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LESSON PLAN Time of year: spring/picture story/poem/discussion/game \| \| Summary \| \|---\|---\| \| Subject/Discipline \| Subject/Discipline \| \| \| Weekly theme \| \| \| Age group \| \| \| Main topic \| \| \| Key concepts \| Learning Objectives * Learn to name 2-3 signs of spring through picture stories. * They will be able to answer the questions by listening to a poem read by the teacher. * In an interactive activity, they will be able to match a picture to its corresponding note. * In the creative activity, they will be able to use their chosen tools to represent the characteristics of spring. Equipment/material needed * Projector * Computer * Pictures * Optional tools for the creative idea (plasticine, coloured paper, pencils, gouache, watercolour) \| \| \| Kęstutis Ivinskis SIGNS OF SPRING Have you seen, children, The storks are returning to their homeland. They're coming from the shores of Africa Carrying the sun on their wings. Soon the grass will turn green, The peewit will nest in the fields, The frogs will dance in the puddles, Bees will hum in the flowers. The field lark will chirp merrily, The wind flowers will wash themselves by the water, Waking up from their sleep, The hedgehogs will go in search of friends. The ants will build their homes again, The woodpecker will build a new hollow, Like the blue sea, All the hillsides will be painted. As you can see, children- These are signs of spring. They'll entertain oneself from now on, And summer will come. \| \|---\|---\|---\| \| Main activity \| 15 min. \| Circle the correct picture when reading the statement https://wordwall.net/lt/resource/57636829 Playing the game "Guess What Is It?", the children based on the clue, will guess what is it and tell stories based on the pictures. \| \| \| 15 min. \| In the creative activity "Signs of Spring", children will be able to choose the tools to fulfill their creative idea, draw a picture with signs of spring, tell their friends what they have created and what the signs of spring are. \| \| \| 10 min. \| The children discuss what was difficult, what they liked, what they didn't like, what tools they used, what they learnt about the season - spring. Children's reflections on the lesson by presenting the creative activity "Signs of Spring", using the “Emoticons” assessment tool. \| Conclusions and recommendations * Children can name the signs of spring in 2-3 sentences. * They can hear and answer the questions in the poem. * Children are encouraged to choose their own tools to implement their creative idea. * In the game "Guess What Is It?", children themselves give their friends a clue about The material is developed within the Erasmus+ project PreEdTech - Improving the Pedagogical and ICT skills of Pre-School Teachers and Educators in the Digital Era, Grant agreement number: 2021-1RO01-KA220-SCH-000027894. This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein. Project website www.preedtech-project.eu Lesson plan prepared by teacher-methodologist Virginija Paužienė, Kaunas Primary School-Kindergarten "Šviesa"	1,412	771	{ "id": "<urn:uuid:8cd470bb-32bf-4274-b8a3-b2a72a1df55d>", "dump": "CC-MAIN-2024-22", "url": "https://preedtech-project.eu/files/language/EN/20.pdf", "date": "2024-05-28T03:40:49", "file_path": "crawl-data/CC-MAIN-2024-22/segments/1715971059067.62/warc/CC-MAIN-20240528030822-20240528060822-00466.warc.gz", "offset": 414584860, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9907320539156595, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9946991205215454, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 755, 2618, 3236 ], "fw_edu_scores": [ 4.4375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Year 1 Newsletter Ms Susan Sanderson Introduction A warm welcome back to the parents and children who were at Nexus last year and a special welcome to the new families who have joined us. We are truly excited and feel privileged to be teaching your child this year. It is wonderful to see how quickly the children have settled into their new Year 1 classes. They are enjoying getting to know their new classmates and are having a lot of fun working together, as you can see from the photos. A big thank you to Gina Gridley (Alaia's mum) and Saba Iqbal (Inaya's mum) for volunteering to be the class parents for 1G and 1B respectively. Unit of Inquiry The central idea of our ﬁrst unit this semester is 'Schools are organised so we can work together'. The learners of Year 1 and Year 2 were given a problem of moving a pile of very heavy blocks from the Year 2G classroom to the playground, without any external assistance. After discussing this as a group, they came up with a solution that used their teamwork and organisational skills to solve the problem. The teachers were impressed with how the learners worked together on their solution. The learners are continuing their inquiry looking at the roles different people play in the school. In English, we have been learning routines for independent and shared reading. Our home reading programme allows the children to practise these learned strategies. Home readers will be changed every Monday, Wednesday and Friday and the children should be able to read the books they bring home with ease, as this allows them to focus on developing their ﬂuency and expression whilst also building their conﬁdence. Please discuss the story with your child as this will not only enhance their enjoyment of the story but will also strengthen their comprehension skills. This week the learners started working in their new phonics groups. We are learning the different phonetic sounds whilst playing interactive games, singing songs and performing actions to support our reading and writing development. Mathematics In Mathematics, the children have been consolidating their understanding of numbers up to 10 and 20. They have been using different strategies to ﬁnd out how many objects are in a group and estimating accurately. The children are becoming conﬁdent in their counting skills and we would encourage you to give your child practice with this at home by encouraging them to count sets of items in the home. Languages other than English Chinese - Year 1 learners new to the Chinese language have been introduced to the numbers 1 to 10 and basic greetings through speaking and listening activities. Learners with prior experience have worked on identifying and writing numbers. The whole class has been learning and singing 'The number song' (http://www.youtube.com/watch?v=AXXV-E1CB-E). As part of the unit of inquiry they have been introduced to ﬁve learning tools through the story 'What do I have in my schoolbag?'. Learners were excited to ﬁnd Chinese words to match the pictures of the learning tools. French - Learners have been introduced to France, its shape and its capital as well as some cultural features. They have also learnt how to greet and introduce themselves, the numbers 1 to 10, some animal names and colours. Year 1 learners have been exploring how sounds are made on different percussion instruments. They have been doing music and movement exercises, and have begun to sing a number of songs. Year 1 learners have identiﬁed lines, shapes and colours in artwork created by Secondary School learners. They have used their imagination to transform a line made by an ice cream stick into slides, buildings, ﬂowers, cars and helicopters. They have experimented with colour using oil pastels as well as paints. They have begun to work on a portrait using lines, shape and colour using the papier mâché technique and a variety of other materials. Please send in an apron or an old t-shirt to prevent pastel and paint on uniforms. Health and Physical Education Year 1 learners have been learning water conﬁdence activities such ﬂoating and underwater swimming through fun aquatic games. Pool safety and familiarisation has also been covered. The learners have explored the water depth from 1.1M to 2.0M deep. In land-based HPE we have been learning class routines that are important for our health and well-being in a practical setting. Learners have been taking part in team building activities to foster positive class dynamics. Reminders Please note the Library days for each class: 1B - Wednesday and 1G - Thursday. Learners are to return their library books on these days and exchange them for new books. Learners are also welcome to change their books more frequently and they can do this during lunch times. Please make sure all clothes, water bottles and snack and lunch containers are clearly labelled with your child's name and class. The Year 1 and 2 Learners' Assembly will take place on Friday, 20 September.	1,820	1,031	{ "id": "<urn:uuid:c5aa14de-c5cb-4536-8ecd-56652898a02f>", "dump": "CC-MAIN-2016-44", "url": "http://www.nexus.edu.sg/getattachment/f913b05e-43ca-4a3d-a045-b1f9e628ec36/Year-1-(2).aspx?disposition=attachment", "date": "2016-10-21T23:42:01", "file_path": "crawl-data/CC-MAIN-2016-44/segments/1476988718311.12/warc/CC-MAIN-20161020183838-00473-ip-10-171-6-4.ec2.internal.warc.gz", "offset": 623614075, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9991795718669891, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9992011189460754, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1249, 3292, 4513, 5008 ], "fw_edu_scores": [ 2.53125 ], "minhash_cluster_size": 1, "duplicate_count": 5 }
St Oswald's C of E Primary School Thrive Policy Policy Approved: 3 October 2022 Next reviewed: September 2023 The Education Reform Act states that the curriculum should: * Promote the spiritual, moral, cultural, emotional and physical development of pupils at the school and of society * Prepare pupils for the opportunities, responsibilities and experiences of adult life Aims At St. Oswald's Church of England Primary School, we believe that children have the right to independence, choice and inclusion, and we seek to provide opportunities for personal growth and emotional health and wellbeing. Rationale Children learn who they are and how the world is by forming relationships with people and things around them. The quality of a child's relationship with significant adults is vital to their healthy development and emotional health and wellbeing. A number of children at our school need to access the THRIVE programme in order to support their emotional development. Those children, who require support from the THRIVE programme, for a number of various reasons are below the age-related expectations for social and emotional development. Although the PSHE curriculum is well embedded throughout the school, children who struggle to obtain vital social and emotional skills are not always able to access this curriculum and so need further support from the THRIVE programme. THRIVE * Is a dynamic developmental approach to working with vulnerable children that provides physical strategies to address their needs * Is an approach based on relationships with caring, consistent adults * Finds the earliest missing experience and fills the gaps in the developmental stages * Recognises that if children do not get experiences positively they will seek them negatively Purpose It is our purpose to provide a secure, caring atmosphere of trust and stability, giving all children the necessary support and guidance for their social and emotional development. We hope to achieve this through the following: * A promise of confidentiality in order to support children and parents alike * A fair and consistent approach towards requests for support * All school staff to be aware of the theory, underlying principles and assessment procedures of THRIVE * All staff to use THRIVE techniques and strategies on a daily basis when encountering children * Designated time slots throughout the week for group and/or 1:1 work with the THRIVE TA's. * A developing bank of resources for activities agreed in the action plan * A lunchtime DOING club for children who find the unstructured time difficult to deal with The THRIVE process. * Identify vulnerable children to THRIVE trained staff (not necessarily disruptive children) or children raised as a concern on a whole class screening * Obtain parental consent * Online Assessment and Action Planning Tool used based on observations and/or class teachers views * Action Plan created (if possible with parents and key workers) based on assessment outcomes * Sessions carried out on a weekly basis * Review Action Plans (approx. every 6 – 8 weeks) THRIVE assessments When a child has been identified by a class teacher and once parental consent has been obtained, the assessment can be completed following the online process. Due to the delicate nature of THRIVE, assessment must be carried out under the guidance of the THRIVE licensed practitioner. Once a minimum of 2 assessments have been completed under guidance, further assessments may then be carried out independently (under distant supervision). Results from any assessment must be passed to the THRIVE licensed practitioner. Copies of the assessments will be kept in the THRIVE file.	1,687	697	{ "id": "<urn:uuid:56c6ce37-b95d-4dcf-8ebc-d6408a51446d>", "dump": "CC-MAIN-2022-49", "url": "https://stoswaldsleeds.org/wp-content/uploads/2022/09/St.-Oswalds-C-of-E-Primary-Thrive-Policy.pdf", "date": "2022-11-28T18:35:35", "file_path": "crawl-data/CC-MAIN-2022-49/segments/1669446710534.53/warc/CC-MAIN-20221128171516-20221128201516-00172.warc.gz", "offset": 570162751, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9832954853773117, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9967010021209717, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 114, 379, 2624, 3711 ], "fw_edu_scores": [ 2.578125 ], "minhash_cluster_size": 4, "duplicate_count": 0 }
Published on Explorable.com (https://explorable.com) Home > Milgram Experiment Ethics Milgram Experiment Ethics [1] Martyn Shuttleworth [2]198.4K reads In recent years, psychologists and social scientists have begun to question the Milgram experiment [3] ethics, and whether the experiment should have been allowed at all. This notorious experiment was designed as a response to the notorious trials of Nazi war criminals, who claimed that they were 'just following orders'. Milgram wanted to establish whether people really would obey authority figures, even when the instructions given were morally wrong. The main thing to remember, when judging the experiment is that modern day criticisms have the benefit of hindsight. A few decades ago, Europe had been mentally scarred by the atrocities committed during the Second World War, and was looking for answers. Even a few years later, in the 1960s, these wounds remained; as a Jew himself, Milgram was trying to establish whether the claim of war-criminals, that they were just obeying orders, was a reasonable defense or not. At the time, the Milgram experiment ethics [1] seemed reasonable, but by the stricter controls in modern psychology, this experiment would not be allowed today. Milgram's generation needed conclusive answers about the 'final solution', and some closure on this chapter of human history. Was human nature inherently evil or could reasonable people be coerced by authority into unnatural actions? The Milgram experiment [3] once again became relevant in the 1970s Mai Lai massacre [4], with society questioning the motives behind the, as well as other atrocities committed by the Americans in Vietnam. Whilst the actions of the soldiers concerned cannot be condoned, it showed the horrible effects on the psyche, and morals, of young men when they are exposed to death and suffering on a daily basis. The main concerns raised about the Milgram Experiment [3] ethics are based on a number of factors. Modern ethical standards assert that participants [5] in any experiment must not be deceived, and that they must be made aware of any consequences. In the interest of fairness, follow up research, performed after the experiment, indicated that there were no long term psychological effects on the participants. However, the fact that these people thought that they had caused suffering to another human being, could have caused severe emotional distress. Whilst the Milgram experiment appeared to have no long term effects on the participants, it is essential that psychological studies do have strict guidelines; the Stanford Prison Experiment [6] is an example of one such study that crossed the line, and actually caused measurable psychological distress to the participants. In some cases, this emotional scarring lasted for months and years after the study, so questioning the Milgram Experiment ethics is a necessary part of science. The long term effect of carrying on performing similar studies would be destructive for research without deception [7]. Much of psychology researches explore areas where the involved subjects are more skeptical than the average of the population. They might never agree to participate in research which is harmless or aimed to help the subjects if it was well known that researchers commonly use deception. In conclusion, whilst there is no doubt that the experiment, in its original format, would not be allowed, it is important to remember that Stanley Milgram was not a bad person. He was genuinely trying to uncover the reasons why humans could become embroiled in great evil. In modern times, with questionable practices being carried out at Abu Ghraib [8] and Guantanamo Bay [9], the Milgram and Stanford Prison experiments are once again becoming relevant. Source URL: https://explorable.com/milgram-experiment-ethics Links [2] https://explorable.com/users/martyn [1] https://explorable.com/milgram-experiment-ethics [3] https://explorable.com/stanley-milgram-experiment [5] https://explorable.com/social-science-subjects [4] http://en.wikipedia.org/wiki/My_Lai_Massacre [6] https://explorable.com/stanford-prison-experiment [8] http://en.wikipedia.org/wiki/Abu_Ghraib_prisoner_abuse [7] https://explorable.com/deception-and-research [9] http://news.bbc.co.uk/2/hi/uk_news/3509750.stm	1,836	898	{ "id": "<urn:uuid:ecd3da71-cc39-4d8f-ad5e-967bfef3273a>", "dump": "CC-MAIN-2020-50", "url": "https://explorable.com/printpdf/milgram-experiment-ethics", "date": "2020-11-26T06:37:56", "file_path": "crawl-data/CC-MAIN-2020-50/segments/1606141186761.30/warc/CC-MAIN-20201126055652-20201126085652-00064.warc.gz", "offset": 291877524, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9971072971820831, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9976155757904053, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2298, 4329 ], "fw_edu_scores": [ 2.046875 ], "minhash_cluster_size": 5, "duplicate_count": 0 }
Socializing Can Adds Years to Your Life Having friends doesn't just help with loneliness. It may also improve your health. See how staying in touch might add years to your life. Just like a balanced diet and exercise, an active social life is an important part of healthy living. Studies show that people who have good social networks may live longer — and better. So, how socially connected you are now may help determine how healthy and independent you will be in the future. The benefits of staying connected It takes effort to stay connected. Between kids and work and everything else, people are busy. Sometimes it may feel like it's just too hard to stay in touch. But if you can find the time and energy, you may be pleasantly surprised at how fulfilling it can be. Having a few close, mutually supportive friends can be a key to staying healthy. Not only is having friends more fun, these relationships may also help you: - Feel supported - Stay mentally sharp - Reach your goals - Develop a more active lifestyle - Reduce stress - Have better health outcomes - Enhance your sense of well-being and happiness - Lengthen your lifespan What's more, some studies suggest that not having a social network can be bad for your health. Some researchers believe that social isolation can lead to a state of ongoing stress, which can eventually cause serious health problems. So staying connected has many benefits. Tips for building a better support system There are many ways to develop social connections in your community. Here are a few ideas: - Take an adult-education course or classes in yoga, cooking or something else that interests you. - Get involved at your place of worship, a club or other organization. - Volunteer for a cause you believe in or at a local school, museum or animal shelter. - Start or join a book club at your library. - Join a fitness center or a walking or biking club. - Plan a social gathering, like a game-playing or movie-watching night. As you're meeting new people, be sure to keep up with the friends you've already got. Devoting more time and energy to these friendships can lead to deeper, more rewarding relationships. Connect online Friendships can grow through online communities, too. There are plenty of sites that have been designed for social interaction. And while you're at it, consider joining an online health community. Websites like MedHelp.org provide an outlet for socializing while also promoting good physical health. Of course, you have to be active in the group to get the full benefit. Once you've joined, you can: - Interact with like-minded people. - Discuss health concerns with others. - Get and give encouragement for meeting personal health goals. Remember that no website can replace your doctor's advice. Healthy living is like any other challenge — it's easier when others are helping you do it! SOURCES: -help support groups.	1,137	590	{ "id": "<urn:uuid:99a9f09f-0364-42ec-9993-2cb1b74a8de6>", "dump": "CC-MAIN-2020-50", "url": "https://www.eskaton.org/sites/default/files/file-attachments/socializing-adds-years-to-your-life.pdf?1561416505", "date": "2020-11-26T06:30:33", "file_path": "crawl-data/CC-MAIN-2020-50/segments/1606141186761.30/warc/CC-MAIN-20201126055652-20201126085652-00068.warc.gz", "offset": 664653190, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9988401532173157, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9988933205604553, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1987, 2919 ], "fw_edu_scores": [ 2.46875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
St Clement's Church St Clement was believed to be a Roman tanner who was converted and became Pope after the death of St Peter. He was banished by Emperor Trajan and eventually sentenced to death. He was bound to an anchor and thrown into the sea. Of the churches dedicated to St Clement, there are only 50 known mediaeval foundations in England, four in Scotland, none in Wales and one in Ireland (Dublin). There is a theory that the preponderance of Clement churches in the ancient Danelaw (the areas of north and eastern England settled by Vikings in the ninth century) reflects the interest of the Danish communities in trading and seafaring, since St Clement was thought to protect sailors. However, a few other churches outside the Danelaw also bore this dedication, and they are often in coastal regions, positioned by a bridge or ford, or in areas prone to flooding. It seems that St Clement was generally invoked for his protection against drowning, even inland. 1 The manor was confirmed as a possession of St Frideswide's monastery in 1004, and St Clement's Church was one of the royal chapels given to the same foundation by Henry I in 1122, though the title was disputed by Oseney Abbey. At the dissolution of the monasteries in 1536, control over St Clement's Church (and its tithes) passed first to Cardinal College and then to the king. 2 The population was small: in 1481 the 'smokefarthings' (a hearth tax) collected in St Clement's amounted to five pence (compared with sixteen pence in the parish of All Saints, Oxford). 3 By the 1820s the population of the parish had grown to around 2,000 and the church at the foot of Magdalen Bridge was too small. Its energetic young curate, one John Henry Newman, began to collect subscriptions, and in 1827 a new church was built on 'Nacklingcroft Meadow', on land donated by Sir Joseph Locke. 4 1. Barbara E. Crawford, "The Saint Clement dedications at Clementhorpe and Pontefract Castle: AngloScandinavian or Norman?" in Myth, Rulership, Church and Charters: Essays in Honour of Nicholas Brooks, ed. Julia Barrow and Andrew Wareham (Aldershot: Ashgate, 2008) 189. 2. "Parishes: St Clement's" in A History of the County of Oxford: Volume 5: Bullingdon hundred, ed. Mary D. Lobel (London: Oxford University Press for the Institute of Historical Research,1957), 258-266. 3. Henry Paintin, MS Top. Oxon 285, Vol II, Folio 334. Bodleian Library. 4. "St Clement's Church" acessed January 6 2013, http://www.stclements.org.uk/home/about/history/	1,131	616	{ "id": "<urn:uuid:e6c0b167-86f3-42dd-bae3-5c6b392d26f7>", "dump": "CC-MAIN-2020-50", "url": "http://archeox.net/sites/www.archeox.net/files/reports/St%20Clement%27s-st%20clement_0.pdf", "date": "2020-11-26T07:37:40", "file_path": "crawl-data/CC-MAIN-2020-50/segments/1606141186761.30/warc/CC-MAIN-20201126055652-20201126085652-00070.warc.gz", "offset": 6922225, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9959726929664612, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9959726929664612, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2509 ], "fw_edu_scores": [ 2.046875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
PRECORRECTION Precorrection is a proactive strategy that helps solve everyday problems with a simple and minimal amount of planning. By "getting in front" of disruptive behaviors that are predictable or readily anticipated, teachers and staff reduce or eliminate the likeliness of a problem behavior occurring. A little preplanning with the preventative strategy of precorrection means problem behaviors are dealt with before they occur, instead of reacting to them after they occur. Precorrection includes visual supports (e.g., setting expectation posters) and verbal prompts delivered shortly before a problem behavior is anticipated in the authentic setting where it usually occurs, followed by strong reinforcement for engaging in appropriate behavior. This strategy has great flexibility and is usable in virtually any setting with any group of students, easily adapted to any activity or subject area where problem behaviors are anticipated. In fact, many teachers already use precorrection subconsciously. For example: - A teacher might remind the whole class that an activity's time is almost up and they will be cleaning up and transitioning to the next subject in a few minutes, and ask who can name one way they will show responsibility during the transition (e.g., clean and return all materials, walk safely, keep hands and feet to self). By this reminder, the teacher has given advance warning of a routine where he or she anticipated disruptive behavior (e.g., complaining of stopping the activity, leaving a mess at the activity area, physical conflict between students, running in class), and prompted students to think about which school-wide expectations would apply. - A teacher who reminds students to use a recently taught and reviewed mnemonic strategy to check math work (e.g., long division steps, order of operations calculations, solving algebraic equations), helping students focus on the process and to turn to the strategy before asking a peer or the teacher for help. - A teacher asks, "It's time to line up for lunch, who can raise their hand and tell the class one way we show respect in the hallway and in the cafeteria?" "That's correct, Angelique, push in your chair and form a silent line at the door." This teacher precorrected for (a) students shouting out by reminding them to raise their hand if they have an answer, (b) unsafe chair legs by reminding students to push in their chairs, (c) disruption at the door by reminding students to form a quiet line, (d) disruption in the hallway by having the student repeat a hallway expectation, and (e) disruption in the cafeteria by having the student remind the class of a cafeteria expectation. The information in these materials will provide more explicit methods to implement the precorrection strategy in order to maximize its potential benefits. Details include using it thoughtfully as a Tier 1 school- or class-wide daily practice and as a Tier 2 targeted intervention to help students who regularly display disruptive behavior. For more information, please see Chapter 7 in Supporting Behavior for School Success: A Step-by-Step Guide to Key Strategies by Kathleen Lane, Holly Menzies, Robin Ennis, and Wendy Oakes (2015 The Guilford Press).	1,330	637	{ "id": "<urn:uuid:effd0658-cd27-4c68-ae37-7aedc73dda9c>", "dump": "CC-MAIN-2020-50", "url": "https://ci3t.org/tier_library/pc/00_PC_Introduction.pdf", "date": "2020-11-26T06:04:24", "file_path": "crawl-data/CC-MAIN-2020-50/segments/1606141186761.30/warc/CC-MAIN-20201126055652-20201126085652-00072.warc.gz", "offset": 252634575, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9988300204277039, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9988300204277039, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3250 ], "fw_edu_scores": [ 3.34375 ], "minhash_cluster_size": 1, "duplicate_count": 2 }
Lesson Plan Analysis Lesson: Use this document to record information/evidence from the sample lesson plan. Evidence should consider the Core Actions. You may also record potential questions you have beyond the lesson. Evidence recorded will be integrated into the Feedback Summary worksheet. Core Action 1: Focus each lesson on a high-quality text (or multiple texts). Discussion Questions What text(s) will be used in the lesson? Is there evidence that the text was evaluated for complexity? What evidence can be noted for the text exhibiting exceptional craft and thought and/or providing useful information? What are the central ideas of the text? What is the intended learning for the lesson? Which standard(s) are targeted in this lesson? Does the lesson plan for a majority of the time to be spent reading, writing, or speaking about the text? Core Action 2: Employ questions and tasks, both oral and written, that are text-specific and accurately address the analytical thinking required by the grade-level standards. Discussion Questions How are question, activities, and tasks designed and sequenced to guide students to the central ideas and development of the text to build knowledge? How will students be expected to use evidence from this text to demonstrate understanding and support their ideas (e.g., Think, Pair, Share; journal; small group discussion, act it out, etc.)? Which vocabulary words, phrases, and sentences demand time and attention because they are: - critical to comprehension or - valuable words for students to know or - related to the central idea of the text? How are they addressed in the lesson? If present, what is the culminating task for the lesson? How will students demonstrate understanding of the structure, concepts, ideas, or details of the text? July 2017 Core Action 3: Provide all students with opportunities to engage in the work of the lesson. Discussion Questions: What scaffolds are planned so that all students will persevere through difficult tasks? What supports are planned for students who read below grade level? What extensions are planned for students who read above grade level? What consideration and opportunities for student progress toward independent reading of this text are built into the lesson? How are language and foundational skill practice addressed (for grades K-5, if applicable) in the lesson? July 2017 Beyond the Lesson Discussion Questions: Are there indications that this text is one of a sequence designed to build knowledge? Is there evidence of how this lesson fits within longer-term content goals? Is there evidence of support for increasing independence in writing or speaking? July 2017	1,148	517	{ "id": "<urn:uuid:ac91a608-76fe-4707-8d54-12bf3e899e12>", "dump": "CC-MAIN-2020-50", "url": "https://achievethecore.org/content/upload/Lesson%20Plan%20Analysis_ELA.pdf", "date": "2020-11-26T07:18:37", "file_path": "crawl-data/CC-MAIN-2020-50/segments/1606141186761.30/warc/CC-MAIN-20201126055652-20201126085652-00072.warc.gz", "offset": 190949469, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.998123288154602, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9982494115829468, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 861, 1826, 2413, 2713 ], "fw_edu_scores": [ 4.03125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Oncidiums from Carol Allen, the Orchid Lady Oncidium Culture Astonishing, awesome, and outrageous Oncidiums! This group of hybrids, more correctly entitled Oncidium Intergenerics (Dancing Lady Orchids), includes some of the most incredibly diverse flowers. Encompassing nearly ever color, hue, and shape, they are as easy to grow as 1, 2, 3! NUMBER ONE: Sunlight! In the Mid-Atlantic States three to four hours of direct sun are needed for the best growth and bloom. A South-southeast facing window that receives a long period morning sun is perfect. Filtered (like through a shear curtain) south or west will also work. You want to bathe the plant in very, very bright light for at least half of the day. If you have low-e glass, south or west is probably preferred. The light should be bright enough on a sunny day to make you squint. NUMBER TWO: Proper Watering Make sure your orchid is in a pot with drain holes! Watering is a two-step technique. First you need to identify the type of potting medium and second you need to apply a sufficient quantity of water such that the potting medium is adequately moistened. The type of potting medium makes a tremendous difference in how often you water your orchid. Once a week no matter what is not correct! Oncidiums are frequently produced in Hawaii and can be potted in lava rock. This material will be either black or dark maroon and have a rough surface. You will want to repot as soon as it is out of bloom into a material that is better suited to our Mid-Atlantic States. While it is in bloom, if it is in a 4" pot, water thoroughly and deeply about every four days. Sometimes Dancing Lady orchids are potted in a coarse bark material that looks something like mulch. Watering a 4" pot every 5 – 7 days will work in this medium. Unfortunately in this type of medium it is very difficult to tell when it is wet or it is dry. You will have to remember when you watered last and while the medium is great for growing in the greenhouse, it is not so great for growing in the home. Occasionally oncidiums are purchased potted in a golden, mossy substance. This is a species of tropical sphagnum moss and when an orchid is properly potted, it is nearly a perfect growing environment. However watering is a bit tricky. You must allow the top half-inch (in a 4" - 5" diameter pot) to go crunchy dry and I mean really, really crunchy dry. The top of the moss will no longer be soft and in the typical home, about a week to ten days will have gone by. If there is any question about whether the moss is dry enough, wait another day before you water. When you water you always want to water thoroughly and deeply. Take the potted orchid to the sink and allow a moderate stream of tepid water to run through the pot. Run the water around the entire surface of the medium. Continue to allow the water to run for a full minute by the clock. The pot will have gone from relatively light in weight to profoundly heavy. (Except in lava rock!) If in doubt, run more water into the potting medium. Allow to drain for a few minutes and then return it to the windowsill. NUMBER THREE: Repotting! ….as soon as it is out of bloom it needs to be repotted! When you buy your new orchid the potting medium will have already composted and degraded. Orchids complicate matters further by being very sensitive to salt build up in the medium. The salts come from fertilizers and our regular tap water. Salts prevent normal root growth and will burn existing roots. For these reasons, it is imperative to repot your new orchid as soon as it is out of bloom. Thereafter, an annual repotting will keep it growing and blooming year after year. A Few Other Details…. In general, a little FERTILIZER goes a long way! Use an even numbered formula such as 7-7-7 or 10-10-10. Only fertilize when the plant is in active growth; when growing new leaves or growing a spike. During those times of growth, fertilize once per month. …or as an alternative, apply a quarter strength dilution after every watering. Always apply the fertilizer solution after watering, never when the plant is dry. A relative HUMIDITY of 50% - 60% is ideal. Good AIR MOVEMENT is essential if your humidity is extremely high. In the home this is less of a problem, but in the greenhouse, circulating fans should be used. Oncidiums are fairly pest resistant, but sometimes scale insects can be a problem. With most PESTS the first line of defense is always simple removal. A cotton ball or light finger pressure and a stream of warm water can be used to wipe any insects and their debris off of the leaves. A child's paintbrush can be used to remove any pests or debris in folds of the leaves. Spray with a horticultural or neem oil to smother the insects and their eggs. The same technique can be used if spider mites become a problem. It is best to examine your plants on a regular basis as early detection and control is always more effective then trying to control a major infestation. © Carol Allen is The Orchid Lady firstname.lastname@example.org 240-994-5043	1,996	1,174	{ "id": "<urn:uuid:b5eb1622-c43c-4d8f-a4f6-5dd4931d430a>", "dump": "CC-MAIN-2017-17", "url": "http://behnkes.com/files/pamphlets/orchid_oncidium_carol_pdf.pdf", "date": "2017-04-23T15:51:07", "file_path": "crawl-data/CC-MAIN-2017-17/segments/1492917118713.1/warc/CC-MAIN-20170423031158-00363-ip-10-145-167-34.ec2.internal.warc.gz", "offset": 42746065, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9988910754521688, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9990745186805725, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1629, 3680, 5066 ], "fw_edu_scores": [ 2.234375 ], "minhash_cluster_size": 1, "duplicate_count": 4 }
1 A heat engine absorbs 250 J of heat from a hot reservoir and rejects 110 J to a cold reservoir. What is the eﬃciency of this engine? A) 39.% B) 78.% C) 31.% D) 85.% E) 56.% 2 A heat engine with an output of 300 W has an eﬃciency of 30% and works at a frequency of 10 cycles/second. How much heat is absorbed (Qh) and how much rejected (Qc) in each cycle? A) Qh = 200. J Qc = 140. J B) Qh = 143. J Qc = 9.00 J C) Qh = 1000. J Qc = 700. J D) Qh = 100. J Qc = 70.0 J E) Qh = 129. J Qc = 90.0 J 3 Refer to Fig. 1. An ideal heat engine uses 0.300 mol of ideal gas and operates between a hot reservoir at TH = 400 K and cold reservoir at TL = 300 K, in a cycle from a → b → c → d → a. From a → b the gas undergoes an isothermal expansion, changing its volume from Va to 2.5Va. From b → c, the pressure is reduced at a constant volume. From c → d, the gas undergoes an isothermal compression, and from d → a, the pressure is increased at a constant volume until the gas is back at the original condition at a. How much heat is absorbed in going from a → b? A) 1100. J B) 686. J C) 823. J D) 3050. J E) 914. J 4 Two refrigerators, one with a COP of 3.5 and another with a COP of 5.0, both extract 400 kJ of heat from the cold reservoir (food). Calculate the diﬀerence in energy they exhaust to the hot reservoir and hence the room. A) 34. kJ B) 24. kJ C) 38. kJ D) 31. kJ E) 41. kJ 5 A water-cooled electric power plant generates 250 MW of power at an eﬃciency of 35.0%. At what rate must water be circulated past the condenser if the change in water temperature is not to exceed 10 ◦ C? (The speciﬁc heat of water is 4.2 × 10 3 J/ kg ◦ C) A) 11100. kg/ s B) 8840. kg/ s C) 2630. kg/ s D) 6630. kg/ s E) 111000. kg/ s 6 What is the maximum possible coeﬃcient of performance of a heat pump that is capable of maintaining the interior of a house at 28 ◦ C when the temperature outside is −40 ◦ C? A) 0.44 B) 0.41 C) 4.4 D) 0.56 E) 3.4 1	1,065	686	{ "id": "<urn:uuid:6a806a75-790c-46f4-a9e3-69160e1dccfe>", "dump": "CC-MAIN-2017-17", "url": "http://phys.uri.edu/nigh/www-phy205/spring2017/recitation-3-1-k0.pdf", "date": "2017-04-23T15:41:14", "file_path": "crawl-data/CC-MAIN-2017-17/segments/1492917118713.1/warc/CC-MAIN-20170423031158-00364-ip-10-145-167-34.ec2.internal.warc.gz", "offset": 303491594, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9836834669113159, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9836834669113159, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1931 ], "fw_edu_scores": [ 2.484375 ], "minhash_cluster_size": 1, "duplicate_count": 2 }
HTS Spotlight: 1st Grade Whether it is in math, reading, science, handwriting or social studies, Holy Trinity School first graders have an opportunity to embrace foundational concepts in a fun way and learn how to be independent thinkers. This is important as students make the transition from kindergarten to a more structured academic day. Creating an environment that enables students to not only learn but also to thrive academically is important. Holy Trinity School's curriculum and structure enables teachers to give students a personalized and faith-based educational experience. It also allows teachers to readily use innovative and creative teaching methods in their day-to-day lessons, going beyond the standard core curriculum. For example, as part of their social studies curriculum, first graders recently had an opportunity to travel the world. Students made passports that reflected where they were born and then using those passports selected different continents, countries and states to study. It was interesting for the children to learn that not everyone in their class was born in New Jersey or even in the United States. The passport journey also was used to teach students about maps, interesting facts about continents, and highlight the difference between continents and countries. Holy Trinity's curriculum provides integrated learning across subjects. Along their passport journey, students also learned about the different habitats and climates of each continent. The students particularly found interest in learning about the different layers of the rainforest, the natural resources we use and where they come from, and the habitat and activities of Arctic animals such as the polar bear. In reading, students are divided into small reading groups with each reading group targeting the specific needs and reading levels of the student. Teachers work closely with the students to help them sound out words and to comprehend what they are reading. The class regularly discuss a story's setting, main characters, and author's purpose. The children also complete a number of writing assignments and are taught how to start pulling information from text to establish a story or main idea. Earlier this winter, the students completed their first book report. They selected books on Abraham Lincoln or George Washington, gathered facts, and wrote their book report in class. The students were proud of this achievement and displayed their book reports in the school's hallway. During math, teachers use a variety of visuals and manipulatives so that students can see, build, and explore more abstract concepts. Similar to all grades at Holy Trinity School, faith and service permeate the first grade curriculum. Students participate in daily prayer, attend Mass regularly, and participate in a variety of community service projects. One highlight for first graders is leading the "Parade of Saints" for the broader student community. First graders are partnered with 8 th grade students to learn and study about a chosen saint. The students then share what they have learned during a school assembly. The "Parade of Saints" has become a tradition at Holy Trinity School - teaching faith, community, and mentorship. First graders also make cards for homebound residents during the holidays and collect mission money throughout the year. First grade students also have the opportunity to participate in a variety of clubs and sports at Holy Trinity School. First grade students participate in the Chess Club, Daisies, Cub Scouts, Track, Cross Country, and both Basketball and Golf clinics. Ms. Antonette Carpinteri and Ms. Clare Trelease serve as Holy Trinity School's first grade teachers. Both teachers are New Jersey natives and products of Catholic education. Ms. Carpinteri has taught first grade at Holy Trinity School for 35 years. She has a BS in Elementary Education and degrees Reading and Early Childhood Education from Seton Hall University. Ms. Trelease is in her fifth year at Holy Trinity where she has taught both third grade and first grade. She received her BA in Early Childhood Education from the University of Scranton and is completing her Masters in Clinical Mental Health Counseling at Montclair State University this May. "I am happy that I work and teach in a community that encourages and promotes positivity in everything we do. It is not only good for our students but our teachers and community" said Ms. Carpinteri. Ms. Trelease agrees, "I enjoy teaching at HTS because the sense of community is amazing and everyone is willing to go the extra mile for each other." Since 1916, Holy Trinity School has provided a quality Catholic education to Westfield and the surrounding communities. A 2011 National Blue Ribbon and a Middle States accredited school, its mission is to educate students to actualize their full, individual potential both spiritually and academically.	1,968	943	{ "id": "<urn:uuid:72bade89-dfb1-4c01-bf7b-4bb65239a4ed>", "dump": "CC-MAIN-2017-17", "url": "https://htisnjbeta.files.wordpress.com/2017/01/16-17-26hts-spotlight-1st-grade-march2017.pdf", "date": "2017-04-23T15:39:49", "file_path": "crawl-data/CC-MAIN-2017-17/segments/1492917118713.1/warc/CC-MAIN-20170423031158-00366-ip-10-145-167-34.ec2.internal.warc.gz", "offset": 789384725, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9986788332462311, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9988835453987122, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2518, 4958 ], "fw_edu_scores": [ 3.6875 ], "minhash_cluster_size": 2, "duplicate_count": 5 }
C07-O09 A STUDY OF THE WHOLE YEAR CYCLES OF CYANOBACTERIA / MICROALGAE IN POLAR HYDROTERRESTRIAL ENVIRONMENTS Daria Tashyreva (University of South Bohemia) Martina Pichrtová (Charles University, Institute of Botany) Josef Elster (University of South Bohemia, Czech Republic) firstname.lastname@example.org Cyanobacteria and eukaryotic algae are dominant components in hydro-terrestrial habitats in Polar Regions. Phormidium, a genus of filamentous cyanobacteria, and Zygnema, a green filamentous algae, are among the most common microalgae, which produce macroscopic mats in shallow streams and ponds. In these unstable habitats, microalgae are exposed to wide diurnal variations of temperature, drying-rewetting cycles and continuous light during summers, freezing-melting episodes during and autumn, and permanent freezing for at least a half of the year. Here, we describe our observations on seasonal development of two Phormidium and three Zygnema communities. We monitored macroscopic community structure, morphology of cells and filaments, and viability of cells during the whole-year cycle. We found that Phormidium populations were constantly metabolically active during the entire vegetative season, and quickly resumed respiration after spring melting. During vegetative season, they contained very low number of dead or injured cells. Unlike akinete-forming cyanobacteria, they do not produce any morphologically distinct spore-like resting cells for survival of winter period, and cell morphology does not notably change during the vegetative season. Instead, a high proportion of cells from frozen samples remains viable, indicating that vegetative cells acquired resistance to stresses related to freezing. Apparently, polysaccharide sheaths, which are produced during summer, play a key role in protection of cells from damages by ice crystals in winter, and from desiccation in late summer—autumn. In contrast to cyanobacteria, populations of Zygnema develop from a few cells, however new biomass is produced rapidly and within a few weeks the whole pools are filled with Zygnema mats. Zygnema populations also markedly change their cell morphology during vegetative season. In early summer, the cells have typical vegetative morphology with two clear stellate chloroplasts each, which later gradually accumulate storage material, and change towards mature, stationaryphase-like cells, or pre-akinetes. The over-wintering pre-akinetes are markedly stress resistant being able to survive not just freezing but desiccation. They preserve viability during winter, however easily lose their resistance during spring melt become sensitive to probable freeze-thaw during spring. 317	1,274	564	{ "id": "<urn:uuid:e285a13b-7c54-4dd6-b252-d869c5b6472e>", "dump": "CC-MAIN-2017-17", "url": "http://assw2015.org/program/pdf/Abstract/Oral/C_Oral/C07_O/C07_O09.pdf", "date": "2017-04-23T15:48:18", "file_path": "crawl-data/CC-MAIN-2017-17/segments/1492917118713.1/warc/CC-MAIN-20170423031158-00371-ip-10-145-167-34.ec2.internal.warc.gz", "offset": 34734713, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.990589439868927, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.990589439868927, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2690 ], "fw_edu_scores": [ 2.046875 ], "minhash_cluster_size": 1, "duplicate_count": 6 }
Science – National 3/4 AWARD RECEIVED You will either be presented for National 3 or 4 based on your progress throughout the year. ENTRY LEVEL: What do I need to do it? Ideally you will have studied the elective S2/3 Science course or Biology, Chemistry or Physics, but it is not essential. COURSE CONTENT: What will I learn? Practical work will play a large part in the course, which comprises of three units. UNIT 1 – Fragile Earth Energy The course covers Fossil fuels and alternative energies and the part they play in our daily lives. It covers how fossil fuels affect the environment and how we need to find an alternative source because they are running out. Lessons covered - How are fossil fuels made? - How are fossil fuels extracted? - Useful products from crude oil - Alternative Fuels - Energy transfer diagrams Metals Metals like fossil fuels are finite resources with a range of useful properties. The properties of metals will be related to the construction industry and useful household utensils. Lessons covered - Physical properties of metals - Chemical properties of metals - Extraction of metals and the reactivity series - Metals used as catalysts - Corrosion of metals - Protection of metals UNIT 2 – Health and Technology Our health is very important to us and this unit covers social, mental and physical health as well as looking at the advantages and disadvantages of instruments used to measure BMI, blood pressure, heart rate, etc… The digestive system and the importance of a balanced diet as well as eating disorders and malnutrition will be covered. Lessons covered - The health triangle and physiological measurements - Heart and blood - The lungs and diseases related to the respiratory system - Healthy body UNIT 3 – Applications of Science Telecommunications Telecommunications plays a fundamental part in our everyday lives from 1930s television to our modern day invention of the SMART phone. Lessons covered - Electromagnetic spectrum - How the fibre optics, curved reflectors, satellites work - The uses of microwaves - Parts of a phone and their function - Waves Safety in the Home Electrical appliances have to be made safe and this unit covers this. - Electrical plug - The purpose of fuses and the Earth wire COURSEWORK - Candidates must research a topic e.g. metals and write a 100 – 200 word essay including the relevant scientific knowledge. - Candidates research an investigative report e.g. renewable fuels and non – renewable fuels and write a 500 – 1000 word essay, including interpreting data and converting into a graph, table, etc…. - Candidates must carry out a practical investigation and write the report.	1,266	567	{ "id": "<urn:uuid:cef68360-6d68-4154-8f4f-69333848c41b>", "dump": "CC-MAIN-2017-17", "url": "http://peebleshighschool.co.uk/sites/default/files/JD-N43%20Science%20Course%20info%27.pdf", "date": "2017-04-23T15:55:25", "file_path": "crawl-data/CC-MAIN-2017-17/segments/1492917118713.1/warc/CC-MAIN-20170423031158-00370-ip-10-145-167-34.ec2.internal.warc.gz", "offset": 297924496, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9965307712554932, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9966857433319092, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1229, 2691 ], "fw_edu_scores": [ 3.234375 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
How is a Theme Supported by the Selection? Cloze Notes A theme... * is the central _______________ in a story. * recurs over and over again. * can be applied to your own _______________. Examples of themes: Courage Friendship _______________ Faith _______________ Violence _______________ Success Death In his sophomore year of high school, Michael Jordan tried out for the varsity basketball team at Laney High School in Wilmington, North Carolina. But at five feet and eleven inches tall, the coach believed that Jordan was too short to play at that level, so Jordan was cut from the team. Jordan didn't let this obstacle defeat him. In fact, it pushed him to work even harder. He trained vigorously and grew another four inches the following summer. When he finally made the varsity squad, Jordan averaged 25 points a game and went on to become one of the greatest basketball players in history. A possible theme of this passage would be ____________________. * Examples of determination occurs over and over again. * We can apply determination to our own life. Your turn! Cassie was having a great time at summer camp. Her counselor was really nice and she had made friends with all the girls in her cabin. One day, a package arrived for Cassie. All the girls in her cabin watched as she opened it. It was a box of homemade chocolate chip cookies. Cassie took one out of the box and just as she was about to take a bite one of the girls asked if she could have one. Then all the girls were asking. Cassie knew that if she shared with the one girl, she would have to share with everyone, so she decided not to share at all. Cassie got to eat all of the cookies herself, but from then on the other girls hardly talked to her at all and no one wanted to be her friend anymore. What is a possible theme of this passage? (Answer here) How do I answer a question about a quote supporting the theme? 1. Read the passage. 2. _______________ the word “theme” in the question and write “central message” above it. 3. Identify a possible theme. 4. Check the multiple choices for a quote that _______________ your theme. If that doesn't work… _______________ the passage and the multiple choices and try again! Let's try one together. Which quote from the selection BEST supports the theme? a. "Michael Jordan tried out for the varsity basketball team at Laney High School" b. "the coach believed that Jordan was too short to play at that level, so Jordan was cut from the team" c. "Jordan didn't let this obstacle defeat him" d. "went on to become one of the greatest basketball players in history" WHAT YOU NEED TO DO: 1. Reread the Michael Jordan passage. 2. Circle the word "theme" in the question and write "central message" above it. 3. Identify a possible theme. 4. Check the multiple choices for a quote that matches your theme. Your turn! Which quote from the selection BEST supports the theme? a. "Cassie was having a great time at summer camp" b. "It was a box of homemade chocolate chip cookies" c. "Cassie knew that if she shared with the one girl, she would have to share with everyone" d. "she decided not to share at all" WHAT YOU NEED TO DO: 1. Reread the summer camp passage. 2. Circle the word "theme" in the question and write "central message" above it. 3. Identify a possible theme. 4. Check the multiple choices for a quote that matches your theme.	2,039	1,313	{ "id": "<urn:uuid:3c55a7bf-6f67-4145-96f9-3550aa78ee07>", "dump": "CC-MAIN-2018-39", "url": "http://gtnpd91.ncdpi.wikispaces.net/file/view/HowisaThemeSupportedbytheSelectionCLOZENOTES.pdf", "date": "2018-09-23T11:06:50", "file_path": "crawl-data/CC-MAIN-2018-39/segments/1537267159193.49/warc/CC-MAIN-20180923095108-20180923115508-00292.warc.gz", "offset": 108992773, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9996049404144287, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9997034072875977, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1872, 3420 ], "fw_edu_scores": [ 4.0625 ], "minhash_cluster_size": 3, "duplicate_count": 0 }
How to help at home …... Read with your child daily and when reading support them to identify the key parts: How is it introduced? Work together and write a new adventure story or poem. You can use the story of Harry and his bucket full of dinosaurs as a starting point. Where is it set? What is the problem? How is it resolved? Discuss their favourite character(s). What is their favourite part and why? Which facts did they enjoy or remember? Predict– what will the story be about? How might it end? Discuss decisions made by characters and how this makes other's feel. Remember to point out the high frequency words so your child is able to recognise and read them with ease. Try to plot the story together on a story mountain, looking at the key parts that make up a story. Such as the build up, dilemma, resolution and the ending. Where would the bucket take you? What would you find? Who would you meet? Will you have a magical object? What will the problem and resolution be? Work together and design a new dinosaur. What would you call it? What shape would it be? What features would it have e.g. spikes, short/long legs. What would they eat? Would you have a slogan? Continue to practise reading, writing and recognising numbers to 100. Help your child to count forwards and backwards to/ from 100 confidently. Help your child to recognise the time to o'clock and half past the hour. Learn to read, write and say the 100 high frequency words. Please help your child to recognise, read and spell the high frequency words, as this year there has been a huge push on spelling and punctuation. Thank you! Creative Curriculum Year 1 Term 3 Jaws and Claws In term 3 we will continue our learning journey as we dive into the terrifying topic of Jaws and Claws. We will be learning about dinosaurs and how they used to live and where. We will then be locating these different places on a world map. We will also look into fossils and how fossils are made. We will be enjoying stories such as 'Katie and the Dinosaurs' to get the children's imagination going. During Term 3 we will be learning to: Continue to sequence sentences to form short narratives and begin to punctuate sentences using a capital letter, full stop, question mark or exclamation mark. We will also be learning about suffixes and focusing on the suffixes –ing, -ed, -s, -es, -est, -er. Understand what algorithms (instructions) are and how programs follow precise and unambiguous instructions. Solve problems involving addition and subtraction within 20, including missing number problems. We will also be learning about multiplication and learning how to use an array to help us. 2 x 3 = 6 Read aloud our writing clearly enough to be heard by our peers and teachers. Use our knowledge of shaping and forming materials and manipulating clay in a variety of ways e.g. rolling, kneading and shaping, to make a dinosaur prototype. Form our letters correctly and continue to practise our joining. We will be focusing on presentation and taking pride in our work. Design a purposeful, functional, appealing product for themselves and other users based on a design criteria . We will be designing and making a simple game. Key Dates for the term Thursday 4th January 2018– Term 3 Begins Monday 15th January 2018– Science Dome in for new topic. Thursday 25th January 2018– Reading afternoon Friday 9th February 2018– Term 3 Ends To find out more about the skills being taught this term, please refer to your skills grid handed out in the Parent Evening pack.	1,418	778	{ "id": "<urn:uuid:a0bd3eb9-e8da-4de3-91e8-6c6dab8e9c9c>", "dump": "CC-MAIN-2018-39", "url": "https://s3.eu-west-1.amazonaws.com/jotter2.files/8158710?response-content-type=application%2Fpdf&response-content-disposition=attachment%3Bfilename%3Dterm-3-newsletter-yr-1.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20180923%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20180923T100532Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=b6e447bcbf87e02828077b202e447d4e21f6e58915285ec44ffe10c124240783", "date": "2018-09-23T10:05:34", "file_path": "crawl-data/CC-MAIN-2018-39/segments/1537267159193.49/warc/CC-MAIN-20180923095108-20180923115508-00290.warc.gz", "offset": 604705048, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9981935918331146, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9989203214645386, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2094, 3577 ], "fw_edu_scores": [ 3.890625 ], "minhash_cluster_size": 3, "duplicate_count": 4 }
James Martin Middle School 6th Grade Mathematics with Ms. McMillan Letter from the Teacher We have started a new Unit on the Common Core standards investigating Equations, Integers and the Coordinate Plane. All lessons and homework assignments for this unit will come from the workbooks distributed to the students in class. Please encourage students to be responsible with their workbooks. All math textbooks were supposed to be turned in to me last week for an inventory count. If you find a red math textbook at home, please send it in. The Unit Project for Bits and Pieces III along with the grading rubric was given to all students on last Friday. It is due on Friday, March 2nd. If student lose the original papers, they may print another copy from the copy posted on my wiki website under assessments. Please continue to visit my wiki for announcements and weekly homework posts. Copies of every quiz that we take in class are also posted on my wiki website as Practice Tests under the assessments link. Wiki website address: http://gailsmcmillan.cmswiki.wikispaces.net/ Thank you for being involved in your child's educational process. I am convinced that with the both of us working together we can provide the support that is needed for your child to be a huge success! Email: email@example.com Phone Number: 980-343-5382 (school) A brief outline of what we will be learning over the next few weeks. ♦ Common Core Investigations: Equations ♦ Common Core Investigations: Integers & Coordinate Plane ♦ Covering and Surrounding: Area & Perimeter ♦ Transformations: Moving shapes on the Coordinate Plane ♦ Probability: How likely is it? * Dry Erase Markers Pencils * * Pencil Sharpener * Loose Leaf Paper * Copy Paper * Graph Paper * Erasers * Tissues * Hand Sanitizer * Spiral Notebooks Grading Policy Reminder Throughout the year we will be assessing the level to which our students have mastered the curriculum. Because the goal of our class is for each student to achieve mastery, common assessments will earn one of the following grades: A (100% or 95%), B (85%) or "Not Yet" (0%). A grade of "Not Yet" indicates that a student has not yet mastered the material and he or she will be required to re-take the assessment. Students who scored an 84% or lower receive a "Not Yet" and will have 2 chances to retake the quiz. A "Not Yet" is entered as a zero in the grade book until the student retakes the quiz and scores an A or a B. If the student does not score an A or a B by the 3rd retake, they are given a 50% in the grade book. This is a CMS policy. Grading Scale: (standard CMS scale) A 100-93 B 92-85 D 76-70 Assessment procedures and practices The purpose of collecting grades is to assess students' mastery of content and skills, and to assess effectiveness of teaching. Grade Percentage Breakdown: - Homework = 10% of quarter grade - Class Participation = 10% of quarter grade - Classwork/Informal Assessments = 35% of quarter grade (Ex. warm ups, notebook checks, etc.) - Formal Assessments = 45% of quarter grade (Ex. quizzes, projects, group projects, etc.) Cheating: If a student is caught cheating he/she will receive a "0" for the assignment and will not be given the opportunity to re-take. Late work: * Homework will only be accepted 1 day late. Consequences for disruptive behavior * 1st strike – Verbal Warning * 2nd strike – Parent Call & After School Detention * 3rd strike – Administrative Referral Subsequent disciplinary actions include: In-school suspension (ISS) Out-of-school suspension (OSS) It is the student's responsibility to make up any missed work. C 84-77 F 69-below Here are some things that your child can do to improve their grade in Math class. ♦ Retake any assessment (test) that you have not mastered yet. When? After school on Tuesdays and/or Thursday. During Cougar Time on Friday mornings. ♦ Use the practice tests that are posted on my wiki website to practice for the tests. http://gailsmcmillan.cmswiki.wikispaces.net/Assessments ♦ Stay after school on Tuesdays and Thursdays for tutoring. 4:30 -5:30 (Tutoring busses only run on Monday and Tuesday.) ♦ Visit some of the additional help websites on the resources page of my website. http://gailsmcmillan.cmswiki.wikispaces.net/Resources Whatever it takes, Become Legendary!	2,003	1,030	{ "id": "<urn:uuid:a7bf9aa5-2685-4f63-9f80-e3c0b9bacc29>", "dump": "CC-MAIN-2018-39", "url": "http://gailsmcmillan.cmswiki.wikispaces.net/file/view/Newsletter2.pdf", "date": "2018-09-23T09:58:32", "file_path": "crawl-data/CC-MAIN-2018-39/segments/1537267159193.49/warc/CC-MAIN-20180923095108-20180923115508-00290.warc.gz", "offset": 102170590, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9973124563694, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9974858164787292, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1817, 4338 ], "fw_edu_scores": [ 2 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
How to help at home …... As discussed at Parent's Evening, it is important that the children can read and spell as many of the common exception words as they can, so please continue to learn these at home. Encourage your child to read through and edit their writing. Continue to support your child with the following areas in Maths: Partitioning two-digit numbers into different combinations of tens and ones. Adding 2 two-digit numbers within 100. Counting in tens from any two digit number. Using different coins to make the same amount. Editing is a really important skill to learn as it teaches children that it is ok to make a mistake. Remind them to check for any spelling mistakes, missing punctuation and sentences which do not make sense. Reading the time on the clock to the nearest 15 minutes. Identifying 2D and 3D shapes and talking about their properties. Inference is an important reading skill in Year 2. Readers who make inferences use the clues in the text along with their own experiences to help them figure out what is not directly said,. Here are some questions to ask your child to help develop their inference skills. How do you think the character is feeling? What does the text say to make you think that? What time of day is it? What tells you that in the text? Where do you think they are? Why? How old do you think the characters are ? What do you think will happen next? Why? Creative Curriculum Year 2 Term 2 Truly Scrumptious! In Term 2 our Topic is 'Truly Scrumptious' and we will be continuing our Year 2 learning journey by focussing on writing and reading recipes, making and tasting food, learning the basic principles of healthy eating and looking at where our food comes from. We will also be developing our design skills by creating our own chocolate bars and packaging as well as adverts and persuasive posters to try and sell them! We will be exploring poetry about food, the different vocabulary used to describe it and writing our own stories about Hansel and Gretel. We will be starting our Topic by looking at chocolate and taking part in an exciting chocolate workshop. We will learn about which countries chocolate is grown in, the process of how chocolate is made as well as getting to taste different types of chocolate and make our own chocolate lollipops! During Term 2 we will also be learning to: Maths SPaG We will continuing working on adding and subtracting two-digit numbers, working out missing number problems by using the inverse, identifying fractions of numbers and shapes as well as building on our knowledge of money and how to make the same amount in different ways. History We will look at the history of a significant individual from the past-John Cadbury. Geography As well as looking at where different foods come from, we will develop our geographical vocabulary by identifying key human features (town, village, factory, farm, office) and key physical features (beach, cliff, mountain, coast, ocean). We will be looking at different types of sentences (statements and questions), how to use commas in lists, spelling contractions (can't, don't, haven't) as well as learning and understanding the terms 'verbs' and 'adverbs'. Computing We will be learning all about algorithms and how to create and debug simple programs using 'Scratch' and 'The Hour of Code'. Science We will be looking at the importance of hygiene, of eating the right amounts of different foods and of exercise for humans. Your Expertise Do you have any expertise linked to our Truly Scrumptious topic? Do you know anybody who would be willing to come in and share their knowledge? Please speak to the Year 2 team if there is anything you can do to support us in extending the children's learning experience. Dates for Term 2 Monday 30th October-Children return to school. Tuesday 31st October– Chocolate Workshop/Flu Vaccinations Thursday 23rd November– Reading Afternoon-2.453.20 Thursday 7th December-Reading Afternoon-2.453.20 Thursday 14th December-Year 2 Christmas Production-9.15am Friday 15th December-Christmas Fayre Monday 18th December-Blunderbus Tuesday 19th December– Christmas Dinner Day Wednesday 20th December– Christmas Party Day/End of Term	1,685	922	{ "id": "<urn:uuid:66ac4652-3251-46d9-ad75-fff2624cbab2>", "dump": "CC-MAIN-2018-39", "url": "https://s3.eu-west-1.amazonaws.com/jotter2.files/7825072?response-content-type=application%2Fpdf&response-content-disposition=attachment%3Bfilename%3Dterm-2-newsletter.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20180923%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20180923T100548Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=d740b1e47259236bb909c5133e78e10279b753c42bdd1e95c95ba4fea98ceb65", "date": "2018-09-23T10:05:50", "file_path": "crawl-data/CC-MAIN-2018-39/segments/1537267159193.49/warc/CC-MAIN-20180923095108-20180923115508-00320.warc.gz", "offset": 598799677, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.997943788766861, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9983232021331787, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2339, 4255 ], "fw_edu_scores": [ 3.484375 ], "minhash_cluster_size": 2, "duplicate_count": 2 }
Blue Springs Scout Reserve Blue Springs Scout Reserve has: * Blue Springs Camp, Ebor Park Camp & Camp Blue Heron) * Open fields, marshland, swamps and grasslands, * Training /conference centre facilities * Several buildings throughout the camp for group use * Outdoor facilities- to support your program or program kits * Nature at its best (i.e., Blue Springs and Goose Pimple Pond) * A four seasons camp Location: Directions to Blue Springs Scout Reserve: considered the "HUB of ONTARIO - Five major routes to follow from 1. Toronto (GTA) 2. London, Kitchener, Waterloo, Cambridge 3. Hamilton, Burlington, Niagara Region 4. Guelph 5. Georgetown, Acton Locate: Google Maps Country: Canada Region: Interamerica Contact: National Scout Organization: SCOUTS CANADA Address: 14009 - 6th Line, RR#1, Acton, Ontario L7J 2L7 Tel: 905 299 2070 Email: email@example.com Web: http://www.blue-springs - s c out-reserve.ca/ Environmental features of the Centre: Blue Springs Scout Reserve is: - In the possession of prime wetlands (MNR, class 1-3), Grand River Conservation Authority Planning Department, published May:01:2001. - Environmental group study process includes assessment, recommendations and further studies in the following areas: * Stream * Waste Management * Wildlife * Significant Native Plants - Well situated with close access to the Bruce Trial and the historic Niagara Escarpment(designated as a United Nations Educational, Scientific and Cultural Organization (UNESCO) a World Biosphere Reserve) Environmental Education Programmes Available: Blue Springs Scout Reserve program includes: - Nature Centre check out the Biological Inventory- - Four Nature Trails * Blue Trail, in the Wetlands on the Boardwalk in Camp Blue Heron * Yellow Trail, a re-growth area in Camp Blue Heron * Orange Trail, the Wetlands area of Blue Springs & Ebor Park Camps * Silver Trail - Habitat offers "The Uniqueness of Carolinian Canada" - Radial Trail abandoned rail line provides access to the Niagara Escarpment & Bruce Trail - Self Guided Nature Kitsfrom one hour to day long activities - Program Resource Centre geared to youth and adults Environmental Management of the Centre + Environmental features of the Centre: Blue Springs Scout Reserve policy: As Blue Springs Scout Reserve is in the possession of prime wetlands (MNR, class 1-3), Grand River Conservation Authority Planning Department, published May:01:2001. Implemented nature and environmental polices that encourage: - Non-destructive or degrading use of the land and it's resources - Environmental ethics including increasing wildlife habitats and diversity - Opportunities for both Scouts and Leaders to learn and practice conservation Main achievements to dates: Blue Springs Scout Reserve enjoys: - Additional program offerings- Climate Change, LNT (Leave No Trace), Spirit Walk - Increased adult training - Ambassador & Volunteer Ranger programs - Artificial Nesting Structures, Management Plan w/ Ducks Unlimited Canada - Improved operating position Goals for the future: Blue Springs Scout Reserve will: - Re-certify using NEW Canadian Standards - Act upon recommendations of Grand River Conservation Authority - Additional offerings to support youth and leaders (focused program specific) Languages the centre can offer activities in: ENGLISH	1,806	725	{ "id": "<urn:uuid:6ca6cad3-0be5-4f89-b83e-93a02e41d184>", "dump": "CC-MAIN-2018-39", "url": "http://scout.org/sites/default/files/dedicated_pages/files/Blue_Springs_Scout_Reserve_0.pdf", "date": "2018-09-23T10:30:12", "file_path": "crawl-data/CC-MAIN-2018-39/segments/1537267159193.49/warc/CC-MAIN-20180923095108-20180923115508-00314.warc.gz", "offset": 213040175, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.907801941037178, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9358673691749573, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 545, 1529, 2725, 3346 ], "fw_edu_scores": [ 2.03125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
How to help at home …... When reading with your child support them to identify the key parts of a story. Compose a list of research questions for our topic. How is it introduced? Where is it set? hat is the dilemma? How is it resolved? Is there a concluding sentence? Involve your child in your everyday maths: Telling the time, Measuring and weighing, Handling coins and calculat- ing change. Is there anything your child would like to find out about India? How could they begin to find the answers to their questions? Explore healthy foods. Encourage you child to think about their food choices. Can they identify which foods are healthy and which are not? Do they understand why it is important to eat healthily? Dates for the term …... Tuesday 6th September—Return to school Wednesday 14th September—Meet the teacher Friday 23rd September—Jeans for Genes day Friday 30th September—Macmillan Coffee Morning Thursday 6th October—Year 2 harvest assembly Friday 7th October—Welly Walk Thursday 20th October—Parents evening Friday 21st October—End of term Creative Curriculum Year 2 Senses and Spices In term 1 we will be immersing ourselves in the culture of India. We will be building upon our geographical skills using maps, globes and atlas's to locate India and countries within the Asian Continent. We will be extending our imagination as we explore the senses and smells of the delicious Asian foods, the rich and colourful fashions and the national animals. We will explore the Sikh religion and identify their symbols and beliefs. We will end our topic with an Indian themed celebration day including food tasting, dancing and music. We hope to end our topic with an Indian Celebration day. During Term 1 we will be learning to: Describe the importance for humans to eat the right amounts of food types and understand where food comes from. Apply our developing math skills to real life activities. We will solve problems and discuss the systems and methods we have used. Write for a range of purposes includ- ing non-chronological re- ports, descriptive poetry and persuasive letters. Know the origins and some important features of religions. We will explore Sikhism and visit the Gurdwara. Locate hot & cold countries in relation to the equator using globes, maps & atlas' S.M.S.C and British Values Individual liberty and mutual respect. Our Social, moral, spiritual and cultural project this year is called Can't cook, won't cook! We are aiming to promote community cohesion and to demonstrate our British values through our creative curriculum and use our skills to support local charities. In term 1 we will be hosting a coffee morning on 30th September to support the Macmillan Charity. The children will bake cakes, decorate biscuits and lead the morning for you and other community members. Look out for our posters, leaflets and invitations. If you have any links with the Macmillan charity or have any advice how we can best support the charity please do come and speak to the year 2 team. Your Expertise Do you have any expertise linked to our Senses and Spices topic? Do you know anybody who would be willing to come in and share their knowledge.? Do you have any Indian clothes, instruments, objects or photographs that we could look at ? Please speak to the year 2 team if there is anything you can do to support us in extending the children's learning experience.	1,413	724	{ "id": "<urn:uuid:971ce2e2-73d2-4055-a613-0b41d1fabf17>", "dump": "CC-MAIN-2018-39", "url": "https://s3.eu-west-1.amazonaws.com/jotter2.files/5762706?response-content-type=application%2Fpdf&response-content-disposition=attachment%3Bfilename%3Dterm-1-newsletter-yr-2.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20180923%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20180923T100541Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=a8a80ef5a0ee3685dbf9e358d550adb5f673a0b0de5257374822f4fe32f92572", "date": "2018-09-23T10:05:42", "file_path": "crawl-data/CC-MAIN-2018-39/segments/1537267159193.49/warc/CC-MAIN-20180923095108-20180923115508-00318.warc.gz", "offset": 604185722, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9986021518707275, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9985904693603516, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1733, 3445 ], "fw_edu_scores": [ 3.40625 ], "minhash_cluster_size": 2, "duplicate_count": 1 }
Language: Mrs. Debbie/ Mrs. Victoria We began our week with reviewing all letters and sounds. This week we talked about Spring and Easter. We had music . We will have show-ntell on Wednesday. We reviewed our reading stories and sight words. We used our language baskets to work independently. We reviewed our letters and sang our phonics song. We are working in small groups to master our letters and sounds. We talked about word families, compound words, and rhyming words. We ended the week with free choice books. We are starting to work on end of the year program. Pre– K News Concept: Mrs. Lauren/Miss Tarrie Craft and Writing: Mrs. Kristen/Ms. Luzmery At the beginning of the week we reviewed our basket rules. and classroom rules. We worked on color words. We had a class discussion about Easter and Spring. We worked on rote counting by 10"s,5's,2's, and puzzles. We used the number line. We played "What's missing?". We did counting and estimating. We used the tactile bag. We ended the week with science shelf and free choice baskets/centers. Gross motor: All Classes Introductions/Review: Spring Monday: Review rules, Review body parts, introductions Tuesday: Ball-n-wand Parachute play reviewed outside rules Wednesday: Music/ Color words Outside time/races Thursday: Jump rope/balance board/ Scooters Friday: Hula hoops/hop scotch Review outside rules No VPK Monday: Print Practice Shapes, Names Tuesday: Colors/shapes, Spring handprint Wednesday: letters/ phonics, cutting Show-n-tell Thursday: numbers 1-20 Letter match Friday: Free choice art/writing table Books we read: Its not easy being a bunny, Put me in a zoo, Yertle the turtle, Pete the cat books, Little Cloud, Brown Bear, Hoppy, There was an old lady, Baby Bird, ocean, Peanut butter and Jelly, What's in the ocean, free choice books Please sign up for the remind me app. Reminders: VPK Only hours are 9:30-12:30. Important Information: ☺ Please visit our Web site weekly to stay up to date on information. ☺ Show-n-tell is on Wednesdays please only send in one small labeled item. ☺ Please wash hands when entering the building ☺ Please check your child's file/cubby each day ☺ VPK drop off is 9:10-9:25 The Bonita School is looking for a part time cook if you know of anyone who might be interested see Mrs. Diane. Please remember that all Tuition MUST stay up to date. Bobbie Noonan's Childcare April 2nd-6th Spring	1,083	603	{ "id": "<urn:uuid:97f46d2e-4fba-450e-9f29-ab348cf86202>", "dump": "CC-MAIN-2024-26", "url": "https://www.bobbienoonans.com/wp-content/uploads/2018/04/Pre-K-VPK-News.pdf", "date": "2024-06-19T16:04:50", "file_path": "crawl-data/CC-MAIN-2024-26/segments/1718198861828.24/warc/CC-MAIN-20240619154358-20240619184358-00853.warc.gz", "offset": 598621061, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9977203607559204, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9977203607559204, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2431 ], "fw_edu_scores": [ 2.984375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Try This at Home Science: Watershed Clean-up Activity Overview: Observe how pollution clean-up is never really complete. Materials: - Sink with drain plug or clear storage container - Powdered drink mix (Kool-Aid, coffee, lemonade, etc.) - Quickly dissolvable candy (Nerds, Smarties, etc.) - Clean recycling (yogurt containers, cardboard, etc.) - Clean trash (plastic bag, old homework, old mail, etc.) - Tongs or pasta spoon - Large bowl or similar container Try this! 1. Plug the sink and fill halfway with warm water. This water represents your local watershed. 2. Add the Nerds and powdered drink mix to the watershed and observe. 3. Add the trash to the watershed and observe. 4. Add the recycling to the watershed and observe. 5. Use tongs, spoons, or your hands to remove as much of the candy, drink mix, recycling, and trash as possible and place in the bowl. Can you return the watershed to the way it looked in step 1? 6. Clean up by returning used items to their proper disposal locations (trash in the trash can, recycling items in the recycling bin). What's happening? We have simulated a situation where pollutants have entered an ecosystem and scientists need to figure out a way to remove them all. The sink represents our lake or collection pond where all of the pollutants have collected. The Nerds and powdered drink mix represent manure from farms and fertilizer from our yards. The recycling and trash represent the things that do not make it into a recycling or trash bin; the litter all around our communities. As we try to remove all of the pollution added to the water, we notice that most of the trash and recycling are easy to remove. However, the candy becomes a bit harder to remove if it has already dissolved, and the powdered drink simply cannot be taken back once it mixes with the water. This is what happens to most pollutants once they enter our ecosystem! Scientists and engineers are trying to solve the problem of removing the microscopic pollutants, like fertilizers used on lawns and the salt from roads. Is there pollution in your neighborhood? The next time you are out for a walk, take a look around and observe the area around your feet. What do you notice? Is there litter along the edges of the path you are walking? Was there a water bottle in the gutter down the street from your home? What about that soggy newspaper that may be sitting at the end of a driveway? All of that trash is pollution and we can all do something about it. Every time we create waste that needs to be thrown away, it is our responsibility to make sure it is disposed of properly. This means we should always have a way to gather up our waste and transport it safely to the nearest trash or recycling bin. Biodegradable dog poop bags act as a great makeshift glove to gather trash without touching it, then both can be deposited in the nearest trash bin. If we notice litter, we should gather it up, leaving the environment looking better than we found it. These small actions can make a big impact in protecting our watersheds and the animals in the area. Interested in doing more? We can also look at current pollutant removal systems and see how they can be improved. Research the systems in your area by visiting your local Department of Natural Resources website! Now try… - Find several different fabrics or premade filters in your home and see which would work to help remove the powdered drink mix from the water. What did you notice? What else can you try to get the water cleaner? - Design a different sewer grate to help gather litter to prevent it from flowing into the storm drains. Can you build a prototype of your idea? If it works, pitch the idea to your local city council or watershed council. - Design a way to gather trash that has made its way into a river. Make sure this design keeps the animals safe and that nothing but trash can get trapped. Can you build a prototype? If it works, pitch the idea to your local city council or watershed council. Additional Resources Learn more about watershed protection measures at The Nature Conservancy Locate your watershed using the U.S. Geological Survey Science in Your Watershed map	1,546	873	{ "id": "<urn:uuid:dd5fde20-0345-4ad9-8e6f-2038f92a4e0b>", "dump": "CC-MAIN-2024-26", "url": "http://www.mi-sci.org/wp-content/uploads/2020/07/Watershed-Clean-up.pdf", "date": "2024-06-19T17:58:03", "file_path": "crawl-data/CC-MAIN-2024-26/segments/1718198861828.24/warc/CC-MAIN-20240619154358-20240619184358-00856.warc.gz", "offset": 46870878, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9989470839500427, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9990764260292053, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2056, 4193 ], "fw_edu_scores": [ 4.375 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
Try This at Home Science: Alka-Seltzer Rockets Activity Overview: Build and launch a rocket by creating an acid-base chemical reaction inside a film canister. Materials: - Empty film canister - Alka-Seltzer tablets - Water - Plastic tray or other plastic container - Safety goggles Try this! 1. Open the empty film canister and place it on plastic tray (if you do not have a tray or container, try this activity outside for faster clean up). 2. Fill the film canister about half-way with water. 3. Break one Alka-Seltzer tablet in half and set to the side. 4. Put on your safety goggles! Remember, you'll be launching a rocket in this experiment. 5. Drop one piece of Alka-Seltzer into the film canister, then quickly seal the lid and flip the film canister over on the tray. 6. Stand back and watch what happens as the pressure builds inside the container. What's happening? Alka-Seltzer contains both an acid and a base in its solid form – citric acid (found in citrus fruits) and sodium bicarbonate (baking soda). When the tablet is dissolved in water, the acid and base are allowed to mix together which generates a lot of carbon dioxide gas. Since gases take up more space than their solid and liquid counterparts, trapping this reaction in a sealed container will cause pressure to build inside the film canister. As the molecules expand, pressure continues to build until the top is blown off and propelling the canister into the air. How does this relate to rocket science? According to Newton's Laws, for every action there is an equal and opposite reaction. When the lid is blown off the film canister, it exerts a powerful downward force onto the tray. The resulting reaction is a force that pushes the rest of the canister into the air. When used to describe rockets, we call this force thrust and it is used to overcome the weight and air resistance of a rocket when it is sent into space from Earth. The greater the weight and size of the rocket, the more thrust is needed to overcome these downward forces. Now try… - Experiment using different temperatures of water in the rocket. Does the speed of the reaction increase or decrease with water temperature? - Add fins and a nose cone to your rocket using scrap paper and tape. Can you stabilize the flight of your rocket by adding these parts? - Look around for other containers with snap-on lids. Can you launch a different type of Alka-Seltzer rocket? . For more "Try This at Home Science" activities, visit www.mi-sci.org	990	542	{ "id": "<urn:uuid:3d6de487-f6db-4fb0-a460-bf008c1c4a0e>", "dump": "CC-MAIN-2024-26", "url": "http://www.mi-sci.org/wp-content/uploads/2020/07/Alka-Seltzer-Rockets.pdf", "date": "2024-06-19T18:00:38", "file_path": "crawl-data/CC-MAIN-2024-26/segments/1718198861828.24/warc/CC-MAIN-20240619154358-20240619184358-00858.warc.gz", "offset": 45563342, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.999035507440567, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9990948438644409, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1451, 2507 ], "fw_edu_scores": [ 4.5 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
The Eye of the Whale RIF EXTENSION ACTIVITIES FOR EDUCATORS THINK-TAC-TOE ACTIVITY OPTIONS u Individual students can choose an activity to complete. u Student pairs or cooperative groups can work together on a choice of their own. u Educator can assign an activity for an individual, pairs, or groups. JUST KEEP SWIMMING SET SAIL Research whale migration in the Atlantic and Pacific Oceans. Choose a specific kind of whale to trace its migration path. Draw a map to show the migration pattern of the whale of your choice. Include a picture of your whale with your map and add a map key. How many miles does the path cover? Art, Science, Social Studies, Technology, Math A WHALE'S TALE Imagine you are the whale in this story. You have just been set free from the crab net. How do you feel? What do you do next? Where do you go? What adventures do you have with other ocean life? Write a story about what happens after being set free. Include a picture to go with your story. Writing, Art, Science MEASURE IT! The average length of a humpback whale is 35-50 feet. In groups of 4, use yarn and rulers to measure the actual length of a whale. Then, arrange the yarn into a whale shape. How much classroom or hallway area did it take up? How many students can fit inside your whale's area? Math, Science Using diagrams or the Internet, identify parts of a fishing boat like the one used in the book. Locate the stern, bow, starboard, port, hull, and beam of a boat. Next, design your own fishing boat, label its parts, and name it. Have a contest with your group or classmates to engineer the best boat design! Art, Engineering, Technology POD-TASTIC Whales usually travel in pods, or groups. The average humpback weighs 40 tons. A baby humpback weighs about a ton. Research how many pounds are in a ton. If a pod has 5 adult whales, what would the pod weigh? If a pod has a total weight of 204 tons, how many adult whales and baby whales make up the pod? Create two or three word problems about whales for a partner to answer. Math, Science A WHALE'S EYE VIEW A humpback whale's eye is about the size of an orange and it can see just a clearly as a human eye. Create a poem about what a whale sees in its ocean environment. Illustrate your poem. Writing, Science ECO-FRIENDLY Animals in our lakes, rivers, and oceans are often in danger from things that humans do to harm the waterways. With a partner create a list of things that harm fish and other water creatures. Create a poster about ways to keep waterways more eco-friendly and safe for animals and people. Share with the class. Art, Science WHALE TRADING CARDS Research the various types of whales found in the world. Create trading cards (like baseball cards) of facts about 3 different types of whales. Include facts about their habitat, average length and weight, what and how they eat and more! Include a drawing of your whale on the front of each trading card. Trade cards with classmates when completed. Writing, Technology, Art SAVER OF THE WHALE! Think about the feelings that the rescue divers must have had the day they came eye to eye with a humpback whale! Write a letter to a friend from the point of view of a rescuer, telling about the day you helped save the whale. Try to describe your adventure so your reader can picture it. Writing, Science	1,409	773	{ "id": "<urn:uuid:4eaf3cc5-c6f0-4012-bf22-3f1388c00633>", "dump": "CC-MAIN-2024-26", "url": "https://api.rif.org/sites/default/files/images/2022/06/14/Support_Materials/Whale-Edu-Extension.pdf", "date": "2024-06-19T18:20:52", "file_path": "crawl-data/CC-MAIN-2024-26/segments/1718198861828.24/warc/CC-MAIN-20240619154358-20240619184358-00865.warc.gz", "offset": 78744099, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9976789355278015, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9976789355278015, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3346 ], "fw_edu_scores": [ 4.375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
The 10 Immutable Laws of Storytelling 1. Stories are always about people. Even if your organization is devoted to saving flora, toils in the dense thicket of policy change, or helps other nonprofits work more effectively, human beings drive the action. So your protagonist must be a person. And since this person guides the audience through the story, provide some physical description. This helps your listeners form a mental picture — it's hard to follow what you cannot see. 2. Your protagonist must want something. A story doesn't truly begin until the audience knows precisely what the protagonist's goal is and has a reason to care whether or not it is attained. Within the first paragraph or two, make it clear what your hero wants to do, to get, or to change. And beware the passive voice — stories are driven by desire! 3. Fix your story in time and space. The moment you begin telling your tale, your audience will want to know: Did this happen last week or 10 years ago? Are we on a street corner in Boston or a WalMart in Iowa? Help your listeners get their bearings quickly; they will more readily follow you into the deeper meaning within. 4. Let your characters speak for themselves. When your characters speak to each other, it lends immediacy and urgency to the piece. Listeners will feel as if they are the proverbial fly on the wall, hearing in real time what each person has to say. Direct quotes also let characters speak in their idiosyncratic voices, lending authenticity to the dialogue. "The name is Bond, James Bond," is way better than, "the agent introduced himself, characteristically repeating his surname twice." 5. Surprise the audience. Right away, you have to make your audience wonder, "What happens next?" or "How is this going to turn out?" As the people in your story pursue their goal, they must run into obstacles, surprises, or something that makes the listeners sit up and take notice. Otherwise, they'll stand up and walk away. 6. Speak the audience's language. According to national literacy studies, the average American reads at a sixth-grade level. Plain speaking is the order of the day. Good storytellers also have a keen ear for the colloquialisms and local slang that establish common ground between the teller and listener. 7. Stir up emotions. Even when you have mountains of hard evidence on your side, you must make your listeners feel something before they will even glance at your numbers. Stories stir the emotions not to be manipulative or melodramatic but to break through the white noise of information that inundates us and deliver the message, "This is worth your attention." 8. Stories don't tell: They show. Intellectually, your audience will understand the sentence, "When the nurse visited the family, she was met with hostility and guardedness." But, if you say instead, "When they all sat down in the living room, the family members wouldn't look her in the eye," your audience will see a picture, feel the hostility, and become more involved with the story. 9. Include a "moment of truth." At their essence, the best stories show us something about how we should treat ourselves, other people, or the world around us. We look to stories to be containers of truth, and your audience will instinctively look for this kind of insight. 10. Stories must have meaning. When the final line is spoken, your audience should know exactly why it took this journey with you. In the end, this may be the most important rule of all. If your audience cannot answer the question, "What was that story all about?" it won't matter how diligently you followed rules one through nine. RESOURCES: Storytelling as Best Practice by Andy Goodman. www.agoodmanonline.com	1,338	783	{ "id": "<urn:uuid:cf3c7aa0-44fd-42cc-9c72-ec020e8edb05>", "dump": "CC-MAIN-2021-43", "url": "https://jcamp180.org/JCamp180/media/Media/Knowledge-Center/Fundraising/The_10_Immutable_Laws_of_Storytelling.pdf", "date": "2021-10-17T07:11:58", "file_path": "crawl-data/CC-MAIN-2021-43/segments/1634323585121.30/warc/CC-MAIN-20211017052025-20211017082025-00335.warc.gz", "offset": 441980313, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9992007613182068, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9992007613182068, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3719 ], "fw_edu_scores": [ 3.59375 ], "minhash_cluster_size": 1, "duplicate_count": 4 }
Percentiles and Quartiles Worksheet Complete the following questions on a separate sheet of paper. 1. For the following sets of data, find the range. a) 6, 8, 11, 15, 24, 38 b) 11, -6, -2, 16, 9, -8, 17, 19 c) 6.4, 3.8, 5.9, 4.7, 5.3, 7.1, 3.2 2. For the data below, find the median, and the upper and lower quartiles 3. A year ago, Angela began working at a computer store. Her supervisor asked her to keep a record of the number of sales she made each month. The following data set is a list of her sales for the last 12 months: Use Angela's sales records to find: a) the median b) the range c) the upper and lower quartiles d) the interquartile range 4. The following data represent the heights (in inches) of 14 students in Ms. Warner's math class: 65, 63, 68, 59, 74, 59, 68, 61, 64, 60, 69, 72, 55, 64. a) Complete the table. b) Which interval contains median? c) Which interval contains the upper quartile? d) What percent of the students are shorter than 5 feet 7 inches? \| Interval \| Frequency \| \|---\|---\| \| 55-58 \| \| \| 59-62 \| \| \| 63-66 \| \| \| 67-70 \| \| \| 71-74 \| \| 5. Complete questions 1- 15 for the data set below. Table 1 1. ______ What is the percentile for 86? 2 ________ Find the 2nd percentile. 3 _________ Find the 2nd quartile. 4 ________ Find the 15% percentile. 5 ________ What is the percentile for 49? 6 _________ Find the 3rd quartile. 7 ________ Find the 88th percentile. 8 ________ Find the 75th percentile. 9 _______ What is the percentile for 61? 10 _______ Find the 60th percentile. 11 _______ Find the 1st quartile. 12 _______ What is the percentile for 104? 13 _______ Find the 55th percentile. 14 _______ Find the 20th percentile. 15 ________ What is the percentile for 70?	933	564	{ "id": "<urn:uuid:28d2478f-faf7-4385-8b2b-15baa5873519>", "dump": "CC-MAIN-2021-43", "url": "https://cpb-us-e1.wpmucdn.com/cobblearning.net/dist/e/2631/files/2016/02/Percentiles-Quartiles-Scaffolded-xabdw2.pdf", "date": "2021-10-17T06:29:18", "file_path": "crawl-data/CC-MAIN-2021-43/segments/1634323585121.30/warc/CC-MAIN-20211017052025-20211017082025-00336.warc.gz", "offset": 278065824, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9258793592453003, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9861570000648499, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1087, 1737 ], "fw_edu_scores": [ 4.125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Fig. 1 - Initial Setup COPOLYMER INTRODUCTION Copolymer is an ultra simple game for two players. A printed paper "board," a pen of one color, and a pen of another color can be used to play. Any honeycomb patterned grid with an odd number of cells can be used, such as the regular hexagonal board in Figure 1. BASIC MOVES Players take turns coloring in cells on the (initially empty) board, at least one cell per turn. Players are not allowed to pass on their turn. Deﬁne "connection" here as coloring in a cell adjacent to two opposing cells (that is, adjacent to each of at least two of your opponent's cells). Having formed a connection, as deﬁned here, you must color in at least one more cell while it is still your turn. Your turn concludes when you color in a non-connecting cell. So, for example, the ﬁrst turn of the game will necessarily be a single move turn since there are no opposing cells to connect to. Likewise the second and third turns must be single move turns since there will not be two opposing cells available to connect to. You are never required to form a connection, unless the only available cells are connecting cells for you. OBJECT OF THE GAME Once the board ﬁlls up, the player who has claimed the majority of cells wins. EXAMPLE PLAY Here one player will be Gray and the other Scribble. In Figure 2a it's Scribble's turn. Scribble makes both of his available connections in Figures 2b and 2c, and claims a non-connecting cell in Figure 2d, concluding his turn. Now Gray makes a connection in Figure 3a, and claims a non-connecting cell in Figure 3b. Notice that Gray chose not to make all three of his available connections. This is important because if Gray had done so, he would have lost the game to Scribble on the following turn. By making only one connection, Gray secured a victory for himself. Tempo is paramount in Copolymer. The end game is fairly trivial on an eleven cell board. On a 271 cell board (ten cells on a side), the end game is exceedingly complex. AUTHOR'S NOTE Feel free to copy, distribute, proﬁt from, or do whatever you like with this document and the game of Copolymer. However please don't change the name or the rules, and please attribute the game to me, Mark Steere. Other games I invented: Quadrature, Tanbo, Impasse, Byte, Diffusion, Cephalopod, Box Hex, and Net Y. For more information see marksteeregames.com. Copyright (c) April 2006 by Mark Steere	1,036	589	{ "id": "<urn:uuid:193be2dd-f0b1-43d7-bed0-c6156fef4665>", "dump": "CC-MAIN-2021-43", "url": "http://www.superdupergames.org/rules/cop.pdf", "date": "2021-10-17T07:34:07", "file_path": "crawl-data/CC-MAIN-2021-43/segments/1634323585121.30/warc/CC-MAIN-20211017052025-20211017082025-00335.warc.gz", "offset": 143184529, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9989660978317261, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9989660978317261, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2440 ], "fw_edu_scores": [ 2.0625 ], "minhash_cluster_size": 2, "duplicate_count": 3 }
Name: Configuration Station Write the words from the word bank in the correct boxes. world live machine everything woman move everything: all things live: exist, to be alive machine: engine, equipment move: go, travel, change location woman: female, lady world: earth, planet, globe What's Missing? Fill in the blanks with words from the word bank. 1. We're going to to New York. 2. A robot is a that can do many things. 3. Do you near the school? 4. A went up in the space shuttle . 5. tasted great at the barbecue! 6. What in the is that? world live machine everything woman move Sentence Sense Use each word in a 5-7 word sentence below. move live everything woman world Where Are the Words? Find and circle all of the words from the word bank. Some words appear twice! \| m a c h i n e b f w \| \| \| \| \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| o \| b \| k \| f \| z \| p \| g \| s \| j \| o \| \| v \| j \| w \| o \| r \| l \| d \| k \| b \| r \| \| e \| s \| p \| b \| j \| i \| x \| f \| z \| l \| \| f \| k \| z \| m \| o \| v \| e \| p \| w \| d \| \| l \| b \| q \| x \| f \| e \| j \| k \| o \| s \| \| i \| j \| s \| k \| p \| q \| z \| b \| m \| f \| \| v \| f \| z \| q \| b \| j \| s \| p \| a \| k \| \| e \| v \| e \| r \| y \| t \| h \| i \| n \| g \| world live machine everything woman move Rhyme Time Read each word and listen for the ending sound. Find and paste three words that rhyme with each word. \| world \| move \| \|---\|---\| Order in the Court Place the words below in alphabetical order. 1 2 3 4 5 6 world live machine everything woman move Clever Connector Draw a line to connect the words that have the opposite meaning. woman stay everything die move man live person machine nothing Awesome Artist A woman scientist invented a machine that can move quickly. What is it? Definition Derby Read each word in the first column. Find the right definition and write the matching letter next to the word (see sample). Write each word in a sentence and draw a line under the special word. \| \| Sentence \| \|---\|---\| \| d \| May I move to a different seat so that I can see better? \|	1,183	677	{ "id": "<urn:uuid:6437960c-0b32-49fd-a792-0eca6de075e3>", "dump": "CC-MAIN-2021-43", "url": "https://carlscorner.us.com/SF2/Unit%201%20Exploring%20Space%20with%20an%20Astronaut/Exploring%20Space%20with%20an%20Astronaut%20Packet.pdf", "date": "2021-10-17T06:30:50", "file_path": "crawl-data/CC-MAIN-2021-43/segments/1634323585121.30/warc/CC-MAIN-20211017052025-20211017082025-00335.warc.gz", "offset": 250152506, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9924856126308441, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9986257553100586, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 321, 657, 759, 1347, 1490, 1630, 1874, 2178 ], "fw_edu_scores": [ 3.75 ], "minhash_cluster_size": 1, "duplicate_count": 6 }
Mt. Putuo is one of the four mountains in China famous for their Buddhist connection, tracing back over 1100 years. In 863 AD, during the Tang dynasty, a Japanese monk tried to ferry a statue of Guanying back to Japan but encountered a severe storm lasting several days when trying to depart. He had to leave the statue on Mt Putuo. A local resident, Mr. Zhang, took the statue home and named it "Guanyin who does not want to leave". In 916 AD, after Mr. Zhang passed away, a temple was built by the locals, which they called "The temple of Guanyin who does not want to leave". For over a thousand years the temples on Mt Putuo have endured tornadoes and fire and had to be re-build at times. In addition they did not fare well during the infamous 'cultural revolution' when 17000 Buddhist statues and ornaments in the temples of Mt. Putuo were destroyed. The temples itself on Mt. Putuo were also destroyed and over two hundred monks were chased out of the temples. In 1979, after the death of Mao in 1976, monks were allowed to return to their ruined temples. Abbot Miao-Shan also started to collect funds from supporters to rebuild various temples. 1 / 3 Inauguration Miracle on Mount Putuo Chinauncensored Staff Incidents happened during the "Light Opening" of different Buddha statues, but the one of 1979 was the most significant. A "Light Opening" ceremony is performed to invite the spirit of a Buddha to reside on the statue. In the long history of Buddhism, there were hundreds of stories recorded about mysterious phenomena happening during Buddhist ceremonies. A very significant event happened when the main statue of Bodhisattva Avalokitesvara(aka. Goddess of Mercy, Guanshiyin) on Mt Putuo was inaugurated in1979. On October 30 abbot Miao-Shan and over 5000 people were gathered in front of the temple, waiting for the Ceremony of Light to open. A miracle occurred whereby a sudden heavenly beam of "Light" was shone onto the statue. ( Link to Chinese site, video ) Located in the eastern part of the Zhoushan Archipelago, which is full of mystic caves, tranquil vales, overhanging cliffs and golden beaches, the mountain is also known for its rough terrain and exquisite landscapes apart from its religious significance. The temples were permitted to be rebuilt in 1979 after the death of Mao in 1976 and went through large scale re-construction during 1980s and 1990s, to meet the demands of tourism. Now the mountain is described in Chinese tourism literature as "The Mountain is not only a sacred place of Buddhism, but also an ideal summer resort. It has a mild climate, intriguing surroundings and unique scenery. It is cocooned in verdant trees and looks like a place of great 2 / 3 Chinauncensored Staff wilderness. "The mountain features many caves of which the Chaoyin and Fanyin (Cave of Buddhist Sound), caves are the most renowned. The Fanyin Cave is sandwiched between two steep cliffs of some 100 meters high. When the sea level rises the waters pour into both these caves with a thunderous roar. Most visitors to the mountain come to see its three famous temples - Puji, Fayu and Huiji, but are unacquainted with the sacred teaching of true Buddhism, due to the suppression by the Communist regime. Many Chinese people believe that praying to the Buddha statues in these sacred temples brings good fortune. The mountain is particularly crowded on the three days sacred to Guanyin Bodhisattva - her birthday (February 29 on the Chinese lunar calendar), the day on which she began studying Buddhism (June 19 on the Chinese lunar calendar), and the day she became a nun (September 19 on the Chinese lunar calendar). On these dates, there are all-night ceremonies and chanting and the temples are packed with people. 3 / 3	1,566	840	{ "id": "<urn:uuid:b5f9eeff-aa27-46e5-bfaa-a355d1a2f612>", "dump": "CC-MAIN-2020-34", "url": "http://www.chinauncensored.com/index.php/kaleidoscope/452-buddhisatva-appeared-on-the-light-opening-of-temple-on-mt-putuo?format=pdf", "date": "2020-08-15T16:31:55", "file_path": "crawl-data/CC-MAIN-2020-34/segments/1596439740929.65/warc/CC-MAIN-20200815154632-20200815184632-00287.warc.gz", "offset": 130960214, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9984081784884135, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9985369443893433, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1161, 2716, 3765 ], "fw_edu_scores": [ 2.859375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Serving Centre County residents with food needs. Portion sizes have doubled in the last 20 years, but science suggests a way to combat this! Food Pantries of Centre County Newsletter—Spring 2019 EVERYONE HAS A SET OF HELPING HANDS….. the serving size is perceived. will appear larger when served on a smaller plate. ing. However, this is not a realistic practice in multiple situations. Research shows that larger plates lead to increased portions, based on how Estimating Portion Sizes Measuring food is a great way to know how much food you are eat- Use this chart to help you visually measure your food intake. Capital Blue Cross & http:// More white space on a plate creates the appearance of a smaller portion size, whereas that same portion size How Color Affects Your Appetite Could color actually influence how much food you consume? Turns out, it can. Check out the following information for more details. By Shannon Clark Ever wonder why all fast food restaurants appear to be of the same color? Is there something to that? Turns out, there is. Certain colors can influence your appetite and desire to eat food, so by painting a room a certain color, it may encourage more eating. For fast food establishments or restaurants, this clearly means more business. Likewise, if you are someone who is hoping to lose weight, you might be well served by surrounding yourself in certain colors that actually suppress your appetite and desire to eat, which could make it easier to reach your goals. Let's look at how various colors influence your desire to eat. Red Red is an interesting color as it generally all depends on how it's used. If food is served on a red plate, people tend to eat less food overall, likely because they associate red circles with stop signs. This may seem elementary, but subconsciously, it could be taking place. On the flip-side though, the color in general does tend to stimulate the appetite, which is why fast food restaurants often use red in their logos or signs. Likewise, we tend to find red colored foods appealing and it tends to make us want to eat more. So think about that next time you're eating a tomato, apple, or cherry. Gray When it comes to appetite inducing colors, gray is one color to stay away from. Most people do not associate gray with a palatable food thus it puts them in the mood to not eat. Think about this, when was the last time you saw a delicious tasting gray food? Chances are, never. Black Also on the list of colors that tend to suppress appetite is black. Black is a very dark color and most people will eat more when they experience feelings of happiness and excitement. This tends to come about from brighter colors, putting black on the outs. Blue Yet another color that will squash your appetite in a hurry is blue. Here again, we just don't see many delicious tasting blue foods in everyday life. With the exception of possibly blueberries, most blue colored foods look rather unappealing. They'll make people want to put the food down rather than pick it up. As blue colored foods just don't appear naturally in the wild, most people will simply not associate this color with palatable foods. Blue also tends to be more associated with feelings of calmness and relaxation instead, so are better suited to use in the bathroom or bedroom. Yellow Finally, yellow is the last color that can stimulate the appetite and make someone want to eat more. Here again, you'll often see yellow used in fast food establishments. Yellow can lead to feelings of joy and happiness, along with increased serotonin production, all of which make you want to eat more food. So keep these notes in mind as you go about your day and try and pay attention to situations where you want to eat more food. Do you see any connections? (http://www.fitday.com)	1,420	797	{ "id": "<urn:uuid:9c610e4f-f913-4778-a23d-354fe786a6f6>", "dump": "CC-MAIN-2020-34", "url": "http://www.centrecountypa.gov/DocumentCenter/View/5925/Spring-2019?bidId=", "date": "2020-08-15T16:54:13", "file_path": "crawl-data/CC-MAIN-2020-34/segments/1596439740929.65/warc/CC-MAIN-20200815154632-20200815184632-00274.warc.gz", "offset": 129628443, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9987334609031677, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9990851879119873, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 762, 3838 ], "fw_edu_scores": [ 2.6875 ], "minhash_cluster_size": 1, "duplicate_count": 3 }
CatholicMom.com Gospel Activity – Celebrating Our Catholic Faith Sunday,March 28, 2010– Palm Sunday of the Lord's Passion This Week's Gospel: Lk 19:28-40 and Lk 22:14—23:56 or 23:1-49 "Blessed is the king who comes in the name of the Lord. Peace in heaven and glory in the highest.” Text Copyright 2010 CatholicMom.com and Lisa M. Hendey For additional coloring and word activities related to the Catholic faith, visit www.CatholicMom.com. Feel free to share this activity with your family or students, but please consider a donation to support CatholicMom.com and our mission of celebrating our Catholic Faith. For more information contact email@example.com CatholicMom.com Gospel Activity – Celebrating Our Catholic Faith This week we have the readings for Palm Sunday of the Lord's Passion. At many Masses where the Procession of the Palms is celebrated, a special Gospel will be read before the blessings of the palms (Luke 19:28 - 40). This Gospel tells the story of Jesus' great entrance into the city of Jerusalem in the days before the Passover feast. Passover was a very special celebration for the Jewish people of Jerusalem, who took time to remember how God had brought them out of slavery in Egypt. Jesus sent his disciples before Him into the city with instructions to bring a colt (a young donkey or horse) that they would find tied to a tree. They found the colt, brought it to Jesus, and laid their cloaks across its back. Jesus sat up on the colt and went into the city. As he entered Jerusalem, the people were so happy to see Him. They laid their cloaks and palm branches across the road and a sign of respect for this special person. They knew that Jesus had come to save them, but they did not really understand what this all meant. Also this Sunday, we will read the story of Jesus' Passion and Death (Lk 22-14--23-56 or Lk 23-1-49). Luke's Gospel tells about the time leading up to and including Jesus' death on the cross. This gospel story is very long, and tells all of the important things that happened leading up to Jesus' death and resurrection. If you have a children's bible, please take time this week to read this story with a grown up and talk about your feelings before going to Mass on Sunday. Palm Sunday is the beginning of our Church's Holy Week, the most special time in our Church's year. This is a special time to learn more about how and why Jesus died to save each of us and to bring each of us to God, His Father. His suffering was so great, but He loved you and I so very much! While you color this week, think about how you can make this last part of Lent very special. If you are old enough to receive the Eucharist, you should receive the sacrament of Reconciliation soon (if you haven't done this yet!). Take these last few weeks of Lent to focus on prayer and giving. Take some quiet time to pray to God as you color. For more fun: * For Palm Sunday, we have special Palm Crafts and ideas. Visit http://www.catholicmom.com/palm_crafts.htm for more information. * Does your church pray the Stations of the Cross on Fridays during Lent? Ask mom or dad to take you to the Stations, or pray the stations online at http://www.catholicmom.com/lent.htm * We have many other wonderful resources for Palm Sunday including lesson plans and printable activities at http://www.catholicmom.com/lesson_plan.htm	1,362	786	{ "id": "<urn:uuid:88463329-7e24-4853-988c-60d5c4665caf>", "dump": "CC-MAIN-2018-26", "url": "http://catholicmom.com/wp-content/uploads/2010/03/03_28_10.pdf", "date": "2018-06-20T00:19:54", "file_path": "crawl-data/CC-MAIN-2018-26/segments/1529267863259.12/warc/CC-MAIN-20180619232009-20180620012009-00470.warc.gz", "offset": 57799210, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9871543943881989, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9972359538078308, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 667, 3381 ], "fw_edu_scores": [ 3.109375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
15.- MATHEMATICS TEACHER I am Inmaculada, the Maths teacher. To start with, I would like to say that Mathematics, as you all know, is a subject hated by many people, but, it is also true that it is appealing for others who know how to comprehend, understand and appreciate it. Throughout all the years I have been teaching, I have quite often been asked what mathematics are useful for, and I have then answered that they serve three main purposes: Firstly, it helps us to "furnish" our mind, to use it correctly because thanks to mathematics we learn to explore, to make generalizations, to be abstract – in a single idea: to organize ourselves. On the other hand, thanks to mathematics, we can solve problems that arise in our everyday life, such as for instance we can know how to work out a light, water or telephone bill, or also know how to work out tables, diagrams that frequently appear in the press, on television, or even know how to manage our own money. And, lastly, I can tell you that thanks to mathematics both science and technology have developed enormously, and thanks to this we live nowadays in much better conditions that our ancestors did. But what I have learnt is that, when they really get to know how useful mathematics can be in class then the students start to solve problems related to daily life. So that the students can carry this out successfully, the teacher has to teach them how to develop problem-solving strategies but, also, they have to count on their own intuition and prior knowledge. Well, I'll go on to explain now the groups of contents which are taught in the ESO: they are four groups of contents that are usually repeated through the four years of compulsory education. The groups of contents are the following: Arithmetic, Algebra, Geometry and Information Treatment. We all know that these contents are very hefty, and rarely can the teacher teach them in their totality. "And, how do we evaluate these contents?" This is another very important question to take into account. We basically use three evaluation methods: The first and really the most important one is exams; then, checking the class notebook, which must be complete, ordered, clean, well-sequenced, and, lastly, also the regular observation by the teacher of the student's daily class work and homework. Homework is usually revised daily on a student by student basis. This is quite hard work because it takes a lot of time to check them, to go from desk to desk, trying to check the student's homework. But, in the long run, we learn that this is worth doing because you make the pupil work, and start daily habits kept up at home.	977	579	{ "id": "<urn:uuid:f8e98edf-06ad-46d7-a694-4213b3beede2>", "dump": "CC-MAIN-2018-26", "url": "http://carei.es/fich/15_profemates_en.pdf", "date": "2018-06-20T00:00:17", "file_path": "crawl-data/CC-MAIN-2018-26/segments/1529267863259.12/warc/CC-MAIN-20180619232009-20180620012009-00476.warc.gz", "offset": 51548220, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9992303848266602, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9992303848266602, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2682 ], "fw_edu_scores": [ 2.90625 ], "minhash_cluster_size": 1, "duplicate_count": 7 }
William P. Breitsprecher Libraries are much more than collections of resources that fulfill the information needs of the communities they serve. If things were that simple, they would just be self-serve warehouses of books, and useful things in various formats. While it has often been said, "information is power," ask a person that has misplaced a source if they still feel powerful. No, information does no one any good unless it can be retrieved when needed in a timely, economical basis. The goal of a librarian is not just to accumulate resources and information – professional librarians enhance the value of library collections by providing for "intellectual access" that allows users to locate information they need regardless of their depth of understanding of a given topic. Libraries achieve this through the way they classify and catalog information. Simply stated, classification assigns a number to an item so that it can be shelved or grouped together with related or similar items. Cataloging is a procedure that describes an item with details such as title, author, publisher, date, physical description, subject headings, and edition. UW-Whitewater Classification According to Arthur Maltby's Manual for Classification for Librarians, library classification is the art of arranging by subject "books and other materials on shelves or of catalogue and index entries in the manner which is most useful to those who read or who seek a definite piece of information." Libraries enhance the value of their collections by presenting resources in a logical order and in convenient to browse shelves. This makes it easy to locate items that will fill a patron's information needs. Cataloging Of course this classification is helpful, but spatial arrangements are not enough. Libraries also need a systematic index that allow users to quickly and easily search through a collection to determine what resources are available to meet a specific information need and then locate them on the shelves. Together, these 2 factors provide the starting point for building intellectual access. The process starts by: 1. Identifying the subject(s) in a particular resource. Spring, 2004 2. Applying subject headings that reflect the topics within that resource. 3. Applying the classification system which dictates what items are shelved together and where those resources are placed in the library. The purpose of subject headings is to allow library users to find useful items without knowing titles or authors. K-12 school libraries use the Dewey Decimal System, which assembles like resources together on shelves that facilitate browsing. The customer may also browse through the library catalog to locate where useful resources are regardless of how the items are physically classified. Many small libraries start with "Level One" cataloging which includes the title, author, edition, publisher, date, physical description of the book, notes, standard number, Dewey number, and subject headings. Other information is added to reflect the information needs and usage patterns of the community. The Library of Congress maintains "full cataloging" which represents comprehensive information on over 12 million resources (see www.catalog.loc.gov ).	1,346	614	{ "id": "<urn:uuid:d1a9b739-a747-4af8-af12-8c8fee7bbb83>", "dump": "CC-MAIN-2018-22", "url": "http://mylmcweb.com/pdfFiles/class&cat.pdf", "date": "2018-05-24T19:13:41", "file_path": "crawl-data/CC-MAIN-2018-22/segments/1526794866772.91/warc/CC-MAIN-20180524190036-20180524210036-00495.warc.gz", "offset": 200081126, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9970433712005615, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9970433712005615, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3272 ], "fw_edu_scores": [ 3.125 ], "minhash_cluster_size": 1, "duplicate_count": 2 }
PSIA-AASI National Adaptive Academy Hosted by The Hartford Ski Spectacular Wednesday morning December 2nd 2015 Indoor Clinic Reminders Clinic Topic: Movement Analysis as a Base for Skill Development – Peter Axelson email@example.com 1. The Observation Phase is watching body movements and the actions of the skis on the snow. This will include the description of the cause and effect relationships that you see. Look for specific movement patterns as listed below. 2. The Evaluation Phase for adaptive skiers may include recognition of equipment and or balance, flexibility, strength and range of motion limitations of the skier related to the movement patterns that you observe. 3. The Prescription Phase will involve establishing a specific goal or goals for the skier you are observing. Based on this a lesson plan will be created that uses specific drills and exercises to address the priority of developing specific skills for the skier. This will require instruction with feedback being provided to the skier. 4. Review Chapter 6 in the PSIA Alpine Technical Manual- Movement Analysis. 5. Obtain video of your skier with your phone or with a video camera for movement analysis with your student during lunch or after skiing. Practice reviewing video of skiers with other instructors to practice movement analysis as a group. Obtain video on www.Youtube/xxvideo if you do not have video. . - Evaluate sit-down and stand up adaptive skiers by reviewing videos of their skiing - Observe and describe the skiing profile of adaptive skiers in terms of their level of skiing, the types of turns they are making and the comfort level of the skiers - Observe and analyze the fore-aft balance of adaptive skiers during a mock lesson scenario - Observe and analyze the twisting of the ski or skis in relation to the upper extremities of the adaptive-skier - Observe the timing and amount of flexion and extension of the adaptive skier to create pressure movements - Observe the timing and use of hand movements to move the ski or skis from edge to edge throughout the turn - Observe the diagonal movement of the sit-skiers upper body across the lower body to change from edge to edge - Observe the upper body and head movement of the adaptive skier while the lower body moves throughout the turn - Describe the cause and effect relationships that you see in the adaptive skiers you are observing - Prioritize the skills and movements that are preventing a particular adaptive skier from advancing in their skiing - Establish the most important goals for skiers that you observe in videos - Establish lesson plans that will address the skills that the observed adaptive skiers are having difficulty with - Establish lesson plans that will address the movement patterns that the adaptive skiers are having difficulty with	1,195	569	{ "id": "<urn:uuid:0f9fedc9-ccbc-4407-b4de-984bb13571a5>", "dump": "CC-MAIN-2018-22", "url": "https://skispec.files.wordpress.com/2015/12/pax-2wedam-cr-mvmt-analysis-l300-in-2015-10-23.pdf", "date": "2018-05-24T19:09:56", "file_path": "crawl-data/CC-MAIN-2018-22/segments/1526794866772.91/warc/CC-MAIN-20180524190036-20180524210036-00498.warc.gz", "offset": 652871927, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.995983898639679, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.995983898639679, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2827 ], "fw_edu_scores": [ 3 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Grade 8 Common Core Mathematics Student "I CAN" Statements CRITICAL AREA OF FOCUS #1 Formulate and reason about expressions and equations, including modeling an association in bivariate data (relations of two variables) with a linear equation, and solving linear equations and systems of linear equations I CAN… * graph proportional relationships and determine slope by comparing changes in y-variables to changes in x-variables * show, using similar triangles in a coordinate plane, that any two points on a non-vertical line can generate the value m (slope) * solve linear equations for one variable using properties of equality and algebra * solve linear equations with rational coefficients, and simplify terms using properties of arithmetic (distributive, associative, commutative) * solve real-world mathematical problems leading to a linear equation in one variable. * graph solutions to a system of linear equations in two variables when the lines intersect * graph a system of linear equations without solution by demonstrating that the system consists of parallel (non-intersecting) lines. * solve real-world mathematical problems leading to two linear equations in two variables. * construct and interpret scatter for measurement data to investigate patterns of association between two quantities. * describe and explain patterns in plots such as clustering, outliers, positive or negative association, linear association, and nonlinear association * examine and describe associations between two events using data gathered from the same group of participants. (For example, an association students' grades and the amount of television watched) * express data in two variables using an equation in slope-intercept form (y=mx+b) CRITICAL AREA OF FOCUS #2 Grasp the concept of a function and use functions to describe quantitative relationships I CAN… * graph a function as a set of ordered pairs consisting of an input and a single corresponding output. * compare properties of two functions if each is represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions) Created for Greater Cleveland Council of Teachers of Mathematics George Viebranz, SMART Consortium Mathematics Coach firstname.lastname@example.org Adapted from 2010 Common Core State Standards for Mathematics * Interpret the equation y = mx + b as defining a linear function, whose graph is a non-vertical straight line; give examples of functions that are not linear (quadratics) * construct a function to model a linear relationship between two quantities * describe the functional relationship between two quantities by (qualitatively) analyzing a graph CRITICAL AREA OF FOCUS #3 Analyze two- and three-dimensional figures and space using distance, angle, similarity, congruence, and applying the Pythagorean Theorem I CAN… * use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane * demonstrate and verify experimentally the properties of rotations, reflections, and translations of lines and other plane figures * demonstrate that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations. * demonstrate that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; * describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. * present informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angleangle criteria for showing similarity of triangles. * apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real world mathematical problems in two and three dimensions. * understand and apply the Pythagorean Theorem to determine the distance between two points in a two- or three-dimensional coordinate system. * recall the formulas for the volumes of cones, cylinders, and spheres and use them to solve real world mathematical problems.	1,969	811	{ "id": "<urn:uuid:8036e55c-0f7c-4362-9c0c-5902626b9148>", "dump": "CC-MAIN-2018-22", "url": "https://ccssmresources.wikispaces.com/file/view/Grade+8+I+CAN+Core+Mathematics+Statements.pdf", "date": "2018-05-24T19:17:24", "file_path": "crawl-data/CC-MAIN-2018-22/segments/1526794866772.91/warc/CC-MAIN-20180524190036-20180524210036-00501.warc.gz", "offset": 529108226, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9898006618022919, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9912343621253967, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2343, 4273 ], "fw_edu_scores": [ 3.546875 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
Blue Mountains Food Rescue Blue Mountains Food Rescue Checklist 1: Picking up rescued food When picking up rescued food, make sure you: Understand what food your community organisation needs and/or what it can store. Know the location and time the food donor wants their food to be collected and be on time! Know what food you are collecting so you bring the correct storage equipment for transportation. Ensure that: The food is from a regulated food provider (not home made). The food is not considered an unacceptable high risk food (for example, alcohol or raw seafood). The food is not past its expiry date. The food has not gone off (has no signs of mould, staleness or decay). The protective seal on food packaging is not broken. You ask yourself ‘would I eat this?’ If the answer is NO then it should not be rescued. ALWAYS practice safe food handling principles at all times. Checklist 2: Transporting rescued food When transporting rescued food, make sure you: Correctly store it during transportation in clean equipment: Refrigerated or frozen food: get yourself an esky or a cooler bag with ice bricks. Hot food: Store in food grade containers and wrapped in blankets to keep heat in. Fresh and packaged foods: recycled bags and/or boxes. Have someone at your community organisation to receive the rescued food. Drop off the rescued food at your community organisation within two hours of pick-up. ALWAYS practice safe food handling principles at all times. Blue Mountains Food Rescue Blue Mountains Food Rescue Checklist 3: Receiving & distributing rescued food Before distributing rescued food, make sure you: Ensure that: The food is from a regulated food provider (not home made). The food is not considered an unacceptable high risk food (for example, alcohol or raw seafood). The food is not past its expiry date. The food has not gone off (has no signs of mould, staleness or decay). You ask yourself ‘would I eat this?’ If the answer is NO then it should not be distributed. Black out the barcodes on packaged foods to prevent resale. Store the food correctly: Hot foods should stay hot, preferably over 60°C. Cold foods should be constantly stored in refrigerated conditions under 5°C. Hot and cold foods kept outside their respective temperature zones (called the Temperature Danger Zone) for four hours or more should not be distributed and/or consumed. Frozen foods should remain frozen at –17°C. Raw foods should be stored away from cooked foods. Raw meat stored on the bottom of refrigerator away from all other foods. This is to prevent juices dripping on other food. All food should be stored off the ground to prevent attracting pests. When cooking meals: Thaw frozen foods correctly - that is, in the refrigerator. Thoroughly cook meat and dairy products to prevent food borne illness. Only reheat food once - after that it should be disposed. Dispose of waste responsibly. If rescued food is unsafe for consumption, try to find ways to sustainably dispose of it before adding it to landfill (for example, composting, worm farming, feeding animals). ALWAYS practice safe food handling principles at all times. Blue Mountains Food Rescue Blue Mountains Food Rescue Safe Food Handling Practices Everyone handling rescued food at any time must ensure: They do not handle food if they are ill to prevent contamination (for example, vomiting, diarrhoea, fever). They wash hands with hot soapy water and dry with single use paper towel before handling ready-to-eat food and after handling raw foods. Utensils should also be cleaned in the same way. They wash hands after being in contact with a source of contamination (e.g. after going to the toilet, sneezing, coughing, eating, drinking or touching the hair, scalp or body). Wounds are covered with a waterproof bandage or dressing. All clothes and food preparation surfaces are clean. They do not eat, sneeze, blow, cough, spit or smoke around food. They turn away from food and others if you cough or sneeze, disposing tissues and washing hands after it occurs. If disposable gloves are used, they must be exchanged and discarded after handling raw food, going to the toilet, using tissue or handkerchief, touching body or if they are torn. For food safety updates, please visit: www.foodstandards.gov.au	1,767	972	{ "id": "<urn:uuid:6bdf24f6-25b2-492f-883e-163ece8d6e4d>", "dump": "CC-MAIN-2018-22", "url": "http://earthrecoveryaustralia.org.au/wp-content/uploads/2012/06/BMFR-Checklists.pdf", "date": "2018-05-24T19:42:56", "file_path": "crawl-data/CC-MAIN-2018-22/segments/1526794866772.91/warc/CC-MAIN-20180524190036-20180524210036-00508.warc.gz", "offset": 89975205, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9972681005795797, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9975174069404602, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1510, 3221, 4385 ], "fw_edu_scores": [ 3.453125 ], "minhash_cluster_size": 1, "duplicate_count": 2 }
Venus Class Parent Newsletter: Autumn 2017 Our Topic Our whole school topic this half term is a science based topic. In Venus Class we will be covering the Y1 objectives from the 'Animals including Humans' strand of the science curriculum. In Science we will be learning about different animals, looking at their features and how they are similar and different. We will be classifying them as carnivores, herbivores or omnivores and considering what makes an animal 'alive.' In English our book focus is 'The Tiger who came to Tea' by Judith Kerr. We will be reading, acting out and changing the story to write our own versions. We will be focusing on using phonics to spell words, letter formation, capital letters and full stops. 54 In Geography we will be learning all about the continents and oceans of the world and the animals that live there. In R.E lessons, children will learn about, 'Myself, who am I?' and Harvest celebrations. Our Computing unit this terms is called, 'We are Treasure Hunters' Children will learn about giving instructions to a programmable toy they will also make their own set of instructions. Our PHSE focus is 'Healthy Lifestyles'. In Maths we will be counting, ordering and comparing numbers. We will be adding and subtracting numbers and solving problems. Welcome back and what a great start we have had to our new school year. We are all looking forward to the new challenges ahead in year 1. The adults working in Class Venus are: Miss. Ellis Mrs Cockerham Mrs McCormack Mr. Cooper Please come and see us if you have any concerns about your child. Class Routines: Now the children have settled into Year 1 we are encouraging them to become more independent. It would be helpful if at the beginning of the day you said goodbye to your child at the door and they come in to class and put their own things away. At the end of the day could parents please stand in the playground towards the play castle so that children can see you clearly through the glass corridor. P.E Venus class will have their P.E lessons on Wednesday and Friday. Children will need a white t- shirt, blue/ black shorts and P.E shoes. All ear rings must be removed for P.E. Please ensure that all P.E kit is clearly labelled with your child's name. As there may be occasions when children will do P.E on other days it is helpful if your child's P.E kit is brought to school on Mondays and left at school all week. Reading We are having a really big push in school to encourage children to enjoy reading and to read more both at home and at school. Please try and listen to your child read daily. In class we have a reading wall which the children can move along the more times they read to an adult at home- so don't forget to sign your child's reading diary! On Fridays we will collect in the reading diaries and count how many times your child has read at home. Children will move along the reading wall collecting prizes on their way to reaching 100 reads!! Reading books can be changed by the children at the beginning or end of the day when they have read them at home.	1,184	669	{ "id": "<urn:uuid:ce10a026-a5b4-4a0a-8233-fef4d15e7c48>", "dump": "CC-MAIN-2018-22", "url": "http://barlbybridge.n-yorks.sch.uk/data/documents/class-venus-newsletter-2017-autumn.pdf", "date": "2018-05-24T19:33:32", "file_path": "crawl-data/CC-MAIN-2018-22/segments/1526794866772.91/warc/CC-MAIN-20180524190036-20180524210036-00506.warc.gz", "offset": 35372687, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9991557598114014, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9991557598114014, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3112 ], "fw_edu_scores": [ 2.828125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
English 2 Summer Reading Assignment 2018-2019 Due: Friday, August 10, 2018 Objective: Students will be able to make connections between culture, events, and characters in the novel through the completion of a Dialectical Journal and Questions. This assignment is due upon entering class on the first day of school for the 2018-2019 school year. This assignment is the same for all levels of Sophomore English (Regular, Honors, or ESOL). Assignment: 1) Choose a novel to read from the list below. 2) As you read, complete one Dialectical Journal entry for each chapter of your novel. 3) After completing each chapter, answer any 2 of the 6 questions provided below: 1. What one theme is developed in this chapter? 2. What cultural identity or aspect of the character's culture is represented in this chapter? How does it develop characterization? 3. What is one conflict that is developed in this chapter? 4. Describe the author's voice/style in this chapter. How is it developed? 5. What is the argument is the author making? Is it implicit or explicit? How do you know? 6. Draw a colorful picture of an important scene from this chapter. Explain why you chose this scene and why it is important to the story in 2 sentences. Please see the list of literary terms at the end of this packet. Novel List—Choose one: \| \| remarkable story of Esperanza Cordero. \| Her story is told \| in a \| \|---\|---\|---\|---\| \| series of vignettes – sometimes heartbreaking, sometimes deeply \| \| \| \| Note to parents: These books contain mature content and have appeared on the banned book list. 1 English 2 Summer Reading Assignment 2018-2019 Dialectical Journaling: The purpose of a dialectical journal is to identify important or significant pieces of text and explain their importance. The dialectical serves as another form of highlighting/annotating text and should be used to think about, digest, summarize, question, clarify, critique, and remember what is read. It is a way to take notes on reading so that when you are asked to write an essay—or asked to discuss a piece of writing in class—you have at your disposal quotations to use as supporting evidence for your opinions. Directions for Dialectical Journal: - In the left-hand column, you will write sentences or phrases from the text (use an ellipses […] if you need to shorten a quote that exceeds one sentence) that you believe illustrate a significant idea. Cite these quotations correctly by putting quotes around them and attributing them to the author; be sure, as well, to note the page number on which the quote was found. Quotes should be from throughout the novel. - The right-hand column exists for your commentary: explain in your own words what you believe the significance of the passage to be and its relation to culture. How to Choose Passages from the Text: Look for quotes that seem significant, powerful, thought provoking or puzzling. For example, you might record: - Effective and/or creative use of stylistic or literary devices - Structural shifts or turns in the plot - Passages that remind you of your own life or something you've seen before - A passage that make you realize something you hadn't seen before. - Events you find surprising, inspiring, or confusing - Examples with confusing language or unfamiliar vocabulary - Passage that illustrate a particular character, setting, or event EXAMPLE: 2 English 2 Summer Reading Assignment 2018-2019 3	1,497	760	{ "id": "<urn:uuid:3942f21d-6a33-409e-a109-399f04cec7db>", "dump": "CC-MAIN-2018-22", "url": "http://riverviewhs.mysdhc.org/Resources/Guidance/SummerAssignments/English%202%20Summer%20Reading%202018%202019%20V6.pdf", "date": "2018-05-24T19:25:52", "file_path": "crawl-data/CC-MAIN-2018-22/segments/1526794866772.91/warc/CC-MAIN-20180524190036-20180524210036-00515.warc.gz", "offset": 246293917, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9978615939617157, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.997874915599823, "per_page_languages": [ "eng_Latn", "eng_Latn", "unknown" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1592, 3400, 3450 ], "fw_edu_scores": [ 3.359375 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
USAGE OF Personal Protection DURING HAZE Personal Protection Personal protection is required when going outdoors during a haze. The appropriate protection is a device that prevents the inhaling of airborne particles causing the haze. The various protections commonly used are the surgical face mask and the respirator. Airborne particles causing haze may be as small as 2.5 microns. The use of the surgical mask will not prevent one from inhaling the small airborne particles. Therefore the recommended protection is the use of the respirator. Use of Respirators A respirator is a protective device worn covering the nose and mouth and is used to reduce the wearer's risk of inhaling hazardous airborne particles. Respirators work better than surgical masks as they seal better and restrict more polluted air from entering the nose and mouth. They also come with the right filter to remove fine particles found in a haze. The N95 respirator may be used as protection during the haze. The respirator filters the small airborne particles and can reduce exposure to the haze. The N95 mask is effective only if used correctly. The use of N95 masks increases effort in breathing. For some people, the use of N95 mask may cause discomfort breathing, tiredness or headache. This may be due to the mask causing increased resistance to breathing, and a reduction in the volume of air breathed. For most people this is not serious however in precautions must be taken in certain categories of people. Precautions to Using the Respirator - Elderly people, people with lung or heart conditions - People with claustrophobia - People with lung diseases such as asthma or emphysema - Women in the later stages of pregnancy - Children N95 mask is not suitable for pregnant women and children. Persons with chronic lung or heart conditions who feel uncomfortable when wearing the N95 masks should stop doing so and consult a doctor before carrying on. Facial hair, like a beard or mustache, can affect the respirator's ability to protect as it comes between the wearer's face and the respirator's seal. It can also get into the respirator's valves can allow contaminated air to leak into the respirator face piece. Long hair may also get between the respirator seal and wearer's face allowing contaminated air to leak into the respirator. Using the Respirator 1. Respirator must be worn correctly for effective protection 2. Respiratory fit testing must be performed to ensure the correct usage of the respirator. The steps to the correct method of wearing the N95 respirator are as below. Method of Using the N95 Respirator	1,065	529	{ "id": "<urn:uuid:247a3052-cdee-4995-85ed-00631865705b>", "dump": "CC-MAIN-2019-43", "url": "http://www.moh.gov.my/moh/attachments/8665.pdf", "date": "2019-10-16T04:55:07", "file_path": "crawl-data/CC-MAIN-2019-43/segments/1570986664662.15/warc/CC-MAIN-20191016041344-20191016064844-00236.warc.gz", "offset": 293419012, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9977369606494904, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9979628324508667, "per_page_languages": [ "eng_Latn", "eng_Latn", "unknown" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1497, 2586, 2622 ], "fw_edu_scores": [ 2.46875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
West Linn–Wilsonville School District Science Department – Course Statement Course Overview This is a course which includes crystal development; identification of minerals; igneous, sedimentary and metamorphic rock; erosion, glaciation, geologic oceanography, continental drift, faults, earthquakes, volcanoes, mountain building, formation of fossil fuels, structure of the earth, and geological mapping. Activities will include an all day field trip to an area of geological interest. Upon completion of the course, a student will have basic skills in rock identification, geological map interpretation and a general understanding of the materials and forces, which interact to sculpt the earth. Evaluation is based on daily assignments, tests and lab work. Essential Questions Concepts providing focus for student learning * How does science ask and answer questions? * What are the mechanisms of change in geologic systems? * What clues do current geologic features provide about past geologic processes? * What is the relationship between geologic features and the environment? Proficiency Statements Upon completion of course, students will be able to: * Explain the relationship of earth to the rest of the solar system including the causes of seasonality on earth and phases of the moon. * Explain and illustrate the materials and processes that make up the rock cycle. * Illustrate and explain the process of plate tectonics and continental drift and the geologic features created by these processes. * Explain the processes of crystal formation and explain key characteristics used to identify minerals. * Describe the various types of igneous rocks and associated materials and the processes and features associated with igneous activity. * Describe the various types of sedimentary rocks and associated materials and the processes and features associated with erosionary forces. * Explain how metamorphic processes change rocks and where those rocks are most likely to be West Linn–Wilsonville School District Science Department – Course Statement found. * Explain the key geologic processes and events that have led to the Oregon we see today. * Interpret topographic maps for geologic features. * Discuss the uses of geology in society. General Course Topics/Units & Timeframes A. Space B. Earth C. Plate Tectonics and Continental Drift D. Minerals and Crystals E. Igneous Rocks and Processes F. Sedimentary Rocks and Processes G. Metamorphic Rocks and Processes H. Oregon Geology I. Maps J. Geology in Other Areas of Study Resources * Text: Earth Science, 9 th Edition, Prentice Hall, 2000 * Other: Variety of readings, films, and labs	1,215	540	{ "id": "<urn:uuid:70f035e1-3feb-4d7a-9ffb-a5e361de7792>", "dump": "CC-MAIN-2019-43", "url": "https://www.wlwv.k12.or.us/cms/lib/OR01001812/Centricity/Domain/41/sf_science/WLWV%20HS%20Geology.pdf", "date": "2019-10-16T05:36:50", "file_path": "crawl-data/CC-MAIN-2019-43/segments/1570986664662.15/warc/CC-MAIN-20191016041344-20191016064844-00238.warc.gz", "offset": 1150455158, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9523933231830597, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9869788289070129, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1993, 2671 ], "fw_edu_scores": [ 3.53125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Mouse Trap Catapult Design and Competition Using the following criteria, you are to design and build a mouse trap Catapult. Your Catapult should be designed for the two competitions. 1. How far can you shoot a ping pong ball. 2. Make a shot into a small garbage can. Criteria - The mouse trap is the only source of energy that can be used for shoot the ball - Only one mouse trap can be used (supplied) - No motors or electrical items are allowed, all mechanical - You cannot use a spoon, you can design and make one - You will be shooting a supplied ping pong ball, no modifications - The Catapult must be mobile (on wheels) - It should be sturdy (no flipping over when you shoot the ball) - Groups of 2 will be used Step 1: Concepts and ideas In this step you should be making sketches and ideas. You can make as many as you need. Make sure you are keeping in mind all the criteria and the competition. Your sketches must be neat and clear to read. I want to be able to tell what you are building from the sketch. Date and sign all sketches. Step 2: Finalize solution You should complete a full sketch of your idea and decide on the materials you will need to produce your Model or Prototype. Step 3: Build Prototype After you collect the materials it is time to build. You should be basing you Model off of your sketches. This does not mean you will not have any engineering changes during this stage, but you should update your sketch and date it. Do not wait until the last day to update your sketch. It should be a work in progress day to day. It will be one of the items to be checked so keep it up to date. Step 4: Testing Day We will set aside a day so you can test your catapult before the final competition. Everyone will get a chance to tryout your catapult. Step 5: Modifications Make any modifications you wish before the competition. Step 6: Catapult Reverse Engineering Measure the parts on your catapult. Write down these dimensions on your sketch. You need to measure all elements so you can technically draw parts to the actual size in AutoCAD. Refer to the Reverse Engineering Drawing Steps sheet if needed. Download the AutoCAD file "Blank Drawing Template-Inches.dwg" from Schoology, dossin.weebly.com, or from your previously saved file. Rename the file "CATAPULT- FIRST NAME LAST NAME" save it in your Drafting class folder. This will be plotted on a B-size sheet. Therefore if you plot this at 1:1 scale, label and dimension all your parts using the 1-1 Text and Dimension size. If you need to use a different scale, then be sure to use the appropriate Text and Dimension size settings. Your drawings will require: 1) A minimum of three views 2) All necessary dimensions 3) Notes as needed (Materials used) 4) Completed title block on a B-sized sheet. Plot your drawing once you are complete and turn in along with your sketches.	1,197	653	{ "id": "<urn:uuid:04b53142-2d3d-4145-adf5-9cd1d2e6b8b1>", "dump": "CC-MAIN-2019-43", "url": "http://dossin.weebly.com/uploads/7/9/8/6/7986350/catapult_directions.pdf", "date": "2019-10-16T04:23:34", "file_path": "crawl-data/CC-MAIN-2019-43/segments/1570986664662.15/warc/CC-MAIN-20191016041344-20191016064844-00236.warc.gz", "offset": 59555704, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9961770176887512, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9972968101501465, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1870, 2884 ], "fw_edu_scores": [ 2.953125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
ARTICLE SUBMITTED Date: 11/18/07 submitted to Diana Duff for West Hawai'i Today Pages: 2 Contact: Christy Martin, CGAPS PIO, Cell: (808) 722-0995 Stopping the Next Miconia In a world of more than 200,000 species of plants, there are bound to be a few bad apples. More specifically, a few plants exist that don't play well with others because they are ultracompetitive. These plant species are ultra-competitive because they are adapted to survive in the presence of their natural enemies—competing plants, plant predators or diseases in their home range. When we move these plants to a new location, like Hawaii, we remove them from their competition and they become invasive species. Invasive plants are the bullies of the gardens and forests. They grow quickly, and take over more and more space, stealing water, sunlight and nutrients from other plants. Some invasive plants also engage in chemical warfare by changing the chemistry of the soil, which prevents other plants from growing around them. Some invasive ornamental plants such as strawberry guava, fountain grass, miconia, and kahili ginger were imported to Hawai'i and planted in yards and gardens. Their seeds were carried by wind and animals out of our yards and into natural areas. Now they are showing us just how competitive they can be. We can't blame the plants for being competitive. Although not purposefully done, we are responsible for moving these plants around, unknowingly endangering Hawaii's native plants, ecosystems, and watersheds. Sadly, the laws that could keep new invasive plants out of Hawaii are patchy at best, and we could be destined to make the same mistakes over and over again, if we don't work together on this issue. For example, all incoming plants and seeds must be declared, but unless they are listed on the Federal or State noxious weed or seed lists, they are not checked for their potential to become invasive. That means that it is legal to import more than 200,000 species of plants into Hawai'i. Scientists estimate that perhaps 10% of these plants could become invasive. The good news is that we don't have to play this biological roulette. There is a screening tool called the Hawai'i Pacific Weed Risk Assessment (HPWRA), which could be used as a "background check" to learn a plant's history and tendencies before it is imported and planted in Hawai'i. The HPWRA system uses a technician (screener) to collect published information about a plant's biology and invasive tendencies elsewhere. The questions result in a score that is a prediction of whether a plant is likely to be invasive in Hawai'i. The HPWRA has proven to be 95% accurate in flagging the major invasive plants. This is a non-regulatory service that is FREE to anyone who imports plants that may be new to Hawai'i. Nursery and landscaping associations statewide are being pro-active in signing up for this service, and are going above and beyond what is mandated by state law in this effort to protect Hawai'i from invasive ornamental plants. The Hawai'i Island Landscape Association (HILA) has recently adopted a list of voluntary actions called "Codes of Conduct," which includes the following measures: - HILA members will submit the names of new plant introductions to be screened using the HPWRA, to learn their potential to become invasive if imported to Hawaii. - HILA has worked with natural resource/conservation groups to identify some incipient (not widespread) invasive ornamental plants that they will encourage their members to discontinue use/sale of, wherever possible. - HILA will identify non-invasive alternatives to some invasive ornamentals and help promote the use of non-invasive plants. Other groups that have agreed to Codes of Conduct and use of the HPWRA include the O'ahu Nursery Growers Association, the Kaua'i Landscape Industry Council, the Maui Association of Landscape Professionals, Harold L. Lyon Arboretum and the National Tropical Botanical Garden. Both Lyon Arboretum and NTBG have agreed to have new plant introductions screened using the HPWRA, remove some incipient invasive plants from display, and help educate the public about the issue. Others, like Wal-Mart Garden Marts statewide have agreed to not sell certain invasive plants, and the Landscape Industry Council of Hawai'i (LICH) endorses the Codes project. Anyone who imports plants that might be new to Hawai'i is encouraged to submit plant names for screening. Plant names may be emailed to email@example.com , or call the HPWRA screener, Chuck Chimera at (808) 264-1202. More information on the HPWRA and Codes of Conduct can be found at www.lichawaii.com (click on invasive species). (END) Christy Martin is the Public Information Officer for CGAPS (Coordinating Group on Alien Pest Species) based in Honolulu.	2,046	1,034	{ "id": "<urn:uuid:b2a93fd5-7cbd-45ba-8551-3eaa4d049a0e>", "dump": "CC-MAIN-2019-43", "url": "https://www.cgaps.org/wp-content/uploads/pdfs/Article-Submitted-Stopping-the-Next-Miconia-110507.pdf", "date": "2019-10-16T04:36:27", "file_path": "crawl-data/CC-MAIN-2019-43/segments/1570986664662.15/warc/CC-MAIN-20191016041344-20191016064844-00244.warc.gz", "offset": 840624151, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9965160191059113, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9984461665153503, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3211, 4827 ], "fw_edu_scores": [ 2.015625 ], "minhash_cluster_size": 1, "duplicate_count": 2 }
Chapter 7- Sections To produce a Section View of an object, a cutting plane is assumed to pass through the part. Imagine the cutting plane is then removed, and the two halves are pulled apart, exposing the interior of the part. Section Lining Section lining is used to represent the surface being cut. The basic section lining is the ANSI31 symbols which are thin 45 degree lines, spaced evenly apart. However, special section lining symbols can be used to show what materials are to be used. The Cutting Plane Line The cutting plane line indicates where the object is being cut. This is represented with a heavy, dark, hidden line or phantom line. Offset Section: In sections, the cutting plane is usually taken straight through the object. But it can also be offset, or shifted, at one or more places to show a detail or to miss a part. Revolved Section: Think of cutting plane passing through an object as shown in the first figure below. You then take the section that is created by that line as revolve it, or rotate it up, so that its shape can be clearly seen. Removed Section: When a sectional view is taken from its normal place on the view and moved somewhere else on the drawing sheet, the result is a removed section. Remember, however, that the removed section will be easier to understand if it is positioned to look just as it would if it were in its normal place on the view. In other words, do not rotate it in just any direction. The figure to the right shows correct and incorrect ways to position removed sections. Use bold letters to identify a removed section and its corresponding cutting plane on the regular view, as shown to the right. Ribs and Webs In Sections Ribs and webs are thin, flat parts of an object that are used to brace or strengthen another part of the object. Often, a true section of an object that contains ribs or a web structure does not appear to show a true description of the part. For example, the Figure (b) section shown to the right would give the idea of a very heavy, solid piece. This would not be a true description of the part. Therefore, when a cutting plane passes through a rib or web parallel to the flat side, do not draw section lining for that part. Instead, draw the part as shown in Figure (a). Think of the cutting plane passing just in front of the rib. Hidden and Visible Lines Do not draw hidden lines on sectional views unless they are needed for dimensioning or for clearly describing the shape. In Figure A below, a hub is described clearly using no hidden lines. Compare it with the incorrectly drawn section in Figure B below. Normally, in a sectional view, include all the lines that would be visible on or beyond the plane of the section. In the figure below, for example, the section drawing in part A correctly includes the numbered lines, which match the lines on the drawing in part B. A drawing without these lines, as shown in part C, would have little value.	1,155	631	{ "id": "<urn:uuid:cd2e5b9d-9d33-4c6e-b39f-9b76d988e623>", "dump": "CC-MAIN-2019-43", "url": "http://dossin.weebly.com/uploads/7/9/8/6/7986350/chapter_7_lecture_show-_teacher.pdf", "date": "2019-10-16T04:54:17", "file_path": "crawl-data/CC-MAIN-2019-43/segments/1570986664662.15/warc/CC-MAIN-20191016041344-20191016064844-00249.warc.gz", "offset": 62968768, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9989774972200394, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9991980195045471, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 496, 654, 1670, 2957 ], "fw_edu_scores": [ 2.03125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
PROTECTION PROGRAM SOURCE WATER THREATS TO DRINKING WATER SOURCES DNAPLs (DENSE NON-AQUEOUS PHASE LIQUIDS) What are DNAPLs? Dense, non-aqueous phase liquids–or DNAPLs (pronounced dee-napples) are toxic chemicals found in liquid products that you may store or use in your home or business. DNAPLs can contaminate our drinking water sources if spilled or mishandled. DNAPLs are chemicals that: * Are denser than water (which means they sink); and * Do not dissolve readily in water (which means they do not break down in water). Where are DNAPLs found? DNAPLs are most commonly used in commercial and industrial operations. They are used as coolants, solvents for degreasing and dry cleaning, paint strippers and spot removers. The DNAPLs on the provincial list of drinking water threats are: * 1,4 Dioxane, PAHs * Perchloroethylene (PCE) * Tetrachloroethylene (PERC) * Trichloroethylene (TCE) * Any chemical that degrades to vinyl chloride Why are DNAPLs a threat to our source water? A spill or leak from improper handling or storage of a DNAPL could contaminate drinking water sources. DNAPLs are the drinking water threat of most concern because: * Small amounts of DNAPLs are toxic to humans and our environment * Many DNAPLs are carcinogenic (can cause cancer) * Spills are very diﬃ cult to clean up because DNAPLs sink * Toxic plumes from DNAPLs can last for decades or even centuries For more information n 519-822-1260 x 3320 firstname.lastname@example.org guelph.ca/sourcewater What can I do to protect our source water from DNAPLs? The Clean Water Act, 2006 requires that DNAPLs are handled and stored in way that ensures they do not impact our source water. To help protect out drinking water sources: * Consider using alternative, eco-friendly products in place of DNAPLs * Have a spills response plan in place * Ensure staﬀ handling and storing DNAPLs are properly trained and use proper personal protective equipment * Dispose of household hazardous waste safely and free of charge at the City of Guelph's Household Hazardous Waste Depot: visit guelph.ca/waste for more information about hours of operation and acceptable materials * Report any spill, no matter how small, to the 24-hour Spills Action Centre immediately at 1-800-268-6060	1,115	580	{ "id": "<urn:uuid:5b96877c-935e-4b1c-8f67-9c25cd3f5896>", "dump": "CC-MAIN-2019-43", "url": "http://guelph.ca/wp-content/uploads/DNAPLs_FactSheet_2015.pdf", "date": "2019-10-16T04:38:50", "file_path": "crawl-data/CC-MAIN-2019-43/segments/1570986664662.15/warc/CC-MAIN-20191016041344-20191016064844-00251.warc.gz", "offset": 82875299, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9913288950920105, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9913288950920105, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2262 ], "fw_edu_scores": [ 2.46875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
MI-Access Functional Independence Mathematics Assessment Grade 8 Performance Level Descriptors *Consistently refers to students who would be able to demonstrate understanding about 80% of the time or better \| EMERGING \| \| ATTAINED \| \|---\|---\|---\| \| \| Based on the Essential Elements using \| Based on the Essential Elements using the High level of the Michigan Range of Complexity, across all content claims, students who attained the performance standard are typically able to independently… \| \| \| the High level of the Michigan Range of \| \| \| \| Complexity, across all content claims, \| \| \| \| students who are emerging toward \| \| \| \| the performance standard, with or \| \| \| \| without assistance, are typically able to \| \| \| \| demonstrate a limited* ability to… \| \| \| Add and subtract fractions with common denominators using models; Recognize a fraction with a denominator of 100 as equal to cents written as a decimal; Compose or decompose whole numbers. \| \| Add or subtract fractions with common denominators (limited to halves, thirds, fourths, and tenths) with sums and differences less than or equal to one; Express a fraction with a denominator of 100 as a decimal; Compose and decompose whole numbers. \| \| Identify congruent shapes; Identify similar shapes with and without rotation; Recognize a model of a right angle; Find the area or perimeter of a rectangle when given the formula, a model, and the dimensions of the rectangle. \| \| Identify shapes that are congruent; Identify similar shapes or letters with and without rotation; Recognize an angle as being greater than, less than, or equal to a right angle when given a model of a right angle; Solve real-world problems involving perimeter, area, or volume when given the formula. \| \| Match given data to data represented in a graph or table. \| \| Match and compare given data to data represented in a graph or table. \| \| Solve one-step addition or subtraction equations with an unknown represented with a box (e.g., box + 5 = 10; box - 2 = 3); Identify the missing number that completes an ordered pair in a simple function table; Describe relationship between quantities on a graph as increasing or decreasing. \| \| Solve an algebraic equation with one variable using addition or subtraction; Identify the missing number that completes an ordered pair in a function table; Describe a relationship between quantities on a graph as increasing, decreasing, or maintaining. \| …	1,147	534	{ "id": "<urn:uuid:3bd078a8-21a3-454e-a590-f360395ed113>", "dump": "CC-MAIN-2019-43", "url": "https://www.michigan.gov/documents/mde/MI-Access_FI_Mathematics_8_PLDsFINAL_599030_7.pdf", "date": "2019-10-16T05:00:51", "file_path": "crawl-data/CC-MAIN-2019-43/segments/1570986664662.15/warc/CC-MAIN-20191016041344-20191016064844-00246.warc.gz", "offset": 988718773, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9592796564102173, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9592796564102173, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2459 ], "fw_edu_scores": [ 3.078125 ], "minhash_cluster_size": 1, "duplicate_count": 2 }
Dear Parents, We have purchased another year's subscription of children to practise their times tables in an innovative and fun way. which will enable the Goal When it comes to times tables, speed AND accuracy are important – the more facts your child remembers, the easier it is for them to do harder calculations. Times Table Rock Stars is a fun and challenging programme designed to help students master the times tables! (1) You can now download the TTRS app for your child to play on! OR (2) Type ttrockstars.com into your browser's address bar. Log in. Your child's details are stuck in the front of their Homework books/Reading record book. Game Modes Single Player Garage - the questions will only come from the times tables the teacher has set for the week. As pupils start to answer questions, TT Rock Stars works out which facts they take longer on and will give them more of these questions to answer. The Garage is best for getting quicker at a few facts. Players get 10 coins per question. Studio - the questions in the Studio can be anything from 1x1 up to 12x12. TT Rock Stars calculates each the mean speed from their last 10 games in the Studio and translates into a Rock Status: Under 1 second per question to become a Rock God Under 2 seconds per question to become a Rock Legend Under 3 seconds per question to become a Rock Star Over 3 seconds is a Busker They earn 1 coin per question and the Studio is the place for them to set their best time across all the tables. Soundcheck – When you play Soundcheck, you get 25 questions, each with a 5-second time limit. The questions are multiplication only and evenly weighted in terms of difficulty each time you play. Players earn 5 coins per correct answer. Multiplayer Rock Arena - The Arena allows players to compete against all other members of their Band (their Bandmates would need to join the same game in order to compete together). A new Arena game starts every 15 seconds and once the clock starts they race to answer more questions than the others. In the Arena, questions will only come from the times tables the teacher has set for the week, similar to the Garage. They earn 1 coin per correct answer. Rock Festival - The Rock Festival games are open to players from around the world. Like the Arena, there is no limit to the number of players who can join a game; however, unlike the Arena, questions are selected at random from 1x1 to 12x12. Pupils might choose the Rock Festival if they were playing at home (and therefore couldn't easily synchronise playing against a classmate) or wanted to compete against others not in their Band. They earn 1 coin per correct answer. Rockslam – This is where you can challenge anyone else in the whole school to play a game. You play first and it then sends the challenge to your opponent to get more questions than you right. You can even challenge the teachers! This is great for Year 4s to practise for the Multiplication Check that they will be completing at the end of Year 4. The coins can be used to change their avatar which they will create when they first log in. If you have any trouble logging into Times Table Rock Stars then please don't hesitate to speak to your child's Maths teacher. We hope you enjoy it!	1,282	703	{ "id": "<urn:uuid:ab6821f8-b3ed-42ad-a15d-6b78532cd8e6>", "dump": "CC-MAIN-2021-21", "url": "https://www.fieldheadcarr.leeds.sch.uk/wp-content/uploads/2020/07/ttrs-letter-for-parents-2019.pdf", "date": "2021-05-17T22:00:02", "file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243991870.70/warc/CC-MAIN-20210517211550-20210518001550-00406.warc.gz", "offset": 799204494, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9991962313652039, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9991962313652039, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3272 ], "fw_edu_scores": [ 2.453125 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
Fractions, Decimals, and Percents with Hundred Grids STRAND: Number and Number Sense STRAND CONCEPT: Rational Number Equivalencies SOL 4.3d, 5.2a, 6.2a Remediation Plan Summary Students will represent and determine equivalencies among fractions, decimals, and percents using a 100 grid. Common Misconceptions - Students may not realize that a percent is out of 100. - Students may not see that 0.5 and 0.50 are equivalent values. Materials - Chart paper with - 3-6 different colored markers - Understanding Percents recording sheet - Blank Base Ten grids Introductory Activity - Make three charts, headed as follows: "Real-Life Uses of Fractions," "Real-Life Uses of Decimals," and "Real-Life Uses of Percent." Model the use of the charts by listing one example of how we use each kind of number. Divide the students into three groups, and assign one group to each chart. If dividing the class into three groups would make the groups too large, then make two charts of each type and have six groups, two groups per each type of chart. - Give each group a different colored marker. Give the students approximately five minutes at each station. Have the groups rotate to the three different charts to record their uses. Continue until the groups are back to their starting places. After the gallery walk, display the charts for everyone to see. Initiate a class discussion by asking questions such as: What do you notice? Do the lists have any items that are the same? Are there any items that are only on one list? Listen to student discussions about the use of fractions, decimals, and percents. In certain cases, one representation may be more commonly used than others. For example, a hitter can have a .265 batting average, but we do not say he has a "265 thousandth" average. In some situations, one form may not make sense to us. For example, we say " 1 2 inch" but not "50% of an inch." Sale prices may be 25% or 1 4 off, but not 0.25 off. A jogger runs 3 and 1 2 miles, but not 3 and 50% miles. The language of their AR Remediation Plan – Rational Number Equivalences answers and comparisons of different uses is an important discussion to assess understanding of the representations of rational numbers. Plan for Instruction 1. Write the fraction "one-half" on the board in the three notations: 1 2 , 0.5 , 50% . a. What do you know about these three numbers? b. How are they the same? c. How are they different? d. Where do you see these numbers on our charts? 2. What would a picture of 1 2 look like? Students may draw a picture of a circle or rectangle divided in half and shade one side. What would a picture of 50 percent or five tenths look like? Display a grid with 100 squares. Explain that a good example of what 50 percent looks like is a grid of 100 squares with 50 (or half) of the squares shaded. Model shading 50 of the squares for the class. Lead a discussion of where students see 1 2 and 0.5in the model. Explain to students that 0.5 and 0.50 are equivalent. 3. Distribute the "Understanding Percents" recording sheet. Have students shade in the three grids to represent the given percents. Ask students to explain the shadings. They should say that since "25 percent" means 25 out of 100 and since there were 100 boxes, they shaded 25 boxes. 4. Have students write the decimal and fraction equivalencies for each chart as well. Discuss student answers as a group and correct any misconceptions. 5. Ask students to write the fractions, decimals, and percent equivalencies for the following numbers. Provide students with blank hundreds grids to use as a resource. 60% 0.10 45 100 Pulling It All Together (Reflection) Have students reflect on and answer the following questions: In what ways are fractions, decimals, and percents alike? In what ways are they different? Note: The following pages are intended for classroom use for students as a visual aid to learning. 2 Name: Understanding Percents Each grid below has 100 squares. Shade in the appropriate number of squares to create a picture of the given percent. 3 Base-Ten Grids 4	1,780	973	{ "id": "<urn:uuid:ef36257e-6ef8-41c8-89bd-59c62571b181>", "dump": "CC-MAIN-2021-21", "url": "https://www.doe.virginia.gov/instruction/mathematics/middle/algebra_readiness/ari-remediation-plans/nns/frac-dec-perc-grids-4-3d.pdf", "date": "2021-05-17T22:39:29", "file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243991870.70/warc/CC-MAIN-20210517211550-20210518001550-00406.warc.gz", "offset": 765327046, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9985564947128296, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9987892508506775, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2042, 3939, 4092, 4111 ], "fw_edu_scores": [ 4.6875 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
Computer Use Policy The Prep School's computers are all connected to the main Bedford School network. On joining the school all pupils are advised of the School's Acceptable Use Policy. This policy is based upon the following premise: * All users ought to be able to have confidence that their computer files will not be deleted, modified or accessed by unauthorised people, and that their use of the system will not be hampered by inconsiderate use by others. * No Illegal activities may be undertaken or stored within the School's system. To fulfil the above aspirations the following points are to be adhered to. * All users have a duty to respect the technical safeguards which are in place. Any attempt to breach technical safeguards, conceal network identities, or gain unauthorised access to systems and services, whether by personal or school owned digital equipment, is unacceptable and will be taken very seriously. * Pupils may not alter any of the settings on School computers * Pupils may not install any software * Computers may not be used for sharing of music/videos or playing games during the main school day * Pupils may not at any time, seek out, store on any digital system, or transmit to other users, material that might be deemed inappropriate or offensive. * Pupils must keep their password secure * Pupils must not log on using other people's user IDs * No digital device, whether school provided or personally owned, may be used for bullying or harassment of others in any form * No digital device may be used to express negative opinions of the school or its members * All users should log off the network when leaving devices unattended * All users should understand that network activity and online communications are monitored * The computers in the Library may only be used for school work at any time The primary purpose of the School's computers is to enhance learning. Pupils may use the computers in W1 for doing schoolwork as defined below at lunchtime and during breaks on days when these rooms are open. The same rules apply when boys are using their own computers, tablets of other devices. School Work School work is defined as producing a document or file which is related to what pupils are doing in class or for teams/clubs/activities/houses. Using Mathletics for work which has been set by a teacher is counted as school work but playing games on Mathletics Live is not. Simple browsing of the Internet and playing games, even if they are educational and are on eLearning courses, is NOT doing school work and is not allowed during the school day.	1,057	527	{ "id": "<urn:uuid:3f7de331-474e-41a4-a214-6cb21bc814bd>", "dump": "CC-MAIN-2021-21", "url": "https://www.bedfordschool.org.uk/wp-content/uploads/2020/10/PS014-Computer-Use-Policy.pdf", "date": "2021-05-17T21:59:09", "file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243991870.70/warc/CC-MAIN-20210517211550-20210518001550-00407.warc.gz", "offset": 694549849, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9992132782936096, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9990336894989014, "per_page_languages": [ "unknown", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 19, 2139, 2604 ], "fw_edu_scores": [ 2.03125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Valuing Water: Save Water, Save Our Planet Water is the source of life, and valuing it starts with each of us. To celebrate World Water Day, take time to consider how the water flowing in our rivers and lakes connects to your life: your home, work, well-being, cultural and recreational practices, and local environment. Then take action to help protect this vital resource. Read on for ways to take action and save our water supplies. Choose one thing today. In the bathroom: In the laundry room: * Fix leaky toilets. To check, add a few drops of food coloring to the tank. Wait 25 minutes. If color spreads to the bowl, there's a leak. Cleaning or replacing the flapper often fixes the issue. * Save up the dirty clothes. Washing a full load of clothes uses less water and energy. * Take a five-minute shower. * Install a low-flush toilet and low-flow showerhead. In the kitchen: * Don't throw away edible food – reduce food waste. Get handy advice from Love Food Hate Waste. * Run the dishwasher only when full. * For unavoidable food waste, consider composting. Food scraps that enter the water system through insink disposals may need more wastewater treatment, which can be energy- and water-intensive. At work: * Then challenge yourself to improve one element of that relationship. Dow's Nature team is here to help you work on those efforts. * Understand how your role touches water – directly or indirectly – from supply chain to manufacturing assets to the products made. * Did you know 90% of the energy used by the washing machine during laundry goes toward heating water? Wash clothes in cold water and decrease your carbon footprint. Outside your home: * Use a local car wash that recycles water. * Choose your landscaping wisely. Look for local species of trees and plants that are both droughtand pest-resistant. Try the i-Tree Landscape tool at itreetools.org to explore the benefits of planting trees in your selected location. In your community: Facts on Water Usage Did you know … * Re-connect with your local watershed. Know which water body is the source of water for your community and understand what could be done to improve that watershed. * Look to engage with your local community in efforts and projects to improve water quality, availability or accessibility. * Less than 2% of the Earth's water supply is freshwater * A leaky faucet that drips at the rate of one drip per second can waste more than 3,000 gallons per year * About 6,800 gallons of water are required to grow a day's food for a family of four Form No. 910-00134-01-0321 DOW	1,079	558	{ "id": "<urn:uuid:a03b7a93-d4fd-4ab2-ad8b-aa5a54b6f86c>", "dump": "CC-MAIN-2021-21", "url": "https://corporate.dow.com/content/dam/corp/documents/science-sustainability/910-00134-01-valuing-water-save-water-save-our-planet.pdf", "date": "2021-05-17T22:42:31", "file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243991870.70/warc/CC-MAIN-20210517211550-20210518001550-00407.warc.gz", "offset": 219348081, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9988325238227844, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9988325238227844, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2585 ], "fw_edu_scores": [ 3.828125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
i Personal, Social and Emot onal Development The Traditional Tales topic lends itself well to learning various morals such as, who we turn to when we are lost, making good and bad choices, sharing and being proud of who we are. As the various stories are read time will be given to discuss and explore these, and other morals. Mathemat cs i Addition, Subtraction and Problem Solving This half term the children will learn more about addition and subtraction and problem solving. They will learn various methods to help them work out calculations and then use these methods to help them solve problems for the characters in the various Traditional Tales. The children will also be working on problem solving using doubling, halving and sharing. Physical Development This half term your child will be learning about their senses and keeping healthy in a number of Traditional Tales related tasks. Amongst some of the activities they Communicat on and Language i Children will take part in many different speaking, listening and drama activities to learn some of the Traditional Tales, chosen by them, off by heart. In turn this will help to complete various writing tasks and free play activities. Children will be encouraged to share their favourite traditional tales and explain why they like them. Literacy During this topic the children will vote for the stories that they would like to share as a class. We will look at how stories are constructed, this will include story structure, characters, settings and props. By the end of the topic each child will have taken part in various story telling activities. This will lead to constructing and writing group stories, where each child will be responsible for writing a part. will make a healthy basket of food for Red Riding hood to take to her Grandma and investigate what the best drink is to keep the wolf's teeth healthy. PE will focus on dance and music and movement. Understanding of the World Expressive Arts Your child will take part in a number of science investigations to run alongside their Physical Development learning such as investigating which drink will keep the Wolf's teeth healthy and using their senses to identify objects going over the Trolls Bridge. They will also identify the flavour of Jack's magic beans using their taste sense and smell sense. The children will start this topic by creating their very own role play castle. They will make the scenery and props to go inside and then use the area to role play existing stories as well as their own. We will also make our own character puppets to act out our own stories. We will use various construction and small world resources to make our own traditional tales scenes and characters.	1,025	528	{ "id": "<urn:uuid:41aff774-05c8-4cf4-b380-22109e35a19f>", "dump": "CC-MAIN-2021-21", "url": "https://www.milvertonprimaryschool.co.uk/uploads/6/8/5/7/68571059/eyfs__spring_2_curriculum_map.pdf", "date": "2021-05-17T23:30:49", "file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243991870.70/warc/CC-MAIN-20210517211550-20210518001550-00409.warc.gz", "offset": 922740956, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9981929659843445, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9981929659843445, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2741 ], "fw_edu_scores": [ 3.9375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
STRAND: Computation and Estimation STRAND CONCEPT: Rational Number – Estimation and Operations SOL 6.6c Remediation Plan Summary Students move from solving single step numerical equations with integers to up to three-step numerical expressions involving integers and order of operations. Common Errors and Misconceptions Students mis-apply the order of operations. Students confuse signs on integers when performing operations. Materials - Round Robin Integer Game - Practice Sheet - Reflection Introductory Activity Organize students in groups to play a game that practices integer operations. Give each group 1 copy of the Round Robin Integer Game. To begin, the first student in the group solves the first equation and then passes the sheet to the second person. The second person checks the first equation, corrects any errors if needed, then solves equation 2 and passes the sheet to the third student. The third student checks equations 1 and 2, corrects any errors, and solves the third equation. This continues until all the equations on the sheet are completed and each student has had at least one opportunity to correct equations and solve one. Once all the teams complete the sheet, go over the answers. Discuss any equations that were corrected and what those corrections were. Teams receive one point for each correct equation (even if it was a corrected equation). No calculators are allowed during the game. Plan for Instruction - Explain to the class that they were just solving numeric equations. Now they are going to work with expressions. Discuss the difference between an equation and an expression. - Build up from a 1 step, 2 integer expression by displaying -4 - 2. Ask the class for the answer. Have a student demonstrate and explain. - Take the original expression, add to it and display: 3 ( -4 -2). Ask the class for the answer. Have a student demonstrate and explain. If the student does not mention the order of operations, insert it into the discussion yourself. - Alter the expression again by displaying 3( -4 – 2) – 2. Ask the class for the answer. Have a student demonstrate and explain. If the student does not mention the order of operations, insert it into the discussion yourself. AR Remediation Plan – Computation and Estimation - Repeat with the class at least 3 more times creating your own numerical expressions that contain absolute value symbols, exponents and the division bar. Point out to the students that they are doing 2 or 3 steps. During the warm-up they were only doing one step. (Note: Students should have learned order of operations before this lesson). - Allow students to work with a partner to complete the practice worksheet. Walk round and check answers as the students complete them so you can intervene when needed. Pulling It All Together (Reflection) Distribute the reflection sheet to each student to complete. Note: The following pages are intended for classroom use for students as a visual aid to learning. Virginia Department of Education 2018 Round-Robin Integer Game Practice Simplify each of the following expressions. Show your work. Reflection Princess simplified an expression. Here is her work: Princess made a mistake. Find her error and do the following: 1) Write Princess a letter telling her what she did incorrectly 2) Include the correct answer and the work you did to get it.	1,419	698	{ "id": "<urn:uuid:9dd71a12-841f-4d30-87bb-00e76e63b976>", "dump": "CC-MAIN-2021-21", "url": "https://www.doe.virginia.gov/instruction/mathematics/middle/algebra_readiness/ari-remediation-plans/ce/num-express-integers-6-6c.pdf", "date": "2021-05-17T21:40:18", "file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243991870.70/warc/CC-MAIN-20210517211550-20210518001550-00414.warc.gz", "offset": 775403484, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9964656829833984, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9975988864898682, "per_page_languages": [ "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2239, 3040, 3066, 3137, 3393 ], "fw_edu_scores": [ 4.78125 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
Food Safety Program Date Marking Fact Sheet Public Health Significance Bacteria can grow to dangerous levels when some foods are stored under refrigeration for extended periods. This can lead to an increased risk of foodborne illness. As a result, refrigerated potentially hazardous and ready-to-eat foods must be date marked to assure the food is either consumed or discarded within 7 days. Definitions Potentially hazardous: time/temperature controlled for safety foods. Ready-to-eat: food that does not require any additional preparation, such as washing or cooking. Date marking is only required when food is: - Potentially hazardous; - Ready-to-eat; - Refrigerated (41°F or below); and stored more than 24 hours. How do I date mark required food items? The date marking requirements listed above apply to processed food from a manufacturer, such as deli meats, once they have been opened, as well as to food prepared in a licensed facility. The date marking requirements specify that containers be date marked with a "consume by" date (date of opening/preparation + 6 days) and if food is not consumed by that date – it must be discarded. Ex: A food opened/prepared on April 2nd would need to be marked with a "consume by" date of April 8th (date of opening/preparation + 6 days). This can be done by simply writing the "consume by" date on the food container or covering with a marker. When combining foods in a dish with different "consume by" dates, the "consume by" date of the new dish should be the date of the earliest opened/prepared food. What if I freeze the food? Freezing food stops the date marking clock but does not reset it. If a food is refrigerated for 2 days and then frozen, it can still be refrigerated for 5 more days when it begins to thaw. Date Marking Exemptions 1. Salad dressings and condiments packaged by the manufacturer: such as ketchup, mustard, relish, mayonnaise and salad dressings. Salad dressings/sauces prepared in the food facility must be date marked. 2. Deli salads packaged by the manufacturer: such as ham salad, seafood salad, chicken salad, egg salad, pasta salad, and macaroni salad. Deli salads prepared in the food facility must be date marked. 3. Cultured dairy products: such as milk, creams, sour cream, and yogurt. 4. Hard cheeses: such as cheddar, gruyere, parmesan, reggiano and romano. 5. Semi-soft cheeses: such as blue, edam, gorgonzola, gouda and monteray jack. 6. Uncut portions of shelf stable processed cured meats that are not labeled "Keep Refrigerated." Contact Us We will be happy to answer any questions you have about date marking in your facility! Please call our Food Safety Program at 740-349-6535 or email us at firstname.lastname@example.org	1,149	628	{ "id": "<urn:uuid:d802fd17-e5f9-4fe8-83d0-fe1917bc6b70>", "dump": "CC-MAIN-2021-21", "url": "https://lickingcohealth.org/wp-content/uploads/2020/12/Date-Marking-Fact-Sheet.pdf", "date": "2021-05-17T21:52:39", "file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243991870.70/warc/CC-MAIN-20210517211550-20210518001550-00411.warc.gz", "offset": 381271850, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9963743090629578, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9963743090629578, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2741 ], "fw_edu_scores": [ 2.09375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Activity Page Week of March 10, 2019 Daily Bible Readings Sunday: Leviticus 20-23 Monday: Leviticus 24-27 Tuesday: Mark 1-3 Wednesday: Mark 4-6 Thursday: Mark 7-10 Friday: Mark 11-13 Saturday: Psalms 25-28 HOW MANY WORDS CAN YOU MAKE FROM THIS WORD? Are you getting ANT-sy? DEREGULATION DIRECTIONS: The words have to be at least THREE letters long. And you can't use any letter twice in the same word, unless the letter appears twice in "DEREGULATION." So, for example, you can't make the word "latte" because there is only one T in "DEREGULATION," but you can make the word "deer" because there are two E's. List all the words in your answer. Use the space below, the back of this page or another sheet for scratch paper. See possible answers below. Ready? Set? Go! [scratch space] Answers: There are more than 1,800 possible words of three or more letters to be found in DEREGULATION. Here are some of them: Delegation, goaltender, regulation, delegator, denigrate, elongated, engrailed, entourage, ideologue, interlude, longitude, outlander, realigned, regulated, unaltered, unrelated, altering, dateline, deleting, deletion, derogate, dialogue, enlarged, entailed, idolater, integral, ligature, lingered, loitered, oriental, aged, arid, auto, dale, dare, darn, dart, date, deal, dear, deli, dial, diet, earl, earn, edge, edit, euro, gain, gait, gale, gate, gear, gene, gent, idea, idle, idol, laid, land, lane, lead, lean, elder, elite, elude, enter, erode, etude, genie, genre, giant, glade, gland, glare, glean, glide, glint, gloat, glued, gored, gourd, grade, grail, grain, grand, grant, grate, great, greed, green, greet, grind, groan, groin, grout, gruel, grunt, guard, guide, guild, guile, guilt, ideal, inert, ingot, inlet, laden and hundreds more! All answers end with ANT. Using the clues provided, fill in the spaces. Solution below. CLUES (from top row to bottom row): - An 8-foot man would be one - To take back one's testimony - A bum, often homeless - Pertaining to, germane - A drug to reduce sluggishness, perhaps heighten the senses	1,008	592	{ "id": "<urn:uuid:4bb60205-e6d5-42fa-b5a5-22f5baac7953>", "dump": "CC-MAIN-2019-09", "url": "https://kinministry.com/wp-content/uploads/2019/01/Mar-10-2019-Activity.pdf", "date": "2019-02-22T06:47:52", "file_path": "crawl-data/CC-MAIN-2019-09/segments/1550247513661.77/warc/CC-MAIN-20190222054002-20190222080002-00202.warc.gz", "offset": 582727976, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9875640869140625, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9875640869140625, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2071 ], "fw_edu_scores": [ 2.640625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Divestment Bible Study Series Part I: Creation Read Genesis 1:1-23 With your group or on your own, take a minute to reflect on God's words to you through the Scripture. Consider 1. What characteristics of God do you see revealed through the creation story? 2. How do those characteristics help you understand God's desires for the earth? Read Genesis 1:24-2:4 The Bible is the story of God's relationship with humankind, and it begins with an aweinspiring account of the beginning of that relationship. The story shows God's delight and pleasure in crafting and forming interesting and diverse spaces, sights, sounds, tastes, and textures. Each day builds on the day before, creating an interconnected web, and every moment of every moment, God sees that the creation is good. creation brings something new and beautiful. And at On the sixth day God created many kinds of animals, from the useful and valuable cattle to tiny creeping insects to wild leopards. God also made a very specific and special animal in the image and likeness of Godself – humankind. The first thing God did next was to bless humankind and to give them a magnificent gift. God gave to humankind all the plants and the animals that had just been created throughout all the earth. "God saw everything he had made, and indeed, it was very good." – Genesis 1:31 But this gift was more than a memento or keepsake– it was an invitation into relationship with God, into fellowship with each other, and into stewardship of the earth. Humans are not alone with God, but imbedded deeply into God's world and God's vision. We live in community with the entirety of God's creation, and we have a responsibility to treasure, respect, and care for God's gift to us. This knowledge helps to instill in us a rich and abiding love for creation – a love that guides our daily actions and brings us closer to our Creator. Consider 1. How was God's creation of humankind different from the creation of plants, animals, water, air, or earth? 2. What kind of gift would require responsibilities? Is that a gift worth receiving? 3. How does the gift of creation create community among God's people? 4. In your own life, how have the wonders of creation been an invitation into a relationship with God and with others? Prayer Creator God, you make all things and weave them together in an intricate tapestry of life. Teach us to respect the fragile balance of life and to care for all the gifts of your creation. Guide by your wisdom those who have power and authority, that, by the decisions they make, life may be cherished and a good and fruitful Earth may continue to show your glory and sing your praises. Almighty God, you have called us to tend and keep the garden of your creation. Give us wisdom and reverence for all your plants and animals who share this planet with us and whose lives make possible our own. Help us to remember that they too love the sweetness of life and join with us in giving you praise. - http://earthministry.org/resources/worship-aids/prayers/prayers#prayer-of-thanks Additional Scripture Nehemiah 9:6 Job 26: 7-9, 11-14 John 1:3 Additional Resources The Green Bible Green Like God by Jonathan Merritt	1,207	715	{ "id": "<urn:uuid:d6ac0ab7-3105-463e-8ce0-8df6ca4f2400>", "dump": "CC-MAIN-2019-09", "url": "http://goodstewardcampaign.org/wp-content/uploads/2013/07/Divestment-Bible-Study-Series-Creation.pdf", "date": "2019-02-22T06:52:12", "file_path": "crawl-data/CC-MAIN-2019-09/segments/1550247513661.77/warc/CC-MAIN-20190222054002-20190222080002-00203.warc.gz", "offset": 113094132, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9924090802669525, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9936144948005676, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1894, 3213 ], "fw_edu_scores": [ 2.5 ], "minhash_cluster_size": 2, "duplicate_count": 2 }
STUDENTS ON GIVING A VOICE "In middle school, I was one of the few students that represented the student body in ASB and I realized that system didn't work. We were a few that didn't know the majority. YouthTruth gives students something most schools don't utilize: a voice." Tori Blas, 12th Grade THE START OF CHANGE "YouthTruth takes time, but it's worth it because it gives the teachers a bigger perspective of what is in the students' minds and what they're feeling or what they need to improve on." Lorena Moulten, 11th Grade SUPPORTING STUDENTS "A way YouthTruth has helped was that I felt insecure in my teacher's class due to the other students and after the survey she helped me out more." Alex Sangalang, 12th Grade TIME TO REFLECT "I feel like it's useful for students too because you get to know if they need more help or might have difficulty in a certain class. It definitely helped me reflect on my classes and teachers, especially with knowing if the topic is easy or hard to understand." Ambahr Morales-Cuevas, 11th Grade About the Authors We are students from High Tech High Chula Vista who decided that for our student led project on quality Education we'd create an infographic to advocate the use of YouthTruth. We found it helpful in our school allowing kids to speak for their education that seeing others use it too would be a great change. For more info, visit youthtruthsurvey.org STUDENTS ON GIVING A VOICE "In middle school, I was one of the few students that represented the student body in ASB and I realized that system didn't work. We were a few that didn't know the majority. YouthTruth gives students something most schools don't utilize: a voice." Tori Blas, 12th Grade THE START OF CHANGE "YouthTruth takes time, but it's worth it because it gives the teachers a bigger perspective of what is in the students' minds and what they're feeling or what they need to improve on." Lorena Moulten, 11th Grade SUPPORTING STUDENTS "A way YouthTruth has helped was that I felt insecure in my teacher's class due to the other students and after the survey she helped me out more." Alex Sangalang, 12th Grade TIME TO REFLECT "I feel like it's useful for students too because you get to know if they need more help or might have difficulty in a certain class. It definitely helped me reflect on my classes and teachers, especially with knowing if the topic is easy or hard to understand." Ambahr Morales-Cuevas, 11th Grade About the Authors We are students from High Tech High Chula Vista who decided that for our student led project on quality Education we'd create an infographic to advocate the use of YouthTruth. We found it helpful in our school allowing kids to speak for their education that seeing others use it too would be a great change. For more info, visit youthtruthsurvey.org	1,196	641	{ "id": "<urn:uuid:4342f112-3edb-4c15-a683-cf3376661c60>", "dump": "CC-MAIN-2019-09", "url": "http://youthtruthsurvey.org/wp-content/uploads/2019/01/Students-on-YouthTruth.pdf", "date": "2019-02-22T07:21:31", "file_path": "crawl-data/CC-MAIN-2019-09/segments/1550247513661.77/warc/CC-MAIN-20190222054002-20190222080002-00203.warc.gz", "offset": 453000607, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9991942048072815, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9991360306739807, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1421, 2844 ], "fw_edu_scores": [ 2.0625 ], "minhash_cluster_size": 1, "duplicate_count": 2 }
Fingerplays, Rhymes & Songs: 10 Little Bunnies Written by CCVillage Staff Writers Copyright CCVillage, Inc. 1 little, 2 little, 3 little bunnies (hop to the right, then the left, then the right as you say each number) 4 little, 5 little, 6 little bunnies (hop to the right, then the left, then the right as you say each number) 7 little, 8 little, 9 little bunnies (hop to the right, then the left, then the right as you say each number) 10 little bunnies hop up and down (hop up and down) (Start out singing and moving very slowly. Each time you repeat the song with your group, sing and move a bit faster.) All Around the Garden Path All around the garden path The gardener works for hours Weeding, watering, beaming sun (Pretend to weed and water your garden while singing the first three lines) Up come the flowers! (Jump up) (Repeat the verse, singing faster each time) Special Dates: Good Friday - April 3rd (Closed) Easter - April 5th (Sunday) Alyssa (dog) – April 11 th (6 years) Suggested Activities: fruit-of-the-spirit-early-learning.com * Heat the peanut butter and chocolate chips in the microwave on high for about a minute. Then stir until smooth. * Dip the banana pieces in the chocolate-peanut butter mixture. Lay them out leaving some space between them on the parchment/wax paper. Then when you've "covered" them all, use the remaining mixture to spoon over the tops (for even more chocolate-y goodness). * Then sprinkle the unsweetened coconut flakes on top. Transfer to the freezer for about an hour until hardened. * You can enjoy them like this (but they really aren't frozen yet -- and when they're frozen, the banana tastes like vanilla ice cream) . . . I suggest then covering with some plastic wrap (or really you can do all of this in some kind of Rubbermaid container) and let freeze overnight. Spring clean – allow child to help dust or Windex Visit your local library or art museum together Have a family picnic. Visit the zoo and look for any new baby animals Go to a park on a nature walk or in an open to fly a kite. A small shallow stream of water is a safe place to observe water creatures like tadpoles, frogs, crayfish, and minnows. Visit a local greenhouse to see different types of blooming plants. Recipe: Frozen Banana Bites 2 large bananas 1/4-1/3 cup chocolate chips 1/4-1/3 cup peanut butter * Set out a large plate or bowl with a piece of parchment or wax paper on it. * Cut up the bananas into good-sized chunks. Each banana should give you around 5 to 6 pieces. Books: In the Garden – Booth The Very Hungry Caterpillar – Carle A House is House for me – Hoberman Come to the Meadow – Hines The Tiny Seed – Carle My Spring Robin – Rockwell My Body: All About Me Head to Toe The Mixed-Up Chameleon Leo the Late Bloomer	1,174	679	{ "id": "<urn:uuid:b5be9fac-6d65-4858-ba6a-7b1e57800426>", "dump": "CC-MAIN-2018-51", "url": "https://www.fruit-of-the-spirit-early-learning.com/app/download/961519126/Parent+Ideas+Apr+15.pdf", "date": "2018-12-09T20:36:31", "file_path": "crawl-data/CC-MAIN-2018-51/segments/1544376823009.19/warc/CC-MAIN-20181209185547-20181209211547-00510.warc.gz", "offset": 1038855772, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.995708703994751, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.995708703994751, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2795 ], "fw_edu_scores": [ 3.53125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Senior Primary Curriculum for Girls ages 10-12 years Our young girls are at a crucial stage during their Upper Primary years as they enter early adolescence. Many of the issues that were once delayed until early teen years, are now a strong influence in these late primary years. Issues concerning peer groups, friendship conflicts, body image and self esteem concerns and social media are at the forefront as girls navigate who they are and their place in their tribe. In response to this trend, secondary educator and author of books for young children as well as adolescents, Sharon Witt has written a ten week program that can be delivered to a group of young girls in a school setting or similar space. Topics include: discovering your uniqueness, understanding and developing your character, navigating friendships, developing positive self talk, being responsible cyber citizens, health and more. Content of Session Outlines SeSSIon 1 Self esteem Matters SeSSIon 6 Body Image Matters Focus: * For students to understand that they are unique and one of a kind * For girls to learn different ways in which they can work on developing a healthy and strong self esteem * For girls to challenge the pressure that society places on us that our self worth can be found in how we LOOK! SeSSIon 2 Your Gifts and Talents Focus: * For girls to identify that they have many qualities and strengths. * For each girl to understand that they bring unique qualities and contributions to the groups they are a part of * For students to explore other areas they may have strengths in but haven't discovered yet SeSSIon 3 Healthy Friendships Focus: * To understand that friendships are a valuable part of our lives * For girls to understand the importance of establishing and maintaining healthy friendships * For girls to identify some aspects of friendships that may be unhealthy SeSSIon 4 Friendship Matters - Social etiquette Focus: * For girls to identify strategies they can use when seeking new friends * For students to engage in and discuss possible resolutions for a variety of friendship issues presented * Strategies girls can implement when faced with toxic friendships SeSSIon 5 Healthy Bodies Focus: * To understand that our bodies are complex and amazing at the same time * To learn about some of the ways we can look after our bodies and keep them healthy * To help girls understand that many of the images they see in the media and in magazines are fake * To learn to value themselves for so much more than how they 'look' and to understand how much they are manipulated into believing the lie that their body is their currency * To learn about some of the ways photographs are digitally altered and enhanced through photo shopping SeSSIon 7 Healthy Minds Focus: * To understand the importance of developing a healthy mindset and self belief * To learn more about how our thinking can impact our outcomes and mind * To develop some strategies for using positive self talk SeSSIon 8 Managing Fears and Anxiety Focus: * To understand that feelings (including fears and anxiety) are messengers that we need to listen to * To learn helpful strategies for managing our fears and anxieties * To learn some relaxation strategies and mindfulness techniques SeSSIon 9 Cyber Savvy Girl Focus: * To understand that having access to the internet has certain responsibilities * To develop an understanding of what is meant by a digital footprint * For girls to understand the basic privacy aspects of using social media SeSSIon 10 Wrapping Up Focus: * For girls to have an opportunity to reflect on the things they have learnt over the course of the past 10 weeks * To give girls an opportunity to reflect creatively	1,604	755	{ "id": "<urn:uuid:5bef15fd-ecc3-4113-a690-d4af3db3bd25>", "dump": "CC-MAIN-2018-51", "url": "https://www.sharonwitt.com.au/wp-content/uploads/2015/08/Girls-Wise-Senior-Curriculum-Outline-Sharon-Witt.pdf", "date": "2018-12-09T19:36:15", "file_path": "crawl-data/CC-MAIN-2018-51/segments/1544376823009.19/warc/CC-MAIN-20181209185547-20181209211547-00510.warc.gz", "offset": 1201939911, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.995835542678833, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9955852031707764, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 907, 3758 ], "fw_edu_scores": [ 4.15625 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
Google supports and tools for English Learners Lauren Hughes Keep them with you * www.nearpod.com * www.peardeck.com My suggestion: EL students are easily confused. These programs eliminate the question "Where are we?" Translate * Google translate * Translate extensions * Google docs and Google classroom applications (Speak aloud, auto-translate) * Duolingo * Youtube My suggestion: Students should be encourage to use self-translation tools (you don't need to do it for them!). Keep in mind that not all students speak Spanish. The only times I personally give things in Spanish are for beginning of the year rules/expectations, large project directions, or scaffolding when a kid is lost. You can put translated stuff alongside English in assignments. Apps/Extensions (Download @ Chrome webstore) * Read and write * Talk and comment * SpeakIt! - text to speech tool: reads text aloud from any website * Mercury Reader - cleans up websites so they aren't as cluttered * BeeLine Reader - better than OpenDyslexic (more options). Changes font and font color to keep dyslexic students on track * Grammerly- Fix critical grammar and spelling errors, punctuation and contextual spelling checker * Simpleblocker - blocks certain websites for set amount of times * Custom Chrome- extension manager Google classroom compatible * Quizlet- preteach vocabulary * Socrative- grade tests with pictures, give support for wrong answers, multiple format uses * Youtube- teach kids to use subtitles (Spanish if needed) * Edpuzzle- track and assign videos for support (grade and check who viewed through Google!!) * Duolingo- only for English (track student progress, or if you feel like practicing…) Google Docs * Instantly translate a document * Voice type (Try combining with a read aloud) Leveled Materials * Newsela * Tweentribun * NewsinLevels (includes read aloud and pre-assessment) All are leveled by lexile with quizzles. Website Bookmarks Academic word list highlighter * https://www.nottingham.ac.uk/alzsh3/acvocab/awlhighlighter.htm Text compactor- simplify texts * http://textcompactor.com/- make an assignment shorter * SMMRY - Summarizes webpages in shorter sentences. Can adjust number of sentences. * www.grammarly.com- checks uploaded files for grammar mistakes (also extension) Teacher tools * Take a screenshot on your computer * Screencast a video- Screencastify- make screencasts to make video directions. Playposit similar to screencastify but they have to stop and do a task that you create as they watch. * Extension manager- battery running low? Lots of icons? They don't have to be on all at once! * Enhance your mouse * Flubaroo- both website/extension * This one is a maybe....Bitmoji? References https://sites.google.com/avoneagles.org/classroomtechnology/professional-development/cleveland-googlesummit http://www.controlaltachieve.com/2016/10/special-needs-extensions.html http://www.controlaltachieve.com/2017/03/hipster-google.html https://sites.google.com/edtechteam.com/katiechristie/home	1,566	703	{ "id": "<urn:uuid:0fd3c346-c16c-41de-ae1c-32d33791f8cd>", "dump": "CC-MAIN-2018-51", "url": "http://30o4k82x7qb38do4w1x2r201-wpengine.netdna-ssl.com/wp-content/uploads/2017/09/Google-tools-for-English-Learners.pdf", "date": "2018-12-09T20:43:43", "file_path": "crawl-data/CC-MAIN-2018-51/segments/1544376823009.19/warc/CC-MAIN-20181209185547-20181209211547-00513.warc.gz", "offset": 2695007, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9523510873317719, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9924650192260742, "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": [ 61, 222, 763, 1303, 1697, 1792, 1934, 2305, 2725, 3038 ], "fw_edu_scores": [ 2.1875 ], "minhash_cluster_size": 1, "duplicate_count": 3 }
Important Dates Dr. Suess Birthday – 2nd Daylight Savings Time – 8th St. Patrick's Day – 17th First Day of spring – 20th Finger plays, Rhymes & Songs I went on Safari I went on safari and what did I see? A big, striped tiger looking at me! The tiger ROARED! I went on safari and what did I see? A long-necked giraffe looking at me! The giraffe _______________ (Tell what the animal said or did) Invite child to repeat the verse, naming a new animal each time.. Five Little Shamrock Five little shamrocks (Hold up 5 fingers) Growing by my door I picked one and then there were four. (Hold up 4 fingers) Four little shamrocks (Hold up 4 fingers) Growing by the tree I picked one and then there were three. (Hold up 3 fingers) Three little shamrocks (Hold up 3 fingers) Recipe Blueberry Oat Muffins 1¼ cups quick cooking oats ½ cup all-purpose flour ½ cup whole wheat flour ½ cup brown sugar 1 tablespoon baking powder ½ teaspoon salt 1 cup milk 1 egg ¼ heaping cup applesauce 1-2 cups blueberries Preheat oven to 400 degrees. Combine oats, flour, sugar, baking powder & salt. Mix in milk, egg & applesauce; mix just until dry ingredients are moistened. Fold in blueberries. Fill greased muffin tins 2/3 the way full with batter. Bake for 20-25 minutes. Mix water with cornstarch in a pan. Let your child scoop and squeeze the mixture. Rainbow Toast 1 Slice of white bread Food Coloring (several colors) Milk Pour milk into several portion cups and add a different color to each. Allow your child to brush on rainbow stripes (please use a new watercolor paintbrush). Toast the slice and add butter. Suggested Activities Read a Dr. Seuss book with your child Let your child put lids on matching containers Review the colors of the rainbow with your child Allow your child to paint or use markers to create a rainbow fruit-of-the-spirit-early-learning.com Growing next to you I picked one and then there were two. (Hold up 2 fingers) Two little shamrocks (Hold up 2 fingers) (Hold up 1 finger) Growing in the sun I picked one and then there was one. One little shamrock (Hold up 1 finger) Growing all alone So I picked it and took it home! Count the number of stairs in & outside your home *Let your child wash dishes with you Books Planting a Rainbow – Lois Ehlert A Rainbow of My Own – Freeman Who Will Wake Up Spring? – Sharon Lerner Green Eggs and Ham – Dr Seuss The Rainbow Fish – Marcus Pfister A Color of His Own – Leo Lionni	1,137	630	{ "id": "<urn:uuid:67bc4ed1-ce9e-4bf7-88e9-b67d86b05080>", "dump": "CC-MAIN-2018-51", "url": "https://www.fruit-of-the-spirit-early-learning.com/app/download/961286324/Parent+Ideas+Mar+15.pdf", "date": "2018-12-09T20:34:21", "file_path": "crawl-data/CC-MAIN-2018-51/segments/1544376823009.19/warc/CC-MAIN-20181209185547-20181209211547-00512.warc.gz", "offset": 1052898880, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9960283637046814, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9960283637046814, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2477 ], "fw_edu_scores": [ 3.359375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
FSO, March! Saturday, March 9th, 2019 In September 2004, archeologists working in Tintignac, France found a massive deposit of over 500 fragments from iron and bronze objects dating to the first century BC. Among their find was a particularly robust collection of objects related to warfare including swords and scabbards, spearheads, shields, helmets and the like. Also included among these objects was the first nearly complete example of a carnyx, an elongated S-shaped trumpet typically cast in bronze that was used in battle by a variety of Celtic tribes of the era. We have written records of the carnyx in histories by Ancient Greek and Roman sources, but a complete example had not been found until this discovery less than 15 years ago. This archeological treasure trove shows us that for millenia, the waging of war coordination of troops requires three forms of equipment: weapons, armor, and musical instruments. Tonight, you'll hear music connected to marching in a wide variety of different ways. There are exemplars of the rich military band traditions of both the United States and Great Britain through the selections from John Philip Sousa and Gustav Holst. In fact, Holst's two suites for military band were such an impressive feat that they seem to have single-handedly convinced his fellow composers Ralph Vaughan Williams and Gordon Jacobs that they should try their hand at writing for military band. There are songs written to commemorate and memorialize combat experiences. Tchaikovsky's 1812 Overture celebrates the Russian defeat of Napoleon's invading forces during the bitter winter months of 1812. And Irving Berlin's God Bless America was conceived as a hymn to honor those serving in the First World War and written while Berlin himself was serving in the Army at Camp Upton. There is music written for fictionalized accounts of combat including selections from the 2000 Revolutionary War film The Patriot and the World War II video game franchise Medal of Honor. And there is even music written for the marching of fictional characters, including Wagner's famous music for the cadre of female warriors known as the Valkyries and Copland's music for the fictional cowboys of his Rodeo ballet. Tonight's program also contains Samuel Barber's Adagio for Strings, perhaps most famous for its use to accompany the tragic march of 25th Infantry Division in the 1986 Vietnam War film Platoon. However, according to his own sketches, Barber's inspiration for the piece came from a different kind of relentless march: the constant building and crashing of waves in the ocean. Inspired by a passage from the third book of Virgil's Georgics, Barber originally wrote the piece as the middle movement of his 1936 String Quartet, but re-arranged it for a full string orchestra less than two years later at the behest of famed conductor Arturo Toscanini. According to legend, at the conclusion of the first rehearsal of the Adagio for Strings, Toscanini summed up the work in three words: "semplice e bella." Simple and beautiful. For tonight's concert, we are also thrilled to be joined by so many wonderful young musicians including the FYSO, the FYSO Band, and the winner of the 2019 FSO Concerto Competition. Onward, march!	1,342	680	{ "id": "<urn:uuid:9bee8783-e125-44be-a936-3d3405a9cc61>", "dump": "CC-MAIN-2018-51", "url": "http://www.fayettevillesymphony.org/wp-content/uploads/2018/08/FSO-March-3.9.19.pdf", "date": "2018-12-09T19:57:10", "file_path": "crawl-data/CC-MAIN-2018-51/segments/1544376823009.19/warc/CC-MAIN-20181209185547-20181209211547-00515.warc.gz", "offset": 441323848, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9993545114994049, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9991374611854553, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3052, 3250 ], "fw_edu_scores": [ 2.21875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Copyright © 2008 Ashlar Incorporated. All rights reserved. 3DBOWL0807 A Simple Bowl Tips Before You Begin While creating the bowl, use the Trackball to rotate the image into comfortable views. Use View palette to display the bowl in different view modes. This tutorial will demonstrate how to create a simple shape like this bowl. Creating the Bowl 1. Draw a 12-sided polygon using the Inscribed Polygon tool starting in the Top view. Make sure to begin the polygon at the origin. Select the Inscribed Polygon tool. Define the diameter of the polygon as well as the number of sides in the Status Line. Enter 5.75 in the D field for the diameter and 12 for sides, then press ENTER. Click with the cursor in the origin and press ENTER. The polygon is created with the values in the Status Line. 3 4 2. Switch to the Trimetric view from the menu at the bottom of the Trackball. 3. Select the Extrude Solid tool. Choose the Distance option from the drop down menu in the Message Line. In the Status Line, enter -2.25" in the Distance box for the extrusion and -10 degrees in the Draft Angle box for the draft. 4. Drag the mouse from the upper left corner to the lower right to select the polygon. Release the mouse and the polygon is extruded. 5. Next, put a blend on the bottom of the bowl. Select the Solid Blend tool and click on the bottom face of the bowl. Make sure to select the correct face for the blend. After the blend is created, type 1" in the R box of the Status Line for the blend radius and press ENTER. 6. Below is the resulting shape. To make edges look like the picture below, use View>Shade Options to display the window and edit the parameters of the edges displayed. Set the Static Shade option to Phong w/Edges then click OK. 5 6 7. Next, create a ring shape that will become the base of the bowl. To start, draw a vertical line starting from the origin. Make this line 2.375" tall. This line is just for reference so that there is a known place from which to start the ring shape. 8. Draw two circles starting from the end-point of the reference line. Make one circle 4" and the other 3,625" in diameter. 9. Select the Extrude tool and specify Vector option in the Message Line. Extrude the two circles downward some distance so that they protrude into the bowl. Hold the SHIFT key and select both circles at the same time. Release SHIFT and specify the vector of extrusion in an empty space along the z axis. 10. Select the Union Solid tool and union the ring to the bowl following the prompts of the Message Line. 7 8 11. After the ring is joined, put a 0.25" blend inside of the ring. on all of the small inner edges The inside bottom edge after blending. 13. Put a 0.25" blend on all of the outside edges all the way around the bowl. The edge after blending. 9 10 15. Put a 0.0625" blend on the top two edges of the ring. 16. Create the inside of the bowl. Draw a circle as shown that is 5.25" in diameter. To make it easier to see the shape, right-click on the bowl and select Transparency. 17. Select the Extrude tool with the Distance option, extrude the circle about 1.75" and give it the same amount of draft as the outer shape (-10 degrees). 18. Add a .75" blend to the bottom edge of this shape. 12 19. Use the Boolean Subtract tool to subtract the inner extrude from the outer bowl shape. Follow the prompts of the Message Line. 20. Turn off transparency in the right-click menu. Add some finishing blends of .0625" to the top edges. 21. The bowl is now finished. In the image below, a floor surface, lights and ceramic material were added. See additional tutorials for more information on photo-realistic rendering. 14 14	1,492	862	{ "id": "<urn:uuid:507581e9-e822-437c-b65e-cf2ae1820169>", "dump": "CC-MAIN-2018-51", "url": "http://ashlar.com/support/docs/create-a-simple-bowl.pdf", "date": "2018-12-09T20:22:47", "file_path": "crawl-data/CC-MAIN-2018-51/segments/1544376823009.19/warc/CC-MAIN-20181209185547-20181209211547-00516.warc.gz", "offset": 22464808, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.996359180320393, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9964398741722107, "per_page_languages": [ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 70, 336, 803, 1250, 1759, 2139, 2556, 2701, 2810, 2873, 3255, 3496, 3680, 3688 ], "fw_edu_scores": [ 2.5625 ], "minhash_cluster_size": 4, "duplicate_count": 3 }
Wind, warmth boost insect migration, study reveals 8 July 2019 Green darner dragonfly with tracking device. Credit: Grace Pitman Wind and warmth can improve travel time for the billions of insects worldwide that migrate each year, according to a first-ever radio-tracking study by University of Guelph biologists. Researchers equipped monarch butterflies and green darner dragonflies with radio transmitters and tracked them through southern Ontario and several northern States to learn how environmental factors affect daytime insect migration. Learning more about what happens to insects during their physically taxing migration period may help in efforts to conserve them, particularly threatened species, said the researchers. The study, which was recently published in Biology Letters, found wind and temperature are more important influences than precipitation for bugs on autumn migration flights spanning thousands of kilometres between their breeding and wintering grounds. As part of their multigenerational migration, monarchs from Canada overwinter in Mexico and green darners travel to the southern United States. Until recently, their small size has made individual insects hard to track. But it's increasingly critical to do just that, said lead author Samantha Knight. Insects on the wing play vital roles in pollinating crops and in maintaining ecosystems as both prey and predators. Threatened by habitat loss, land use changes and global warming, she said, "some 40 per cent of insect species risk extinction, yet we know little about what happens to organisms when they migrate." Study co-author Prof. Ryan Norris, Department of Integrative Biology, added, "Migration is not an easy period for insects. They are likely pushed to their physiological limits. If we have a way to track and understand what habitats they're using, that goes a long way to understanding what might be causing declines." As part of the study, researchers captured insects on Ontario's Bruce Peninsula in fall 2015 and 2016 and outfitted them with battery-powered radio transmitters weighing about as much as a raindrop. Those devices emitted signals picked up by an array of telemetry towers across the southern part of the province and into the northern United States. 1 / 3 Green darner dragonfly near a telemetry tower. Credit: Grace Pitman The team downloaded data from the towers to track individuals' flight distances and speeds. On average, monarchs flew about 12 kilometres per hour and darners about 16 kilometres per hour. The farthest a monarch travelled in one day was 143 kilometres at 31 km per hour, including windspeed. In a single day, a darner flew 122 kilometres at up to 77 km per hour. "A darner would get a speeding ticket in Guelph," quipped Norris, adding that insects may fly even farther and faster in single spurts. To attain their fastest airspeeds, the insects are likely flying high in the atmosphere to take advantage of the wind, although the researchers don't know how high. "That means insects are migrating over our heads and we don't know it," said Norris. Unlike birds, insects need a minimum air temperature of about 10-15 C for daytime flight. Monarchs and darners fly faster as it warms up. However, flight is impeded when it gets too hot, said Norris. At temperatures above 23 C—higher than in this new study—darners have been seen flying slower. Norris said insects probably have an upper temperature limit for efficient flight, suggesting that global warming might ultimately affect their migration. The researchers were surprised that rain had no effect on flight speed. Light rain might not have deterred the insects, or they might have made up for lost time after rainfall. Knight said tracking technology enables researchers to learn more about insect migration under varying conditions. Many species have been studied while breeding and overwintering, but scientists lack information about migration, including human impacts on habitat and feeding en route. "For insects, land use changes are a major driver of declines in numbers," she said. "If we understand where they're going, we can maybe shed light on land use change impacts during migration." Provided by University of Guelph 2 / 3 Powered by TCPDF (www.tcpdf.org) APA citation: Wind, warmth boost insect migration, study reveals (2019, July 8) retrieved 20 September 2019 from https://phys.org/news/2019-07-warmth-boost-insect-migration-reveals.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. 3 / 3	1,935	943	{ "id": "<urn:uuid:196f42b9-0d8b-4f96-9fcd-d32649304fca>", "dump": "CC-MAIN-2019-39", "url": "https://phys.org/pdf481804300.pdf", "date": "2019-09-21T01:39:31", "file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514574159.19/warc/CC-MAIN-20190921001810-20190921023810-00189.warc.gz", "offset": 621988828, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9946735501289368, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.998157262802124, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2285, 4261, 4716 ], "fw_edu_scores": [ 2.828125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
SHOT PUT BASICS FOR LITTLE ATHLETICS 1kg (blue) U/6 and U/7 boys & girls (same circumference as 2kg) 1.5kg (yellow) U/8 boys and girls (same circumference as 2kg) 2kg (orange) U/9 to U/11 boys and U/9 to U/12 girls 3kg (white) U/12 to U/14 boys and U/13 to U/17 girls 4kg (red) U/15 and U/16 boys 5kg (green) U/17 boys SAFETY TIPS - All athletes must stand behind the circle - The shot should not be thrown until coach gives the okay - The shot should be carried back to the circle (not thrown back) BASIC RULES Figure 1 - Keep shot close to neck, under jaw or front of the ear - The shot must touch or be close to the neck, under the jaw or front of the ear at beginning of the throw - The shot cannot be dropped down or pulled back from the starting position – it must be pushed forwards - The hand cannot be dropped below the neck/chin position during the throw - The shot cannot be taken behind the line of the shoulders - A foul occurs when: o Shot is held away from the neck at beginning of the throw o The hand is dropped or pulled back before the forward push o The hand is taken behind the line of the shoulder o If the shot lands outside of the sector (the point of impact of the shot must be completely within the inner edge of the sector lines o If the competitor walks out the front half of the circle o If the competitor walks out of the circle before the shot has landed - The athlete can touch the inside of the front barrier (not the top of it) - Each athlete has three throws in little athletics - Athletes can enter the circle from any direction, but they must leave from the rear half of the circle - Athletes cannot leave the circle until the shot has landed on the ground - Measurement is from the circumference of the stop board to the nearest mark made by the shot (to the nearest cm below). The tap must be pulled through the centre of the throwing circle Cherie Rothery – Golden Grove Little Athletics COACHING CUES - Encourage athletes to start with basic standing technique - Thumb and little finger should be at each side of the shot - Hold shot at the base of fingers (not in the palm of hand) - Keep shot close to or touching neck – think clean palm, dirty neck - Push the shot up (not towards the ground) – look to where you want shot to travel - Keep elbow high - Start with knees bent and side on - Finish with chest and head up (not bowing head after the throw) - Put weight on back leg with hand not holding the shot putting to where the shot will go - Do not 'throw' the shot – push it Figure 2 - Put weight onto back leg with hand not holding shot pointing to where it will be gong - As athletes progress, start stand with weight over the back foot and think chin/knee/toe so those three body parts are all in line. - The non-throwing arm should be relaxed - Bend knees at the start and push with the legs when throwing - From this position, the movement is started by the back leg pushing the hip that is towards the back of the circle to the front - Weight is transferred from the back leg to the front leg. The throwing arm comes forward and up - Punch/push the shot up, keeping the elbow high - The elbow must stay behind the shot - The shoulder should not drop during any part of the movement Figure 3 - Release shot high with chest up Figure 4 - Drive the hip forward IDEAS FOR LITTLE ATHLETIC COACHES TO HELP DEVELOP SKILLS - Use tennis balls or beanbags instead of shots - Practice throwing up at a set point (tree, cloud) - Practice throwing from a cone - Throw facing towards arc (encourage elbow up and push out) Cherie Rothery – Golden Grove Little Athletics	1,613	888	{ "id": "<urn:uuid:876434ff-e62b-42d8-8ff4-958d9dec0958>", "dump": "CC-MAIN-2019-39", "url": "http://www.goldengrovelac.org.au/forms/shotputbasics.pdf", "date": "2019-09-21T00:24:06", "file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514574159.19/warc/CC-MAIN-20190921001810-20190921023810-00191.warc.gz", "offset": 249861152, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9863165318965912, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9887495040893555, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1942, 3683 ], "fw_edu_scores": [ 3.53125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Orange Botanical Name: Citrus cinensis (Rutaceae) Common Name: Orange, Sweet Orange, Zoete sinaasappel (in Dutch). Origin: Oranges originate from South East Asia but are found in most tropical and sub-tropical climates around the world. Oranges were possibly created long ago as a hybrid between two other Citrus fruits: Pomelo and Tangerine. Distribution: Throughout tropical and subtropical countries. The main areas of world production are Brazil, the United States and Mexico, Spain, Italy, Egypt, India, China and Australia. Australian Distribution: In all mainland states. Preferred Climate and Soil Types: The Orange is sub-tropical and young trees are susceptible to frosts. The humidity of the Top End does have an effect on fruit quality on some varieties, and the skin will be green in colour. Oranges can grow on a wide variety of soil types if sufficiently aerated and deep enough to allow for required root development. Description: An evergreen tree that in the Darwin region grows to 2.5-3 metres. It has a rounded crown of slender branches. Leaves are aromatic and oval in shape. It has fragrant white flowers. The skin is dotted with minute glands containing an essential oil. The Valencia Orange, as in the Community Orchard is primarily grown for processing and orange juice production, but has excellent taste and internal colour making it desirable for fresh markets as well. Fruit has an average diameter of 70 – 75mm. After bloom, it usually carries two crops on the tree, the old and the new. Valencia oranges are prized as the only variety of orange in season during summer. Varieties: There are many varieties, including, Blood, Joppa, Navel and Valencia Oranges. They are grafted on suitable rootstocks to suit each soil variation. Culture: The trunk of the young tree should be protected from the sun in the first few months after planting. This can be done using commercially available tree guards or by loosely wrapping the trunk with shade cloth or a similar material. Use aged mulch around the tree to cool the soil and reduce moisture loss. Apply sufficient water to keep the soil moist to a depth of 30 to 40 cm. During the first growing season apply a fertiliser slightly higher in nitrogen every 2-3 months, reducing the frequency in subsequent years. Orange Pests and Diseases: Mites, scale, mealybugs, aphids, leafminer and fruit flies. Fruiting Season: April to May. Minor crops can occur at other times. Harvesting: Harvested locally when the skin is pale green in colour, and usually harvested by hand, by pulling or clipping the fruits. Contact Us Phone: 8930 0300 Street Address: Harry Chan Avenue, Darwin NT 0800 Postal Address: GPO Box 84, Darwin NT 0801 E-mail: email@example.com	1,217	609	{ "id": "<urn:uuid:ec6c9840-73aa-4eea-a932-ce982a127f58>", "dump": "CC-MAIN-2019-39", "url": "https://tasteofthetopend.files.wordpress.com/2012/04/orange.pdf", "date": "2019-09-21T01:28:59", "file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514574159.19/warc/CC-MAIN-20190921001810-20190921023810-00188.warc.gz", "offset": 691944836, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9841718971729279, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9949328303337097, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2305, 2759 ], "fw_edu_scores": [ 2.859375 ], "minhash_cluster_size": 3, "duplicate_count": 2 }
Why is Secondhand Smoke Dangerous? Lesson Idea Objectives Build an awareness of the dangers of smoking. List the physical effects of smoking. Recognize advantages of being a nonsmoker. Recognize that the decision to smoke is influenced by outside forces such as peer pressure and advertising. Recognize the personal benefits to maintaining a heart-healthy lifestyle. Download and copy the poem "Daddy Bull Puffed Cigars That Provoked" Have students read the poem "Daddy Bull Puffed Cigars That Provoked" Materials "Daddy Bull Puffed Cigars That Provoked" Explore 1. Ask a volunteer to read the poem "Daddy Bull Puffed Cigars That Provoked" aloud. Explain that the poem is called a limerick. Limericks have a special rhyming pattern and they are usually humorous. Have students define the words provoked and stench. How does Daddy Bull's family feel about his cigar smoking? (They dislike it very much.) Point out that even though Daddy Bull is the one smoking, his family also smells and breathes his cigar smoke. They are being affected by secondhand smoke. Have you ever had bad experiences with secondhand smoke? What were they? 2. What is another name for secondhand smoke? (Passive smoke) Do you know how many dangerous chemicals are found in tobacco smoke? (4,000) What is a carcinogen? (Something that can cause cancer.) What are the health risks of passive smoke? (Heart disease, lung cancer, breathing problems, headaches) Why may young children get more harmful effects from passive smoke than adults? (They breathe faster than adults, so they inhale more toxic substances.) What can happen to children whose parents smoke? (Their lungs may be damaged.) What are cilia? (Tiny hairs) What specific damage does tobacco smoke do to the cilia of the lungs? (Smoke paralyzes the muscles that control the movement of the hairs; then they cannot effectively trap dust, dirt and germs to defend the body against disease.) Discuss state laws that outlaw smoking in public places. What public places do you know of that have outlawed smoking? Which ones do you know of that still allow smoking? Encourage discussion. 3. Discuss taking a poll or survey to obtain information about tobacco use. Ask students to think of some questions about smoking or chewing tobacco that could be answered using a telephone poll. For example: How many students in our school have tried smoking? How many smoke regularly? Why do they smoke? What percentage of adults in our community smoke? Do they fell negative or positive about their own smoking? How many smokers are conscious of secondhand smoke? How many students in our school chew tobacco? Why do they chew tobacco? Discuss poll-taking methods. First of all, students must have two or three very specific questions to ask their respondents. Second, they must know whom they wish to survey and how they will do so. For example, to survey their school, they might randomly select every tenth name from the school directory to telephone. 4. Invite students to work together in small groups to decide what they wish to find out through the survey and how they will accomplish their goal. Encourage the groups to decide which tasks should be done individually and which cooperatively. For example, each student in the group could be responsible for polling ten people and recording their answers. Then the group could pool and evaluate its results and present its conclusions to the rest of the class. Prepare	1,404	714	{ "id": "<urn:uuid:d1562582-680c-42f9-87bc-0b62efdf5dfd>", "dump": "CC-MAIN-2019-39", "url": "http://www.heart.org/idc/groups/heart-public/@wcm/@global/documents/downloadable/ucm_313087.pdf", "date": "2019-09-21T01:40:41", "file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514574159.19/warc/CC-MAIN-20190921001810-20190921023810-00192.warc.gz", "offset": 254502964, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9987293481826782, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9987293481826782, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3459 ], "fw_edu_scores": [ 4.28125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Old-Fashioned Summer Perennials By Susan Camp Around this time every year, I grow nostalgic for last summer's flowers. I wait anxiously to see what made it through the winter, and I think about what to plant as replacements in case some of the plants didn't survive the cold. As much as I love to look at new cultivars and hybrids in the garden catalogs, I confess to a special fondness for old-fashioned garden plants, the ones now known as heritage or heirloom plants or "passalong" plants, because they are the ones people traditionally have shared with family members and friends. Some passalong plants travel hundreds of miles over the years, and many were brought to North America from Europe and Asia. One of my long-time favorites is obedient plant (Physostegia virginiana), also called false dragonhead. Obedient plant takes its common name from the tendency of the stalks to remain in any position they are placed. A native perennial, obedient plant grows in average, moist, welldrained, acidic soil. The double-lipped, white or pale pink to lilac flowers bloom from midsummer to early fall on 3 to 4-foot square stems. Flowers open from the bottom of each stalk, which carries toothed, lance-shaped leaves. Plants spread by rhizomes or from seed. The common name of false dragonhead refers to the flowers' resemblance to dragonhead (Dracocephalum). My patch of P. virginiana was given to me by a friend in Newport News when we first moved to Gloucester. The same friend gave me a clump of Oxalis violacea, or violet wood sorrel, a dainty native that blooms in May with five-petaled blossoms of white, pink, lavender, or violet. The clover-like leaves each have three heart-shaped leaflets. Oxalis prefers average, well-drained, acidic soil in full sun to part shade. The bulbs should be planted in the fall. Oxalis will spread by rhizomes growing from the bulb to form new clumps. Oxalis looks pretty planted at the front of a border in a cottage garden setting. It is a hardy rock garden plant that will last for many years. Common yarrow (Achillea millefolium) was introduced to North America from Europe and Asia during the early Colonial period. Long valued as a medicinal herb to stop bleeding, yarrow is hardy and can be aggressive. It thrives in full sun in poor, dry, well-drained, sandy soils and tolerates drought and deer. Yarrow spreads by rhizomes to form mats or clumps that should be divided every two to three years. It grows 2 to 3 feet tall with a similar size spread. Yarrow withstands cutting back at intervals to keep the size in check or to harvest the flowers, which dry well. The feathery, finely cut foliage is a soft gray-green. Three-inch wide flat flower clusters appear on long stalks between June and September. The species plant bears white, cream, or pink flowers. The name of the red cultivar in the photo is unknown, because I bought it from a local nursery as a last-season, unnamed plant. This is a good way to save money if you aren't fussy about knowing identities. Sometimes you get a nice surprise. The red yarrow and yellow coreopsis present a cheerful combination for sunny summer days. Coreopsis verticillata 'Moonbeam', sometimes called threadleaf coreopsis for its fine foliage, is a popular addition to borders and wildflower gardens. The cultivar 'Moonbeam' grows in dry, well-drained sandy or rocky soil in full sun, blooming profusely from late spring to late summer. The creamy yellow, daisy-like flowers seem to float on the delicate foliage. More compact than the species plant, 'Moonbeam' grows 1 ½ to 2 feet tall with a spread of similar size. 'Moonbeam' will rebloom in fall if plants are sheared after the midsummer bloom. All four plants are perennials with no serious insect pests or diseases. Whether you call them heirloom, heritage, or passalong plants, they will be faithful garden inhabitants, popping up year after year. The Missouri Botanical Garden Plant Finder contains entries for many native and exotic plants. March 29, 2018	1,564	898	{ "id": "<urn:uuid:53c9df93-00ac-4fa9-bd27-6fac3106767d>", "dump": "CC-MAIN-2019-39", "url": "http://co.gloucester.va.us/ArchiveCenter/ViewFile/Item/1050", "date": "2019-09-21T01:33:17", "file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514574159.19/warc/CC-MAIN-20190921001810-20190921023810-00192.warc.gz", "offset": 40566883, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9905697703361511, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9976566433906555, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3697, 4015 ], "fw_edu_scores": [ 2.40625 ], "minhash_cluster_size": 1, "duplicate_count": 3 }
WRITE YOUR OWN SONG! If you write your own song and follow all of my instructions, I will write it out for you on my computer and also send it as a music file so you can listen to it! Are you ready? Here are the instructions: 1. Draw your own staff. There are 5 lines in a staff, which also makes 4 spaces. Make 3. Use a ruler if you have one! The first one should look like this. (again, make 3): ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 2. Then, put lines on both sides and draw a treble clef. Remember, the lines and spaces mean nothing unless you add that treble clef. The G line is where the treble clef circles. Add the 4/4 as well. 3. Now, we are going to write the song in 4/4 time. This means that every measure has 4 beats and every ¼ note (quarter note) gets a beat. A measure is in between the bar lines. If I wrote my song all on the G line, in quarter notes, for 4 measures it would look like this: Measure 1 4. Here are the note values in case you have forgotten: 5. You may use whole notes, half notes, quarter notes, and eighth notes. This is how much space they take up in a measure in 4/4 time: 6. You may ONLY use these notes: C, D, E, G, A, C. These are the notes: 7. DO NOT use these notes (F and B): 8. Here are a few examples of note combinations. Each measure equals 4 beats (the quarter note being the beat). 9. You may use a quarter rest (equal to a quarter note). It looks like this: 10. Here is an example of different note names, all with quarter notes. 11. This last example is just like the song you will write- except you will find your own notes! If you have any questions you can do any of the following: 1. Email me at firstname.lastname@example.org 2. Meet with me for a zoom appointment and I can show you how to do it. 3. Come to my office hours zoom meeting on Wednesday at 2:30 and ask me there. Have fun writing your song! When you are finished, have a parent or guardian take a picture of your song and email it to me so I can write it down and make it into a song for you! I miss all of you. I look forward to seeing your compositions!	1,214	553	{ "id": "<urn:uuid:6239d600-6046-487e-b90d-07cf390bdc29>", "dump": "CC-MAIN-2022-05", "url": "https://mountainsongschool.com/wp-content/uploads/WRITE-YOUR-OWN-SONG.pdf", "date": "2022-01-17T11:00:16", "file_path": "crawl-data/CC-MAIN-2022-05/segments/1642320300533.72/warc/CC-MAIN-20220117091246-20220117121246-00667.warc.gz", "offset": 413749059, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9994121789932251, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9998903274536133, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1370, 1804, 2478 ], "fw_edu_scores": [ 3.40625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
It has been great to have the School Fruit and Vegetable Scheme up and running again, with schools up and down the country welcoming pupils back, we have been glad to play a part of that. We have taken the decision to write to you at this early stage of the year as we are about to enter the first week of citrus consumption, and we wanted to bring some important information to you about this. You will receive your first deliveries of soft citrus during the week commencing 5 th October, and we are aware of some concerns with the skin colouring. Some of the citrus has been reported as having black spots and a green tinge, we wanted to reassure schools that this is perfectly normal, and we have outlined some key facts below: 1) Thin Skin, a. One of the main characteristics in early season Satsuma varieties (Iwasaki, Clausellina and Okitsu) is that they have a THIN SKIN. 2) Black Marks, a. These black marks, which are a de-greening burn, only affect the early Satsuma Varieties such as Iwasaki, Clausellina and Okitsu. These varieties are normally picked mature internally, but with the skin still green. So, this fruit goes through a degreening process by putting the fruit in a cold store at a high humidity of over 95%, and temperatures of around 20 degrees Celsius for 2-3 days and the colour changes from green to a Yellow/Orange. As this variety has a thin skin, the fruit which is more advanced can occasionally develop de-greening burns which are the Black Marks. 3) Green Tinge, a. When de-greening the fruit it is not recommended to carry out the process for too long, otherwise you run the risk of causing more de-greening burns. So, it is better to leave some green tinged fruit with fresher appearance than make it too yellow and a tired fruit, the Green Tinges do not affect the eating quality. Whilst we appreciate that some of the soft citrus may not have the most appealing appearance, it should not affect the quality of the product regarding taste and texture. We do sample all fruits and vegetables throughout the supply chain, and this has shown to be the case with the early season citrus. We can assure you that this will be temporary and with each week that passes on the calendar you will see an improvement relating to the 3 points mentioned above. Please note that the consumption calendar shows the suggested day of consumption, for each product in a particular week, but is subject to change. If you feel a product would benefit from being eaten a day earlier and the other product would remain fresher for longer, please swap them around. Kind Regards School Fruit and Vegetable Team	965	560	{ "id": "<urn:uuid:7c6d2bf3-4b9c-4c97-b0eb-a09704c24578>", "dump": "CC-MAIN-2022-05", "url": "https://www.kingedwin.notts.sch.uk/wp-content/uploads/2020/10/Citrus-Comms-3rd-Oct-20.pdf", "date": "2022-01-17T09:31:51", "file_path": "crawl-data/CC-MAIN-2022-05/segments/1642320300533.72/warc/CC-MAIN-20220117091246-20220117121246-00668.warc.gz", "offset": 784509131, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9982759356498718, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9982759356498718, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2634 ], "fw_edu_scores": [ 2.0625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Child Passenger Safety Recommendations Information from your health care provider and Safe Kids Grand Forks When to move into a booster seat » The minimum standard is for children to be in a forward facing car seat with a harness system until at least age 4 and 40 pounds. » Many seats have higher harness weights (from 50 - 80+ pounds) that when used, will keep a child safer longer. A 5-point harness provides the best protection in a crash. It is recommend to use a harness as long as possible. » The child has outgrown their car seat with a harness when they have reached the upper weight limit of the seat, the top of the child's ears are above the top of the seat or the harness strap is below the shoulders. » Remember to use the top tether on your car seat according to the car seat and vehicle manufacturer's directions. » Your child should always ride in the back seat if they are 12 years old or younger. To determine if your child is ready to ride in a booster and to find a car seat check-up event in your area, visit Safe Kids Grand Forks at www.safekidsgf.com. Carpool Safety Checklist Transporting your child safely is important – transporting someone else's child is just as important. When your child is riding in a carpool with someone else or other children are riding with you, please make sure you can say "Yes" to all the following items: Before the Ride » The person driving the carpool is a responsible, trusted person who has their driver's license and carries auto insurance. » Before the driver gets into the car, they walk completely around the car – looking for kids, toys and pets. During the Ride » Each child rides in a car seat, booster seat or seat belt, based on individual age, weight and height. » Each child has their own seat belt system to hold them, the booster seat or car seat. » Each child 12 and under is riding in the back seat. » Airbags have been disabled for children who must ride in the front seat (front seat location is NOT recommended.) » The driver knows how to use a booster seat or car seat correctly for the children they transport. » The car does not start until every person is properly buckled. After the Ride » All children exit the car on the curb side. » Once children exit the car, the driver waits until they are safely supervised before driving off. » Never leave children alone in the car, not even for a minute. » Keep the vehicle locked so kids cannot play in the car when an adult is not there. » Each child has seen and knows how the glow in the dark emergency trunk handle works in an emergency.	987	560	{ "id": "<urn:uuid:40d9c6ff-3e1e-459a-87df-88e7959189ec>", "dump": "CC-MAIN-2022-05", "url": "https://safekidsgf.com/Documents/6053-0221-MovingtoaBooster.pdf", "date": "2022-01-17T10:01:49", "file_path": "crawl-data/CC-MAIN-2022-05/segments/1642320300533.72/warc/CC-MAIN-20220117091246-20220117121246-00669.warc.gz", "offset": 492898777, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9989702999591827, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9991540908813477, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1079, 2581 ], "fw_edu_scores": [ 2.359375 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
Quantum Coaching Consulting and Coaching Services to Business and Educators Neuro‐Linguistic Programming (NLP) employs a mind over matter philosophy. It provides a set of tools for problem solving. Using these tools allows us to set aside that tape that we play over and over again in our heads. That tape that keeps us stuck‐that voice that says, " I can't do this" or "This is not going to work". That tape or movie is run by our conscious mind that attempts repeatedly to control a situation as we've mapped it out. You see, NLP allows a person to go to the source of the answer‐ unconsciously‐ and allows us to recognize the capacity we have to let go of that tight grip we have on the controls that are steering us in the wrong direction. It allows us to change the sound of the voices on the tape‐‐ to see the movie differently‐‐ to view it with new eyes. When we are stuck in a problem that we can't overcome, there are stumbling blocks in our road. NLP allows us to access the unconscious mind to find the answer. There is a wealth of information in place that allows us to problem solve and to turn stumbling blocks into stepping stones. By using language in moving our conscious control into our unconscious source of knowledge and inspiration, we are able to retool our sensory perception of reality. We can literally change our reality‐our map of the world. Using NLP includes setting a purpose, determining the outcome we want, asking many questions, accessing the solutions in our unconscious mind and bringing them to the present moment allowing us to move forward in a positive direction into the future. Using NLP tools and techniques, I have worked with a variety of people of all ages‐from an educational setting and in the business world. People often come to explore NLP when they know they want a difference in their work and/or or personal life. They are ready to problem‐ solve but notice that they are "stuck" in old patterns of behavior. They are paying attention to what'snotworking and what is blocking their progress. What I know about this is thatwhere your attention goes – your energy flows,so when a person pays attention to what is not working…well, it is like going to the grocery store with a list of what you donotwant! When we put our energy into what we want to accomplish, what we want to achieve, and into the way we want to be, we can move toward that. Life is so much more than simply moving away from, or running from, or dragging along the baggage from our past. What NLP allows someone to do is create new patterns of living‐‐which opens up the entire horizon of possibility about what they can do in their lives! Adair Eves 920 Dewey Ave. Hagerstown, MD 21742 www.quantumcoachingnow.com	1,578	1,074	{ "id": "<urn:uuid:86915ac0-845b-4f34-ae5b-3214cf26e312>", "dump": "CC-MAIN-2022-05", "url": "http://quantumcoachingnow.com/wordpress2016/wp-content/uploads/2016/11/NLPFlier.pdf", "date": "2022-01-17T10:49:48", "file_path": "crawl-data/CC-MAIN-2022-05/segments/1642320300533.72/warc/CC-MAIN-20220117091246-20220117121246-00673.warc.gz", "offset": 52095295, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9989192485809326, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9989192485809326, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2753 ], "fw_edu_scores": [ 2.203125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
'Ain Dara Temple (1000 BC) 'Ain Dara temple in northern Syria parallels Solomon's Temple in: - Age it was built - Size - Plan - Decoration There are 30 architectural and decorative features similar to Solomon's Temple. - Both Temples were built on manmade platforms - Both Temples were built at the highest point of the city - Both Temples had a three part layout: o entry porch supported by two columns o elevated shrine (Holy of Holies) o a main sanctuary (Holy Place) - Both Temples had multistoried rooms or chambers built along both sides and the back for use as store rooms, meeting rooms and a variety of other purposes. The interior and exterior of the 'Ain Dara temple was covered with carvings of: - lions - mythical animals (cherubim, sphinxes) - floral patterns - geometric patterns The 'Ain Dara temple was discovered by chance after an enourmous basalt lion was uncovered in 1955. The site was excavated in 1956, 1962 and 1964. After the invasion of the Sea People this site was rebuilt around 1100-900 BC. It appears the Temple was built on a holy site recognized since the Chalcolithic period (4000-3000 BC). The 'Ain Dara temple was built and developed between 1300 BC-740 BC in three phases and remained in use for 560 years: - 1300-1000 BC - 1000-900 BC - 900-740 BC The 'Ain Dara Temple seems to have been dedicated to the goddess Ishtar. It is believed the 'Ain Dara Temple was constructed with mud-brick that was covered with wood paneling. The threshold of the 'Ain Dara temple have two 36 inch footprints (one right, one left) carved into the stone floor. This is followed by a 30 foot stride marked by a right foot and then a second 30 foot stride marked by a left foot carving in the main sanctuary. These footprints show the arrival of the goddess Ishtar and her entrance into the Holy Place to be seated. The foot size and the stride would indicate the goddess was 65 feet tall. The was a and the time of existence and the discovery of the 'Ain Dara temple undermines the academic argument the Solomon's Temple fantasy or merely a literary device. The design, decoration existence of a Temple extremely similar to Solomon's from Solomon is real and not fictional.	1,000	535	{ "id": "<urn:uuid:231e3658-7f31-48db-b5db-959a93793eed>", "dump": "CC-MAIN-2022-05", "url": "https://generationword.com/notes/first_kings/Ain-Dara-temple.pdf", "date": "2022-01-17T10:07:46", "file_path": "crawl-data/CC-MAIN-2022-05/segments/1642320300533.72/warc/CC-MAIN-20220117091246-20220117121246-00673.warc.gz", "offset": 300052702, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9971083402633667, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.998322606086731, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 800, 2204 ], "fw_edu_scores": [ 2.171875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Gracious Interviews They must not slander anyone, but be peaceable, gentle, showing complete courtesy to all people. (Titus 3:2, NET) Big-sounding aspirations, like loving others, honoring them, or communicating with them graciously, often break down. This is not so much because we disagree that these are good ideas, but because of our specific behaviors in relations to these concepts. This brief guide helps you think about how your communication with others can express care for them. See if you can think of more examples in each category. 1. Non-verbal behavior It is not just our words that communicate; your body language can speak volumes about your willingness to keep a respectful dialog going. For example, how are you tempted to respond when someone says something that strikes you as kind of foolish or that you cannot agree with? Think about how the following behaviors might affect your interviewee: Positive: * giving indications that you are listening ("uh-huh") * gentle tone of voice * nodding * smiling supportively * offering an appropriate degree of eye contact while listening Negative: * hard stares * gazing out of the window or avoiding eye contact while he or she speaks * rolling your eyes * smirking * sitting with arms tightly folded and shoulders tense * snorting * tapping your foot to show impatience You can practice these skills, but they will probably only work if you also work at being genuinely interested in your interviewee and what he or she has to say. 2. Careful prompts It is possible to ask questions in a way that conveys that what your interviewee says matters to you. It is also possible to convey through your questions that you are only interested in one kind of answer, or that you are dismissive of their thoughts. Think about how the following ways of beginning questions and comments might affect how your interviewee feels and how much of their thoughts they are likely to share: Gracious Interviews Positive: * "I am not quite sure I understood that. Could you explain…" * "Could you tell me a little (more) about how you see…" * "I don't agree with that because…" * "So it seems as if you are saying that…" * "I like what you said about X. Tell me more…" * "That makes me think about…" * "That's an interesting way of putting it…" Negative: * "Do you agree with most folk that…" * "But you're ignoring X…" * "Do you believe X, or do you think we should reject the Bible…" * "That makes no sense. Try again…" * "Oh well, moving on…" * "Why can't you see that…" Notice that the positive cues ask the other person to share their thoughts, and using such positive cues, the interviewer takes responsibility for any disagreements; whereas the negative cues tend to convey that the interviewer has the right answers and disagreements are the responsibility of the interviewee who sees things differently. Gracious interviewing involves listening well, building on what the other person says, exploring their ideas, and seeking clarification.	1,176	648	{ "id": "<urn:uuid:f02a0f5b-29e7-4771-bde0-6f7de0a21a87>", "dump": "CC-MAIN-2018-30", "url": "http://teachfastly.com/wp-content/uploads/2017/08/Gracious-Interviews-Handout.pdf", "date": "2018-07-22T02:44:16", "file_path": "crawl-data/CC-MAIN-2018-30/segments/1531676593004.92/warc/CC-MAIN-20180722022235-20180722042235-00176.warc.gz", "offset": 349317695, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9988771677017212, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9990795254707336, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1950, 3014 ], "fw_edu_scores": [ 2.640625 ], "minhash_cluster_size": 1, "duplicate_count": 4 }
Is My Life Jacket Correct? » Life jackets should fit snug around the chest and should not ride up on your body when in the water. Often, life jackets for younger children have a strap between the legs to keep this from happening. » Straps should be pulled tight and not twisted. All buckles should be fastened. Try It On For Size » Life jackets are selected by weight with common sizes being: under 30 lbs., 30-50 lbs., 50-90 lbs., and 90+ lbs. The size can be found inside the life jacket, same area as you would find a tag on a shirt. » Try on your life jacket to see if it fits comfortably but snug. This should be done at the start of each water season, especially for children, since they can grow quickly from one year to the next. » When testing in shallow water, your mouth should be well above the water level. » The life jacket should not ride up on your body when in the water. » To test the fit on a child, pick the child up by the shoulders of the life jacket. If the life jacket fits right, the child's chin and ears should not slip through. 6053-0256 JULY 18 Requirements and MN & ND Laws » The United States Coast Guard says you must have USCG approved life jackets on your recreational boat. How many and what type you'll need depends on the number of people on board, the size and type of your boat, and the kind of boating you do. » ND and MN laws require that children 10 and younger must be wearing their life jacket at all times when on a boat or watercraft. » All boats must have one wearable life jacket for each person on board or being towed. » Any boat over 16' in length must have a throwable flotation device as well. For more information contact Safe Kids Grand Forks Phone: 701.780.1489 Email: firstname.lastname@example.org www.safekidsgf.com Life Jackets: Selection, Use and Care Did you know that drowning is the second leading cause of accidental injury–related death to children age 19 and under? For every child who drowns, 4 more are hospitalized for near-drowning. Most drownings occur in inland waters, within a few feet of safety, and in residential swimming pools. And most victims that drowned owned a life jacket, but were not wearing it. This is why it is so important to wear a life jacket. Here are some tips to make sure the life jacket is properly selected and used correctly. Type 2 is an approved device designed to turn an unconscious person in the water from a face downward position to a vertical or slightly backward position. Designed more for calm or inland waters where there is a good chance of quick rescue. Care » Let your life jacket drip dry thoroughly before putting it away. » Never dry your life jacket on a radiator, heater or any other direct heat source. » Don't put heavy objects on your life jacket or use it as a kneeling pad or boat fender. Life jackets lose buoyancy when crushed. » Store in a well–ventilated place. » Life jackets don't have an expiration date like many other safety devices (car seats, bike helmets, etc.) but you should replace as necessary. » Check your life jacket often for rips, tears and holes, and check that seams, fabric straps and hardware are okay. Type 4 is an approved device designed to be thrown to a person in the water and not worn. Boats over 16' in length must have one of these on board. Type 5 is an approved device that is designed for special uses or conditions such as boardsailing vests, deck suits, work vests, or other special purposes. Types of Life Jackets	1,431	785	{ "id": "<urn:uuid:830ad637-67db-40f1-b8a0-1d4b5d67ad6d>", "dump": "CC-MAIN-2022-05", "url": "https://safekidsgf.com/Documents/6053-0256-Life-Jacket-Fitting.pdf", "date": "2022-01-17T10:58:35", "file_path": "crawl-data/CC-MAIN-2022-05/segments/1642320300533.72/warc/CC-MAIN-20220117091246-20220117121246-00678.warc.gz", "offset": 476200582, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9985975623130798, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9989672899246216, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1811, 3484 ], "fw_edu_scores": [ 2.984375 ], "minhash_cluster_size": 2, "duplicate_count": 1 }
Case 8: No Trace Left Behind? Amanda and Jen are on a late summer backpacking trip in northern Michigan before heading back to college in the fall. They are hiking a trail along the Manistee River in the Manistee National Forest. The trail is fairly popular among backpackers because of its beauty, but this is their first trip on this particular trail. Amanda and Jen are experienced backpackers and try to practice Leave No Trace (LNT) principles as set forth by the Leave No Trace Center for Outdoor Ethics in order to minimize their impact on the environment. These include: camping on durable surfaces such as established campsites, camping at least 200 feet from lakes and streams, dispersing usage to prevent creation of campsites and trails, leaving plants as you find them, keeping campfires small or avoiding them, and never feeding animals. Amanda and Jen also conscientiously follow the National Forest Service rules (posted on the National Forest Service website). These include: camping only at designated sites within the Manistee River corridor and no camping within 200 feet of any body of water, except at those designated sites. At the end of their first day of hiking they begin to look for a campsite for the evening. Although they knew of several designated campsites along the trail, each site they passed was occupied. It was getting late so they needed to make a decision about where to camp. They also came upon several spots along the river that had obviously been used as campsites numerous times but were not official designated campsites, and so were strictly speaking against the rules. They considered the alternative of moving 200 ft. away from the river and setting up camp in a pristine spot that was technically within the rules, but would actually create a greater impact on the environment by impacting vegetation and creating pathways in and around their site in the woods. They debated about where to camp: was it better to technically break the rules but have a lower impact on their environment by camping in already established sites, even though they were not officially designated? Or better to follow the National Forest rules and head into the woods away from the water knowing they might be having a negative impact by camping on a pristine site? As they continued their hike the next afternoon, Amanda and Jen came upon three men who were setting up their campsite at the side of the trail. The men appeared to be in their thirties, and two of them were carrying sidearms. One of the men was feeding a huge bonfire in the center of their site. Another appeared to be feeding snacks to a chipmunk and the third was chopping down small green trees and cutting live branches from larger trees. Amanda and Jen weren't sure how they planned to use the branches since they were green and they knew they wouldn't burn well. They said hello and the men returned their greeting. Amanda and Jen walked a short distance down the trail, then stopped for a few minutes. They discussed whether they should talk with the men about their breach of National Forest rules and LNT practices such as cutting live trees, building a huge fire and feeding wildlife. Were the men not familiar with these rules and principles or were they willfully ignoring them? Amanda and Jen felt that they could do good by educating the men if they were in fact just inexperienced and uninformed. But they didn't know how best to voice their concerns, or how the men would respond to them. Study Questions: 1. Did Amanda and Jen make the right decision by camping in an unauthorized location with lower environmental impact, or should they have followed the National Forest rules? 2. Do Amanda and Jen have a duty to intervene in the men's environmentally irresponsible behavior? If not, would it be permissible for them to intervene? If yes, how does the risk of a violent or hostile response from the men affect that duty? 3. Do the men have a duty to follow the National Forest rules? To attempt to follow LNT practices?	1,468	801	{ "id": "<urn:uuid:251d36b0-14d9-4785-83d7-17841548a95a>", "dump": "CC-MAIN-2018-30", "url": "http://a2ethics.org/sites/default/files/2018%20%20cases/Case%208%20No%20Trace%20Left%20Behind%3F.pdf", "date": "2018-07-22T02:48:48", "file_path": "crawl-data/CC-MAIN-2018-30/segments/1531676593004.92/warc/CC-MAIN-20180722022235-20180722042235-00185.warc.gz", "offset": 6589638, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9990440011024475, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9992294311523438, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2298, 4043 ], "fw_edu_scores": [ 2.84375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Systems Engineering Viewing Guide GradES 9-12: Career Field: Standard Engineering and Science Technologies 65:3: Describe postsecondary education and career opportunities in the field of Engineering. Procedure: * Systems Engineering integrates a number of other engineering disciplines to develop a number of different types of systems, e.g. a mechanical system with electrical components. In discussion before viewing Systems Engineering, the teacher may consider engaging students in discussion on any of the following topics: * Systems Engineers are degreed professionals. * A common example of a system would be a car, which includes mechanical, electrical, and software components. * The field of Systems Engineering relies on support from many different disciplines to bring a project to completion. * Systems Engineers rely heavily on skills from the STEM content areas – Science, Technology, Engineering, and Math. * Systems Engineers rely heavily on creative thinking skills in order to solve problems. In discussion after viewing the Systems Engineering video, the teacher may have a follow-up discussion on the same topics discussed before viewing the video. Before viewing: Distribute the Agree-Disagree chart and the Pre and Post-viewing guide on the following page to provide focused viewing for students while watching the STEM Career Lab video, Systems Engineering. Have each student complete the "Before Viewing" column on the Agree-Disagree Chart and the "What I Already Know" column of the Guided Viewing Worksheet. Let students know it's okay if they do not know all the answers. While viewing: Play the Systems Engineering video and instruct students to now fill out the "What I learned" Column. Students will make notes about their impressions of needed skills in science, technology, engineering and math and how they need to prepare to go into a career in Systems Engineering. After viewing: Have students complete the "After Viewing" column on the Agree-Disagree Chart. Discuss the changes in their answers, then use the Guided Viewing worksheet to facilitate a post viewing discussion with students. Systems Engineering Discussion Tool: Agree-Disagree Chart (For use before and after viewing the video) Directions: Mark whether you agree or disagree with each statement in the left column before viewing the video. After viewing the video, identify whether you agree or disagree with each statement in the right column. Discuss each statement as a group. \| Before Viewing \| Statement \| \|---\|---\| \| Agree Disagree \| Systems Engineering as a career field is only for students who excel in STEM subjects. \| \| Agree Disagree \| Systems Engineering projects require teams of people with many different skills. \| \| Agree Disagree \| Systems Engineers integrate a number of different disciplines to develop a new product or a new technology. \| Systems Engineering Guided Viewing \| \| What I Already Know \| \|---\|---\| \| 1. What is a Systems Engineer? \| \| \| 2. What types of projects do Systems Engineers work on? \| \| \| 3. True or False? Systems Engineering is a highly interdisciplinary field of engineering. \| \| \| 4. Who is a good fit for the Systems Engineer career path? \| \| \| 5. What are some of the STEM skills used on the job every day? \| \| \| 6. What does a typical day on the job for a Systems Engineer look like? \| \| \| 7. How do you prepare in high school to go into the field of Systems Engineering? \| \|	1,613	713	{ "id": "<urn:uuid:95b384e8-dfb2-479f-81d8-e6a6c1ece015>", "dump": "CC-MAIN-2017-26", "url": "http://stemcareerlab.org/files/stemlab_systemsengineering.pdf", "date": "2017-06-26T03:28:01", "file_path": "crawl-data/CC-MAIN-2017-26/segments/1498128320669.83/warc/CC-MAIN-20170626032235-20170626052235-00122.warc.gz", "offset": 379986559, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9951499402523041, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9973081946372986, "per_page_languages": [ "eng_Latn", "eng_Latn", "unknown" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2143, 2885, 3461 ], "fw_edu_scores": [ 3.953125 ], "minhash_cluster_size": 2, "duplicate_count": 4 }
HYPERBOLE METAPHOR IDIOM PERSONIFICATION DRILLS HOME HYPERBOLE PERSONIFICATION METAPHOR IDIOM DRILLS ANNOUNCEMENTS JANUARY 21, 2016, 09:45 January 23, 2016, 08:20 HYPERBOLE PERSONIFICATION METAPHOR UPCOMING EVENTS Hyperbole personification metaphor idiom drills January 29, 2016, 13:54 Idioms, Similes, Metaphors, Hyperbole , & Onomatopoeia. Animal Similies-Crossword Puzzle; Figure of Speech-Quia; Hyperbole -Examples Explore thousands of classroomtested activities created by educators like you. 15-8-2015 · In the sentence " Mr. Taylor's class will leave for lunch in 15 minutes", the verb tense is future; In the sentence "The class is leaving now. Hyperbole personification metaphor idiom drills January 31, 2016, 06:25 Definition of Accumulation. Accumulation is derived from a Latin word which means "pile up". It is a stylistic device that is defined as a list of words which. Idioms, Similes, Metaphors, Hyperbole, & Onomatopoeia. Explore thousands of classroom-tested activities created by educators like you. Online North Carolina End of Grade Tests (NC EOG) released test, NC EOG reading, math, and science practice test Grades 3, 4, 5,6,7,8. Use the North. Many kinds of vocabulary learning drills,. Personification. Jackson, H.: Lexicology, lexicography and semantics. Hyperbole personification metaphor idiom drills February 01, 2016, 00:40 In addition the appliance also uses Guardian Edge AES 256 full disk encryption. Disaster assistance. Then you need to think about your schema layout. Scared or have concerns about their health. These traditions symbolized by work such as the Book of Kells were based Resto druid when do i use my trinket pvp 4.1 February 03, 2016, 00:18 Definition of Accumulation . Accumulation is derived from a Latin word which means "pile up". It is a stylistic device that is defined as a list of words which. Explore thousands of classroom-tested activities created by educators like you. Search the history of over 498 billion pages on the Internet. search Search the Wayback Machine [prev in list] [next in list] [prev in thread] [next in thread] List: enlightenment-svn Subject: E SVN: raster trunk/illume/dicts From: "Enlightenment SVN. Idioms, Similes, Metaphors, Hyperbole , & Onomatopoeia. Animal Similies-Crossword Puzzle; Figure of Speech-Quia; Hyperbole -Examples (Authored by Rosalind Mathews.) Subject(s): Foreign Language (Grade 3 - Grade 5) Description: Students complete a chart by using Spanish to obtain weather information. [RANDUP] Dr seuss monologues February 04, 2016, 01:27 The University has been Satanic high priestess of to cut this deficit. Its time to show as you see an update you know who. But ive nothing JANUARY 23, 2016, 20:34 January 25, 2016, 22:48 PRETTY ZINTA GAAND PROJECTS FAQ JANUARY 27, 2016, 17:11 January 28, 2016, 02:12 TEACHER RESOURCES FROG LIFE hyperbole personification do. Taking	1,616	794	{ "id": "<urn:uuid:30add102-b02e-47d6-9bfb-49ef9f52fd05>", "dump": "CC-MAIN-2017-26", "url": "http://belg3r.rg.ro/R/2j8", "date": "2017-06-26T03:26:49", "file_path": "crawl-data/CC-MAIN-2017-26/segments/1498128320669.83/warc/CC-MAIN-20170626032235-20170626052235-00122.warc.gz", "offset": 39103099, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9765927195549011, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9765927195549011, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2908 ], "fw_edu_scores": [ 2 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
How do I revise for the literature texts and the poetry? 1. Read the book! If you already have, that’s great; you can always read it again. Try t o actively read the book. How do I do that? Use post-it notes to records ideas; look out for a particular theme or character. Ask questions of what’s happening. 2. If you don't like reading it…LISTEN to it! On YouTube you can listen to people reading all of the texts that we study. 3. Get organised! You have lots of stuff on this book already. Find it. Sort it. And use it. 4. Know what is going on. Produce mind maps/summaries of each chapter/act. Know what happens and when it happens and also why it's important. Include a few key quotes too! 5. Know your Victorian British history! Make sure you have a clear view of what was going on then and what it has to do with Dickens' novel. (You could add any links to your mind maps!) 6. Know who is who. The Cratchits, the Fezziwigs, the Birlings, Macbeth and his Wife, Romeo... and know why they are important to the novel/play. What do they all represent? Be able to write 5 bullet points for each character (personality/appearance/what the others think of them/how they behave/why they are important) and find 5 (minimum) key quotes for them-put it on a big sheet of paper and stick it on your bedroom wall-AND LOOK AT IT! Remember the more precise the quotes the better! 7. Be clear on the themes. There are lots of themes, symbols and motifs used in all of the literature textsknow what they are, why they're important and which characters have something to do with them. * Make a note of what they are-look for some examples * Who has something do with them * Some key quotes * Put it all on some sort of mind map. (Again look at it from time to time once it's done!) 8. Learn some quotes. Don't forget you can't take your books into the exam. Get some cue cards-write 5 key quotes for each theme and each character on them and learn them. Don't forget the poetry too! On the bus, in the car, just before bed...you get the idea. Stick them in your bag and take them with you, everywhere you go! 9. Read some poems. YES definitely the ones in the anthology but some unseen ones too. What's happening? How do you feel about them? Remember to learn some key ideas for each of the anthology poems. 10. Plan some essays. Time yourself, spend ten/fifteen minutes writing down and then organising your ideas for different questions. 11. Write some essays. Don't try to do millions but the odd one; done under proper conditions every now and again over the next few weeks will do you no harm... 12. Use the internet. There is stuff on there that is pretty useful (GCSE bitesize, revision guides).	1,000	640	{ "id": "<urn:uuid:f8d18816-ab64-4af2-a171-84575c821834>", "dump": "CC-MAIN-2017-26", "url": "http://soarvalley.leicester.sch.uk/assets/Documents/How-do-I-revise-for-English-Literature.pdf", "date": "2017-06-26T03:30:56", "file_path": "crawl-data/CC-MAIN-2017-26/segments/1498128320669.83/warc/CC-MAIN-20170626032235-20170626052235-00129.warc.gz", "offset": 385078754, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9990437030792236, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9990437030792236, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2694 ], "fw_edu_scores": [ 3.03125 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
The Battle of Second Kernstown By Kyle Rothemich, National Park Service Resources If you can read only one book \| Author \| Title. City: Publisher, Year. \| \|---\|---\| \| Patchan, Scott \| Shenandoah Summer The 1864 Valley Campaign. Lincoln: University of Nebraska Press, 2007. \| Books and Articles \| Author \| \| \|---\|---\| \| Cooling, Benjamin F. \| \| \| Early, Jubal A. \| Lieutenant General Jubal Anderson Early \| \| \| C.S.A. Autobiographical Sketch and \| \| \| Narrative of the War Between the States. \| \| \| Philadelphia and London: J. B. Lippincott, \| \| \| 1912. \| \| Gallagher, Gary \| \| \| Noyalas, Jonathan \| \| \| Patchan, Scott \| \| \|---\|---\| \| Pond, George \| \| \| Thomas, Lewis \| Shenandoah in Flames: The Valley \| \| \| Campaigns of 1864. Alexandria: Time Life \| \| \| Books, 1987. \| \| Wert, Jeffery \| \| Organizations \| Organization Name \| Description, Contact information including address, email \| \|---\|---\| \| Kernstown Battlefield Association \| The Kernstown Battlefield Association owns and operate the Kernstown Battlefield on the Pritchard-Grim Farm in Winchester, Virginia. The address is 610 Battle Park Drive Winchester, Virginia. The Battlefield is open Saturdays 10:00 a.m.-4:00 p.m. and Sundays noon- 4:00 p.m. May to October. The website is:http://www.kernstownbattle.org/ . \| \| Shenandoah Valley Battlefields Foundation \| The Shenandoah Valley Battlefields Foundation preserves and interprets the region’s significant Civil War battlefields and related historic sites. Their website is: http://www.shenandoahatwar.org/ . \| \| Winchester-Frederick County Convention and Visitors Bureau \| The Winchester-Frederick County Convention and Visitors Bureau offers guided Civil War tours from June-October. Their website is: http://www.visitwinchesterva.com/ \| Web Resources Other Sources Scholars Google Keywords As the Army of Northern Virginia began to dig in around Petersburg in June 1864, Lee sent his Second Corps under Lieutenant General Jubal Anderson Early west towards the Shenandoah Valley. Lee told Early to secure the vital Confederate rail depot at Lynchburg and to cross the Potomac and threaten Washington, diverting Grant's attention from the siege developing at Petersburg. Early approached Washington but, beaten at the Battle of Monocacy, he retreated back up the Shenandoah Valley. Grant diverted troops from Petersburg to the Valley to protect Washington and defeat Early. On July 24, 1864 Early attacked Union forces in the Valley under Brigadier General George Crook at Kernstown aiming to defeat them before they could be joined by Grant's reinforcements, and to clear the way for Early to retreat to Virginia. The battle started about 10:00 a.m. By midafternoon while the Confederates engaged Crook's center, Major General Breckinridge outflanked the Federals on their left with one division and broke Crook's entire left wing. By early evening the Federal right wing had also broken and fled as Major General Dodson Ramseur's men dominated the fighting on that flank. The federal center consisting of one division was then under attack by three Confederate divisions from three directions. This broke and retreated as well, pursued by Early. By 10:00 p.m. the federals had retreated 15 miles and escaped under cover of darkness. Casualties were 200 Confederates and 1,200 Federals. By late July Early controlled the Shenandoah Valley. Grant sent Major General Phil Sheridan to take command of all the Union forces in the Valley and by the fall he finally defeated the Confederates and during what came to be known as The Burning, destroyed the agricultural ability of the Valley to support Lee at Richmond. ****	1,845	878	{ "id": "<urn:uuid:6d17a363-1a6a-4b54-a720-9dff01708fb5>", "dump": "CC-MAIN-2017-26", "url": "http://essentialcivilwarcurriculum.com/assets/files/pdf/ECWC%20TOPIC%20Second%20Kernstown%20Resources.pdf", "date": "2017-06-26T03:33:45", "file_path": "crawl-data/CC-MAIN-2017-26/segments/1498128320669.83/warc/CC-MAIN-20170626032235-20170626052235-00129.warc.gz", "offset": 140693918, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9961450397968292, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9985255599021912, "per_page_languages": [ "eng_Latn", "unknown", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 614, 1773, 3659 ], "fw_edu_scores": [ 2.234375 ], "minhash_cluster_size": 1, "duplicate_count": 3 }
CHEMISTRY CLICKS YOUR BIC PRE-LAB DISCUSSION A mole of any pure gas at STP has a volume of 22.4 liters. The weight of that gas in grams is equal to the molecular mass of the gas in atomic mass units. If the volume, mass, temperature and pressure of a gas is known, then using the combined gas law, its volume can be mathematically converted to a volume at STP. Then, the mass of 22.4 liters can be determined. Thus its molecular mass can been determined experimentally. When gas is collected by water displacement, Dalton's law of partial pressures can be used to factor out the water vapor. OBJECTIVE: To experimentally determine the molecular mass of butane. CHEMICALS/EQUIPMENT: butane lighter, balance, 250-300 ml flask, china marker or water proof marker, graduated cylinder, trough [bucket, dishpan etc], thermometer glass plate. PROCEDURE: 1. Place exactly 200 ml of water in the flask. Using the marker, draw a highly visible line at the 200 ml water line. 2. Determine and record the exact mass of the butane lighter [estimate to the 100th of a gram]. 3. Fill the trough or other large container with water. 4. Fill the flask completely with water and using your hand or a glass plate, invert it into the trough without permitting any air bubbles in it. 5. Make sure that the lighter is turned to its highest gas flow. Hold the butane lighter under the mouth of the flask, press the release lever, being careful that all of the gas flows into the flask. Hold the flask so that the 200 ml mark is exactly even with the water level in the trough. Fill the flask to the 200 ml mark that you made on the flask. 6. Determine and record the temperature of the water in the trough and the barometric pressure of the lab. 7. Thoroughly dry the butane lighter and determine and record its exact mass. ===================================================== ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ CALCULATIONS: 1. Using Dalton's law of partial pressures, enter the pressure of water vapor that corresponds to the lab temperature in the data table. Then subtract this from the lab pressure to find the partial pressure of butane gas. 2. Convert the lab temperature from Celsius to Kelvin. 3. Using the combined gas law formula, calculate the volume of butane at STP. Record your answer. 4. Determine what mass of this gas would produce 22,400 ml at STP. Record your answer. 5. Butane has the formula C4H10. Calculate its molecular mass from this formula. Record your answer. 6. Calculate your percentage of error. ``` [volume of butane] [lab pressure] = [volume at STP] [760 torrs] lab temp (K) 273 o K ``` ``` [mass of butane] [ 22,400 ml ]. volume of butane @ STP ``` THINKING SCIENTIFICALLY 1. What could you have done to have more accurate results? 2. Write a balanced equation for the reaction of butane with oxygen. 3. How much butane is contained in a new lighter? [read the label] 4. If all the butane in the lighter is reacted with air: A. What volume of air would be needed for this reaction? [Hint-air is only 1/5 oxygen] B. What would be the total volume of the gases produced by this reaction? [Hint-H2O and CO2 are the gases produced]	1,423	765	{ "id": "<urn:uuid:77ceff74-baef-4d27-85f4-37463866b8e5>", "dump": "CC-MAIN-2023-40", "url": "https://serendipstudio.org/sci_edu/farber/pdf/bic.pdf", "date": "2023-10-04T19:54:42", "file_path": "crawl-data/CC-MAIN-2023-40/segments/1695233511406.34/warc/CC-MAIN-20231004184208-20231004214208-00372.warc.gz", "offset": 549932474, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9599768221378326, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9946296215057373, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1277, 1976, 2940, 3271 ], "fw_edu_scores": [ 3.515625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Catalog/Blurb/Ad copy The Baldwin Terrace Kids: Sticky Situation by Alicia Ranee Gaston [Long version] When several neighborhood kids encounter sticky situations that test their character, they learn how to navigate the awkwardness of adolescence and stay true to themselves. The first volume in a thought-provoking and entertaining new middle-grade series which helps middle-graders develop strong social skills, establish good citizenship, and promote healthy socio-emotional development. The Baldwin Terrace Kids are a group of middle school friends whose experiences in their beloved neighborhood and schools challenge and build their character. Whether it's being mindful of the type of friends they keep, confronting bullies, or having good sportsmanship, the friends face challenges to learn the values and merits that are truly important. Author Alicia Ranee Gaston masterfully weaves a story of adventure, self-discovery, strength of character, and problem-solving in the first volume of her new middle-grade series The Baldwin Terrace Kids: Sticky Situation. Like most middle schoolers, The Baldwin Terrace Kids—a group of neighborhood friends—are learning how to navigate their world of friendships, social situations, emotional challenges, and good choices. One friend is conscientious and kind Nico, a thoughtful kid who has moved six times due to his father's military deployment. We also have the twins, Asha and Ashley, who have overcome several obstacles together including bullying, divorce, and challenges to friendships and their sisterhood. Or there's Candace, who is often conflicted by the principles of her faith and her desire to engage in secular activities like some of her peers. These are just a few of this affable group of friends. Nico is new to town and is finding it difficult to make new friends. When a few kids finally invite him into their crowd, Nico finds that he is dealing with mischievous teens, ones who swear or mock a friend's religious customs. He has conflicting feelings about being part of this new group; would he be considered a troublemaker if he hung around them? "Nico ran after them, wondering to himself, again, what he was doing hanging with these two guys. He knew this was wrong and that he had no business getting involved in such misguided behavior, but, the truth is, he felt a sense of excitement and pleasure too...Nico felt an overwhelming sense of guilt as he made his way home...Was this the kind of company he wanted to keep…disrespectful, rude and insensitive?" The Block Lords are a group of previously sweet and ambitious school-aged kids, turned teen bullies, whose goal is to terrorize the other neighborhood youth and older residents. They are disrespectful toward their peers and elders and show no regard for other people's feelings— especially The Baldwin Terrace Kids. The gang takes a liking to making trouble for twins Asha and Ashley, trying to intimidate them and even getting physically rough with them. Although Asha is strong and vocal against the bullies, Ashley's personality isn't the same as her sister's and she is unsure how to handle their mean antics. "After a few weeks of ducking and dodging the Block Lords, Ashley had had enough. She wasn't sure what to do but she knew that it was time to let an adult know what was going on and how anxious and scared she had been feeling." The Baldwin Terrace Kids and the challenging situations they encounter are relatable to all middle schoolers and their families. Author Alicia Ranee Gaston expertly weaves stories that have a conflict that needs to be resolved, whether that is about holding true to your personal values, being an upstanding citizen, or having healthy socio-emotional development. The Baldwin Terrace Kids: Sticky Situations is an entertaining and valuable resource for not only kids, but also their families, educators, librarians and school counselors—anyone who is invested in a child's character development and learning of social skills. Alicia Ranee Gaston is a behavioral health professional specializing in intellectual and development service provision, mental health, and youth behavioral counseling. She brings her knowledge and expertise to her masterfully written social emotional learning middle-grade book series. [Short version] When several neighborhood kids encounter sticky situations that test their character, they learn how to navigate the awkwardness of adolescence and stay true to themselves. The first volume in a thought-provoking and entertaining new middle-grade series which helps middle-graders develop strong social skills, establish good citizenship, and promote healthy socio-emotional development. [Tagline] When several neighborhood kids encounter sticky situations that test their character, they learn how to navigate the awkwardness of adolescence and stay true to themselves.	1,873	934	{ "id": "<urn:uuid:f70ba712-e4aa-40e1-824a-5e984fb12f51>", "dump": "CC-MAIN-2023-40", "url": "https://www.aliciagaston.com/_files/ugd/7da9a4_5689fced57634802ae4b7a1897ef414b.pdf", "date": "2023-10-04T19:53:56", "file_path": "crawl-data/CC-MAIN-2023-40/segments/1695233511406.34/warc/CC-MAIN-20231004184208-20231004214208-00373.warc.gz", "offset": 689519428, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9977873265743256, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9978002309799194, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2539, 4889 ], "fw_edu_scores": [ 3.484375 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
Introduced by Senator Tammy Baldwin (WI) The Healthy Drinking Water Affordability Act (The Healthy H2O Act) Legislation would provide grants to families and rural stakeholders for water testing and filtration technology to provide healthy drinking water Problem—Many people don't know if their drinking water is safe; many don't access treatment solutions that could protect their health Solution—We can protect public health and use voluntarily solutions to address a key gap in drinking water safety, by ensuring people have tools to: - Test their water - Access a solution that best fits their situation - Understand any risks they face Untreated water contaminants threaten water quality for millions of people. Across the United States, communities face threats to their drinking water from a number of contaminants, including lead, arsenic, nitrates, volatile organic compounds (VOCs), PFOA, PFOS, hexavalent chromium-6, and others. Public water systems monitor for these threats and treat water before it is distributed to points of use. However, nearly 43 million households rely exclusively on groundwater delivered through private wells for their drinking water. This water is not subject to the same regular oversight and testing for contamination, which can delay identification of and response to health threats. We have solutions, but need to increase access and use to protect public health. We already have many technologies for testing and water treatment at the point of use. The challenge is that many people do not realize they may be at risk, and it can be very confusing and expensive to sort through local risks and get set up with an effective treatment solution. We need a better solution for the water issues that are not addressed by existing USDA and EPA programs that focus assistance on public water systems and are often tailored to a specific set of regulated contaminants. Low-cost technology solutions installed at the faucet or within a building can provide short-term and ongoing protections from known and emerging water contaminants. These solutions are especially critical because they provide a rapidly deployable solution to newly discovered water contamination. Children are especially vulnerable to water contaminants such as lead and PFAS, and these treatment systems can provide relief for families upon installation. The Healthy Drinking Water Affordability Act or "Healthy H2O Act" would: * Provide grants for water quality testing, purchase and installation of point-of-use or point-of-entry water filtration systems that remove or significantly reduce health-based contaminants from drinking water * Grants would be provided by the U.S. Department of Agriculture (USDA) in two ways: o To non-profits or local governments to help people go through the process of testing and then finding and installing a water treatment product to address their situation o Directly to individuals * Deploy effective solutions to challenging water problems: water filtration products funded through the program must perform reliably as certified by a certification body accredited by the American National Standards Institute and address the risks faced by the applicant * Require that the USDA publish public annual reports on the technologies available and purchased by eligible grant recipients, trends on steps taken to ensure safe drinking water in communities and households, and recommendations on increasing utilization of treatment when appropriate * Drive positive public health benefits for millions of rural and underserved communities, including communities with persistent water challenges that lack near-term solutions to contamination Contact in Senator Baldwin's Office: Nicholas Graham at firstname.lastname@example.org	1,576	683	{ "id": "<urn:uuid:cc8308d6-e3b3-4dbe-9bf9-312008d87d53>", "dump": "CC-MAIN-2023-40", "url": "https://www.baldwin.senate.gov/imo/media/doc/the_healthy_h2o_act_one_pager.pdf", "date": "2023-10-04T19:36:59", "file_path": "crawl-data/CC-MAIN-2023-40/segments/1695233511406.34/warc/CC-MAIN-20231004184208-20231004214208-00372.warc.gz", "offset": 708591890, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9950754046440125, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9950754046440125, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3793 ], "fw_edu_scores": [ 2.21875 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
Increase ventilation through windows, doors and fans Ventilation moves fresh air from outside to replace stale or stuffy air inside and clears odors, germs, and other harmful particles from the air. Safely open windows and doors to increase airflow. Even just cracking open a window or door helps increase airflow from the outside. Use child-safe fans to increase the effectiveness of open windows. Safely secure fans in a window to push potentially contaminated air out and pull new air in through other open windows and doors The short video below discusses the importance of ventilation (UC Davis) Resources and References Yale School of Public Health: Ventilation Key to Reducing Risk Ventilation, Heating, Cooling, and Hot Water National Resource Center for Health and Safety in Childcare and Early Education: Caring For Our Children Chapter 5.2.1: CDC: Ventilation in Schools and Childcare Programs USEPA: Air Cleaners, HVAC Filters, and Coronavirus (COVID-19) USEPA: Healthy Indoor Environments in Schools During COVID-19 Pandemic ASHRAE: CORONAVIRUS (COVID-19) Response Resources From Ashrae And Others Tips to Improve Ventilation in Childcare Centers Sustainable Solutions for COVID-19 and beyond Increased ventilation rates are associated with increased student performance, improved respiratory health, increased student attendance, and lower risk of transmission of airborne infectious diseases. Improve building-wide filtration Optimize Heating, Ventilation, and Air Conditioning (HVAC) settings Improve thelevel of air filtration as much as possible without significantly reducing airflow. Make sure the filters are sized, installed, and replaced according to manufacturer's instructions. Consider portable air cleaners that use high-efficiency particulate air (HEPA) filters to enhance air cleaning wherever possible, especially in higher-risk areas such as a nurse's office or sick/isolation room. Consider ultraviolet germicidal irradiation (UVGI) in childcare centers as a supplemental treatment to inactivate the virus that causes COVID-19, especially if options for increased ventilation or filtration are limited. Consult with an HVAC professional to ensure the ventilation system is serviced and meets code requirements as defined by ASHRAE Standard 62.1. Set HVAC systems to bring in as much outdoor air as your system will safely allow and reduce or eliminate HVAC air recirculation. Increase the HVAC system's total airflow supply to occupied spaces when you can. More air flow encourages air mixing and ensures any recirculated air passes through the filter more frequently. Disable demand-controlled ventilation (DCV) controls that reduce air supply based on occupancy or temperature. This way the air supply will remain constant throughout the day. For simple HVAC systems controlled by a thermostat, changing the fan control switch from "Auto" to "On" will ensure the HVAC system provides continuous air filtration and distribution. Consider running the HVAC system at maximum outside airflow for 2 hours before and after the building is occupied to refresh the air before arrival at the end of the day.	1,437	621	{ "id": "<urn:uuid:c65a203d-45ca-4f31-9e9d-362a592db20d>", "dump": "CC-MAIN-2023-40", "url": "https://www.nj.gov/health/ceohs/documents/ceohs%20content/NJDOH_Ventilation_Childcare_Centers.pdf", "date": "2023-10-04T20:17:13", "file_path": "crawl-data/CC-MAIN-2023-40/segments/1695233511406.34/warc/CC-MAIN-20231004184208-20231004214208-00374.warc.gz", "offset": 982077920, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9950802326202393, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9950802326202393, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3148 ], "fw_edu_scores": [ 2.640625 ], "minhash_cluster_size": 2, "duplicate_count": 1 }
Communications Simulation and Debrief Questions for Instructors Role: General Manager Objective: Explore the complexity of interpersonal communication. Time: 15 minutes followed by debrief discussion Instructions: Read the scenario provided for you. Do not share your scenario. You play the role of the general manager on your team. Your other team members include a supervisor and three workers. The organizational structure for the team is as follows: - The supervisor reports directly to you. - Workers left, right and center report directly to the supervisor. Below you will find your objective as general manager and the rules you must follow: 1. Each member of your unit has six symbols. Your assignment is to determine which one of the symbols you all hold in common. 2. You may not show your sheet to any other member of the team. 3. You must communicate only with the supervisor, and you may only communicate in writing. 4. Your supervisor may communicate with you and with workers left, right and center. 5. Workers left, right and center may exchange notes only with the supervisor. No other communication is allowed. 6. You have 15 minutes to find your common symbol. Communications Activity Role: Supervisor Objective: Explore the complexity of interpersonal communication. Instructions: Read the scenario provided for you. Do not share your scenario. You are to play the role of the unit supervisor for the duration of the exercise. The organization structure is as follows: - You report directly to the general manager. - Workers left, right and center report directly to you. These are the rules you must follow: 1. You may communicate with the general manager and workers left, right and center. 2. You may not show this sheet to any other member of the team. 3. All communication must be written. No other communication is allowed. Communications Activity Role: Worker Left Objective: Explore the complexity of interpersonal communication. Instructions: Read the scenario provided for you. Do not share your scenario. You are to play the role of worker left for the duration of the exercise. The organization structure is as follows: - You report directly to the supervisor. - The supervisor reports directly to the general manager. These are the rules you must follow: 1. In this exercise, you are worker left. 2. You may not show this sheet to any other member of the team. 3. All communication must go directly through your supervisor. You may not communicate with other workers or with the general manager. 4. All communication must be in writing. No other communication is allowed. Communications Activity Role: Worker Right Objective: Explore the complexity of interpersonal communication. Instructions: Read the scenario provided for you. Do not share your scenario. You are to play the role of worker right for the duration of the exercise. The organization structure is as follows: - You report directly to the supervisor. - The supervisor reports directly to the general manager. These are the rules you must follow: 1. In this exercise, you are worker right. 2. You may not show this sheet to any other member of the team. 3. All communication must go directly through your supervisor. You may not communicate with other workers or with the general manager. 4. All communication must be in writing. No other communication is allowed. Communications Activity Role: Worker Center Objective: Explore the complexity of interpersonal communication. Instructions: Read the scenario provided for you. Do not share your scenario. You are to play the role of worker center for the duration of the exercise. The organization structure is as follows: - You report directly to the supervisor. - The supervisor reports directly to the general manager. These are the rules you must follow: 1. In this exercise, you are worker center. 2. You may not show this sheet to any other member of the team. 3. All communication must go directly through your supervisor. You may not communicate with other workers or with the general manager. 4. All communication must be in writing. No other communication is allowed. Communications Activity Debrief 1. Where you able to accomplish the task? 2. In an effort to accomplish the task, what did you try that worked well? What did not work well? Why? 3. Describe your experience. 4. Other than being able to talk, what do you wish you could have done to make this task easier to accomplish?	1,819	883	{ "id": "<urn:uuid:5b374feb-2e70-49bc-b3d4-8adbdf828539>", "dump": "CC-MAIN-2023-40", "url": "https://shrm.org/certification/educators/Documents/Communication%20Simulation%20Directions%20for%20Instructors.pdf", "date": "2023-10-04T20:44:23", "file_path": "crawl-data/CC-MAIN-2023-40/segments/1695233511406.34/warc/CC-MAIN-20231004184208-20231004214208-00376.warc.gz", "offset": 565829277, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9661890098026821, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9990085959434509, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 63, 1188, 1866, 2630, 3396, 4165, 4488 ], "fw_edu_scores": [ 2.21875 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
Observation of a School: Understanding Walking and Biking Safety Issues The best way to understand walking and bicycling safety issues at a particular school is by observing students arriving or departing during a normal school day. This includes observing children as they walk or bike the routes to school, how they cross streets, the interactions they have with cars and buses on the school campus, and how they make their way to the school door. The goal is to identify two main things: The physical environment for walking and bicycling both on the school campus and in the surrounding area; and The behaviors of pedestrians, bicyclists and motorists. A good way to start is in a neighborhood near the school. Observe the route the students are taking. When on the school campus, walk in a loop to make sure you have a chance to observe all locations and forms of behavior. Be prepared to jot down things you want to address. Be at the main entrance the fifteen minutes prior to school starting and the first fifteen minutes when school is dismissed. 1. Physical environment 2. Behaviors to observe Look at the physical environment and how it affects the behavior of children and adults. Observe: The main door(s) where kids enter and exit the school. Where parents pick up and drop off their kids (Is this activity separated from children walking or bicycling? Does the queue of cars back up into the street?). Where buses load and unload. Where kids park their bikes. The sidewalks around the school, or if missing, the locations where they should be located. The intersection(s) that kids must use to access the school site; include intersections with and without school crossing guards. The 20 MPH School Zone signs, or if absent, where they might need to be installed. Driveways along the walk route Paths, desire lines or goat trails that indicate where pedestrians have created informal pathways. Motorists: Do they yield to pedestrians? Are they obeying speed limits? Do they follow pick up & drop off procedures? Are they parked legally? Pedestrians: How many kids are walking? Are they crossing at marked crosswalks? Are they obeying crossing guards? Are they crossing streets safely? Are they facing traffic when walking along a road? Are they able to walk on a sidewalk? Bicyclists: How many kids are bicycling? Are they following the rules of the road? Are they wearing helmets? Crossing guards: Do they have safety equipment? Other areas mentioned by the local representative(s). Are they in the needed locations? Are they helping students cross safely? Prepared by the National Center for Safe Routes to School www.saferoutesinfo.org -	1,065	542	{ "id": "<urn:uuid:10cf11f1-adb2-4502-8b7d-7ec651067fb8>", "dump": "CC-MAIN-2023-40", "url": "https://www.communityclinicalconnections.com/wp-content/themes/cccph/assets/downloads/srthandbook/Section_2-Making_the_Physical_Environment_Safer_and_More_Appealing_for_Walking_and_BIking/ObservationOfaSchool.pdf", "date": "2023-10-04T18:51:47", "file_path": "crawl-data/CC-MAIN-2023-40/segments/1695233511406.34/warc/CC-MAIN-20231004184208-20231004214208-00377.warc.gz", "offset": 743005748, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9995025396347046, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9995025396347046, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2674 ], "fw_edu_scores": [ 3.90625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Name 1. (20 points) You're in a spaceship traveling to a nearby star, in deep space far from large gravitational inﬂuences. (a) Is there any way you can tell the diﬀerence between moving at an extremely high constant speed toward your destination, and idling at rest going nowhere, without receiving information from outside the spaceship? Explain why. (b) Say you're close to your destination, and slowing down at a constant acceleration. You need to slow down from 1.00 × 10 7 m/s (about 3% of light speed) to 0 in 10.0 days. Your mass is 60.0 kg. As you stand on a surface perpendicular to the direction of your acceleration vector, what is magnitude of the normal force you will feel? Compare this to the normal force you would feel standing on the ground back on Earth. Is it safe? 2. (40 points) Say you're down in the introductory physics lab, and you have all the equipment you have used so far available to you: low-friction track, motion detector, masses and mass hangers, string, rulers, tape, scissors, card stock, boxes, photogates, electronic scales, stopwatches, small pulley wheels, etc. etc. Now say I also give you a wooden block about the same size and shape as a typical textbook. The block also has a couple of hooks on it in case you want to attach anything. And now I tell you that your job is to measure µs, the coeﬃcient of static friction between the block and the stone surface of the lab table. Design an experiment that will allow you to obtain µs. Be sure to include: * A clear description of your setup and procedure. * A list of the equipment you need. * A clearly labeled diagram of your setup, with arrows indicating the relevant forces. * If you are going to obtain µs by using an equation, a derivation of the equation and a clear indication of how you measure the various quantities that go into it. (Standard values such as g, you can just look up.) * If you're going to use a graph rather than an equation, a drawing of an example graph, and a description of how you would use that graph to obtain µs. Hint: Keep it simple! There are lots of ways you can measure µs, but some of the best ways are also reasonably simple. So don't trip yourself up trying to be overly elaborate. 3. (40 points) In Lab 3, "Acceleration due to Gravity," you made a number of simplifying assumptions. In the list below, describe how neglecting each eﬀect made you slightly underestimate or overestimate g as calculated from your data. (I include the answer for the ﬁrst as an example.) Also draw and label arrows for every force you know of on the diagram, including those that you neglected as being too small to worry about, and including forces on the string and pulley. cart hanging mass frictionless track pulley string Figure 1 (a) Track not frictionless: A small extra kinetic friction force on the cart toward the left slows the cart down, increasing the measured ∆t. The equation for g was With increased ∆t, friction will cause us to underestimate g (b) Drag on the cart: (c) Track not exactly level; cart goes slightly downhill: . (d) Drag on hanging mass: (e) Initial speed of cart into ﬁrst photogate not quite zero: (f) Pulley not frictionless: (g) Pulley not massless: (Think through this one carefully.)	1,320	763	{ "id": "<urn:uuid:4072b633-dd4d-4498-a068-5d9a878505a2>", "dump": "CC-MAIN-2023-40", "url": "https://edis.sites.truman.edu/files/2023/08/HW2.pdf", "date": "2023-10-04T20:05:37", "file_path": "crawl-data/CC-MAIN-2023-40/segments/1695233511406.34/warc/CC-MAIN-20231004184208-20231004214208-00375.warc.gz", "offset": 236348730, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9810034334659576, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9989163875579834, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 787, 2222, 3072, 3254 ], "fw_edu_scores": [ 3.1875 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
Journaling Practices for Balancing Stress Self-reflection helps us acknowledge our thoughts and gain an outside perspective on them. That can lead to making daily choices in crisis time which will help establish more balance and mental well-being. One of the best ways to de-stress is to journal and allow ourselves to get creative. Creativity isn't solely artistry, it is the process of problem finding and solving with value, relevance and novelty. Currently revered as the most important business skill needed today, creativity strengthens observational skills, deepens empathy and increases agility. It takes courage to get creative and do something outside your normal routine. The experience of sharing ideas and acquiring the skills to push through discomfort while attempting something new is a total confidence booster. When you feel confident, you tend to make decisions that are good for you and your health and you feel more balanced. Psychologists have documented the positive effects of practicing gratitude on our emotional and physical health. So why not grab a notebook to record the things you're grateful for or start writing down one good thing to focus and start your day? Doing this daily will retrain your brain to switch directions so that when setbacks do occur, you recover more quickly. Three of my favorite go-to writing exercises to balance stress and inspire my journaling practice are on the next page. I encourage you to get creative and utilize the "power of doodling" in your journal. For example, once you capture your thoughts in words, go back and color, collage and/or doodle your thoughts as images in the free spaces. Level up and use the page adjacent and be your own Picasso. Choose a color that captures the feeling of your entry to color around your words, paste pictures on the pages, find stickers that inspire you. It's your journal, do what you like! 2022KaraJKemp 3 Journaling Practices to Balance Stress 1 2-minute Awesomeness Practice Write down these sentence prompts: I am grateful for... I will let go of... I will focus on... I will find joy in.... Set a timer for two minutes and complete these sentences. No self-editing! Just capture your thoughts as they come. First thought, Best thought Set a timer for 30 seconds and write down all the thoughts you have had since you first woke up. After the timer goes off, read through your list and highlight your best thought. Then journal about your best thought, such as how it can influence your day, inspire your thoughts, motivate your goals and/or how it can keep you grounded. Mirror Expectations Expectations aren't always realistic and can be stressful when we don't have clarity around them. Journal to complete these sentences about a recent stressful situation: What I expected... What it actually was... What I learned... WWW.KARAJKEMP.ORG 2 3 IG @KARAJKEMP FB @KARA JILL KEMP 2022KaraJKemp	1,122	600	{ "id": "<urn:uuid:6f41c041-e0fd-49d4-857a-1ca9c0c181f8>", "dump": "CC-MAIN-2023-40", "url": "https://mtsu.edu/liberalarts/documents/destress_for_success/Journaling_for_Wellness.pdf", "date": "2023-10-04T20:17:49", "file_path": "crawl-data/CC-MAIN-2023-40/segments/1695233511406.34/warc/CC-MAIN-20231004184208-20231004214208-00378.warc.gz", "offset": 435844229, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9976372420787811, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9979206919670105, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1918, 2926 ], "fw_edu_scores": [ 2.1875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Teaching and Learning Red Class letter- Autumn 2019 Topic: Transport Literacy This Term we will be using 'The Tunnel' by Anthony Browne in our English Lessons We will be looking at how to write a good narrative opening. Topic Science In science we will be looking at light, this will entail making our own light boxes to identify how light can be limited and we will also be exploring shadows. Towards the end of term we will link Diwali celebrations and bonfire night to our science and will be exploring fireworks! RE RE starts with the very exciting Hindu festival of Diwali, we will be exploring all things related to the bright and colourful celebration including, lanterns, gods and goddesses, Rangoli patterns, traditional clothing and Mehndi. Topic this term will be based on Transport, we will combine both History and Geography when exploring the transformation of transport over the years. This will also link into art and Design Technology when we create our own modes of transport (empty shoeboxes gratefully received). Maths We will be learning about place value and focussing on: - Using rounding to aid mathematics - Time - Addition and Subtraction to solve problems - Roman numerals Art There are lots of interlinking topics this term, Art and Design Technology being one of them. We will be making links to our topic with observational drawings of Transport and we will be linking to RE with lanterns and Rangoli patterns. French We will be learning greetings, about ourselves, about our classroom and about colours. We will also become familiar with numbers and colours. We will be covering; Notes from the teacher. - Please ensure your children's belongings are clearly labelled - Please also make time to read with your child and sign their reading book. - Spellings and times tables can be practiced at home and will be sent out weekly. TT Rockstars can be accessed independently at home, we are learning 3, 4 and 8 times tables this year. - PE is on a Wednesday and a Friday. Wednesday is Swimming and Friday is Dance. Please send your child to school without earrings on these days if they are unable to remove them independently. - I regularly update class dojo, if you are not already connected via this platform please let me know. The doors open at the start of the day at 8.45. Register is taken at 8.55. Children coming into School after this time need to do so via the main doors and will be recorded as late. We are really trying hard to win the prize this year for best punctuality and it's a real team effort and the children love the competition, please help them to be on time. We all run late occasionally, if this happens, please note that children will be taken to the main reception at 3.20, this allows for staff to attend meetings after school. I'm looking forward to a fabulous year with your children and thank you in advance for your support. Many thanks, Mrs Dolan and the Red Class Team - Wellbeing-keeping clean - Right and wrong - Feelings - E-Safety - Safe touch - Staying safe on Bonfire night PE PE this term will take place on a Wednesday afternoon in the form of swimming. Miss Kitchen will also be coming back into school on a Friday to teach Dance. PSHE	1,279	700	{ "id": "<urn:uuid:40ec3e86-a0cb-4480-9475-5e86b5235846>", "dump": "CC-MAIN-2019-47", "url": "https://www.firbankprimary.co.uk/wp-content/uploads/2019/09/Teaching-and-Learning-Autumn-2019-Red.pdf", "date": "2019-11-11T23:28:45", "file_path": "crawl-data/CC-MAIN-2019-47/segments/1573496664439.7/warc/CC-MAIN-20191111214811-20191112002811-00111.warc.gz", "offset": 815295449, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9987629652023315, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9987629652023315, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3242 ], "fw_edu_scores": [ 2.40625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Travelling During a Bushfire Bushfire Fact Sheet What will you do if you encounter a bushfire while travelling or staying near bushland? In Western Australia, bushfires can start suddenly without warning throughout the year. People have been killed or seriously injured during bushfires. If you are travelling or staying near bushland, fire is a real risk to you. Be aware of your surroundings and carry a printed map of the areas you are visiting. Pack an emergency kit to take with you including important items such as woollen blankets, drinking water and protective clothing. If there is a lot of smoke * Slow down as there could be people, vehicles and livestock on the road. * Turn your car headlights and hazard lights on. * Close the windows and outside vents. * If you can't see clearly, pull over and wait until the smoke clears. If you become trapped by a fire * Park the vehicle off the roadway where there is little vegetation, with the vehicle facing towards the oncoming fire front. * Turn the engine off. * Close the car doors, windows and outside vents. * Call 000. * Stay as close to the floor as possible and cover your mouth with a damp cloth to avoid inhalation of smoke. If smoke enters the vehicle, toxic fumes are released from the interior of the vehicle. * Stay covered in woollen blankets, continue to drink water and wait for assistance. * Stay in the car until the fire front has passed and do not open windows or doors. * Once the front has passed and the temperature has dropped, cautiously exit the vehicle. Internal parts may still be extremely hot. Check the weather forecast and current fire restrictions. Be aware of the Fire Danger Rating for the area you are travelling to and be prepared to reassess your plans. Download the Bushfire Traveller's Checklist at www.dfes.wa.gov.au! LOW-MODERATE CATASTROPHIC HIGH VERY HIGH EXTREME SEVERE Important information Find the local ABC radio frequency in the area you are travelling though. In a major emergency, when lives and property are at risk, ABC radio will issue broadcast warnings at a quarter to and a quarter past the hour. Main Roads provides updated information on road closures throughout Western Australia. Call 138 138 or www.mainroads.wa.gov.au? For more information visit dfes.wa.gov.au or contact DFES Community Engagement – 9395 9816 The information contained in this material is provided voluntarily as a public service by the Department of Fire and Emergency Services (DFES). This material has been prepared in good faith and is derived from sources believed to be reliable and accurate at the time of publication. Nevertheless, the reliability and accuracy of the information cannot be guaranteed and DFES expressly disclaims liability for any act or omission done or not done in the reliance on the information and for any consequences whether direct or indirect, arising from such act or omission. This publication is intended to be a guide only and viewers should obtain their own independent advice and make their own necessary inquiries.	1,255	654	{ "id": "<urn:uuid:e01645fe-c82b-4135-9803-a96f88afcf71>", "dump": "CC-MAIN-2019-47", "url": "https://dfes.wa.gov.au/firechat/documents/downloads/travelling-during-a-bushfire-dfes-bushfire-fact-sheet.pdf", "date": "2019-11-11T23:41:13", "file_path": "crawl-data/CC-MAIN-2019-47/segments/1573496664439.7/warc/CC-MAIN-20191111214811-20191112002811-00113.warc.gz", "offset": 393513088, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9987249374389648, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9987249374389648, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3058 ], "fw_edu_scores": [ 2.484375 ], "minhash_cluster_size": 4, "duplicate_count": 0 }
Student ID points: Periodic Table carbocation Wherein lies your mystery? I cannot solve it! Chem 3311 Sammakia Fall 2009 Midterm 1 Student ID #_____________ 1 A) For the four molecules shown below, provide the formal charge for any charged atoms indicate the charge and draw an arrow to the atom that bears the charge. All electrons are shown. 12 pts, -2 for each wrong answer. H C H H H N H H H H C H H .. H 3 C B CH 3 CH 3 Formal Charge ________ ________ ________ _________ ________ ________ ________ _________ B) Is each molecule better described as Lewis Acid, Bronsted Acid, or base? Provide your answer on the lines above. 2) Fill in the following table. 6 pts, -2 for each wrong answer. pKa HCl NH3 H2O CH3CO2H NH4 + H3O + 3 A) Draw the most important resonance structure for the molecule shown below. Show all arrows required to go from one resonance structure to the other (BOTH structures should have arrows). 6 pts H H H H H + 1 2 3 B) For the molecule shown in 3A above, how much positive charge resides on each carbon (C1, C2, and C3, give your answer in percentage positive charge on each carbon)? 3 points b) percent + charge on C1____ percent + charge on C2____ percent + charge on C3____ 4) The alcohol shown below can be synthesized from three different alkenes. Provide two syntheses below. DO NOT PROVIDE THREE, ONLY TWO! Include the reagents required to accomplish your synthesis. 20 points total 5) What is the energy of each of the conformations of butane shown below. 6 pts, -2 for each wrong answer. H Me 6) The reaction shown below provides three products in unequal amounts. The three products are formed from a common intermediate. Draw the mechanism for the formation of these products in the space provided below (might require more than one step from the intermediate). Be sure to include all arrows and all charges. 18 points Which of these products would you expect to be formed in the smallest amount, A, B, or C? 3 points Chem 3311 Sammakia Fall 2009 Midterm 1 Student ID #_____________ 7) Draw the molecular orbital diagram of H-H and H-F. Be sure to pay attention to the starting energies of your atoms, and to the energy of the resulting orbitals. 15 points H-H H-F 8) Define an antibonding orbital in one sentence. I'm looking for the right buzz words (in the right context), and once you write the correct answer, writing more will only give you a chance to write something that is wrong. So, no more than one sentence, please. 3 points Rank each group with a bracket as priority 1 or 2 according to the CIP nomenclature system. 3 points, -2 for each wrong answer Are the following pairs of molecules resonance structures, isomers, identical molecules that are drawn differently, or none of the above? 5 points, -2 for each wrong answer. H	1,592	745	{ "id": "<urn:uuid:9e365ce1-8f26-400e-a71e-d50ec62d037b>", "dump": "CC-MAIN-2021-49", "url": "http://orgchemboulder.com/Examarchives/11TSF09/11TSF09ex1.pdf", "date": "2021-12-04T11:16:08", "file_path": "crawl-data/CC-MAIN-2021-49/segments/1637964362969.51/warc/CC-MAIN-20211204094103-20211204124103-00321.warc.gz", "offset": 53628310, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.996876041094462, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9974957704544067, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 96, 1409, 1739, 2170, 2710, 3017 ], "fw_edu_scores": [ 3.078125 ], "minhash_cluster_size": 3, "duplicate_count": 1 }
Sample Placement Papers Q.1) Eat Less Marc loves cupcakes, but he also likes to stay fit. After eating a cupcake with c calories, he must walk at least 2^j * c (where j is the number cupcakes he has already eaten) miles to maintain his weight. He eats n cupcakes in one sitting, and each cupcake i has a calorie count c[i] . Given the individual calorie counts for each of the cupcakes, find and print a long integer denoting the minimum number of miles Marc must walk to maintain his weight. Note that he can eat the cupcakes in any order. Input Format The first line contains an integer, N , denoting the number of cupcakes. The second line contains N space-separated integers describing the respective calorie counts of each cupcake, c[1]...c[n]. Constraints 1<=ci<=1000 1<=n<=40 Output Format Print a long integer denoting the minimum number of miles Marc must walk to maintain his weight. #Notes: Has to be done greedily so that you can burn as many calories as possible Sample Input 20 353 726 36 574 234 746 507 244 382 349 107 279 608 87 459 793 710 73 758 945 Sample Output 73444139 Sample Placement Papers Q.2) The Big Game Aditya was bored because of LCS class. So he bunked his class and went to lab. When he reached the lab he saw his friends playing NFS the Run (they too bunked). He asked his friends Kasur and Kaushal to play a new game created by him. The game is as follows. Given N integers. The player can make several steps. In a single step he/she can choose an element of the sequence (let's denote it ai ) and delete it , after that all elements equal to a[i]+1 and a[i]-1 also must be deleted from the sequence. That step brings ai points to the player. Since Kasur and Kaushal are perfectionists, they needed to get as many points as possible. Help them. Input Format First line contains N , the number of elements in Aditya's sequence. Next line contains N integers ai Constraints 1<= N <= 105 1<= ai <= 105 Output Format Print a single integer, the maximum point they can get Sample Input 9 1 2 1 3 2 2 2 2 3 Sample output 10 Explanation: At first step we need to choose any element equal to 2. After that step our sequence looks like this [2, 2, 2, 2]. Then we do 4 steps, on each step we choose any element equals to 2. In total we earn 10 points. Q.3) Sum of the Diagonals Find the sum of the diagonals of a NxN square matrix Input Format First line contains N, the size of the grid Then N^2 numbers giving the value of the row and column Output Format Print the sum Sample Input 3 1 2 3 4 5 6 7 8 9 Sample output 25 Sample Placement Papers	1,232	686	{ "id": "<urn:uuid:d995310a-1392-4250-ae9f-8f4d4551e124>", "dump": "CC-MAIN-2021-49", "url": "https://uiic.aktu.ac.in/wp-content/uploads/2019/05/AKTU_UIIC_QP_S1_P03.pdf", "date": "2021-12-04T10:39:00", "file_path": "crawl-data/CC-MAIN-2021-49/segments/1637964362969.51/warc/CC-MAIN-20211204094103-20211204124103-00322.warc.gz", "offset": 625191132, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9637201825777689, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9950098991394043, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1110, 2316, 2625 ], "fw_edu_scores": [ 3.4375 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
Considerations for Inclusive Holidays and Observances Holiday celebrations are an excellent opportunity to provide a window into a culture or understand more about a group of people, as well as reinforce the diversity of all people's experiences. Students can engage in rich educational experiences by reading about, researching and experiencing holidays. In order to ensure that holidays and observances are truly educational, they also need to be inclusive and respectful. Below is an abbreviated version of some important considerations when planning holiday observances in your classroom or school. [Download full article] Consider Your Students Consider the composition of your classroom and who celebrates which holidays. You might think differently about how you approach a holiday if no one in your class observes that day, only a few do or the majority of students do. Do not assume all students of a certain background know about and are interested in talking about a particular holiday and do not place students in the position of being the "authority" or main possessor of knowledge about a holiday's history and customs. Further, students of the same faith of culture do not necessarily celebrate the same holiday or in the same way. Stereotypes and Assumptions Be careful that holiday celebrations don't reinforce stereotypes about a group of people. When celebrating a cultural observance related to an ethnic group or heritage, don't focus only on the three Fs: festivals, fashion and foods. By focusing just on these items, schools can risk trivializing the culture's rich history and people's experiences, and reinforcing stereotypes that tends to exoticize or make "foreign" instead of showing the diversity within the culture and its place within the community. Similarly, avoid using images, often found on worksheets or clip art, which reinforce one-dimensional portrayals of groups of people (e.g., Cinco de Mayo celebration images only featuring "sombreros" and other stereotypical elements of Mexican culture). Rethink Restrictive Gender Norms Around Family, Gender and Sexual Orientation Be aware of how some holidays can reinforce restrictive social norms around gender identity and sexual orientation. For example, as students get older and Valentine's Day becomes more focused on romantic relationships and not friendships, celebrations may reinforce heterosexist notions that all relationships are between a boy and a girl and marginalize LGBTQ youth, or youth who simply are not interested in romantic relationships. Another example is Mother's Day and Father's Day. Be mindful not to make assumptions about children's family structure and their parents' gender identity. Consider the Role of Religion School-sponsored activities should also focus on more than one religion and religious holiday. Depicting a diversity of beliefs and customs is important when teaching students about religion and culture. It also helps to ensure that public schools remain neutral and do not endorse, promote or disparage any particular denomination or custom. Remember that schools may teach about religious holidays and festivals but should not engage students in activities that are akin to religious observance. For more information on this topic, see ADL's publication Religion in the Public Schools . Powered by TCPDF (www.tcpdf.org) Go Beyond "the Norm" Are you representing holidays celebrated by the students in your class as well as exposing them to other cultural observances? Use our Calendar of Observances to learn about observances and holidays which may add a new level of richness and exploration to children's knowledge. It can be an educational experience for your students to learn about many holidays, even and especially those of religions that are not represented in your class, but are represented in other communities and around the world. Connect to a Pedagogical Focus Use a specific holiday to explicitly talk and teach about bias, injustice and other social issues. For example, Labor Day provides an opportunity to talk about the issues and injustices towards working people throughout history. Martin Luther King, Jr. Day is a good time to discuss racism and the civil rights issues of those days and today. Columbus Day provides an opportunity to talk about the experience of Indigenous people and the effects of colonization. With thoughtful consideration and planning, holiday classroom observances and celebrations can be inclusive, respectful, educational and fun.	1,802	823	{ "id": "<urn:uuid:4cc9523e-67bd-4060-97be-a53782e854d4>", "dump": "CC-MAIN-2021-49", "url": "https://www.adl.org/node/12556/resource-pdf", "date": "2021-12-04T11:52:52", "file_path": "crawl-data/CC-MAIN-2021-49/segments/1637964362969.51/warc/CC-MAIN-20211204094103-20211204124103-00323.warc.gz", "offset": 685380840, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9974842468897501, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9975965023040771, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1787, 3332, 4532 ], "fw_edu_scores": [ 3.78125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Sample Placement Papers Q.1) Laxman's Encrypt Laxman now wants to encrypt his messages for Neeraj. He tells you to implement a stack to swap the first character with the last, the second last with the second .. . and so on as long as you don't end up swapping back again. He comes up with a simple thought. As everyone else wasn't as intelligent as him, he gives you the code to encrypt his messages for him He gives you the string S. Use a stack and encrypt it for him. Input: First line has a String S. Output: Print the string required Sample Input: whatisthis Sample Output: sihtsitahw Q.2) Queueing Stacks You have a Queue of stack of size K each queue has a stack of length L[i] Tell me what order where the numbers pushed in If j>i j was inserted later into the queue/stack Input Format Then the next K number contain L[i], followed by L[i] numbers, i.e L[i]+1 numbers for the next K lines. First line contains K, Constraints 1<L[i]<100 1<K<100 Output Format how the numbers were given as input Sample Input 3 1 3 2 2 2 4 5 Sample output: 2 3 1 5 4 Sample Placement Papers Q.3) The Parking Problem The Truckies will roll again on this summer's street parade. Experience taught them to keep free a side street to be able to bring the trucks into order. Each year, the organisers decide on a fixed order for the decorated trucks. The side street is so narrow that no two cars can pass each other. Thus, the truckie that enters the side street last must necessarily leave the side street first. Because the trucks and the ravers move up closely, a truck cannot drive back and re-enter the side street or the approach street. The street looks like this: ======================================= ================\| \|=================== \| \| \| \| \| \| \| \| \| \| You are given the order in which the truckies arrive. Write a program that decides if the truckies can be brought into the order that the organisers want them to be. Input Format: Each test case has: There are several test cases. Number of test cases t, followed by the test cases. The first line of each test case contains a single number n, the number of Truckies. All the numbers are separated by single spaces. The second line contains the numbers 1 to n in an arbitrary order. These numbers indicate the order in which the trucks arrive in the approach street. No more than 1000 truckies participate in the street parade. Output Format: For each test case your program has to output a line containing a single word "yes" if the love mobiles can be re-ordered with the help of the side street, and a single word "no" in the opposite case. For ex. Input: 5 1 5 1 2 4 3 Output: yes Sample Placement Papers Explanation: Initial condition: ==================================== 3 4 2 1 5 ================\| \|================ \| \| \| \| \| \| \| \| \| \| ==================================== 3 4 2 1 ================\| 5 \|================ \| \| \| \| \| \| \| \| \| \| ==================================== 3 2 1 ================\| 4 \|================ \| 5 \| \| \| \| \| \| \| \| \| ==================================== 5 4 3 2 1 ================\| \|================ \| \| \| \| \| \| \| \| \| \| Sample Placement Papers	1,385	794	{ "id": "<urn:uuid:b18d80a9-aa7e-4b0d-95b0-99009d104f74>", "dump": "CC-MAIN-2021-49", "url": "https://uiic.aktu.ac.in/wp-content/uploads/2019/05/AKTU_UIIC_QP_S1_P05.pdf", "date": "2021-12-04T11:31:26", "file_path": "crawl-data/CC-MAIN-2021-49/segments/1637964362969.51/warc/CC-MAIN-20211204094103-20211204124103-00324.warc.gz", "offset": 619395556, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9936406016349792, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9849004149436951, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 603, 1110, 2730, 3256 ], "fw_edu_scores": [ 2.484375 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
York University Staff Association Health and Wellness News and Views Ever wonder how entire families stay healthy, and fit? Families that make healthy lifestyle choices together, stay healthy together. It's never been more important to protect your physical health as well as the health of your family. Recent studies show that obesity rates among children and adolescents have nearly doubled in the last 20 years. It is estimated now that one out of seven children aged 6-19 is overweight or obese. (Obese is defined as 20 percent over your maximum desired body weight.) toxins out of your liver like no other medicine or food. Eggs – make a great inexpensive, protein-rich meal. I boil a dozen a week and add them to a salad. My kids will even grab them for a quick snack. Think beyond breakfast. Whip up dinner fast with a veggie omelet and a green salad. Don't mind the yolks either, unless you have a cholesterol concern, if that's the case stick with the egg whites. Food experts say that parents hold the key to good health and nutrition. It is important for the health of families to plan and share family meals together. Statistics show that the family that eats healthfully, consuming colourful fruits and vegetables, lean meats and foods low in sugar, fat and salt, does so by eating healthy home cooked meals together. When families come together to eat, they create an emotional harmony that is pretty sacred for long – term health. Controlling your own ingredients rather than relying on fast food makes it easier to eat healthy. Set good examples by eating properly and making good choices. Children often mimic the eating habits of adults in the household. Keep healthy foods in the house. Talk to your kids about smart eating and encourage them to call you out if you grab junk food. Kids love feeling empowered. It makes them feel like part of the solution instead of feeling singled out as the only ones who have to follow healthy eating habits. If you and your family choose to eat out, make the right choices. Avoid Super-sized meals high in saturated fats and low in protein and fiber. Many fast food restaurants offer "heart healthy" choices at regular sized portions. Don't be afraid to ask for a take home box if the portions are too large. To stay at a healthy weight you have to eat, not starve yourself. If you don't fuel up regularly, you'll become insatiably hungry, causing the "hunger" hormone, ghrelin, to spike. It takes a half hour for that hormone to return to normal once you start to eat, but in 30 minutes you'll likely eat many more calories than if you hadn't eaten on an empty stomach. Here are 4 Super foods to keep handy for both you and your family to snack on. Broccoli – is simply the best medicine we have. Eaten cooked or raw it is packed with nutrients. Broccoli gets Dark Chocolate – Look for chocolate that contain 70 percent cocoa. It actually counts as a health food. The reason: This high quality, slightly bitter chocolate contains flavonoids (natural chemicals with antioxidant properties) that improve blood vessel function. Keep dark chocolate in the house for your family to treat themselves to. Enjoy an ounce or two a day. Not milk chocolate though… it's actually not chocolate, just milk fat with a chocolate coating. Almonds – I can't seem to say enough great things about nuts. Because nuts are so high in fiber and protein, they will satisfy you so you'll never be hungry. Almonds are the most nutritionally dense nut. Almonds are particularly heart healthy because they contain monounsaturated fats. Get up and Get Moving! Turn off the TV, computer and video game. The connection between obesity and TV is undeniable. First there is the junk food - the ads make you and your families crave it, and what goes better with an evening of watching TV than a bag of chips or popcorn. Time spent in front of the TV is time spent NOT being physically active. Experts suggest that for every hour that you and your family spend in front of the TV or computer, you should also spend the same amount of time exercising or getting involved in some other physical activity. Exercising and participating in activities as a family can also aid in your family's spiritual and emotional well-being. Getting your whole family involved in physical activity shouldn't require bribes or threats. If you make exercise a priority it's amazing how the rest will follow. Ask your child to perform chores that require physical activity but that can be fun. For example, washing a car, gardening or raking leaves will get their hearts pumping. Keep it fun by having a water fight after cleaning the car, or having a race to see who can make the biggest heap of leaves. Then jump in the winning pile. Though the chore may end up taking a little longer to complete the results will be worth it. A family that plays together stays together! Kerrianne Brown June 2013	1,931	1,050	{ "id": "<urn:uuid:5f0f656a-625c-4d78-b023-b06d175e316a>", "dump": "CC-MAIN-2021-49", "url": "https://yusapuy.ca/wp-content/uploads/2013/04/June-2013-Newsletter.pdf", "date": "2021-12-04T12:02:57", "file_path": "crawl-data/CC-MAIN-2021-49/segments/1637964362969.51/warc/CC-MAIN-20211204094103-20211204124103-00325.warc.gz", "offset": 1240941606, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9992738366127014, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9992738366127014, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 4981 ], "fw_edu_scores": [ 2.9375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
RSV What is RSV? RSV is caused by a virus called respiratory syncytial virus. It is the most common cause of bronchiolitis and pneumonia in children under 1 year of age and the most frequent cause of winter colds in children under the age of three. Almost 100% of children get RSV in their first two years, but only a small percentage develop severe disease. RSV most commonly occurs between the months of November and April, however, the timing of the season may differ among locations and from year to year. Symptoms of RSV - Cough The symptoms of RSV are similar to other respiratory infections. Symptoms include: - Sneezing - Runny nose - Fever - Decrease in appetite Wheezing may also occur. In very young infants, irritability, decreased activity, and breathing difficulties may be the only symptoms of infection. How Can I Help Prevent RSV? No vaccine is available for RSV. In order to prevent the spread of infection, people, especially those with cold-like symptoms, should: - Cover their coughs and sneezes - Wash their hands frequently and correctly (with soap and water for 15-20 seconds) - Avoid sharing their cups and eating utensils - Refrain from kissing others - Clean contaminated surfaces such as doorknobs and countertops Special attention should be paid to protecting children who are at high risk for developing severe disease if infected with RSV such as premature infants, children under two with chronic lung or heart conditions, and children with weakened immune systems. People with cold-like symptoms should try to avoid interaction with these children. FACT SHEET How do People get RSV? RSV. Indirect contact occurs when the virus gets on a surface, like a doorknob, that is then touched by other people. An infected person may be contagious for 3 to 8, however, those with weakened immune systems can be contagious for as long as 4 weeks. Illness usually begins 4 to 6 days after exposure. RSV can be spread through the air, when an infected person coughs or sneezes. Droplets linger in the air and can be inhaled through the mouth or nose or come in contact with the eyes. Infection can also result from direct or indirect contact with oral or nasal secretions from an infected person. Direct contact includes actions like kissing the face of a child with Diagnosis and Treatment of RSV There is no specific treatment for RSV infection, but the following can help lessen symptoms and duration of illness: - Rest and drink plenty of fluids. - Call your doctor if the cold symptoms appear to interfere with your child's ability to sleep or drink, or if your child is having difficult or rapid breathing. - If the doctor prescribes medicine for your child, give all the medicine as directed. - If needed, you can ask the doctor about using a non-aspirin product (acetaminophen, ibuprofen) to reduce fever and discomfort. Aspirin should not be used in children with viral illness since it has been associated with the development of Reyes Syndrome. Visits to a healthcare provider for an RSV infection are very common. RSV can be diagnosed through a laboratory test provided by a health care provider. The healthcare provider will assess the severity of the disease to determine if the patient should be hospitalized. In the most severe cases of disease, infants may require supplemental oxygen, suctioning of mucus from the airways, or intubation (having breathing tubes inserted) with mechanical ventilation. RSV in older children and adults is usually very mild. Some children under the age of three may develop more serious infections from RSV such as pneumonia, bronchitis, or an ear infection. Premature infants and children with heart or lung disease or weak immune systems have a greater risk of developing complications. For more information, contact a Public Health Nurse at the City-County Health Department at 454-6950 or visit www.cchdmt.org or www.cdc.gov.	1,720	834	{ "id": "<urn:uuid:fc8750a5-9c2a-41d5-bc6a-389e117b9c86>", "dump": "CC-MAIN-2021-49", "url": "https://www.cascadecountymt.gov/DocumentCenter/View/875/RSV-PDF", "date": "2021-12-04T10:15:32", "file_path": "crawl-data/CC-MAIN-2021-49/segments/1637964362969.51/warc/CC-MAIN-20211204094103-20211204124103-00325.warc.gz", "offset": 804080856, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9976649284362793, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9976649284362793, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3917 ], "fw_edu_scores": [ 3.5625 ], "minhash_cluster_size": 1, "duplicate_count": 2 }
iPad: Basics Guide What is an iPad? iPads are a popular type of tablet computer made by Apple. Because Apple products use a different type of Operating System the iPads look different than other tablets. To get the most out of your iPad you will need access to Wifi (wireless internet). Using the Touchscreen - Tap on the screen to open an application or a link. 1 - Swipe up and down or side to side to see more screens or move up and down a page. - Pinch open on a photo, webpage, or map for to zoom in on it. - Pinch closed to zoom back out. Turning On/Off: - To turn on the iPad, press and hold the Power Button until the screen turns on. - When you turn the iPad on or wake it up you need to swipe your fingers left to right over the screen to log in. - To turn off the iPad press and hold the Power Button until slide to power off appears on your screen. Swipe your finger left to right on it to finish turning it off. - Put the iPad into sleep mode by pressing the power button once. The screen will go black, but the iPad will stay on. - To wake up the iPad press the button once. Adjusting Volume: The Volume Buttons are on the right edge of the iPad. - The top button makes the volume louder. - The bottom button makes the volume quieter. Charging your iPad Empty The Battery icon shows you how much power the iPad has left. To charge the iPad use the cord it comes with. It can be charged by plugging it into a computer or into an outlet. The plug-in is on the bottom edge of the iPad. Volume Buttons iPad Home Screen: What you see on the main screen: 1. Camera—most iPads have a camera on the front and back. 2. Wifi signal—shows you if you are connected to the internet. 3. Battery power. 4. App icons—apps are games and other programs. 5. Popular App icons 6. Settings icon—change font size, screen brightness, connect to the internet and more. 6. Home button—click to go back to the Home Screen from whatever you were doing. 4 Changing Settings: The Settings icon takes you to a menu where you can adjust the iPads settings, connect to Wifi and update your iPad. Tap on the Settings icon to view the menu. Tap on the slider button to turn a setting On (green) or Off (white) Settings you can change: - Wifi—Connect to wireless internet. Tap on the name of a Network to connect to it. - Bluetooth—Many devices and even vehicles use Bluetooth to connect to each other. Turn it on or off or use the settings to connect to another device to share files. - General— Tap on General to see another menu including the Accessibility menu. Use these to make using the iPad easier for people with sight, hearing or mobility issues. - Display & Brightness—Change how bright the screen is and adjust how big the text size is. - Sounds—Turn sounds on or off and adjust how they sound. - Touch ID & Passcode—For security you can add a password or fingerprint recognition to the iPad. Applications: Apps or Applications are programs that are designed for tablets. iPads come with some apps already on them like the Camera and Safari which is the iPad's internet app. Other apps include games, budgeting tools and email programs. A good app for library users is OverDrive which lets you borrow eBooks and eAudiobooks from the library. To get apps you use the App Store. There are many good free apps, but some require you to pay. You must be connected to a Wifi network for internet to download apps. You also must create an Apple ID using an email address to use the App Store. Getting Apps - Tap on the App Store icon. - Use the Search bar at the top to look for a specific app like OverDrive. - The App Store will show you new and popular apps on their main page. - Swipe up and down and side to side to see more. - Get more information about an app by tapping on it. - To download an app tap on it and then tap on the Get button beside it. - You will be asked to enter your Apple ID. Create one if you do not have one. - Tap on Install and the app will download onto your iPad.	1,667	909	{ "id": "<urn:uuid:176abcac-be47-4889-a094-24d5b8a379c7>", "dump": "CC-MAIN-2021-49", "url": "https://wapitilibrary.ca/sites/default/files/2019-10/iPad%20Basics%20Guide_0.pdf", "date": "2021-12-04T10:54:12", "file_path": "crawl-data/CC-MAIN-2021-49/segments/1637964362969.51/warc/CC-MAIN-20211204094103-20211204124103-00324.warc.gz", "offset": 638487142, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9977243443330129, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9989407658576965, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 551, 1097, 1528, 1962, 2910, 4014 ], "fw_edu_scores": [ 2.1875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Sample Placement Papers Q.1) Bacterial Problem You are a lover of bacteria. You want to raise some bacteria in a box. Initially, the box is empty. Each morning, you can put any number of bacteria into the box. And each night, every bacterium in the box will split into two bacteria. You hope to see exactly x bacteria in the box at some moment. What is the minimum number of bacteria you need to put into the box across those days Input The only line containing one integer x (1 <= x <= 10^9). Output The only line containing one integer: the answer. Examples 5 input1 output1 input2 2 8 1 output2 Note For the first sample, we can add one bacterium in the box in the first day morning and at the third morning there will be 4 bacteria in the box. Now we put one more resulting 5 in the box. We added 2 bacteria in the process so the answer is 2. For the second sample, we can put one in the first morning and in the 4-th morning there will be 8 in the box. So the answer is 1. Sample Placement Papers Q.2) N Queen Problem The N Queen is the problem of placing N chess queens on an N×N chessboard so that no two queens attack each other. For example, following is a solution for 4 Queen Problem. 0 1 0 0 0 0 0 1 1 0 0 0 0 0 1 0 Where 1s are the locations of the queens for N=4 Problem Given an 'N' output the number of N-Queen solutions possible, if none print "Solution does not exist". Constraint 1<=N<=10 Sample input 4 Sample output 2 Explanation: 1- 0 0 1 0 1 0 0 0 0 0 0 1 0 1 0 0 2- 0 1 0 0 0 0 0 1 1 0 0 0 0 0 1 0 Are the two possible outcomes Sample Placement Papers Q.3) Say Crypto Write a code to accept an integer N and then N number of sentences from the user and reverse its each word and swap even indexed words to next placed word. If number of words is odd then last word is not swapped. Constraints 1<=length of sentences <= 100 1<=N<=10 1<=number of words<=10 Input Format Number of testcases in first line then N number of testcases follows Output Format Expected outputs for each testcase in different line Sample Input good morning everyone hackerrank custom challenges for every one 2 Sample Output gninrom doog enoyreve motsuc knarrekcah rof segnellahc eno yreve Explanation Output is self-explanatory #notes Reading a sentence is confirmed, string operations are confirmed	1,144	671	{ "id": "<urn:uuid:64d4aed7-808f-429e-bd2c-7892a26b7028>", "dump": "CC-MAIN-2021-49", "url": "https://uiic.aktu.ac.in/wp-content/uploads/2019/05/AKTU_UIIC_QP_S1_P06.pdf", "date": "2021-12-04T09:52:47", "file_path": "crawl-data/CC-MAIN-2021-49/segments/1637964362969.51/warc/CC-MAIN-20211204094103-20211204124103-00325.warc.gz", "offset": 685986412, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9419170220692953, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9949045181274414, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 997, 1623, 2389 ], "fw_edu_scores": [ 2.265625 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
Strengthened relationships and pride in Indigenous culture and heritage for Aboriginal and Torres Strait Islander students: Yarn Up at Barker College Purpose To strengthen relationships between Aboriginal and Torres Strait islander students and between students and staff and strengthen students' cultural identity and pride in their Indigenous heritage. This was approached by providing students with a designated culturally safe physical space where they could come together to connect and contemplate shared experiences and feel empowered as First Nations people. Yarn Up allows students to form connections and find support outside of their age group, which is important in such a large school, and acts as a forum where students can share their thoughts about life at the school, express concerns and make recommendations to staff. Target group All 17 First Nations Students of Barker College are the target group, with 11 students participating in Yarn Up regularly. Student C could not identify which Nation he was from at the start of 2019, but after listening to the other students in Yarn Up talk about their Country and cultures, and wanting to add his photo to the map, he encouraged his parents to find out and proudly announced where his Country is during Term 3. (Observation of Indigenous Education Projects Leader) Activities Yarn Up involves regular, weekly lunchtime meetings. Sometimes the Indigenous Education Projects Leader starts with a discussion topic, other times students contribute topics of their own, regularly utilising Yarn Up to talk about current issues in the school and around the world. On special occasions such as Reconciliation Week and NAIDOC Week, students are invited to bring a friend and a teacher of their choice to Yarn Up, and lunch is provided. Cultural activities have included students identifying their Country and pasting photos of themselves on an AIATSIS map hanging in the Yarn Up meeting space. Outcomes Students now have strong, cross-year friendships that they can rely on as they navigate life at the school. More students are accessing leadership opportunities such as contributing to the planning and running of major school events for NAIDOC and Reconciliation Week. An unintended, yet positive consequence was that students attending Yarn Up are more confident in identifying as Indigenous and expressing the strength of their identity to non-Indigenous people. Learnings We have learned to adjust each Yarn Up session by listening to the needs and feelings of the students in that moment, whether that be a structured activity or discussion, or just providing a space in the middle of a long school day where they can relax. Advice to others would be to create a designated physical space that is welcoming and familiar, a space just for the students that they can come any time to be themselves, charge their phones, take food, and chat to the Indigenous Education staff about their day, wellbeing, schoolwork or family. When we have hosted Yarn Up in other locations, students have been less likely to participate and open up in discussions. Student Y "has been speaking to us in detail about her ideas about contribution to support Yarn Up this year… (she) has been researching ways of making this important moment in time, reflective of her maturing sense of self and a recognition of her community." (Student Y's parents, email to Indigenous Education Projects Leader) "I'm not really worried about what people think, it's good for them to know that because most people when they look at me don't think that, so I definitely think the whole Yarn Up having others there who are the same [identifying as Indigenous] definitely does help and make it easy to say it." (Student Q, Interview re Term 1, 2020)	1,476	728	{ "id": "<urn:uuid:249099bc-165e-43bb-af36-90b007d7783e>", "dump": "CC-MAIN-2022-49", "url": "https://www.aisnsw.edu.au/Resources/WAL%204%20%5BOpen%20Access%5D/Waratah%20Project%20-%20School%20Case%20Studies%20-%20Barker%20College.pdf", "date": "2022-12-04T01:42:22", "file_path": "crawl-data/CC-MAIN-2022-49/segments/1669446710953.78/warc/CC-MAIN-20221204004054-20221204034054-00791.warc.gz", "offset": 663437450, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9974190592765808, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9974190592765808, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3786 ], "fw_edu_scores": [ 2.40625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
READING AIDE Focus Group: 1st-4th grade GOALS Describe the main idea of this text, including key details. Ask and answer questions about those key details. -What does it mean to be UNDEFEATED? -Look at the people on the cover. What do you think this book is about? -Do you recognize anyone in this picture? Talk about one of the heroes on the cover. -Why do you think the illustrator left these pages blank? -What does Kwame mean when he says "This is for the unspeakable." Look at the pictures he uses with those words. -Why do you think Kwame wrote this book? Then read the afterword where he discusses why he wrote it. -What words or pictures really caught your attention? Add a subheading -What do you think made these people UNDEFEATED? -Choose one illustration. Have each family member complete the prompt: THIS PICTURE MADE ME FEEL ___ BECAUSE ____. -Research 2 of the historical figures featured in the book. -Draw a picture of someone/something that is UNDEFEATED. Pre-Reading During Reading After Reading Engagement Activities READING AIDE Focus Group: 1st-3rd grade GOALS Describe the main idea of this text, including key details. Ask and answer questions about those key details. -Let's look at the cover. What do you think this book is about? -What clues led you to think that? -Do you think this will be a fiction or nonfiction book? Why? -Who is the main character? -What clues led you to think that? -What words would you use to describe Zuri? -Let's talk about DETERMINATION. How did Zuri show determination? -How did the father show determination? Add a subheading -Why do you think Zuri wanted her hair to be perfect on that day? Show clues when Zuri's mom called from the door. -Writing Prompt: Write about a time you were determined. If reader isn't ready for written response, discuss it. --What was the CHALLENGE/PROBLEM in this story? -How did Zuri and her dad solve the problem? Pre-Reading During Reading After Reading Engagement Activities READING AIDE Focus Group: 4th-8th GOALS Analyze the text , draw inferences and provide textual evidence to support their analysis. -Author Study: Who is John Lewis? - What do you know about the Civil Rights Movement? *Brainstorm people and events -Based on your research and the illustrations on the cover, what do you think this book will be about? Pre-Reading -As you read, write down the names of the important figures mentioned. Choose 3 to research. -What were some of the obstacles to change they faced? List at least 3. -What lesson do you think the author wants you to learn? -What 2 examples led you to believe that? Add a subheading -Define institutional racismmentioned in the book. Describe at least two examples of institutional racism mentioned in the book. -Writing Prompt 1: Briefly describe how the civil rights movement affected the way you live today. Think about your school, family , and community. Family Interview: Interview a family member who was alive during the civil rights movement. Record the similarities and differences between John Lewis' experiences and theirs. During Reading After Reading Engagement Activities	1,380	729	{ "id": "<urn:uuid:06fa2515-036a-4164-a14b-c956319ac022>", "dump": "CC-MAIN-2022-49", "url": "https://www.littleblkbooks.com/_files/ugd/694651_392d0655f45c404181805f4d9cfaa0dc.pdf", "date": "2022-12-04T02:33:50", "file_path": "crawl-data/CC-MAIN-2022-49/segments/1669446710953.78/warc/CC-MAIN-20221204004054-20221204034054-00796.warc.gz", "offset": 921089307, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9987050294876099, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9988017678260803, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1047, 1991, 3151 ], "fw_edu_scores": [ 4.5625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Set 1 – B2 A1 Successful Type: Adjective Example: My parents are successful: they have raised two beautiful children and bought a family home. Set 1 – B2 A2 Strong Type: Adjective Example: In order to be strong , you need to bite the bullet and work out at the gym! Set 1 – B2 A3 Enthusiastic Type: Adjective Example: My teacher is way too enthusiastic about learning English, he basically dances while he teaches. Set 1 – B2 A4 Mature Type: Adjective Example: My youngest child has finally moved out! It's nice to have a mature family! Set 1 – B2 A5 Evident Type: Adjective Example: The fact that two plus two equals four, is evident! Everyone knows! Set 1 – B2 A6 Adventurous Type: Adjective Example: I'd quite like to have an adventurous future, but I'm not sure what I want to do yet! Set 1 – B2 A7 Ambitious Type: Adjective Example: I've never really been that ambitious , I just want a peaceful life surrounded by a loving family. Set 1 – B2 A8 Decisive Type: Adjective Example: My final exams didn't really play a decisive role in my life; I created my own destiny. Set 1 – B2 A9 Patient Type: Adjective Example: I'm not very patient, it's something that I need to work on in the long term. Set 1 – B2 A10 responsible Type: Adjective Example: I wish my brother was more responsible, I have to look after him every hour of the day! Polite Type: Adjective Example: My grandparents are so polite , they have taught me to be kind and generous. Set 1 – B2 A11 Set 1 – B2 A12 Generous Type: Adjective Example: My neighbours are really generous , they always bake cakes for us! Set 1 – B2 A13 Reliable Type: Adjective Example: My parents are reliable: No matter what happens, they will always be there for me. Set 1 – B2 A14 Sympathetic Type: Adjective Example: None of my teachers are sympathetic, they all speak to us as if we were robots! Set 1 – B2 A15 Rational Type: Adjective Example: My parents aren't very rational, they tend to worry about everything! Set 1 – B2 A16 Pleasant Type: Adjective Example: Taking a walk along the coast during sunset can be rather pleasant! Set 1 – B2 A17 Impressive Type: Adjective Example: The other day I saw the lion king at the theatre! It was really impressive! Set 1 – B2 A18 Significant Type: Adjective Example: Scientists have made a significant discovery in the field of vaccines. Set 1 – B2 A19 Sustainable Type: Adjective Example: Using fossil fuels is just not sustainable, people need to go green! Set 1 – B2 A20 accurate Type: Adjective Example: Be careful what you read on the internet! Not all sources of information are accurate! Set 1 – A1 - 20 B2 - Adjectives	1,407	739	{ "id": "<urn:uuid:03842bf2-b96a-4232-99a7-6db3ecdee5b2>", "dump": "CC-MAIN-2022-49", "url": "https://www.thenicholasrossacademy.com/_files/ugd/006ad7_0d04d12087064ec782ef0d93c555aa4c.pdf", "date": "2022-12-04T01:33:06", "file_path": "crawl-data/CC-MAIN-2022-49/segments/1669446710953.78/warc/CC-MAIN-20221204004054-20221204034054-00798.warc.gz", "offset": 1095961500, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9973151854106358, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9980412125587463, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 428, 817, 1241, 1636, 2034, 2416, 2717 ], "fw_edu_scores": [ 2.5 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
The Nicholas Ross Academy English Language Teaching Nueralink 1. Look at the picture, what do you think a Neuralink is? 2. If you could enhance any of the following things for yourself, which one would you choose and why? A. Sight B. Efficiency C. Intelligence D. A disability E. Strength F. Happiness G. Physical speed H. Mental speed 3. Listen to the audio and fill in the spaces. In a lot of ways it's kind of like a fit bit in your skull with tiny wires. Neurolink wants to connect our brains to computers and now it's showed off a device reading a pig's brain signals in real time but how does it work and will it 1. ________________a cyborg I'm gonna 2. __________________for you. Elon musk is at it again this time he was unveiling a new brain computer interface. It's called the link and he says that one day it could cure everything from paralysis to blindness. Now I'm going to explain all of this to you using the galaxy brain meme just think starting off basic and then I'm gonna3. _________________. So step one, the basics our brains are 4______________billions of neurons cells with long spindly arms that send messages by electrical spikes. Those spikes and electricity travel between neurons in a 5. __________________ sending messages to the parts of our brain that control speech or movement. for example. When you move your arm that action started as an electrical spike up here which leads us to the second part of the galaxy brain meme how neurolink plans to read those electric spikes. 6. ______________ neurolink your brain cells are kind of like electrical wiring and rather than just having neurons sending electrical signals those signals could be sent and received by a chip. 4. Match the vocabulary from the listening activity to their definitions A. _______________ To make something change into something different B. _______________ To highly impress C. _______________ Consist of D. _______________ Meaning in agreement with something/someone E. _______________ A series of events each caused by a previous one F. _______________ To reduce into digestible pieces The Nicholas Ross Academy English Language Teaching 5. Watch the video about the Nueralink and answer the following questions: A. How does our brain send messages, what does it use? B. What does Nueralink compare your brain cells to? C. What three specifications does the speaker mention about the Nueralink? D. Write down ten things that the Nueralink has potential for. 6. How would you use the Neuralink to improve your cognitive skills? Would you If you had the chance? 7. Elon Musk claims that we will be able to modify our memories to suit us, what are the benefits of doing this? Think about people who have been through traumatizing situations, psychologists, psychiatrists. 8. What potential problems can you see in modifying our mental state? 9. We've seen potential benefits of the Nueralink, but in what ways do you think that it could have a negative impact on life, think about the following: A. Terrorism B. Social abilities C. Privacy D. Marketing E. Education	1,346	681	{ "id": "<urn:uuid:09fdd36a-c0d5-4d83-af27-b1e1afc1a7cb>", "dump": "CC-MAIN-2022-49", "url": "https://www.thenicholasrossacademy.com/_files/ugd/006ad7_fd8306b13eaf4a01b9a28cb81cb2cac5.pdf", "date": "2022-12-04T00:51:59", "file_path": "crawl-data/CC-MAIN-2022-49/segments/1669446710953.78/warc/CC-MAIN-20221204004054-20221204034054-00805.warc.gz", "offset": 1073970100, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9986741840839386, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9992699027061462, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2108, 3089 ], "fw_edu_scores": [ 3.890625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Summer 2014 Parent Coalition Newsletter Encourage Your Preschooler to Focus on Responsibility When your preschooler starts elementary school, teachers will expect her to take a bit of responsibility for herself. Here are a few ways to encourage your child to become more self‐ sufficient: - Give him age‐appropriate tasks.A four‐year old can't weed your whole garden, but he can do a small patch while you work nearby. - Teach her to dress herselfand use the toilet. At times, your child may need your help. But for the most part, a child going to kindergarten in the fall should be able to independently use the bathroom, wash her hands and get dressed. - Don't give in to whining.Sometimes children just don't feel like being challenged. It's easier to whine, "I can't!" than to try. As long as the task is one that your child can do, make it clear that the responsibility is his. Say something like, "As soon as you put your toys in the closet, we can go to the library. I'll find something to do until you are ready." - Teach him to say,"Would you help me, please?"Children take different amounts of time to master skills. While they are learning, they need help from adults. Encourage your child to do what he can, then guide him through the rest. Slowly withdraw your support as his skills improve. Source:E.Medus,MD,Raising Children Who Think for Themselves,Beyond Words Publishing, Inc. Great Start to Quality Up The Copper Country Great Start Parent Coalition and Great Start to Quality Upper Peninsula Resource Center Present: Family Fort Building Fun - Children from birth through 3 rd grade (and siblings) are invited to attend with their parent(s)/guardian. - Families can take part in helping children make forts and pool noodle tunnels. - A healthy make and take snack table will be set up. - Gross motor (large muscle) play and small group games. - Check out and borrow a learning bin from the Resource Center. - Parents can take educational handouts on topics of nutrition, dental health, child development, and community resource guides. - Parents can learn some school readiness skills to use with their children at home. Looking for a quality preschool or childcare experience? Check out: www.greatstarttoquality.org	1,298	821	{ "id": "<urn:uuid:cd13401c-5a4d-48d9-8ab8-331f9e36a189>", "dump": "CC-MAIN-2017-30", "url": "http://ccgreatstart.org/docs/Summer2014_Coalition_Newsletter.pdf", "date": "2017-07-24T08:40:09", "file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549424770.15/warc/CC-MAIN-20170724082331-20170724102331-00308.warc.gz", "offset": 55994824, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.995155930519104, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9969945549964905, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1425, 2247 ], "fw_edu_scores": [ 2.5625 ], "minhash_cluster_size": 2, "duplicate_count": 3 }

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