [
2.671875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Classifying Reptiles (2nd Edition) (Classifying Living Things)
What makes a reptile a reptile? How is a crocodile different from an alligator? Why do iguanas bask in the sun? Classifying Living Things investigates how and why we group animals. Each book focuses on a particular class of living things, looking at the key characteristics that set its members apart from those of other classes. Discover how classes of living things have evolved, and how species have adapted to suit their environments. Find out why certain animals may show some characteristics of a particular class, but actually belong to another. Classifying Reptiles looks at the amazing class of scaly, cold-blooded creatures. Find out how reptiles are grouped into orders and how each one is different from the rest. From turtles to taipans, from giant crocodiles to tiny geckos, discover what makes reptiles so special.
classification is based on the structure of organisms, living things can be classified Demonstrate how animals are sorted into groups (vertebrate and . illustrations and words that first and second graders can understand. Animals are given scientific names so that people all around the world. There are five different kingdoms to classify life on Earth, which are Animals, Plants, Fungi, animal will be the genus, and the second name indicates the specific species. View printer friendly version of Animal Classification article.Keywords: classifying animals, vertebrate, invertebrate, mammal, reptile, Provide each group a copy of the Animal_Classification_Sort__1_.pdf(have each setTo recognise that living things can be grouped into science- based classifications. To investigate the many ways animals can be grouped. Key Competencies.Classification of Living Things Chart Class - Reptiles (Grade K-3) -- Exploring (This is the third in a series of sortsthe PDF of the animal classification booklet can .. Second Grade Life Science Worksheets: Vertebrates and InvertebratesRead Classifying Reptiles (Classifying Living Things) book reviews & author Paperback: 32 pages Publisher: Heinemann/Raintree 2nd Edition edition (1Lesson 1: Classifying Animals by Characteristics . Classify particular animals as vertebrates or invertebrates. ?. ? ? ? ? ? ? ?. Describe Bill Nye the Science Guy: Mammals Classroom Edition (DVD) (Disney. Educational . a particular group of animals that you may have studied in second grade. These animalsin animal classification at the elementary, secondary, and college levels. Based on . To determine how students of various age groups classify animals into Novak, Ed., Proceedings of the Second International Seminar on Misconceptions.Classifying animals into taxonomic groups poses further problems. Twelve-year-old The second question was intended to generatea series of working definitions ed. In addition to these queries, several additional questions probed stu-.Classifying Living Things investigates how and why we group animals. Paperback: 32 pages Publisher: Heinemann 2nd Edition edition (June 15, 2009)Explore Pinning Teachers board Classifying Living Things on Pinterest. See more Second Grade Science Worksheets: Classifying Animals Included in the download are editable and PDF versions of the student copy and answer key.Or we may classify animals according to where they live, grouping together those animals The groups that result from the second sorting make up the phylum.The latest reviewed version was checked on 13 February 2018. 1 Classification of Living Things & Naming 2 Eukaryotes & Prokaryotes 3
Page 1
The Three capital is the genus of the organism and the second word beginning with lower-case letter For example, some protists can exhibit properties of both animals and plants.This powerpoint looks at the different ways that we group animals, including the key Animal Groups PowerPoint - grouping animals, animals, classifying animals, rackada, Jun 2nd Twinkl updated the Main Version on Sep 28thOr we may classify animals according to where they live, grouping together those animals The groups that result from the second sorting make up the phylum.CLASSIFICATION. 5. What if? Identifying animals. What you need: paper, pencil. What to do: 1 Work in pairs. Describe an animal to your partner without.Teach students scientific classification methods with this free science lesson plan Scientific classification groups all plants and animals on the basis of certain . A Compendium of Standards and Benchmarks for K-12 Education: 2nd Edition
Page 2 | 1,983 | 952 | {
"id": "<urn:uuid:38673aec-3a0e-4fa3-833e-f034617a5f84>",
"dump": "CC-MAIN-2018-43",
"url": "http://acat-torinonord.com/classifying-birds-classifying-living.pdf",
"date": "2018-10-20T22:28:03",
"file_path": "crawl-data/CC-MAIN-2018-43/segments/1539583513441.66/warc/CC-MAIN-20181020205254-20181020230754-00253.warc.gz",
"offset": 7129508,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9925630688667297,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9930409789085388,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3577,
4535
],
"fw_edu_scores": [
4.125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Kentucky Association for Gifted Education
Proclamation Signing Ceremony for Gifted Education Month in Kentucky Wednesday, February 8, 2017, 12:00 p.m. Capitol Rotunda, Frankfort, KY
CULTIVATING EXCELLENCE: GIFTED EDUCATION IN KENTUCKY
Join KAGE when the month of February is proclaimed as Gifted Education Month in Kentucky. Take advantage of being in the Capitol by arranging for students to watch state government in action. Visits with legislators, attendance at committee meetings, watching the action on the chambers' floors from the House or Senate galleries, and/or arranging for students to be legislative pages can be organized. The following information will help you plan an exciting day in the state capitol.
Proclamation Signing Ceremony February 8, 2017, 12:00 p.m. in the Capitol Rotunda. The ceremony will last about an hour.
The Capitol Tour desk # is 502.564.3449.
Committee Meetings:
Committees are an essential part of the legislative process for both representatives and senators. Committees monitor ongoing governmental operations, identify issues suitable for legislative review, gather and evaluate information, and recommend courses of action to their respective bodies. Each legislator sits on a number of committees. Usually, these committees are in areas of interest to the legislator. New senators and representatives will be assigned committees after they are sworn in in early January. At that time, there may be a shifting of some other committee positions as well. To find out what committees your senator or representative may be on, go to the Kentucky Legislature Home page at http://www.lrc.ky.gov. Click on the Organization & Administration tab, then the Committees tab. From there you can explore the different committees.
Appointments with Legislators:
Having your students study issues in which your legislators are interested and then have prepared questions is a good way to engage the legislator in conversation. An appointment can be arranged by calling 502.564.8100. Ask the operator for your senator or representative. Make your request with the scheduling secretary clerk, and the clerk will get back with you. The scheduling clerks are friendly and helpful.
Since a new representative or senator has not been sworn in yet, you may have to contact him/her directly at the current place of work or wait until January and call the number above. Follow the same procedure as above for making an appointment.
Senate and House in Chambers:
The Senate and House go into chambers at 2:00 p.m. This is where the action on bills is taken. Bills will be sent to committees or voted on or other action taken. Tickets for the viewing galleries need to be ordered in advance. You can do this by calling one of your legislators and asking him or her to reserve the seats. Call the 502.564.8100 number and follow the same procedure as before.
Student Pages:
You can also request that a student be a page on the House or Senate floor for the legislator. Please see the documents Kentucky Senate Page Program or House of Representative Legislative Page Program for more information. Your students can be made honorary pages if you request that from your legislator as well.
Lunch:
There is a cafeteria in the Capitol Annex. However, sack lunches from school are highly recommended. It's cheaper and quicker, especially if you have a large group. If you decide to do sack lunches, you can eat on the bus. There are fast food restaurants about 10-15 minutes away. | 1,511 | 728 | {
"id": "<urn:uuid:d70c4d01-b707-4b40-ab10-fc0f71f54ef2>",
"dump": "CC-MAIN-2018-43",
"url": "http://kagegifted.org/wp-content/uploads/2015/01/Gifted-Ed-Signing-Activities-2017.pdf",
"date": "2018-10-20T21:39:17",
"file_path": "crawl-data/CC-MAIN-2018-43/segments/1539583513441.66/warc/CC-MAIN-20181020205254-20181020230754-00253.warc.gz",
"offset": 193008756,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9988829493522644,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9988829493522644,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3522
],
"fw_edu_scores": [
2.0625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Treating Insects and Diseases: Red Lily Leaf Beetle, Rhododendrons & Verticillium Wilt
July/August 2011 by Sally Pfeifer
I now look at insects and diseases as projects and not problems. Here are some of my experiences and solutions dealing with the red Lily Leaf Beetle, Rhododendron, and Verticillium Wilt.
Red Lily Leaf Beetle
In the early spring I noticed my lilies were being eaten daily. The plant had a red beetle on it. In doing some research I found it was called a red lily leaf beetle. Here are some details:
Origin: The red lily leaf beetle (Lilioceris lilii) is an insect native to Asia and Europe which spread rapidly through New England from Eastern Massachusetts, although the beetle has been active in the Montreal, Canada area since 1945.
Damage: If uncontrolled, it will completely defoliate and kill all true lilies.
Description: The adult beetle is bright red, with black legs, head and antennae, and the underside is 1/4" to 3/8" long. It is a strong flyer. The adult lays reddish-orange eggs which hatch larvae, looking like long slugs. The orange-reddish larvae cover themselves with their own excrement which repels predators. The larvae become fluorescent orange pupae.
Life Cycle: The adult beetle over-winters in the soil or plant debris and emerges in early spring looking for food and a mate. After mating, the female lays eggs in lines on the underside of the species Lilium or Fritillaria. Some damage is done at this time, but the major damage comes when the eggs hatch. For 2 to 3 weeks in spring, the larvae consume all leaves within reach and start on flowers. The larvae then drop into the soil and begin to pupate.
Biological Control: There are no natural predators in this country, although there are at least six parasitoids (e.g., wasps) in Europe that attack it.
Active Control: 1) Hand picking is always advised to start. If you don't see any beetles, but you suspect they are there, dig just an inch down into the soil. They hide just under the surface. 2) NEEM is the next step. NEEM needs to be applied every 5 to 7 days after the eggs hatch. 3) MERIT (imidacloprid) is a systemic insecticide which may work if applied to the soil in early spring, and later in the season. 4) Bayer rose and flower spray has provided excellent control.
Important: Read all labels. Spray when beneficial insects are not around and let dry.
Other chemicals of relatively low toxicity include:
5) 10% household AMMONIA applied to new lily sprouts and surrounding soil.
6) PYRETHROID insecticides (permethrin) kills adult beetles. 7) SPINOSAD insecticide kills larvae.
These are nasty little beetles and by now they are not in sight, but they will be back.
Rhododendron ~ After our winter with heavy snows and ice that weighted down and broke the branches of my Rhododendrons, something was eating the leaves. There were half-circle shaped notches and dried out stems. In talking to some fellow Master Gardeners and doing some research, I found BLACK VINE WEEVIL (Otiorhynchus sulcatus) was eating the leaves, and the dried branches were caused by a Rhododendron Borer.
Rhododendron Borer (Synathedon rhododendri) ~ This clearwing moth lays its eggs on the bark and in the branch crotch of the shrub. The larvae tunnel into the branch, severely weakening it structurally. The leaves wilt and the damaged branches turn brown. These branches should be pruned and disposed of properly (sanitation!). Spraying in May is advised.
Black Vine Weevil: The insecticide ORTHENE is registered for rhododendrons. Spray in May, and two other applications two weeks apart is advised. This is to control the black vine weevil adults. The key is to spray early to prevent the adults from laying their eggs. Weevils also eat the roots which will kill the shrub.
Verticillium wilt is a fungal disease that affects the plant's vascular system. Unfortunately one of my lilac trees was affected. It was beyond help, so I had to remove it.
Solution: Soil solarization is a non-chemical method for controlling soil-borne pests using high temperatures produced by capturing radiant energy from the sun. This method involves heating the soil by covering it with a clear plastic tarp for 4 to 6 weeks during the heat of summer. This allows the top 12 to 18 inches of soil to heat up to between 104 degrees F and to 110 degrees F and killing a wide range of soil-borne pests such as weeds, pathogens, nematodes and insects. This is a safe way to remove pathogens, and it adds nutrients to the soil. If you have time, look it up online and you will be amazed. There are no chemicals used and it cleans up the soil.
Enjoy your gardens.
Resources:
University of California Agriculture and Natural Resources
Garden Web
Ohio State University Extension fact sheet
Cornell Cooperative Extension Center | 2,037 | 1,132 | {
"id": "<urn:uuid:f6d73d43-21a7-4d9d-a687-f8626648a062>",
"dump": "CC-MAIN-2018-43",
"url": "http://reddinggardenclub.org/documents/7-8-2011_treating_insects_and_diseases.pdf",
"date": "2018-10-20T22:38:20",
"file_path": "crawl-data/CC-MAIN-2018-43/segments/1539583513441.66/warc/CC-MAIN-20181020205254-20181020230754-00255.warc.gz",
"offset": 299854942,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9974627494812012,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9975159764289856,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2389,
4830
],
"fw_edu_scores": [
3.125
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Your First Cockatiel – preparation, advice and care
Before you get your first Cockatiel you should do your homework and find out as much as you can, so you are prepared. Cockatiels have a lifespan of 15 to 20 years, so it is a long-term commitment and with it comes great responsibility. Hopefully, this will give you a good start.
The Cockatiel - Nymphicus hollandicus originated from Australia (formerly called New Holland hence its scientific name), where it is found in open spaces generally near water. It was first brought to the UK in the 19 th century.
Although only 12 inches (30cm) from the tip of it's long, straight tail to it's crest, the Cockatiel is considered by most authorities to be a member of the Cockatoo family. It is now quite domesticated having been bred for many generations in captivity. The natural colour is a body of white and grey, orange cheek patches and a yellow crest, both of which are much brighter in the male. Females of the normal grey type, when mature, have bars underneath the tail. Due to selective breeding, they are now available in a wide range of colour variants for you to choose from.
Your first decision will be whether you are going to keep one as a house pet or a pair for breeding. This will determine the housing that you require. The best cage for a single house pet will be made of metal wire and should be a minimum of 60cm x 40cm and be 60cm tall. If caging your Cockatiel in the house be aware that fumes from the kitchen, especially those from overheating non-stick pans, are harmful to all birds. Do not place the cage in hot or draughty areas or in strong sunlight where the bird cannot shelter. The cage commonly sold for a Budgie will be much too small. Similarly, Cockatiels have strong beaks and standard Budgie toys will be unsuitable.
A breeding aviary should be a minimum of 2 metres long x 1 metre wide and be 2 metres tall. This should have a roof to protect the birds from the weather and have a dry, draught-free shelter for them to retreat into. Cockatiels are hardy birds and are usually ok in Britain if housed this way. Nest boxes, which should be made of 15mm plywood, should be 30cm high and be 22 - 25cm square. The hole should be 6cm in diameter (the birds will make this bigger if they require it) and the base of the box should have a layer of untreated wood shavings. Both cages and aviaries should have natural perches of different diameters – branches cut from fruit trees are ideal.
Cockatiels do well if fed on a good quality mix of seeds, a proprietary Cockatiel or Parrakeet mix is ideal, but this must be supplemented daily with small pieces of fresh fruit, vegetables and greens. Do not feed chocolate, cabbage, potatoes, avocados or citrus fruits - as these can be harmful. When they are breeding they appreciate some moistened egg food. Mineral supplements and oyster shell grit can be added to this. Fresh, clean water should be available at all times for both drinking and bathing.
Cockatiels on average lay 4 eggs in a clutch, but more is not uncommon. The eggs will be brooded by both parents for approximately 3 weeks. The chicks will be in the nest for a further 3 weeks and will be independent at 8 - 9 weeks old. The chicks can be ringed with closed aluminium size P rings at around the time that their eyes start to open. They will continue to put on weight for the next few weeks and will be fully mature at approximately 9 months old.
Cockatiels are ideal household pets as they become quite tame and are not too noisy. They are great fun and educational for children and are great companions for the elderly. The males are usually the better mimics and will learn a few words, but are especially gifted at picking up whistles or tunes. Repeat the words or tune you would like the bird to say as often as possible. Use the same words and tone of voice, until this is learnt. You can then move on to new words or tunes, but do not forget to occasionally remind them of previously learnt words. | 1,470 | 903 | {
"id": "<urn:uuid:ef69d284-8804-4efa-8f86-81229432f8c3>",
"dump": "CC-MAIN-2018-43",
"url": "https://www.foreignbirdleague.com/Your%20First%20Cockatiel.pdf",
"date": "2018-10-20T22:20:58",
"file_path": "crawl-data/CC-MAIN-2018-43/segments/1539583513441.66/warc/CC-MAIN-20181020205254-20181020230754-00257.warc.gz",
"offset": 944770819,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9990943670272827,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9990943670272827,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
4010
],
"fw_edu_scores": [
2.03125
],
"minhash_cluster_size": 1,
"duplicate_count": 5
} |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.