text stringlengths 151 7.24k | token_count_qwen3 int64 54 2.05k | token_count_original int64 512 2.05k | meta dict |
|---|---|---|---|
Bourke's Luck Potholes, Mpumalanga
These natural sculptures are named after a prospector, Tom Bourke, who hoped to find gold at this site. He was unsuccessful, but other prospectors had more luck in the area.
Water's power to shape a landscape is spectacularly displayed at Bourke's Luck Potholes in Mpumalanga, where centuries of river activity have carved out a dramatic and intricate series of natural rock formations and pools.
DID YOU KNOW?
The Blyde River translates to 'River of Joy', while the Treur River translates to 'River of Sorrow'.
Bourke's Luck Potholes in Mpumalanga province are a series of natural geological formations that seem nearer to art than nature. Formed by centuries of water flowing through the landscape, this natural attraction is made up of inter- connected pools, interlaced with sandstone outcrops.
The potholes occur where the Treur River joins the Blyde River at the start of the Blyde River Canyon. In a continuing and centuries-old spectacle, the force of the water in these two rivers, combined with the particles of sand and rock that the rivers' transport, wears cylindrical potholes into the sandstone bedrock.
Over time, some of these potholes merge and new ones form, creating an intricate landscape of deep depressions and outcrops of resistant rock.
Visitors can view the potholes from a number of vantage points and bridges that criss-cross some of the most beautiful formations. Not only are the shapes of the formations spectacular, but the sandstone is layered and coloured in shades of amber, taupe, ochre and brown, so depending on the soil content of the water, the river levels and the time of day, the landscape constantly changes.
At the informative visitors centre details some of the interesting natural and socio-historic features and is the starting point of the 700 meter walk to the potholes which consists of a network of pathways and footbridges allowing visitors to explore the potholes.
These natural sculptures are named after a prospector, Tom Bourke, who hoped to find gold at this site. He was unsuccessful, but other prospectors had more luck in the area.
The Panorama Route, which encompasses Bourke's Luck Potholes as well as the dramatic vistas, waterfalls, hiking trails, historic sites and lush vegetation between the towns of Graskop and Ohrigstad, has many historic sites and natural attractions to explore. | 1,038 | 614 | {
"id": "<urn:uuid:a22401bc-60dd-4340-9209-6d868c117435>",
"dump": "CC-MAIN-2018-43",
"url": "http://12234455.co.za/bourkes-luck-potholes-mpumalanga/?print=pdf",
"date": "2018-10-20T22:16:40",
"file_path": "crawl-data/CC-MAIN-2018-43/segments/1539583513441.66/warc/CC-MAIN-20181020205254-20181020230754-00259.warc.gz",
"offset": 772813,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9988233149051666,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9989228248596191,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
864,
2493
],
"fw_edu_scores": [
2.109375
],
"minhash_cluster_size": 1,
"duplicate_count": 2
} |
Hemp is the ultimate cash crop, producing more fiber, food and oil than any other plant on the planet by Wm. Conde
According to the Notre Dame University publication, The Midlands Naturalist, from a 1975 article called, "Feral Hemp in Southern Illinois," about the wild hemp fields that annual efforts from law enforcement eradication teams cannot wipe out, an acre of hemp produces:
1. 8,000 pounds of hemp seed per acre.
When cold-pressed, the 8,000 pounds of hemp seed yield over 300 gallons of hemp seed oil and a byproduct of 6,000 pounds of high protein hemp flour.
Seed oils are both a food and a biodiesel fuel. Currently, the most productive seed oil crops are soybeans, sunflower seeds and rape seed or canola. Each of these three seed oil crops produce between 100 to 120 gallons of oil per acre. Hemp seed produces three times more oil per acre than the next most productive seed oil crops, over 300 gallons per acre, with a byproduct of 3 tons of food per acre. Hemp seed oil is also far more nutritious and beneficial to our health than any other seed oil crop.
In addition to the food and oil produced, there are several other byproducts and benefits to the cultivation of hemp.
2. Six to ten tons per acre of hemp bast fiber. Bast fiber makes canvas, rope, lace, linen, and ultra-thin specialty papers like cigarette and bible papers.
3. Twenty-five tons of hemp hurd fiber. Hemp hurd fiber makes all grades of paper, composite building materials, animal bedding and a material for the absorption of liquids and oils.
4. The deep tap root draws up sub-soil nutrients and then, when the leaves fall from the plant to the ground, they return these nutrients to the top soil for the next crop rotation.
5. The residual flowers, after the seeds are extracted, produce valuable medicines.
Our farmers need this valuable crop returned as an option for commercial agriculture.
As long as marijuana is forbidden, industrial hemp costs will be economically prohibitive due to the artificial regulatory burdens imposed by the prohibition of marijuana. When marijuana and hemp are legally regulated, industrial hemp will return to its rightful place in our agricultural economy.
Hemp may be the plant that started humans down the road toward civilization with the invention of agriculture. All archaeologists agree that cannabis was among the first crops purposely cultivated by human beings at least over 6,000 years ago, and perhaps more than 12,000 years ago.
Restoring industrial hemp to its rightful place in agriculture will return much control to our farmers, and move away from dependence on the multinational corporations that dominate our political process and destroy our environment. These capital-intensive, non-sustainable, and environmentally destructive industries have usurped our economic resources, clear-cut huge tracts of the world's forests, given us massive oil spills, wars, toxic waste, massive worldwide pollution, global warming and the destruction of entire ecosystems.
Prohibiting the cultivation of this ancient plant, the most productive source of fiber, oil and protein on our planet, is evil. In its place we have industries that give us processes and products that have led to unprecedented ecological crisis and worldwide destruction of the biological heritage that we should bequeath to our children, grandchildren and future generations.
What Is An Acre Of Hemp Worth Wholesale
Do The Math
8,000 # of hemp seed gives you oil 300 gal at $150.00US per 5 Gal bucket
60--5 Gal at $150.00 ea,=$9,000.US
6,000 # flour whole sale $2.00 #
6000 at $2.00=$12,000.
$21,00 Just From The Seed
31 Tons Of Fiber
31 tons raw stalk inbales
31 at $75.00=$2,300.
First Value Added Fiber Separation
6 tons bast fiber at $1,000+ =$6,000
25 tons of hurds at $300.=$7,500 | 1,689 | 825 | {
"id": "<urn:uuid:94729bea-2bed-40e4-9163-1978c9f46013>",
"dump": "CC-MAIN-2018-43",
"url": "http://fibrealternatives.com/hemp%20is%20the%20ultimate%20cash%20crop_byWmConde.pdf",
"date": "2018-10-20T22:16:39",
"file_path": "crawl-data/CC-MAIN-2018-43/segments/1539583513441.66/warc/CC-MAIN-20181020205254-20181020230754-00262.warc.gz",
"offset": 141804611,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9955111145973206,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9970719218254089,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3012,
3814
],
"fw_edu_scores": [
2.296875
],
"minhash_cluster_size": 1,
"duplicate_count": 8
} |
TABLOS TABLOS
Game description
TABLOS is an instructive cards game aiming at learning the multiplication tables. It's intended for children who've already begun to study them (9-10 years old).
TABLOS is a real game, not an educational method. Its playful nature and rapid rhythm make it attractive even for older ones. It has been successfully tested from years by numerous teachers, children and teenagers.
TABLOS rules are easy to memorize, the material isn't expensive, the game doesn't require long preparation nor lots of space. If a card gets lost, one can continue to use the game, at least with the basic rules. This game isn't a seasonal must-have and won't be out of fashion that soon. The cards' size is standardized.
Rules
TABLOS is an 80 cards game giving the results of the times tables by 2 up to 9, each table giving the products from 1 to 10. The number of players can range from 2 to 6.
A dealer, designed at random, deals 7 cards each and turns up the first card of the stack. The winner will be the first player who gets rid of all his cards.
Each player on turn and clockwise can lay down a card if it belongs to the same times table as the one on the gaming table.
If the player doesn't have a card to play, he takes one from the stack. If this new card fits, he lays it down immediately. For instance, it's possible to lay 36 on 12 because the two cards belong to the table by 6. But it isn't allowed to put 36 on 49 because they don't belong to the same table, nor lay 36 on 3 since the table by 3 ends at 30.
The following suite could be a possibility: 18, 6, 20, 45, 81, 27, 12, 4… since each card has a common multiple with the preceding one. The tables by 1 and 10 aren't used, so one can't pretend that 2 and 3 go together because they belong to the table by 1.
At the moment he lays his card, the player has to say the multiplication: for 36 (s)he'll say '4 times 9 is 36' or '6 times 6 is 36'. If (s)he's wrong or if the card doesn't fit, the player takes the card back, draws a penalty card from the reserve and passes his/her turn.
If the card the player lays down is a square number, 25 for instance (5 x 5), the player has to declare it as well. If (s)he fails, (s)he has to draw a penalty card. After a square the direction of play is inverted.
If a player lays down the end of a table, that is a multiple of 10, the next player draws a card and passes their turn. These rules also prevail for the first card the dealer turns up.
If the players contest, they can refer to the little drawings on the side of the cards: those drawings can appear at 9 different levels according to the table(s) the card belongs to. The card 18 for instance, will show a sign at levels 2, 3, 6 and 9. So, in order to check if the card belongs to the same times table as the one on the table, it's enough to notice that they show a drawing on the same level.
TABLOS cards may also be used according to the rules of traditional card games and patience's. | 1,172 | 746 | {
"id": "<urn:uuid:f3c18096-5dc8-4964-a90a-d3a21b5498de>",
"dump": "CC-MAIN-2018-43",
"url": "http://www.tablos.net/TABLOSen.pdf",
"date": "2018-10-20T21:17:30",
"file_path": "crawl-data/CC-MAIN-2018-43/segments/1539583513441.66/warc/CC-MAIN-20181020205254-20181020230754-00261.warc.gz",
"offset": 556529804,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9996380805969238,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9996380805969238,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2983
],
"fw_edu_scores": [
2.640625
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Acute coronary syndrome
Symptoms and causes
By Mayo Clinic Staff
Symptoms
The signs and symptoms of acute coronary syndrome, which usually begin abruptly, include the following:
Chest pain (angina) or discomfort, often described as aching, pressure, tightness or burning
Pain radiating from the chest to the shoulders, arms, upper abdomen, back, neck or jaw
Nausea or vomiting
Indigestion
Shortness of breath (dyspnea)
Sudden, heavy sweating (diaphoresis)
Lightheadedness, dizziness or fainting
Unusual or unexplained fatigue
Feeling restless or apprehensive
While chest pain or discomfort is the most common symptom associated with acute coronary syndrome, signs and symptoms may vary significantly depending on your age, sex and other medical conditions. People who are more likely to have signs and symptoms without chest pain or discomfort are women, older adults and people with diabetes.
When to see a doctor
Acute coronary syndrome is a medical emergency, and chest pain or discomfort can indicate any number of serious, life-threatening conditions. Call 911 or get immediate emergency services to get a prompt diagnosis and appropriate care. Do not drive yourself to an emergency department.
Causes
Acute coronary syndrome usually results from the buildup of fatty deposits (plaques) in and on the walls of coronary arteries, the blood vessels delivering oxygen and nutrients to heart muscles.
When a plaque deposit ruptures or splits, a blood clot forms. This clot obstructs the flow of blood to heart muscles.
When the supply of oxygen to cells is too low, cells of the heart muscles can die. The death of cells — resulting in damage to muscle tissues — is a heart attack (myocardial infarction).
Even when there is no cell death, an inadequate supply of oxygen still results in heart muscles that don't work correctly or efficiently. This dysfunction may be temporary or permanent. When acute coronary syndrome doesn't result in cell death, it is called unstable angina.
Risk factors
The risk factors for acute coronary syndrome are the same as those for other types of heart disease. Acute coronary syndrome risk factors include:
Older age (older than 45 for men and older than 55 for women)
High blood pressure
High blood cholesterol
Cigarette smoking
Lack of physical activity
Unhealthy diet
Obesity or overweight
Diabetes
Family history of chest pain, heart disease or stroke
For women, a history of high blood pressure, preeclampsia or diabetes during pregnancy | 1,128 | 533 | {
"id": "<urn:uuid:2f5812e2-23dc-4626-a3ac-a9867154cb8e>",
"dump": "CC-MAIN-2018-43",
"url": "http://cardiaccare.info/pdfs/acute_coronary_syndrome.pdf",
"date": "2018-10-20T21:58:08",
"file_path": "crawl-data/CC-MAIN-2018-43/segments/1539583513441.66/warc/CC-MAIN-20181020205254-20181020230754-00262.warc.gz",
"offset": 61889877,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9973569810390472,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9974062442779541,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1214,
2490
],
"fw_edu_scores": [
2.203125
],
"minhash_cluster_size": 1,
"duplicate_count": 2
} |
Geography
At GCSE we follow OCR B 'Geography for enquiring minds'.
Through the study of Unit 1 'Our Natural World', students will gain an appreciation of the natural world around them including tectonic and weather hazards, climate change, the UK's distinctive landscapes and the global ecosystems which support life on the planet.
In Unit 2 learners will explore the complexities of People and Society through studying why more than half of the world's population live in urban areas, the dynamic nature of development, the UK in the 21st century and human reliance on key resources for survival and economic gain. Geographical and fieldwork skills are embedded throughout the content ensuring students become both adaptable and resilient no matter their future pathway. The links, connections and ideas within the eight topics of Our Natural World and People and Society will be brought together in Unit 3 for a Geographical Exploration. This is a decision making exercise which will encourage students to become critical thinkers by applying their knowledge, understanding and questioning skills to develop arguments and opinions on a range of issues.
Geography encourages students to develop a sense of wonder about the world and the topics we study in this course will excite and engage learners with contemporary topics covering the breadth of this dynamic subject. The course is based around a series of relevant enquiry questions such as:
'How can weather be hazardous?' 'How do plate tectonics shape our world?' 'What evidence is there that climate change is a natural process?' 'What makes a landscape distinctive?' 'What influences the landscapes of the UK?' 'Why are natural ecosystems important?' 'Why should tropical rainforests matter to us?' 'Is there more to polar environments than ice?' 'Why do more than half the world's population live in urban areas?' 'What are the challenges and opportunities for cities today?' 'Why are some countries richer than others?' 'How is the UK changing in the 21 st Century?' 'Is the UK losing its global significance?' 'Will we run out of natural resources?' 'Can we feed 9billion people by 2050?'
As well as helping to create a lifelong love of geography by providing learners with an interest in different places, people and environments, whilst ensuring an appreciation of the geography of the UK in the 21st Century, GCSE Geography will also equip students with a skill set sought after by employers.
Students will develop skills in communication; organisation; research; critical analysis; understanding and creating maps including using GIS; interpreting graphs and analysing data; formulating enquiries and developing arguments and decision-making. As a subject that bridges the gap between the arts and sciences, Geography combines well with other subjects and is viewed as a 'facilitating subject' for university entrance. At A-Level students have combined geography with a range of arts and science subjects including Economics, Sociology, RS, Music, English, Psychology, MFL, Biology, Chemistry, Physics and Maths. Geography can lead to many diverse careers. A few examples of career paths taken by Geographers include conservation worker, military mapping specialist, environmental consultant, health education campaigner, travel writer, lawyer, coastal engineer, travel agent, armed forces, flood protection manager, urban planner for sustainability (Source: Royal Geographical Society with IBG). | 1,509 | 663 | {
"id": "<urn:uuid:71135931-04ad-4ba4-a45f-8a5add3a98bf>",
"dump": "CC-MAIN-2018-05",
"url": "http://meridian.herts.sch.uk/curriculum/Files/Subjects/Geography.pdf",
"date": "2018-01-22T08:16:37",
"file_path": "crawl-data/CC-MAIN-2018-05/segments/1516084891196.79/warc/CC-MAIN-20180122073932-20180122093932-00023.warc.gz",
"offset": 229595610,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9974562227725983,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9976999759674072,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1158,
3475
],
"fw_edu_scores": [
3.265625
],
"minhash_cluster_size": 2,
"duplicate_count": 1
} |
Policy for Sex & Relationships Education
Sex and Relationships Education (SRE) is one aspect of the planned provision for Personal and Social Health Education (PSHE) and is part of the National Curriculum Science order that focuses on the biological elements of SRE. Parents have the right to withdraw their children from all or part of any sex education provided but not from teaching the biological aspects of human growth and reproduction required in the National Curriculum for Science.
Sex and relationships education provides knowledge and encourages acquisition of skills and attitudes that allow pupils to manage their lives in a responsible and healthy way. We believe that parents are the key people in teaching their children about sex, relationships and growing up and that our SRE programme will complement and support their role as parents.
Aims
themselves, and make choices for a healthy, safer lifestyle.
ening and thinking about feelings and relationships.
bodies work.
are prepared for changes in puberty.
stages of the life cycle.
Delivery
SRE is planned as an integral part of the PSHE programme and is delivered by the class teachers. This begins in the foundation stage, when children explore ideas about themselves and how they grow and change. In Y1, themes include Caring for Myself and Keeping Safe.
In our DVD resources, different family groups are represented to meet the needs of children whatever their family circumstances. The DVD's are used to give information and to give context to the themes that the children are studying. DVD's are shown as part of a lesson, which includes opportunities for the children to discuss any questions, or thoughts they have.
The first of these programmes is shown in Y2, recognising and celebrating the differences between people and exploring the question - How did I get here? In Y3 children begin to explore ideas about growing up and in Y4, about changes in families. In Y5 the theme of the video is how babies are made and in the summer term, how bodies and feelings change during puberty. Follow up discussion from the videos takes place in single sex groups, supported by male or female teachers.
In Y6, the children watch a programme that explores changing relationships in families and with friends; they learn how babies are born. As in Y5, follow up discussion takes place in single sex groups, supported by male or female teachers.
Where sensitive issues are dealt with in the programme they will be age appropriate and pay attention to the maturity of those involved. Questions will be answered sensitively but openly and according to the age and maturity of the children. Questions that are inappropriate for the whole class will be acknowledged but dealt with at a later time on an individual basis. Ground rules for discussion will be established to create a safe environment in which no-one will be asked to answer a personal question; no-one will be forced to take part in discussion; only the correct names for body parts will be used and meanings of words will be explained in a sensible, factual way.
Some girls may experience body changes before the maturity of their peers. Where this occurs we will work with parents to ensure that girls are well equipped to cope with the changes. Regular visits by the school nurse offer opportunities for children to seek information or advice on an individual basis.
The children are made aware that staff cannot offer pupils confidentiality but that their best interests will be maintained. Where questions or comments cause concern the school will contact the parents or operate the school's child protection procedures where required.
The importance of marriage or other stable relationships for family life and for bringing up children will be discussed .The school has an equal opportunities policy and will seek to provide SRE within a climate which demonstrates the importance of stable relationships within acceptable moral values.
The National Curriculum Science requirements within KS1 are:
humans and animals can produce offspring and these grow into adults
with sensitivity.
Within KS2 they are:
stages of the human life cycle.
animals include nutrition, growth and reproduction.
Outcomes
By the end of KS1 pupils will have considered:
ings and actions have an effect on other people.
By the end of KS2 pupils will have considered:
ceptable
Monitoring
Monitoring and assessment will be carried out to ensure adherence to the planned programme and to review intended learning outcomes. Children will be given opportunities to reflect on their learning and acquired skills; and to consider what else they need to think or learn about. Learning objectives will be reviewed and reset according to the success of achieving them and to changing needs.
Related Policies
Child protection; Bullying; Behaviour; Science | 1,919 | 903 | {
"id": "<urn:uuid:e5dddd6a-6fb6-4526-bae5-e42210fc687e>",
"dump": "CC-MAIN-2018-05",
"url": "http://awbridge.hants.sch.uk/wp-content/uploads/2014/04/Sex-and-Relationship-Education-Policy.pdf",
"date": "2018-01-22T08:23:28",
"file_path": "crawl-data/CC-MAIN-2018-05/segments/1516084891196.79/warc/CC-MAIN-20180122073932-20180122093932-00026.warc.gz",
"offset": 31275752,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9980702797571818,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9986463189125061,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2182,
4300,
4881
],
"fw_edu_scores": [
4.09375
],
"minhash_cluster_size": 2,
"duplicate_count": 1
} |
Americans use more efficient and renewable energy technologies
24 October 2012
because 2011 saw large amounts of precipitation in the Western U.S. Hydroelectric dams were able to produce at their maximum levels while keeping reservoirs full. Similar levels of hydroelectric production were seen in 1997, 1998 and 1999 due to wet years.
Overall, U.S. energy use in 2011 equaled 97.3 quads compared to the 98 quads used in 2010. Most of the energy was tied to coal, natural gas and petroleum.
From 2010 to 2011, use of coal fell dramatically, use of oil (petroleum) fell slightly and use of natural gas increased slightly from 24.65 quads in 2010 to 26.9 quads in 2011.
"Sustained low natural gas prices have prompted a shift from coal to gas in the electricity generating sector," Simon said. "Sustained high oil prices have likely driven the decline in oil use over the past 5 years as people choose to drive less and purchase automobiles that get more miles per gallon."
The majority of energy use in 2011 was used for electricity generation (39.2 quads), followed by transportation, industrial, commercial and residential consumption. However, energy use in the residential, commercial and transportation sectors decreased while industrial energy use increased IF only slightly.
"With the advent of shale gas, it appears that natural gas prices in the United States may REMAIN lower than their historical averages for many years into the future," Simon said. "This has prompted many gas users in the industrial and electricity generating sector to switch from coal or oil to natural gas wheN it is technically possible, but might not have been economical at higher gas prices."
Provided by Lawrence Livermore National
1 / 2
(Phys.org)—Americans used less energy in 2011 than in the previous year due mainly to a shift to higher-efficiency energy technologies in the transportation and residential sectors. Meanwhile, less coal was used but more natural gas was consumed according to the most recent energy flow charts released by Lawrence Livermore National Laboratory.
Wind power saw the biggest jump from .92 quadrillion BTU, or quads, in 2010 up to 1.17 quads in 2011. (BTU or British Thermal Unit is a unit of measurement for energy and is equivalent to about 1.055 kilojoules).
"Wind energy jumped significantly because, as in previous years, many new wind farms came online," said A.J. Simon, an LLNL energy systems analyst who develops the flow charts using data provided by the Department of Energy's Energy Information Administration. "This is the result of sustained investment in wind power."
Hydroelectricity also saw an increase going from 2.51 quads in 2010 up to 3.17 quads in 2011.
Hydroelectricity jumped significantly in 2011
Powered by TCPDF (www.tcpdf.org)
Laboratory
APA citation: Americans use more efficient and renewable energy technologies (2012, October 24) retrieved 22 September 2019 from https://phys.org/news/2012-10-americans-efficient-renewable-energytechnologies.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
2 / 2 | 1,490 | 713 | {
"id": "<urn:uuid:5ab67383-c760-4775-ae98-d995f9160c0d>",
"dump": "CC-MAIN-2019-39",
"url": "https://phys.org/pdf270310499.pdf",
"date": "2019-09-22T06:40:20",
"file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514575168.82/warc/CC-MAIN-20190922053242-20190922075242-00310.warc.gz",
"offset": 596664577,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9830425083637238,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9979441165924072,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2759,
3253
],
"fw_edu_scores": [
2.015625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Object Manipulation 1.4: Underhand throw 2
3 - 5 year olds
Introduction
(3 - 5 minutes)
Greet the children and ask them to sit in a circle.
Explain any special safety rules for the day.
Remind children to stop, look, and listen when you signal (e.g. blow whistle).
Explain in 20-30 seconds what you will be doing today.
TIME: 30 minutes
SKILL: Object manipulation
EQUIPMENT: Bean bags, hoops, soft
balls, music, inflatable pool or container
ORGANIZATION/PROGRAM:
ACTIVITY LEADER:
GROUP NAME:
DATE:
Activity 1: Musical hoops (5 - 8 minutes)
* Leader places several hoops around activity space.
* When the music starts, I want you to walk around the activity space without touching any of the hoops.
* When the music stops, I want you to jump into a hoop and freeze.
* Repeat the activity with different locomotion movements:
» » run
» » jump
» » hop
» » gallop
» » skip
* Ask children to "freeze" in interesting shapes.
Activity 2: Through the hoop (5 - 8 minutes)
* Leader demonstrates an underhand throw with a bean bag.
* Leader then picks two helpers to hold a hoop.
* Leader demonstrates how to underhand throw the bean bag through the hoop.
* Leader divides children into groups of 3.
* Two of the children will hold the hoop and one will practice throwing the bean bag through the hoop.
* Switch roles every 1-2 minutes.
* Encourage children to begin fairly close to hoop.
* For a greater challenge, ask children to move further away from the hoop.
* Children should not collect their bean bag until all pins are down and leader says it is safe to collect.
* To create more challenge, have the children take a step back each time. (Larger circle and throwing distance.)
TIPS FOR Instruction
* Remind children that it is not safe to step on the hoops.
* If there are enough hoops, have one child per hoop.
* If there are not enough hoops, have two children per hoop at most.
CUES
* Head up
* Look where you are going
* Space bubble
TIPS FOR Instruction
* Leader can use music to start and stop activity.
* Praise children for their efforts.
* Don`t correct technique too much. Preschool children need time to develop mature throwing patterns.
CUES
* Look where you are going
* Step when you throw
* Swing your arm
Game: Fill the pool (8 - 10 minutes)
* Leader places a small inflatable pool in the centre of the activity space.
* Leader places a hoop in each corner of the activity space.
* Leader fills each hoop with several bean bags and/or soft balls.
* Leader explains that the game is to "fill the pool up".
* When I turn on the music, I want you to jog around the play area.
* When I stop the music, I want you to "fill up" the pool with the bean bags and balls by using your underhand throw.
* Children can only take one bean bag or ball at a time.
* Children throw the ball or bean bag into the pool, and then they get another one until all bean bags and balls are in the pool
Wrap-up (2 minutes)
Ask children to sit quietly in a circle.
Review what they learned today.
Talk about things the group did well.
Talk about things the group may need to practice further.
TIPS FOR Instruction
* A large box or similar container can also be used as the "pool".
CUES
* Look where you are going
* Step when you throw
* Swing your arm | 1,467 | 777 | {
"id": "<urn:uuid:6556c3b5-0602-475b-96b2-506949baa27c>",
"dump": "CC-MAIN-2019-39",
"url": "https://activeforlife.com/content/uploads/2014/01/LP_Object_1.4_underhand_throw_2.pdf",
"date": "2019-09-22T06:49:22",
"file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514575168.82/warc/CC-MAIN-20190922053242-20190922075242-00312.warc.gz",
"offset": 367017404,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9944729010264078,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9986855387687683,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
512,
2245,
3276
],
"fw_edu_scores": [
4.1875
],
"minhash_cluster_size": 1,
"duplicate_count": 3
} |
Second-Hand Smoke and Children
Second-hand smoke contains over 4,000 substances. Over 40 of these are known to cause cancer. Some of these are present in higher amounts than in smoke inhaled directly from a cigarette.
Second-hand smoke contains:
- Benzopyrene, found in coal tar
- Formaldehyde, used to preserve dead animals
- Hydrogen cyanide, used in rat poison
- Ammonia, used to clean floors and toilets
Expectant mothers who smoke or are exposed to second-hand smoke are at risk for :
- miscarriage
- stillbirth
- having a low birth weight baby
Toxins are also passed to the developing baby and may result in:
* reduced lung function
* birth defects like cleft lip
Second- hand smoke is especially harmful to children because:
- they breathe at a faster rate so absorb more toxins
- they have lungs and an immune system that is not fully developed
- they may be unable to complain when the smoke is bothering them
- they are less able to remove themselves from smoky areas.
Second-hand smoke has been shown to cause serious health problems such as:
- bronchitis and pneumonia
- chronic cough
- ear infections
- more frequent and severe asthma attacks
- less oxygen flow to tissues
- increased risk for Sudden Infant Death Syndrome (SIDS)
- childhood cancers and leukemia
- heart disease
- tooth decay
- slower growth and development
- unhealthy cholesterol levels
There is no safe level of exposure to second-hand smoke for children.
Third-Hand Smoke
Did you know that third-hand smoke is also harmful? Third-hand smoke contains toxins that remain in places where people have previously smoked. Third-hand smoke can be found on walls, carpets, drapes, furniture, clothing, toys, hair and skin.
Protect your children:
- Quit smoking– it is never too late to quit.
- Never smoke around others, especially pregnant women, infants and children.
- Do not allow smoking in your home or vehicle.
- Ensure that your childcare is smoke-free.
- Do not rely on a fan, air purifier or open window to rid the air of cancer-causing chemicals.
- Do not take children to places or events where smoking is allowed.
- Never leave a lit cigarette unattended.
Remember - children model what they see their parents doing. The best way to prevent your children from smoking is to not smoke yourself.
Children whose parents smoke are twice as likely to become regular smokers themselves
For help to quit tobacco:
- Go to www.saskatoonhealthregion.ca, or call (306) 655-4685 to get the booklet "Are you Thinking About Quitting?"
Smokers Helpline
- 1-877-513-5333
- smokershelpline.ca
PACT (Partnership to Assist with Cessation of Tobacco)
- www.makeapact.ca
The Saskatchewan Government has passed legislation making it illegal to smoke in a vehicle when a child under the age of 16 is present. | 1,267 | 621 | {
"id": "<urn:uuid:5892304b-9aa8-4185-8ca5-7d1dad74ca4e>",
"dump": "CC-MAIN-2022-05",
"url": "https://www.saskatoonhealthregion.ca/locations_services/Services/Healthy-Families/Documents/HP-164%20Second-hand%20Smoke%20and%20Children.pdf",
"date": "2022-01-28T02:38:15",
"file_path": "crawl-data/CC-MAIN-2022-05/segments/1642320305341.76/warc/CC-MAIN-20220128013529-20220128043529-00485.warc.gz",
"offset": 992926807,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9978757202625275,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.997934103012085,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1716,
2803
],
"fw_edu_scores": [
3.140625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
A LIFE-CYCLE ASSESSMENT
of Wastewater Treatment Plant Processes
1880
EARLY DAYS (1880s-1960s)
Wastewater treatment removes contaminants from sewage water and converts it into an effluent that can be returned to the water cycle.
Wastewater treatment started with sedimentation tanks only. Basically, gravity was doing the job and only suspended solids were removed. This first treatment is called primary treatment (1880s-1960s).
SEDIMENTATION TANKS
1960
THE RISE OF BIOLOGICAL TREATMENT (2 nd half of 20 th century)
Rising population and urbanisation required large scale solutions. From the 60's inorganic coagulants (based on iron or aluminium) were added in the primary treatment to prevent the eutrophication process (rapid growth of algae).
BIOLOGICAL TREATMENT
But very soon, biological treatment, where bacteria are consuming the pollutants into large tanks became the norm.
2020
A NEW SHIFT: CIRCULARITY AND REDUCING THE FOOTPRINT (Nowadays)
In recent years, new trends have emerged in wastewater treatment, requiring a more comprehensive approach:
USING SLUDGE AS A RESOURCE
Sewage sludge is now seen as a resource: it is rich in nutrients that can be used in agriculture and organic matter that can be a valuable source of biogas. Separating these organics instead of consuming them in a biological treatment increases the biogas production.
REDUCING THE FOOTPRINT
Reducing both carbon and space footprint of wastewater treatment has become paramount.
Physico-chemical treatment addresses these concerns by safeguarding the energy potential of sewage sludge to produce biogas in digesters. The treatment focuses on separation using a combination of techniques. Inorganic coagulants, mainly sourced as by-products from other industries, play a key role in these processes.
Physico-chemical treatment also saves space. For example, 1 million inhabitant equivalent wastewater treatment plant would require a 300.000m 3 tank volume for a full biological treatment, as compared to 220.000m 3 for a combined physico-chemical/biological treatment.
BENEFITS OF PHYSICO-CHEMICAL WASTEWATER TREATMENT*
SPACE SAVINGS
LOWER ENERGY REQUIREMENTS
*For more details, see the Life-Cycle Assessment of different Waste Water Treatment Plant processes, available at https://www.incopa.org/wp-content/uploads/2020/12/20201215_IVL-LCA-study-report.pdf
MAXIMISES THE BIOGAS PRODUCTION FROM SEWAGE SLUDGE
INCOPA is the European Inorganic Coagulants Producers Association and it represents more than 30 producers with more than 80 production sites in Europe, which are responsible for 85% of the European coagulant production capacity.
WASTEWATER TREATMENT PLANT
WASTEWATER
Clean effluents
Maximise the biogas energy potential
Chemicals & Energy
Inorganic coagulants are mainly by-products from other industries and energy can be renewable
Sludge as a resource rather than waste
Lower
GHG emissions
INCOPA is the European Inorganic Coagulants Producers Association. INCOPA's members manufacture inorganic coagulants (aluminium and iron salts), which are essential elements for water treatment, paper manufacturing, fertilizer production and other industries.
31
PRODUCERS
80
PRODUCTION SITES
IN EUROPE
>85%
OF THE EUROPEAN
COAGULANT
PRODUCTION CAPACITY
4
CONTACT
INCOPA Secretariat firstname.lastname@example.org www.incopa.org Cefic - Brussels - Belgium
INCOPA members apply chemistry at its best, contributing to the circular economy and enabling safe and affordable water for all.
MILLION TONNES
OF IRON AND
ALUMINIUM
COAGULANTS
PRODUCED
PER YEAR | 1,960 | 848 | {
"id": "<urn:uuid:e0deadc4-e66c-43cf-8f7b-4137c7a5b6e9>",
"dump": "CC-MAIN-2022-05",
"url": "https://www.incopa.org/wp-content/uploads/2021/10/INCOPA-LCA-infographic.pdf",
"date": "2022-01-28T03:06:15",
"file_path": "crawl-data/CC-MAIN-2022-05/segments/1642320305341.76/warc/CC-MAIN-20220128013529-20220128043529-00485.warc.gz",
"offset": 845135506,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.91163270175457,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9768353700637817,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
891,
2644,
2907,
3544
],
"fw_edu_scores": [
2.234375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
PCS Classroom Emergency Procedures
Suspicious Behavior or Package
DO NOT physically confront a suspicious person or handle a suspicious package.
DO NOT let anyone into locked buildings/offices.
Note the person's description and suspicious activity.
CONTACT office and provide information about the situation.
Call 911 if appropriate.
?
?
DO NOT physically confront a suspicious person or handle a suspicious package.
DO NOT let anyone into locked buildings/offices.
Note the person's description and suspicious activity.
CONTACT office and provide information about the situation.
Call 911 if appropriate.
Call 911.
Report all gas leaks, even if the gas leak has been located and stopped.
Evaluate whether to use the standard fire alarm or PA system to initiate an evacuation.
NOTIFY Schools Police, who in turn will contact the Area Superintendent, Fire Marshal, General Manager and the Maintenance Department.
Active Threat Response
Run:
When the location of threat is known and a safe escape is likely.
Hide:
When the location of threat is NOT known or your escape route could expose you to the threat.
Fight:
Only as a last resort
ACTIVATE nearest fire alarm.
EVACUATE building using safest exit:
Call school office or 911 to report location of fire.
Meet at designated rally point.
Severe Weather
SEEK SHELTER indoors away from windows.
TAKE COVER against interior wall.
Stay away from large objects that may fall.
If unable to find shelter when storm hits, duck and cover head.
Monitor campus advisories and media.
SEEK SHELTER indoors away from windows.
TAKE COVER against interior wall.
Stay away from large objects that may fall.
If unable to find shelter when storm hits, duck and cover head.
Monitor campus advisories and media.
Hazardous Materials
EVACUATEbuilding using safest exit.
If outside, do NOT re-enter school.
Call the main office to report spill.
Meet at designated rally point.
Provide first aid for victims, if needed.
Account for all students.
Maintain order and await further guidance.
EVACUATEbuilding using safest exit.
Call the main office to report spill.
Meet at designated rally point.
Account for all students.
Maintain order and await further guidance.
EMERGENCY Police / Fire / EMS 911
Call 911.
PROVIDE the location, nature of injury or illness, current condition of the victim, and other requested information.
Call the school office to inform them of the situation.
DO NOT move the victims unless they are in immediate danger.
If trained, administer first aid, CPR/AED.
NON-EMERGENCIES
Call 727-547-7221 Pinellas County Schools Police | 1,257 | 537 | {
"id": "<urn:uuid:c818e183-450f-45a8-830d-2ea20bd0e0f2>",
"dump": "CC-MAIN-2022-05",
"url": "https://www.pcsb.org/site/handlers/filedownload.ashx?moduleinstanceid=48865&dataid=85140&FileName=PCS%20Classroom%20Emergency%20Procedures.pdf",
"date": "2022-01-28T02:07:06",
"file_path": "crawl-data/CC-MAIN-2022-05/segments/1642320305341.76/warc/CC-MAIN-20220128013529-20220128043529-00484.warc.gz",
"offset": 956543388,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9981503486633301,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9981503486633301,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2616
],
"fw_edu_scores": [
2.796875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Learning Resources
Details
Arctic
Less than a week
Download, Share & Remix
Middle School and Up
Global Climate Change; Fact or Fiction
Overview
There are a lot of articles about global climate change, some of them are based on science and data while others are based of opinions. This lesson will promote critical thinking about global climate change. Students will research articles that are about climate change, summarize the article, and decide if the article provides evidence (facts) or is composed of opinions.
Objectives
* Students will use the internet to find articles about global climate change.
* Students will read and summarize the article in a short paragraph.
* Students will decide if the article is base in fact or opinion.
Lesson Preparation
Introduce the student's to climate change.
Procedure
1. Discuss with the student's concepts about global climate change.
* Read the "Global Warming; News, facts, Causes & Effects" from http://www.livescience.com/topics/ global-warming?type=article
* Go onto discuss how people are still trying to decide for themselves if the climate is changing. Ask questions like;
◊ "Why do we care if the climate is changing or no?"
◊ "What is there to gain or lose if the climate is changing?"
http://www.polartrec.com/learning-resources http://www.polartrec.com/learning-resources
Materials
* Access to the internet
* http://www.livescience. com/topics/globalwarming?type=article
* Global Climate Change; Fact of Fiction worksheet
* Global Climate Change; Rubric
1
Learning Resources
2. Distribute handout.
* Have student log onto computers
* Answer questions on the hand out
3. Provided time and support as needed.
4. Gather assignments and review them with the class.
5. Revisit the questions;
◊ "Why do we care if the climate is changing or no?"
◊ "What is there to gain or lose if the climate is changing?"
* Ask the students to support their answers with facts from their reading.
* Provide time for them to gather facts that support their answers.
Extension
NA
Resources
http://www.livescience.com/topics/global-warming?type=article http://www.livescience.com/55878-human-driven-warming-began-200-years-ago.html
http://www.livescience.com/55469-2016-could-be-hottest-year-on-record.html
Assessment
Rubric Attached
Author / Credits:
Tim Wight at River City Academy in Soldotna, Alaska created this lesson plan as a capstone project for the 2016 teacher training course entitled: Climate Change: Seeing, Understanding, and Teaching, held in Denali National Park. The course is facilitated by the Arctic Research Consortium of the U.S. (ARCUS) in partnership with Alaska Geographic and the National Park Service.
File Attachments
Global Climate Change; Fact of Fiction worksheet
Global Climate Change; Rubric
Standards
MS-ESS3 Earth and Human Activity http://www.polartrec.com/learning-resources
2
Learning Resources
MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century
F1—Cultural, Social, Personal Perspectives, and Science
SF Students develop an understanding of the dynamic relationships among scientific, cultural, social, and personal perspectives.
The student demonstrates an understanding of the dynamic relationships among scientific, cultural, social, and personal perspectives by [7] SF1.1-SF3.1 investigating the basis of local knowledge (e.g., describing and predicting weather) and sharing that information (L). Cross referenced with SA3.1.
http://www.polartrec.com/learning-resources
3 | 1,734 | 791 | {
"id": "<urn:uuid:393ff183-8c2a-489c-a99d-7399573cc06b>",
"dump": "CC-MAIN-2022-05",
"url": "https://www.polartrec.com/files/resources/lesson/41977/docs/wight_climatechangefactorfiction_lesson.pdf",
"date": "2022-01-28T03:07:52",
"file_path": "crawl-data/CC-MAIN-2022-05/segments/1642320305341.76/warc/CC-MAIN-20220128013529-20220128043529-00488.warc.gz",
"offset": 987881871,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9856069087982178,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9906509518623352,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1535,
2888,
3576
],
"fw_edu_scores": [
4.40625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
26 November 2013
Information sheet – The new €10
Over 10 years after the introduction of euro banknotes and coins, the Eurosystem has started to issue a second series of euro banknotes, known as the Europa series. It includes a portrait of Europa – a figure from Greek mythology and the origin of the name of our continent – in the hologram and the watermark.
The new €5 banknote entered circulation on 2 May 2013 and has several new and enhanced security features to make it even more resistant to counterfeiting. The new note and all the other euro banknotes can be easily checked using the "feel, look and tilt" method: www.new-eurobanknotes.eu/Euro-banknotes/Security-features/FEEL/THE-NEW-5.
The new €10 banknote will be issued in 2014. More information can be found at www.new-eurobanknotes.eu.
- When will the new €10 start circulating?
The exact date of issuance will be announced when the banknote is unveiled on 13 January 2014. The table below provides an outline of the preparations for its introduction.
- Is the Eurosystem responsible for the acceptance of the new banknotes by the machines and devices used for authenticating banknotes?
The machines and devices used for authenticating banknotes are not the responsibility of the Eurosystem but of their owners and indirectly of their suppliers and manufacturers. Nevertheless, the Eurosystem is responsible for providing all necessary information and materials to the relevant partners for the adaptation of the machines and devices to the new banknotes. The ECB and the national central banks work closely with the manufacturers, suppliers, operators and owners of banknote handling machines and authentication devices, to enable them to adapt their equipment in time for the issuance of each denomination. The Eurosystem encourages the owners of such equipment to check with the supplier whether it will accept the new banknotes and can handle future
denominations in the Europa series. Lists of banknote authentication devices and of banknote handling machines which accept the new €5 are available here: http://www.ecb.europa.eu/euro/cashprof/cashhand/devices/html/results.en.html and will be updated with information on the new €10. In addition, the feel, look, tilt method (http://www.new-eurobanknotes.eu/Euro-Banknotes/Security-features/FEEL/THE-FIRST-SERIES-%E2%82%AC5) can always be used to recognise a genuine banknote.
- Why do we need new banknotes?
The ECB and the national central banks of the euro area have a duty to safeguard the integrity of their notes and to draw on improvements in banknote technology. They have to keep euro banknotes up to date and steadily improve the designs and security features. For this reason, the ECB and the national central banks of the Eurosystem are developing the Europa series in order to ensure that the public can continue to have confidence in the currency. The new series will continue to offer optimal protection against counterfeiting, making the banknotes even more secure.
In addition, the lower-denomination banknotes of the Europa series will be more durable as they have a protective coating. The banknotes will need to be replaced less frequently, thereby reducing the cost and the impact on the environment.
- When will the next denominations be issued?
The Europa series banknotes will be introduced in ascending order, so the €20 will follow the €10, at a date still to be determined. | 1,457 | 719 | {
"id": "<urn:uuid:e7dfb47d-1661-4d3f-87dc-146591b9f027>",
"dump": "CC-MAIN-2022-05",
"url": "https://www.ecb.europa.eu/euro/banknotes/europa/shared/pdf/the_new_10_euro_info_sheet_en.pdf?eae0ca2004f3fdf5a7983077aa0c719e",
"date": "2022-01-28T03:11:47",
"file_path": "crawl-data/CC-MAIN-2022-05/segments/1642320305341.76/warc/CC-MAIN-20220128013529-20220128043529-00494.warc.gz",
"offset": 807800243,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9973095655441284,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9973977208137512,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1926,
3434
],
"fw_edu_scores": [
2.125
],
"minhash_cluster_size": 3,
"duplicate_count": 4
} |
Growing native milkweed plants from rhizomes
Southern Oregon Monarch Advocates www.somonarchs.org Tom D. Landis
E-mail: email@example.com
For general monarch-related questions, contact
CalLee Davenport: firstname.lastname@example.org.
1. Why userhizomes? Milkweed rhizomes are actually underground stems (Figure 1A) and can be used to propagate both narrowleaf and showy milkweeds. Rhizomes contain buds (Figure 1B) that will spout into new plants (Figure 1C). Plants started from rhizomes will grow faster and larger than those from seeds. Showy milkweed propagated from seeds will generally not flower the first season, but plants grown from rhizomes often flower and produce seeds.
2.Collecting rhizomes. The best time to collect rhizomes is during the late fall to early spring when the buds are dormant and the rhizomes contain high levels of stored energy. You can locate milkweed plants during the winter by looking for the dried shoots and seed pods.
Milkweed rhizomes grow horizontally under the soil, generally in the top 4 to 8 inches (10.2 to 20.3 cm). It's best to collect some soil around the rhizomes to protect the fine roots. If that's not possible, just be careful not to damage the rhizomes and cut them into sections. Rhizome sections as short as 2 inches (5 cm) can be used as propagules. Place the sections into a bucket with water to rehydrate them and prevent undue moisture stress.
It's ideal to transplant the rhizomes right away but, if that's not possible, they can be stored in a plastic bag in the refrigerator. When storing rhizomes, let the sections surface-dry to prevent mold or decay. If storing for extended periods, place some damp peat moss around the rhizome sections to prevent desiccation.
3. Planting options for milkweed rhizomes
3.1. Transplanting outside. Planting in late winter or early spring is best; transplanting during the growing season is possible if occasional irrigation is provided. Dig a hole and place the rhizome section at the same depth it was in the wild with the buds facing up. Cover rhizomes with 1 to 2 inches (2.5 to 5.1 cm) of soil, and compact firmly to eliminate air pockets.
3.2 Planting into raised garden beds or containers. You'll have better success if you plant the rhizome sections into garden beds (Figure 2A) or containers to allow them to grow new roots and shoots before outplanting. In garden beds, the rhizomes will produce shoots after several weeks but these shoots will remain small while a new root system is being developed (Figure 2B). Drip irrigation and occasional liquid fertilization will speed plant development, but don't overwater which can encourage decay. Use well drained soils and keep plants "moist, but not wet".
Planting rhizome sections in containers can be very productive. Milkweeds develop roots slowly so it may take several months to produce a firm root plug, depending on the size of the container. I've had good success by sticking rhizome sections into large Jiffy containers (Figure 2C) because the mesh outer covering prevents the soil from falling off the roots. Usually a couple of months is sufficient before the new milkweeds are ready to be outplanted. | 1,347 | 750 | {
"id": "<urn:uuid:c932a277-37b5-4550-b53b-e6d80823d010>",
"dump": "CC-MAIN-2022-27",
"url": "https://www.westernmonarchadvocates.com/_files/ugd/5747be_85153c4c2fab4b9aa6e26a00335c59b3.pdf",
"date": "2022-06-26T20:51:45",
"file_path": "crawl-data/CC-MAIN-2022-27/segments/1656103271864.14/warc/CC-MAIN-20220626192142-20220626222142-00685.warc.gz",
"offset": 1125810387,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9984213709831238,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9984868168830872,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1741,
3194
],
"fw_edu_scores": [
2.859375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Sir William Burrough School
Anti-Bullying Policy
Statement of Belief
At Sir William Burrough School, we believe that all pupils have the right to be safe, to be valued and not physically or verbally abused. Bullying of any kind is unacceptable in our school and will not be tolerated. If bullying does occur, pupils should be able to tell, and should feel assured that it will be dealt with promptly and effectively.
Aims
* To promote a safe and secure environment free from all kinds of bullying behaviour.
* To create a caring community where we all have a responsibility to respect ourselves and others.
* To make members of our school community aware of the kinds of behaviour that constitutes bullying.
* To make the members of our school community aware of the strategies and procedures to follow if bullying does take place at school.
Definitions of Bullying
Bullying is actions or behaviours by a person or group of people that deliberately hurts, threatens, frightens or causes anxiety to another individual or group. These actions or behaviours constitute bullying if they are repeated over a period of time. A factor of bullying is that the victim finds it difficult to take action to defend themselves, often because they fear their actions will increase the bullying. Such actions or behaviours might include:
* Physical: pushing, hitting, kicking, taking belongings, demanding money or possessions as payments for safety or friendship.
* Verbal: name-calling, insults, sarcasm, persistent teasing, making offensive remarks.
* Emotional: threatening harm, humiliation, exclusion from social groups or activities, spreading malicious stories or rumours, 'ganging-up'.
* Discriminatory: exclusion or teasing because of special educational needs, particular aptitude or physical difference.
* Racist: racist name-calling or insults (e.g. against food, music, dress or custom) offensive mimicry, racist jokes, refusing to co-operate in work or play.
* Sexual: looks and comments about appearance or attractiveness, inappropriate touching or physical contact, abusive comments concerning sexual orientation, refusing to co-operate in work or play.
Strategies
Bullying will not be tolerated at Sir William Burrough School and all known incidents will be investigated and dealt with by a member of staff. Incidents cannot be dealt with if they are not known, so that anyone who knows that bullying is happening has a responsibility to tell the staff. Everyone at Sir William Burrough should know that they have a duty to help stop bullying. They are expected to report bullying behaviour and understand that this is the way to keep everyone safe. If the child cannot tell for themselves, other pupils or parents should tell a teacher.
Staff at Sir William Burrough will:
* Listen to what children tell us
* Investigate incidents thoroughly
* Take action to prevent further incidents
* Use appropriate sanctions (see Behaviour Policy)
* Encourage and support the bullied child to be assertive and express their feelings to the bully.
* Reassure bullied children that it is not their fault
* Discuss with parents of both bullying and bullied children
* Monitor incidents of bullying
Incidents that cannot be satisfactorily resolved, or that recur, should be referred to a member of the Senior Management Team for further action. All incidents of bullying should be reported to a member of the Senior Management Team for monitoring purposes and all incidents of bullying will be recorded by the Headteacher and Deputy headteacher.
Monitoring and Review
This policy will be regularly reviewed by the Headteacher, Deputy Headteacher and Senior Management Team. It will be reviewed biennially at a whole school staff meeting and will be made available to parents.
Reviewed biennially | 1,592 | 744 | {
"id": "<urn:uuid:063e3b8f-c6dd-4feb-a9c7-d5f79e19ffe3>",
"dump": "CC-MAIN-2022-27",
"url": "https://www.sirwilliamburrough.info/_files/ugd/c27fce_3d80654ec8ce40ab9e7b4d1614bfda6e.pdf",
"date": "2022-06-26T19:26:10",
"file_path": "crawl-data/CC-MAIN-2022-27/segments/1656103271864.14/warc/CC-MAIN-20220626192142-20220626222142-00694.warc.gz",
"offset": 1071333197,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9977380633354187,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9977380633354187,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3807
],
"fw_edu_scores": [
3.9375
],
"minhash_cluster_size": 1,
"duplicate_count": 3
} |
Behavioral Health as North Dakotans Age
Is it a gap or a cliff?
Learning Objectives
* Define healthy aging
* Identify ways to get where we want to be
* Identify where we are now
Healthy aging begins with prenatal care
* The World Health Organization defines healthy aging as "the process of developing and maintaining the functional ability that enables wellbeing in older age"
Basics About ND
* 38,175 households have no internet subscription
* 118,198 North Dakotans 65+
* 381,625 people living in non-metro areas
* 6.9% are Veterans
- 75+ : 4,048
* 5% of people report cognitive difficulties
- 65-74: 7,739
65+ Living Alone in ND
Counties where those aged 65+ are living alone
*From United States Department of Agriculture Economic Research Service (USDA ERS)
Where We Are Now
* For North Dakotans aged 65+
- 12.5% report a depressive disorder
- 13.1 suicides per 100,000
- 8% report excessive drinking
- 48% of Medicare beneficiaries have 3 or more chronic conditions
- 11.3% of those 65+ report difficulty living independently
Risk of Social Isolation
* Surgeon General's Advisory
* Increased health care cost of isolation accounts for an additional $6.7 billion annually in Medicare spending
- Social isolation can complicate health care and negatively impact physical health and mental well-being
* North Dakota's value is 45 and rank is 17 in the risk for isolation
- This value has remained flat since 2011
- The higher the value, the greater the risk
So What?
* Untreated depression leads to:
- Diminished health-related quality of life
- Decreased physical, cognitive, and executive functioning
- Higher use of primary health care services
* Excessive drinking
- Total in and out patient medical costs are 47-51% higher for those with major depression
- 65+ have higher alcohol attributed deaths than those age 25-44
- Increased heart disease and stroke, multiple types of cancer, and dementia and mood disorders
- Injuries including alcohol poisoning, car accidents, and falls
So What?
* Frequent Mental Distress
* Multiple Chronic Conditions
- Associated with health conditions and risk factors for poor health
- Medicare beneficiaries with 4 or more chronic conditions made up 40% of the population but accounted for 78% of total Medicare spending
* Behavioral health needs for those who provide unpaid care are also growing
* All of the things we've talked about are known risk factors for developing dementia
- For those providing care to people living with dementia
■ 30-40% suffer from dementia
■ Nearly 60% rate their emotional stress as high or very high
■ Nearly 75% express concern about maintaining their own health
What Next?
* Examine where the BHPC strategic plan can be expanded to capture older adults
- Healthy aging starts with prenatal care
* Promote healthy aging in all aspects of our work
* Confront ageism when you encounter it
* Join us with the Multigenerational Plan for Aging
* Change the narrative of growing older
- Vast group of organizations, associations, service providers, etc who are all invested in flipping the script on aging in North Dakota
- Learn more and take the survey on our priorities here | 1,574 | 722 | {
"id": "<urn:uuid:61a01de7-82b1-4473-ab11-befdc329890c>",
"dump": "CC-MAIN-2024-33",
"url": "https://www.hhs.nd.gov/sites/www/files/documents/BHPC/behavioral-health-as-north-dakotans-age-12-13.pdf",
"date": "2024-08-06T07:30:45",
"file_path": "crawl-data/CC-MAIN-2024-33/segments/1722640476915.25/warc/CC-MAIN-20240806064139-20240806094139-00807.warc.gz",
"offset": 636402712,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9673861384391784,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9933382272720337,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
64,
180,
382,
616,
772,
1043,
1474,
2004,
2656,
3167
],
"fw_edu_scores": [
2.203125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Roots of the Cold War
You will be able to...
*Define the Cold War
*Describe the conflict between communism & capitalism
*Explain why the Cold War started
So...What exactly is the Cold War?
Defining Cold War
A constant state of political conflict and economic and military rivalry between the U.S. and the U.S.S.R. from 1945-1991 that was just short of war
USSR vs. Russia
* The Union of Soviet Socialist Republics (USSR)
* Made up of 15 different republics
* Russia is one of those republics
* Constitutionally socialist state ruled by the Communist Party
Capitalism/Socialism/ Communism
* Capitalism – All of the means of production are in the hands of individuals.
* Socialism – Some or all of the means of production are in the hands of the State.
* Communism – All of the means of production belong to everyone.
Communism vs. Capitalism
* Communism goes completely against Capitalism
* Stalin didn't trust capitalists
* U.S. had strained relations with the U.S.S.R. since the October Revolution 1917
Discuss!
1 – What was the Cold War?
2 – What is the difference between the USSR and Russia?
1 – Explain why Communism and Capitalism don't work together. Why would one be concerned about the other?
* Stalin's desire for a second front in France became a point of contention
WWII US-Soviet Relations
* Both sides were concerned about the other making a separate peace
* Soviets took control of Poland and recognized a communist gov.
* Soviets wanted to split Japan like Germany
* Violated agreements made at Yalta
* US didn't allow it
* US stopped Lend-Lease Act with USSR in May 1945
* Seen as US attempt to dominate the Pacific
Two Superpowers
* After the War US and USSR were the top military/economic powers in the world.
* Both had the desire for security and peace but had different ways of achieving it.
* U.S. – maintaining economic strength and promoting democracy
* USSR – Gaining land to prevent invasion and promoting communism
The Eastern Bloc
* Stalin was tasked with setting up new governments in East Europe at Yalta
* Organized communist governments in all of them by 1948
* East Germany
* By 1948 the following countries were part of the "Eastern Bloc" – Satellite nations of the USSR
* Romania
* Poland
* Bulgaria
* Hungary
* Czechoslovakia
* Yugoslavia (Not answerable to Moscow)
* Albania
Discuss!
1 – How did WWII create tension between The US and the Soviet Union?
2 – What problems might arise given both sides post war goals?
1 – Do you think the goals of either side were objectionable? Why?
2 – Describe the Eastern Bloc. How did it form?
Quotes
* "The only thing worse than having allies is not having them"
* "My Children, it is permitted you in time of grave danger to walk with the devil until you have crossed the bridge."
- Winston Churchill
- Franklin Roosevelt
* "If we see that Germany is winning the war we ought to help Russia and if Russia is winning, we ought to help Germany and in that way let them kill as many as possible."
- Harry Truman | 1,448 | 709 | {
"id": "<urn:uuid:2495d99b-6a66-4ccb-b965-9259520b4cf5>",
"dump": "CC-MAIN-2024-33",
"url": "https://www.glscott.org/uploads/2/1/3/3/21330938/roots_of_the_cold_war.pdf",
"date": "2024-08-06T07:06:12",
"file_path": "crawl-data/CC-MAIN-2024-33/segments/1722640476915.25/warc/CC-MAIN-20240806064139-20240806094139-00817.warc.gz",
"offset": 620780079,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9949892813509161,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9982779026031494,
"per_page_languages": [
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
21,
153,
189,
356,
558,
820,
1010,
1286,
1642,
1954,
2326,
2584,
3003
],
"fw_edu_scores": [
3.078125
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
3 Attributes of Building an Impactful Team
Bishop Vernon Spinks
Diocesan Bishop – Atlantic Regional Conference (ARC)
Impactful Leaders Build Impactful Teams
Motivate and Inspire!
Team Building – What is it?
Team building is the action or process of causing a group of people to work together effectively as a team to accomplish a unified goal. Teamwork is essential in our families, social settings, and in our church/ministry.
* It is the process of strengthening bonds between a group.
* Team building can be accomplished through various group activities.
* Team building is an ongoing process.
* Through team building, members will discover that successful teamwork can be more productive than the work of an individual contributor.
Impactful Leaders Build Impactful Teams!
An impactful leader is one who motivates and inspires their team to operate at their full capacity to reach a common goal. It is the leader's responsibility to build an effective successful team.
Impactful leaders can build impactful teams by
* having a clear vision and plan;
* building trust through strong relationships, and;
* by encouraging a spirit of unity and all-inclusiveness within the team.
Write the Vision
See the bigger picture!
Impactful Leaders Have Vision for the Team
The Law of the Big Picture – John C. Maxwell
When individuals become part of a team, they realize that they must lay aside their personal ambitions to help achieve the larger goal (the vision) of the team. The vision is the foundation that will call for all hands-on deck!
An impactful leader will build an impactful team by giving clarity to the vision and showing the team how they are instrumental to achieving the team goal.
* Without vision, the people will perish (Prov. 29:18).
* As leaders, we must be able to give clarity to the vision (Hab. 2:2-3).
Build Trust!
Promote Accountability!
Impactful Leaders Build Trust
The Law of Accountability – John C. Maxwell
Team members must rely on one another and be accountable to the team. Impactful leaders create impactful teams by building accountability through trust.
* Building trust (relationships) between the leader and the team let's them know they can rely upon you.
* Building a bond between team members makes them accountable to the success of the team.
* The team will be able to help bare the burden of one another (Gal. 6:2).
Unity!
Together we are one!
Impactful Leaders Promote Unity Through Teamwork
The Law of the Niche – John C. Maxwell
Every person on the team has unique strengths that are beneficial to the team. Impactful leaders understand that every person has specific skills that will contribute to the success of the team.
* We are ONE body with different gifts that are necessary for the work (Rom. 12:3-9).
* The whole body is fitly joined together (Eph. 4:16).
"I need you. You need me. WE need EACHOTHER!"
Thank You | 1,250 | 608 | {
"id": "<urn:uuid:b30396f1-aad4-46c1-af27-8c66ff62054e>",
"dump": "CC-MAIN-2024-33",
"url": "https://pcafboardofdistrictelders.org/wp-content/uploads/2022/02/3-Attributes-of-an-Impactful-Leader_LEAD-Conf2022.pdf",
"date": "2024-08-06T08:44:08",
"file_path": "crawl-data/CC-MAIN-2024-33/segments/1722640476915.25/warc/CC-MAIN-20240806064139-20240806094139-00815.warc.gz",
"offset": 359579465,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9167536667415074,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9980807900428772,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
118,
182,
742,
1190,
1233,
1840,
1879,
2380,
2410,
2885,
2896
],
"fw_edu_scores": [
2.125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Adolescents And Trauma
A child may have physical, cognitive, emotional, an d behavioral changes in response to trauma tic events.
Trauma can lead to increased problems wit h education, mental, a nd physical health for a child.
A traumatic event occurs when a person's safety is threatened and becomes at risk alongside others. Unfortunately, for over half of the children in the United States - it is a common experience for them to go through a traumatic event.
Trauma for anyone, but especially for adolescents, can significantly impact their life. It can lead to problems with health, school, and behavior. It is also a major risk factor for most substance use and behavioral health disorders.
Therefore, it is imperative for adults to recognize a child's response to trauma, and learn how to help them cope with these experiences.
Types Of Childhood Traumatic Events
Military family-related stressors
Sudden and violent loss of a loved one
Neglect of basic needs
Witnessing or experiencing domestic violence
Psychological, physical or sexual abuse
Commercial sexual exploitation
With support from caregivers and access t o treatment, children c an recover from trauma tic events.
Community and school-based violence
Refugee or war experiences
Natural disasters or terrorism
Serious accidents or life-threatening illnesses
An Adolescent's Response To Traumatic Events
A Library and Resource Center on Alcohol, Tobacco, Other Drugs, Mental Health and Wellness
How Trauma Can Impact An Adolescent Life?
A child who has suffered from trauma-related stress may begin to struggle with their education; they may develop learning problems, their grades may decrease, and they are at a higher risk of expulsion from school.
They may begin to struggle with their health as well; they are more likely to develop long-term health problems such as heart disease or diabetes.
They are also more likely to need to use mental and physical health services.
Recovering From Traumatic Events
When a traumatized child has access to a good support system, health services and effective treatments, there is hope and recovery is possible.
It is imperative for caregivers and other family members to help the child cope in the aftermath of the traumatic event, and to ensure the child knows they are safe.
Connecticut Resources
2-1-1 of Connecticut
www.211ct.org or call 2-1-1
Emergency Mobile Psychiatric Health www.empsct.org
Connecticut Network of Care for Behavioral Health www.networkofcare.org
National Resources
Substance Abuse and Mental Health Services Administration www.samhsa.gov
Children have more success in their recovery when caring and trusted adults are involved in the process.
The National Child Traumatic Stress Network
www.nida.nih.gov
What Can Adults Do To Help Traumatized Children?
Where To Find Help In Connecticut
For information regarding children coping with traumatic events, and how to help them with this issue, please call 2-1-1 or visit www.211ct.org.
SAMHSA -SAMHSA - Understanding Chi
NIMH - Helping Children and Adolescents Cope With Traumatic EventsNIMH - Helping Children and Adolescents Cope With Traumatic Events | 1,460 | 639 | {
"id": "<urn:uuid:797efd8f-437d-4a06-9f29-d4d0d827886f>",
"dump": "CC-MAIN-2024-33",
"url": "https://www.ctclearinghouse.org/Customer-Content/www/topics/Adolescents_and_Trauma_.pdf",
"date": "2024-08-06T08:08:26",
"file_path": "crawl-data/CC-MAIN-2024-33/segments/1722640476915.25/warc/CC-MAIN-20240806064139-20240806094139-00815.warc.gz",
"offset": 589270345,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9922790229320526,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9929760694503784,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1469,
3164
],
"fw_edu_scores": [
2.828125
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
International Call for Clarity on "Compulsory" Education
The 30th International Democratic Education Conference (IDEC) 2023 in Nepal has called on the United Nations' Committee on the Rights of the Child (CRC) to clarify that "compulsory education" means a guarantee of universal access to education and does not mean forcing a child to attend school.
(From left to right) Sifaan Zavahir of Sri Lanka and Henning Graner of Germany celebrating the adoption of the resolution by the International Democratic Education Conference (IDEC) in October 2023 in Nepal
The Universal Declaration of Human Rights (UDHR) in 1948 was the first international recognition of Education as a Right, and it expressed the importance of this Right in Article 26 as "elementary education shall be compulsory". While it has become common practice to translate and paraphrase this as 'compulsory school attendance for children', this is not in line with the original intent of the wording, says IDEC.
The minutes of the meetings of the UDHR drafting committee chaired by Eleanor Roosevelt record extensive discussions about this word and clearly show that nobody on the drafting committee at any point intended the word 'compulsory' to be interpreted as coercion of the child. This is confirmed by General Comment No.11 of the Committee on Economic, Social and Cultural Rights (CESCR) "The element of compulsion serves to highlight the fact that neither parents, nor guardians, nor the State are entitled to treat as optional the decision as to whether the child should have access to primary education."
The IDEC Resolution 2023 insists that the principle of the 'best interests of the child' must be fully respected, rather than being compromised for political and administrative expediency.
The Resolution was collaboratively drafted by international democratic education advocates led by Richard Fransham (Canada), Sifaan Zavahir (Sri Lanka), Henning Graner (Germany) and Je'anna Clements (South Africa) with input from a number of other participants from around the world. It was adopted at the IDEC General Meeting on Thursday 19th October 2023 and was sent to the UN Committee on the Rights of the Child in commemoration of the anniversary of the United Nations' Convention on the Rights of the Child, which is on 20th November 2023.
(Ends)
FAQ
Q - Does this mean that children should not go to school?
A - No, it means that children should be supported to have a choice of schools, homeschool, or be able to explore their education in other ways that they and their families prefer.
Q - Are you changing the meaning of the word 'compulsory' for education?
A - No, we are asking the Committee on the Rights of the Child (CRC) to make it clear what this word has always meant, because in many places in the world there is confusion.
Q - Does this mean my country cannot make laws that force 'compulsory attendance' at a school?
A - Countries sometimes do make laws that violate human rights. In our opinion, 'Compulsory attendance' is not supported by the original intent of the UDHR 1 and UNCRC 2 and is not an expression of the child's right to education.
Q - Does this mean parents can just keep their children at home or just send them to work?
A - No. Parents must support their child to fulfill their right to education, whether this is at home, using a school, or in other ways that the child and family prefer.
Q - Where can the full text of the IDEC Resolution be downloaded?
A - It is available at https://www.idecnepal.org/PDFs/resolution-idec2023.pdf
1 Universal Declaration of Human Rights
2 United Nations Convention on the Rights of the Child | 1,564 | 783 | {
"id": "<urn:uuid:53c1789f-a550-433b-b52f-46067e3c8007>",
"dump": "CC-MAIN-2024-33",
"url": "https://www.mylifemy.education/wp-content/uploads/2023/11/PRESS-RELEASE-CRC-Compulsory-Education-2023.11.18-EN.pdf",
"date": "2024-08-06T07:44:28",
"file_path": "crawl-data/CC-MAIN-2024-33/segments/1722640476915.25/warc/CC-MAIN-20240806064139-20240806094139-00820.warc.gz",
"offset": 698198799,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.993309736251831,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9973697066307068,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
560,
2330,
3659
],
"fw_edu_scores": [
2.265625
],
"minhash_cluster_size": 1,
"duplicate_count": 2
} |
Streamlining Your Garden Routine
Find the balance of fruits, vegetables and blooms of your perennials. Perennials are the backbone of the garden. Fill in with annuals. Put the right plants in the right place for it's needs (sunlight, soil ph requirements). Keep in mind the succession of things happening. Figure out an efficient watering system that addresses the needs of the garden.
Feed the soil, not the plant.
Recommended: Shady Lane Garden Supply and Seaweed from Coast of Norway.
Seaweed compost is good for amending the soil and also good for foliar spray.
Compost bins can be attractive as a part of garden architecture (ie. one made of long birch logs with open spaces between the logs).
Hay lightens up the soil.
Recommended Book: Ruth Stout, "How to Have a Green Thumb Without an Aching Back:
Weeding Tip: Start at the edges and work you way in.
Deadheading:
Tie a string to your weeding tools or apply colorful duct tape so you can fine your tools easily in the garden. Use a snap/twist motion to deadhead. For daylilies, just comb fingers from the bottom up, finger through and grab combs to deadhead. When you cut things back heavily, you want to fertilize.
Do's & Don'ts
- Don't fertilize blindly.
- Do test your soil.
When planting, dig all your holes at once. Step back and review placement before planting. If you have a potbound plant, soak it in a gallon buck of water with 2 TBSP seaweed fertilizer. Leave plant in bucket until no more bubbles appear.
Too much nitrogen in the soil will attract insects. Nitrogen tastes like sugar to bugs, even the nitrogen in chemical fertilizers.
Plant Tone makes a nice side dressing in mid-August. Whenever you add manure, you are adding nitrogen to your soil.
Fertilize with seaweed fertilizer three times per year. It makes the plant too sweet and makes them strong by adding chlorophyll. Insects die when they start to eat it. Use seaweed foliar spray every 7-10 days to add chlorophyll to the plant.
Sunflowers take out the junk in the soil. Brassicas will also, but don't eat them and don't compost them. Mulching keeps plants off the ground, protecting it against backsplash from heavy rain.
When planting on a hill, a good plan is sedums for slow run-off with hostas at the bottom to catch run-off. Use dark pine bark mulch 4 inches thick. It must be bark mulch and not chips.
When planting on a hot day, water the hole and soak the plant, then plant to help plant with stress from heat. | 986 | 577 | {
"id": "<urn:uuid:949e7fcf-c6d7-4f70-a636-aa89b1c1be63>",
"dump": "CC-MAIN-2018-43",
"url": "http://www.organiconcapecod.com/pdf/NOFA%20Streamline%20Garden.pdf",
"date": "2018-10-19T06:45:31",
"file_path": "crawl-data/CC-MAIN-2018-43/segments/1539583512332.36/warc/CC-MAIN-20181019062113-20181019083613-00119.warc.gz",
"offset": 514186293,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9976363182067871,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9978835582733154,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1188,
2485
],
"fw_edu_scores": [
3.125
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Learning to Love the Lord #10: Young Jesus in the Temple Luke 2:39‐52
39 So when they had performed all things according to the law of the Lord, they returned to Galilee, to their own city, Nazareth.
1. The_____________________
of This Event
40 And the Child grew and became strong [in spirit 1 ,], filled with wisdom; and the grace of God was upon Him.
2. The of Jesus
_____________________
41 His parents went to Jerusalem every year at the Feast of the Passover.
42 And when He was twelve years old, they went up to Jerusalem according to the custom of the feast.
43 When they had finished the days, as they returned, the Boy Jesus lingered behind in Jerusalem. And Joseph and His mother 1 did not know it;
3. The______________Practice
a. Their _____________
b. The ___________ Year Old
c. The _____________ Back
44 but supposing Him to have been in the company, they went a day's journey, and sought Him among their relatives and acquaintances.
4. The_____________________
Inventory
45 So when they did not find Him, they returned to Jerusalem, seeking Him.
5. The_____________________
Discovered
46 Now so it was that after three days they found Him in the temple, sitting in the midst of the teachers, both listening to them and asking them questions.
6. The___________Discovered
a. __________ it was
b. __________ He was
c. __________ He was doing
47 And all who heard Him were astonished at His understanding and answers.
7. The____________________
Response
48 So when they saw Him, they were amazed; and His mother said to Him, "Son, why have You done this to us? Look, Your father and I have sought You anxiously."
8. The____________________
Reaction
49 And He said to them, "Why did you seek Me? Did you not know that I must be about My Father's business?"
9. Jesus Questions
_________________
50 But they did not understand the statement which He spoke to them.
10. The Parents'
_____________
51 Then He went down with them and came to Nazareth, and was subject to them,
11. Jesus' Forward
___________________
but His mother kept all these things in her heart.
12. Mary's Continues
__________________
52 And Jesus increased in wisdom and stature, and in favor with God and men.
13. Jesus'___________________
Continues
Observations:
1. Jesus grew up in a normal family and life.
2. Mary and Joseph did not fully understand what Jesus would do or how He would do it.
3. Even though Jesus was God in the flesh, He always obeyed His parents. | 1,276 | 635 | {
"id": "<urn:uuid:338c8f8f-818d-4f65-af85-296589ab2de1>",
"dump": "CC-MAIN-2018-43",
"url": "https://northridgebaptist.com/Teaching/NT_Luke%202016/Luke%2002_39-52%20-%20Young%20Jesus%20in%20the%20Temple.pdf",
"date": "2018-10-19T07:14:32",
"file_path": "crawl-data/CC-MAIN-2018-43/segments/1539583512332.36/warc/CC-MAIN-20181019062113-20181019083613-00121.warc.gz",
"offset": 760451975,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9997013807296753,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9997013807296753,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2496
],
"fw_edu_scores": [
2.46875
],
"minhash_cluster_size": 1,
"duplicate_count": 2
} |
Composting
Lesson 2 Setting up your Compost Bin?
Background
Soil is highly important to all life on earth, since producers (plants that take the sun's energy and turn it into usable food for almost all other animals) need soil to survive. Part of soil is broken down organic matter, which is what comes from naturally occurring compostable materials. Organic matter help put important nutrients and minerals back into the soil for plants to use and helps change dead plants and animals into useful materials.
Compost bins or piles are great way for humans to help take items that they might throw away and return them to the organic matter in the soil. However, all compost, whether it be a pile or a bin, vermicomposting (composting with worms) or not, need four main components:
- Air—Compost and the organisms living inside of it must be able to breathe as they eat
- Water—Water is needed to help with the decomposition process and is needed by the Decomposition organisms.
- "Greens" - Green materials in the compost bin are the moist, green items, like vegetables, fruit, green leaves or grass, etc. Greens should have some moisture.
- "Browns" - Brown materials in the compost bin are the dried items like dead leaves, wood chips, shredded paper, straw or drier lent.
A good compost bin needs to have alternating layers of green and brown materials with space for air in between. Ideally, the compost bin should also be moist but not wet and have a moist paper towel covering the top to help keep moisture.
Last but not least, we are not just composting, but vermicomposting. This means that we will be making a compost bin, and then adding worms! The worms help break down the compost faster, as they eat the green and brown materials, and then poop out soil!
7
15 Minutes of STEM: Composting Lesson Plan
Materials Needed (per each worm box)
* Plastic Shoebox (available for about 1.29 at most Walmart Stores)
* Some course dead materials, like twigs, torn up cardboard, etc. Never use cardboard that has tape, a coating or color on it.
* Green compost such as left over salads or other vegetables, cut up fruit, grass clippings, etc.
* Brown compost such as shredded paper, dryer lent, wood chips (natural untreated wood only), dead leaves, etc. If you use paper, try to only use white uncolored paper.
* Potting soil
* Spray bottle full of water
* Worms—if you have a big unit, contact Texas Worm Farm at http://www.texaswormfarm.com/. If you only need worms for about 5-6 worm bins, consider just buy red wigglers from any fishing store. At most Walmart stores you can buy a container of 25 red wigglers in the fishing supplies aisle for about $2.49.
Set UP
* Collect all the needed supplies and set them aside to take to the meeting.
* Bring all supplies to the meeting.
* Unless youth are older and have training needed to work with items like icepicks, add anywhere from 10 to 20 holes in the lid of each plastic shoe box that will become a worm bin.
* Keep worms in a cool dark place until it is time to make the worm bins. Red Wigglers like to stay around 50-75⁰F and in do not like light.
8
15 Minutes of STEM: Composting Lesson Plan
Lesson
1. If you have not already put holes in the lid of your worm bins, work with the youth and parents to do so. Do not put any on the bottom of your worm bin.
2. Have each youth get some of the coarse brown materials (twigs, torn up cardboard, etc) and put a 1/2 later of this on the bottom of the worm bin. Spray this with water until moist but not wet.
3. Then cover this with a thin layer of potting soil.
4. Cover the potting soil with a thin layer of "Greens"
5. Cover the "Greens" with a thin layer of "Browns".
6. Lightly spray the brown with some water until moist but not wet.
7. Repeat step 3-6 one more time. After this, your bins should be close to being full
8. Time to add your worms. For a bin this size, you can put anywhere from 13 to 25 worms. Counting them out is half the fun!
9. Lay a piece of paper over the top of your worms. Spray this with water until moist but not wet.
10. Put the lid on. Your worm bin can be stored inside or outside, and at any temperature between 60⁰F to 85⁰F.
Optional: Use duck tape to carefully cover the outside of your worm box to help reduce the amount of light that they are exposed to. Note, once you do this, you will not be able to watch your worms in the evenings.
.
Some notes about your worm bin.
1. Once the lid is on, it should not smell. If it is starting to smell or is attracting fruit flies, add more brown.
2. If you do not see many worms, add new worms and add more green
3. If you notice that nothing is getting eaten, add more worms, green and water
4. If you notice any other issues with other critters, see lesson 4 for more information.
9 | 1,890 | 1,155 | {
"id": "<urn:uuid:11252ab8-ea41-49c9-bd29-b54753f6410d>",
"dump": "CC-MAIN-2018-43",
"url": "http://nebula.wsimg.com/4dd2e55e6cf3828a4df32c9f156d9c31?AccessKeyId=4A9AE833D0F49E08311B&disposition=0&alloworigin=1",
"date": "2018-10-19T07:36:58",
"file_path": "crawl-data/CC-MAIN-2018-43/segments/1539583512332.36/warc/CC-MAIN-20181019062113-20181019083613-00121.warc.gz",
"offset": 258136939,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9983445008595785,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9985736012458801,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1786,
3135,
4815
],
"fw_edu_scores": [
4.34375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Projectiles Worksheet
Draw all vectors to scale on your own paper
Vector drawings to scale
1. Draw vectors that represent the following displacements:
Use the scale 1 cm = 5 km and north
a. 25 km east
b. 15 km west
c. 105 km south
d. 75 km north
e. 45 km northwest
2. Draw vectors that represent the following velocities:
Use the scale 1 cm = 4 m/s and north
a. 32 m/s east
b. 54 m/s west
c. 26 m/s south
d. 44 m/s north
e. 20 m/s southeast
3. Draw vectors that represent the following displacements:
Use your own different scale for each.
a. 450 ft east
b. 28 mi west
c. 220 km south
d. 1,500 cm north
4. Draw vectors that represent the following velocities:
Use your own scale, use the same scale for each.
a. 35 mi/h east
b. 55 mi/h west
c. 75 mi/h south
d. 100 mi/h north
5. Draw vector combinations to determine the resultant vector for the following
combinations:
Use the scale 1 cm = 1 m and north.
a. 7 m north; 4 m north
b. 8 m south; 3 m north
c. 3 m east; 6 m east
d. 10 m west; 4 m east
e. 2 m north; 5 m south
f. 3 m west; 7 m east
6. Draw vector combinations to determine the resultant vector for the following
combinations:
Use the scale 1 cm = 1 m and north.
a. 7 m north; 4 m west
b. 8 m south; 3 m east
c. 3 m east; 6 m north
d. 10 m west; 4 m south
e. 2 m east; 5 m south
f. 3 m west; 7 m north
7. Draw vector combinations to determine the resultant vector for the following combinations: Use the scale 1 cm = 2 m and north.
a. 8 m north; 4 m west;
6 m south; 12 m west
b. 8 m south; 2 m east;
16 m south; 20 m west
c. 12 m east; 6 m north;
12 m west; 6 m south
d. 10 m west; 4 m south;
21 m east; 14 m north
Projectiles Worksheet
Draw all vectors to scale on your own paper
Vector problems
8. A motor boat heads due west at 10 m/s across a river. The river flows due south at 6 m/s.
a. Find the resultant velocity of the boat as observed by a person on the river bank.
b. If the river is 200 m wide, how long does it take the boat to cross the river?
c. How far downstream is the boat when it reaches the other side?
9. A plane flies north at 180 mi/h across a river while encountering a crosswind blowing 45 mi/h to the west.
a. Find the resultant velocity of the plane as observed by a person on the ground below.
b. If the plane continues with this constant motion for 2 hours, what is the plane's total distance travelled?
185.5 mi/h 371 mi
Vector components
10.Draw the horizontal and vertical components of each vector. Label the magnitude of each vector and component based on the scale provided.
Projectiles
11.Provide 5 examples of projectiles (we are still treating air as negligible). Be sure to describe what the object is doing that makes it a projectile…don't just write "a baseball".
12.Describe the horizontal motion of a projectile.
13.Describe the vertical motion of a projectile.
14.What is the shape of the trajectory of a projectile?
15.A moon craft is moving at 90 m/s while 3,000 m above the moon's surface. (a) What is the initial vertical velocity of a rover that is dropped from the craft? (b) How much time will it take the rover to hit the ground? (c) How far will the rover travel horizontally after being dropped? (d) Where will the rover be relative to the craft at the point of impact?
16.A baseball thrown into the air with an angle of 35° above the ground and travels 100 ft. What other angle could the baseball be thrown at and travel the same distance? Explain your answer. (The initial speed is the same for each baseball.)
17.Explain how/why the moon is a projectile?
18.
Draw all vectors to scale on your own paper
19.
20. | 1,790 | 1,022 | {
"id": "<urn:uuid:1a9f03a1-2812-4df6-8fcb-4e6719644700>",
"dump": "CC-MAIN-2018-43",
"url": "http://theteterszone.net/handouts/projectilesworksheets.pdf",
"date": "2018-10-19T07:14:25",
"file_path": "crawl-data/CC-MAIN-2018-43/segments/1539583512332.36/warc/CC-MAIN-20181019062113-20181019083613-00121.warc.gz",
"offset": 371961221,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9582398533821106,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9923596382141113,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"unknown",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1687,
3596,
3601,
3655
],
"fw_edu_scores": [
4.53125
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Personal Social Emotional Development (PSED)
- I will be creating class rules with my friends.
- I will be making new friends and playing together.
- I will be participating in turn taking games.
- I will be trying out new activities independently and select resources independently.
- I will be dressing and undressing by myself for P.E.
- I will be learning routines of the school day.
- I will be learning to think about my feelings and the feelings of others.
- I will be learning and talking about my family and other people who are important to me.
- I will be thinking and talking about where I live and what is around me.
"Do you want to be friends?" Topic Web Autumn 1 2018
Physical Development (PD)
- I will be playing circle games.
- I will be using tools safely.
- I will be learning about how to be healthy.
- I will be learning about my body.
- I will be moving with control and coordination over, under, through various small apparatus.
- I will be using a range of small and large equipment.
- I will be using a range of malleable materials in my play.
- I will be exploring the outdoors.
Understanding the World (UW)
Expressive Arts & Design (EAD)
- I will be using an ipads to help me in my learning.
- I will be using and exploring all five senses.
- I will be recognising similarities and differences between each other.
- I will be going on welly walks to explore the natural environment.
- I will be exploring seasons and finding out about Harvest.
- I will be learning about different parts of the body.
- I will be drawing and painting pictures of myself using mirrors.
- I will be drawing and painting pictures of my family.
- I will be thinking about colours and using them appropriately in my pictures.
- I will be using a range of objects to print with e.g. fingers, hands.
- I will be learning new songs to help me in my learning..
- I will be roleplaying in the home corner.
- I will be acting out stories with puppets.
- I will be using a range of materials to make collages and models.
Communication and Language (CL)
- I will be developing my listening skills.
- I will be learning to talk about myself using describing words such as tall, short.
- I will be imagining and recreating roles in real life family situations and fictional stories.
- I will be asking questions to get to know my friends in my new class.
- I will be talking about my family.
- I will be listening and responding to stories.
- I will be thinking about key events in stories and saying what happened in the beginning, middle and end.
Mathematics (M)
Literacy (L)
Numbers (counting and recognition):
- I will be learning to recognise some numerals of personal significance.
- I will be learning to recognise numerals 1 to 10.
- I will be learning to count up objects.
- I will be learning to select the correct numeral to represent 1 to 5 objects.
- I will be learning to count actions or objects that cannot be moved.
- I will be learning to count in an irregular arrangement up to 10.
- I will naming and describing 2D shapes.
- I will be learning to recognise and write my full name.
- I will be using my sounds to read a range of books.
- I will be learning different sounds that letters make (phonics).
- I will be learning to write familiar words such as mum, dad.
- I will be writing about myself, my family and my friends.
- I will be learning to write for a purpose e.g. making lists, labelling pictures.
"Do you want to be friends?"
Please write down if your child has anything they would like to find out about or do as part of this topic. Please then return this sheet to school to form part of your child's school learning journey. | 1,283 | 813 | {
"id": "<urn:uuid:2278241a-a4e1-4de3-9f72-aff19ed83daf>",
"dump": "CC-MAIN-2018-43",
"url": "http://stpaulscoven.co.uk/attachments/article/12/Reception%20Do%20you%20want%20to%20be%20friends%20-%20Autumn%201%20-%202018.pdf",
"date": "2018-10-19T07:50:18",
"file_path": "crawl-data/CC-MAIN-2018-43/segments/1539583512332.36/warc/CC-MAIN-20181019062113-20181019083613-00124.warc.gz",
"offset": 329167852,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9994290471076965,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9992807507514954,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3434,
3668
],
"fw_edu_scores": [
3.75
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
1. Humans can not perceive colour?
a) Underwater
b) In bright moonlight
c) In outer space
d) When one eye is covered
2. What is Anton's syndrome?
a) A syndrome characterised by lack of depth perception
b) A syndrome characterised by the ability to see in black and white
c) A syndrome characterised by a person's complete blindness and their conviction that they can see
d) A syndrome characterised by the ability to see shapes clearly but the inability to identify them
3. Which of the following creatures cannot move its eyes?
a) Rabbit
b) Owl
c) Chimpanzee
d) Starling
4. If a two-person conversation measures 60 decibels, a vacuum cleaner measures 80, what is the decibel level of normal breathing?
a) 0
b) 10
c) 25
d) 40
5. Which animal can see between its open jaws?
a) Rabbit
b) Owl
c) Chimpanzee
d) Starling
6. What is the decibel level of a jet plane taking off?
7. Of the following, which would be the most difficult to vividly conjure up in the imagination (for most, if not all people)?
a) The smell of coffee
b) The colour red
c) The feel of velvet
d) The taste of a lemon
8. Which taste cannot be detected by the tip of your tongue?
a) Bitter
b) Salty
c) Sweet
d) Sour
9. Which of the following body parts is the most sensitive to touch?
a) Back
b) Stomach
c) Lips
d) Fingertips
10. On which part of your tongue to you taste sweet foods?
a) The front
b) The sides
c) The backs
Five senses QUIZ
Answers
1. Humans can not perceive colour?
b) In bright moonlight
2. What is Anton's syndrome?
c) A syndrome characterised by a person's complete blindness and their conviction that they can see
3. Which of the following creatures cannot move its eyes?
b) Owl
4. If a two-person conversation measures 60 decibels, a vacuum cleaner measures 80, what is the decibel level of normal breathing?
b) 10
5. Which animal can see between its open jaws?
d) Starling
6. What is the decibel level of a jet plane taking off?
b) 140
7. Of the following, which would be the most difficult to vividly conjure up in the imagination (for most, if not all people)?
a) The smell of coffee
8. Which taste cannot be detected by the tip of your tongue?
d) Sour
9. Which of the following body parts is the most sensitive to touch?
c) Lips
10. On which part of your tongue to you taste sweet foods?
a) The front | 1,136 | 664 | {
"id": "<urn:uuid:0cf5643d-20ef-4571-af6b-8f84d8a4feac>",
"dump": "CC-MAIN-2021-39",
"url": "https://www.stoswaldsuk.org/media-new/4122/senses-quiz-sheet.pdf",
"date": "2021-09-28T14:34:48",
"file_path": "crawl-data/CC-MAIN-2021-39/segments/1631780060803.2/warc/CC-MAIN-20210928122846-20210928152846-00407.warc.gz",
"offset": 1036299613,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9799834688504537,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9905152916908264,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
820,
1405,
2313
],
"fw_edu_scores": [
3.203125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Choosing the right care
Self-care
Many illnesses and symptoms can be treated at home. It's also important to have a stocked up firstaid kit for minor injuries such as cuts and burns.
Pharmacy
Pharmacists are qualified experts who provide advice and information on medicines and your health.
healthdirect
The healthdirect helpline 1800 022 222 can assist you 24/7 with free health advice from a registered nurse.
GP (doctor)
When you feel unwell, your GP can help you - with a broad range of health issues and throughout your life.
Emergency (000)
If you are seriously sick or injured, call an ambulance on triple zero (000) or go to your nearest hospital emergency department.
For health advice 24 hours a day, call 1800 022 222 or visit healthdirect.gov.au If you need assistance in another language, call 131 450
Need health advice? Make the call
1800 022 222
You can get more health information from our website healthdirect.gov.au
Funded by Australian government health departments
What care do I need?
Pharmacy
GP
hospital
Emergency
It's important to know how to find the right health service at the right time
There are many types of healthcare service and information available in Australia. It's important to know how to find the right service at the right time.
Online health information
If you need information about a health problem, you can find high quality information online. Make sure you only use information from well-known organisations, such as charities or government departments. Always check with your GP if you're not sure about something.
healthdirect is a government-owned health advice and information service. It provides safe and relevant Australian health information and links to other sources that you can trust. Visit our website healthdirect.gov.au.
Calling the healthdirect helpline
If you or a family member have a health concern and don't know what to do, you can call the free healthdirect helpline on 1800 022 222 to speak to a registered nurse. You can call 24 hours a day, 7 days a week.
If you need assistance in another language, call 131 450.
Pharmacy
When to see your GP
A general practitioner (GP) is the first person you usually go to if you have a health problem. They will coordinate your healthcare and may refer you to other doctors or health professionals if necessary. In Australia, your family doctor is called your GP.
When to see your pharmacist
Pharmacists are qualified experts who provide advice and information on medicines and your health. Visit your pharmacist for advice about minor illnesses or injuries.
If your doctor gives you a prescription (sometimes called a script) for medicine, you can buy it from a pharmacist.
Pharmacists also sell over the counter medicines and provide a range of services including advice, health checks and some vaccinations.
Calling an ambulance
If your injury or illness is serious and urgent, call an ambulance on triple zero (000).
Visiting an emergency department
Many hospitals in Australia have emergency departments. These are open 24 hours a day and provide emergency treatment for people who have serious illnesses or injuries that need to be treated quickly. If you have a minor illness or injury, it is better to see your GP or visit a pharmacist.
Help and resources for using health services
How to find health services
You can find local GPs and other health services using healthdirect's service finder on healthdirect.gov.au or download healthdirect's app.
You can also ask your GP or pharmacist for advice on finding health services in your area.
Need an interpreter?
If English is not your first language, you can find an interpreter through the Translating and Interpreting Service (TIS National). You can speak to an interpreter immediately by calling 131 450. The service is free and is available 24 hours a day, 7 days a week.
If it is an emergency, always call triple zero (000) first. The 000 operator will call TIS National and connect you with an interpreter.
Your doctor, pharmacist or hospital can also arrange an interpreter for you.
GP after-hours services
After-hours services provide care if you need to see someone after your GP or pharmacist has closed. Ask your regular GP if they offer afterhours services, and what you should do if you get sick after they have closed.
You can call healthdirect's after hours GP helpline and a registered nurse will assess you. The nurse may offer you a call back from a GP. They can also help you find after-hours services in your area. Call 1800 022 222. | 1,932 | 949 | {
"id": "<urn:uuid:637417c8-4471-4199-a109-ab62868307e6>",
"dump": "CC-MAIN-2021-39",
"url": "https://media.healthdirect.org.au/publications/whatcaredoineed_English_brochure_6Feb.pdf",
"date": "2021-09-28T12:36:42",
"file_path": "crawl-data/CC-MAIN-2021-39/segments/1631780060803.2/warc/CC-MAIN-20210928122846-20210928152846-00407.warc.gz",
"offset": 444918485,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9985710382461548,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9990369081497192,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1133,
4568
],
"fw_edu_scores": [
2.359375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Remember, school will finish a day earlier for Christmas; students will break for Christmas at 3pm on Thursday 17 th December
4 th December 2020
93.6% this week
Social well-being and the importance of staying connected
Take a trip to the museum – from your sofa! Even in lockdown, you can take a cultural trip to the museum or theatre. With hundreds of theatre, comedy, and ballet performances being released online, you and your friends and family can watch the same shows and review them later. The English National Ballet, the National Theatre and Shakespeare's Globe are just a few examples of companies sharing free performances with the public. You might want to video call while you watch them, so you can talk about them in real time.
Book of the Week Norse Mythology by Neil Gaiman
Design a Christmas Card Winner
Neil Gaiman, author of Good Omens and Coraline, reaches back through time in a thrilling retelling of the great Norse tales. Gaiman's gods are thoroughly alive on the page vivid, playful, passionate - and the tales carry us from the beginning of everything to Ragnarok and the twilight of the gods.
Ninestiles Bake Off!
The winners of the Great Ninestiles Bake Off are:
KS3 – Alex Mills
KS4 – Holly Shaw
It was a close call, as all the entries were very good. Miss Davies has decided to award Praise points to the following students for their great effort: Kinga Listowska, Amrit Rehal, Connie Fieldhouse, Isaac Azim and Kacey-May Dennis.
Congratulations to Karima Sultana in Year 10, for designing this traditional scene. Karima's design is being printed as our Ninestiles Christmas card 2020, to send to our friends and colleagues. Well done, Karima!
Geography 'field trip'
Last week our Year 7 Geography students conducted local fieldwork on Fox Hollies Road and Shirley Road. Our students were amazing in terms of their methods, pace and conducting their first primary data collection. Our students focussed on how the urban area was being used at both sites. Within our lesson time, the students managed to gather data through:
1. A car count allowed students to observe con at both sites
2. An environmental quality survey allowed students to write their opinions and score each site
3. A field sketch allowed students to pick out main features and test their artistic skills.
KS3: involved, fundamental, procedure, section, structure KS4: perspective, succinct, compatible, passive, ethos
Adverbs are words which can describe verbs (manner) or place, time and degree. See below:
Manner: slowly, carefully, quickly
Time: later, soon, never tomorrow
Place: here, there near, close
Degree: very, slightly, rather
Look out for these when you are reading.
The world is full of kind people. If you can't find one, be one. | 1,174 | 614 | {
"id": "<urn:uuid:9bce783b-050b-45f8-8deb-1455a9b48828>",
"dump": "CC-MAIN-2021-39",
"url": "https://ninestiles.org.uk/wp-content/uploads/2021/02/Friday-041220.pdf",
"date": "2021-09-28T13:04:29",
"file_path": "crawl-data/CC-MAIN-2021-39/segments/1631780060803.2/warc/CC-MAIN-20210928122846-20210928152846-00408.warc.gz",
"offset": 468368222,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.998218297958374,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.998218297958374,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2770
],
"fw_edu_scores": [
2.015625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Orange High School Stage 5
ASSESSMENT TASK
YEAR: 10
SUBJECT: Information and Software Technology
TOPIC: Database Design
TASK WEIGHTING: 30%
DATE GIVEN: Wednesday 19 th May 2021 DUE DATE: Friday 25 th June 2021 Week 10
On Google Classroom
ASSESSMENT OUTLINE:
Task 1 (50 marks)
I. Find an advertisement for an IT Position in the following IT fields. 75% of the positions MUST be found in Australia.
1. Services (Systems deployment, support, repair. Careers in this field are responsible for deploying and managing computer systems and software, providing technical support and maintaining information systems.)
2. Software (Mobile Applications, network security, desktop applications. Careers in this field are responsible for planning, designing, updating and managing computer software and systems through software programming and development.)
3. Infrastructure (Cloud Computing, Internet, Telecommunications)
4. Hardware (Servers, mobile devices, network systems, computer. Careers in this field are responsible for designing, analyzing, developing and implementing network systems)
5. Web & Digital Communications (Careers in this field are responsible for the creation and production of interactive media, including digital and multimedia products.)
II. Each of your jobs must cover the following (If it is not mentioned, you must include the note – "Not Included" to show you have looked and considered each section);
a. What is the title of the position?
b. What are the main responsibilities of the position?
c. What qualifications do you need?
d. What experience do you need?
e. What is the location of the position?
f. What salary is offered for the position?
g. Who is the proposed employer?
h. What is the proposed employer's contact address and phone number?
i. What future career options are there in this position?
j. Where did you find this advertisement? (provide a date and website, newspaper details)
❖ Save this file as "DatabaseAssessTask1_YourName" AND UPLOAD TO THE GOOGLE CLASSROOM
Task 2 (20 marks)
It is said that in the jobs our society will have in the future do not exist yet, or are only in its infancy. Most of these jobs/occupations will have something to do with technology.
* Research possible jobs/occupations that might exist in the future or are starting in their infancy now. (eg Mobile, Data Security, Big Data) Write a (minimum one paragraph maximum 1 page typed) description of the occupation/job and include a justification as to why it would exist in our future society.
* Consider the following to assist your description and justification;
Who? Who would do this job? Who would need this to help them?
What? What would the job concentrate on/do?
When? When would it exist? 20years in the future?
Where? Where would you do this job?
Why? Why would this occupation be necessary to our society?
How? How would this job make things better for people in our society?
❖ Save this file as "DatabaseAssessTask2_YourName" AND UPLOAD TO THE GOOGLE CLASSROOM
OUTCOMES ASSESSED
5.2.2 designs, produces and evaluates appropriate solutions to a range of challenging problems 5.5.3 describes and compares key roles and responsibilities of people in the field of information and software technology
5.5.2 communicates ideas, processes and solutions to a targeted audience
Non-Completion of Task:
If you know you are going to be away on the day that the task is due, you must make alternative arrangements with your teacher beforehand. If you are suddenly away on the day that the task is due, you must contact your teacher or Head Teacher on your return to school. Documentation will be required in both cases.
Failure to follow the above procedures may result in a zero award.
The policies and procedures that are outlined on the RoSA booklet will be followed regarding the noncompletion of assessment tasks.
Plagiarism:
Please Note: that plagiarism, the using of the work of others without acknowledgement, will incur serious penalties and may result in zero award. Any cheating will also incur penalties.
Marking Guide
Task 1 (for each article – 50 marks) | 1,921 | 873 | {
"id": "<urn:uuid:d80c5fec-6aa8-428d-b357-26d53f8b0039>",
"dump": "CC-MAIN-2021-39",
"url": "https://orange-h.schools.nsw.gov.au/content/dam/doe/sws/schools/o/orange-h/localcontent/2021/assessment-tasks/year-10/term-2/Yr_10_IST_Wk_10.pdf",
"date": "2021-09-28T12:56:41",
"file_path": "crawl-data/CC-MAIN-2021-39/segments/1631780060803.2/warc/CC-MAIN-20210928122846-20210928152846-00411.warc.gz",
"offset": 490192575,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9971961081027985,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9979479908943176,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2014,
4062,
4115
],
"fw_edu_scores": [
2.21875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Sermon: "What Does God Want for Christmas?" Text: various scripture
Introduction: Why do we give gifts to each other at Christmas? What is our motivation? Have you ever thought about giving gifts to the Lord at Christmas?
Reflect on the sermon: Open up the discussion with any initial responses people might have to today's message.
Examination: In the sermon four "gifts" were identified that we could give to the Lord this Advent/Christmas season. Read the scripture associated with each one and discuss the questions.
1. Helping outsiders to the faith become insiders (Matthew 2:9; Luke 2:8-11, 13a; Luke 15:3-7). Discuss the process God used to get the Magi and the shepherds to the Christ child. What does this tell us about the Lord? What do we learn about the heart of God in relation to the lost from the Luke 15 passage? Share some practical ways we might reflect God's passion for outsiders in our personal/corporate ministry.
2. A surrendered heart (Luke 1:26-27 & 38. Matthew 1:24; 2:13-14; 19-20). How do Mary and Joseph exemplify surrendered hearts to the Lord? Discuss the multiple ways that Mary and Joseph suffered in their obedience to the Lord. What are your thoughts about this quote: "Most of the problems of a Christian's life can be traced to two related sources: sin (ours and others) and failure to submit to Christ. We do not yield or surrender to Christ and as a result we fall easy prey to Satan and sin."(Cosgrove, Essentials of Discipleship). Agree/disagree? Discuss this.
3. Passionate Worship (Matthew 2:11; Luke 2:13; Luke 2:20; Luke 2:28a & 38a). Is it possible to attend worship but not engage? "Worship is always a choice that we make." Do you agree with this? What does it mean to choose to worship? Discuss the choices that the Magi, shepherds, Simeon & Anna made to worship. How would you define "passionate worship"? Why is this so important in our relationship with the Lord? Can you identify some ways you will pursue this during Advent?
4. Blessing a child (Matthew 2:16 – 18). How do you think Jesus was affected by Herod's massacre of children as he learned of it later in his life? Spend some time as a class discussing some practical ways you could bless a child in need this Advent/Christmas season.
Application:
Invite a lost friend to church during Advent / Pray daily Mary's prayer: "I am the handmaid (servant) of the Lord, may it be done unto me according to your word."/ Choose every day to worship the Lord / Do something special for a child in need this Advent. | 1,055 | 606 | {
"id": "<urn:uuid:fb728cb5-7753-475f-b840-7e697378a9bb>",
"dump": "CC-MAIN-2020-40",
"url": "https://s3-us-west-2.amazonaws.com/kingstreetchurchwebsite/wp-content/uploads/2019/12/05091152/What-Does-Jesus-Want-for-Christmas-D-Baker-December-8-2019.pdf",
"date": "2020-09-25T16:33:57",
"file_path": "crawl-data/CC-MAIN-2020-40/segments/1600400227524.63/warc/CC-MAIN-20200925150904-20200925180904-00504.warc.gz",
"offset": 576186983,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.995336651802063,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.995336651802063,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2524
],
"fw_edu_scores": [
2.390625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
ACROSS
3 a life cycle that alternates between haploid gametophytes and diploid sporophytes
5 structure containing male gametophyte that does not require water to travel to female
10 derived trait of seed plants resulting in gametophytes that are entirely contained within the sporophyte
12 region at the tips of the plant body where cells divide repeatedly for growth
13 triploid tissue that nourishes developing plant embryo
15 special microtubules that are the precursor to the cell wall of dividing cells;
a shared trait of charophytes and plants
16 haploid cell that divides to become the male gametophyte in seed plants
18 plants that produce flowers and have seeds that develop in chambers
20 specialized pores that exchange gasses and close to prevent water loss
21 vascular tissue that conducts water and minerals
23 the closest living relative of plants
24 photoautotrophic protists that can be multicellular and have chloroplasts and cell walls
25 an embryo packaged with a supply of nutrients
26 diploid organ that produces the male microspore by meiosis
27 organs in the diploid sporophyte that produce spores by meiosis
28 paraphyletic angiosperm group with a single embryonic leaf (orchids, grasses, palms)
31 the cell of the male gametophyte that divides to produce sperm in angiosperms
32 the primary photosynthetic organ of vascular plants
33 haploid cell that divides to become the female gametophyte
35 specialized shoot with four types of modified leaves used for reproduction
37 plants that lack structures to transport water and nutrients
39 gametophytes that have organs to make both sperm and eggs
41 organs in the haploid gametophyte that produce gametes by mitosis
42 a paraphyletic group consisting of nonvascular plants
43 layer of sporophyte tissue that protects the megasporangium
44 vascular tissue that conducts sugars, amino acids, and organic products
45 the most speciose group of gymnosperms
DOWN
1 process that produces a zygote and an endosperm
2 multicellular haploid organism that produces eggs and sperm by mitosis
4 a haploid cell produced by meiosis
6 a polymer that strengthens the cell walls of vascular tissue
7 the structure where a gametophyte develops from a megaspore and produces an egg
8 mature ovary that protects and/or helps disperse seeds
9 diploid organ that produces that megaspore by meiosis
11 cells joined into tubes that transport water and nutrients throughout the plant
14 multicellular diploid organism that produces spores by meiosis
17 era when giant seedless plants stored carbon that is today's coal
19 plants that produce seeds not enclosed in chambers
22 large group of plants with two embryonic leaves (sunflowers, columbines, etc)
29 the transfer of pollen to the part of the plant with ovules
30 gametophytes that make either sperm or eggs; shared trait of all seed plants
34 a waxy substance that prevents desiccation
36 the most widespread seedless vascular plant
38 a component of the cell wall of plants and algae
40 organs that absorb water and nutrients from the soil | 1,403 | 674 | {
"id": "<urn:uuid:54fd21d8-b5f7-4d6a-8081-ce2604562eda>",
"dump": "CC-MAIN-2020-40",
"url": "https://priscillaerickson.files.wordpress.com/2019/07/plant_puzzle_clean.pdf",
"date": "2020-09-25T15:10:20",
"file_path": "crawl-data/CC-MAIN-2020-40/segments/1600400227524.63/warc/CC-MAIN-20200925150904-20200925180904-00506.warc.gz",
"offset": 571478051,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9918637871742249,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9918637871742249,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3079
],
"fw_edu_scores": [
2.71875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Lesson Plan For Unit 8 (Part 1)
| Grammar | Vocabulary | Comprehension | Writing |
|---|---|---|---|
| Demonstrative pronouns | Plants‚ animals and insects in the garden | Answering questions based on a passage | Writing a story based on pictures using helping words |
Lesson Objectives
Resources
Students are able to
2. answer questions based on a passage.
(Preparation to be done before the lesson)
1. use demonstrative pronouns 'this', 'that', 'these' and 'those' to point out specific things,
1. Learning English Workbook 1
3. Word cards with the words 'this', 'that', 'these' and 'those' on them
2. Stationery items
4. Blu tack
6. Picture cards which have hands pointing to an item/items to show how demonstrative pronouns are used
5. Red and blue/black markers
Introduction / Warm-up Activity (10 min)
1. Bring the students to the school garden. Tell the students that you are going to point out some of the things in the garden to them. Point out four items at different parts of the classroom using different demonstrative pronouns.
* This is a pond. (Point to the pond near you.)
Example:
* That is a mango tree. (Point to the mango tree far away from you.)
* Those are flowers. (Point to the flowers far away from you.)
* These are ants. (Point to the army of ants on the ground in front of you.)
2. Stick the word cards 'this', 'that', 'these' and 'those' on the whiteboard. Read each word and get the students to read after you. Tell the students that you used these words to help you tell them about the specific things in the classroom.
3. Write the four sentences that you have used earlier during the introduction on the whiteboard. Get the students to read the sentences.
Lesson (20 min)
1. Elicit from the students which of the four demonstrative pronouns are used to talk about one thing. Highlight to the students that the nouns in the sentences using 'this' and 'that' are singular.
* This is a pond.
Example:
* That is a mango tree.
Learning English Workbook 1
Lesson Plans for Learning English Workbook 1.indd 31
2019/3/18 17:19:00
Point out to the students that there is a difference between 'this' and 'that'. 'This' is used to refer to something that is near the speaker while 'that' is used to refer to something far from the speaker. Provide more examples using 'this' and 'that' to the students. You can also get them to construct sentences and share them with the class.
Example:
2. Tell the students that 'these' and 'those' are used to talk about more than one thing. Hence, in a sentence containing these two demonstrative pronouns, the nouns are plural.
* These are ants.
Point out to the students that there is a difference between 'these' and 'those. 'These' is used to refer to things that are near the speaker while 'those' is used to refer to things that are far from the speaker. Provide more examples using 'these' and 'those' to the students. You can also get them to construct sentences and share them with the class.
* Those are flowers.
Additional Activities / Closure (15 min)
1. Show the students the picture cards, one by one. Get them to construct sentences using the correct demonstrative pronouns. Ensure that the students pay attention to details in the picture cards such as the number of things and if the thing/things are near or far from the subject. Example:
2. Tell the students to turn to pages 45 – 46 of Learning English Workbook 1. Review the 'Read and Learn' section on page 45. Get the students to complete their work and hand it in to you. You may want to walk around the class to do a random check on the students' work.
* These (Those) are monkeys. / This (That) is a monkey.
Homework
1. Ask the students to complete pages 47 – 48 as homework. Discuss the passage with the students. Go through at least two questions with the students.
2. Students should either write their homework details in their student handbooks or fold the pages of their workbooks.
Optional Activity
1. Get the students to use the 4 demonstrative pronouns learnt in the lesson to write about their short visit to the garden and write what they see there. Encourage them to draw a picture of a garden to go with their writing.
Lesson Plans for Learning English Workbook 1.indd 32
2019/3/18 17:19:00 | 1,724 | 1,008 | {
"id": "<urn:uuid:fa23411f-5e13-4676-aab6-a6277aa3cea8>",
"dump": "CC-MAIN-2020-40",
"url": "https://www.sapgrp.com/wp-content/uploads/2019/09/Unit-8_Part-1.pdf",
"date": "2020-09-25T15:41:50",
"file_path": "crawl-data/CC-MAIN-2020-40/segments/1600400227524.63/warc/CC-MAIN-20200925150904-20200925180904-00505.warc.gz",
"offset": 1027519886,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9992155730724335,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9994137287139893,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2076,
4277
],
"fw_edu_scores": [
4.53125
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Here's what you'll need:
* 2 large disposable aluminum lasagna pans or regular baking pans
* Some good old fashioned soil (natural soil from a garden, NOT potting soil from a bag)
* A watering can or cup with holes poked into the bottom
* A magnifying glass
* 2 or 3 books or other items to prop up end of tray
* A pair of pointy scissors or pushpin to make holes in pan (not needed if using non-disposable baking pans)
Here's what to do:
1. Pour the dirt into one of the pans so that it makes a layer on the bottom 2 to 3 inches deep. Smooth the soil out so that it is as even as possible on the top.
2. Examine the soil closely with the magnifier. Touch it and run it through your fingers. What is the soil made of? Does it all feel the same? How do you think the different soil parts would react if water was poured on them?
3. Use the scissors or compass needle to punch 6 small holes in one end of the tray. If using nondisposable baking pans, do not punch holes and just let water overflow into bottom pan.
4. Place the second pan under the end of the dirt-filled pan where the holes are. (The second pan will catch the water as it leaves the top pan.)
5. Slip 2 or 3 books under the other end of the dirt-filled pan so that it is propped up about 2 inches higher than the end with the holes punched in it.
6. Pour water from the watering can/cup onto the upper end of the tray. Observe what happens. Try this experiment again with sod (soil that has grass and roots growing on it), sand, pebbles, etc.
How does rain shape the Earth? Try it yourself! Pour water from the watering can into the raised end of the dirt-filled pan. What happens to the surface of the dirt when the water first hits it? What happens to the water that comes out of the dirt-filled pan and collects in the second pan?
Here are some other questions to consider: Do you think it matters if the soil starts out wet or dry? What would happen if you added a few more books under the pan to make a steeper slope? Do all the soil particles get pushed equally by the water? (Note: Make sure you carefully study the soil first because not all dirt is created equal!)
Before you try this Science Lab, predict what will happen with your classmates. Look around your neighborhood for examples of real life erosion.
Another Version:
An Erosion/ Mudslide Experiment for Kids
Written by Cara Batema - 26 September, 2017
Hypothesis
Ask your kids to think about different kinds of soil, such as sand, clay, pebbles or a mixture -- which types of soil do they think would be more prone to erosion or a mudslide?
In your experiment, you will test various types of soil, and soil with plants and trees. Do your kids think the soil alone or soil with plants will prevent or reduce erosion/mudslide activity?
Help your kids come to the conclusion that the soil with plants and trees will have less erosion/mudslide activity than just soil alone
Materials:
- Large, flat baking pan to act as a "stream table"
- Soil with grass (roots included) on top
- Loose soil
- Toothpicks
- Nontoxic school glue
- Paper cutouts in the shape of trees
- Pebbles, sand and water
- Books to vary the angle of the slope of your stream table
Preparation:
To prepare your experiment, fill your stream table halfway to the top with soil. You might want different stream tables for each type of soil, or you can fill one side with a particular type of soil and the other side with another type. For your hypothesis, you should have one section with just soil and another section with soil, soil with grass and toothpicks to represent tree roots. You can glue the paper cutouts of trees on the toothpicks to make them seem more realistic, so you have mini trees sticking out of your soil. You can also have a stream table with sand and soil with pebbles mixed in to see whether these types make a difference.
Procedure:
Place books underneath one edge of the stream table, so the table looks like a hillside. Pour a measured amount of water, in case you repeat your experiment with a different variable, at the highest edge of the stream table. Continue pouring the measured amounts of water until the soil starts to move toward the bottom of the table. Which kind of soil was carried faster or in larger amounts toward the bottom of the "hill?" Did the grass and trees prevent soil from flowing in a mudslide? Was your hypothesis proven?
Variations:
In addition to experimenting with the various types of soil, you can try different angles of slope to see whether that variable makes a difference. Simply use the same experiment but repeat it with more or fewer books holding up one end of the stream table. Help your child make miniature houses out of construction paper to see whether they can withstand the mudslide.
Real-Life Erosion:
Walk around the neighborhood with your child and take note of the types of erosion you find. Look especially around the downspouts, and near any streams or creeks you find in parks or conservation land or and look at any erosion you find on dirt paths. Your child can draw pictures of the erosion you see and write down what probably caused the erosion, where the eroded material has gone, what any negative effects of the erosion might be, and how the erosion could be prevented. | 1,949 | 1,167 | {
"id": "<urn:uuid:1b5a01ba-7d66-4a33-b79a-94017d204599>",
"dump": "CC-MAIN-2020-40",
"url": "https://www.lucasswcd.org/uploads/1/1/8/3/118306178/water_erosion.pdf",
"date": "2020-09-25T15:52:30",
"file_path": "crawl-data/CC-MAIN-2020-40/segments/1600400227524.63/warc/CC-MAIN-20200925150904-20200925180904-00506.warc.gz",
"offset": 934768881,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9980871081352234,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9983730912208557,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2290,
3874,
5280
],
"fw_edu_scores": [
4.59375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Home learning – Year 1
Please use the links and ideas below to support your home learning.
Maths
English
Home learning – Year 1
Please use the links and ideas below to support your home learning.
Additional useful links
Free Twinkl account - https://www.twinkl.co.uk/sign-up (Create an account and use code: TCVDTWINKLHELPS)
Espresso - https://central.espresso.co.uk/espresso/primary_uk/home/index.html?source=topnav
(Username: student23496 Password: elephant)
https://whiterosemaths.com/resources/schemes-of-learning/primary-sols/ White Rose Maths (Y1 Scheme of learning can be accessed for free)
https://explorify.wellcome.ac.uk/register/your-details?signup_btn=header Explorify – Science games and activities (Brilliant website, sign up is free)
https://www.bbc.co.uk/bitesize/levels/zbr9wmn
National Geographichttps://www.natgeokids.com/uk/
Times Tables Rockstarshttps://ttrockstars.com/
The Literacy Shedhttps://www.literacyshed.com
Maths reasoninghttps://nrich.maths.org
Spelling https://www.spellzone.com
Daily maths, English and non-core lessons can be found on https://www.thenational.academy/onlineclassroom/schedule (government-backed home learning tool)
Top Tips for Home Learning
1. Establish a routine at home by making a weekly timetable.
2. Plan a blend of activities that might include:
- Work set by the school for maths and literacy
- Other learning opportunities such as online, practical, outdoors
3. Provide opportunities for daily exercise
4. Be aware that this may be a stressful time for children and pay special attention to their emotional and mental wellbeing
5. Use safe online platforsm to stay in touch with friends and family
6. Sign your child up for ClassDojo to stay in touch with school (see below)
ClassDojo
ClassDojo is a school communication platform that teachers, pupils and families can use every day to build close-knit communities by sharing learning through photos, videos, and messages. Whilst school is closed, teachers will be using ClassDojo to maintain relationships with the whole class.
Teachers can:
- Share activities that children can respond to from home via video, photo, journal entry, or drawing.
- Send direct messages to families, share lessons or announcements, and assign classwork to pupils.
Children can:
Showcase and share their learning by adding photos and videos to their own portfolios
Home learning – Year 1
Please use the links and ideas below to support your home learning. | 1,207 | 561 | {
"id": "<urn:uuid:74fde6db-9883-4856-ae6e-e6e90d9e3be4>",
"dump": "CC-MAIN-2020-40",
"url": "http://www.eaton.norfolk.sch.uk/wp-content/uploads/2020/04/Home-Learning2-YEAR-1.pdf",
"date": "2020-09-25T16:22:44",
"file_path": "crawl-data/CC-MAIN-2020-40/segments/1600400227524.63/warc/CC-MAIN-20200925150904-20200925180904-00508.warc.gz",
"offset": 164264684,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9954111774762472,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9908654689788818,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
107,
2382,
2475
],
"fw_edu_scores": [
2.28125
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
FLEDGLING BIRDS!
What is a fledgling?
A fully feathered baby bird that has come out of the nest and is learning to fly.
It can take a couple of days for them to gain the strength to fly away properly but this is natural and wherever possible, should be left alone to do this; their parents will be close by and still feeding them. See photos
How can you help?
If you are concerned they will be at risk of predators you can make a box for them to hide in. This can be made from cardboard/plastic with a small hole cut in the side that they can get in and out of, but that is too small for cats etc to gain entry.
When should you intervene?
- When the bird makes no attempt to fly or escape when approached, is 'pink'(featherless) or has fluffy, downy feathers.
- If the bird seems unwell: lying down, panting or not reacting when approached.
- If the bird has an injury: not using one leg, has a dropped wing (looking droopy) or you can see blood, or know it to be a cat victim. If this is the case Please call a vet ASAP. Cat victims can succumb to sepsis quickly so it is important a vet administers antibiotics for this.
How do you catch the bird?
- Pick up the bird carefully and put in a ventilated box lined with kitchen roll or a towel for grip.
- For larger birds such as crows or pigeons, throw a towel or pillowcase over the bird and quickly scoop up and put straight into a ventilated box, ensuring the bird is able to get their head out of the towel once inside.
- Call RSPCA North Wiltshire Oak and Furrows on 01793 751412 and we will discuss bringing the bird to us, or if you live out of our area please search online for your nearest rescue.
Please note that due to Covid-19 restrictions we are running on skeleton staffing so are unable to collect animals at the present time. If you have no transport or neighbours/relatives able to bring the animal to us, please call the RSPCA on 0300 1234 999, choosing the option for a contained wild animal, and an inspector will collect the animal to bring to our centre.
Please be aware that the RSPCA cannot visit the homes of individuals displaying symptoms of Covid-19. If you are and spot an animal in distress please call straight away and remain in your home, monitoring from indoors.
We need help!
We are learning to fly, monitor and follow the instructions above. | 882 | 538 | {
"id": "<urn:uuid:8202b69b-a503-424e-bf14-a94683bce31d>",
"dump": "CC-MAIN-2020-40",
"url": "https://www.oandf.co.uk/wp-content/uploads/2020/05/FLEDGLING-BIRDS.pdf",
"date": "2020-09-25T16:46:38",
"file_path": "crawl-data/CC-MAIN-2020-40/segments/1600400227524.63/warc/CC-MAIN-20200925150904-20200925180904-00505.warc.gz",
"offset": 975457043,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9984931647777557,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9990659356117249,
"per_page_languages": [
"eng_Latn",
"unknown",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2258,
2273,
2341
],
"fw_edu_scores": [
2.125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Helping Children Cope with Tragic Illness
Mark Kline, PsyD. and Shannon Mackey, LICSW
The serious and life-threatening illness of a teacher always shocks a community. Most people feel a mix of disbelief and profound sorrow. How could this happen, we wonder. It's so unfair. And adults feel concern for children. Parents and teachers want to be helpful, but also have to manage their own reactions. They may find themselves remembering other traumatic illnesses among family and friends. They worry about saying too much or too little, about not having enough information, about saying the wrong thing. Though there is no perfect approach, here are points that can help when talking with children:
1. Don't assume that all children feel what you feel. They react differently depending on their closeness to the child who is ill, and their own personalities. Some may be very upset, others not. Some may have many questions, others none. Showing little reaction does not automatically mean a person is hiding his or her feelings.
2. Children are remarkably resilient. Some may become quite upset at first, but given a chance to express what they feel, they usually recover. It almost never helps to keep asking them extensive, probing questions. It does help to give them simple, direct information, to respond to their questions, and to listen when they want to talk.
3. If you receive a difficult question and you're not sure how to answer, it is often helpful to inquire further. You can say, "What made you think of that?" or "Can you tell me what you were thinking about?" A better understanding of these issues will make it easier for you to respond.
4. You needn't be perfect. There may be questions you can't answer. It is fine to say, "I don't know," and to ask, "What have you heard?" or, "Did you have an idea about that?" Sometimes, being honest with children will cause adults to become emotional. If you should become sad or even tearful when talking with children, this is fine. It is often very helpful for children to see parents and teachers expressing and dealing with strong feelings when it comes to grief and loss.
In the end, parents and teachers will rarely go wrong by relying on what is most basic between them and the children—caring and connection. At these times, your presence—just being with the kids, just being available to them, listening to them, sharing with them—can really help them cope.
Dr. Kline and Ms. Mackey are psychologists at The Human Relations Service (HRS), the community mental health agency for Wayland, Wellesley, and Weston. Anyone with questions can reach HRS at 781-235-4950. | 930 | 565 | {
"id": "<urn:uuid:3faec2f8-5afc-4c1b-85c6-682a3ec94e81>",
"dump": "CC-MAIN-2020-40",
"url": "http://humanrelationsservice.org/documents/Helping-Children-Cope-with-tragic-illness.pdf",
"date": "2020-09-25T15:29:10",
"file_path": "crawl-data/CC-MAIN-2020-40/segments/1600400227524.63/warc/CC-MAIN-20200925150904-20200925180904-00508.warc.gz",
"offset": 59159431,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9987077713012695,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9987077713012695,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2637
],
"fw_edu_scores": [
2.984375
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Ramadan Q&A
What is the Month of Ramadan?
The Month of Ramadan is a month when Muslims fast and thus abstain from food, drink and sexual activities from dawn till sunset. This means that, this year (2020), it will be from 4.07 am till 8.16 pm at the beginning of the month and from 3:06 am till 8:59 pm at the end of the month.
It is also the month when the first revelation to Prophet Muhammad happened.
When does it start?
It should start either on Thursday 23rd or Friday 24th of April this year. However, it is determined by the sighting of the new moon. So, it is only confirmed the night before.
Who is obliged to fast?
Any person past the age of puberty should fast. However, if a person is sick, then they don't have to fast that day and can make up later. If a person is chronically sick and the doctor advises them not to fast, then they should feed a poor person instead. Many children choose to fast or fast part of the day too.
What is the purpose of fasting?
The purpose of fasting is to attain righteousness. All Prophets did fast. So, the fast should remind one to be careful of his actions.
These are long hours, aren't you hungry?
Hunger might come and go for the first few days but, after the first few days, it is more manageable.
I could stop eating, but drinking? I don't think I would be able to not drink for a whole day.
That is the most common thing said. However, once you try, it is not that difficult. We sometimes drink a lot at night. It is actually easier in hot countries as the night is longer than here as the night can be quite short.
If I am hungry, I get angry quicker.
The Prophet emphasized that we should watch our own actions when fasting. He said: "Whoever does not give up false speech and evil deeds while fasting, then Allah is not in need of his leaving food and drink."
What else do you do during Ramadan?
We try to read the Quran as much as possible as it was the month when the first revelation happened. Many Muslims also go to the mosque at night for the night prayer. This year, that will of course only happen at home. It is also a month when, under normal circumstances, there is a lot of socialising and we invite each other a lot.
What happens after Ramadan?
We celebrate by having the Eid prayer, which when possible, is done outside in park, weather permitting; otherwise, it is done in the mosques. Then we usually gather with the whole family.
Contact Details
Marie email email@example.com
President: The Reverend Dr Richard Cheetham, Bishop of Kingston. YMCA St Pauls Group is a company limited by guarantee registered in England. Registered office: St James House, 9-15 St James Road, Surbiton KT6 4QH.
Company registration no: 2971930. Charity no: 1041923. Social housing provider ID: LH4078. Ofsted no: RP524773. CQC provider: 1-101652524. | 1,104 | 668 | {
"id": "<urn:uuid:3431c6f4-cdb9-4bfc-9d69-e6203f301005>",
"dump": "CC-MAIN-2020-40",
"url": "https://ymcastpaulsgroup.org/wp-content/uploads/2020/05/Rmadan-QA.pdf",
"date": "2020-09-25T17:06:14",
"file_path": "crawl-data/CC-MAIN-2020-40/segments/1600400227524.63/warc/CC-MAIN-20200925150904-20200925180904-00506.warc.gz",
"offset": 1143761614,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9993422627449036,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9993422627449036,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2834
],
"fw_edu_scores": [
2.09375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Year 1
NUMBER
Number and place value
[x] count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
[x] count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens
[x] given a number, identify one more and one less
[x] identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least
[x] read and write numbers from 1 to 20 in numerals and words
Addition and subtraction
[x] read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs
[x] represent and use number bonds and related subtraction facts within 20
[x] add and subtract one-digit and two-digit numbers to 20 , including zero
[x] solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = ? - 9
Multiplication and division
[x] solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher
Fractions
[x] recognise, find and name a half as one of two equal parts of an object, shape or quantity
[x] recognise, find and name a quarter as one of four equal parts of an object, shape or quantity
MEASUREMENT
[x] compare, describe and solve practical problems for:
[x] lengths and heights (e.g. long/short, longer/shorter, tall/short, double/half)
[x] mass or weight (e.g. heavy/light, heavier than, lighter than)
[x]
capacity/volume (full/empty, more than, less than, quarter)
[x] time (quicker, slower, earlier, later)
[x] measure and begin to record the following:
lengths and heights
mass/weight
capacity and volume
time (hours, minutes, seconds)
[x] recognise and know the value of different denominations of coins and notes
[x] sequence events in chronological order using language such as: before and after, next,
first, today, yesterday, tomorrow, morning, afternoon and evening
[x] recognise and use language relating to dates, including days of the week, weeks, months and years
[x] tell the time to the hour and half past the hour and draw the hands on a clock face to show these times
GEOMETRY
Properties of shapes
[x] recognise and name common 2-D and 3-D shapes, including:
[x] 2-D shapes (e.g. rectangles (including squares), circles and triangles)
[x] 3-D shapes (e.g. cuboids (including cubes), pyramids and spheres)
Position and direction
[x] describe position, directions and movements, including half, quarter and three-quarter turns | 1,253 | 617 | {
"id": "<urn:uuid:e94f3bc2-1834-49e3-99a0-86cb6a69a427>",
"dump": "CC-MAIN-2021-49",
"url": "https://mereworth.kent.sch.uk/wp-content/uploads/2015/04/Year1.pdf",
"date": "2021-12-03T16:24:00",
"file_path": "crawl-data/CC-MAIN-2021-49/segments/1637964362891.54/warc/CC-MAIN-20211203151849-20211203181849-00355.warc.gz",
"offset": 443675431,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9955671429634094,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9949677586555481,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2040,
2679
],
"fw_edu_scores": [
3.6875
],
"minhash_cluster_size": 3,
"duplicate_count": 2
} |
Ease on Down the Road
Grades 3-5
An important mathematical concept for children to learn is the relationship between two quantities such as miles per hour or cost per gallon.
What You Need
* Maps
* Marker
* Paper and pencil or pen
What to Do
On car trips with your child—short or long—take advantage of the following opportunities that allow him to apply his math skills:
* Before leaving on a trip, give him a map and tell him that you want him to be your "navigator" as you drive. Help him to mark the route that you will take. Then show him how to use distance numbers on the map to estimate the distances between different locations. Check the odometer before you begin the trip and have him write down the mileage.
* As you're driving, ask him to check the route marked on the map and let you know in advance when you'll need to turn onto another road—the name and about how far away it is. Point out road signs along the way that tell how many miles to a junction or town or city. Let him point out some for you.
* On the highway, ask your child to read road signs and look for signs that show the speed limits. Then ask him to watch the speedometer and let you know if you're driving too fast for the posted limit. Help him to practice his mental math skills by asking him questions such as, "The speed limit is 65 miles per hour. How far will we go in one hour? two hours? three hours? How long will it take us to go 500 miles?"
* When you stop for gasoline, ask your child to look at the pump to see how many gallons of gas you bought and the cost per gallon. If the gas cost $1.59 a gallon, ask your child what five gallons will cost. 10 gallons? 20 gallons? Ask him if he knows an easy way to figure this out. (estimating the cost by rounding the cost per gallon to $1.60)
* When you reach your destination, have your child write down the new mileage on your odometer. Show him how to figure the actual number of miles you traveled by subtracting the mileage when you left home from the new number. Then have him compare the actual mileage to the estimated mileage.
Involving children in planning trips and in giving them important jobs on the trip, such as following the correct route, can increase their self-confidence as well as their math skills. However, if they make mistakes, such as giving the wrong direction for a turn, they need to be reassured that mistakes are part of learning. Help them to understand what went wrong and how to get back on track. | 916 | 553 | {
"id": "<urn:uuid:c1d5840f-fd47-4873-acd3-a1b17dce3bd1>",
"dump": "CC-MAIN-2021-49",
"url": "http://www.parenting-by-example.com/wp-content/uploads/math-activities/ease-on-down-the-road.pdf",
"date": "2021-12-03T17:04:56",
"file_path": "crawl-data/CC-MAIN-2021-49/segments/1637964362891.54/warc/CC-MAIN-20211203151849-20211203181849-00355.warc.gz",
"offset": 117384459,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9950767755508423,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9984468817710876,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2083,
2481
],
"fw_edu_scores": [
4.3125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Maths Home Learning Yellow / Orange Group Week 3 and 4
Arithmetic
Practise your number formation from 1 to 100. Choose a number and write your numbers in sand, use a paintbrush and water to paint them on your driveway, path, patio or house wall, use chalks to write them outside. Remember to make sure your numbers are the right way around. Take some photos to show us your work.
How did I do?
Place Value
Can you say how many tens and how many ones there are in a number? Remember our place value houses? Remember our tens rods and our ones cubes? Can you use these to help you? You can draw tens by drawing a straight line and ones by drawing small squares.
E.g. 13 has 1 ten and 3 ones.
1) 12 has tens and ones
2) 21 has tens and ones
3) 18 has
tens and ones
4) 36 has tens and ones
5) 48 has tens and ones
6) 65 has tens and ones
1
3
How did I do?
☺
Addition
23 + 7 =
45 + 9 =
76 + 8 =
53 + 5 =
62 + 8 =
92 + 7 =
Mrs Land has 63 balls and Mrs Bloomer has 16 balls. How many balls do they have altogether?
Miss Hall has 32 cup cakes and Mrs May has 26 cupcakes. How many cupcakes do they have altogether?
How did I do?
☺
Subtraction
23 - 7 =
45 - 9 =
76 - 8 =
53 - 15 =
62 - 18 =
92 - 17 =
Mrs Land has 63p and she buys cupcakes for 16p. How much money will she have left?
Mrs Bloomer has 89p. She buys sweets for 20p. How much money will she have left?
How did I do?
☺
Fractions
1a) Can you colour ½ of each shape red and ½ of each shape green? (if you do not have green or red colours, colour ½ of the shape one colour and ½ of the shape another colour.
b) How much of each shape have you coloured in?
2a) Draw a line to cut each pizza in half.
b) Draw ½ of the toppings on each half of the pizza.
Shape
Measurement
With the help of an adult, investigate what moves in your house and record your findings by drawing or writing in the table below.
up and down
left and right
round and round
open and closed
How did I do?
☺
Time
Write the time each clock shows.
How did I do?
☺
Label the coins
Money
How did I do?
☺
Length and Height
Find five objects and order them according to their size. Take a photo and stick it below. Choose 2 and measure their length. Record this below your photo.
How did I do?
☺ | 1,205 | 712 | {
"id": "<urn:uuid:3495766f-ad52-4368-b34b-ce5686efef49>",
"dump": "CC-MAIN-2021-49",
"url": "https://www.kates-hill.dudley.sch.uk/_site/data/files/homework/year1/E13BFDDF40F835B780120D66E82DC74C.pdf",
"date": "2021-12-03T16:45:35",
"file_path": "crawl-data/CC-MAIN-2021-49/segments/1637964362891.54/warc/CC-MAIN-20211203151849-20211203181849-00358.warc.gz",
"offset": 916342078,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.99690352167402,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9988530874252319,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
399,
1007,
1289,
1554,
1887,
1894,
2120,
2178,
2220,
2416
],
"fw_edu_scores": [
4.1875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Ants have very distinct parts that can be helpful when trying to identify a certain species. While all insects consist of three body parts (head, thorax, abdomen) and have six legs, ants can be distinguished from all other insects by the presence of an extra structure between thorax and abdomen and by the shape of their antennae. These and other structures vary among ant species and help identify taxonomic groups like subfamilies, families, genera and species (also see "Tree of Life", "Spirit Ant", and "Ant ID" activities)
In this activity, students learn the names and locations of all body parts of an ant by creating a model out of pipe cleaners (or chenille sticks). They first construct each body part following an instructional video and then they use an ant diagram to assemble each part by themselves.
[x] Instructional video (available here)
[x] Picture of ant anatomy (available here)
[x] Student worksheet "Antsy Anatomy"
[x] Pipe cleaners (or chenille sticks) – about 25 per ant model
[x] Paper (one sheet per ant model)
[x] Scissors
[x] Painter's Tape
1. Pass out student worksheets
3. Project video or let students view video on their own device, if available
2. Project ant anatomy and let students fill out work sheet
Instructional video covers construction of:
Eyes – 1 pipe cleaner (1/2 pipe cleaner per eye)
Head – 1 pipe cleaner for frame, several to wrap it for shape
Two antennae – 1 pipe cleaner (1/2 pipe cleaner per antenna)
Six legs – 6 pipe cleaners (one for each leg)
Thorax/Mesosoma – 1 pipe cleaner for frame, several to wrap it for shape
Abdomen/Gaster – 1 pipe cleaner for frame, several to wrap it for shape
4. Instruct students to assemble body parts using their labeled worksheet
[x] Depending on the size of the model ant, the number of pipe cleaners/chenille sticks needed may vary.
[x] You can project or print the ant anatomy picture, it is available in color here or in b/w here.
[x] Student worksheet "Antsy Anatomy" is available in 2 sizes: half-sheet or whole sheet (landscape)
[x] If you are interested in making a model of a certain species, look at the dichotomous key (available here), YourSpiritAnt.com or AntWeb.org for an even greater selection. You can adjust color, size, number of petiole nodes, and overall shape of your model ant to fit your selected species.
This activity was developed by Dr. Daniela Magdalena Sorger (post-doctoral scholar at North Carolina Museum of Natural Sciences) and Paige Derouin (7
th th
Wake Young Men's Leadership Academy in Wake County) as part of the Students Discover Project (studentsdiscover.org).
/8 grade science teacher at
Name
: _____________________________
Antsy Anatomy
Label the ant parts in the image below!
: _____________________________
Antsy Anatomy
Label the ant parts in the image below!
: _____________________________
Antsy Anatomy
Label the ant parts in the image below! | 1,362 | 668 | {
"id": "<urn:uuid:a9049357-992b-4884-8ea3-5b4eb9ac41ce>",
"dump": "CC-MAIN-2017-13",
"url": "http://studentsdiscover.org/wp-content/uploads/Pipecleaner-Ant-Activity_Students-Discover02.pdf",
"date": "2017-03-27T14:28:44",
"file_path": "crawl-data/CC-MAIN-2017-13/segments/1490218189474.87/warc/CC-MAIN-20170322212949-00121-ip-10-233-31-227.ec2.internal.warc.gz",
"offset": 343742892,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9829595386981964,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9952214360237122,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2633,
2817,
2906
],
"fw_edu_scores": [
4.3125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Reunion Classes – ICEA Teaching Idea Sheet #10
Reunion classes, postnatal class, the "last" class – all are names for a traditional parent and baby get-together at the end of a childbirth education series. It is a chance to see parents and babies for perhaps the last time and to share birth stories. It is a chance to show off babies, see friends again and perhaps to forge links with new parents who can become part of a support system.
can be held whenever it is most convenient for you and the parents. Following the initial reunion, you might suggest a second class meeting facilitated by one of the couples to be held when the babies are one year old.
What you teach will change with each class, because every group is different. Be sure to meet your objectives, but also have fun! Here are a few ideas for your reunion class curriculum:
You, the educator, have the opportunity to make this more than a reunion. Make this class an educational as well as a social experience. Create a curriculum that will help parents begin thinking about planning their journey into parenthood.
The options for designing a reunion class curriculum are unlimited, but planning needs to begin early in the class series so parents know what to expect. Be sure to define your goals based on the class participants and their needs and develop your objectives accordingly.
THE TIMING
The timing of your reunion will depend entirely on the objectives you define. Many classes are scheduled according to the last due date and are held before the babies are three months of age, but
Decide the time of day and day of the week that works best for the majority of the class. Weekends, especially Sunday evenings, tend to work well for most new parents since many mothers may be back to work by then. Don't expect parents to be on time and allow for a late start.
- At the conclusion of your prenatal series, ask class members to predict the weight and birth date of baby. (This can be placed on the back of nametags.) Bring information back to reunion class and compare to statistics of the REAL baby.
THE SETTING
Where should you hold your classes? Don't confine yourself to the classroom. Ask your parents where they might like to meet. If you get no response, you might suggest one of the following and let them decide:
- A parent's home
- Your home
- Local park
- Library meeting room
- Church meeting room
- Private room in a restaurant
- Children's museum
- Playground
- Hospital
THE CONTENT
- Make a large chart and as couples arrive, have them fill in the following information:
o PARENT'S NAME(s)
o DUE DATE
o DELIVERY DATE
o WEIGHT
o LENGTH
o COMMENTS
- Plan a birthday party. Have parents bring cake, ice cream, milk and party goods. Sing "Happy Birthday" at the end of the class. Spend the first half hour socializing and hugging babies, then get into a circle and share birth stories (set a fiveminute limit.) Encourage both parents to participate in telling their story. The perspective is often very
different. Create a photo opportunity and then serve refreshments.
- Use cartoons about parenthood to stimulate discussion.
- Have parents bring in their favorite (or most ridiculous) toy or baby gift to share.
- Do a "What would you do if…?" activity. What if. . .
o …both sets of relatives invite you for the holidays?
o …you plan a romantic evening out and your sitter cancels last minute?
o …you are trying on new clothes in a department store, the baby begins to cry, and the salesperson reaches in the stroller to pick up the baby?
o …It is 2am and your three-month-old refuses to go to sleep? She/he does not appear to be ill and you and your partner must be to work by 8am.
- Show a film dealing with postpartum and/or parenting.
- Ask questions (for both partners):
o How was your labor different than expected?
o What surprised you in labor?
o Which family members have been most helpful? Least helpful?
o Have you been out on a "date" without the baby?
o How has your sex life changed since the baby's arrival?
o What one thing you learned in class was most helpful?
o What one piece of advice would you share with first-time parents?
- Have parents bring in birth photos to share. | 1,630 | 915 | {
"id": "<urn:uuid:09e18281-53f9-40d5-9240-03435a1b0093>",
"dump": "CC-MAIN-2017-13",
"url": "http://icea.org/wp-content/uploads/2016/01/Using_Reunion_Classes_10.pdf",
"date": "2017-03-27T14:25:44",
"file_path": "crawl-data/CC-MAIN-2017-13/segments/1490218189474.87/warc/CC-MAIN-20170322212949-00130-ip-10-233-31-227.ec2.internal.warc.gz",
"offset": 179665368,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9972290098667145,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9981563091278076,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3008,
4203
],
"fw_edu_scores": [
2.15625
],
"minhash_cluster_size": 1,
"duplicate_count": 4
} |
September 12, 2011 9:00 AM
When Turner Blount stood at Montford Point as a young recruit, the Marine Corps was in a process of transition.
Blount, one of the first African-Americans to be admitted to the Corps, underwent rigorous training, alongside fellow Montford Point Marines under conditions that were, even for basic training, very difficult.
Blount and his fellow Montford Point Marines were the first blacks allowed to enlist in the Marine Corps.
The opportunity came about when President Franklin D. Roosevelt, acting upon the urgings of his wife, Eleanor, signed an executive order that opened the doors to the military for blacks. Men who had long dreamed of wearing the globe and anchor took quick advantage of the opportunity to serve their country in a time of war.
Those Marine recruits faced much hardship. They didn't have the same access to equipment that the white Marines did, nor were their accommodations equivalent. They weren't allowed to travel the roads to training exercises in the same manner as their fellow leathernecks.
The Montford Point recruits were also segregated from their fellow Marines when they went to the USO. Instead, they were relegated to their own USO while only white Marines were welcome at the other one, and confined to one side of Jacksonville's train tracks.
Decades later, Turner Blount, the man who was not allowed to cross the tracks in Jacksonville, served as one of the city's councilmen. Although Blount is now out of politics, he is still active in preserving the memories and traditions of the original Montford Point Marines.
Recently, the commandant honored 116 of the men who broke the Marine color barrier at a breakfast in their honor held in Washington, D.C.
The nation's capitol is just now catching up to what Eastern North Carolina, and Onslow County in particular, has known for many years: Skin color does not make the Marine, although in the case of those original Montford Point pioneers, their skin color did signify a more difficult journey.
A resolution to present the Montford Point Marines with a Congressional Gold Medal was introduced in the House of Representatives this past July. It should pass quickly. While there is a small museum in Onslow County to preserve their past, the courage of these men should be honored nationwide. These were men who faced not only the horrors of war, but also the incivility of their fellow human beings and came through both with dignity and spirits intact.
The Montford Point Marines who are still with us are now in their 80s. It is long past time to accord them this honor. Congress should formally recognize that they truly embody the few and the proud while it's such face-to-face recognition is still possible. | 1,060 | 551 | {
"id": "<urn:uuid:4a4b79cc-8407-4939-8aa2-2b0efa50b9e2>",
"dump": "CC-MAIN-2017-17",
"url": "http://montfordpointmarines.com/Turner%20Blount%20LDNEWS%2012%20Sept%202011/Turner%20Blount%20JDNEWS%2012%20Sept%202011%20Press%20Release%20Magazine.pdf",
"date": "2017-04-24T20:59:10",
"file_path": "crawl-data/CC-MAIN-2017-17/segments/1492917119838.12/warc/CC-MAIN-20170423031159-00034-ip-10-145-167-34.ec2.internal.warc.gz",
"offset": 266292115,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9991217255592346,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9991554021835327,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1733,
2745
],
"fw_edu_scores": [
2.3125
],
"minhash_cluster_size": 1,
"duplicate_count": 3
} |
Deborah Sampson Test
1. Deborah Sampson came from a family of _____.
A. three children
B. six children
C. two children
D. ten children
2. Her father deserted his family and _____.
A. went to sea on a ship
B. joined the army
C. went west to look for gold
D. traveled to Mexico
3. Deborah’s mother sent the children to _____.
A. live with their father
B. an orphanage
C. live with friends and relatives
D. their aunt in Kansas
4. When she was a young girl she became _____.
A. debutante
B. a worker in a factory
C. a cheerleader
D. an indentured servant
5. On the farm she learned to ______.
A. sew and spin
B. cook good meals
C. care for animals
D. pick cotton
6. The _____ taught her to read and write.
A. local teacher
B. boys in the family
C. preacher
D. farmer's wife
7. She learned so well she later became a _____.
A. doctor
B. minister
C. teacher
D. psychologist
8. She wanted to join the Army during _____.
A. the Spanish-American war
B. World War 1
C. the Civil War
D. the Revolutionary War
9. In order to join the Army she _____.
A. curled her hair
B. learned to walk and talk like a man
C. bribed the recruiter
D. sneaked into camp in a uniform
10. In the Army she used the name _____.
A. Deborah Sampson
B. Paul Revere
C. Robert Shurtleff
D. Benedict Arnold
11. The other soldiers thought the “boy” was _____.
A. too small to eat very much food
B. not tall enough to be a man
C. too young to grow a beard
D. a big bully
12. While in the Army Deborah _____,
A. volunteered for dangerous jobs
B. tried to stay out of danger
C. secretly wore lipstick at night
D. wrote to her mother every day
13. Deborah became the aide to _____.
A. George Washington
B. the corporal
C. the lieutenant
D. the general
14. Her duties as an aide were to _____.
A. clean his gun and take care of the ammunition
B. serve his meals and care for his clothes
C. carry messages out of the camp
D. make the other soldiers carry out their
duties
15. When she was wounded in battle she _____.
A. went straight to the hospital B. removed the bullet from her leg by herself
C. went to the next town for treatment
16. She was afraid if they found out she was a girl they would _____.
A. shoot her
B. hang her
C. give her a dishonorable discharge
D. make fun of her
17. The _____ discovered she was actually a woman.
A. general
B. lieutenant
C. doctor
D. mess sergeant
18. When her secret was discovered she was _____.
A. shot by the firing squad
B. dishonorably discharged
C. ridiculed by the other soldiers
D. given an honorable discharge
19. After leaving the Army she _____.
A. tried to reenlist
B. married and had three children
C. remained single the rest of her life
D. started farming
20. _____ helped her to get a pension.
A. her husband
B. the general
C. Paul Revere
D. George Washington
D. asked a private to treat her wounds | 1,328 | 778 | {
"id": "<urn:uuid:e0028ffb-7a7e-483d-8f81-af7e72bedc0e>",
"dump": "CC-MAIN-2017-17",
"url": "http://gardenofpraise.com/tests/test_sampson.pdf",
"date": "2017-04-24T20:56:28",
"file_path": "crawl-data/CC-MAIN-2017-17/segments/1492917119838.12/warc/CC-MAIN-20170423031159-00038-ip-10-145-167-34.ec2.internal.warc.gz",
"offset": 148431474,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9966249167919159,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9973591566085815,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1320,
2915
],
"fw_edu_scores": [
3.140625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Heat in your Home – Hot Water Heat
Keep the heat on.
* Keep your thermostat set at least 20 degrees during the winter. Keep curtains, drapes or furniture at least one foot away from heat registers so that heat can circulate from the register through your home.
Have someone check your home.
* If you are going away during the winter, make sure to leave the heat on inside and have someone come and check your home every day.
Find your water shut-off valve.
* Know where to find the water shut-off valve in your home. Your Program Manager should have shown you where the valve is in the event of an emergency.
* If a radiator pipe bursts, call the Program Manager or after hours Maintenance immediately to prevent damage.
Don't leave windows open in the winter.
* The cold air right above the heat register can cause freezing and burst pipes.
What should I do if I don't have any heat in my home?
* Check the thermostat on the wall.
OR
* Check the radiators. If the thermostat is set above 20 degrees, check that the radiators are not blocked by furniture, curtains or rugs.
* If the radiators are uncovered, check that the thermostat is on and at 20 degrees.
* If there is still no heat; Contact the Program Manager or the closest Westwinds Communities Site for afterhours calls.
* If you have questions about the thermostat, the heat registers or where the shut off valve is, contact your Program Manager.
Keep the thermostat set at 20 to 22 degrees.
Heat in your Home – Furnaces
The Furnace transfers outside air to heat and circulate through your home.
How can I keep my furnace working safely?
* The air is warmed by a natural gas burner inside the furnace. Electricity is used to power the motor and fan, if the power goes out so does the furnace.
* It is important that filters be replaced at minimum twice yearly to keep the air clean and the furnace performing at its best.
* The furnace filter removes particles in the air brought into the furnace. If the filter becomes dirty or clogged, the air inside your home will be dirtier and the furnace will not operate at its best.
How do I change and replace the furnace filters?
* The Westwinds maintenance department will change the filters twice yearly, or if you prefer to complete the task more often, filters can be purchased on your own at any hardware store.
* Checking the filter:
* Filters have an arrow showing the direction the air is moving. The filter will also have a number that indicates the size of the filter.
o Pull the filter out of the furnace.
o Insert the new filter. Ensure the arrow is pointing towards the furnace.
o If the filter cannot be seen through easily, it needs to be changed. Place the dirty filter in a trash bag.
o Do not run the furnace without a filter.
* Check the furnace filter every two to four months to ensure it is clean. Replace dirty filters regularly.
* Never plug or cover vents in your home. The vents bring in air for the furnace and spread the warm air through your home. Covered vents mean the air cannot move.
* Ensure the correct size filter has been installed; there are many options available.
* Keep the area around the furnace clear by at least six feet.
*
* Do not run the furnace with the fan door removed.
WHAT IF I HAVE NO HEAT IN MY HOME?
* Check the thermostat and ensure it is set between 20° and 22°.
* If you can hear the furnace making a sound, check the vents in the bedrooms and living rooms to ensure they are clear.
* If the thermostat is set, check that the furnace is working.
* If the air coming out of the vent is cold or there is very little air, check the filter and replace if it is dirty.
If there is still no heat, contact the Program Manager or the closets Westwinds Communities Site for after hours. | 1,455 | 810 | {
"id": "<urn:uuid:ae2cada1-84be-40b3-9864-c55d318624f6>",
"dump": "CC-MAIN-2021-49",
"url": "https://www.westwindscommunities.ca/wp-content/uploads/2020/11/Heat-in-Your-Home.pdf",
"date": "2021-11-30T08:40:38",
"file_path": "crawl-data/CC-MAIN-2021-49/segments/1637964358966.62/warc/CC-MAIN-20211130080511-20211130110511-00004.warc.gz",
"offset": 1164064429,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9989651143550873,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9990189075469971,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1466,
3770
],
"fw_edu_scores": [
2.625
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Wind and Solar Easements
The Issue
Local, state, and federal governments sometimes use zon ing or deed restrictions with the aim of benefiting the public and protecting private property rights. To address the issue of wind and solar development specifically, the Minnesota Legislature created wind and solar "easements." Just like mineral rights give landown ers control over access to any oil and gas underneath their prop erty (including the opportunity to sell or lease access for financial benefit), wind easements empower landowners to control access to wind that flows over their property. Solar easements prevent adja cent landowners from blocking sunlight shining on a property.
Of course, banning the construction or operation of wind turbines or solar panels entirely by government fiat would be an improper use of power. Renewable energy companies should be allowed to continue growing their businesses so long as they do not encroach on private property rights. Wind easements should allow landowners to be compensated for reduced wind flow over their property and to protect their property from potential adverse effects of nearby wind farms. For example, businesses would simply need to find landowners willing to sell or lease their wind rights for a reasonable price or purchase enough land to create a sufficient buffer zone.
Though the primary purpose of wind and solar easements is to place more control in the hands of individual landowners, it also gives landowners the ability to band together to control develop ment over a much larger area. For example, over 130 southern Minnesota residents have voluntarily granted their wind rights to Wind Locked, LLC, a company created to accumulate and manage wind easements for the collective benefit of the region.
The Facts
* Just like mineral rights give landowners control over access to oil and gas resources, landowners should also have control over access to wind that flows over their property or sun that shines on it.
* Wind and solar easements could strike an appropriate balance between private property rights and renewable energy compa nies' freedom to pursue their business goals.
* Wind and solar projects can negatively impact the potential uses and financial value of nearby properties.
* Property owners currently have limited opportunity to protest wind and solar developments that could damage their prop erty values and otherwise limit their ability to enjoy and get full use of their land.
Recommendations
* Pass legislation creating wind and solar easements to recog nize landowners' interest in protecting the wind and solar resources on their land.
* Expand public notice and transparency requirements for property tax incentives frequently used by wind and solar companies, ensuring property owners have sufficient opportu nity to voice their concerns.
Resources
Some states, including Nebraska, North Dakota, and South Dakota, explicitly prohibit wind rights from being sold separately from the property. Texas currently does not regulate wind and solar rights in the same way as mineral rights, which are separate from surface rights. However, landowners have been adjusting their property deeds to carve out wind and solar rights, leaning on the same language used for mineral rights.
Assigning Property Rights Through Wind and Solar Easements by Bill Peacock and James Morton, Texas Public Policy Foundation (Feb. 2019).
Wind and Solar Easements, Minnesota Statute 500.30 (last rev. 2012).
" About," Wind Locked, LLC (Accessed July 15, 2020).
One of the government's most critical duties is safeguarding property owners' right to full use and enjoyment of their land. Legislation creating wind and solar easements and clarifying wind and solar rights could ease some of the many concerns about the impacts of commercial wind and solar development.
901 Congress Avenue, Austin, Texas 78701 | 512.472.2700 PH | www.TexasPolicy.com | 1,646 | 760 | {
"id": "<urn:uuid:76f8c7c3-dd98-4319-9a4f-69113b8ca05e>",
"dump": "CC-MAIN-2021-49",
"url": "https://www.texaspolicy.com/wp-content/uploads/2020/09/2021-22-Lege-Guide-1-pager-LP-Wind-Solar-Easements1.pdf",
"date": "2021-11-30T08:26:54",
"file_path": "crawl-data/CC-MAIN-2021-49/segments/1637964358966.62/warc/CC-MAIN-20211130080511-20211130110511-00004.warc.gz",
"offset": 1111963987,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9963405728340149,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9963405728340149,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3951
],
"fw_edu_scores": [
2.265625
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Lesson Plan
Note: This lesson plan can be used with any Natural Inquirer monograph or article.
Time Needed:
1 class period
Materials (for each student or group of students):
* Natural Inquirer monograph or article
* Jigsaw Graphic Organizer
* Writing utensil
* Blank paper
This lesson plan makes students responsible for reporting back on one specific portion of the text and collectively creating a summary of the article.
Methods:
Prep
Familiarize yourself with a Natural Inquirer monograph or article. Alternatively, choose multiple monographs or articles so each group can work on a different topic. Make copies of the Jigsaw Graphic Organizer.
Day One
Provide students with the chosen Natural Inquirer monograph or article, as well as copies of the Jigsaw Graphic Organizer.
Explain that each Natural Inquirer article follows the same format that has six main sections, including: Thinking About Science, Thinking About the Environment, Introduction, Methods, Findings, and Discussion. Each section provides important information for understanding the article.
Divide students into six groups. After you have assigned the groups, write the numbers 1 through 6 on folded sheets of paper and place them in a can.
Note: If you have a small group of students, divide them into groups of four and focus on the Introduction, Methods, Findings, and Discussion.
Complete the "Thinking About Science" and "Thinking About the Environment" sections as a small-group activity or whole-group activity.
Go to each group and have each student in the group draw a number from the can. If the student draws a 1, then that student is responsible for reading the "Thinking About Science" section and completing the graphic organizer for that section. After everyone in each group has been assigned a section to read, give the students 5 to 10 minutes to read and complete the graphic organizer.
After the time is up, have students share about the part they read, sharing in order from 1 through 6. Using information from each of the members, the group should write a paragraph summarizing the article. Have all groups share their paragraphs with the class.
After each paragraph is shared, ask students to review the questions they had at the end of their section. Were their questions answered by the information fellow students shared? Do students have any outstanding questions? If so, ask students to share those questions to see if the class can answer them.
Hold a class discussion about how the article is relevant to their lives. How is the information useful?
Jigsaw Graphic Organizer
Fill out this graphic organizer to the best of your ability using only the information you read in the section you were assigned.
The Name of the Section:
The Main Idea of the Section:
Three Supporting Details for the Main Idea:
What questions do you have after reading this section? | 1,198 | 573 | {
"id": "<urn:uuid:985249c1-5591-473d-ad6e-02d9d3171e40>",
"dump": "CC-MAIN-2021-49",
"url": "https://www.naturalinquirer.org/UserFiles/File/jigsawsummary_lessonplans.pdf",
"date": "2021-11-30T08:19:21",
"file_path": "crawl-data/CC-MAIN-2021-49/segments/1637964358966.62/warc/CC-MAIN-20211130080511-20211130110511-00004.warc.gz",
"offset": 990071309,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9953438639640808,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9956363439559937,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2572,
2887
],
"fw_edu_scores": [
4.59375
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
cLc Learning Platform Best Practice 7
The cLc Learning Platform is supporting teaching and improving learning outcomes in schools around the world. These Best Practice examples enable teachers to share experiences, ideas and recommendations to support and aid other teachers tackling the same challenges.
Find more cLc Best Practice along with curriculum maps and 'How To' guides & films at www.clcsuccess.com
School: All Saints Church of England Primary School
LA: Medway
Teacher: Mrs Gill Hill (Headteacher)
Students: KS2
Contact: firstname.lastname@example.org
Learning Focus: To prompt creative writing for students finding inspiration & idea generation difficult.
Curriculum Focus: Creative Writing
School:
All Saints Church of England Primary School
LA:
Medway
Teacher:
Mrs Gill Hill (Headteacher)
Students:
KS2
Contact:
email@example.com
Learning Focus: To prompt creative writing for students finding inspiration & idea generation difficult.
Curriculum Focus:
Creative Writing
Tools used:
Blogs
How this worked in practice: The school has been exploring ways in which to motivate children to write, particularly those who are more reluctant writers normally. On this occasion children have been asked to choose an imaginary character and write about A Day in the Life Of......
Each child in the class has kept a diary Blog over a number of days recording an imaginary day in the life of their chosen character. Within the writing it is possible to see that techniques are being developed by the children such as complex sentences, writing in paragraphs, extending vocabulary and developing the use of language for a purpose. The nature of a Blog reflects the format of a diary so is ideally suited to this kind of writing.
Teachers are able to access student's Blogs and add comments and questions, thereby assessing and extending the students work, providing praise and encouragement for reluctant writers, and guidance for further improvement to writing style. Students can also be given access to their peer's Blogs in order to provide peer assessment and offer guidance, along with suggestions for the development of the tale.
By the end of this sequence of work children had developed skills in:
Literacy: Creative writing in the first person, Chronological writing, Writing for an audience, Vocabulary. Learning: Self assessment.
Next Steps: Teachers could now encourage children to use a wider range of communication methods within their Blog entries, such as the Sound Recorder for younger learners, or using Film or further Images for older users to develop presentational style and layout. In addition children could be encouraged to use the newly learned Blogging skills to begin to keep their own learning journal Blogs. | 1,212 | 533 | {
"id": "<urn:uuid:7d05e0e9-09fb-4f18-ae92-f4867485e7d5>",
"dump": "CC-MAIN-2017-30",
"url": "http://www.school-portal.co.uk/resource/2707763/-1_11200905124703_16.pdf",
"date": "2017-07-20T14:30:46",
"file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549423222.65/warc/CC-MAIN-20170720141821-20170720161821-00618.warc.gz",
"offset": 537742259,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9972313642501831,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9972313642501831,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2769
],
"fw_edu_scores": [
3.53125
],
"minhash_cluster_size": 1,
"duplicate_count": 2
} |
cLc Learning Platform Best Practice 35
The cLc Learning Platform is supporting teaching and improving learning outcomes in schools around the world. These Best Practice examples enable teachers to share experiences, ideas and recommendations to support and aid other teachers tackling the same challenges.
Find more cLc Best Practice along with curriculum maps and 'How To' guides & films at www.clcsuccess.com
School: Grappenhall Heys Primary School
LA: Warrington
Teacher: Matt Boot
Students: Year 6
Contact: email@example.com
Learning Focus: To scaffold higher order thinking skills using Bloom's Taxonomy & deBono's Thinking Hats.
Curriculum Focus: History, Thinking Skills / Learning Skills
Tools used: Forum
How this worked in practice: During their History project exploring Life in Britain since 1930, children discovered, explored and learned about different aspects of knowledge and understanding of this period. During topics and project work like this it is very easy to develop quantity of knowledge without deepening learning, and so in order to develop the children's higher order thinking skills around this topic, children had their learning scaffolded each week using Bloom's Taxonomy. The class used a forum with 6 topics aligning with the 6 Taxonomy areas; Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation. Each topic had a series of guidance about how that level of thinking and learning could be developed in line with the topic – and each level of the taxonomy was introduced carefully and gradually (as seen above right).
With the particularly higher order areas of Bloom's taxonomy, children were given additional scaffold for their learning; as seen above in the left side screenshot. In the Evaluation activity children were asked for example, to identify one thing that had been invented since 1930, and to Evaluate it by using Edward deBono's 6 Thinking Hats as prompts for these for considering its strengths (yellow hat – positives), weaknesses (black hat – negatives), alternatives (green hat – creativity), facts (white hat – factual), emotional responses (red hat – emotions) and overall judgements (blue hat – overall).
Learning this combination of using theories, skills and ideas to structure thinking in order to achieve more thorough outcomes has been learned in the context of this activity, but then later applied across a range of topics and curriculum areas; leading to raised attainment and progression for the children.
By the end of this sequence of work children had developed skills in:
Learning Skills: Reflection, Self-Assessment, Higher Order Thinking
History: British History
Next Steps: The children could use their responses to link back to examples and other pieces of related work within their eportfolio area; connecting these skills and activities to APP and AfL.
cLc Learning Platform Best Practice 35 | 1,223 | 569 | {
"id": "<urn:uuid:ff95dbcf-fafc-4d65-b515-458372551628>",
"dump": "CC-MAIN-2017-30",
"url": "http://www.school-portal.co.uk/resource/2707898/58_11200939120603_94.pdf",
"date": "2017-07-20T14:39:29",
"file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549423222.65/warc/CC-MAIN-20170720141821-20170720161821-00616.warc.gz",
"offset": 532664477,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9963620901107788,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.996048092842102,
"per_page_languages": [
"eng_Latn",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2869,
2909
],
"fw_edu_scores": [
3.859375
],
"minhash_cluster_size": 2,
"duplicate_count": 1
} |
TIMELESS THOMAS HOW THOMAS EDISON CHANGED OUR LIVES
K-3
Written and Illustrated By Gene Barretta Published by Henry Holt and Company
Story Summary
Thomas Alva Edison, also known as "The Wizard of Menlo Park," is responsible for numerous inventions that are relevant to our daily lives in the 21 st century. In the late 1800's and the early part of the 20 th century he worked with a team of scientists who were dedicated to making our lives better with innovative technology. In addition to the light bulb, most often associated with Edison, you will learn from this video that he is responsible for many things we use in our daily lives. These include such diverse inventions as motion pictures, vending machines and cement.
Objectives
1. The children will develop an appreciation for what it means to be an inventor.
2. The children will identify specific inventions attributed to Thomas Edison.
3. The children will develop an appreciation for some of these inventions and understand their importance to their lives.
Tell the children they are going to view a video about an important American inventor named Thomas Edison. They will also meet Gene Barretta, author of this book. They will see Mr. Barretta in the Edison Museum in New Jersey. We will also see a demonstration of Edison's original cylinder phonograph. After we view this video, we will have an opportunity to talk about many of Thomas Edison's inventions that play a major role in our daily lives today.
Questions to ask after viewing the video
1. Where in the United States are Edison's museum and laboratories located?
2. We learned that Edison invented the phonograph. What other inventions were developed that depended on this model?
3. How did Edison improve Alexander Graham Bell's telephone?
4. Edison developed the battery. What are some of the ways these were used?
5. How many more of Edison's inventions can you name after viewing this video?
6. How are today's movies different from the motion pictures Edison developed?
7. Edison discovered radio waves. How do we use these today?
8. One of Edison's most important inventions is in every schoolroom and home. Why is the light bulb important to us?
9. What is your favorite part of Thomas Edison's story?
Activities
1. Have the children look around the classroom and make a list of the "inventions" they see in their surroundings.
2. "Who is the inventor?" Have an internet or library experience to determine who is credited with some of the everyday things that make our lives easier.
3. Select one of the inventions attributed to Thomas Edison in the video and encourage a discussion or writing experience that explores what life would be like without it.
4. Have a class discussion about our daily lives and brainstorm about inventions of the future. Have a written language experience: "If I Were An Inventor." | 1,171 | 598 | {
"id": "<urn:uuid:9b5ecd6b-6e50-4514-959a-8f9eb0c4fba1>",
"dump": "CC-MAIN-2017-30",
"url": "http://spokenartsmedia.com/StudyGuides/TimelessThomas.pdf",
"date": "2017-07-20T14:31:43",
"file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549423222.65/warc/CC-MAIN-20170720141821-20170720161821-00616.warc.gz",
"offset": 294585059,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9986953437328339,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9990952014923096,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1028,
2869
],
"fw_edu_scores": [
4.65625
],
"minhash_cluster_size": 1,
"duplicate_count": 2
} |
Loyce Houlton
Loyce Houlton was one of the first American women to gain national and international recognition as a choreographer, teacher and producer. With more than 90 original ballets to her credit, Loyce Houlton helped forever shape the cultural landscape of Minnesota and brought significant attention to the artistic richness of the state. A lasting legacy to the community is her production of Nutcracker Fantasy, an annual holiday tradition for families throughout the region.
Loyce Houlton, discovered dance while she was at Carleton College during World War II. At a time when ballet and modern remained decidedly segregated, she studied with both George Balanchine and Doris Humphrey. "Without any shame she put herself in any class available," said Lise Houlton. "Balanchine, Limon, and Ashton gave her work at a minimum price," said Houlton. "She really loved strong classical technique and wanted to incorporate that into the school. But still her pulse was formed from the modern dance esthetic."
In the early 1960's, under the leadership of Loyce Houlton as its innovative and inspiring Artistic Director, the Minnesota Dance Theatre began modestly as the Contemporary Dance Playhouse in Dinkytown with a young ensemble of dancers. Over the next quarter century, the fledgling group developed into a respected, mature touring company capable of performing a wide diversity of works in both the classical and contemporary idioms. Houlton and company performed major, groundbreaking new works of dance in venues throughout the United States and abroad, including the prestigious Jacob's Pillow Dance Festival and Italy's Spoleto Festival.
On her accomplished company, Mrs. Houlton herself created over ninety original pieces of choreography, many of them in collaboration with composers who wrote original scores for the dances. Her signature piece, Wingborne, was created as a memorial tribute to one of her early patrons and is still in demand by American dance companies seeking to have it in their repertory. A collaborative, full evening work, entitled Dream Trilogy, with music composed for the piece by George Crumb, has been performed frequently to wide acclaim, and was presented in a spectacular revival at Theatre de la Jeune Lune in summer of 1994.
Mrs. Houlton brought teachers and choreographers from around the world to Minnesota to enhance the training of the company and to create or stage works for the performing repertory. Guest choreographers included David Lichine, Robert Joffrey, and choreographers from the Royal Ballet, American Ballet Theatre and New York City Ballet.
A tiny and perpetually restless woman, Mrs. Houlton liked to say to students: "Explode! Be voracious in space." As a teacher, Mrs. Houlton developed an original dance training technique, the Houlton Contemporary Technique, a symbiosis of the formal classical ballet technique and the freer more "modern" styles of dance. Mrs. Houlton's work with children is also widely recognized, and she served as guest teacher in various student programs and summer institutes in Minnesota and other locations. In one such guest residency, as Artistic Advisor to Ballet Michigan, Mrs. Houlton created a series of educational dance video tapes for children.
Bruce Marks, Artistic Director for Boston Ballet, stated at the time of her death in 1995:
"She belongs to that group of tenacious American women artists that includes Martha Graham and [Agnes] DeMille." | 1,468 | 716 | {
"id": "<urn:uuid:b5ea7b09-442c-4ff4-a113-7dd7d87bdc41>",
"dump": "CC-MAIN-2017-30",
"url": "http://mndance.org/wp-content/uploads/2012/09/Loyce-Houlton-Bio.pdf",
"date": "2017-07-20T14:39:52",
"file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549423222.65/warc/CC-MAIN-20170720141821-20170720161821-00618.warc.gz",
"offset": 218405326,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9984346628189087,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9984346628189087,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3468
],
"fw_edu_scores": [
2.015625
],
"minhash_cluster_size": 1,
"duplicate_count": 5
} |
Sowing Guide
For lawn seed.
www.valleyseeds.com
Over 40 years in certified seed!
Lawn Seed Sowing Guide
Sowing new lawn areas can be easy and successful, providing you follow the correct procedure. The following information has been prepared after years of work establishing trials by our research and development team at Valley Seeds Research Station.
When to sow
Sowing times vary with climate. As a rule of thumb spring and autumn are most successful. In cooler climates autumn sowing allows most grasses to properly establish their root system through the wet winter period prior to the drought stress of summer. If sowing in spring you must take particular care to water the area over summer.
In sub-tropical climates sowing can take place from autumn to spring. Try to choose a time in your area when your newly sown lawn runs the least risk of being washed away by seasonal rains or new growth burnt off by hot dry winds.
www.valleyseeds.com
Over 40 years in certified seed!
Step by step summary
For new areas that need levelling:
1. Cultivate, rake and level the area to be sown
2. Leave the area for 10-14 days or at least a sufficient time to achieve a germination of weed seeds present in the top soil.
3. Spray a non-selective herbicide such as glyphosate to kill off the initial germination which has occurred during the seed bed preparation.
4. Sow seed 24-48 hours after the application of the herbicide. At this stage the surface may have a hard crust on top. If this is the case, rake over the area using a steel rake or light harrows to loosen the surface.
5. Spread a lawn starter fertiliser such as MAP at the recommended rate
6. Sow seed after the fertilizer. To sow seed spread half in a north-south direction and half in an east-west direction.
7. Rake again lightly. Avoid any further traffic and do not roll or tread the seed into the soil.
8. Keep the area continuously moist until complete germination has occurred. In warm conditions, gentle watering may be required several times a day.
www.valleyseeds.com
Over 40 years in certified seed!
For over-sowing old lawns: (Simply rake and sow)
1. Mow the area to a low height and rake off any surplus grass.
2. Rake over the area using a steel rake or heavy plastic rake, enough to create some loose soil.
3. Spread starter fertilizer.
4. Spread seed as described above.
5. Rake over again to incorporate seed and fertilizer with some loose soil.
6. Keep the area continuously moist until complete germination has occurred.
www.valleyseeds.com
Over 40 years in certified seed!
After Sowing Maintenance
In areas with dry summer conditions watering over summer will assist in maintaining a dense cover of grass. Start watering well before you see visible signs of the grass drying off or discolouration. A maintenance application of lawn "food" fertiliser should be applied at the recommended rate approximately 8 weeks after germination, or when most seedlings have reached a stage where each plant has 5 leaves. The type of fertilizer that should be selected for a lawn food will have little or no Phosphorus, high Potash and high Nitrogen, plus trace elements. The first mowing should take place at an approximate grass height of 80mm.
During the first 12 months grass should be kept to a maximum height of 100mm and a minimum height of 50mm. This will have the effect of encouraging the grasses to grow horizontally and provide a dense cover. For many turf grass species less frequent mowing will be required if grass is kept to a minimum height of 50mm. If turfgrass is not mown below 40mm, your lawn should remain thick, reduce water use and last longer. Over the first 12 months any significant infestation of broad leaf weeds should be controlled by applying selective broadleaf herbicides. Advice on appropriate herbicides should be obtained and directions for use followed precisely.
www.valleyseeds.com
Get The Best Advice… And The Best Varieties For Australian Conditions!
Free Call Now 1800 226 905
Available From:
www.valleyseeds.com
295 Maroondah Link Highway,
Yarck, Victoria, 3719
Ph: (03) 5797 6203
Fax: (03) 5797 6307 | 1,790 | 943 | {
"id": "<urn:uuid:8b4bae58-9b50-4ae7-8309-2e4bb94b530f>",
"dump": "CC-MAIN-2017-30",
"url": "http://valleyseeds.com/wp-content/uploads/2014/09/Sowing-Guide-Lawns12-1.pdf",
"date": "2017-07-20T14:47:02",
"file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549423222.65/warc/CC-MAIN-20170720141821-20170720161821-00622.warc.gz",
"offset": 353223415,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9971557855606079,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9973146915435791,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2054,
4145
],
"fw_edu_scores": [
2
],
"minhash_cluster_size": 2,
"duplicate_count": 4
} |
Pull Together for the Ronald McDonald House of Ann Arbor
What is the Ronald McDonald House?
The Ronald McDonald House of Ann Arbor provides a "home away from home" for families of children experiencing a serious illness or injury requiring hospitalization in the Ann Arbor area, most likely at C.S. Mott Children's Hospital. Since opening in 1985, the Ann Arbor House has welcomed over 15,000 families. A few families stay for days, many for weeks and some for months. Families are asked to make a suggested donation of $10 per night; however no one is turned away based on an inability to pay. Yet this $10 donation covers just a small percentage of our operating costs, and 75% of our families are unable to afford this contribution. We need your assistance to help them stay at the Ronald McDonald House so they can be close to their children in a time of need. It has been proven that children heal faster when they have their families with them. We rely on community donations to operate and serve our families.
Why Collect Pop Tabs?
Because it is so easy! The tabs on aluminum cans are small, can easily be removed and are easy to store. You may wonder why we collect just the tabs. Whole aluminum cans are both difficult to store and deliver. Tabs are smaller, easier to store and are easier to handle in large volumes. Collecting pop tabs is a great way to teach others about philanthropy and the importance of recycling while raising money to help children and their families at the same time.
What Do We Do with Pop Tabs?
We take the tabs to a local recycling company and we receive money for each pound of tabs collected. It takes approximately 1,200 tabs to equal one pound. Through this recycling program we can raise funds to continue providing a "home away from home" for families.
How Can I Collect Tabs?
By encouraging your class, group, church, business or organization to collect pop tabs, you can help us help families going through the toughest time of their lives. Every little bit helps! Pull tabs mostly come from soda cans but may also come from other aluminum items like vegetable and soup cans. Collect your tabs in any way you would like – in coffee cans, plastic bags, boxes, buckets, or any other container with a wide opening. Set up a competition between groups to see who can collect the most!
When You are Done Collecting
When your program is complete, you can drop off your tabs any day between 9:00 a.m. and 9:00 p.m. at the Ronald McDonald House, 1600 Washington Heights, Ann Arbor, MI. Check our website www.rmh-annarbor.org or call (734) 994-4442 for more information.
Thank you for your support and for pulling together to change lives!
Ronald McDonald House Charities of the Huron Valley
1600 Washington Heights • Ann Arbor, MI 48104 • (734) 994-4442 • email@example.com | 1,171 | 616 | {
"id": "<urn:uuid:e1456509-4e64-4cb0-b794-0508307dfe2b>",
"dump": "CC-MAIN-2017-30",
"url": "http://rmh-annarbor.org/media/cms_page_media/53/Pull%20Together%20for%20the%20Ronald%20McDonald%20House%20of%20Ann%20Arbor_2.pdf",
"date": "2017-07-20T14:31:06",
"file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549423222.65/warc/CC-MAIN-20170720141821-20170720161821-00623.warc.gz",
"offset": 267678831,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9982723593711853,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9982723593711853,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2829
],
"fw_edu_scores": [
2.1875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Diabetes-related stress and distress
Tips to help you stress less
Stress and distress are normal human emotions that we can feel when we are overwhelmed by work, financial, family and relationship demands. Many people with diabetes also feel distressed by the day-to-day demands of their disease. Facing stigma and feeling alone or judged by others because of diabetes; problems juggling and feeling limited by diet, exercise and medication needs; difficulties talking to health professionals; and worry about diabetes complications, are examples of daily diabetes hassles that, at times, can leave you feeling upset, frustrated, angry, guilty and unmotivated.
When does it become a problem?
A moderate level of distress, which is short-lived, is not always a problem and may motivate you to achieve your goals. There are also times when it is normal to have strong emotional responses such as fear, anger, denial and sadness; for example, when you find out you have diabetes. Too much, too intense and prolonged distress, however,
In a recent Australian survey, 28% of people with type 1 diabetes and up to 22% of people with type 2 diabetes reported severe diabetes-related distress 1
is not healthy. This may affect your psychological wellbeing (including increased risk of mental health problems such as depression), make it harder to manage your diabetes (stress often causes blood glucose levels to go up), and negatively affect your physical health.
What are the signs?
High levels of diabetes-related distress are linked with changes in your body, your thinking, your feelings, and your behaviour. Warning signs and symptoms vary from person to person. However, there are some common warning signs.
If you are distressed then you might feel some of the following:
Diabetes-related stress and distress
What can you do?
Distress does not need to last forever and there are many things you can do to take care of yourself and get back on track. Here are just a few ideas:
Talk about it. It helps to talk about your concerns and worries to someone supportive. This may be a family member, a friend, someone with diabetes, or a health professional. If you have a problem to be solved, talking to others is a good way to come up with possible solutions.
Do things you enjoy. When you are distressed, you often stop doing the things you like – the ones that make you feel good. Spend some time each day doing something you enjoy, eg. go for a walk, read a book, or do some gardening.
Focus on the present tips Take a few minutes to observe the following:
* 5 things you can see
* 4 things you can hear
Focus on the here-and-now. Distress is often caused by concern about something that has happened in the past (eg. eating the wrong food, forgetting medication), or worry about the future (eg. developing complications, impact of diabetes on work and relationships). Try to bring your focus back to the present by following the tips on the left.
* 3 things you can touch
* 2 things you can smell
* 1 thing you can taste How does that feel? What do you notice?
Soothe yourself. Do something soothing to help you calm and relax eg. take a hot bath, listen to music, get a massage. If what you try first doesn't work, try something else next time.
Get some exercise. Physical exercise (eg. walking, going for a swim, playing golf and dancing), will reduce muscle tension and relax you mentally. The hormones that are released in your body when you exercise will also lift your mood.
Breathe. You may find that you do not breathe properly when you are very stressed or distressed: that your breathing becomes short, rapid and shallow, which leaves you feeling more tense, exhausted, and unwell. Take some time each day to do the breathing exercise on the right.
Take care or yourself. Make sure that you are getting enough rest and that you are eating healthy foods. If you haven't had your diabetes or general health checked, make an appointment to see your doctor.
Seek professional advice. If you think that you need help to cope for a short while, speak to your doctor. He/she can help put you in touch with a counsellor or psychologist.
For support and information go to: www.diabetescounselling.com.au www.diabetesnsw.com.au Go to 'Resources' then 'Information Sheets' and find 'Managing Stress and Diabetes'
Breathing exercise
Find somewhere comfortable and shut your eyes. Take ten deep and slow breaths. With each breath, focus on:
* the air moving in and out of your lungs;
* the rise and fall of your chest; and
* the sensation of the air going in and out of your nostrils.
Feel your tummy push out as it fills with air, and then returns as you breathe out. If you get distracted, that's okay, just bring your attention back to your breathing. Aim for ten breaths per minute.
References:
1. Speight J, Browne JL, Holmes-Truscott E, Hendrieckx C, Pouwer F, on behalf of the Diabetes MILES – Australia reference group (2011). Diabetes MILES – Australia 2011 Survey Report. Diabetes Australia – Vic, Melbourne. | 1,926 | 1,082 | {
"id": "<urn:uuid:00d6b8e3-4bae-4459-be44-fa89a026b024>",
"dump": "CC-MAIN-2017-30",
"url": "http://diabetesnsw.com.au/wp-content/uploads/2014/12/DA-50-Diabetes-related-stress-and-distress.pdf",
"date": "2017-07-20T14:26:54",
"file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549423222.65/warc/CC-MAIN-20170720141821-20170720161821-00619.warc.gz",
"offset": 88111877,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9977662861347198,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9980780482292175,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1780,
5045
],
"fw_edu_scores": [
2.203125
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
EAA Chapter 1044
Our Aviation Scholarship includes:
- Full Tuition to EAA Air Academy
- Airfare (Phoenix—Appleton, WI)
- Shuttle (to/from Camp)
- Lodging/Meals (Air Academy Lodge)
- $50—$100 spending money (Young Eagles & Basic Camp—$50; Advanced Camp—$100).
EAA Chapter 1044 is based at Mogollon Airpark (AZ82) located in the magnificent White Mountains of Eastern Arizona in Overgaard at approximately 6650 msl.
Our purpose is to promote, encourage and facilitate recreational aviation activities that provide educational opportunities.
Chapter 1044 is focused on education in the furtherance of (a) supporting and promoting the educational programs designed for the general aviation community (with specific emphasis on educational programs for youngsters between 10 and 17 years of age); (b) enhancing public interest in general aviation programs and the benefits provided thereby; (c) and enhancing flight safety in general, especially as it relates to the construction and operation of experimental aircraft.
Funding for the EAA Chapter 1044 Aviation Scholarship is through various fundraising efforts.
EAACHAPTER1044
Our Website: eaachapter1044.org
Email: email@example.com
AVIATION SCHOLARSHIP AIR ACADEMY CAMPS
EAA Chapter 1044
The EAA Air Academy Camps
Young Eagles Camp—Ages 12-13
The EAA Young Eagles Camp is designed as an introduction to the wonderful world of aviation. Group activities and close counselor relationships are used to present the basics of flight in a ―science camp‖ format.
Airplane Wing Construction—Learn the intricacies of a fabricated wing by building a wing rib.
Aeromodeling—Build and fly a simple balsa glider and a rubber powered model.
Ground School—Learn the basics of flight through an interactive computer simulator ground school.
Airplanes—learn about aviation history and flight
Tour EAA Museum
Visit Pioneer Airport
Watch Flight Demonstrations
Experience the thrill of flight in both an airplane and helicopter.
Basic Camp—Ages 14-15
The EAA Basic Air Academy Camp is the next exciting step through the world of aviation. Each ―hands-on‖ activity is developed for the intermediate 14– and 15-year-olds during a classroom and media presentation, specialized laboratory activities and aviationrelated demonstrations.
Airplane Wing Construction—Learn the intricacies of a fabricated wing by building an ACRO-Sport wing rib.
Aeromodeling—Build and fly a simple balsa glider and a rubber powered model.
Rocketry—Learn how model rockets are flown and controlled; build and fly a model rocket.
Ground School—Learn the basics of flight through an interactive computer simulator ground school. Fly designated missions or create and fly your own mission.
Airplanes—learn about aviation history and flight.
Tour EAA Museum
Visit Pioneer Airport
Watch Flight Demonstrations
Experience the thrill of flight in both an airplane and helicopter.
Advanced Camp—Ages 16-18
The EAA Advanced Air Academy provides an atmosphere for mature students to become totally immersed in the world of flight. Ground instruction and introductory recreation flight experiences highlight this meaningful, action-packed camp. This camp includes full participation (access to forums, flightline and all associated activites) in EAA AirVenture Oshkosh, the world's premier event!
Aircraft Construction, Restoration and Maintenance Skills—Welding, Sheet metal work, Fabric covering, Composite fabrication, Aeromodeling and woodworking.
Flight Training Ground School—
Fundamentals of flight science, Aircraft systems, Aircraft preflight, Flight controls and systems, Weather, Aerial Navigation, Flight training requirements.
Airplanes-Learn about aviation history; fly EAA's flight simulators, An academic study of the history and technologies of aviation, Workshop experiences.
Special activities may include field trips to area aviation facilities are also included to familiarize participants with a wide segment of the aviation community and its activities
Tour EAA Museum
Visit Pioneer Airport
Watch flight demonstrations
Experience the thrill of flight in both an airplane and helicopter | 2,031 | 869 | {
"id": "<urn:uuid:1db13b78-0418-4e43-9df9-4cd17c47852d>",
"dump": "CC-MAIN-2017-30",
"url": "http://eaachapter1044.org/wp-content/uploads/2015/09/Air-Academy-Camp-Brochure.pdf",
"date": "2017-07-20T14:29:00",
"file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549423222.65/warc/CC-MAIN-20170720141821-20170720161821-00625.warc.gz",
"offset": 97519140,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9756394624710083,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9891532063484192,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1249,
4151
],
"fw_edu_scores": [
2.1875
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
MCA I Semester Supplementary Examinations, August 2010 PROBABILITY & STATISTICS (For Students admitted in 2004 & 2005 only)
Time: 3 hours
Max Marks: 60
Answer any FIVE questions All questions carry equal marks
⋆⋆⋆⋆⋆
1. (a) i. A pair of fair dice is tossed . Find probability that maximum of the two numbers is greater than u.
ii. A bag contains eight white and six red marbles. Find the probability of drawing two marbles of the same color.
(b) State and prove Baye's theorem.
2. (a) If a conference room cannot be reserved for more than 4 hours, find the probability that a given conference lasts more than three hours.
(b) Determine the expected number of families to have.
i. 2 boys and 2 girls.
ii. at least one boy
iii. no girls
iv. atmost two girls, out of 800 families with 4 children each. Assume equal probabilities for boys and girls.
3. (a) Two dice are thrown x assign to each point if S the sum of the variables on the faces. Find mean and variance of the random variable.
(b) Write mean and variance of binomial distribution.
4. (a) A random sample of size 64 is taken from a normal population with µ=51.4 and σ=68. What is the probability that the mean of the sample will
i. Exceed 52.9
ii. Fall between 50.5 and 52.3
iii. Be less than 50.6
(b) In 16 one hour test runs, the gasoline consumption of an engine averaged 16.4 gallons with a standard deviation of 2.1 gallons. Test the claim that the average gasoline consumtion of this engine is 12.0 gallons per hour.
5. (a) In a city A 20% of a random sample of 900 school boys had a certain slight physical defect. In another city B 18.5% of a random sample of 1600 school boys had the same defect. Is the difference between the proportions significant of 0.5 level of significance.
(b) According to the norms established for a mechanical aptitude test persons who are 18 years old have an average height of 73.2 with a standard deviation of 8.6. If 45 randomly selected persons of that age averaged 76.7, test the null hypothesis µ=73.2 against the alternative hypothesis µ>73.2 at the 0.01 level of significance.
6. Four methods are under development for making discs of a super conducting material. Fifty discs are made by each method and they are checked for super conducticity when cooled with liquid.
7.
(a) Use method of least squares to fit a straight line for the following data.
| | Ist method | 2nd method | 3rd method | 4th method |
|---|---|---|---|---|
| Suber conductors | 31 | 42 | 22 | 25 |
Failures 19 8 28 25 Test the significant difference between the proportions of suber conductors at 16m 0.05 level.
| X | 0 | 5 | 10 | 15 | 20 |
|---|---|---|---|---|---|
| Y | 7 | 11 | 16 | 20 | 26 |
Estimate the value of Y when x=2.5.
(b) Find the coefficient of correlation for the following data:
8. (a) The following tables gives the production of cotton in India in million bales ( 1 bale=174 kg) from 1975-76 to 1985-86
| X | 50 | 50 | 55 | 60 | 65 | 65 | 65 | 60 | 60 |
|---|---|---|---|---|---|---|---|---|---|
| Y | 11 | 13 | 14 | 16 | 15 | 15 | 14 | 13 | 13 |
Fit a trend line by a four-year moving average.
(b) A quality control effort is being attempted for a process where large steel plates are being manufactured and surface defects are of concern. The goal is to set up a quality control chart for the number of defects per plate. The data are as follows:
| Sample plot | number of defects | sample plot |
|---|---|---|
| 1 | 4 | 11 |
| 2 | 2 | 12 |
| 3 | 1 | 13 |
| 4 | 3 | 14 |
| 5 | 0 | 15 |
| 6 | 4 | 16 |
| 7 | 5 | 17 |
| 8 | 3 | 18 |
| 9 | 2 | 19 |
| 10 | 2 | 20 |
Set up the appropriate control chart, using this sample information. Does the process appear to be in control ?
⋆⋆⋆⋆⋆
2 | 1,967 | 1,176 | {
"id": "<urn:uuid:f97feba9-4ebb-4f82-9e5d-3eb94cc9d7db>",
"dump": "CC-MAIN-2017-30",
"url": "https://ce74922f-a-62cb3a1a-s-sites.googlegroups.com/site/prvqprs/my-forms/PandS10.pdf?attachauth=ANoY7crCE3_vvXMiat3YAHRGsj7epFcRjH7qCsTwsX5zdUQbQ2t5wLXCpCQ9dvcIzc7JxOpaA5FXPstHK1tGWpUj1bJtf4ZiBggzIVDDzv32GQYF-UqvDv92qfhdccjYL3vj8l9gkLbUONM-VnSBEin5TJXplUJyVzJngG6MR81YGcEBQJvqIzi4-_gd_MLTNsIuUzPMCaDMyvjIoMfmJfw18ySKBdI0Uw%3D%3D&attredirects=0&d=1",
"date": "2017-07-20T15:25:09",
"file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549423222.65/warc/CC-MAIN-20170720141821-20170720161821-00626.warc.gz",
"offset": 659114650,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.992307722568512,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9939569234848022,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2271,
3687
],
"fw_edu_scores": [
3.015625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Name: _____________________________ Section: _____
Identifying the Appropriate Unit
Directions: The following statements are incomplete due to the fact that they do not contain units. Help create meaning for these sentences by matching the appropriate unit from the provided list.
centimeters
pounds
mile
inches
feet
stories
meters
*C
*F
hours
tons
liters
gallons
kilograms
carats
meters/second
miles/hour
kilowatt-hours
yards
Calories (kcal)
grams
joules
minutes
nautical miles
1. America’s tallest building (One World Trade Center) is 164 ____________ high.
2. The empire state building in New York is 1,250 ____________ high.
3. Four laps around most high school tracks is equivalent to 1 ____________ .
4. 800 ____________ represents half a mile.
5. The coldest temperature ever recorded was -128.6 ____________ in Vostok, Antarctica, in 1983!
6. The highest recorded temperature (57 ____________) in the United States was in Death Valley, California!
7. The world record rainfall occurred in Cherrapunji, India, where 1,042 ____________ of rain fell in one year.
8. The largest hailstone to ever fall landed in Coffeyville, Kansas, in 1979. It had a diameter of 44.5 ____________!
9. The longest punt in NFL history was by Steve O’Neal of the New York Jets. He kicked the football 98 ____________!
10. The world’s largest meteorite is located in Southwest Africa. It weighs 650 ____________.
11. During 1990, more than 210 million ____________ of Coca Cola was consumed each day.
12. In 1905 the largest diamond in the world was mined in South Africa and it weighs 3,106 ____________.
13. A 16 year old male requires an average of 2,800 ____________ of energy per day while an average 16 year old female requires only 2,100 ____________.
14. One of the world’s fastest aircraft is the Lockheed SR-71 Blackbird, clocking a record speed of 2,193.67
____________.
15. The largest gold nugget ever found had a mass of 100 ____________!
16. The United States produces and consumes more electric energy than any other nation. Each year the United States produces over 2500 billion ____________.
17. Paul Tergat of Kenya holds the world record for running a marathon in a little over 2 ____________.
18. The largest seed in the world is that of the coc-de-mer coconut tree, which may weigh as much as 40 ____________. | 1,286 | 603 | {
"id": "<urn:uuid:47b4213b-2862-44ac-94dd-b4f900f1c2a6>",
"dump": "CC-MAIN-2025-08",
"url": "https://sciencewithmrjones.com/downloads/units_measurement_and_conversions/identifying_the_appropriate_unit_-_student_ws.pdf",
"date": "2025-02-10T10:54:30",
"file_path": "crawl-data/CC-MAIN-2025-08/segments/1738831951655.37/warc/CC-MAIN-20250210084244-20250210114244-00471.warc.gz",
"offset": 482140884,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.997076004743576,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9977810382843018,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1104,
2368
],
"fw_edu_scores": [
3.4375
],
"minhash_cluster_size": 2,
"duplicate_count": 1
} |
Creative (Art, DT, Music)
Art – Parthenon Frieze
This half term in art, we will be looking at art from Ancient Greece including the Parthenon Frieze. Children will be evaluating Ancient Greek art composed by Phidias and then creating their own art based on his work through sketching and sculpting.
Music
This half term, we will be working with the music specialist teacher to use all of the skills of singing, dancing, playing and composing to create small group performances within class.
PE
This half term, we will be doing acrobatic gymnastics and dance. Children will also be developing their outdoor play and learning through forest school.
MFL
Spanish
Year 3 children will be start to develop their basic greetings and their nouns.
Year 4 children will start to be able to hold conversations through asking and giving names.
Computing
- In this term, we will be looking at online safety and digital literacy through discussing that some people on the internet should not be trusted. Children will also discuss that concerns they see on the internet should be reported to a trusted adult.
- Children will also start to develop skills of using block programmes such as scratch to input sets of instructions within a sequence.
Websites
Times Table Rockstars - https://ttrockstars.com/ www.mathletics.co.uk
Humanities (History, Geography)
Geography
This half term, we will be looking at physical processes that affect the lithosphere including rivers and coasts. Practical work will be conducted in this topic through fieldwork and collecting observational data.
Autumn 2
Books/resources/films/music/visits/visitors/role play etc
Times Tables Rockstar's. Legend of captain crows Teeth
Man on the Moon Far from home
English.
- Diary – Children will be creating their own recount in the form of a diary entry.
- Poetry – Children will be learning and performing 'Walking with my Iguana' by Brian Moses.
- Persuasive letter.
- Narrative – Children will be writing a narrative based on the John Lewis advert 'Man on the Moon'.
Basic Skills
- Prefixes
- Coordinating conjunctions
- Subordinating conjunctions
- Apostrophes for contraction
- Commas in a list
Reading
- Retrieval
- Inference
- Word meaning
- Summarising
Science
Topic – Forces and magnets
During this half term, children will be focusing on forces and magnets. Children will observe, predict and record how magnets and different objects either repel or attract each other.
RE
Why do Christians call Jesus the light of the world?
During the next half term, children will be focusing on why Christians call Jesus the light of the world. Children will infer information from images and Jesus and understand the importance of Jesus and his sacrifices to Christians.
Maths Mental
In big maths this half term Year 3 will be looking at:
Addition and subtraction – Adding/subtracting 2 three-digit numbers with and without exchanges.
Multiplication and division – Dividing by 2, 5 and 10. Multiplying by 3, 4 and 8. Diving by 3, 4 and 8.
In big maths this half term Year 4 will be looking at:
Measurement and length – Adding and subtracting lengths in cm, m and km. Perimeter on grids and rectangles.
Multiplication and division – Multiplying by 6, 7, 9 and 10. Dividing by 6, 7, 9, 10 and 100.
Related UNCRC Articles
Article 29 - A child or young person's education should help their mind, body and talents be the best they can. It should also build their respect for other people and the world around them
hfddhfdfh | 1,560 | 791 | {
"id": "<urn:uuid:72f2e269-a00b-4a37-a694-2627d5fe8e8f>",
"dump": "CC-MAIN-2025-08",
"url": "https://www.evenwoodcofe.org.uk/wp-content/uploads/2021/11/Parent-Overview-Barnard.pdf",
"date": "2025-02-10T10:12:46",
"file_path": "crawl-data/CC-MAIN-2025-08/segments/1738831951655.37/warc/CC-MAIN-20250210084244-20250210114244-00477.warc.gz",
"offset": 720940167,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9958286881446838,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9958286881446838,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3530
],
"fw_edu_scores": [
4.375
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Dripshing: A Powerful Twig
The mythical dripshing (!ིབ་ཤིང་) is a topic recognized by many Bhutanese, though not many can recount the story in its entirety. Dripshing translates as 'invisible twig,' or 'twig that blinds,' meaning that the person who holds the enchanted branch is rendered invisible to other people. The way one can find a dripshing stems from a myth of a crow and its boiled eggs, which goes as follows. Crow's nests are usually located very high in a tree. To get a dripshing, one must to steal a crow's eggs, keeping in mind that the eggs should not be touched with one's bare hands but rather by using a piece of cloth to obscure the scent of humans. A fire should then be made under the tree in which the nest sits. The crow's eggs should be boiled in a pot set over the fire, and then the eggs should be boiled and put back in the nest.
When the crow returns to roost, it continues incubate its eggs, unaware of the fact that they have been boiled. However, when young ones do not hatch after the normal incubation period, people believe the crow will fly to distant lands in search of dripshing, as the twig will have the power to make the eggs hatch. They say the crow will fly to Durtrö Silwa Tsel ('ར་)ོད་བསིལ་བ་འཚལ་) near Bodh Gaya, the Naranjana River (0་མོ་ན3་ན་), and the Ganges River to find the twig. Others maintain that the crow flies to the land of cannibals or Sinpöyül (4ིན་པོའི་6ལ་). The crow clamps the dripshing in its beak and flies back, exhausted and bloodied, to its nest, where it places the dripshing among the other twigs and leaves of the nest. Through the power of that twig, it is believed that young chicks will then hatch from the boiled eggs.
The crow's progress is carefully observed. After the young ones fledge and leave the nest, the person who stole the eggs and boiled them would then climb up to the nest to identify and acquire the dripshing. The process of identification must begin quickly; otherwise, the crow may return the dripshing to its original place in India. The person who climbs up the tree would pick the twigs from the nest one by one, asking an accomplice below if he can still be seen. Some say that the twigs should be clamped between the lips while others maintain they should be placed on the head. When the perpetrator holds the dripshing, he would appear invisible to the person standing below.
Others state that while the crow is away, the whole nest should be dismantled and taken to a stream. Each constituent twig or leaf should be thrown into the stream, one by one. All the twigs, leaves and branches will follow the flow of the river, save one, the dripshing, which is carried upstream. Crows search out dripshing with the sole objective of having the benefit of its power to restore the defiled eggs, as the dripshing is necessary to remove the impurities so that young ones can hatch. For humans, the entire purpose of dismantling a crow's nest is to take advantage of and enjoy the powers of invisibility provided by the dripshing.
A person who possesses a dripshing would likely be tempted to indulge in every possible deed, and likely he or she would accumulate non-virtuous actions. Dripshing can be hidden in the folds of a specific type of hat called a dripshing zham (!ིབ་ཤིང་7མོ). The person wearing it becomes immediately invisible; it can only be activated when directly touching the skin.
Sonam Chophel is a researcher at Shejun Agency for Bhutan's Cultural Documentation and Research. | 1,265 | 879 | {
"id": "<urn:uuid:201bbf8f-b450-49ad-a563-059dba95ff73>",
"dump": "CC-MAIN-2025-08",
"url": "https://texts.mandala.library.virginia.edu/sites/mandala-texts.lib.virginia.edu/files/Dripshing%20Twig-ed%20ph.pdf",
"date": "2025-02-10T10:21:24",
"file_path": "crawl-data/CC-MAIN-2025-08/segments/1738831951655.37/warc/CC-MAIN-20250210084244-20250210114244-00483.warc.gz",
"offset": 539013670,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9988293349742889,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9992111325263977,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3028,
3494
],
"fw_edu_scores": [
2.71875
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Distinguish, differentiate, compare and explain what is the Difference between Stars and Planets. Comparison and Differences.
Stars and planets
Stars
In the night sky, stars appear to the naked eye as spiky, twinkling lights. Those stars near the horizon seem to flash and change color. The twinkling and flashing effects are due not to the stars themselves but to the Earth's atmosphere: turbulent air currents cause the stars' light to dance around. The steadiness of the atmosphere is referred to as the seeing. Steady air means good seeing. The spikiness of star images is due to optical effects in the observer's eye. In reality, stars are spheres of gas similar to our own Sun, emitting their own heat and light. Stars come in various sizes, from giants to dwarfs, and in a range of colors according to their temperature. At first glance, all stars appear white, but more careful inspection reveals that certain ones are somewhat orange, notably Betelgeuse, Antares, Aldebaran, and Arcturus, while others such as Rigel, Spica, and Vega have a bluish tinge. Binoculars bring out the colors more readily than the naked eye does. Section II of this book, starting on page 267, explains more fully the different types of star that exist. Planets By contrast, planets are cold bodies that shine by reflecting the Sun's light. They too are described in more detail in Section II, from page 304 onwards. The planets are constantly on the move as they orbit the Sun. Four of them can be easily seen with the naked eye: Venus, Mars, Jupiter, and Saturn. Venus, the brightest of all, appears as a dazzling object in the evening or morning sky. About 2000 stars are visible to the naked eye on a clear, dark night, but you will not need to learn them all. Start by identifying the brightest stars and major constellations, and use these as signposts to the fainter, less prominent stars and constellations. Once you know the main features of the night sky, you will never again be lost among the stars.
Difference between Stars and Planets Stars are dot shaped. Planets are spherical in shape. 1. Stars have their own light. Planets get light from the stars. 2. Stars twinkle. Planets do not twinkle. 3. Stars appear less bright than planets. Planets appear brighter than stars. 4. A star has a very high temperature. Planets have a moderate temperature. 5. The stars create light and the plant dont create light. 6. | 934 | 539 | {
"id": "<urn:uuid:6f56f3dc-62c9-4492-8f15-98c9a2455576>",
"dump": "CC-MAIN-2025-08",
"url": "https://www.steadyrun.com/pdfpost/difference-between-stars-and-planets",
"date": "2025-02-10T10:17:45",
"file_path": "crawl-data/CC-MAIN-2025-08/segments/1738831951655.37/warc/CC-MAIN-20250210084244-20250210114244-00487.warc.gz",
"offset": 935668091,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.998742550611496,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9990611672401428,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2000,
2415
],
"fw_edu_scores": [
3.578125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
HOUSEHOLD HAZARDOUS WASTE – What is it and what's the big deal?
By Samantha Stone
Hazardous waste is defined as a substance, which can be a solid, liquid or gas that is in some way potentially dangerous to living beings and/or the environment, particularly when handled, transported or disposed of. So what does that mean to you? A household hazardous waste includes unwanted household products that contain chemicals or substances that can be harmful to you, your family, your pets or the environment. They are everyday day products, readily available to you over the counter at almost all shops and able to be bought by all age groups. So what are they? How should they be stored and most importantly, how should they be disposed of?
Hazardous Goods in the Home
I would hazard a guess (pun intended) that most people would be quite shocked to realised just how many hazardous wastes and classes of hazardous wastes they could find around their home, without having to look very hard, alas identification of these wastes are right on the label.
A hazardous waste can be an acid, aerosol, alkali, batteries, fluorescent tubes, cyanides, coolants and glycols, flammable liquids (fuels) and solids, gas cylinders, general household cleaners, heavy metal compounds, inorganic oxidising agents, low level
radioactive substances (smoke detectors), mercury, organic peroxides, paints (flammable and water based), PBC materials, pesticides and solvents (thinners).
As you read through the above list I bet you were ticking off in your mind what in your home, work, life these products were and how often you come into contact with them. However there is more here than meets the eye, most of these hazardous wastes are deemed harmless due to quantities and dilutions, so there is no need to rush home and organise your cupboards so your bicarb and vinegar don't sit next to each other. However, you may want to make sure that these products are out of reach of children as most can cause poisoning or server burns if swallowed, inhaled or make contact with skin. They can cause toxic fumes if mixed or used incorrectly and they can cause harm to the environment if not disposed of properly.
All hazardous wastes have Safety Data Sheets (SDS) available, within the SDS are the ingredients, hazard identification, first aid measures, firefighting measures, accidental release measures, handling and storage and safe usage, exposure controls, stability, toxicology, ecological information, transport information, regulatory information and disposal information. Boy that is
a lot of information. However, instead of having to sift through an SDS for household chemicals, you could just read the label, which also has the short version.
Storage and Transportation of Household Hazardous Wastes
The best way to store hazardous wastes are as recommends by the label. The storage method is important as many accident from hazardous wastes have been due to fume build up or incorrect storage with other chemicals. Here are a few tips on safe storage: keep all wastes away from heat and flames, store in a cool dry area, keep products in their original containers to avoid confusion and always store containers upright with lids on tight.
Most house hold hazardous wastes can be transported within your vehicle safely between purchase and storage without issue, a good guide is to place products securely in a box or crate so they cannot tip over and leak. It is also best to transport them in the boot or rear of your vehicle, separate from the main cabin. So when you are filling up your jerry can with fuel you should really ask yourself if putting it in your back seat without proper ventilation is a good idea! If in doubt, refer back to the label or SDS for guidance.
Disposal of Household Hazardous Wastes.
The disposal of Household hazardous wastes is easier than you think, the Western Australian Local Government Association (WALGA) has a register of service providers that can assist with disposal as can your local council. Information on your closest disposal site can be found on their website, or just google or call your local council.
Although the best alternative for safe storage, transport and disposal is to eliminate as many unneeded products as you can from your life and home, by going green. There are many alternatives to using harsh chemicals in everyday life, take time in the garden instead of using pesticides, use hot water to eliminate weeds from between your pavers, lemons and vinegar are brilliant cleaners! In the age of IT we have all the green hacks we could want or need! Give some of them a try and rest easier knowing you are doing your bit to protect the environment for our future generations.
If you need additional support with hazardous waste in your workplace or at home, do hesitate to call Integrate Sustainability on 08 9466 0338 or email us at email@example.com. | 1,891 | 990 | {
"id": "<urn:uuid:6d6fdf2d-b815-496d-8a49-eb30f1b96589>",
"dump": "CC-MAIN-2025-08",
"url": "https://www.integratesustainability.com.au/wp-content/uploads/2019/11/ISPL-July-2017-Household-Hazardous-Waste.pdf",
"date": "2025-02-10T10:59:39",
"file_path": "crawl-data/CC-MAIN-2025-08/segments/1738831951655.37/warc/CC-MAIN-20250210084244-20250210114244-00487.warc.gz",
"offset": 761145169,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9981096684932709,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9982515573501587,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2572,
4939
],
"fw_edu_scores": [
2.625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Mathematics
- Count backwards through zero to include negative numbers.
- Compare and order numbers beyond 1,000.
- Compare and order numbers with up to 2 decimal places.
- Find 1,000 more/less than a given number.
- Count is multiples of 6, 7, 9, 25 and 1000.
- Recall and use multiplication and division facts all tables to 12x12.
- Recognise place value of any 4-digit number.
- Round any number to the nearest 10, 100 or 1,000.
- Round decimals with 1 dp to nearest whole number.
- Add and subtract:
Numbers with up to 4-digits using written columnar method.
- Multiply and divide (using written methods).
2-digit by 1-digit
3-digit by 1-digit
- Count up/down in hundredths.
- Recognise and write equivalent fractions.
- Add and subtract fractions with same denominator.
- Read, write and convert time between analogue and digital 12 and 24 hour clocks.
End of Year Expectations
for Year 4
This booklet provides information for parents and carers on the end of year expectations for children in our school. The National Curriculum outlines these expectations as being the minimum requirements your child must meet in order to ensure continued progress.
All the objectives will be worked on throughout the year and will be the focus of direct teaching. Any extra support you can provide in helping your children to achieve these is greatly valued.
If you have any queries regarding the content of this booklet or want support in knowing how best to help your child; please talk to your child's teacher.
Reading
- Give a personal point of view on a text.
- Re-explain a text with confidence.
- Justify inferences with evidence, predicting what might happen from details stated or implied.
- Use appropriate voices for characters within a story.
Writing
- Vary sentence structure, using different openers.
- Use noun phrases to expand ideas.
- Use appropriate choice of noun or pronoun.
- Use fronted adverbials.
- Use apostrophe for plural possession.
- Recognise apostrophe of possession (plural).
- Use a comma after fronted adverbial (e.g. Later that day, I heard bad news.)
- Use commas to mark clauses.
- Identify how sentence type can be changed by altering word order, tenses, adding/deleting words or amending punctuation.
- Explain why a writer has used different sentence types or a particular word order and the effect it has created.
- Use inverted commas and other punctuation to punctuate direct speech.
- Use paragraphs to organise ideas around a theme.
- Skim and scan to locate information and / or answer a question.
- Identify and discuss word choices used by an author to engage the reader.
- Use connecting adverbs to link paragraphs.
- Write with increasing legibility, consistency and fluency. | 1,225 | 597 | {
"id": "<urn:uuid:a349cb6a-15bb-44c9-ac38-ee673fd6401f>",
"dump": "CC-MAIN-2021-25",
"url": "https://stjameshullacademy.co.uk/wp-content/uploads/2019/04/End-of-Year-Expectations-for-Year-4.pdf",
"date": "2021-06-17T22:47:04",
"file_path": "crawl-data/CC-MAIN-2021-25/segments/1623487634576.73/warc/CC-MAIN-20210617222646-20210618012646-00070.warc.gz",
"offset": 482141643,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9972729682922363,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9980689883232117,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1518,
2735
],
"fw_edu_scores": [
4.25
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Why Green Dot?
Imagine a map of your school covered with red dots. A red dot represents one moment in time when a person chooses to harm another and is very serious.
A red dot could be the choice to:
* use stereotypes to hurt someone because they look different
* touch a person without consent
* use words that are cruel and humiliating about a person's racial or sexual identity
* post an Instagram or Snapchat picture, video, rumor, or taunt
Too many people experience red dots, and it's time for it to stop.
Now, imagine on the map of your school, the red dots starting to be replaced by green dots. Each green dot is a small choice to use your words or actions to help stop the next red dot.
A green dot is:
* pulling a friend out of a high-risk situation
* checking in on someone you are worried about
* telling a harasser to back off
* posting a picture of yourself at a Green Dot training
* creating a funny meme that tells people to get involved
* texting your friend a link to an article or YouTube video about bystander intervention
* volunteering a few hours at SARA or other non-profits that help people
* attending an event during Sexual Assault Awareness Month
* learning more about American history and how it impacts everyone currently
* encouraging your teammates to get involved, intervene, or attend a training
* displaying an awareness poster in your room or wearing your Green Dot swag
* getting someone else to step in even if you can't
* striking up a conversation with a friend about how much it matters to you that we become a community that protects each other
A green dot is simply your individual choice at any given moment to make your community safer.
If we each do a few green dots, we can begin to outnumber the red dots and our community becomes safer for everyone.
1
Helpful Definitions
Sexual Assault is any sexual contact that happens when one person didn't want it to happen.
Consent means that someone actually wants to do something. Consent looks like a Free, Happy, Clear YES and nothing less.
Sexual Harassment is behavior that makes a person uncomfortable at school, in the workplace, or out in public. It involves sexual content and/or targets a person because of their sex (i.e. because they are female).
Gender-Based Harassment is behavior that targets a person because of their gender identity (i.e. male, female, non-binary, etc.) and makes them feel uncomfortable.
Racial Harassment is behavior that targets a person because of their race, ethnicity, or nationality, and makes them feel uncomfortable and unwelcome at school, in the workplace, or out in public.
Racial Discrimination is when someone is treated differently based on their race, ethnicity, or nationality.
Child Abuse is doing something or failing to do something that either results in harming a child or putting a child at risk for harm.
Bystander is anyone who sees or hears something, especially something that may harm another person.
Direct is when you either tell someone to stop what they are doing because it is causing harm or check-in with someone who you notice is hurt or are worried about.
Delegate is when you ask someone else to help, even when you can't. This could be going to a counselor, calling an agency, or asking another friend to help.
Distract is when you re-focus the attention of the situation to something else. This could be asking if someone can show you where the bathroom is or talking about recent celebrity news.
Barrier is something that everyone experiences. It is a reason or feeling that keeps you from intervening in a situation.
Footprint is when you do something that shows other people that you don't support red dots (i.e. wearing a Green Dot bracelet, sharing a helpful Instagram post, inviting friends to a training, etc.).
Sex (in this context) is the biological identity of a person that includes biological male or female characteristics.
Gender is the range of characteristics that include masculinity and/or femininity through personal, cultural, and societal perspectives.
Cisgender (aka cis-woman or cis-man) is when someone identifies their gender with the sex they were assigned to at birth.
Transgender (aka trans-woman or trans-man) is when someone identifies with a different gender than the sex they were assigned to at birth.
LGBTQ+ is an acronym that stands for lesbian, gay, bisexual, transgender, queer/questioning, and other related terms.
Privilege is when a particular person/group has benefits or advantages that others do not have.
Oppression is when there is unequal treatment or use of power, usually towards a specific group of people to discriminate against them.
Intersectionality is when a person experiences a range of privileges and oppressions based on all their different identities and life experiences (i.e. race, class, disability gender, etc.).
2 | 1,883 | 994 | {
"id": "<urn:uuid:60a45c4c-2880-426b-821f-87214c6a9a6f>",
"dump": "CC-MAIN-2021-25",
"url": "https://www.saracville.org/images/pdfs/Why_Green_Dot__Helpful_Definitions.pdf",
"date": "2021-06-18T00:00:59",
"file_path": "crawl-data/CC-MAIN-2021-25/segments/1623487634576.73/warc/CC-MAIN-20210617222646-20210618012646-00072.warc.gz",
"offset": 887359004,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9945826232433319,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9962943196296692,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1811,
4875
],
"fw_edu_scores": [
3.6875
],
"minhash_cluster_size": 1,
"duplicate_count": 3
} |
CLASS LK- RECEPTION
We hope that you have all enjoyed a lovely half term break!
Our topic for this half term will be: AMAZING ANIMALS, as many of the children have shown an interest in wild animals during the last half term. In addition, the children will continue their learning independently through play activities which will reflect their interests and learning needs.
Communication/ Language
Literacy
We will encourage children to engage in conversation with adults and peers daily. We will encourage the children to develop their vocabulary and speak in full sentences. They will learn to share ideas, talk about events and ask and answer questions.
Mathematics
In our Number work we will continue to practise recognising numbers up to 10, then up to 20, as well as counting different amounts of objects. In our Shape, Space and Measures work, we will continue to recognise and describe basic shapes. We will also work on comparing height using vocabulary such as 'taller' and 'shorter'.
Understanding the World
We will share lots of stories and non-fiction books. Our focus texts for this half term are the stories 'Rumble in the Jungle' and 'The First Christmas Story'.
Some of the children have now started Phase 2 phonics which consists of learning and using letters and sounds for reading and writing. We will be learning four new graphemes a week and the correct letter formations for each of the graphemes. I usually teach a phonics session and invite parents in to watch. I plan to record a demonstration lesson that you can watch on Tapestry at home. It will hopefully help you understand how to support your child with phonics at home.
PSED
We will learn about the season Winter in our forest school. The children will study wild animals and find out where they live in the world. We will compare the different environments of England, Africa, Polar regions.
Homework
Thank you for encouraging your child to read at home! Please remember to sign the log on each occasion your child reads, including books your child reads on 'Epic' (online reading site). Please ask if you need help with this site.
Please remember to bring book bags to school, especially on Mondays and Fridays so that we can change books. We will practise your child's words (in the small pot) on these days and change these words too if needed.
This half term our Jigsaw theme is 'Celebrating Difference'. We will learn to become self-aware, accept others' differences, include others in play, and learn how to stand up for ourselves.
Physical development
For the time being, our P.E. lessons will consist of outdoor physical activities and indoor yoga in the classroom. We will therefore not need P.E. kits at the moment.
R.E.
We will learn about Remembrance Day and make poppies. We will learn about and take part in celebrations for Diwali and Christmas.
Expressive Arts
We will be using different media (crayons, paint, pastels) to create firework pictures. We will use drama to act out The First Christmas story.
Thank you!
for all the voluntary contributions of 50p we have received. This has so far helped us to buy snacks for forest school sessions, and resources to make our own bird feeders.
Important messages
Please remember to send your child to school in plain black jogging bottoms on Wednesdays (Forest School session) and send spare school uniform and socks with them.
If you need any help with Tapestry or have any questions at all, please do not hesitate to ask. | 1,338 | 724 | {
"id": "<urn:uuid:ed0dc13f-0dff-4934-990a-7ed5b8535e2a>",
"dump": "CC-MAIN-2021-25",
"url": "https://stjameshullacademy.co.uk/wp-content/uploads/2020/11/Class-LK-Autumn-2-2020-Newsletter.pdf",
"date": "2021-06-17T22:38:08",
"file_path": "crawl-data/CC-MAIN-2021-25/segments/1623487634576.73/warc/CC-MAIN-20210617222646-20210618012646-00075.warc.gz",
"offset": 498330505,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9988283514976501,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9988283514976501,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3493
],
"fw_edu_scores": [
2.9375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
CLASS KB- NURSERY
We hope that you have all enjoyed a lovely summer break and that your child feels ready to return to nursery and learn lots of new skills. Welcome to our new nursery children.
Our topic for this half term will be: NIGHT AND DAY In addition, the children will continue their learning independently through play activities which will reflect their interests and learning needs, and we may adapt topics to cater for children's interests.
Communication/ Language
Literacy
We will be playing lots of speaking and listening games, as well as working on developing our speaking skills, such as speaking in simple sentences.
Mathematics
In our Number sessions we will work on number recognition and practical counting of up to 5 or 10 objects. We will also work on counting aloud in sequence to 10. In Shape, Space and Measure we will work on recognising the four basic 2D shapes (circle, triangle, square, rectangle), learning their names and looking at their properties. The children will be taught to use the words 'sides' and 'corners' to describe them.
We will read the story, 'Goldilocks and the Three Bears' as part of our 'Stories for Talk' sessions. We will also share other stories including 'Peace At Last' and 'Owl Babies'.
We will work on giving meanings to the marks we make with pencils, crayons, chalks, paint.
Class Library
Children are given the opportunity to borrow a book from our class library. Library books will be given out on Wednesday and are to be returned the following Wednesday. We will leave a box outside for the books to be placed in each week.
PSED
Understanding the World
We will learn about the season Autumn in our outdoor forest school area. We will also learn about nocturnal animals such as owls and hedgehogs,
Lunchtime payments
If your child attends the beginning or end of the week sessions and you would like your child to stay for lunch on these days, you are required to pay £2 per day to cover the cost of supervision. This amount needs to be paid on the first day your child attends each week, either on a Monday morning or a Wednesday afternoon. Unfortunately if you fail to pay, your child will not be able to stay across lunchtime. Thank you!
R.E.
During Jigsaw lessons we will promote mindfulness and develop pupils' wellbeing. We will work on developing good relationships with friends, encouraging kindness and respect (two of our key Christian values).
We will learn and use the school prayers which we say at lunch time and home time.
Expressive Arts
We will focus on exploring paint this half term and work on painting simple representations, such as a face or flower.
Physical development
We will encourage good hygiene and independence with putting on our shoes and coat.
Thank you!
Our main focus this half term will be developing our gross motor skills: running, climbing, balancing and jumping.
Any voluntary contributions of 50p per week would be greatly appreciated. This money is used to buy resources such as play dough or baking ingredients. Thank you in advance!
Important messages
Please make sure you write your child's name in all clothing items including shoes.
If you need any help with Tapestry or have any questions at all, please do not hesitate to ask. | 1,289 | 675 | {
"id": "<urn:uuid:830b1f84-189b-484b-9830-7a925a2cf8ce>",
"dump": "CC-MAIN-2021-25",
"url": "https://stjameshullacademy.co.uk/wp-content/uploads/2020/09/Nursery-Autumn-1-Newsletter-2020.pdf",
"date": "2021-06-17T23:00:43",
"file_path": "crawl-data/CC-MAIN-2021-25/segments/1623487634576.73/warc/CC-MAIN-20210617222646-20210618012646-00075.warc.gz",
"offset": 498111709,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9988811612129211,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9988811612129211,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3269
],
"fw_edu_scores": [
2.796875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
CLASS 2JP
THE PURPOSE OF THIS NEWSLETTER IS TO INFORM YOU OF THE TOPICS THAT YOUR CHILDREN WILL BE STUDYING DURING THE NEXT THREE WEEKS.
Literacy
Numeracy WHY WERE CASTLES BUILT?
Our main areas of study will be:
Fantasy stories
Non- Chronological reports
Diaries
questions cbout the book
Our main areas of study will be: Place Value Key number facts
During literacy your child will be focusing on grammar, punctuation and guided reading.
Science
In Science our topic for the next three weeks will be 'Investigating Everyday Materials'. We will be carrying out a number of investigations. The investigations will enable the children to use their knowledge of the different properties that materials can have. The children will have the opportunity to pose their own investigative question , plan the investigation and analyse their findings.
.
R.E.
Your child will also be learning relevant number facts. I would appreciate any support you can provide with this at home. Information to help you with this is on the website entitled helping year 2 children to learn important number facts.
History
In History the children we will be investigating castles. They will be researching when and why castles were built, who lived in them, what life was like and what has happened to castles since the medieval period . The children will have opportunities to ask questions about the castles and will use a range of secondary sources e.g. pictures, books and ICT to help them find the answers. The children will present information in a range of different written styles.
Art/DT
PE During our Art and DT lessons we will be designing and making personalised coat of arms and making a moving jousting picture.
In RE we will be thinking about 'Why does Easter Matter to Christians?' We will be retelling the story of Easter, exploring the different ways how Christians show their beliefs about Jesus at Easter. We will spend time reflecting on the sadness of Easter but also on the happiness of how Jesus came back to life.
Home Reading
Homework/Spellings
Music During Autumn term, class 2JP met the 'Must, Could and Challenge' on a number of occcasions. Moving forward, I am challenging the class to continue in this positive direction. Please continue to read a few pages of your child's home reading book with them every night and sign the reading record after your child has read. You can also support your child's learning by asking questions about the book.
PE Kits should be brought into school every Monday and taken home to be washed every Friday. PE lessons will usually take place on Tuesday afternoons. Children will need their PE kit of plain red shorts and plain white T Shirt. as well as their outdoor kit. Trainers are also required on this day as, wherever possible, PE lessons will take place outside
Spellings will to be given out each Tuesday. A spelling test will take place the following Monday. Your continued support in preparing for the test is gratefully appreciated.
Homework will be sent out each Friday; to be returned by the following Friday.
In music the children will be continuing to explore the pulse and rhythm through listening to different songs and playing instruments.
If you have any concerns that you need to discuss with me, please email me on firstname.lastname@example.org or ring the school office if it is urgent.
A
r
w w
h o
t
s c | 1,407 | 712 | {
"id": "<urn:uuid:51f84f0d-854d-4147-ae60-6db927ff0a7c>",
"dump": "CC-MAIN-2021-25",
"url": "https://stjameshullacademy.co.uk/wp-content/uploads/2021/03/Year-2-newsletter-Spring-term-2-2021.pdf",
"date": "2021-06-18T00:28:32",
"file_path": "crawl-data/CC-MAIN-2021-25/segments/1623487634576.73/warc/CC-MAIN-20210617222646-20210618012646-00078.warc.gz",
"offset": 493435456,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9990420341491699,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9990420341491699,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3402
],
"fw_edu_scores": [
2.890625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
SUMMER TERM 1
CLASS 2JP
THE PURPOSE OF THIS NEWSLETTER IS TO INFORM YOU OF THE TOPICS THAT YOUR CHILDREN WILL BE STUDYING DURING THIS HALF TERM..
WHICH PROM WOULD YOU LIKE TO STROLL ALONG?
Literacy
Numeracy
Our main areas of study will be:
-Writing narratives about personal experiences and those of others
-Writing for different purposes
-Writing about real events
During literacy your child will be focusing on grammar, punctuation and guided reading.
Science
In Science our topic for this half term will be 'Electricity'. The children will learn about simple series circuits involving batteries, wires, bulbs and other components. The children will have the opportunity to investigate how a switch can be used to break a circuit [for example, buzzers, motors]. The children will have the opportunity to pose their own investigative question , plan the investigation and analyse their findings.
.
R.E.
questions cbout the book
Our main areas of study will be: Fractions Addition and Subtraction Key number facts
Your child will also be learning relevant number facts. I would appreciate any support you can provide with this at home. Information to help you with this is on the website entitled -helping year 2 children to learn important number facts.
Geography
In Geography the children will be learning about the geographical similarities and differences of different places. The children will be studying the human and physical geography of Bridlington, and comparing them to Hawaii. The children will use basic geographical vocabulary to refer to the key physical features and key human features of the different destinations. The children will present information in a range of different written styles.
Art/DT
PE During our Art and DT lessons we will be creating a seaside picture like Vincent Van Gogh 'Fishing Boats on the Beach at Saintes-Maries-de-la-Mer'.
In RE we will be thinking about 'Who made the world?'. The children will read the story of creation and will be discussing what the creation story tells Christians about the world. The children will discuss how Christians thank God for their world and they will be invited to ask questions about living in an amazing world.
Home Reading
Homework/Spellings
During Autumn term, class 2JP met the 'Must, Could and Challenge' on a number of occcasions. Moving forward, I am challenging the class to continue in this positive direction. Please continue to read a few pages of your child's home reading book with them every night and sign the reading record after your child has read. You can also support your child's learning by asking questions about the book.
PE Kits should be brought into school every Monday and taken home to be washed every Friday. PE lessons will usually take place on Tuesday afternoons. Children will need their PE kit of plain red shorts and plain white T Shirt. as well as their outdoor kit. Trainers are also required on this day as, wherever possible, PE lessons will take place outside
Spellings will to be given out each Monday. A spelling test will take place on the Friday. Your continued support in preparing for the test is gratefully appreciated.
Music
In music the children will be continuing to explore the pulse and rhythm through listening to different songs and playing instruments. During this half term the songs will all be about friends.
If you have any concerns that you need to discuss with me, please email me on firstname.lastname@example.org or ring the school office if it is urgent.
A
r
w w
h o
t
s c | 1,524 | 755 | {
"id": "<urn:uuid:a8b9974a-ce73-4f9e-b4ab-cf60db13c610>",
"dump": "CC-MAIN-2021-25",
"url": "https://stjameshullacademy.co.uk/wp-content/uploads/2021/04/Y2-Newsletter-Summer-1-2021.pdf",
"date": "2021-06-17T23:29:53",
"file_path": "crawl-data/CC-MAIN-2021-25/segments/1623487634576.73/warc/CC-MAIN-20210617222646-20210618012646-00084.warc.gz",
"offset": 469427555,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9981955885887146,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9981955885887146,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3565
],
"fw_edu_scores": [
2.953125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Primary angle closure and glaucoma
Primary angle closure glaucoma (PACG) is due to fluid being unable to drain away from the eye properly. The main difference between primary angle closure and primary open angle glaucoma (POAG) is that PACG is more closely connected with the shape of the eye and blockage of the drainage systems, whereas POAG is related to the open drainage systems not working as effectively as they should.
Glaucoma leads to an increase in eye pressure. The increase in pressure damages the optic nerve by reducing the amount of blood that can get through the tiny blood vessels and by pressing on the nerve itself.
Your eye pressure is controlled by watery fluid called aqueous humour, or just 'aqueous'. Aqueous is made in a ring of tissue that sits behind the iris called the ciliary body. It then flows through the pupil and drains away through tiny channels called the trabecular meshwork. The trabecular meshwork is found in the angle between the cornea and the iris (often called the drainage angle). If this drainage angle is narrow, this can reduce the effectiveness of fluid escaping the eye, or even close completely, causing fluid to build up and eye pressure to rise.
What are risk factors for primary angle closure glaucoma?
Age – Acute and chronic angle closure are more common with increasing age. It is rarer below the age of 40.
Gender – Women are affected 50% more often than men.
Ethnicity – Those of Asian origin are more at risk of angle closure glaucoma than those of European origin.
Family history – Family members of those with PACG are 10 times more likely to develop it.
Long sightedness – Primary angle closure is also more common in people with smaller eyes and those with long sight (hyperopia).
Symptoms of primary angle closure glaucoma
PACG can be chronic or acute. Chronic angle closure develops slowly, usually without symptoms, as the drainage angle gets smaller and the eye pressure slowly rises. Acute primary angle closure, also known as 'acute glaucoma ' happens when a blockage is sudden and causes the pressure to rise very high, very quickly. Symptoms include intense pain, redness of the eye, blurred or reduced vision, headache and nausea. It is vital that you seek medical advice immediately, as this sudden rise in eye pressure can cause permanent damage to your sight. Sometimes, people get a series of mild attacks of angle closure. These are called 'sub-acute' attacks. Symptoms may include blurred vision, halos around lights and headaches. These attacks may come and go, but if this happens, it's very important to seek immediate medical advice as it might be a warning of a future serious attack.
Treating narrow angles and primary angle closure glaucoma
Narrow angles that are at risk of causing PACG can be treated with laser or cataract
Primary angle closure and glaucoma continued
(lens) surgery. The laser reduces but does not eliminate the risk whereas lens removal removes the risk.
eye. Occasionally the pressure may remain raised and ongoing treatment will be required.
Chronic primary angle closure is treated with drops to lower the pressure. In addition, laser treatment or cataract surgery is performed to prevent further angle closure.
Acute PACG is a medical emergency. If diagnosed and treated without delay there may be an almost complete and permanent restoration of vision. However, any delay in addressing the problem may result in permanent damage to the affected
If you have symptoms include intense pain, redness of the eye, blurred or reduced vision, headache and nausea contact Dr Adams at Insight Eye Surgery on 07 3154 1515 (Brisbane) or 07 5345 5011 (Noosa) in business hours or attend your local hospital emergency department after hours.
Visit www.glaucoma.org.au for more information.
NORMAL FLUID FLOW
ANGLE-CLOSURE GLAUCOMA
iris and lens stick together
pressure pushes iris against cornea, blocking trabecular meshwork | 1,635 | 842 | {
"id": "<urn:uuid:9df0bdb1-113a-457c-a233-af875633eaa4>",
"dump": "CC-MAIN-2021-25",
"url": "https://insighteyesurgery.com.au/wp-content/uploads/2021/01/IES_Primary-angle-closure-glaucoma.pdf",
"date": "2021-06-18T00:31:35",
"file_path": "crawl-data/CC-MAIN-2021-25/segments/1623487634576.73/warc/CC-MAIN-20210617222646-20210618012646-00083.warc.gz",
"offset": 296195396,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9980846345424652,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9992935061454773,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2826,
3949
],
"fw_edu_scores": [
2.046875
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Fill out the following 8 blocks, using the sugestions on the next page for inspiration if necessary.
1. MY SOURCES OF MOTIVATION
3. MY TRICKS TO HANDLE CRAVINGS
5. MY ANSWER IF SOMEONE OFFERS ME A CIGARETTE
7. MY REWARDS — WHAT AND WHEN
2. WORDS AND IDEAS THAT INSPIRE ME
4. RISK SITUATIONS AND MY COPING STRATEGIES
8. MY MEDICATION OR OTHER TREATMENT OPTIONS TO QUIT SMOKING
6. MY SUPPORTERS
MA DATE D’ARRÊT MY QUIT DATE:
TO QUIT SMOKING
MY PREPARATION PLAN
SOURCES OF MOTIVATION
* To be in better health
* To prevent diseases
* To have more energy
* To be in better shape/less short of breath
* To be done with tobacco addiction
* To not miss important moments
* To save money
* To see my children and grandchildren grow up
* To set a good example
* To protect my loved ones' health
* To taste food more
* To not smell like tobacco smoke
* To have a whiter smile
* To have better skin (complexion, dark circles under the eyes, etc.)
* Other source(s) of motivation
RISK SITUATIONS AND COPING STRATEGIES
(examples)
In the mornings:
I drink water, take a shower, and have a breakfast I like
Morning coffee:
I sample a variety of teas or herbal teas
After meals:
I get up from the table, brush my teeth, and do the dishes
During breaks at work:
I go for a walk or do some stretches
Outings with friends who smoke:
for a little while, I keep in touch with them without seeing them in person
TRICKS TO HANDLE CRAVINGS
* Getting some air or going for a walk
* Chewing sugar-free gum
* Brushing my teeth
* Exercising or dancing
* Cooking, crafting, or doing chores
* Remembering my reasons for quitting
* Reminding myself that it will pass
* Solving a Sudoku puzzle or doing a crossword
* Playing with a stress ball
* Doing a quick meditation
* Calling or texting a supporter or a friend
* Visiting the Challenge's Facebook page
* Calling the I QUIT NOW helpline (1-866-527-7383)
* Other trick(s)
MEDICATION
Consult a health professional, such as a doctor or a pharmacist, to determine the treatment that is best for you.
Make sure you follow the recommended treatment.
* Prescription medication (varenicline, bupropion)
* Nicotine patches, gum or lozenges
* Inhaler
* Mouth spray
* Other medication(s) or cessation method(s) | 1,255 | 594 | {
"id": "<urn:uuid:52489d6f-1048-4972-9875-4b40ee57e841>",
"dump": "CC-MAIN-2021-04",
"url": "https://quitchallenge.ca/content/3-comment-arreter/2-7-jours-pour-vous-preparer/dt21_plan-preparation-eng.pdf",
"date": "2021-01-18T05:02:21",
"file_path": "crawl-data/CC-MAIN-2021-04/segments/1610703514121.8/warc/CC-MAIN-20210118030549-20210118060549-00701.warc.gz",
"offset": 515114285,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9052372574806213,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9865692853927612,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
469,
2251
],
"fw_edu_scores": [
2.46875
],
"minhash_cluster_size": 2,
"duplicate_count": 1
} |
Top 8 Tips for Crime Prevention 2008 (#3 in a series) Protect your home's contents
Everyone can help protect the contents of their homes from theft and make it easier for police to return stolen property to its rightful owner — it takes just a few precautions. Here's how to do it.
#1: Identify your valuables
Mark your valuables with some kind of identification. An engraving pen is often the most effective way to do this, because it's easily visible to police — this makes returning stolen property to its owner a lot faster. A note of caution, however: never use your Social Insurance Number to mark valuables, because the thief can then use the number to steal your personal identity.
#2: Keep records
Record the serial number, make and model of all valuable items such as electronics.
#3: A picture is worth a thousand words
Make a visual record of your home's contents: you can use photographs, videotapes or digital recordings of valuables and of entire rooms.
#4: Go off-site
Keep all of these records at a site away from your home, such as a safety deposit box. In case your home is broken into or there's a disaster like a fire or flood, you'll have excellent records to show police and your insurance company.
#5: Be discreet
When you buy big-ticket items such as electronics, take the cardboard boxes to the recycling depot — don't put them out on garbage day, because they advertise that you've just purchased something new and valuable.
#6: Read the fine print
Check your insurance policy annually, to ensure that it covers the replacement cost of your home and its contents. Pay special attention to exclusions for higher-value items such as jewellery, computers and sports equipment: talk to your insurance agent if needed about additional coverages for these items.
#7: Protect your valuables
Keep your blinds or curtains closed at night, so that people can't see what's inside your home — otherwise, burglars can stroll past on a "window shopping" expedition.
#8: Stay alert
Guard against "snatch and grab" crimes — don't leave items where they're easily picked up. Open garage doors, for example, often invite people to snatch bicycles, lawnmowers or even cars from inside.
For more information about residential security and Crime Prevention information, contact your District Community Liaison Officer.
Public Contact Information:
General Police Line: 266-1234
Public Email Contact: email@example.com | 1,029 | 513 | {
"id": "<urn:uuid:63e5a98d-b406-4f1a-b0f5-5c58bfe9c5e3>",
"dump": "CC-MAIN-2021-04",
"url": "http://ramsaycalgary.ca/site-archive/safety/2008-Residential%20Security-Contents.pdf",
"date": "2021-01-18T04:21:00",
"file_path": "crawl-data/CC-MAIN-2021-04/segments/1610703514121.8/warc/CC-MAIN-20210118030549-20210118060549-00707.warc.gz",
"offset": 93029027,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9531888663768768,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9979641437530518,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2210,
2446
],
"fw_edu_scores": [
2.421875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
General Notes about Mozart and his Magic Flute (1791 premiere)
Composer: Wolfgang Amadeus Mozart (1756-1791)
His Operas:
Bastien und Bastionen, K. 50 [K.46b] (1768)
Apollo et Hyacinthus, K. 38 (1767)
La finta semplice, K. 51 [K46a] (1769)
Idomeneo, rè di Creta K. 366 (1781)
Il rè pastore, K. 208 (1775)
The Abduction from the Harem, K. 384 (1782)
Don Giovanni, K. 527 (1787)
The Marriage of Figaro, K. 492 (1786)
Così fan tutte, K. 588 (1789)
The Magic Flute, K. 620 (1791)
Librettist: Emanuel Schikaneder (1751-1812), was an actor, singer, composer, and an impresario. He wrote the libretto for Mozart's opera The Magic Flute, and had a great career in the theatre. He was the first Papageno; the part was written for him. Mozart and Schikaneder were fellow masons.
The Magic Flute (Die Zauberflöte)
* REALLY SILLY (comedy) and DEEPLY SERIOUS (hero story)
* FAIRY TALE and HERO QUEST/ALLEGORY
* TALK and SINGING (Singspiel, like traditional American musical theater)
[fairy tale elements: magic, dragon, flute & bells, matching names, archetypal characters]
[hero journey elements: ideal young man, trials, gets girl - like Star Wars, Harry Potter, even with a comic sidekick!]
Premiere: 30 Sept 1791, about 2 months before Mozart died; the opera was immediately and forever popular
Language: Last time Utah Opera performed this opera, the singing in the "Singspiel" was the original German, and the spoken dialogue was English.
Setting: for Utah Opera's production, around 1800 (thus, an 'updating'), in some exotic land (Indiana Jones style) - like a Turkey that Napoleon would have wanted to invade. Set was originally built for Utah Opera's 1996 Dreamkeepers, set in Southern Utah (So. Utah transformed to exotic East). Idea of our 2005 Magic Flute director Thaddeus Strassberger.
Two Acts.
Theme: Hero quest/ journey from ignorance (dark night) to Enlightenment
Characters and Voices
Voices are types of musical instruments, like strings, flutes, trumpets, and drums. Their particular "sound" (or "timbre") and range can be used by a composer as a method of characterization.
Mozart wrote streaming beautiful melodies for his characters, and the voices that sing Mozart best are described as "lyric." They sail on melodies, sounding effortless, and Mozart's orchestras are not huge the way they became for later composers like Puccini, Verdi, Wagner so the voices for Mozart don't have to be immense either.
Styles of Dialogue and Music used in Magic Flute
Spoken dialogue
Recitative (sung speech)
Not much in this opera - mostly spoken dialogue See Queen of the Nights' first aria, with movement in scene from spoken dialogue to recite to aria in 2 movements
Arias
Ensembles: duets, trios, quintet!
Chorus - both mixed chorus (SATB) and male chorus (priests) | 1,437 | 752 | {
"id": "<urn:uuid:ea6a54eb-fb71-4b46-b31f-d202bc618af7>",
"dump": "CC-MAIN-2021-04",
"url": "https://assets.usuo.org/images/201819/other/MAGIC%20FLUTE%20VOICE%20TYPES.pdf",
"date": "2021-01-18T03:59:57",
"file_path": "crawl-data/CC-MAIN-2021-04/segments/1610703514121.8/warc/CC-MAIN-20210118030549-20210118060549-00707.warc.gz",
"offset": 235323340,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9797259867191315,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9859842658042908,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1886,
2792
],
"fw_edu_scores": [
2.203125
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
NAIT Safe Space at Home Guidance
What is a Safe Space?
A Safe Space is a place in your home where your child can choose to go when they are beginning to feel overwhelmed or need time and space to regulate themselves.
Safe Spaces should be:
- Readily accessible to the child so that they can go safely and independently when they need to
- Available whenever they are needed by the child, for as long as they are needed
- Specific to them; not used by anyone else
When your child is in their Safe Space, everyone else in the house should try not to talk to them or to ask anything of them, but should give them time and space, unless they are unsafe. Ideally they should choose to come back out whenever they feel ready.
What does a Safe Space look like?
It could be:
- A pop up tent, if a child likes to feel enclosed
- A light cloth over a table
- A corner of the room with cushions or a bean bag
- A corner space between two chairs or sofas
- A quiet corner in an infrequently used room
- A high backed chair, perhaps facing away from the rest of the room
- space containing things you know will help the child to calm down – you might involve your child in planning this
How do I decide what is the best Safe Space?
Consider your child's views
Your child may be able to tell you what they prefer but they may not. They may already seek out certain spaces where they feel safe and you can tell from this what they like.
Consider accessibility
If the preferred space is too far away, or somewhere the child cannot go independently you may need to find a closer space. Sometimes the child's bedroom is an enjoyable and relaxing space but your child already uses this to sleep, dress and play so it is unlikely to make a good Safe Space.
Consider safety
Wherever your child's Safe Space is, it needs to be safe and you need to be able to see them and know that they are okay.
If your child hides in a toilet, this may not be the safest place and we might think – they like a quiet, private, contained space and think about how else we could meet this need?
Consider consistency
Your child may not need the Safe Space for long periods of time but it needs to be there for the time they do need it. It's a good idea to keep it available, even if your child is not using it regularly. Sometimes just knowing it is there, and that they could go to it if needed, can be reassuring.
How and when should your child go to their Safe Space?
- As often as they need
- Teach them how to use by introducing it and rehearsing using it when they are calm
- You may wish to provide a card or symbol so they can inform you that they are going there without having to speak. It's also okay just to go there without asking.
- Don't use the Safe Space as a reward – they don't have to earn it, rather we should be pleased they are self-monitoring and finding a way to manage their feelings. There may be other preferred spaces that you can use as a reward or for movement breaks.
- For as long as they need – asking a child to come out before they are ready can be counter-productive
- You might suggest your child to go to the Safe Space if you recognise the need. Often an adult can give a child the symbol and say, 'I think you need time in the tent', perhaps with a sand timer to help them understand it's not forever. However be aware that your child might need longer than initial time set. | 1,209 | 743 | {
"id": "<urn:uuid:32fe14ae-9790-40d8-b502-18b3d32123f7>",
"dump": "CC-MAIN-2021-04",
"url": "https://www.stmargarets-primaryschool.co.uk/wp-content/uploads/2020/04/NAIT-Staying-at-Home-Safe-Space-Guidance-1.pdf",
"date": "2021-01-18T04:02:13",
"file_path": "crawl-data/CC-MAIN-2021-04/segments/1610703514121.8/warc/CC-MAIN-20210118030549-20210118060549-00709.warc.gz",
"offset": 1021413858,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9986030161380768,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9985678791999817,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1749,
3396
],
"fw_edu_scores": [
3.34375
],
"minhash_cluster_size": 1,
"duplicate_count": 4
} |
Woodgrange Infant School Home Learning Statement
We do not give formal "homework." We use the term home learning.
At school we refer to learning rather than work. We see Home learning as a way of:
- Developing an effective partnership between the school and home and raising the profile of each child's achievements
- Consolidating and reinforcing knowledge, skills and understanding,
- Encouraging children to develop curiosity and a love of learning beyond the classroom
Home Learning should be a continuous learning experience which includes activities or tasks that are relevant to and integrated with ongoing class work. None of the home learning we send is "compulsory". There is no sanction if it is not completed.
We do stress the importance of regularly reading to and with your child.
What do we do?
All children join the school library and take a book home, on a fortnightly basis, to share with an adult. This provides a valued activity and complements our learning ethos.
Children are also given reading books to practise with an adult at home.
We ask that families try to read for 10 minutes a day with their child, including talking about pictures, reading sight words etc.
In Reception children will regularly bring home a sheet which shares what they are learning in class and invites you to follow this up at home.
In Year 1 children will bring home a similar sheet each time the class "core "book changes- the time interval is flexible. The sheet will share what the children are learning in class and suggest follow up activities. We do not expect you to get a copy of the core book, in fact we ask you do not do this because we like to build up to a surprise ending. Alongside this will be daily reading or online reading "BugClub". Teachers may also send home word lists to practise reading and/ or spelling (no tests)
In Year 2 children are given a termly menu of activities which will complement their learning in school. These include suggestions for visits, family activities and projects that can be completed over time.
Alongside this will be daily reading, use of the online maths platform "DOODLEmaths" or online reading "BugClub". Teachers may also send home word lists to practise reading and/ or spelling (no tests)
Home learning is not "marked". If the outcomes of projects are brought in to school they will be shared in class.
Monitoring and evaluation
In reviewing our policy towards home learning we will judge its success against the purposes listed above and take account of feedback from parents, carers, staff and pupils.
2018 | 998 | 519 | {
"id": "<urn:uuid:b50bbd2c-0336-4481-936c-449172ae8bf5>",
"dump": "CC-MAIN-2021-04",
"url": "https://woodgrange.newham.sch.uk/wp-content/uploads/2018/11/Home-Learning-Statement.pdf",
"date": "2021-01-18T04:41:33",
"file_path": "crawl-data/CC-MAIN-2021-04/segments/1610703514121.8/warc/CC-MAIN-20210118030549-20210118060549-00714.warc.gz",
"offset": 629108054,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9993096590042114,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9993096590042114,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2585
],
"fw_edu_scores": [
2.71875
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Tartalomjegyzék
1 Exercise •
1.1 range ♦
♦1.2
Shapes
1.3 Palindrome ♦
1.4 Mersenne Prime ♦
1.5 Average ♦
1.6 Union Sets ♦
Exercise
range
Write an iterable class like range, but without returning a whole list, but storing only the actual element.
```
class Range: def __init__( ... ): ... def __iter__( ... ): ... def __next__( ... ): ...
```
Its constructor should have one parameter: a number or a string. The iteration should go up that number, from 0 with 1 steps. •
If the number is not positive, then the iteration should take 0 steps. •
If you get a string then try to convert it to a number. If it cannot be converted, then raise a ValueError exception. •
If it is a valid integer, then calculate with that. ♦
If you get the string "http://wiki.math.bme.huinf"http://wiki.math.bme.hu then make the iteration go endless (infinite loop)! •
Shapes
Write a class called Shape.
Let it have two members: x and y, the coordinates of the shape on the plane (center of mass). •
Define a move method, with one parameter v: a list of length 2, a vector to translate the shape with. After this method the coordinates should be changed. •
Define the following classes as children of Shape:
Ellipse with additional parameters (except the (x, y) coordinates): a and b the x and y axes radii •
Rectangle with additional parameters (except the (x, y) coordinates) a and b the length of the sides •
Informatics2-2021/Lab09
Write an area method for both, which calculates the area!
Define an equation method for printing the equation of the Ellipse! Something like:
```
((x-1)/2)^2 + ((y-2)/3)^2 = 1
```
Palindrome
Write a function, called Palindrome, with one parameter which is a string. The function should check whether the string is a palindrome or not. The function should return
"http://wiki.math.bme.huTrue"http://wiki.math.bme.hu if the string is a palindrome, otherwise It returns "http://wiki.math.bme.huFalse"http://wiki.math.bme.hu.
Mersenne Prime
Write a function, called Mersenne, with one parameter which is an integer. The function should check whether the number is a Mersenne Prime or not. The function should return
"http://wiki.math.bme.huTrue"http://wiki.math.bme.hu if the number is a Mersenne prime number, otherwise It returns "http://wiki.math.bme.huFalse"http://wiki.math.bme.hu.
Average
Use variadic function strategy to write a function average which gives the average of all numbers from the parameters. For example:
```
average(2, 3, 4) --> 3 average(2, 3, 4, 5, 6) --> 4 average(2, 3, 4, 5, 6, ...)
```
Union Sets
Use variadic function strategy to write a function which gives the union of any number of sets. For example:
```
union({1, 2, 3 }, {2, 3, 4}, {3, 4, 5}) --> {1, 2, 3, 4, 5}
```
Hint: use .update() method to add a new element to a set. | 1,380 | 765 | {
"id": "<urn:uuid:29c2b088-142c-4494-ad7a-7797165ca499>",
"dump": "CC-MAIN-2022-21",
"url": "http://wiki.math.bme.hu/index.php?title=Speci%C3%A1lis:Pdfprint&page=Informatics2-2021/Lab09",
"date": "2022-05-28T02:07:39",
"file_path": "crawl-data/CC-MAIN-2022-21/segments/1652663011588.83/warc/CC-MAIN-20220528000300-20220528030300-00036.warc.gz",
"offset": 60891125,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9742056131362915,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9799332022666931,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1401,
2799
],
"fw_edu_scores": [
2.640625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
THIS WEEK IN THE GARDEN FIRST WEEK OF SEPTEMBER
Harvest of the Month: Cucumbers
Gardening 101
As the growing season peaks, so do the insects in the garden. This is a great time of year to have students investigate the insects in the garden, as well as their role. Which ones are pollinators and which ones are leaf eaters? Learning to tell the difference between pests and beneficial insects is an important skill for students and teachers alike.
Check out this video from K-State Extension on inspecting your plants for insects: kansashealthyyards.org/allvideos/video/inspect-plants-for-insects
Eat Local
Cucumber Soup
1 medium size local cucumber
8 ounces nonfat plain yogurt
½ cup milk
1 teaspoon dill weed ¼ teaspoon garlic salt
2 teaspoons lemon juice
1/8 teaspoon pepper
Activities
Visit the LPS website for more ways to include Farm 2 School in with your curriculum: www.usd497.org/farm2school
Critters in the garden: Have students search for insects and spiders in the garden. Can they sketch at least two of them and explain why they might be harmful or helpful in the garden?
Bug math: Have students use clay and toothpicks to figure out how many spiders (eight legs) or ants (six legs) can be made out of 48 legs (toothpicks).
Social butterflies? We use this term for humans, but there are also social insects. Have students research how ants communicate and depend on each other. How are their communities similar to or different than ours?
Steps
1. Wash and peel cucumber. Cut in half, then chop half of cucumber into small cubes. Set aside.
2. Mix yogurt and milk together in mixing bowl.
3. Using a wire whisk, gently add in dill weed, garlic salt, lemon juice and pepper. Add small cucumber cubes to mixture.
4. Refrigerate cucumber soup 1-2 hours before serving.
5. Cut remaining half of cucumber into slices to eat with your soup.
Recipe from Cucumber Soup, by Vickie Leigh Krudwig
Farm 2 School Book of the Week
Cucumber Soup By Vickie Leigh Krudwig
Ten ants find that a cucumber has fallen and blocked the entrance to their home. The ants are strong, but the cucumber is too heavy for them to move alone. Find out what other garden critters come to the rescue! Do you see any of these insects in your garden? Don't forget to try the recipe!
Journal Topics
Take your students to the garden with their journals and encourage them to write on one of the following topics:
- Reading Reflection: All the different critters in the story had to work together to move the cucumber. Write about a time when you used teamwork to get something done.
- Some people are afraid of insects even though they can be helpful! Imagine you are an insect and you want to live in a human's garden. What would you say to convince them to let you stay?
- Invent your own recipe that features cucumbers. | 1,200 | 649 | {
"id": "<urn:uuid:651415dd-4338-4244-a3e2-7699d63d3d78>",
"dump": "CC-MAIN-2022-21",
"url": "https://www.usd497.org/cms/lib/KS01906981/Centricity/Domain/5895/September%20Week%201.pdf",
"date": "2022-05-28T02:02:48",
"file_path": "crawl-data/CC-MAIN-2022-21/segments/1652663011588.83/warc/CC-MAIN-20220528000300-20220528030300-00037.warc.gz",
"offset": 1217629219,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9983497858047485,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9983497858047485,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2835
],
"fw_edu_scores": [
3.953125
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
STRESS SYMPTOM CHECKLIST
NAME: ______________________________ DATE: _________________________
Instruction: check each item that describes a symptom you have experienced to any significant degree during the last month; then total the number of items checked.
Physical Symptoms
Headaches (migraine or tension)
Backaches
Tight muscles
Neck and shoulder pain
Jaw tension
Muscle cramps, spasms
Nervous Stomach
OTHER PAIN
Nausea
Insomnia (sleeping poorly)
Fatigue, lack of energy
Cold hands and/or feet
Tightness or pressure in the head
High blood pressure
Diarrhea
Skin Condition (e.g., rash)
Allergies
Teeth grinding
Digestive upsets (cramps, bloating)
Heart beats rapidly or pounds, even at rest
Stomach pain or ulcer
Constipation
Hypoglycemia
Appetite change
Colds
Profuse perspiration
Overeating
Weight change
When nervous, use of alcohol, cigarettes or recreational drugs
Evaluate your stress level as follows:
Numbers of Items Checked
0-7
8-14
15-21
22+
Psychological Symptoms
Anxiety
Depression
Confusion or “spaciness”
Irrational fears
Compulsive behavior
Forgetfulness
Feeling “overloaded or overwhelmed”
Hyperactivity – feeling you can’t slow down
Mood swings
Loneliness
Problems with relationships
Dissatisfied /unhappy w/work
Difficulty concentrating
Frequent Irritability
Restlessness
Frequent boredom
Frequent worrying / obsessing
Frequent guilt
Temper flare-ups
Crying spells
Nightmares
Apathy
Sexual problems
Total Checked: ____________
Stress Level
Low
Moderate
High
Very High | 964 | 527 | {
"id": "<urn:uuid:f949d58a-91e3-4141-af5a-50c63d4fb5c2>",
"dump": "CC-MAIN-2022-21",
"url": "http://homestudysystem.com/wp-content/uploads/2018/01/STRESS-SYMPTOM-CHECKLIST.pdf",
"date": "2022-05-28T00:06:01",
"file_path": "crawl-data/CC-MAIN-2022-21/segments/1652663011588.83/warc/CC-MAIN-20220528000300-20220528030300-00036.warc.gz",
"offset": 25811880,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9604810476303101,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9604810476303101,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1616
],
"fw_edu_scores": [
2.75
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Health and Disabilities
Make Meals That Are Good For My Health
What Food Makes a Good Meal?
I Will Learn About:
* Why I need to eat food that is good for me.
* How I can eat well.
* What happens when I do not eat well.
* What good food is.
* The 4 food groups.
* Who can help me to pick good food.
Other Plain Language Resources About Health and Disabilities From The VRRI
```
Depression Diabetes and You Enabling Care: Information From Women With Disabilities for Health Care Providers Going to the Doctor: Some Helpful Hints for Women With Disabilities If You Do Not Want to Get Pregnant… Sterilization for Women Menopause: What Is It?: A Booklet for Women Menopause: What the Hard Words Mean Menopause: What to Do If You Have Problems Sex: Make No Mistake Sexual Assault by Someone You Know (Acquaintance Assault) Sexuality and Women with Disabilities The Simply Health Series Dental Eyesight Hearing Podiatry Prostate The Breast Smoking and People With Developmental Disabilities Stress: What Is It? What Can I Do If I Have Stress? What If I Want An Abortion? What Is Epilepsy? You and Your Partner Talk About Sex
```
Why Eat Food That is Good For Me?
* Good food makes me feel good.
* It gives me lots of energy.
* It helps me to stay in good health.
* When I am sick, good food makes me better sooner.
Energy is when I want to do what I like.
When I do not eat good food, my energy is low.
Then I want to rest.
How to Eat Well
Meals that are good for my health have food that is good for me.
There are some things I can do to eat well.
1) Eat food from the 4 food groups.
2) Chew the food well.
3) Eat slowly.
4) Do not eat too much.
What Happens When I Do Not Do This?
* Then I can put on too much weight [wait].
* This can give me problems with my health, such as diabetes or heart problems.
What Is Good Food?
Food that is good for me comes from the 4 food groups made by Health Canada.
The food groups are:
Grains
Dairy Products
Alternatives is another word for other.
They are foods like eggs, chicken, fish, and tofu.
1) Grain
* Health Canada says I need to eat 5 to 12 servings of grains every day
* one serving is as much as
* 2 servings is as much as
Heath and Disabilities: What Food Makes a Good Meal?
The 4 Food Groups
2) Fruits and Vegetables
* Health Canada says I need to eat 5 to 10 servings of fruits and vegetables every day
* one serving is as much as
The 4 Food Groups
3) Dairy Products
* dairy products are food made from milk
* Health Canada says I need to eat 2 to 4 servings of dairy products every day
* one serving is as much as
The 4 Food Groups
4) Meat and Alternatives
* alternatives are foods like eggs, fish, chicken, beans, nuts, and tofu
* Health Canada says I need to eat 2 to 3 servings of meat and alternatives every day
* one serving is as much as
Where Can I Get Help to Pick Good Food?
* I can ask them to help me pick food from the 4 food groups.
* My doctor can give me a list of food that is good for my health
* My friends can help me pick food that is good for me.
* I can tell my staff that I want to buy food that is good for me.
* My staff can help me make a list of good food. I can use the list to help me shop.
What Food Do I Like From the 4 Food Groups?
Fruits and Vegetables
Grains
Fruits and Vegetables
What Food Do I Like From the 4 Food Groups?
Dairy Products
Meat and Alternatives
Meat and Alternatives
Dairy Products
Health and Disabilities
Created by
The Vocational and Rehabilitation Research Institute
For more information or other resources contact
The Tighe Resource Centre at
The Vocational and Rehabilitation Research Institute
3304 - 33rd Street NW Calgary, Alberta T2L 2A6
Phone: (403) 284-1121
E-mail: email@example.com
Website: www.vrri.org
Funded by
Ministry of Seniors and Community Supports Persons with Developmental Disabilities Program | 1,775 | 960 | {
"id": "<urn:uuid:da78bd3f-5c96-4119-beb9-61117bab511a>",
"dump": "CC-MAIN-2022-21",
"url": "http://en.copian.ca/library/learning/vrri/healthy_meals/healthy_meals.pdf",
"date": "2022-05-28T01:42:54",
"file_path": "crawl-data/CC-MAIN-2022-21/segments/1652663011588.83/warc/CC-MAIN-20220528000300-20220528030300-00041.warc.gz",
"offset": 20992715,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9673961450656255,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9973616600036621,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
301,
1128,
1819,
2056,
2248,
2409,
2595,
2828,
3206,
3305,
3428,
3875
],
"fw_edu_scores": [
3.125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
1. A solid block is immersed in a liquid.
Which one of the diagrams, A, B, C or D, best shows the direction of all the force(s) on the solid caused by the liquid pressure?
_ _ _ _ _ _ _ _ _ _ _
[1]
2(a). This question is about the particles in a gas and the pressure they exert on a container.
A tight-fitting moveable piston traps gas in a cylinder as shown in the diagram.
The gas has volume 300 cm 3 and pressure of 100 kilopascals (kPa).
The piston is now pushed in and changes the volume of the gas to 150 cm 3
The temperature of the gas has not changed.
Calculate the new pressure of the gas.
Use the equation: old pressure × old volume = new pressure × new volume
New pressure =
.
kPa [2]
(b). The piston is moved to a new position.
END OF QUESTION PAPER
Powered by TCPDF (www.tcpdf.org)
| Question | | Answer/Indicative content | Marks |
|---|---|---|---|
| 1 | | D | 1 |
| | | Total | 1 |
| 2 | a | FIRST CHECK THE ANSWER ON THE ANSWER LINE. If answer = 200 (kPa) award 2 marks 100 (kPa) × 300 (cm3) = 30 000 (kPa cm3) ✓ New P × 150 (cm3) = 30 000 (kPa cm3) New P = 30 000 (kPa cm3)/ 150 cm3 = 200 (kPa) ✓ OR 100 (kPa) × 300 (cm3) = New P × 150 (cm3) ✓ New P = 100 (kPa) × 300 (cm3) ÷ 150 (cm3) New P = 200 (kPa) ✓ | 2 (AO 1.2) (AO 2.1) (AO 1.2) (AO 2.1) |
| | b | FIRST CHECK THE ANSWER ON THE ANSWER LINE. If answer = 150 000 (Pa) award 3 marks Pressure = force/area ✓ = 300 (N)/0.002 (m 2)✓ = 150 000 (Pa)✓ | 3 (AO 1.2) (AO 2.1) (AO 2.1) |
| | | Total | 5 | | 993 | 549 | {
"id": "<urn:uuid:f50df9b2-e3ab-4cf6-964d-f3b534b1228f>",
"dump": "CC-MAIN-2022-21",
"url": "https://pmt.physicsandmathstutor.com/download/Physics/GCSE/Topic-Qs/OCR-B/6-Matter-Models-and-Explanations/Set-A/P6.4%20How%20does%20the%20particle%20model%20relate%20to%20pressures%20in%20fluids%20(F).pdf",
"date": "2022-05-28T02:09:13",
"file_path": "crawl-data/CC-MAIN-2022-21/segments/1652663011588.83/warc/CC-MAIN-20220528000300-20220528030300-00038.warc.gz",
"offset": 514173961,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9435743391513824,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9957658052444458,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"unknown",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
200,
708,
776,
1493
],
"fw_edu_scores": [
2.84375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Year 3 Skills Progression for History
Year 4 Skills Progression for History
INTENT: For children to have a secure knowledge of chronology and to confidently and critically explore the events, people and places from The Stone Age to the present day
| | Autumn 2’s Learning | Spring 2’s Learning Focus: Ages Ago READ: Stig of the Dump WRITE: Historical diary – Stone Age Boy TRIP: Queen Elizabeth’s Hunting Lodge, Epping Forest | Summer 2’s Learning Focus: The Ancient Egyptians READ: Egyptology: Search for the Tomb of Osiris and If I Were a Kid in Ancient Egypt WRITE: Explanation text – how to mummify a body TRIP: British Museum (Rosetta Stone) | Autumn 1’s Learning Focus: Anglo-Saxons READ: Beowulf WRITE: Diary – a day in the life of Beowulf TRIP: British Museum (Anglo-Saxon & Viking exhibitions) | Autumn 2’s Learning Focus: Vikings READ: Viking Boy & The Dragon’s Hoard WRITE: Narrative with dialogue to move to the story on TRIP: Museum of London (Invaders & Settlers – KS2) |
|---|---|---|---|---|---|
| | Focus: | | | | |
| | The Romans | | | | |
| | READ: Roman Diary | | | | |
| | WRITE: Historical | | | | |
| | diary; biography - | | | | |
| | Boudicca | | | | |
| | TRIP: Museum of | | | | |
| | London (Hands on | | | | |
| | Romans – KS2) | | | | |
| Develop a chronologically secure knowledge and understanding of British, local and world history Begin to construct clear narratives within the periods studied Place themselves, other people and events on a timeline Use terms including BC, AD and BCE and CE with increasing accuracy Understand and use historical vocabulary (see LKS2 Vocabulary Progression | | | | | |
| | documents) |
|---|---|
| | Begin to pose thoughtful and historically valid questions Recognise that knowledge of the past is constructed from a range of sources Discuss in increasing detail everyday issues that were faced by people in the periods studied e.g. Romans, Stone Age, Iron Age, Ancient Egypt Use a range of secondary sources |
| | Explore how light sources have changed in recent years (Science discussion link) |
| | Discuss changes in Britain from the Stone Age to the Iron Age The Roman Empire and its impact on Britain |
| | Be introduced to historical leaders e.g. Caesar, Boudicca, Tutankhamen |
| | Explore Queen Elizabeth’s hunting lodge in Epping Forest Design, make and evaluate a Roman Chariot (DT) – wheels and axles Make and evaluate a traditional Egyptian meal (DT) – basbousa, fattoush, Egyptian bread pudding (omm ali) |
| Mastery | |
| Achieved | |
| (date) | |
Include vocabulary progression by phase, topic mats
Buy these books | 1,508 | 712 | {
"id": "<urn:uuid:f0373170-7b80-4862-8503-0c802ff3d7b5>",
"dump": "CC-MAIN-2024-51",
"url": "http://www.georgemitchellschool.com/wp-content/uploads/2021/05/History-skills-progression-LKS2.pdf",
"date": "2024-12-06T11:24:58",
"file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066400558.71/warc/CC-MAIN-20241206093646-20241206123646-00644.warc.gz",
"offset": 41263408,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9938561916351318,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9939906597137451,
"per_page_languages": [
"eng_Latn",
"unknown",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1691,
2595,
2665
],
"fw_edu_scores": [
4.34375
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
About the project
Project took place in spring of 2021, and it consisted of 10 different and diverse classes. Classes were designed and executed by 4 different teacher students working in pairs. Projects´ goal was to deepen students' knowledge about sustainable development.
This was achieved through utilizing Agenda2030 themes and goals and implementing them into teaching. Agenda2030 is a developmental project assigned by United Nations, which has laid goals considering present and future world. There are 17 different longtime goals, such as no worldwide hunger nor poverty by year 2030. These were considered guidelines for the project and all pupils got to learn about them in diverse and functional fashion.
Held classes and covered themes:
1. Introducing sustainable city
First students were oriented towards working with these themes by introductional class. Sustainable development was discussed with whole class. "Expert groups" were organized, in which students would introduce themselves with different agenda2030 goals, and how to utilize these goals in building what would become sustainable city. These groups were of few students.
2. Collecting information
On the second lesson expert groups were assembled. Groups faced prepared comments that would state different anti-sustainable development ideas and opinions. Groups had to critically think about these statements and analyze what is wrong with them, and then come up with a counter statement. Later they would start searching for information associated with their respectful group's interest in building a sustainable city. Students worked with Chromebooks and gathered the information in mind maps.
3. Writing rap lyrics
Next students would indulge themselves into the art of writing rap lyrics. We discussed about song writing and lyric themes, such as utilizing rhymes et cetera. Few examples and demonstrations later, expert groups would start writing their own influencing lyrics considering once again the themes associated with their own groups' affiliations.
4. City hall meeting
The idea of this meeting was to decide what services we will have in the city. First students talked in their own expert group about what they wanted to have in the city. Every expert group had a chairman, and they were responsible about speaking in the city hall meeting. Together we decided what idea was worth to take forward, and what we needed to leave behind.
At the end of the meeting pupils voted their favourite name candidate to the city. Voting was arranged in Mentimeter and Green City was the winner.
5. Performing rap
Now students would have finished writing their rap lyrics and we got to practice performing the whole song. Lyrics were always visible on the smart board. Performance was recorded and later produced into a music video.
6. Writing argumentative essays
Mayors Janna and Milla decided that building sustainable city is such a waste of time. Students needed to assure them about importance of this project. First students needed to write their own opinion about sustainable city and why they think that it is important.
On the second lesson students read their argumentative essays to other members of their expert groups. After reading all the essays, they decided which one is the most impressive and could be read to the whole class.
7. Designing and building the sustainable city
We designed our sustainable city to a paper before we started to build it. Students shared a lot of good ideas about the city. Pupils brought to the school plenty of recycled materials to build the city. Expert groups built their own ideas. The city became very successful, and everyone was satisfied with the result. | 1,387 | 690 | {
"id": "<urn:uuid:2abf6923-07bd-4ce3-afc0-9f5a5b9fd5ef>",
"dump": "CC-MAIN-2024-51",
"url": "https://twinspace.etwinning.net/files/collabspace/7/17/917/92917/files/bea6b5da6.pdf",
"date": "2024-12-06T12:08:25",
"file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066400558.71/warc/CC-MAIN-20241206093646-20241206123646-00645.warc.gz",
"offset": 540859666,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9992091506719589,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9991942048072815,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1681,
2588,
3344,
3711
],
"fw_edu_scores": [
4.6875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Spicing Up August in India
Besides the Indian festivals Krishna Janmashtami (August 14) and Raksha Bandhan (August 26), August 15 is the anniversary of India's Independence from Great Britain. Seems like the perfect month to escape to India and explore this intriguing land of mystery known for its spices and diversity.
Begin with the title. How about…
Spicing Up August in India
Visiting India in August
Escape to India in August
A Passage to India in August
A Vibrant August in India
Adventuring to India in August
Design a special sign.
Here are two signs to help you advertise all of your theme-related activities this month. Open one of the files, type in your information, and print.
Select an image or create a mascot to illustrate your theme. In this case, an image of a painted elephant, snake charmer, or the Taj Mahal would be good. Add the image to signs and special announcements to highlight the theme.
Note: Click on the images on this page for a larger version to download. If you are not sure how to download images, check . here
Build your month around the theme.
Begin by visiting our page, where you will find special bulletin board borders and suggestions for decorating your board. Decorating
You will also find an and ideas for setting up a special display on the Decorating page this month. Elephant Ride Centerpiece
Use the on the Calendars page to make your calendars this month. special theme calendar
Finally, visit the following pages for theme-based programs:
Art – There are lots of India-related possibilities this month, including:
Draw/Color an Elephant
Lend-a-Hand Community Art based on henna body art
Stand-Up Peacock (the national bird of India)
Not to mention several sets of coloring pages
Bingo – Play a game of . INDIA Bingo
Crafts – are all crafts related to India. Wrapped Bangles, Toran Door Décor, Kumkum Box, and Origami Lotus Flower
Grab Bag – Check out Learn about the popular tradition of snake charming "It's Charming; Snake Charming in India."
Foods & Cooking – Enjoy the Food for Thought program "Curry: The Spice of India."
Music – . Learn about the sitar
Games – Play a game of , which was featured in the Academy Award-winning film Slumdog Millionaire. Also, enjoy and other games popular in India. Who Wants to Be a Millionaire Play of the Jewels
Parties – Plan a Taste of India Party
Puzzles – Enjoy a variety of . theme-related puzzles
Travelogue – Take a trip to with Nell and Truman. Mumbai
Trivia – India Theme Trivia
What Am I? – I am , the most popular sport of India. Also, I am the . cricket elephant
Movies & Stars – Check out the . Bonus List of Indian films
In Addition
Feature famous people from India, such as Mahatma Gandhi, Indira Gandhi, and Mother
Teresa.
Learn how to introduce yourself in Hindi.
Plan a Bollywood film festival.
Try doing some Bollywood Scarf Dancing.
Discuss why cows are sacred in India.
Select Another Theme
Note: You can use all of the activities from our robot theme even if you decide on another overall monthly theme.
To develop your own monthly theme or mini-theme, check out the and pages. Monthly Events Special Days
We hope your August programs will be as diverse and vibrant as the Indian culture. | 1,450 | 715 | {
"id": "<urn:uuid:e44818c9-419e-4e74-a331-04f5208fb4fb>",
"dump": "CC-MAIN-2022-21",
"url": "https://www.activityconnection.com/account/monthly/8/2018/monthly-theme/pdf/",
"date": "2022-05-28T00:49:12",
"file_path": "crawl-data/CC-MAIN-2022-21/segments/1652663011588.83/warc/CC-MAIN-20220528000300-20220528030300-00042.warc.gz",
"offset": 700389123,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9972292979558309,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9974605441093445,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
923,
2738,
3224
],
"fw_edu_scores": [
2.09375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
LESSON PLAN 1/4
STORIES OF GHOSTS AND MYSTERY
Topic:
Fear
Aim:
• to develop reading skills and expand vocabulary
* to predict the continuation of a story
* to identify a literary genre
* to encourage the pleasure of reading
Level:
Teenagers and young adults – B1.1
Time:
50-60 minutes
Materials:
1. front cover illustration of the graded reader STORIES OF GHOSTS AND MYSTERY
2. worksheet
INTRODUCTION
This lesson plan introduces STORIES OF GHOSTS AND MYSTERY, a short collection of three stories based on fear, terror and horror, written by masters of this genre: Joseph Sheridan Le Fanu, Rudyard Kipling and Nathaniel Hawthorne. The chosen story, The Minister's Black Veil, creates suspense, fright, fear and mystery. The 19-century author, Nathaniel Hawthorne, was fascinated by curses, ghosts, witches, sins and the unknown. Also Hawthorne's literary masterpiece, The Scarlet Letter, incorporates all of these elements (and is based on a true story). The short extracts chosen will draw students into the plot, encourage them to ask questions, develop their vocabulary, delve into the macabre events of the story and predict what will happen next. All of this with the aim of increasing pleasure in reading.
Background notes on the story
At this point there are some questions that must be answered:
The story is set late 17 th -century New England in the Puritan town of Milford. The Puritans were a strict Protestant religion in the first American colonies, and their lives were centered on hard work, personal discipline and religion. The idea of sin was prevalent every minute of their lives. The young Reverend Hooper is the minister of the Milford Church congregation. The story starts when the sexton rings the church bell on Sunday and waits for Reverend Hooper to open his door and walk to church. But when the reverend opens his door, the sexton is amazed and shocked. Everyone else turns around and looks at the young reverend.
A. Why is the sexton amazed and shocked?
C. Why do the other people turn around and look at the Reverend Hooper?
B. What can possibly be wrong with Reverend Hooper?
PROCEDURE
– download a picture/painting of 17 th -century New England Puritans
Before the lesson:
– make a copy of the worksheet (one per student)
– tell your students you're going to be speaking about a story called The Minister's Black Veil
www.blackcat-cideb.com
First Step (10 minutes)
Second Step (30 minutes)
Last Step (5 minutes)
LESSON PLAN 2/4
– read the background notes on the story to the class
Ask the students to comment on their first impressions and ask them these questions.
– write the title of the story on the board
– What genre do you think it is? Why?
Show the students the cover illustration and ask them these questions.
– What is the man wearing and why do you think he is wearing it?
– What impression does the man on the cover give you?
Give the students the worksheet and explain that the text comes from Part One of the story.
[KEY: 1c, 2b, 3e, 4a, 5d, 6f]
Ask them to do EXERCISE 1, Before you read.
Ask them to work in pairs to check their answers.
– Then ask the students to read it alone or in pairs for a more detailed understanding the second time.
– Read EXTRACT PART 1 – You could read it out loud to make the dialogue more dramatic.
– Ask students to comment with their opinions, feelings, predictions and observations.
– As students to read EXTRACT PART 2.
– EXERCISES 4 and 5.
These exercises can be done in pairs or in small groups. If there is no time in class, these exercises could be written homework.
www.blackcat-cideb.com | 1,594 | 882 | {
"id": "<urn:uuid:d2aa55fc-4a22-43a9-a49d-80930f9fa43f>",
"dump": "CC-MAIN-2024-51",
"url": "https://www.blackcat-cideb.com/uploads/sites/9/2020/04/LP_Stories-of-Ghost.pdf",
"date": "2024-12-06T10:30:51",
"file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066400558.71/warc/CC-MAIN-20241206093646-20241206123646-00644.warc.gz",
"offset": 615855071,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.998100996017456,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9980190396308899,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2402,
3623
],
"fw_edu_scores": [
4.375
],
"minhash_cluster_size": 2,
"duplicate_count": 2
} |
INTRODUCTION
One thing we all have in common is the experience of having once been a child. The period of childhood, when we reflect back, is often remembered as a fleeting time. Yet researchers and early childhood practitioners tell us that this 'fleeting' time is one of critical development for a child, and its importance must be understood.
Our memories and experiences of our own childhood often help to shape the way we think of childhood, and how we, in turn, may go on to parent and engage with children. Our collective ideas and experiences of children and childhood also inform how we as a community treat and engage with children more broadly.
Childhood may be 'fleeting' but it is a time of critical development for a child.
Being a child in the 21 st century comes with many challenges and threats – both real and imagined – as well as enormous opportunity and choice. We live in an age of rapidly advancing technology that is not only changing the way we learn, work and connect, but is also altering our traditional view of childhood.
Much of the research and social commentary around parenting and childhood wellbeing seems to want to focus our attention on what is negative in children's lives and what we as parents/carers and community are doing wrong. As a result, we know much more about the harmful impacts of negative parenting than we do about the positive benefits of good parenting.
There is a pressing need to encourage parents/carers, service providers, governments and communities to have robust and open discussions about the quality of childhood today; what we as individuals and communities can do to continually improve it; and how we can best support those who have not experienced a good childhood.
CHILDHOOD: A DEFINITION
Child:
The UN Convention on the Rights of the Child defines a child as all those under the age of 18 years, unless under the law applicable to the child, majority is attained earlier (United Nations, 1989).
Childhood:
Has been described as the ‘State of ‘being’ a child: the ‘time of being’ a child’ (Morrow, 2011) and consists of a number of distinct developmental periods, ranging from early infancy to late adolescence (Bromfield & De Gregorio, 2012).
The UN Convention, the first international human rights treaty to bring together the universal set of standards concerning children, and the first to present child rights as a legally binding imperative, defines childhood as:
* A separate space from adulthood, and recognises that what is appropriate for an adult may not be suitable for a child; and
* Recognises that children are the holders of their own rights and are therefore not passive recipients of charity, but empowered actors in their own development.
Today, childhood is universally acknowledged as a precious and vital stage within the lifespan of a human – an important period of physical growth, and mental and emotional learning and development.
Childhood is a time in which children should live free from fear, violence and abuse, and be cared for and nurtured in a way that helps them to realise their full life's potential.
What makes a good childhood
5 | 1,281 | 629 | {
"id": "<urn:uuid:c7b5efe4-1b45-425e-8e87-9c3179699b66>",
"dump": "CC-MAIN-2024-51",
"url": "https://www.berrystreet.org.au/uploads/main/Ecommerce/Previews/What-makes-a-good-childhood-preview.pdf",
"date": "2024-12-06T10:16:50",
"file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066400558.71/warc/CC-MAIN-20241206093646-20241206123646-00647.warc.gz",
"offset": 595878570,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9961152672767639,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9968299865722656,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1740,
3154
],
"fw_edu_scores": [
2.90625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Speed Related Crashes by Age Group
| | Crashes per Age Group | | |
|---|---|---|---|
| Year | Total | Fatal | Injury |
| 1-13 | 8 | 0 | 5 |
| 14 | 17 | 0 | 7 |
| 15-19 | 941 | 9 | 313 |
| 20-24 | 867 | 10 | 270 |
| 25-29 | 587 | 17 | 203 |
| 30-34 | 460 | 8 | 150 |
| 35-39 | 343 | 8 | 113 |
| 40-44 | 288 | 6 | 83 |
| 45-49 | 215 | 6 | 69 |
| 50-54 | 163 | 4 | 57 |
| 55-59 | 144 | 6 | 46 |
| 60-64 | 138 | 4 | 51 |
| 65-69 | 68 | 2 | 27 |
| 70-74 | 45 | 1 | 14 |
| 75-79 | 20 | 1 | 3 |
| 80-84 | 8 | 0 | 4 |
| 85-89 | 5 | 0 | 3 |
| 90-94 | 0 | 0 | 0 |
| 95+ | 2 | 0 | 1 |
| Unknown | 321 | 1 | 43 |
| Total | 4,599* | 80* | 1,447* |
All Crashes
Fatal Crashes
―●―
* The crash totals do not reflect the sum of the columns above as multiple counting occurs when drivers of different age groups are involved in the same crash.
SPEED-RELATED CRASHES
| | Crashes | | | | People | |
|---|---|---|---|---|---|---|
| Year | Total | Fatal | Injury | PDO | Deaths | Injuries |
| 2011 | 6,052 | 81 | 1,809 | 4,162 | 88 | 2,537 |
| 2012 | 4,638 | 87 | 1,594 | 2,957 | 95 | 2,397 |
| 2013 | 5,774 | 73 | 1,695 | 4,006 | 76 | 2,466 |
| 2014 | 5,970 | 80 | 1,678 | 4,212 | 92 | 2,435 |
| 2015 | 5,549 | 89 | 1,544 | 3,915 | 100 | 2,285 |
| 2016 | 4,875 | 66 | 1,491 | 3,316 | 72 | 2,140 |
| 2017 | 4,337 | 65 | 1,393 | 2,877 | 73 | 2,021 |
| 2018 | 5,809 | 66 | 1,609 | 4,134 | 73 | 2,241 |
| 2019 | 5,769 | 85 | 1,529 | 4,153 | 93 | 2,203 |
| 2020 | 4,599 | 80 | 1,447 | 3,071 | 88 | 2,071 |
| Total | 53,372 | 772 | 15,789 | 36,803 | 850 | 22,796 | | 1,370 | 806 | {
"id": "<urn:uuid:0afe2983-208c-4aa2-ae50-336e9f0c3325>",
"dump": "CC-MAIN-2024-51",
"url": "https://www.ksdot.gov/Assets/wwwksdotorg/bureaus/burTransPlan/prodinfo/2020factsbook/SpeedRelated.pdf",
"date": "2024-12-06T11:17:33",
"file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066400558.71/warc/CC-MAIN-20241206093646-20241206123646-00650.warc.gz",
"offset": 783075905,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9993900060653687,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9989995360374451,
"per_page_languages": [
"eng_Latn",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
831,
1550
],
"fw_edu_scores": [
2.046875
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Vocabulary building activities
Activity 1
What am I?
1. I am part of a house, you look through me. (window)
2. I am part of a cup, you hold me. (handle)
3. I have legs, a mattress and a pillow. (bed)
4. I'm a prickly thing. I sleep from autumn to spring. (hedgehog)
5. I've four legs and you sit on me. (chair)
6. I'm black + white + read all over. (paper)
7. I carry your books to school. (school bag)
8. I've two arms and I tell the time. (clock)
9. I've a handle you open me to enter or leave. (door)
10. I'm full of rubbish. (bin)
11. I ring and you answer. (telephone)
12. You can cut with me. (scissors)
13. I can explain words for you. (dictionary)
14. I am made from wool, I have fingers and thumbs. (gloves)
15. I swim in a pond and go quack. (duck)
16. I lock the door. (key)
17. I am used by many and blow a lot of hot air. (hairdryer)
18. I am in the computer room, I don't have legs but the mention of my name can frighten people. (mouse)
19. I have four prongs and you use me at dinner. (fork)
What could you use to:
1. Pound a nail into a wall
2. Prevent a tree from blowing over in wind
3. Hold the window open
4. Get a cobweb down from a high ceiling
5. Paint picture if you have paints but no brush.
6. Mop up a spill
7. Rescue somebody who's drowning
8. Cut a piece of wood
9. Catch a wild animal/fish/mouse
10.Buy something
11.Make your hair curly
12.Break a window
13.Find a direction
14.Contact someone overseas
15.Invite somebody to a party
16.Write a letter
17.Eat rice / soup / stew / meat
18.Wake you up in the morning
19.Keep paper on a notice board
20.Catch a mouse
Activity 3
Rapidly naming things in different categories
You have one minute to name things that belong to a certain category:
1. Farm animals
2. Zoo animals
3. Things that come in bottles
4. Things that come in tins
5. Furniture
6. Types of cars
7. Shops
8. Occupations
9. Hobbies
10.Sweets
11.Toys
12.Fruit
13.Clothes
14.Countries
15.Counties/Towns
16.Insects
17.Computer games
18.Musical instruments
19.Teachers in school
Finishing sentences by adding a rhyming word:
1. Rain, rain, go away, come again another (day)
2. Don't turn around yet, you might get (wet)
3. The party's not far we can go in my (car)
4. I'll give you a dare, shake hands with a (bear/mare)
5. The man in the van had a (tan)
6. It was a hot day so we went to the (bay)
7. Jack put the rat in the (hat)
8. You must come to school, that is the (rule)
9. Put petrol in the car so we can go (far)
10. Go to the window, look out and see, there is something growing we call it a (tree) (tree)
11. You ask me why I walk so slow, turning the corner I stubbed my.... (toe)
12. We climbed up the mountain to drink from the (fountain)
13. Have no fear, I am (near/here)
14. Make each day sunny, by telling jokes and being (funny)
15. You'd better run fast or you'll come in (last)
16. If you don't look, I might read this (book)
17. Stop those fools they're breaking the (rules)
18. When I start to sing let all the bells (ring)
19. Sit down, put up your hand, then we'll listen to the (band)
20. I went to the shop to buy a mat but all I came home with was a (cat/hat/rat) | 1,355 | 940 | {
"id": "<urn:uuid:fe6ce70c-fba7-4038-877a-d29f1b9bf61a>",
"dump": "CC-MAIN-2024-51",
"url": "https://www.newinngirlsschool.ie/wp-content/uploads/2020/04/Vocabulary-building-activities.pdf",
"date": "2024-12-06T10:52:17",
"file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066400558.71/warc/CC-MAIN-20241206093646-20241206123646-00654.warc.gz",
"offset": 838095535,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9733605235815048,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9938086867332458,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1010,
1598,
2031,
3147
],
"fw_edu_scores": [
4.53125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Year Four ~ PSHE
Medium Term Plan/Topic Breakdowns
This is a breakdown of suggested teaching points within our main curriculum umbrella.
(Highlighted points must be taught in order to hit statutory requirements)
As long as you are using the main term's theme, you may pick and choose what you would like to teach within it. This can be done through circle times, drama, class discussion or written work.
Term One: Being Me
Term Four: Healthy Me
Term Six: Changing Me
All about me:
- Understanding self-esteem and positive/negative ways, it can be affected.
- What makes me, me – exploring how emotions affect our behaviour?
Positive Mental Health:
Term Two: Relationships and Family
Term Three: Celebrating Differences
Term Five: Citizenship and Economic wellbeing
My family/ Different Families:
- Judging by appearance, my family compared to other families
Physical differences/ Understanding Stereotypes:
- Coping skills: positive and negative behaviours
- Mindfulness exercises/learning outdoors.
- How does exercise keep my body and my mind healthy?
Looking after money:
- Material wealth Vs Happiness
- How can we save money?
- Looking and comparing different growth cycles.
Lifecycles: Plants, animals and humans:
- Judging by appearance & First impressions
Understanding right from wrong:
- Do the right thing. Making choices in relation to social situations. (age appropriate)
- How are decisions made? Peer pressure, different influences
- Valuing relationships; discussing current relationships and relationships with those who have passed away/lost contact with
Friendships:
- Having a voice and standing up for what is right.
- Trust, appreciation, and 'safe/unsafe' secrets
- What is conflict within friendships?
- Exploring disabilities and how it can effect/inspire (ageappropriate)
Exploring Gender/gender roles:
- Gender based stereotypes
- Gender and the past e.g. women's rights.
- Gender within job roles. Does it matter?
The Law and Safety/risks in wider world:
- How do Laws keep us safe as individuals
- Who makes the rules in our lives/community/country
Road Safety:
- Why do we need to understand road safety?
- Speed of roads, understanding the dangers around our roads?
- THINK! Online materials.
Emergencies and people that deal with these:
- Understanding and defining emergency
- Matching emergencies to the correct service
- Can we name all of the emergency services?
Staying Safe Online:
- Suitable Websites for age-appropriate play
- Creating a shopping list.
- Looking at basic differences in prices
Exploring The Houses of Parliament:
- What happens here?
- Past and Present events that take place here.
Jobs:
- Achieving goals now and in the future.
- Aspirations
- Realistic plans for the future.
Animal Rights:
- Why do animals need rights?
Differences and similarities, males and females:
- Body parts, the same and different.
Transition and changes in relation to moving up a class:
- What have I learnt this year?
- What have I got better at?
- What do I want to learn in my next class.
- How do I feel about my next class?
- Why do we need to move on?
| What to do if something | Five Animal welfare needs (Animal welfare act 2006) |
|---|---|
| negative takes place | |
| online. | |
| Do not share personal | |
| information - keep | |
| yourself safe! | |
| SMART – internet | |
| safety acronym | | | 1,603 | 755 | {
"id": "<urn:uuid:13479811-122c-49b4-8000-8232c53b531c>",
"dump": "CC-MAIN-2024-51",
"url": "https://www.st-eanswythes.kent.sch.uk/_files/ugd/09b6a4_feca07a0a80d4e3bb3c63cf3fc3b9a98.pdf",
"date": "2024-12-06T10:06:32",
"file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066400558.71/warc/CC-MAIN-20241206093646-20241206123646-00654.warc.gz",
"offset": 923957941,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9957385063171387,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9965133666992188,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1284,
3138,
3401
],
"fw_edu_scores": [
4.25
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Explore, Expand and Energize the Flute
Explore the Flute Section!
Explore ensemble music from the Texas Prescribed Music List (PML) or any Grade 1-3 list as a warmup in section rehearsals. This builds confidence in students of various levels and ages, adding variety and fun to the regular rehearsal routine of audition, competition or band contest music. Rotate parts to give students the opportunity to play a different position in the section, developing critical listening and technical skills in the flute section. Enjoy listening to UNT Flutists explore this idea as we experiment in the Clinic Session today in works by Bach, Antonio Carlos Jobim and others.
Expand the Flute Section!
Often the most energetic students in the band, flutists respond to challenges with enthusiasm and creativity, so consider these tips to expand and energize the flute section beyond regular rehearsals for concerts and competitions. Choose standard flute ensemble music (trios, quartets, etc.), learning notes and rhythms in section rehearsals, then expand the music in the following way:
1) Add utility instruments such as piccolo, alto flute or bass flute to the original
score to add texture, variety, and dynamic color. Piccolo and/or bass flute are non-transposing instruments, sounding an octave higher or lower, and will expand the ensemble sound with the additional range and colors. Alto flute
th sounds a 4
lower than the printed score, and with computer programs designed
to transpose easily, the task is simple to add the alto color in the middle of the ensemble. Rotate players on the various instruments to provide opportunity to
for every section member to experiment with the utility instruments.
2) Add percussion such as keyboard instruments (marimba, xylophone or vibraphone)
or latin percussion instruments (congas, maracas or bongos) to add audience appeal and energize the section for concerts or festival appearances. Many scores are easy to modify and/or expand, particularly Bach Chorales printed in score form, or simple latin folk/popular music readily available for flute ensembles.
3) Experiment with amplification to add excitement in performance. Most high school programs use amplification on the marching field for solo features or other special effects, so experiment with bringing the sound equipment indoors to enhance and add texture to the flute section for performances in large, open spaces such as the foyer of an auditorium, in a gymnasium, or at a local shopping mall at holiday time.
Energize the Flute Section!
Performance opportunities for the expanded flute section include pre-concerts, senior centers, festivals or during recruiting season as a demonstration group for students and parents considering joining your band program. Community involvement builds support for your band program throughout the year and continues the visibility from Marching Season. The options are endless, so be creative. Enjoy listening to Daniel Pardo's composition, At The Drop of Light, written for and premiered at today's clinic session. In the words of the composer,
"At the Drop of Light is a song designed for flute players to practice section tuning, develop confidence in group playing and have fun learning syncopated phrasing with a rhythm section."
For more information, visit www.danielpardo.com | 1,407 | 666 | {
"id": "<urn:uuid:1b11318f-2dd7-4671-a200-d5c1360c1e0f>",
"dump": "CC-MAIN-2024-51",
"url": "https://www.mkclardy.com/uploads/1/1/8/8/11885203/explore_expand_and_energize_the___flute_section.pdf",
"date": "2024-12-06T11:07:43",
"file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066400558.71/warc/CC-MAIN-20241206093646-20241206123646-00653.warc.gz",
"offset": 803035949,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9969719648361206,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.996981143951416,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1403,
3356
],
"fw_edu_scores": [
2.65625
],
"minhash_cluster_size": 2,
"duplicate_count": 1
} |
Memory and Continuity, A Selection from the Huma Kabakcı Collection 2016 06 March - 10 April 2016
Pera Kids
Age 7-12
Glowing Neon Lights
Kids while exploring the neon artworks in the exhibition Memory and Continuity, created glowing neon installations on a black hardboard in this workshop. This technique enabled the artwork to appear quite differently in the in the dark.
Postcards Travelling Around the World
Inspired by German artist Joseph Beuys' "postcards" participants personalized and created their own postcards using photographs and the collage technique. Kids got to take the first step in creating a a postcard collection which they created in varying colors and formats. Kids brought old and / or new photographs to the workshop.
Pera Young
Age 13-17
Behind the Scenes
Complementing Memory and Continuity, the workshop Behind the Scenes, invited participants to discover the profession of collecting. From researching collecting to preservation this workshop provided a great introduction into how a collection is formed.
In the age of technology, historic works can be just as interesting! How do you think works of art created by using different techniques are able to withstand the passing of time and still manage to look new? With this workshop, participants learned about what goes on behind the scenes when it comes to works preserved in a collection. They were not only introduced to the theoretical aspects of preservation, but visited the special departments in which these collections were kept. With a magnifying glass, a pair of gloves and special chemicals, you, too, can become a restorer!
Pera +
Age 18+
Life Story in 3D
In Life Story in 3D organized as part of the exhibition Memory and Continuity, participants witnessed the transformative power of time as part of the creative process based on analyzing photographs. They designed a living space in light of the stories they create.
This workshop was based on the relationship between living habits, behavioral practices, and space, all of which change over time. First, participants discussed several old photographs and made up stories about them. Then, they began to imagine the world of the people in the photographs based on their clothes, facial expressions, and settings. Rooted in photograph reading, this creative process allows participants to face the transformative power of time. They designed a lebensraum in line with the story they construct. This could be an architectural shell or an interior. Participants then produced a model of the space they designed. Time, people, stories, and spaces interconnected to create a whole and the stories became concretized with the model they created. | 1,073 | 533 | {
"id": "<urn:uuid:012cd343-f8d5-41f8-918b-af4a2429aaa9>",
"dump": "CC-MAIN-2024-51",
"url": "https://www.peramuseum.org/repo/staticcontent/attachments/08-memory-and-continuity.pdf",
"date": "2024-12-06T10:35:16",
"file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066400558.71/warc/CC-MAIN-20241206093646-20241206123646-00653.warc.gz",
"offset": 842984227,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9975354075431824,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9975354075431824,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2704
],
"fw_edu_scores": [
2.359375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Parent Guide to STEPS
Skills To Enhance Personal Success
The STEPS Program is designed to:
* Explore work opportunities and community-based experiences where possible
* individualize programming which is uniquely suited to each student's strengths and needs
* support transition planning for life in the community after high school is completed
* assist students with developing functional language and numeracy skills
* assist students to develop daily living and social skills
* provide a safe, caring and supportive learning environment for students
* provide opportunities for integration within the school
* students will achieve a Certificate of Accomplishment upon completion of the STEPS program
* help students achieve their full potential
Mission Statement
The Greater Essex County District School Board in partnership with the community, provides learning opportunities which support, challenge, and inspire all students to achieve their full potential and enable them to participate meaningfully in their communities.
Program Purpose
The STEPS Program consists of courses, supports, and experiences designed to meet the needs of students with complex learning and physical challenges in a variety of Secondary School environments. The program is designed to allow students the opportunity to proceed at a rate of learning that is appropriate to their ability, needs, and interests. Students are supported by a team of special education specialists in classrooms with a reduced number of students.
Who is Eligible for the STEPS Program?
Exceptional students identified as having a Developmental Disability, Autism or Multiple Exceptionality through the Identification, Placement and Review Committee process (1.P.R.C.) and who meet other criteria as specified by the Greater Essex County District School Board.
publicboard.ca/specialeducation
Pathways/ Transitions
Students in the STEPS Programs will be working towards achieving a Certificate of Accomplishment at the end of their secondary school career. Collaboration and consultation with agencies and associations is highly regarded as pivotal in community transition planning. While the school can assist in providing information about transition planning, it is ultimately the responsibility of the parent/guardian to make these connections to community agencies and associations, as well as to social groups.
Applied Behaviour Analysis: What is ABA?
ABA (Applied Behaviour Analysis) can be easier to understand when you see it in action. ABA uses many different tools, or strategies, to teach students new skills and help reduce problem behaviour that might get in the way of their learning. These policies are consistent with Policy/Program Memorandum 140 (PPM 140).
ABA can be used to:
* Teach students to stay on task
* Learn functional literacy and numeracy skills
* Improve social skills (relating to others)
* Reinforce skills they have already learned
* Decrease problem behaviour that gets in the way of learning
* Use what they have learned in different places (schools, home, community)
publicboard.ca/specialeducation | 1,377 | 570 | {
"id": "<urn:uuid:964b9009-5b0f-4354-91a5-bcc270c272d2>",
"dump": "CC-MAIN-2024-51",
"url": "https://www.publicboard.ca/en/programs-and-learning/resources/Documents/Special-Education-Resource-Documents/Parent-Guide-to-STEPS.pdf",
"date": "2024-12-06T11:47:40",
"file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066400558.71/warc/CC-MAIN-20241206093646-20241206123646-00659.warc.gz",
"offset": 867930506,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9960218071937561,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9959893226623535,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1863,
3114
],
"fw_edu_scores": [
2.46875
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Lesson Plan
Title:
The Battlefield Landscape of the First World War
Author: Connie Wyatt Anderson, 2014 recipient of the Governor General’s History Award for Excellence in Teaching.
Article title + Magazine Issue: “Fighting for Freedom” by Stephen Sharpiro on p.8 to p.13 in the 2016 Remembrance Day digital issue of Kayak: Canada’s History Magazine for Kids.
Grade Level:
Elementary (4-6)
Subject Area:
Social Studies
Theme(s):
* War and the Canadian Experience
* Peace & Conflict
Lesson Overview:
In this lesson students explore several seminal Canadian First World War battles with an emphasis on the experiences of soldiers in the trenches.
Time Required:
1 – 2 lessons
Historical Thinking Concept(s):
* Use primary source evidence
* Take historical perspectives
Learning Outcomes:
Student will:
* Recognize the physical landscape for Canadian soldiers in the trenches of the First World War.
* Distinguish the similarities and differences for Canadians in the battles of Ypres, The Somme, Vimy Ridge, and Passchendaele.
* Compose a letter taking the historical perspective of a Canadian soldier at the battle of Passchendaele.
Background Information:
Historical topics covered: The First World War, trench warfare, battles of Ypres, The Somme, Vimy Ridge, and Passchendaele.
The Lesson Activity:
Activating: How will students be prepared for learning?
* Divide the class into groups of three or four; distribute the 2016 electronic Remembrance Day issue of Kayak: Canadians History Magazine for Kids as a print out, on a laptop or other electronic device
* Draw the students' attention to the First World War battles on pages 10 and 11: Ypres, The Somme, Vimy Ridge, and Passchendaele
* Assign each group a battle to read about; give them several minutes to read and discuss in their groups
* Check for understanding by asking: Describe what you see in the photographs
[soldiers wearing gas masks, muddy trenches, soldiers looking down a ridge; shell hole, etc.]
Acquiring: What strategies facilitate learning for groups and individuals?
* On the whiteboard write the names of the four battles as column headlines; note the month/year of the battle.
* Hold up the battle descriptor cards one at a time. Explain that these words describe the battlefield experience.
* Ask: based on your readings, where best does this card fit?
* Affix the card under the column the students chose
* Ask: do you think these words apply to the First World War battle experiences as a whole? What do you think life was like in the trenches for Canadian soldiers?
* Draw the student's attention to the column marked "Passchendaele." Read the battle descriptor cards in that column [TRENCHES, MUD, RAIN]
* Read aloud the Passchendaele section on page 11.
* Ask: What conditions made the battlefield at Passchendaele a horrible morass for Canadian soldiers? Consider: Date [1917 – the war had been going on for three years]; Month [October brought incessant rains and cold].
* Ask again: What do you think life was like in the trenches for Canadian soldiers?
| Ypres/April 1915 | The Somme/July 1916 | Vimy/April 1917 |
|---|---|---|
Applying: How will students demonstrate their understanding?
* Instruct students to take the perspective of a Canadian soldier in the First World War and write a letter home to a friend of relative describing their experiences in the trenches on the Western Front.
Materials/Resources:
* Battle descriptor cards: on several large pieces of paper write these words: POISONOUS GAS, BARBED WIRE, ARTILLERY SHELL FIRE, UNDERGROUND TUNNELS, TRENCHES, MUD, and RAIN.
* Several copies of the 2016 Remembrance Day digital issue of Kayak: Canada's History Magazine for Kids.
Extension Activity:
* Post the students' letter as part of a class bulletin board display alongside photographic images of First World trenches. | 1,853 | 867 | {
"id": "<urn:uuid:b90779e9-c19f-49b1-9dc9-4a1496d1612c>",
"dump": "CC-MAIN-2017-13",
"url": "http://www.canadashistory.ca/CNHS/media/CNHS/cnhs-media/PDFs%20and%20Powerpoints/EN/EduLPTheBattlefieldLandscapeoftheFWWByCWAnderson.pdf?ext=.pdf",
"date": "2017-03-30T08:48:23",
"file_path": "crawl-data/CC-MAIN-2017-13/segments/1490218193288.61/warc/CC-MAIN-20170322212953-00002-ip-10-233-31-227.ec2.internal.warc.gz",
"offset": 471374153,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9752415716648102,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9848523139953613,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1897,
3860
],
"fw_edu_scores": [
4.78125
],
"minhash_cluster_size": 2,
"duplicate_count": 2
} |
The diagrams show only disturbances; there is also an unvarying trade wind that blows east to west.
In El Niňo years, surface winds at the equator have an abnormal west to east (left to right) component, driving warm surface water against the coast of the Americas. Warm water and cloud cover keep the weather south of us mild and moist.
In La Niňa years, the weather pattern is the mirror image. Surface winds at the equator have an abnormal east to west (right to left) component, driving warm surface water away from the coast of the Americas. Cold upwellings and lack of cloud cover keep the weather south of us cool and dry.
These weather disturbances are only quasi-stable, and the weather system in the Pacific flips from one to the other and back again over periods of 2−7 years in a seemingly random, but, in fact, predictable fashion.
Chen & al., Predictability of El Niño over the past 148 years, Nature, 428, 733736, 15 April 2004.
The El Niño- La Niña quasi-stable cycle has most effect in the southern Pacific Ocean, hence its acronym ENSO (El Niño Southern Oscillation). In the northern Pacific Ocean, there is in addition to the effects of the ENSO another quasi-stable cycle known as the Pacific Decadal Oscillation (PDO). The linkage between the ENSO and the PDO in the north is either weak, complicated, or both, and is not well understood. The PDO cycles at a lower rate than the ENSO— decades rather than just a few years.
The bad winter of 2010 and 2011 on Gabriola is most likely the result of the unusual circumstance of the ENSO and the PDO both being in their North American cold phases at the same time.
In early 2015, the PDO, which is what concerns Gabriola most, is moving out of its negative phase into its positive (warm) phase, meaning, if it were up to the PDO alone we would be looking at milder and slightly drier winters, rather like the 1930s and 1980s, which certainly fits the 2014/2015 winter and 2015 early spring record.
At the same time, ENSO is moving into an El Niño phase, meaning it will becoming warmer year-round all down the Pacific Coast, more moist down in California and southern Oregon, but drier than usual in coastal British Columbia. PDO and ENSO may thus combine to make the 2015 summer exceptional warm and dry. If so, this pattern could persist for several years as it has done in the past. ◊ | 1,019 | 565 | {
"id": "<urn:uuid:f915f818-b9f1-45ac-ba38-d0f1bb748aa9>",
"dump": "CC-MAIN-2017-13",
"url": "http://nickdoe.ca/pdfs/Webp83.pdf",
"date": "2017-03-30T06:45:52",
"file_path": "crawl-data/CC-MAIN-2017-13/segments/1490218193284.93/warc/CC-MAIN-20170322212953-00664-ip-10-233-31-227.ec2.internal.warc.gz",
"offset": 261612535,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9978449940681458,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9978449940681458,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2369
],
"fw_edu_scores": [
2.9375
],
"minhash_cluster_size": 1,
"duplicate_count": 2
} |
What is Title 1?
Title 1 is the nation's oldest and largest federally funded program, according to the U.S. Department of Education . Annually, it provides over $14 billion to school systems across the country for students at risk of failure and living at or near poverty.
What is the Purpose?
According to the U.S. Department of Education, the purpose of Title 1 funding, "is to ensure that all children have a fair, equal, and significant opportunity to obtain a high quality education and reach, at minimum, proficiency on challenging state academic achievement standards and state academic assessments."
Title 1 funds aim to bridge the gap between low-income students and other students. The U.S. Department of Education provides supplemental funding to local school districts to meet the needs of at-risk and low-income students.
How are students determined?
The basic principles of Title 1 state that schools with large concentrations of low-income students will receive supplemental funds to assist in meeting student's educational goals. Lowincome students are determined by the number of students enrolled in the free and reduced lunch program. For an entire school to qualify for Title 1 funds, at least 40% of students must enroll in the free and reduced lunch program.
Total Number of students in Free and Reduced Lunch Program- 67
How Title 1 Funds are Used:
How to use Title 1 funds rests with each school. Title 1 funds can be used to improve curriculum, instructional activities, counseling, parental involvement, increase staff and program improvement. The funding should assist schools in meeting the educational goals of low-income students. According to the U.S. Department of Education, Title 1 funds typically support supplemental instruction in reading and math. Annually, this program reaches over six million students, primarily in the elementary grades.
Types of students that might be served by Title 1 funds include migrant students, students with limited English proficiency, homeless students, students with disabilities, neglected students, delinquent students, at-risk students or any student in need. Students can be classified as atrisk for numerous reasons. A few reasons they might be classified as at-risk students include: high number of absences, single-parent home, low academic performance or low-income family.
Ways in which our Title I Funds are used:
- Literacy Coach- Some responsibilities include: assisting staff in the identifications of atrisk students, providing teacher support through prescriptive intervention strategies and remediation for at risk students, identify and teach small groups of academically at-risk reading students, and meeting with staff during meetings and professional development days. The literacy coach teaches students in Targeted Reading.
- After School Learning Academy
- Parent Information Nights
- Purchasing of instructional software and materials to supplement district provided materials such as reading materials or technology. | 1,321 | 562 | {
"id": "<urn:uuid:f7b12f05-989c-4883-9eab-90722be63413>",
"dump": "CC-MAIN-2017-13",
"url": "http://mtps.schoolwires.net/cms/lib07/NJ01912805/Centricity/Domain/22/What%20is%20Title%201.pdf",
"date": "2017-03-30T08:48:30",
"file_path": "crawl-data/CC-MAIN-2017-13/segments/1490218193288.61/warc/CC-MAIN-20170322212953-00001-ip-10-233-31-227.ec2.internal.warc.gz",
"offset": 249746389,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9987705945968628,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9987705945968628,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3024
],
"fw_edu_scores": [
2.234375
],
"minhash_cluster_size": 1,
"duplicate_count": 5
} |
Parents can struggle with explaining divorce to their young children. Naturally, parents worry about overwhelming their child and sometimes parents disagree on
Children are unique and parents need to be mindful of each child's developmental stage, cognitive capacity, and emotional needs. Ideally, parents should adapt their explanations and conversations with their children according to their distinct developmental functioning and capacity. Although it is best to share the news at the same time for children close in age, if developmental differences exist, the discussion with each child may be slightly different, and this is appropriate.
their approach and delivery of the explanation. Divorcing parents often ask professionals, "What should we say? How do we help our children understand?" Although there isn't one correct answer, there are some solid guidelines. Here are a few:
48 www.thriveswla.com
Share in small bites. Adults sometimes believe that if they have a few long conversations with a child related to the divorce, the child will comprehend the issue. However, children process in bits and pieces—on the move, in and out of play, and in random moments. Hence, it is important to share the facts in small bites, and not overwhelm the child with too much information. Adults should create, expect, and respond to ongoing small dialogues throughout the transition. During these conversations, allow the child to immerse in play, fantasy, and imagination to work through their questions and feelings, so that they are not overwhelmed.
Use neutral and non-judgmental language. It's sometimes hard for adults to find words that clearly explain a big topic like divorce. Use words such as "changed", "disagreement", and "arguing". Although this is simple language, we need to gear our explanations to young children in developmentally appropriate and child-friendly ways. Storytelling and puppet play are excellent ways for adults to explore difficult feelings and questions with young children. Play and story-telling give children a new understanding and new ways to talk about their feelings without shame, blame, criticism, or guilt.
Thrive Magazine for Better Living
August 2015
Don't blame the other parent. Using neutral language implies that the parent is careful to not blame, fault, or criticize the other parent in the process. If blame and fault are assigned to the other parent, it is likely to trigger confusion, anxiety, and even anger as the child is placed in a position of tug-of-war between the parents. Children need to continue to idealize both parents, and stay connected and attached to each parent in healthy ways. The more parents can facilitate this trust and attachment with themselves and the other parent, the better the child will adapt to this major life transition.
Be honest. Divorcing parents often ask, "How much should I share with my child?" Professionals usually encourage parents to be honest and use the words 'separate' and 'divorce.' Given the high rate of divorce in the U.S., it is very likely that your child has classmates who have been through this experience or your child knows other children of divorce. Therefore, if you avoid the words 'separate' and 'divorce' and don't explain what they mean, young children are more likely to be confused and anxious – as their imaginations are more powerful than the truth. Details about the divorce should only be shared in an age-appropriate way and if necessary. Consulting with professionals about how much to share could be beneficial.
Discussing divorce with young children can be complicated and daunting, and adults often struggle with explaining divorce and comforting children through the fears, anxiety, and unknowns that are part of this life transition. These guidelines could significantly benefit both parents and children as the family adapts to a major life change.
August 2015
Thrive
Magazine for Better Living www.thriveswla.com
49 | 1,483 | 776 | {
"id": "<urn:uuid:d73d28e4-da44-4394-b920-c31d95aae748>",
"dump": "CC-MAIN-2017-13",
"url": "http://aspiringfamilies.com/wp-content/uploads/2015/08/Thrive-Magazine-Published-Article-10-Tips-Maker.pdf",
"date": "2017-03-30T08:42:57",
"file_path": "crawl-data/CC-MAIN-2017-13/segments/1490218193288.61/warc/CC-MAIN-20170322212953-00005-ip-10-233-31-227.ec2.internal.warc.gz",
"offset": 31277198,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.998495876789093,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.998495876789093,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3969
],
"fw_edu_scores": [
3.15625
],
"minhash_cluster_size": 2,
"duplicate_count": 3
} |
Using the blood pressure monitor.
Please note, we're using this to investigate our bodies, not as a medical check! If you have any concerns about your blood pressure, talk to a grown up.
How to use the blood pressure monitor.
1. Ask someone to help you put the monitor on your wrist and attach the velcro so it is comfortable.
2. Lay your arm on the table with your palm up and the screen of the monitor facing up.
3. Relax.
4. Press the on button and wait.
5. The monitor will whirr, then it will tighten around your wrist.
6. Numbers will appear on the screen.
7. Wait for the numbers to stop changing.
What do the numbers mean?
The top number labelled SYS. is your systolic blood pressure. (The highest pressure when your heart beats and pushes the blood round your body.)
The middle number labelled DIA. is your diastolic blood pressure. (The lowest pressure when your heart relaxes between beats.)
The bottom number labelled Pulse is how many times your heart beats in a minute.
Write down your numbers here:
SYS. _______________
DIA. ________________
Pulse _______________
Get an adult to take their blood pressure too and write their numbers below:
SYS. _______________
DIA. ________________
Pulse _______________
Who has the lowest numbers? Child or adult? _____________________________
Perhaps you could ask some other people what readings they got.
Can you see a pattern emerging? Do younger people tend to have higher or lower blood pressure?
Can you think of any reason why this would happen?
Can you take your pulse yourself? Do you get the same reading as the machine did? | 1,009 | 841 | {
"id": "<urn:uuid:670d99f0-a1e9-4cb9-b0a1-5f22308af5e6>",
"dump": "CC-MAIN-2017-47",
"url": "https://frogotter.files.wordpress.com/2017/02/bloodpressure.pdf",
"date": "2017-11-20T15:02:28",
"file_path": "crawl-data/CC-MAIN-2017-47/segments/1510934806070.53/warc/CC-MAIN-20171120145722-20171120165722-00545.warc.gz",
"offset": 615557838,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.999573290348053,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.999573290348053,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1859
],
"fw_edu_scores": [
3.75
],
"minhash_cluster_size": 1,
"duplicate_count": 3
} |
FOR IMMEDIATE RELEASE
FOR INFORMATION, CONTACT:
Angela Roeber Director, Communications Project Harmony 402-595-1326 ext. 254
Cell Phone: 402-380-1350
Summer Safety Includes Technology Safety
Summer safety for children goes well beyond sunscreen, swimming, biking, and softball/baseball. With the explosion in communication tools, technology should be included within your summer safety checklist.
Project Harmony would like to remind parents of the risks involved and provide parents with a few safety tips to keep children safe as they engage in social media, explore the internet and text friends this summer.
* Get Tech Savvy. Even if you are not a Facebook fan, become familiar with the tools and social media platforms your kids are using. Follow their activity and know who their connections are. Unfortunately, there are child predators lurking online.
* Set Limits. When it comes to kids and technology, children require clear boundaries and an understanding of the appropriate use of technology. Parents need to be not only vigilant about their kids' online behaviors, but also consistent when it comes to enforcing the rules.
* Watch Smart. Use tools to filter movies and programming based on ratings, violence and sexual content.
* Surf Smart. Use tools that restrict access to sites with inappropriate content and monitor whether settings have been changed.
* Be Wireless Smart. Take the phone away at bedtime or install "sleep" functions on the phone so that calls received after a certain hour go directly to voicemail.
* Don't over share. The temptation to post pictures from vacations and pool parties will be high and it is a prime time for older teens to review their digital footprint as they begin to think about college applications.
"Safety is a conversation and a shared responsibility among all of us," says Project Harmony Executive Director Gene Klein. "Kids today are growing up with the internet, cell phones and text messaging. Most cannot distinguish between online and off. It is important that we talk with our children and help them understand how to make responsible and safe choices about what they post and/or share. Unfortunately, rumors, threats and photos can be disseminated on the Internet very quickly. It is also equally important to make sure our kids know where to go for support if someone ever harasses them."
Social networking can be a fun way to socialize and maintain relationships over the summer break. Always remember to be careful; technology can follow us everywhere.
ABOUT PROJECT HARMONY
Project Harmony is a nonprofit, community-based organization that has served more than 25,000 children during the past 20 years by providing a child friendly environment in which specially-trained professionals work together to assess, investigate, and resolve child abuse cases. In one centralized location, Project Harmony co-houses with Omaha Police Department Child Victim/Sexual Assault Unit, Nebraska Health & Human Services/Child Protection Service Initial Assessment and Child Abuse Hotline, Lutheran Family Services and Child Saving Institute. Project Harmony exists to protect and support children, collaborate with professionals and engage the community to end child abuse and neglect.
# # # | 1,414 | 621 | {
"id": "<urn:uuid:c7ebd775-ab5d-4b8a-8618-8997b58d1d2e>",
"dump": "CC-MAIN-2017-47",
"url": "https://www.projectharmony.com/getattachment/5f96c3f8-fa5b-4759-9a0f-560f7470265f/Summer-Safety-Includes-a-Technology-Safety.aspx",
"date": "2017-11-20T15:35:25",
"file_path": "crawl-data/CC-MAIN-2017-47/segments/1510934806070.53/warc/CC-MAIN-20171120145722-20171120165722-00552.warc.gz",
"offset": 852044283,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9958080351352692,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9977991580963135,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2370,
3272
],
"fw_edu_scores": [
2.3125
],
"minhash_cluster_size": 1,
"duplicate_count": 4
} |
Do now as a warmup:
1. Devise your own definition of a limit (or look it up). Be able to explain to the class what you know about limits.
2. What methods do you know for finding limits? How would you begin finding a limit, if you were asked to find one? How many methods can you list?
1.2 Finding Limits Graphically and Numerically
GNAW on limits:
Graphically: examine a graph
Numerically: make a table of values
Analytically/Algebraically:
plug in, if possible
if you get the indeterminate form 0/0, try:
factor and reduce
square root? multiply top and bottom by conjugate
try rewriting the function, maybe it's piecewise
Written: use correct math notation, be precise and concise
A&W are important for when a graphing calculator is not permitted!
G&N are great for when a graphing calculator is permitted!
Make a table of values to find each limit. If the limit does not exist, what "interesting" thing happens to the graph when x=3?
ex. Find
Another reason a limit doesn't exist: the left limit ≠ the right limit info
ex. Find
Defn.Limit:
f is a function defined on an open interval around a number c (but not necessarily at c)
L∈R,δ∈R, andε∈R, note also thatε>0 andδ>0 then, means that if x is within δ of c ( |xc|< δ ) , then f(x) will be within ε of L ( |f(x)L|< ε ) .
Find
δ
given
Remember from the definition of a limit that |f(x)L|< ε whenever |xc|< δ.
We start here in such a problem... ... and derive this part.
=.01.
ε
ex. Assuming and thatε=.001, findδ.
13
ex. Assuming
whatδ would be chosen for any givenε? | 949 | 644 | {
"id": "<urn:uuid:1989789b-0e4b-447b-8892-4618a522352e>",
"dump": "CC-MAIN-2017-47",
"url": "http://stevewillott.com/09-10%20calc%20smartboard%20notes%20pdf/1.2%20calculus%20blank.pdf",
"date": "2017-11-20T15:13:46",
"file_path": "crawl-data/CC-MAIN-2017-47/segments/1510934806070.53/warc/CC-MAIN-20171120145722-20171120165722-00549.warc.gz",
"offset": 268386910,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9895706276098887,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.997161328792572,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
287,
827,
956,
1055,
1306,
1471,
1512,
1566
],
"fw_edu_scores": [
3.734375
],
"minhash_cluster_size": 3,
"duplicate_count": 2
} |
What are rain barrels?
Rain barrels are containers used to collect rain water from the roof of a building via the gutter and downspout. The downspout is cut to a height that permits the rain water to flow into a barrel placed beneath it. The barrel should have a spigot to which a hose may be attached, and an overflow hose to direct rain water away from the foundation if rain continues after the barrel is full. Rain barrels are often made from 55-gallon food-grade plastic barrels, although they can also be made of wood. The collected water can be used to water gardens or lawns, wash cars, fill swimming pools or do other household chores.
Why use rain barrels?
Conserve water and reduce stormwater runoff: In the summer months, outdoor tasks such as watering lawns and gardens typically make up about 40% of household water use. With seasonal droughts, restrictions and bans on lawn watering, and the increasing cost of water, it makes sense to use rain water instead of municipal water for outdoor uses. Unless it is collected, rain water runs off impervious surfaces, such as roofs and pavement, gathering pollutants which often end up in local streams, rivers, pond, lakes and marine waters. Keeping and using rain water on your property helps reduce pollution, erosion and improves local watershed health.
Water quantity: Just 1/4 inch of rainfall on a typical roof will fill a rain barrel. A modest amount of rainfall can supply much or all of your outdoor watering needs - a full rain barrel will water a 200 square foot garden. A good rule of thumb is that 1 inch of rain on a 1000 sq ft roof yields 623 gallons of water. You can calculate the yield of your roof by multiplying the square footage of your roof by 623 and dividing by 1000.
Water quality: Rain water is "soft," or free from minerals and chemicals such as chlorine, fluoride, and calcium that are often present in municipal water. Rain water is considered ideal for watering plants or washing cars and windows.
How do I install a rain barrel?
1. Purchase or make a rain barrel.
3. Determine height of barrel.
2. Select location under a downspout.
4. Build a platform to desired height - Elevating a rain barrel a foot or so above ground level increases the water pressure, which comes solely from gravity (unless you install a pump). A full rain barrel typically weighs over 400 lbs, so the platform must be made of sturdy materials such as cinder blocks, bricks, or similar materials. The platform must be flat, level and large enough to support the entire base of the barrel for good stability.
6. Cut downspout to fit opening - You should connect the house downspout, which you will have to cut with a hacksaw to accommodate the barrel, directly to the lid opening or via a flexible pipe. Or you may simply direct the downspout to the opening in your barrel. You may also wish to install a downspout diverter, which allows you to divert water back into your downspout during winter or when you do not wish to collect rainwater.
5. Place rain barrel on platform.
7. Attach a hose to the overflow fitting. Use a length of hose sufficient to drain excess rainfall away from your foundation into a garden area or into another rain barrel. Keep the overflow valve open at all times.
How can I obtain a manufactured rain barrel?
Many Massachusetts towns and cities distribute rain barrels to residents through annual sales. Check with your municipality to see if there is a rain barrel sale planned and for details on how to participate. Or check the websites of the following vendors on state contract for information on sales planned in Massachusetts communities and how to participate. If no barrels are available in your community, try a neighboring community or consider purchasing a barrel directly from the vendor.
New England Rain Barrel, www.nerainbarrel.com (click "shop online" link)
Sky Juice New England, www.skyjuice.us (click "programs" link)
The Great American Rain Barrel Company, www.greatamericanrainbarrel.com
Systern Rain Barrel, Norseman Plastics, www.norsemanplastics.com
You can also check the following Massachusetts businesses that make rain barrels, or search for a rain barrel on-line:
* Boston Building Materials Coop, 100 Terrace St, Boston, MA, 617-442-2262, www.bbmc.com (click on the "green products" link).
* F & M Tools and Plastics, 62 Lakeview St., Leominster, MA, 978-840-1897, www.smartwareproducts.com.
* Aaron's Rain Barrels, 86 Watertower Plaza #174, Leominster, MA, 978-790-1816, www.farmersmarketonline.com/rain-barrels2.htm | 1,918 | 995 | {
"id": "<urn:uuid:7818ccf5-5fad-49be-a392-215abe6dc57c>",
"dump": "CC-MAIN-2017-47",
"url": "http://wakefieldcap.org/images/rainbarrelpdf.pdf",
"date": "2017-11-20T15:12:32",
"file_path": "crawl-data/CC-MAIN-2017-47/segments/1510934806070.53/warc/CC-MAIN-20171120145722-20171120165722-00561.warc.gz",
"offset": 322973276,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9765928387641907,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9977090954780579,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3264,
4557
],
"fw_edu_scores": [
3.640625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
CHC2P Unit 1: 1914-1919: Forming Identity
Activity 2: Conditions in World War I
Overview
War is filled with the stories and the experiences of victims and victors. This activity focuses on the story of one character in war. The character of Brian Gosling is fictional, but his experiences are based on the reality faced by some Canadian soldiers during World War I
Lesson
Brian Gosling: From Canada to France
"My name is Brian Gosling and I'm from Fredericton, New Brunswick. In September, 1914, I got all excited about going over to Europe to fight the Krauts - that's what we called the Germans. Yep, I even lied about my age to get into the army. I was only seventeen and I easily passed for eighteen. Nobody even checked my age, and soon I was on a ship to England for some basic training."
"The way I figured it, I was getting a free trip across the ocean and a chance at some real excitement. Things are pretty boring in Fredericton, me not having a job and all. My ma cried when I left, but I told her the fuss would soon be over and I'd be home by Christmas."
Trench Warfare
"And then they shipped us over to France, and man, things were not pretty over there. We all sat in these mud holes called trenches, and waited for the Krauts to come charging at us across no-man's land. This no-man's land was a chunk of ground about a kilometer wide between us and the Krauts."
"At night we would be sent into no-man's land to string barbed wire and to pick up our side's dead and dying bodies. God, I hated that job. Some of the wounded I picked up were crying like babies and had their guts hanging out or a leg or arm blown off. The ones that were dead were the lucky ones. After I dragged those bodies back to our trench, I was usually sick for half an hour."
"I was stationed on what they called "the Western Front. This was a line of trenches that snaked from the Atlantic Ocean across the north of France to the mountains of Switzerland. You can check it out on a map."
"Life in the trenches was a living hell. The food was crap, and rats and mice were all over the place feeding on our food and on the corpses that lay rotting in the vicinity. And then there were the cooties or lice. They were in your clothes and your hair. You were often stuck in a trench for one or two weeks before you could get a bath."
"You were supposed to sleep in dugouts near the trenches. But the noise from the big guns would drive you batty. Most days I felt sleepy and wet...and scared. If you think that's bad, wait until you have Germans running at you with guns, or you have to run at the German machine guns! Those machine guns could just cut you to pieces as you charged across no-man's land."
Assignment
1. What is meant by "no-man's land"?
2. What was the "Western Front"?
3. Why do you think that both sides placed barbed wire in no-man's land?
4. During four years of fighting on the Western Front, neither side was able to break through the line of trenches. Germany surrendered in 1918 because they simply had run out of soldiers. Why do you think neither side was able to break through the line of trenches? (Think about weapons and defence.)
5. Brian Gosling says, "I was never religious before I got here. But now I pray to God all the time." Why do you think that Brian is praying so often while he is in the trenches? What was life in the trenches like? Explain your answer.
"After a while, I found that those German guys weren't all that bad. They were being forced to do the same thing that I was doing. In fact I met some of them one Christmas Eve in no-man's land and we exchanged cigarettes and rum. But after that it was back to fighting."
"And the fighting is something else. I've lost most of my buddies. I was never religious before I got here. But now I pray to God all the time. Each day could be my last day. I never did get back to see my Ma last Christmas. But I pray that I get back to Canada in one piece for the next Christmas." | 1,457 | 917 | {
"id": "<urn:uuid:2a44b66a-9e02-4b45-a175-84fe79639026>",
"dump": "CC-MAIN-2017-47",
"url": "http://mrzahran.com/history/U1A2.pdf",
"date": "2017-11-20T15:22:56",
"file_path": "crawl-data/CC-MAIN-2017-47/segments/1510934806070.53/warc/CC-MAIN-20171120145722-20171120165722-00564.warc.gz",
"offset": 214285635,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9996381402015686,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9996763467788696,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1989,
3970
],
"fw_edu_scores": [
3.375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
ICEBREAKERS
An easy way to promote inclusion at PTA meetings is to encourage members to interact with each other. Include an icebreaker at your PTA meeting as a fun way to get people acquainted and to feel included. It's a great way to start meetings, encouraging engagement and meaningful introductions before diving into business.
* What is our main goal with this ice breaker? Determine whether your goal is to help people get to know each other better, to inspire some fun competition, or to have people walk away having learned something new.
* How is our ice breaker inclusive? Keep in mind that your participants might have different abilities, interests, and beliefs. Make sure it is accessible and does not exclude anyone from actively participating.
* How is our ice breaker interactive? Ice breakers are a great way to help people mingle and step out of their comfort zone. Plan an ice breaker that helps participants spark new connections and relationships.
What Do You Love?: Each person states one thing that is non-PTA related that they love. Then others who also love the same thing raise their hands or otherwise gesture.
Culture Club: Participants break into small groups and pick three areas of their families' cultural values from a list including traditional foods, typical dress, and what is or is not acceptable in overall appearance, histories, traditions, and holidays that are a source of pride, taboo topics, etc. Each person shares their answers.
Meet Someone New: Each person shares what month they were born and finds someone born the same month that they don't know well. What's one other thing they have in common?
Name Tag: This icebreaker could be used as an initial get-acquainted exercise. As each participant enters the meeting room, they can sign their name as usual, but present them with a different person's name tag. They should seek one another out and introduce themselves to other participants.
Name Game: Everyone's name carries history, fun anecdotes, or familial values. Ask each attendee to introduce themselves then talk about how they got their name or the history behind it. Perhaps they are named after someone specific, or maybe their last name means something in an ancestral language.
Just By Looking at Me: This activity allows participants to disclose some personal information that others may not know. The goal is to demonstrate that there is much more to a person than "meets the eye" or what comes out in face-to-face encounters. Form a circle with chairs if participants are able. Pass around the following script on paper: "My name is ___ and I am from ___. One thing you cannot tell just by looking at me is ___." Demonstrate the prompt by filling it in yourself and model the exercise.
Trivia Game is a way to spark fun competition between participants, while also providing an opportunity to learn something new. Create a list of 15-20 interesting and fun facts related to the theme of your trivia game. Choose the format you'd like to use to host your trivia game. You can use an online trivia platform to build out your activity for a gameshow effect or take a more traditional approach of using paper or whiteboards. Both options could work in a virtual or in-person setting.
Guess Who helps you get to know people in the room through interesting facts without having participants introduce themselves. Have each participant write one or two facts about themselves, either on a piece of paper or have them submit anonymously via email or a google form prior to the meeting. Take turns reading the facts out loud and after each one guess who the fact belongs to. Once the correct person is identified, they can elaborate on their fact and then they will read the next one. Repeat process until all facts have been read. | 1,399 | 745 | {
"id": "<urn:uuid:1c654079-10d7-4b40-9f40-ac92d723f78c>",
"dump": "CC-MAIN-2023-14",
"url": "https://www.louisianapta.org/_files/ugd/468e57_d6323038585c4fa7ae9d660e6e4701ac.pdf",
"date": "2023-03-28T15:23:40",
"file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296948867.32/warc/CC-MAIN-20230328135732-20230328165732-00223.warc.gz",
"offset": 957877332,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9990260601043701,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9990260601043701,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3798
],
"fw_edu_scores": [
2.734375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Evolution & Behavior
How did ant-plant interactions evolve?
by Matthew P. Nelsen 1 | Research Scientist; Richard H. Ree 1 | Curator; Corrie S. Moreau 2 | Curator
1 : The Field Museum, Integrative Research Center, Chicago, IL, USA
2 : Cornell University, Departments of Entomology and Ecology & Evolutionary Biology, Ithaca, NY, USA
This Break was edited by Max Caine, Editor-in-chief - TheScienceBreaker
ABSTRACT
Ants and plants rely on each other for food, defense and shelter. But how did these complex interactions evolve in the first
What are those ants doing? No, over there. Ants are all kind of the same, right? Nope. Ants are diverse— there are actually more kinds of ants than birds. Some live underground, and some use plants as places to hunt for food or to build a nest. Ants eat insects, plants, and oftentimes both. Many plants even rely on ants to defend them from plant-eating animals, or to move their seeds around. In return, they feed the ants or make structures for the ants to nest in. We're interested in how ants and plants became so deeply intertwined.
nesting. We expected to find that they evolved around the time plants began making nesting structures or specialized foods.
We know that plants are important for ants. For instance, the evolution of tropical forests dominated by flowering plants was important for the evolution of many of the major ant groups. But we wanted to look in more detail at when ants began to utilize plants in different ways—for food, foraging, and
TheScienceBreaker | Science meets Society
We also wanted to know whether using plants benefited ants over evolutionary timescales. When looking across the ant tree of life, we see some groups are more diverse than others. Differences may be due to their age, or rates at which species are formed and maintained. Since these interactions can be mutually beneficial to ants and plants at short timescales, we thought they might provide advantages over evolutionary time, and explain the uneven distribution of species across the ant tree of life. Previous work suggested plants relying on ants for defense or seed dispersal generate new species more rapidly, explaining at least in part why some
1
May 03, 2019
groups are more diverse than others. With this in mind, we expected to find a similar trend in ants.
Ideally, we would use fossils to answer these questions. There are LOTS of plant fossils, but these special structures are very rare in plant fossils. Similarly, there are LOTS of ant fossils (there are as many fossil ant species as there are dinosaurs!), but their interactions with plants don't tend to be preserved. So we took an alternate approach.
We used DNA sequence data to infer family trees depicting the evolutionary relationships of ants and plants. We then used fossils—which tell us the ages of ants and plants—to transform these trees and place them in time. We next consulted databases to determine whether tips in our family tree (which represent an ant or plant we see today) possessed specific characteristics (traits). We looked at whether ants used plants as food sources, and foraged on or nested in plants, and whether plant groups made specialized food or nesting structures for ants. We then used a statistical method to estimate the likelihood that individual ancestors in the family trees possessed these traits, given our family trees and these trait data. Finally, we recorded the age of ancestors that were inferred to have a high likelihood of possessing these traits.
So…what did we find?
We found that ants started using plants long before they made specialized food and nesting structures
TheScienceBreaker | Science meets Society
for ants. This suggests that there was a long period in which ants relied on less specialized food sources, such as sap or plant-derived sugars exuded from aphids and their relatives. Similarly, ants nesting in plants likely constructed their own nests or relied on gaps or holes created by other insects. Our analyses also revealed a sequence by which ants evolved from plant independence to full-dependence on plants. This was achieved when a predatory, groundforaging and -nesting lineage began foraging arboreally. They subsequently incorporated plant foods into their diet, and finally nested arboreally. Thus, we see an evolutionary pathway by which ants evolved to become increasingly dependent on plants.
We then used our ant family tree to estimate how rapidly species formed. These statistical approaches basically estimate the branching frequency of our ant family tree over time. Rates varied across the ant tree but were not correlated with plant use. This surprised us, as it conflicted with our expectations. But it highlights the complex evolutionary history of ants and suggests that differences in rates of species formation are due to multiple traits and events that vary across ants and through time. This means we have a lot more work to do to understand why some ant groups are more diverse than others. So the next time you see an ant running around, remember it is part of a diverse group of animals with a complex history!
2 | 1,993 | 1,045 | {
"id": "<urn:uuid:de5aef0e-3fbb-4b24-8585-63bb44591af2>",
"dump": "CC-MAIN-2023-14",
"url": "https://thesciencebreaker.org/storage/breaks/how-did-ant-plant-interactions-evolve.pdf",
"date": "2023-03-28T15:12:49",
"file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296948867.32/warc/CC-MAIN-20230328135732-20230328165732-00227.warc.gz",
"offset": 644121867,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9981002509593964,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9982477426528931,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2231,
5163
],
"fw_edu_scores": [
3.015625
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.