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The purpose of MACS The Manual Ability Classification System has been developed to classify how children with cerebral palsy use their hands when handling objects in daily activities. The classification is designed to reflect the child's typical manual performance, not the child's maximal capacity. It classifies what children do when using one or both of their hands for activities, rather than assessing and classifying each hand separately. When defining the five levels of the MACS our primary criterion was that the distinctions in manual ability should be clinically meaningful. During the development of MACS our intention was to go beyond a description of the details of "hand movements" and develop a classification based on what the child is able to achieve in everyday life with the hands. Hand function is complex and influenced by many different components such as sensorimotor components, cognition, postural control, visual perception, motivation etc but MACS does not consider underlying components. The focus is on "how" things are done, not "why". Therefore the concept of MACS is "The children's ability to handle objects in daily life". Why MACS? There are several reason for developing a classification of the ability to used the hands. First of all we think it is important to highlight the importance of hand use, which is crucial for children's independence in daily life, to be able to attend the school and occupy themselves during leisure. Second, there is no valid and reliable functional hand classification avaliable. We want a system of classification that is more meaningful than "mild, moderate, severe" difficulties. Finally we have understood the importance of the Gross Motor Function Classification System (GMFCS) and felt the need for something equivalent. We cannot take for granted that the development of hand function follows that for gross motor development. Thus MACS is designed to highlight the importance of hand function for independences in daily life. How to use MACS Look for the most usual performances, rather than best abilities. Therefore, determination of the level must be done by asking someone who knows the child and not by conducting a specific assessment, because MACS is not a test. The parents, teachers or the child itself could be asked. Questions have the focus on the child's ability to handle objects in important daily activities, for example during play and leisure, eating and dressing. You should ask about the child's most usual performance and the ability to handle object needs to be considered from an age related perspective. Notice that MACS reports the child´s MACS level based on the participation of both hands in activities. For further information read the leaflet. MACS is for different ages MACS can be used for children of different ages (4-18 years), but the interpretation of the levels needs to be related to the age of the child. Obviously, children handle different objects at age four years, compared to adolescent age. The same point concerns independence, as a young child needs more help and supervision than an older child but their handling of objects is the primary focus of MACS. To date we have not investigated the stability of the classification over time, but our belief is that most children will stay at the same level. MACS is useful for... - Communication with families - Communication between staff - Communication to policy maker and social service, care assistants etc - Goal setting - Defining groups for research	1,432	676	{ "id": "<urn:uuid:c4f0fda7-d744-4f4d-9195-c28a3b89db7d>", "dump": "CC-MAIN-2019-39", "url": "https://physio-pedia.com/images/3/3a/Purpose_of_MACS.pdf", "date": "2019-09-22T23:10:48", "file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514575751.84/warc/CC-MAIN-20190922221623-20190923003623-00263.warc.gz", "offset": 594273332, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9978788197040558, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9979407787322998, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2027, 3543 ], "fw_edu_scores": [ 2.703125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
SGNP hamlet tackles waste at source to combat man-animal conflict Author - Badri Chatterjee , Published on - 3.6.2019 According to a study, garbage strewn across the surroundings attract dogs to such villages, which form the largest prey base for leopards leading to man-animal conflict. For the last three months, the residents of Chunapada inside the SGNP have been sending dry waste for recycling, while the wet waste is being turned into compost. (HT Photo) A tribal hamlet in the city's national park is countering the concerns of human-animal conflict. For over three months, the residents of Chunapada inside the Sanjay Gandhi National Park (SGNP), Borivli, have been segregating waste at source and has become the park's first zero waste tribal hamlet. Garbage strewn across the surroundings attract dogs to such villages, which form the largest prey base for leopards leading to man-animal conflict, a study released by Wildlife Conservation Society, India (WCS-India) and SGNP in March stated. The organisations have found 47 leopards in and around the park. "If garbage is taken care at source, it will automatically work towards less leopard movement near these hamlets. There is need for more awareness in peripheral areas of SGNP to address sporadic conflict cases," said Nikit Surve from WCS-India. The 220-odd residents living in 43 homes have been sending dry waste for recycling, while the wet waste is being turned into compost. By segregating waste at source, the hamlet has also reduced the burden on city's landfills. The project is led by SGNP forest staff, lawyer and beach clean-up crusader Afroz Shah and his 25 volunteers, who removed over 20,000kg waste from Chunapada in over 14 weeks with clean-up drives scheduled every Tuesday. Every week, the hamlet generates 20 kg organic waste and another 150-200kg dry waste, mostly comprising plastic. "In December, the SGNP director informed us that the villagers were dumping waste around the hamlet. Owing to this , SGNP officials and villagers, regularly spotted leopard movements around the area, as dogs frequented these dump sites. The leopards also entered the area to prey on deer eating from the garbage. So to address this, we adopted Chunapada," said Shah. The SGNP staff, led by range forest officer Priyanka Barge and eight forest guards, have been sensitising other hamlets to follow the model. "This is the first major step to address the waste problem in SGNP. Kudos to Shah for initiating this model. We will now replicate this model in other hamlets, SGNP offices and surrounding residential societies. Through this activity, the tribal residents have a sense of belonging. This is the first hamlet from the park from where no waste will be sent to the landfill," said Anwar Ahmed, director and chief conservator of forest, SGNP. Four 4-foot-by-4-foot compost pits were dug along the periphery of the hamlet where wet waste is being broken down into compost through vermicomposting (using worms to degenerate waste into manure). "We have been getting 5kg manure every two weeks, which we used to plant 25 saplings within the hamlet," said Vaishali S, a resident who is in-charge of composting. Satish Kulkarni, another resident, said, "Each house judiciously collected and segregated the everyday waste from January. It took us sometime to understand the process but now our dumpsites are waste free." The dry waste is collected using a tempo and volunteers are being provided with sacks by four private plastic manufacturing companies that recycle the waste. "These companies recycle and send waste back to the industry. We have provided 10 large garbage bins, with every five houses having one bin each to dispose of dry waste," Shah said. Why you should care Garbage attracts feral dogs that form the prey base for leopards In January, a poaching nexus, taking place adjacent to the Film City, Goregaon, was busted. According to officers, food waste dumped openly next to film sets attracted dogs, cats and deer. Leopards entered the area to prey on the animals and were killed by poachers * There also have been instances of leopards entering housing societies in Andheri, Mulund, Marol, Ulhasnagar and Thane, owing to movement of dogs around open dumpsites. Navapada, the next stop Afroz Shah, his volunteers and the forest department will now address waste management at Navapada, which has 120 houses and a population of 500 They will be assisted by the Chunapada residents * "The project will be implemented across all 43 tribal hamlets with houses varying from 40 to 200 in each hamlet in SGNP," said Anwar Ahmed, director and chief conservator of forest, SGNP. First published by Hindustan Times on 23 Apr. 2019	1,985	1,067	{ "id": "<urn:uuid:d319115a-a759-448a-a3a9-731d973b5638>", "dump": "CC-MAIN-2019-39", "url": "http://www.vikalpsangam.org/article/download/sgnp-hamlet-tackles-waste-at-source-to-combat-man-animal-conflict", "date": "2019-09-22T22:52:43", "file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514575751.84/warc/CC-MAIN-20190922221623-20190923003623-00266.warc.gz", "offset": 327205046, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9981750845909119, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9988247156143188, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 4443, 4737 ], "fw_edu_scores": [ 2.453125 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
technology today Alan Pierce email@example.com Cloth Fibers that Generate Electricity In the next edition of our textbook Introduction to Technology, Dennis Karwatka and I deﬁ ne nanotechnology as the "science of working with the atoms and molecules of materials to develop very small machines." To build these nanotech-size machines, scientists often draw on the knowledge of mechanical and electrical engineers, chemists, physicists, mathematicians, and experts in robotics. Nanotechnology projects often also involve other life science experts who manipulate atoms, molecules, and chromosomes. They change the very nature of certain bugs and turn them into useful factories that produce materials to beneﬁ t humankind. Professor Zhong Lin Wang. The group developed paired nano textile ﬁ bers that convert physical movement into electricity. The individual ﬁ bers are microscopic in size. (See Photo 1.) But when you weave enough of them together you create a microﬁ ber nanogenerator that looks like thick threads. (See Photo 2.) Try to imagine a machine that is so tiny, about 100 nanometers in If this new technology stays on track, you will eventually be able to purchase clothing that generates electricity by converting your physical movement into an electric current. Georgia Tech's microﬁ ber nanogenerator is designed to be woven into any fabric. Imagine ﬂ ags ﬂ apping in the wind, creating an environmentally clean inexpensive electricity. Perhaps windmill farms will one day have a competing technology that generates energy by harvesting the wind. The Georgia Tech team created their ﬁ bers by growing zinc oxide nanowires on DuPont Kevlar ﬁ bers. Their paired ﬁ bers create piezoelectricity, electricity Photo 1—Microscopic image of a paired fiber Photo 2—Professor Zhong Lin Wang holding a prototype of the microfiber nanogenerator size, that you need a very powerful microscope just to see it and its even smaller parts. To grasp the size, look at a single strand of your hair—it's approximately a hundred thousand nanometers thick. produced by stressing or applying pressure to certain types of materials. To tap the generated electricity, each pair of ﬁ bers has a microscopic electrode that draws off the electricity that the ﬁ ber pairs generate. A new nanotech machine has recently been announced by the Georgia Institute of Technology. It was created by a research group at the university under the direction of www.techdirections.com The illustration that Georgia Tech supplied can help you understand how these ﬁ bers generate electricity. (See Fig. 1.) The microscopic paired ﬁ bers are shown as yellow and green intertwined brushes. In some ways this graphic almost looks like a major magniﬁ cation of the microscopic ﬁ bers that appear in Photo 1. The bristles here represent the billions of microscopic bristles found on the real ﬁ bers. These bristles are entwined so they touch each other when any motion is applied. This mechanical motion generates electricity. Polymer coatings protect the microscopic ﬁ bers and their bristles. The goal now is to create a strong- Photo credit Georgia Tech Fig. 1—Graphic visualization of how a pair of fibers generate electricity enough coating so fabrics that contain these ﬁ bers can stand up to repeated machine washing as well as the bending, twisting, and rubbing that causes them to generate electricity. The Georgia Tech fabrication process currently produces batches of ﬁ bers that are about 3.5 microns long with a couple of hundred nanometer separation between each ﬁ ber. How small is a micron? A single strand of your hair is about 60 microns thick. Can you imagine wearing a power suit of clothing that constantly charges your personal electronic gadgets? Recalling the Facts 1. Fabric is often used as a wall covering. Could microﬁ ber nanogenerator threads be sewn into these fabrics to generate electricity? Why? 2. If your clothing generates electricity, do you think you will need to take special care not to receive electric shocks? Why? Alan Pierce, Ed.D., CSIT, is a technology education consultant. Visit www.technologytoday.us for past columns and teacher resources. © 2008 tech directions . Reprinted from the October 2008 issue. TECHNOLOGY TODAY 11 Georgia Tech image courtesy of Zhong Lin Wang and Xudong Wang	1,903	903	{ "id": "<urn:uuid:d5316299-756d-4962-9784-539df938999f>", "dump": "CC-MAIN-2019-39", "url": "http://www.technologytoday.us/PastColumnPDFs/133%20Cloth_Fibers_that_Generate_Electricity.pdf", "date": "2019-09-22T22:25:14", "file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514575751.84/warc/CC-MAIN-20190922221623-20190923003623-00264.warc.gz", "offset": 323042434, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9962160587310791, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9962160587310791, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 4340 ], "fw_edu_scores": [ 3.015625 ], "minhash_cluster_size": 3, "duplicate_count": 2 }
The Impact of Classroom Noise on English Language Learners A1994 study by Dr. Carl Crandel, Professor of Audiology at the University of Florida, reveals that ambient classroom noise negatively affects sentence recognition of English Language Learning (ELL) children significantly more than native English-speaking children. The study reveals that with little or no classroom noise, both native and non-native English speaking children achieve equivalent work recognition scores. However, as the voice-to-noise levels dropped below 6 decibels the non-native English speaking children's sentence recognition scores become significantly poorer than native English speaking children. As the table to the right shows, at voice-to-noise ratios below +6 decibels, the ELL children are severely impacted in their ability to discern the key sounds (soft consonant sounds in particular) necessary for achieving adequate word recognition. ELL children seated more than 9 feet from a teacher will struggle to understand a significant portion of the information presented by their teacher. In addition, quantitative measurements have revealed that average voice-to-noise levels in the elementary and secondary schools will range from +8 dB to -8 dB depending on where a child is seated relative to the teacher. This clearly means that ELL children will not be able to hear adequately in their classrooms and will be unable to achieve their potential without some type of intervention strategy. Classroom audio is an effective intervention strategy, improving word recognition of ELL children by 20 to 30%. KN0153US01-2 Mean sentence recognition scores, percent correct, as a function of voice-to-noise ratio. Adapted from Crandel, C. (1994) "The Effects of Noise on the Speech of Non-Native English Children." In a separate 1994 study, Dr. Crandel tested classroom audio technology as an intervention strategy for ELL children. The study showed that classroom audio technology significantly improved speech perception of non-native English speaking children. Crandel studied the amplified and unamplified speech recognition of ELL children at various speaker-listener distances. Pre-recorded monosyllabic word lists played unamplified through a KEMAR mannequin, then amplified with classroom audio technology. Noise measurement in occupied kindergarten classrooms can range from 65 to 75 decibels (dB), occupied elementary classrooms can range from 55 to 65 decibels. At these noise levels ELL children seated 9 feet or greater from their teacher will be substantially impaired in their ability to accurately perceive words and sentences spoken by their teacher. No matter what the noise level of a given classroom, classroom audio will provide a great benefit to word recognition of children learning English as a second language. As the table at the right shows, at distances beyond 12 feet from the teacher, classroom audio significantly improved word recognition for the ELL children. The 83% versus 79% score at 6 ft. may have been an anomaly due to playing the word lists through the mannequin. Also based on the previous study it is likely that a substantive disparity in scores would have probably started to occur around 9 feet from the teacher.	1,453	639	{ "id": "<urn:uuid:aa458b22-02ea-47ab-b66d-cd07a3c9f08a>", "dump": "CC-MAIN-2019-39", "url": "https://languagemagazine.com/wp-content/uploads/2016/12/Impact-on-ELL_KN0153US01-2-1-1.pdf", "date": "2019-09-22T23:34:23", "file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514575751.84/warc/CC-MAIN-20190922221623-20190923003623-00268.warc.gz", "offset": 539067339, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9985442161560059, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9985442161560059, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3259 ], "fw_edu_scores": [ 2.15625 ], "minhash_cluster_size": 2, "duplicate_count": 2 }
ELEMENTARY Cypress Christian School faculty and staff actively seek to carry out the school's mission of honoring the Lord Jesus Christ by providing students an education based upon academic excellence and biblical values. In elementary school, we hope to cultivate a love of learning in our students. Students get a firm foundation in basic skills and are challenged to think critically in order to grow academically, socially and spiritually. The CCS Advantage * Kindergarten through 12th grade * Academic excellence since 1978 * Accredited by the Association of Christian Schools International (ACSI) and AdvancED * Caring, committed Christian faculty who are degreed and professionally certified * Biblical values integrated throughout the curriculum * Weekly chapel time to participate in worship and hear biblical messages * Students are issued a Chromebook for classroom and home use. * Weekly instruction in art, computer lab, science lab, library, music, physical education and PE lab * Clear, timely communication * Strong parent-teacher partnership * Active parent involvement Curriculum * Students receive standards-based instruction in the following classes: Bible, math, reading (including phonics), writing, handwriting, social studies and science. * Teachers are able to use a variety of researchbased tools to help students progress through the grade level standards with mastery and a high emphasis on critical thinking. * Students participate in art, computer, library, science lab, music, PE and PE lab. Curriculum Objectives * Academic excellence and biblical values starting at the kindergarten level * Strong core classes: Reading/Language Arts - phonemic awareness, phonics, vocabulary, fluency, comprehension, oral and written expression Math - numbers, measurement, geometric and spatial relationships, telling time, counting money, patterns, data analysis, computation, fractions, graphing, geometry, decimals, word and multi-step problems * Science - scientific method, lab safety and process, physical, life, earth and space sciences * Social Studies - history of our world and God working in it * Bible - instruction and scripture memorization Revised 10/2020 Standardized Testing * Standardized achievement measures are administered throughout the year to students in grades K-5. Co-Curricular Activities and Events * Field trips * Homecoming, Field Day, Run-4-Fun * CCS participates in the MAP Growth program. Student scores are compared with national norms and norms developed for schools across the country. * Service projects * Christmas program * Elementary sports * Holiday celebrations * Grandparents and Special Friends Day Elementary Strengths Elementary Teachers: * Elementary teachers build relationships with each student. These relationships lead to the ability to have meaningful interaction and conversations about the Lord. * Each elementary teacher is a degreed and certified born-again believer who models spiritual and academic excellence. * Elementary teachers intentionally focus on the school's mission to honor the Lord Jesus Christ by providing the students an education based on academic excellence and biblical values. Classes: * There is a focus on relationships both with teachers and other students. CCS provides a loving, encouraging atmosphere for students to learn without fear. Questions and collaboration are celebrated and encouraged. * Elementary classes allow for individual attention to student needs. Teachers challenge students with higher order thinking skills to build upon base knowledge. * Students learn to address weaknesses and improve them, and to recognize their strengths and build upon them. * Students develop lifelong friendships with their peers in an environment where differences are celebrated. Teaching: * It is important for students in elementary school to have a strong foundation in basic skills. Emphasis is placed on knowing math facts with automaticity, reading with fluency and comprehension and properly communicating through both oral and written forms. * Elementary teachers use research-based teaching in each subject area. Students participate in whole group instruction followed by small group and individual practice. Teachers lead small group individualized instruction and take time to conference with students about their work. This allows teachers to know student strengths and weaknesses in order to build upon and improve their academic skills and to include rigor or re-teaching where appropriate. Revised 10/2020	2,038	838	{ "id": "<urn:uuid:720f7f05-c8fd-4a58-b902-ca77e14ee5f3>", "dump": "CC-MAIN-2021-39", "url": "https://www.cypresschristian.org/uploaded/Academics/Elementary_Fact_Sheet_2020-2021.pdf", "date": "2021-09-24T14:34:40", "file_path": "crawl-data/CC-MAIN-2021-39/segments/1631780057558.23/warc/CC-MAIN-20210924140738-20210924170738-00630.warc.gz", "offset": 749059387, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9941874444484711, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9952196478843689, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2197, 4544 ], "fw_edu_scores": [ 2.6875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Math 308 Conceptual Problems #1 Chapter 1 (after 1.2) (1) Matt is a software engineer writing a script involving 6 tasks. Each must be done one after the other. Let ti be the time for the ith task. These times have a certain structure: Any 3 adjacent tasks will take half as long as the next two tasks. The second task takes 1 second. *The fourth task takes 10 seconds. (a) Write an augmented matrix for the system of equations describing the length of each task. (b) Reduce this augmented matrix to reduced echelon form. (c) Suppose he knows additionally that the sixth task takes 20 seconds and the ﬁrst three tasks will run in 50 seconds. Write the extra rows that you would add to your answer in (b) to take account of this new information. (d) Solve the system of equations in (c). (2) Before paying employee bonuses and state and federal taxes, a company earns proﬁts of $103,000. The company pays employees a bonus equal to 5% of after-tax proﬁts. State tax is 5% of proﬁts (after bonuses are paid). Finally, federal tax is 40% of proﬁts (after bonuses and state tax are paid). Calculate the amounts paid in bonuses, state tax and federal tax. (3) (a) Use Gauss-Jordan elimination to ﬁnd the general solution for the following system of linear equations: (b) Give an example of a solution to the previous system of linear equations. (c) The points (1, 0, 3), (1, 1, 1), and (−2, −1, 2) lie on a unique plane a1x1 + a2x2 + a3x3 = b. Using your previous answers, ﬁnd an equation for this plane. (Hint: think about the relationship between the previous system and the one you would need to solve in this question.) (4) (Geometry Question) For each part below, give an example a linear system of equations in two variables that has the given property. In each case, draw the lines corresponding to the equations in the system. (a) has no solution (b) has exactly one solution (c) has inﬁnitely many solutions (i) Add or remove equations in (b) to make an inconsistent system. (ii) Add or remove equations in (b) to create inﬁnitely many solutions. (iii) Add or remove equations in (b) so that the solution space remains unchanged. (iv) Can you add or remove equations in (b) to change the unique solution you had to a diﬀerent unique solution? In each of (i) - (iv) justify your action in words. (5) (Geometry Question) Suppose we want to express the point (2, 3) in R 2 as the solution space of a linear system of equations. (a) What is the smallest number of equations you would need? Write down such a system. (b) Can you add one more equation to the system in (a) so that the new system still has the unique solution (2, 3)? (c) What is the maximum number of distinct equations you can add to your system in (a) to still maintain the unique solution (2, 3)? (d) Is there a general form for the equations in (c)? satisfying some interpolation conditions. In each case below, write a system of linear equations whose solutions are (a0, a1, a2, a3). You don't need to solve. (a) We want f (x) to pass through the points (−1, −1), (1, 2), (2, 1) and (3, 5). (b) We want f(x) to pass through (1, 0) with derivative +2 and (2, 3) with derivative −1. Graphically: (c) (Discuss) What if we had more than four points to consider? Fewer? (d) (Discuss) Can we still use linear algebra if f (x) is another kind of function, such as f (x) = a sin(x) + b cos(x)? f (x) = ae bx ?	1,603	900	{ "id": "<urn:uuid:073f9f71-d661-41db-93dc-fdee976248ea>", "dump": "CC-MAIN-2019-39", "url": "http://sub.mersion.cc/m308/Concept1.pdf", "date": "2019-09-22T22:48:18", "file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514575751.84/warc/CC-MAIN-20190922221623-20190923003623-00269.warc.gz", "offset": 172229616, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9921687543392181, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9963971376419067, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2304, 3382 ], "fw_edu_scores": [ 3.15625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
WHY SUPPORT SB 789 (Price)? Background: Are we adequately preparing our children for the future? There is growing recognition that our state's economy will be driven by ideas and innovation. According to a coalition of researchers, 81% of American corporate leaders say that "creativity is an essential skill for the 21 st century work force." 1 Yet schools have narrowed their expectations in recent years, "teaching to the test" because standardized tests are the only public measures of school success. SB 789 (Price) proposes that the Public Schools Accountability Act Advisory Committee create a voluntary "Creative and Innovative Education Index" and make related recommendations to the State Superintendent of Public Instruction on the extent to which this index should be part of the state's accountability system. FREQUENTLY ASKED QUSTIONS (FAQs) What is the Creative and Innovative Education Index? * It is a public measurement of the number and range of opportunities for K-12 students to engage in creative work. * The scores of individual schools and districts would be voluntarily published, establishing incentives for schools to promote an overall environment that fosters creativity and innovation through visual and performing arts, science, math, technology, engineering, humanities and other educational opportunities. Why Do We Need One? * At present, standardized tests provide one of the only public measures of student achievement. * Because these tests are attached to high stakes accountability measures, schools "teach to the test" and to ignore the broader picture of what it means to provide a complete education for the whole child. 1 "Are They Really Ready To Work" a study by the Conference Board, Corporate Voices for Working Families, Partnership for 21 st Century Skills and the Society for Human Resource Management * Narrow test-related expectations fail to encompass the responsibility our public schools have to prepare students to thrive in an economy driven by ideas and innovation. * Public evidence of a school's active commitment to developing the full potential of its students would benefit schools in building partnerships with both parents and the broader community. Will the Index replace the standardized tests as a measurement tool? * No. The Index ranking will provide a way to evaluate creative opportunities, not measured by standardized tests. What is the role of the Public Schools Accountability Act Advisory Committee? * This existing Advisory Committee will create the index, based on consultation with individuals who are experts or have experience in innovation in the fields of business, science, technology, mathematics, engineering and arts education. Are there costs attached to this bill? * By housing this effort within an existing committee within the Department of Education, the cost of creating the Index will be minimal.	1,287	529	{ "id": "<urn:uuid:25134340-7f4a-4115-a3d6-df7eb6706e69>", "dump": "CC-MAIN-2021-39", "url": "https://www.artsed411.org/files/Why%20Support%20SB%20789%3F.pdf", "date": "2021-09-24T15:58:45", "file_path": "crawl-data/CC-MAIN-2021-39/segments/1631780057558.23/warc/CC-MAIN-20210924140738-20210924170738-00630.warc.gz", "offset": 682979777, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9970360994338989, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9970006942749023, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1859, 2907 ], "fw_edu_scores": [ 2.03125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
SEVEN WAYS FOR TEACHERS TO FOSTER A POSITIVE RELATIONSHIP WITH PARENTS As an elementary teacher, I remember and receiving one hostile letter from a parent edit my essay who felt they were ignored during back to school night. However, since then, I've been relatively successful with my students' parents. While I don't need everyone to like me, I try my best to forge a good rapport with my students' guardians. Here are seven ways I have learned to encourage a positive relationship with parents. Make the First Contact a Positive One I recall the time I witnessed a former student's parent screaming at a colleague. Considering I only had positive interactions with this parent, I was confused. Then, I learned of the problem: the teacher had made the first contact a negative one. It's never good to wait for a child to be "in trouble" before calling or emailing a parent. Be Approachable Over the years, I've learned that a smile goes a long way. In addition, try to establish some sort of contact with your parents as soon as possible. Back to school night is a great opportunity to connect. Offer some refreshments, keep the agenda light and make sure to meet all of the parents in attendance. Let them know that the parent and teacher relationship is a partnership designed to help kids receive the best education possible. Be Nice to the Students Often times, if a child is happy, then the parents will be happy. While I have always run a "tight ship" in my classroom, I also try to plan fun lessons and have a good attitude. If you are invested in your students and like kids, this will shine through in your teaching. Establish Clear Expectations Once, I had a parent burst into my room because she was upset her son was marked tardy. Although he was definitely late, I wondered if perhaps the standard of being on time was not properly enforced. Often times, conflict occurs because students and/or parents were not clear on an expectation. This could be an assignment, a field trip or even a change in the schedule. Thus, during the first week of school, it's important that both parents and kids are aware of school and classroom policies. With strong rules, consequences and procedures, students will know what to expect from you and what you expect of them. Be Flexible Sometimes, it's hard for teachers to change their policies. However, while I don't believe in bending over backwards for people, I do believe in being flexible. This may mean modifying a homework assignment, providing more challenge work or moving a student's seat. Be Constructive At some point in the year, many of your students might have academic or emotional issues. However, when talking to parents choose your words wisely. The word talkative is much better word than telling parents their child "talks too much." Communicate on a Regular Basis I've often worked at school where parents didn't have a computer or email. For some teachers, communication is easier. Simply establish a website and email list to communicate homework, events and important news. If you don't have this luxury, pick up the phone or send out newsletters. If there is a language barrier, seek out an interpreter to ease the exchange of information. Overall, a good relationship with parents allows my school year to go much more smoothly.	1,240	681	{ "id": "<urn:uuid:e76c1250-2a6a-49d7-a740-43703a1fb5dd>", "dump": "CC-MAIN-2021-39", "url": "https://www.docracy.com/pdf/90l6og6mb4/1", "date": "2021-09-24T15:53:13", "file_path": "crawl-data/CC-MAIN-2021-39/segments/1631780057558.23/warc/CC-MAIN-20210924140738-20210924170738-00631.warc.gz", "offset": 767114903, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.999323695898056, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9992839694023132, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2294, 3321 ], "fw_edu_scores": [ 2.265625 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
Hello Brothers, I want to write a few words today about the significance of Thanksgiving in our society today and hopes to do the importance of this day some justice. Many of us know Thanksgiving as the day where we gather together with family, give thanks for what we have, eat way too much food, watch way too much football (let's be honest, there is never too much food or football). A new trend is to have a Friendsgiving where you gather with your friends instead of family, because we all have that one crazy family member, that talks too much about politics or controversial issues, that we want to avoid. We are taught that the first "Thanksgiving" was between the Pilgrims and Natives. This feast wasn't what we envision today, as it was a celebration of a good hunt, most likely geese and ducks, which is an easier hunt than turkey, all of which are prevalent in the New England region, and harvest that could feed the colonists for a week or so, and it wasn't in the end of November but in October. The local Native tribe, the Wampanoag Tribe, appeared at the colonist gate after the start of the feast, bringing some of their own fairs. The two groups socialized for multiple days. This custom was spread throughout the colonies, but with no commonality and with some of the southern colonies being slow to take on the New England festivity. It was so divisive in nature that it did not become a national holiday until October of 1863 when President Abraham Lincoln declared that the 26 th of November should be a national Thanksgiving, however it was up to the administration to determine the date of the holiday until 1942 when President Franklin D. Roosevelt changed it to the 4 th Thursday in November. Many of us plan trips to our hometowns to see family and friends during this time. In New England, there is a tradition of High School football teams partaking in their rivalry game, while old classmates reunite in the stands. However, it is hard not to notice over the years, that some of our friends and family members are missing from the stands or dinner table. Friends like CPT. Bob Fraser, US Army, currently deployed to Africa. Bob and I graduated from Coventry High School in 2006 and I remember clear as day our Freshman year, one of the hockey teams Seniors making us do burpees in the cafeteria to see who had more endurance, a hockey goalie (Bob) or a football linemen (Me), well Bob wins that one and has every year since. A man that after he went to the Citadel for college, we relinked up and I later introduced him to his now wife Leah, who will be spending her Thanksgiving with their kids Lizzie (4) and Rowan (2) without him at the table. Friends like TSgt. Sarah Nichols, US Air Force, who is currently deployed to an undisclosed location. Sarah and I worked together for years in restaurants prior to her joining the service and spent many holiday seasons trying to bring joy not only to each other, but our co-workers with silly stories or our horrible renditions of country songs. Her daughter Ginny (3) will be missing a huge part of her family this Thanksgiving. All of us know someone who is away for the holidays serving our country, or you yourself have been deployed during the season, we must not forget the sacrifice made by them and their families this Thanksgiving, and keep them and their families in our hearts	1,213	731	{ "id": "<urn:uuid:4963b22c-52bb-414e-b8a2-b478d929df9e>", "dump": "CC-MAIN-2021-39", "url": "https://www.suvcw.org/wp-content/uploads/2020/05/Thanksgiving-2019-Patriotic-Instruction.pdf", "date": "2021-09-24T15:31:51", "file_path": "crawl-data/CC-MAIN-2021-39/segments/1631780057558.23/warc/CC-MAIN-20210924140738-20210924170738-00631.warc.gz", "offset": 1028299243, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9989299774169922, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9989299774169922, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3380 ], "fw_edu_scores": [ 2.0625 ], "minhash_cluster_size": 1, "duplicate_count": 3 }
HOME LEARNING YEAR 2 16/06/20 Morning Message Good morning Year 2, We hope you have all had a restful night and had a good night's sleep. Hope you are ready for an exciting day of home learning! Remember to start you purple mash task as we are really looking forward to reading them and we have set you some fun Mathletics activities. Here is today's riddle: Where can you find cities, towns, shops, and streets but no people? We will reveal the answer tomorrow. Please click the Zoom link below if you will like to join us for a virtual session at 9:30am https://us02web.zoom.us/j/6045849817?pwd=OEo5MDN3SjQ1YldTT21WUytQTEtZQT09 We hope you all have a lovely day. Mr Duker, Ms Bastick and Mr Kai Picture of the Week Writing LO: To plan a story. Think: What happens when the child gives his dog a doggy snack? What other characters will they meet on the way? What type of characters will they be, good/bad? What do they see? What problem(s) will they come across? What magical things might happen to them? How do they solve the problem? How do they get back home? Example: Remember: Clear sequence of events, a problem, how the problem is solved, arrows, key words, descriptive language. Reading and Phonics Continue reading your own book afterwards. Remember to read out to an adult. Phonics focus this week: suffix – ed Spelling Rules for suffix –ed : 1. add "-ed" to a verb to change it to the past tense. ... 2. when the verb ends in "e", add only "d." For example, "arrive + d = arrived". 3. when the verb ends in consonant + "y," change the "y" to "i" and add "-ed". ... 4. when a verb ends in vowel + "y," add "-ed" Maths Problem solving and efficient methods (Lesson 10) Solving Problems – addition and subtraction! In this lesson, children will solve a variety of different 1- and 2-step problems that will require appropriate calculation strategies. Key vocabulary: part, whole, part-whole, add, addition, more than, subtract, subtraction, difference, change, take away, less than, divide, division, share, multiply, multiplication, lots of, altogether, groups of, total, sum, total cost, representation, bar model, efficient Now complete pages 47-49 in your power maths 2C books. Tuesday and Thursday: Go on the Mathletics website to complete the tasks that have been set. https://www.mathletics.com/uk/ Weekly Spellings Revise spelling words which end in – ed over the week to be tested on them on Friday. (See word list below) Make sure you put the words in sentences so you understand the meaning. 1.jumped 2. planned 3. liked 4. called 5. invented 6 tidied 7. sprinted 8. carried 9. partied 10. laughed 11. cried 12. spied 13. tried 14. completed 15. justified 16. acknowledged 17. dedicated 18. condemned 19. rallied 20.multiplied Foundation Subjects Work (for the week) Diary Write a diary of what work and activities you did today. Remember to include your emotions and opinions.	1,353	745	{ "id": "<urn:uuid:e3dce701-f30a-4a1d-9a5e-7dfd062d5749>", "dump": "CC-MAIN-2021-04", "url": "http://www.princessfrederica.brent.sch.uk/uploads/8/9/1/7/8917260/year_2_16.06.20.pdf", "date": "2021-01-21T07:18:49", "file_path": "crawl-data/CC-MAIN-2021-04/segments/1610703524270.28/warc/CC-MAIN-20210121070324-20210121100324-00454.warc.gz", "offset": 178277456, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9959849715232849, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9989921450614929, "per_page_languages": [ "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 725, 1202, 1223, 1641, 2159, 2340, 2818, 2931 ], "fw_edu_scores": [ 3.796875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
What Do You Believe? Purpose: The twenty-four statements below reflect some assumptions often held about our beliefs in the church. There are so many different viewpoints about what we believe that it is helpful to sort these out occasionally. The purpose of this form is to give you an opportunity to struggle with: ! Some basic issues about the Christian faith. ! The task of the church. ! Education within the context of faith. ! To help clarify these particular assumptions in your own mind. It may be helpful to discuss these with other people in your congregation. This form also will provide educational leaders with a better understanding of what the congregation considers to be the purpose of its educational ministry. (See p. 3.6.4 for suggestions about studying responses to this questionnaire.) Instructions: Indicate your opinion about each of the following statements on the scale of 1 to 5, circling the appropriate number. Circle 1 if you agree strongly with the statement. Circle 5 if you disagree strongly. Circle 3 if you are uncertain. Circle 2 or 4 to indicate mild agreement or disagreement. If you find under any one of the three areas that no statement adequately expresses your personal belief, write your own statement in the space provided. A. About the Christian faith, I believe: What Do You Believe? 3.6.2 C. About the church's task, I believe: Studying Responses to "What Do You Believe?" Use a blank form to tabulate the number of circles responses to each question. Note any comments or additions which individuals have made. In studying the responses to the questionnaire, "What Do You Believe?", it is helpful to look for: ! Statements where a majority of persons have indicated agreement or disagreement. ! Statements where both agreement and disagreement are reflected. ! Statements with a large number of responses in the uncertain column. ! A diversity of responses in three or more columns. Try to get as clear and accurate a picture of the ideas expressed by those who filled out the questionnaire. To summarize conclusions about what is learned, complete the following sentences: ! Our congregation sees the Christian faith as . . . ! Our congregation sees teaching and learning as . . . ! Our congregation sees the church's task as . . . This summary and the discussion which leads to it may be used in planning for the congregation's education ministry in several ways: ! Consider using the summary statements in a statement defining the congregation's education mission. ! If you have used the resource Planning the Church's Educational Mission in a Local Setting compare the learnings from "What Do You Believe?" to learnings developed through the listening process in that resource. , ! In examining resources for teaching and learning, compare the theological and educational goals of each resource with statements which reflect your congregation's faith, commitments to teaching and learning, and vision of the church's task. ! Where there is diversity of ideas in the congregation, consider developing educational settings where there can be more dialogue and learning about the issues involved.	1,250	604	{ "id": "<urn:uuid:1ee5eeb1-ca4a-4d10-9681-932bdc0fd84c>", "dump": "CC-MAIN-2021-04", "url": "http://d3n8a8pro7vhmx.cloudfront.net/unitedchurchofchrist/legacy_url/1435/306Beleive.pdf?1418424956", "date": "2021-01-21T09:44:23", "file_path": "crawl-data/CC-MAIN-2021-04/segments/1610703524270.28/warc/CC-MAIN-20210121070324-20210121100324-00455.warc.gz", "offset": 27282563, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9983859956264496, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9985077381134033, "per_page_languages": [ "eng_Latn", "unknown", "unknown", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1320, 1349, 1389, 3171 ], "fw_edu_scores": [ 2.15625 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
Lesson Plan: Starry Night Interpretation Objective: Students will learn about Vincent Van Gogh and his most famous painting, A Starry Night. Students will learn about his painting style showing movement and how to recreate their own Starry Night. Essential Question: How did Van Gogh create movement in his painting A Starry Night? How can you create movement in your work through the style of Van Gogh? AR Frameworks: CR.1.7.1 – Apply strategies to combat and overcome blocks in the creative process (sketching, brainstorming) CR.2.7.1 – Demonstrate persistence in using new artistic processes using grade-level appropriate elements of art and principles of design CR.2.7.2 – Justify, with guidance, the need to be responsible in the use of traditional and/or new media and tools CR.3.7.1 – Plan revisions for personal artwork in progress based on feedback P.4.7.1 – Compare and contrast a variety of methods to experience traditional and new media R.8.7.1 – Evaluate art by considering a variety of components (subject matter, relevant context information, visual elements, structure, ideas conveyed) CCSS Alignment: CCRA.R.1, 3, 7, 9 CCRA.W.1, 2, 5, 7, 8, 9 CCRA.SL.1, 2, 3, 4, 5 CCRA.L.6 Materials: - Oil Pastels - Pencil - Tracing Paper - Colored Pencils - 18x24 Paper Procedures: Monday - Wednesday: Students will learn about Vincent Van Gogh and his painting style through a PowerPoint presentation. Students will view his most famous painting "A Starry Night". The project will then be explained. - The students will begin to create their own version of A Starry Night through the style of Van Gogh. - Students will fold their 18 x 24 paper in half. On the inside of the folder paper, the students will create a poem that goes along with their version of Starry Night. -The poem will begin and end with "On a starry night". - Poem should be at least 10 lines long. - Students will begin drawing out their version in pencil. Thursday - Monday: - Once the students have finished their starry night in pencil, they will use transfer paper as demonstrated to transfer the same image to the inside of the paper where the poem will go. - Students will receive a demonstration on how to use oil pastels. Students will learn about blending and mixing color in the style of Van Gogh. Students will use oil pastel to complete the front of their work. The entire front should be filled with color, just as Van Gogh was known for. Tuesday – Thursday: - Students should begin to focus on their poem. - Students will write out their poem in sharpie. - The transferred image from the front should be colored using colored pencil and should resemble the front image. This will serve as a "background" to the poem. Due Thursday at the end of class Success Criteria: - Successful use of oil pastels (blending, color mixing, solid colors, not being use as a crayon) - Successful transferring of image from front to paper to inside of paper - Completion of poem that begins and ends with "On a Starry Night" - Successful interpretation of Van Gogh's style to show movement.	1,349	725	{ "id": "<urn:uuid:6960f75f-44a2-4743-8e47-f9a4a7f535a3>", "dump": "CC-MAIN-2021-04", "url": "https://s3.amazonaws.com/scschoolfiles/828/starry_night_interpretation_art_7.pdf", "date": "2021-01-21T09:36:58", "file_path": "crawl-data/CC-MAIN-2021-04/segments/1610703524270.28/warc/CC-MAIN-20210121070324-20210121100324-00455.warc.gz", "offset": 531241662, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9948784410953522, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9976500272750854, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1626, 3090 ], "fw_edu_scores": [ 4.6875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Maths Timetable – Wednesday 25/03/20 Properties of Shapes Lesson 3 - Counting sides on 2D shapes. Use the Discover and Share pages below to teach your child first. Follow up activities to be completed on Mathletics. Children to complete Power Maths 2B pages 81-83. \| Handwriting \| Practise how to join the following words: said, can, little, into, too, in, are, as, back, by (see handwriting pack page 3) \| \|---\|---\| \| Writing \| LO: To write an information text Choose at least 2 of your research topics about Australia and write information about them. Give each topic a clear sub heading. Include a picture and caption for each one. Include fun facts. See link for support. https://www.kids-world-travel-guide.com/australia- facts.html \| \| Phonics \| Revise the consonant digraph (dg) and go through words with (dg) sound. Eg. badge, fridge, hedgehog, bridge, judge, edge, splodge, sledge, pledge Children to break each word down into syllables first before saying the word. Children to look up the meanings of their chosen spelling words and learn how to use it in context. Please practise the option of spelling words chosen on Monday (see spelling words below) with your child to be tested on Friday. \| \| Spellings \| Test your child on the first 10 Year 2 common exception words that they’ve been revising. (See word list in your child’s pack) people, water, money, parents, beautiful, because, door, floor, poor, find \| \| Reading \| Complete ‘The Gingerbread Man’ reading comprehension activity. (See reading comprehension pack in home learning folder) Continue reading your own book afterwards. \| Year 2 Spelling Words – option 1 \| Test – Fri 27th March \| Monday \| Tuesday \| Wednesday \| \|---\|---\|---\|---\| \| badge \| \| \| \| \| bridge \| \| \| \| \| edge \| \| \| \| \| judge \| \| \| \| \| ledge \| \| \| \| \| smudge \| \| \| \| \| gadget \| \| \| \| \| fridge \| \| \| \| \| budgie \| \| \| \| \| nudge \| \| \| \| Year 2 Spelling Words – option 2 \| Test – Fri 27th March \| Monday \| Tuesday \| Wednesday \| \|---\|---\|---\|---\| \| nudge \| \| \| \| \| dodge \| \| \| \| \| fridge \| \| \| \| \| smudge \| \| \| \| \| bridge \| \| \| \| \| dislodge \| \| \| \| \| fidget \| \| \| \| \| misjudged \| \| \| \| \| judgement \| \| \| \|	1,178	657	{ "id": "<urn:uuid:c9e6586f-db00-4270-b7b6-33a9c04d8840>", "dump": "CC-MAIN-2021-04", "url": "http://www.princessfrederica.brent.sch.uk/uploads/8/9/1/7/8917260/year_2_25.03.2020.pdf", "date": "2021-01-21T09:06:00", "file_path": "crawl-data/CC-MAIN-2021-04/segments/1610703524270.28/warc/CC-MAIN-20210121070324-20210121100324-00453.warc.gz", "offset": 166392500, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.997035562992096, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9920048713684082, "per_page_languages": [ "eng_Latn", "unknown", "unknown" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 269, 1607, 2207 ], "fw_edu_scores": [ 3.796875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Exceptional weather events Rainfall / flooding Type of event: Date: December 1802 200-year anniversary of severe Dublin flooding Although the newspaper account of widespread flooding in Dublin shown on the right could refer to the recent past in Dublin, it is actually a 200-year old report taken from Walker's Hibernian Magazine of December 1802. The 'heavy and unremitting rain' referred to was a fall of 75mm in a 30-hour period over the 2nd and 3rd of that month, which led to what F.E. Dixon described in his 1953 article Weather in Old Dublin as 'the most serious of all Dublin floods'. This amount represents what would normally be expected to fall in the entire month of December in Dublin. Most of what was then the central area of the city was cover by floodwater, with 3 metres of water reported in the lower Castle Yard and Patrick Street, where 'boats were plying to save the lives of poor people'. This exceptional rain of early December followed very wet weather during both the summer and autumn of 1802- a year 'characterized by great vicissitudes'. This meant that river levels were already high before heavy rain commenced early on the 2nd and continued until 7 o'clock the following morning. Although direct weather readings for this period are sparse, contemporary accounts from newspapers and journals indicate the severity of the event. Two ships sank at the North Wall, while all of the major rivers around the city, the Liffey, Poddle and Dodder burst their banks. Among the objects witnessed floating down the Liffey were a dead horse, sheep, pigs, calves, roofs of houses, millwheels, a coach and a cradle, while a young man drowned after being swept into the flood at Leixlip. Ironically, on the same day as the rain fell, a decision was taken by the Wide Street Commissioners, formed 45 years earlier, to 'open and improve the quays and old buildings adjoining the River Liffey, at the foot of Winetavern Street, between the Wood-quay and the Merchants-quay'. The following day, the stone-built Ormond bridge on the Liffey was washed away by the flood (shown below with the newly-constructed Four Courts in the background). Other bridges to meet a similar fate were at Celbridge, Lucan and at Ringsend, where a bridge 'of very solid and judicious contruction' had been erected in stone after previous flooding in 1787. According to reports, the floods were concentrated in county Dublin and its immediate surroundings. See also: Bardon, J and Conlin, S Dublin: One Thousand Years of Wood Quay (Belfast 1984) Dixon, F.E. 'Weather in Old Dublin' Dublin Historical Record, XIII, 3&4, 1953 Patterson, W Observations on the Climate of Ireland (Dublin 1804) Walker's Hibernian Magazine, Dec. 1802 & Jan. 1803 Wilde, Sir William (ed.) Census of Ireland 1851	1,170	639	{ "id": "<urn:uuid:f1c34241-3792-431e-9bb2-1fc1936e95b8>", "dump": "CC-MAIN-2018-22", "url": "https://www.met.ie/cms/assets/uploads/2017/08/Dec1802_floods.pdf", "date": "2018-05-21T05:29:48", "file_path": "crawl-data/CC-MAIN-2018-22/segments/1526794863949.27/warc/CC-MAIN-20180521043741-20180521063741-00242.warc.gz", "offset": 796095875, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9878063499927521, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9977463483810425, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 84, 2787 ], "fw_edu_scores": [ 2.421875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Drink AOX – The most effective natural antioxidant alkaline water Soaking Grains with AOX Antioxidant Alkaline Water for Optimal Nourishment A simple practice that nets huge benefits. New information on grain cooking suggests the traditional method of soaking grains is healthier than our Western practice of simply boiling to tenderness or dry cooking (as in granola). Soaking renders the nutrients in grains more digestible and more easily assimilated by our bodies. This is much the same process as soaking dry beans overnight (and why we shouldn't do as some modern recipes are suggesting and skip the soak for our dry beans). It's possible that this soak also makes the grains more alkaline after cooking since it increases the amount of available calcium. With the increase in grain consumption, there has been an increase in the number of people complaining of difficulty in digesting grain, but after properly soaking grains, these people report fewer or no problems. There are whole books devoted to the "evils of grain consumption". This is a recent development no doubt due to this increased prevalence of grain sensitivity. But grains have supported millions, whole societies, for centuries. Is it the grains themselves? or could it be our method of cooking grains that is the problem? This is especially important information for every vegan and vegetarian out there, whose diet consists of such a large proportion of grains. You've been told how good they are for you, but you're not getting all the nourishment from them you're supposed to. In addition, the non-neutralized phytic acid can "steal" the nutrients from your other foods by binding to minerals in your digestive tract, blocking their absorption. What does soaking grains accomplish? The soaking breaks down some of the hard-to-digest proteins, making assimilation much easier, and neutralizes phytic acid, which is an anti-nutrient that prevents absorption of minerals such as calcium, magnesium, iron, zinc, and copper. Because grains are seeds, they also contain enzyme inhibitors, which protect the seed from germinating until the conditions are proper for growth. If ingested, these inhibitors can prevent the body's enzymes from working properly, and digestion will be hindered. Soaking grains neutralizes these inhibitors and stimulates the production of beneficial enzymes and increases vitamin content, because the seed is being activated toward growth. This active, live seed is nutritionally superior to one that is "closed up". Drink AOX – The most effective natural antioxidant alkaline water To prepare basic soaked brown rice: Basic Soaked Brown Rice 2 cups rice 4 cups AOX Antioxidant Alkaline Water Place all in your cooking vessel. Let soak at least 30 minutes, and up to 1 hour. Bring to a boil and remove any scum. Reduce heat to the lowest setting. Cover tightly and cook for 45 minutes without removing the lid. Just cut all ingredients proportionately to cook smaller amounts of rice. Start your family with AOX antioxidant alkaline water for better health. Please call 6456 4321 to talk to our sales consultant.	1,294	624	{ "id": "<urn:uuid:d893e9bb-30ff-487a-83a9-6e5d87af4ea3>", "dump": "CC-MAIN-2018-22", "url": "http://www.aox.com.sg/wp-content/uploads/2016/09/Soaking-Grains-with-AOX-Antioxidant-Alkaline-Water-for-Optimal-Nourishment.pdf", "date": "2018-05-21T05:09:17", "file_path": "crawl-data/CC-MAIN-2018-22/segments/1526794863949.27/warc/CC-MAIN-20180521043741-20180521063741-00246.warc.gz", "offset": 335409789, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9983691871166229, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9986981749534607, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2526, 3130 ], "fw_edu_scores": [ 2.09375 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
Using Exercise to Help You to Cope with Exam Stress By Dr. Oscar Mwaanga (PhD, FRSA) Physically Active Education Consultant CEO – EduMove During this time of the year, you will feel pressured to spend long periods of time revising for your exams. Unfortunately, this generates significant amounts of anxiety especially for those who have not developed any coping mechanisms and those that lack mental toughness or resiliency. Evidence points to increase in mental health issues among exam class students around this time of the year. The most common physical signs of stress include sleeping problems, sweating, loss of appetite, poor concentration, reduced confidence and selfesteem. Symptoms like these are generated by a rush of stress hormones in your body. Many are clear about the numerous physical health benefits of regular exercise, but have you ever stopped to think how exercise could influence your child's mental performance? Aside from providing a well-needed break from marathon revision sessions, when our bodies engage in movement, it triggers the release of various hormones and chemical compounds in the body. These hormones and chemical compounds all have very important effects on various brain functions. For example: * Serotonin – involved in regulating sleep cycles and boosting mood. * Dopamine – positively influences learning and attention span. * Nor-epinephrine – affects motivation and mental stimulation. * Coupled with an increased blood flow to the brain, this cocktail of hormones and neurotransmitters improves cognitive function and the ability to focus for longer time periods. This means higher quality revision sessions and a higher chance of hitting target results. * Research also shows that exercise significantly reduces resting levels of the stress hormone, cortisol, allowing you to spend less time worrying and more time getting work done. * If that wasn't enough, regular movement has also been shown to result in an increase in the size of the hippo-campus, a part of the brain involved with memory retention. Top exercise tips before and during Exams 1. Little and often It is normal that you will feel like spending a great deal of time sitting and revising for the exams. Unfortunately, revising for excessively long periods of time is isn't effective, so take regular brain breaks to stay productive. A simple walk to the shops or around the block will be enough to refresh you. 2. Develop a routine A balanced routine of work and play is essential during revision and exam time. You might feel too busy but try to maintain a regular exercise schedule - aim to get active at least every other day. Let the endorphins released during exercise do the magic i.e. make you feel good – you must avoid stimulating activity just before bed, to give your brain time to wind down. 3. Know what works for you Plan your exercise during periods when know you generally won't study. Some students work better in the morning, some at night – aim to plan your exercise around your study schedule so you won't miss out on valuable revision time. 4. Use your feet If your school is close to where you live, why walk there instead of driving or taking the bus? A short walk before an exam helps you to relax and focus your thoughts. 5. EduMove Active Revision Programmes EduMove active revision programme combine exercise and revision together to provide an exciting and de-stressing revision experience particularly for Kinaesthetic learners. Emerging research supports the EduMove approach for promoting learning and health outcomes. Please contact us for details regarding our EduMove Active Revision Programmes on email@example.com	1,484	711	{ "id": "<urn:uuid:82fe9688-aa70-4abd-a055-f4bdfe432171>", "dump": "CC-MAIN-2018-22", "url": "http://broadleaprimary.co.uk/letters/148.pdf", "date": "2018-05-21T04:52:59", "file_path": "crawl-data/CC-MAIN-2018-22/segments/1526794863949.27/warc/CC-MAIN-20180521043741-20180521063741-00253.warc.gz", "offset": 51079450, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9979685544967651, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9980700612068176, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2062, 3687 ], "fw_edu_scores": [ 2.625 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
CSL Presentation for Parents Henry Hudson Elementary School January 25, 2022 BC REDESIGNED CURRICULUM AND REPORTING This is learning focused not achievement based. This is a focus on doing rather than knowing. Reporting practices are changing to align with the redesigned curriculum. The Learning Process Teachers create rich learning tasks based on BC curricular competencies and student interests Together teachers and students set criteria Powerful questioning/learning conversations allow for ongoing, timely descriptive feedback to the student Teachers and students intentionally gather evidence over time to inform teaching and learning Metacognitive skills are developed through student reflection and self-assessment Learning can be process, inquiry, and/or project based The goal is to create a reporting process that is more timely and responsive with increased student ownership and parent involvement. We have the opportunity to report to parents in more flexible ways while providing clear and understandable information about their child. Communicating student learning (CSL) Answers these Questions Where am I now? Where am I going? What do I need to get there? Ongoing Communication with Parents includes the following: * Authentic evidence of student learning from a variety of sources (examples of student work, audio, photos, video, portfolios) * Clear standards and expectations based on the BC Curriculum with the intention of making learning visible Formats for Communication include: 3-way conferences, electronic portfolio reviews, parentteacher conferences, reflections on student work, Fresh Grade or other on-line platforms, telephone conversations, Individual Education Plan meetings, Celebrations of Learning Growth vs Fixed Mind Sets – Carol Dweck No letter grades? * Letter grades tend to foster a Fixed Mindset in students. "I always get a C+ in Math." "I got a C in Science. I'm no good at it." * A letter grade on a written composition or project gives the student no information about how to improve. * Students with a Growth Mindset are much more likely to continue learning. They see themselves as learners with potential. * Feedback for learning promotes a Growth Mindset. Providing a student with feedback about what's working and what to focus on next provides students with the tools they need to improve. "Turn left at the corner." Feedback for Learning Imagine that during a driving test you are asked to turn left. After you complete the turn the Examiner says, "You got a C- on that turn." Do you know what you need to do to pass the driving test the next time? If the Examiner tells you that you turned the steering wheel correctly but forgot to make a visual check in both directions before making the turn, will this help you next time you take the test? Student's Learning Strengths: * Teachers discuss areas where the student is demonstrating learning goals successfully and gives examples of how they are showing their learning. * It is a personalized account of the successes the student is demonstrating at this point in the year. * This portion of the written report may include comments about the child's strengths in terms of work habits, effort, participation, and behaviour in addition to some subject based examples. Areas for Growth: * Teachers identify some areas for further growth and development and for which the teacher will be providing support and guidance to the child. * It is not expected that the child be meeting all expectations at this point in the school year; the areas for growth discussed in the child's written report will serve as learning goals for the child's journey at their grade level between now and the end of the school year. Ways to Support Learning: * Teachers list some specific ways that teachers and families can work together at school and at home to support the student. * It is not expected that the parent teach the child the curriculum at home in order to be successful with growth and development. * This learning will occur within the framework of the classroom, and support is expected at home only when communicated directly to the parent by the teacher. Student Competency Scale on the Written Report Student Competency Scale – in relation to the grade level expectations	1,749	816	{ "id": "<urn:uuid:3a63e302-7785-402c-8954-8d7510374860>", "dump": "CC-MAIN-2022-33", "url": "https://www.vsb.bc.ca/schools/henry-hudson/About-Us/Publications/Documents/PAC%20csl%20powerpoint%20for%20parents%20Jan%202022.pdf", "date": "2022-08-18T22:40:51", "file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882573533.87/warc/CC-MAIN-20220818215509-20220819005509-00697.warc.gz", "offset": 902044827, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9367318327228228, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9986169934272766, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 78, 286, 789, 1064, 1193, 1757, 1798, 2374, 2834, 3309, 3751, 4196, 4244, 4316 ], "fw_edu_scores": [ 2.96875 ], "minhash_cluster_size": 1, "duplicate_count": 2 }
MARIBYRNONG PRIMARY SCHOOL Alberga Street KALEEN ACT 2617 Telephone: 02 62055933 Fax: 02 62055932 _________________________________________________________________________________________________________________________ Environmental Sustainability Procedure Purpose and Scope Maribyrnong Preschool is committed to fostering an awareness of, and sensitivity to, our environment in children, families and staff. We aim to create patterns of behaviour at the preschool which support environmentally friendly and sustainable practices for now and for the future. This procedure was developed to provide a framework to support environmental sustainability in practice for the children at the preschool and the communities they belong to. Definitions Sustainability: The concept of living within our limits and understanding the interconnections between people and the natural environment. Carbon Footprint: The amount of greenhouse gas emissions caused by an organisation, event, product or person. Conservation: the careful preservation and protection of something and planned management of natural resources to prevent exploitation, destruction or neglect. Recycle: To convert waste into reusable material or to return material to a previous stage in a cyclic process. Natural Environment: Encompasses all living and non-living things occurring naturally on Earth. Procedures to Support Environmental Sustainability - Responsible recycling [x] minimising waste production going to landfill and increase the percentage of material that is reused and recycled through the use of a specific recycling station [x] encouraging children to participate in all activities and strategies to assist with litter reduction, water, paper and energy conservation - Conserve water [x] minimising the consumption of mains water at the preschool and to utilise other sources such as a rainwater tank to assist in this reduction [x] ensure water used in play experiences is redirected to garden beds or grass areas rather than treating as waste - Conserve energy [x] decreasing the amount of energy the preschool uses through greater efficiency and better practices, and to maximise the use of energy from carbon neutral sources - Efficient use of natural resources [x] increasing the use of resources collected from the natural environment - Native plants [x] increasing the biodiversity of the preschool by planting native species where possible and increasing the habitat area for local wildlife [x] including indigenous knowledge and understanding related to native plants and incorporate in preschool outdoor learning environment - Vegetable gardens [x] Increasing understanding related to vegetable growing and responsible water usage Procedures to embed Sustainable Practices in the Program and Community - consulting and working collaboratively with families, recognising cultural practices and lifestyle choices - educating families and the community about sustainable practices through the provision of information, role-modelling and discussions/consultation while acknowledging the diversity of families - providing children opportunities to learn about our environment and incorporate sustainable practices - providing a safe, supportive and social environment in which children can enjoy sustainable practices - supporting this procedure when organising excursions and preschool events - encouraging children to become more environmentally aware and actively involved in sustainable activities	1,602	598	{ "id": "<urn:uuid:aec4b08c-c75a-4667-b769-3ca51eedf75b>", "dump": "CC-MAIN-2018-22", "url": "http://www.maribyrnongps.act.edu.au/__data/assets/pdf_file/0004/340357/Environmental_sustainability_procedure.pdf", "date": "2018-05-21T05:18:57", "file_path": "crawl-data/CC-MAIN-2018-22/segments/1526794863949.27/warc/CC-MAIN-20180521043741-20180521063741-00255.warc.gz", "offset": 423689470, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9906315803527832, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9958873987197876, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2504, 3516 ], "fw_edu_scores": [ 3.4375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Year 1 Curriculum Newsletter Spring 2 Maths In Maths, this term our main unit of learning is Measures. We will learn to compare height and length and measure height and length. We will learn to measure weight and volume and also compare weight and volume. Many of our lessons will be practical where we will use standard and non-standard measures. Whilst learning to measure we will incorporate addition and subtraction to compare and problem solve. We will have daily early morning work of revising number bonds within 20 and will count in 2s,5s, and 10s within each maths lesson to embed fluency. We will begin to use arrays to represent multiplication. English This half term we will be looking at Where the Wild Things Are by Maurice Sendak and The Whisperer by Nick Butterworth. The children will write a variety of different text types such as postcards, letters, descriptions and will also record news flashes. Children will continue to use their phonics to segment words before spelling them and will be practising sight words or high frequency words that they should be able to spell by the end of the year. Science In Science, we will continue to be studying Everyday Materials. We will be investigating the properties of materials and be carrying out scientific tests to check their suitability for specific tasks. We learn to conduct simple 'fair tests' and record the results in charts. D&T This term we are making puppets. We will learn to join materials, design puppets and use a chosen joining method to create individual hand puppets. We will also be sewing using the appropriate equipment to bring home a gift. PE This term we will be having Gymnastics lessons indoors. Children will learn to name and perform the basic shapes in gymnastics. Perform simple rolls e.g. tuck roll, sideways roll (straight & tucked) and teddy bear roll. Attempt a forward roll with support from a teacher. Perform simple sequences on own or with a partner using basic traveling moves with some support from the teacher. Make shapes over, against on and off apparatus. Jump and land from apparatus on their feet. Outdoor PE will be Challenges where the children will develop their team and cooperation skills in various types of games. RE This terms topic is -How do we show that we care? We will selfreflect upon how we do this and also learn how different faiths practise 'caring'. We will learn Geography We are learning about our Wonderful Weather! We will be recording the weather, look at different regions of the UK and how the weather differs. We will use weather symbols to create our own weather reports. We will deepen our understanding of the weather and the seasons and the effects upon human and wild life. PHSE Our topic title is What is money and how it is used? Our objective is to learn where money comes from, saving money and -do we need something or simply want something? We will look at how a charity shop and different charities support communities. Music We will develop our understanding and practise of timbre and rhythm. We will use the fairy tale of The Three Little Pigs as the platform for this learning. about Mother Theresa and the good work of different charities. Important Information - PE is on Thursdays and Fridays Your child may come to school in their PE kit. - It is important your child reads 3 times a week and sign their log. Reading Books need to be given in on Thursday. - -Please ensure reading books and Reading Logs are sent to school every day. - Please complete the homework each week and return to school by Thursday.	1,382	735	{ "id": "<urn:uuid:cb505260-4b97-4c1d-9c17-97f5abee8850>", "dump": "CC-MAIN-2022-33", "url": "https://www.marriott.leicester.sch.uk/wp-content/uploads/2020/10/Year-1-Newsletter-Spring-2.pdf", "date": "2022-08-18T22:15:41", "file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882573533.87/warc/CC-MAIN-20220818215509-20220819005509-00698.warc.gz", "offset": 775320634, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.998936136563619, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9988769292831421, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1409, 3158, 3596 ], "fw_edu_scores": [ 3.625 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
The FIT NESS Spring Lesson Plan 4 Agility: The ability of the body to change direction quickly while remaining under control. Good exam ples of agility sports are tennis, football, basketball and badminton. Age 4+ 1. Zig Zag Runs, zig zag run slalom style up and down the gym hall using cones to mark out your route. Warm Up: 2.Side step the zig zag course. Alternate leading with left foot, then right foot. 1. Obstacle Course: Put the children in teams and line them up behind identical obstacle courses. Set it up in 3 sections. 1st section has 4 cones spaced out, next section has a bean bag for every member of the team, last section has 3 mini hurdles. In turn, the children must slalom in & out of the cones, stop to collect a bean bag, put it on their head and walk or run to the next section where they must jump over the mini hurdles run around the cone at the end and back to tag their next teammate to go. If kids drop the bean bag in that section, they must start that section again. Main Component: 2. Game: 'terrific trio'. Organise children into teams of 3. Place a come at the opposite end of the gym hall for each team. On your command, the first player in the team has to run around the cone and return to take the hand of the next person in their team, they run together around the cone and return to the start to collect the 3rd team mate. The race is game is complete when the terrific trio return to the start line and sit down. TIP: Make sure the children run together and do not tug on each other as if anyone falls, they must start that section again. Switch players around so everyone gets a chance to be the first runner. Cool Down: Musical Statues & Body Parts : play music and dance, when music stops freeze. After a few rounds, add a body part which must be in contact with the floor such as one foot, one hand, elbow, forehead etc. Age 7+ 1. Zig Zag Runs, zig zag run slalom style up and down the gym hall using cones to mark out your route. Warm Up: 2.Side step the zig zag course. Alternate leading with left foot, then right foot. Main Component: 2. Game: 'terrific trio'. Organise children into teams of 3. Place a come at the opposite end of the gym hall for each team. On your command, the first player in the team has to run around the cone and return to take the hand of the next person in their team, they run together around the cone and return to the start to collect the 3rd team mate. The race is game is complete when the terrific trio return to the start line and sit down. TIP: Make sure the children run together and do not tug on each other as if anyone falls, they must start that section again. Switch players around so everyone gets a chance to be the first runner. 1. Obstacle Course: Put the children in teams and line them up behind identical obstacle courses. Set it up in 3 sections. 1st section has 4 cones spaced out, next section has a bean bag for every member of the team, last section has 3 mini hurdles. In turn, the children must slalom in & out of the cones, stop to collect a bean bag, put it on their head and walk or run to the next section where they must jump over the mini hurdles run around the cone at the end and back to tag their next teammate to go. If kids drop the bean bag in that section, they must start that section again. Cool Down: Musical Statues & Body Parts : play music and dance, when music stops freeze. After a few rounds, add a body part which must be in contact with the floor such as one foot, one hand, elbow, forehead etc. RITION THE NUT: Juice 1 orange, 1 kiwi and a chunk of mango & papaya per child Mangogo' - Orange, Kiwi, Mango & Papaya O.J Orange: Juice me for Vitamin C, I will boost your immunity Kiki Kiwi: I remove congestion, to help you with digestion Marlyn Mango: I'm bursting with vitamins A, B & C, I will keep your eyes and skin healthy Paw Papaya: I fight infection & improve complexion	1,554	953	{ "id": "<urn:uuid:9256f263-2a97-4ef3-85eb-ffca0614a82e>", "dump": "CC-MAIN-2022-33", "url": "https://www.fitnutsuperstars.com/_files/ugd/39a75c_3f1b551e3dd14804805b94a9d6b90ff3.pdf", "date": "2022-08-18T23:19:34", "file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882573533.87/warc/CC-MAIN-20220818215509-20220819005509-00698.warc.gz", "offset": 686411600, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9629898071289062, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.995627760887146, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3566, 3956 ], "fw_edu_scores": [ 3.328125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
In English, we will study a variety of information texts to learn more about the Romans. A variety of writing genres will be explored, including character descriptions, non-chronological reports, instructional texts, diary entries as archaeologists, and explanation texts. We will continue to have weekly Grammar lessons to develop the children's grammatical understanding and punctuation. Reading lessons with VIPERS skills and handwriting lessons will continue several times a week. We will also enjoy our chosen text: Romans on the rampage, by Jeremy Strong. Our key Maths learning: We will continue to learn all about plants! Children will learn about the relationship between flowering plants, bees and other insects. They will learn how flowers transform into fruits and seeds to perpetuate the cycle of life and use the inspiration to create some beautiful works of art. * Geometry: Properties of Shape Measurement: Mass and Capacity Consolidate the 3, 4, and 8 times tables * Learn the 6 times tables PSHE and RSE Our PSHE lessons will cover: * Being aware of Personal Space. * Exploring different types of families and who to go to for help and support. Exploring the differences between male and females, and naming the different body parts including sexual organs. Knowing how to keep safe online. Our PE lessons will be Athletics, Tennis and Striking and fielding this half term. We will continue with our additional active sessions throughout the week, including the Milton Mile. We will continue to learn about Roman lands and then compare the capital city of Italy with capital cities in the UK. Children will develop their knowledge and understanding of volcanoes. They will learn about volcanic regions, where volcanoes are found and how they are formed. Children will design and make: an erupting volcano, a catapult and a pair of Roman sandals, which fit. Music Using the Charanga Music scheme, the children's learning will be focused on Western Classical music. Through this unit of work, we will also be consolidating our language of music and placing music within the correct time. Dates for your Diary: w/c 6 th June: Themed week - Our World 20 th -21 st June: Residential to Caldecotte 27 th June: Roman Day experience (at school). Children are invited to dress up as Romans. 29 th June: Transition afternoon. The Year 4 teacher will spend the afternoon in your child's Year 3 classroom. 30 th June: Transition day. A whole day in Year 4. w/c 6 th June: Themed week – Take One Picture. 13 th July: Transition day. A whole day in Year 4. 15 th July: Reports will be sent home. 18 th July: Sports Day. 21 st July: Final day of Year 3.	1,144	570	{ "id": "<urn:uuid:65c3dcfb-7b3c-454f-8087-ce7f5a0effdf>", "dump": "CC-MAIN-2022-33", "url": "https://www.tickfordpark.co.uk/uploads/1/0/8/8/10881774/year_3_summer_2_rotten_romans.pdf", "date": "2022-08-18T23:28:12", "file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882573533.87/warc/CC-MAIN-20220818215509-20220819005509-00699.warc.gz", "offset": 864011991, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9980457425117493, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9980457425117493, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2682 ], "fw_edu_scores": [ 3.546875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
NESS Autumn Lesson plan 4 The FIT Agility: The ability of the body to change direction quickly while remaining under control. Good examples of agility sports are tennis, football, basketball and badminton. Age 4+ TIP: encourage children to be creative & agile in their moves, before they begin, try out some moves together, demonstrate some movement ideas e.g. jumping jacks, side lunges pendulum legs. y out some m pendulum leg y out some m pendulum le out some m pendulum le moves Warm Up: Drill 'Mirror Image' in partners. Partner 1 takes the lead and performs moves while partner 2 tries to copy them by being their mirror image. After a few minutes, swap leaders. Main Component : Superstar Circuit Session. Arrange 1 station per child in a circle around the gym hall. Spend 1 - 1.5 minutes on each station before blowing your whistle to move the children on to the "Next Station!" und the on to th und th n to th und th n to th d in a c histle to move the c d in a istle to move the c d in a istle to move the Cool Down: 'Snake in the Grass' - Choose 4 snakes to stay in the middle of the designated playing area. The rest of the group are the runners. On the signal the runners must run across the playing area to the opposite end of the gym hall in order to be safe from the snakes. The snakes travel on their tummies and can stretch out of their area to tag the runners. If the runners are tagged by the snakes before they reach the 'safe zone' they too become snakes. Repeat this from the other side until there are only 4 runners left who can start a new game as the snakes. TIP: Make sure the snakes tag gently so as not to trip the runners. he middle of the de ners must run ac akes. The snak ners are he middle of the de ners must run ac kes. The snak e middle of the d ners must run ac kes. The snak 4 snakes to stay i . On the signal the r to be safe from the s tag the runners. If the ome snakes. Repeat e as the snakes. trip th 4 snakes to stay i On the signal the r to be safe from the ag the runners. If the me snakes. Repea e as the snakes. trip th o stay On the signal the to be safe from the ag the runners. If th me snakes. Repea e as the snakes. rip th all in ord ut of their area e zone' they o can start a n ntly so a all in ord t of their area e zone' they o can start a n tly so a ll in ord t of their are e zone' they o can start a tly so left w snake left w snake eft w snake sure t Age 7+ e 7 TIP: encourage children to be creative & agile in their moves, before they begin, try out some moves together, demonstrate some movement ideas e.g. jumping jacks, side lunges pendulum legs. be cr be c courage r, demo courage , demo courage dem Warm Up: Drill 'Mirror Image' in partners. Partner 1 takes the lead and performs moves while partner 2 tries to copy them by being their mirror image. After a few minutes, swap leaders. ers ers mage' eing th mage' eing th mage eing th rm Up Drill 'Mi s to copy them rm Up Drill 'Mi s to copy them m Up Drill 'M s to copy them Main Component: Superstar Circuit Session. Arrange 1 station per child in a circle around the gym/room. pone Spend 1 - 2 minutes on each station before blowing your whistle move the children on to the "Next Station!" Cool Down: Game 'British Bulldog' The winner is the last player or players 'free'. One or more players (if large space) are selected to play the parts of the "bulldogs". The bulldogs stand in the middle of the play area. All remaining players stand at one end of the area in the 'safe zone'. The aim of the game is to run from one end of the gym hall to the other, without being caught by the bulldogs. When a player is caught, they become a bulldog themselves. Autumn coach 4.indd 1 30/10/16 13:53 RITION The NUT Grape Stuff – grapes, oranges, lemon & sparkling water. Gabby Grape: I help your muscles when you play sport and I give your heart support. eart support y OJ Orange: Juice me for Vitamin C, I will boost up your immunity. Lizzie Lemon: When you have a cold in your chest, my zest will get you back to your best. will get you back to y will get you back to Autumn coach 4.indd 2 30/10/16 13:53	1,673	1,069	{ "id": "<urn:uuid:a37a8f67-4c2f-45c9-ae14-992dc054f14a>", "dump": "CC-MAIN-2022-33", "url": "https://www.fitnutsuperstars.com/_files/ugd/39a75c_00ea12aaefd94563a1f9f3ae1c657a14.pdf", "date": "2022-08-18T23:48:53", "file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882573533.87/warc/CC-MAIN-20220818215509-20220819005509-00699.warc.gz", "offset": 654099356, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9957070350646973, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9964314699172974, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3742, 4161 ], "fw_edu_scores": [ 3.703125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
The vision of Fargo Public Schools Gifted Services is to challenge the intellect and maximize the potential of the gifted and talented learner through high quality collaborative services. OUR VISION OUR VALUES Below is a list of values from the Fargo Public Schools Strategic Plan that have special meaning for the high ability learner. - Believing that all students can learn and grow - Creating a supportive and positive school climate. - Ensuring that all students receive effective, rigorous, and relevant instruction from highly qualified teachers - Engaging leadership in all student, parent and community partnerships - Making data-driven decisions for continuous improvement For More Information Ann Duchscher Coordinator for Gifted Services Ph 701.446.1919 E-mail: email@example.com www.fargo.k12.nd.us/gifted Fargo Public Schools GIFTED SERVICES The mission of Fargo Public Schools Gifted Services is to maximize high ability student achievement. GIFTED SERVICES Following is a menu and description of our gifted services. Since it is our mission to raise high ability student achievement, it is critical that an appropriate match is made between the child and the service. Each service is based on sound educational research. Using a team approach and criteria, the referral process is used to make decisions about a student's need for a service. Cluster Grouping The practice of identifying a small group of academically talented or intellectually gifted students at a grade level and placing them in the same classroom with a teacher trained to differentiate curriculum and instruction. Grade Skipping Cutting a full year from the usual number of years typically required to progress from kindergarten to high school graduation. Early Entrance The practice of admitting a child to school at an age earlier than usually allowed by the district. GIFTED SERVICES Curriculum Compacting Streamlining the regular curriculum to "buy time" for enrichment, accelerated content, or independent study. Subject Acceleration Allowing students to move more quickly through the progression of skills and content mastery in one subject where great advancement or proficiency has been observed. Enrichment Clusters Grouping children for a specified period of time each day or week to work with a trained specialist on differentiated curriculum. Independent Study Structured projects agreed upon by student and teacher that allow a student to individually investigate an area of high interest to advance knowledge. REFERRAL PROCESS Fargo Public Schools uses a team process for identifying, matching, and delivering an appropriate gifted service to our students. 1. Anyone may initiate the referral process by communicating a need to the gifted services teacher, classroom teacher, or principal. 2. Data is collected and a meeting will be held with appropriate staff and parents in attendance. This team determines if services are needed. 3. The team assesses the child's needs and may recommend matching the child to a gifted service. The service may be applied in and/or out of the classroom setting. 4. All students receiving a formal service will have an Individualized Learning Plan (ILP). 5. The child's progress is reviewed each year to determine if the service is still an appropriate match. If the service continues to be needed, the child's ILP is renewed.	1,504	653	{ "id": "<urn:uuid:80358718-f52d-47e6-862c-88d3fb43dd31>", "dump": "CC-MAIN-2019-22", "url": "https://www.fargo.k12.nd.us/cms/lib/ND01911460/Centricity/Domain/113/Documents/Gifted_Services_Brochure.pdf", "date": "2019-05-24T10:51:27", "file_path": "crawl-data/CC-MAIN-2019-22/segments/1558232257605.76/warc/CC-MAIN-20190524104501-20190524130501-00276.warc.gz", "offset": 802771180, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9916460514068604, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9975500106811523, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 972, 3401 ], "fw_edu_scores": [ 2.03125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Basic Commands Ta sk Command/s Achieved Turn BrailleNoteon and off Left side switch ☐ Using commands to connect and disconnect VGA monitor -Connect: Space + o, v, v, enter -Disconnect: Space + o, v, f ☐ ☐ Identifying and understanding the function of keys/buttons on the BrailleNote. Note: Back/Advance (braille line) Previous/Next (print line) Thumb keys in order are the acronym: PBAN -Backspace key -Space bar -Enter key -Previous thumb key -Back thumb key -Advance thumb key -Next thumb key -Braille cursor -Cursor router buttons - Left sideof braillenote: moves back - Right sideof braillenote: moves forward ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ Keyboard Learn (Announces keys/buttons/braille letters etc without the BrailleNote following the commands) -Main menu and then press k -Turn off: space + e ☐ ☐ Word Processor Task Command/s Achieved Accessing main menu 1. Space + e (repeat until back to the main menu) 2. Space + all 6 dots ☐ ☐ Accessing word processor menu 1. W: word processor 2. Space until located and then press enter ☐ ☐ Create a document 1. C: create a document 2. Space until located and then press enter ☐ ☐ Open a document 1. O: open a document 2. Space until located and then press enter ☐ ☐ Create a document name Use Grade 1 (uncontracted braille) for this ☐ Moving within a document -Top: Space + 123 -Bottom: space + 456 Forward: -Character: space + 6 -Word: space + 5 -Sentence: space + 4 -Paragraph: space + 56 Back: -Character: space + 3 -Word: space + 2 -Sentence: space + 1 -Paragraph: space + 23 ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ BrailleNote Skills Checklist Editing a document Task Command/s Achieved Deleting a character -Backspace deleting by character -Backspace + 36 ☐ ☐ Deleting a word -Backspace + 25 ☐ Deleting a sentence -Backspace + 14 ☐ Inserting a character/word using cursor router Use the cursor router buttons above the braille cells. Find the correct position where you wish to insert a character/word and type it in. ☐ Spelling a word -Say current word: space + 25 -Spell the word contracted: space + 25 -Spell the word uncontracted: space + 25 again ☐ ☐ ☐ Turning on the spell checker Checking the document Space + ch contracted -space through menu -d: document check feature -s: suggestions -a: all -f: first -c: correction -i: ignore ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ Voice Settings \| Task \| Command/s \| Achieved \| \|---\|---\|---\| \| Change voice settings Note: Emphasize the pattern in the commands: Increases (right side) Decreases (left side) \| Increase: Volume: Enter + 4 Pitch: Enter + 5 Speed: Enter + 6 Decrease: Volume: Enter + 1 Pitch: Enter + 2 Speed: Enter + 3 \| ☐ ☐ ☐ ☐ ☐ ☐ \| \| Speech on/off \| Space + previous \| ☐ \| \| Read continuously from cursor \| Space + g \| ☐ \| \| Stop reading \| Backspace + enter \| ☐ \| \| Read current… \| Character: Space + 36 Word: Space + 25 Sentence: Space + 14 Paragraph: Space + 2356 \| ☐ ☐ ☐ ☐ \| \| BrailleNote to read as you type…. \| Space bar, o then…. b: both characters and words s: characters w: words \| ☐ ☐ ☐ \|	1,803	979	{ "id": "<urn:uuid:adbd77ae-5339-4f26-b589-248206640f5c>", "dump": "CC-MAIN-2019-22", "url": "http://svrc.vic.edu.au/wp-content/resources/CSbnchecklist.pdf", "date": "2019-05-24T11:45:23", "file_path": "crawl-data/CC-MAIN-2019-22/segments/1558232257605.76/warc/CC-MAIN-20190524104501-20190524130501-00278.warc.gz", "offset": 184466966, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.928615927696228, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9250333905220032, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1644, 3089 ], "fw_edu_scores": [ 3.890625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
iGrow Montessori – March Menu Snacks \| Monday \| Tuesday \| Wednesday \| Thursday \| Friday \| \|---\|---\|---\|---\|---\| \| \| \| \| \| 1 Cheese Pizza (V) Veggie Omelette Side: Squash \| \| 4 Veggie Penne Pasta (V) Chicken Penne Pasta Side: Peas \| 5 Grilled Cheese Sandwich(V) Chicken Sandwich Side: Corn \| 6 Ravioli Side: Carrots \| 7 Paneer Curry w/Rice (V) Chicken Curry w/Rice Side: Broccoli \| 8 Cheese Pizza (V) Veggie Omelette Side: Zucchini \| \| 11 Veggie Primavera (V) Chicken Primavera Side: Green Beans \| 12 Mozzarella Sticks w/Fries(V) Pop Corn Chicken Side: Mixed Veggies \| 13 Veggie Burger (V) Chicken Burger Side: Carrots \| 14 Paneer Butter Masala w/ Rice (V) Butter Chicken w/ Rice Side: Corn \| 15 Cheese Pizza (V) Veggie Omelette Side: Squash \| \| 18 Green Bean Casserole(V) Chicken Casserole Side: Peas \| 19 Cheese Quesadilla (V) Chicken Quesadilla Side: Corn \| 20 Corn Nuggets w/ Mashed Potatoes (V) Chicken Nuggets Side: Carrots \| 21 Paneer Tikka Masala w/ Rice (V) Chicken Tikka Masala Side: Broccoli \| 22 Cheese Pizza (V) Veggie Omelette Side: Zucchini \| \| 25 Veggie Bowtie Pasta(V) Chicken Bowtie Pasta Side: Green Beans \| 26 Zucchini Fritters w/ Hash Browns (V) Chicken Tenders w/ Hash Browns Side: Mixed Veggies \| 27 Veggie Hakka Noodles (V) Chicken Hakka Noodles Side: Carrots \| 28 Paneer Curry w/ Rice (V) Chicken Curry w/ Rice Side: Corn \| 29 Cheese Pizza (V) Veggie Omelette Side: Zucchini \| Mondays – Breakfast: Cheerios, PM Snack: Fresh Fruit, PM Snack: Veggie Sticks Tuesdays – Breakfast: Muffins/Waffles, PM Snack: Fresh Fruit, PM Snack: Corn Bread/Pita Bread w/ Hummus Wednesdays – Breakfast: French Toast Sticks/Bread Jelly, PM Snack: Fresh Fruit, PM Snack: Pineapple Pastry Thursdays – Breakfast: Banana Cake, PM Snack: Fresh Fruit, PM Snack: Cheese Quesadilla Fridays – Breakfast: Pancakes/Bread & Cream Cheese, PM Snack: Fresh Fruit, PM Snack: Cheese its/Animal Crackers *Breakfast & Lunch will be served with 2% or Whole Milk. Child's Name:_________________________ Classroom:______________________________ Please circle your child's entrée choice for each day and turn it in to your child's teacher. You created this PDF from an application that is not licensed to print to novaPDF printer (http://www.novapdf.com)	1,405	662	{ "id": "<urn:uuid:bdd7483f-6f6c-433c-b90c-baf8be0782f8>", "dump": "CC-MAIN-2019-22", "url": "http://igrowmontessori.net/files/menu.pdf", "date": "2019-05-24T11:34:54", "file_path": "crawl-data/CC-MAIN-2019-22/segments/1558232257605.76/warc/CC-MAIN-20190524104501-20190524130501-00279.warc.gz", "offset": 97765522, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9917639493942261, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9917639493942261, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2245 ], "fw_edu_scores": [ 2.296875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Teacher's notes – Poetry battles honking horns in New York Lead-in Check that the students understand all the vocabulary then put them in pairs to discuss the typical noise pollution problems in cities, and how they would respond to it. In the feedback, encourage discussion, and double check that the students understand the new and difficult words. Answers Students' own ideas Reading 1 Read the introduction as a class, then ask the students to read the passage and answer the questions. Answers 1. Aaron Naparstek objects to New York drivers constantly honking their car horns. 2. He shouts at drivers, throws eggs, and writes poetry (haikus) which he puts on lampposts. 3. Students' own ideas. Reading 2 Put the students in pairs to discuss the phrases from the passage. This is difficult. Give the students time and encourage them to re-read the relevant sections in the context carefully. Answers 1. A pastime is a hobby, a fun activity. This use is ironical because the last thing this is to Naparstek is a fun activity. 2. The use of nobly is ironical. Naparstek did not change from being aggressive to writing poetry for noble reasons – it was because the drivers were angry with him and likely to hit him. 3. This is hardly everyone. Humorously, the writer is saying that the only people who wrote these haikus were extremist. 4. This is ironic. Inevitably because everyone in New York with a cause has a website. 5. This is a humorous and ironical comment. Poetry can only change the world if you are prepared to stick your poems on every lamppost. 6. It is ridiculously tenuous. A tenuous argument is one that is far-fetched and difficult to justify. The writer of this article probably thinks Naparstek is over-reacting. She/he is making fun of Naparstek a little. Vocabulary in context Put the students in pairs to decide which of these types of people are most likely to take direct, violent action, and which are more likely to be involved in non-violent protest. Then ask them to match the ways of taking action to the headings. Answers Violent action: militants revolutionaries Non-violent protest: campaigners environmentalists Activists could be in either category. An activist is someone who takes action because they have strong political views – but this action need not be violent. militant extremists: take direct action, fire bomb the police, throw eggs, go on a demonstration, start a riot non-violent campaigners: sign a petition, lobby the government, go on a demonstration, organise a peaceful protest Follow-up Put the students in small groups of three or four to do this exercise. Give them plenty of time and prompts to come up with ideas. When they are ready, ask them to present their ideas to the class or design a poster encouraging people to join in their protest. In class, or for homework, ask students to write a haiku to complain about the subject they feel strongly about.	1,194	644	{ "id": "<urn:uuid:30b8ce07-5247-41ee-89b9-ab8921be63ab>", "dump": "CC-MAIN-2019-22", "url": "http://www.onestopenglish.com/teenagers/topic-based-materials/culture/culture-news-lessons-honking-horns-teachers-notes/147776.article", "date": "2019-05-24T12:16:22", "file_path": "crawl-data/CC-MAIN-2019-22/segments/1558232257605.76/warc/CC-MAIN-20190524104501-20190524130501-00284.warc.gz", "offset": 312835018, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9989610016345978, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9993290901184082, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1675, 2946 ], "fw_edu_scores": [ 4.59375 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
OLDER ADULT (OAD) OAD BHTH1 Brain Health 1 0 Units (May be taken three times for credit) Lecture: 18-96 Critical thinking and cognitive skills through understanding key structures and functions of the brain. Particular focus on auditory processing. Course Schedule OAD BHTH2 Brain Health 2 0 Units (May be taken three times for credit) Lecture: 18-96 Designed to improve age-related cognitive decline through preventative measures in order to strengthen and improve brain function. Particular focus on visual processing. Course Schedule OAD ELL04 Lifelong Learning for Older Adults 0 Units Lab: 12-144 Improve or maintain mental fitness of older adults through educational activities promoting critical thinking and cognitive skills. Course Schedule OAD ELL05 Lifelong Leraning through Current World Events 0 Units (May be taken three times for credit) Lab: 54 Cognitive fitness for older adults with emphasis on local, national and global issues. Course Schedule OAD FNA03 Oil Painting 0 Units (May be taken three times for credit) Lab: 12-54 Principles of drawing, design, color and composition for oil painting emphasizing creative skill development for the older adult population. Course Schedule OAD FNA04 Watercolor Painting 0 Units (May be taken three times for credit) Lab: 12-54 Principles of watercolor painting for the older adult population. Emphasis will be on creative expression to develop primary skills for watercolor as they relate to composition and technique. Course Schedule OAD FNA32 Drawing-Beginning Through Advanced 0 Units (May be taken three times for credit) Lab: 12-54 Perceptual and technical skills of drawing. Includes dry and fluid media for the older adult population. Focus on single objects, still life and landscape. Course Schedule OAD HTH02 Healthy Cooking/Older Adults 0 Units Lab: 12-54 Healthy meals for older adults, including microwave use, cuisine for singles or doubles, and meals to cook once and eat twice. Includes dietary guidelines and food safety. Course Schedule OAD MOX01 Healthy Aging 0 Units (May be taken three times for credit) Lab: 80 Healthy aging, including diet, nutrition, disease prevention, and application of physical fitness principles to maintain health while aging. Course Schedule OAD MOX02 Healthy Aging - Principles of Slow Movement 0 Units (May be taken three times for credit) Lab: 80 Heathy aging, including diet, nutrition, disease prevention, and application of Tai Chi principles to maintain health while aging for the older adult population. Course Schedule OAD MOX04 Healthy Aging - Principles of Posture and Flexibility 0 Units (May be taken three times for credit) Lab: 80 Healthy aging, including diet, nutrition, disease prevention, and application of Yoga principles to maintaining health while aging for the older adult population. Course Schedule OAD MOX06 Healthy Aging - Principles of Aquatic Resistance 0 Units (May be taken three times for credit) Lab: 80 Healthy aging, including diet, nutrition, disease prevention, and application of aquatic resistance principles to maintaining health while aging for the older adult population. Course Schedule 1 OAD MOX09 Mobility through Exercise - Strength Training 0 Units Lecture: 1-48 Resistance training for isolation of targeted muscle groups to increase strength, range of motion, flexibility, and increase bone density using toner bands. Designed to challenge all major muscles. Students are encouraged to participate at their own level. In addition, low stretching and breathing techniques will be taught. Course Schedule OAD MOX11 Healthy Aging: Fall Prevention, Balance and Mobility 0 Units (May be taken three times for credit) Lab: 80 Risks and fears associated with falling for older adults. Includes setting realistic goals, minimizing environmental risks, and balance exercises. Course Schedule	1,953	851	{ "id": "<urn:uuid:31351dd7-8371-4484-9850-cbbd4897f29d>", "dump": "CC-MAIN-2019-22", "url": "https://catalog.mtsac.edu/programs/noncredit-programs/adult-continuing-coursesaz/oad/oad.pdf", "date": "2019-05-24T10:46:49", "file_path": "crawl-data/CC-MAIN-2019-22/segments/1558232257605.76/warc/CC-MAIN-20190524104501-20190524130501-00284.warc.gz", "offset": 414040674, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9640767574310303, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9548602104187012, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3215, 3925 ], "fw_edu_scores": [ 2.28125 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
Jessie Younghusband School Year 2 - Summer Term - Curriculum Letter I hope that you all enjoyed the Easter break and are refreshed and ready for the summer term and all the exciting adventures that it brings! Within this curriculum letter, you will find useful information relating to your child's final term in Year 2. Reminders: - Please can P.E. kits be in school all week. They will then be sent home at least once every half term for washing. If your child grows out of their plimsolls this term, they can be substituted with trainers; - Home Learning Tasks are set on a Friday, to be returned by the following Wednesday; - Spellings are sent home on a Monday and tested on the following Friday; - Children are expected to be able to fluently recall and use the multiplication and division facts for the 2, 5 and 10 multiplication tables, as well as the 3 and 4 multiplication tables, by the end of Year 2 (as specified in the National Curriculum). As last term, weekly multiplication tables tests will continue to be completed on Friday mornings; - School reading books are taken home on a regular basis and reading at home is essential; daily if possible. We encourage the children to visit the library and to read other books at home, as well as those from the school reading scheme. This could include fiction and non-fiction books, children's newspapers, joke books and magazines/comics. In fact, the wider the range of genres that your child reads, the better! Reading with your child regularly, and discussing books with them, will not only help them to develop their fluency and comprehension skills but will also help them to foster a real love of reading; - The children are allowed to bring a small toy to school for playtimes. Please ensure that this toy is small enough to fit in their tray or in the small toy box in the classroom. We also ask that no valuable or electrical toys are brought into school; - Our 'Show and Tell' slot will continue to be on a Friday afternoon, with one 'home table' group having the opportunity to bring their showing in each week. Please encourage your child to only bring in items that will be of real interest to others in the class! This might include items that are related to our current topics and learning, or souvenirs and/or photos from a recent special event, experience, day trip or holiday. Please remind your child that they should be able to talk about their items/experiences in some detail, in order to make it worthwhile sharing with the rest of the class! Last term: The spring term was an extremely busy term for us in Year 2, learning about the history of bicycles and cars. There were many highlights, which included: - our fantastic trip to Beaulieu Motor Museum; - enjoying reading and writing our 'Mrs Armitage' stories; - learning our 'transport' dance with Rachael Boarer in PE; - performing our 'Get Moving!' class assembly; - designing and making our moving vehicles in Design and Technology. Thank you very much for your continued support with home learning tasks, spellings, times tables and reading. It is greatly appreciated and really does enhance the children's learning! Spring term topic books: Today you will be receiving your child's spring term 'Get Moving!' topic book. Please spend some time together over the weekend, looking at, enjoying and reflecting upon your child's work from last term. I hope that you will also be able to record some comments on the topic evaluation sheet, to feedback your thoughts on your child's achievements. We do ask that you return the topic book by Monday 30 th April so that we can keep it in school as evidence of completed work. Thank you! This term: Our main topic for the summer term is 'Minibeasts'. We hope to enjoy the outside areas of the school grounds as much as possible with a minibeast safari and many more exciting activities. Our topic will cover all aspects of the curriculum, from literacy and maths to science and P.E. We will also be enjoying a 'Minibeast Day' - more details will follow in due course. This term is set to be another exciting and stimulating one! Are you an expert on 'minibeasts'? Do you know anyone who is and who would be willing to come into class and talk to the children? If so, please let me know! Ideas for supporting your child's learning: - http://www.ictgames.com/resources.html is a useful website, featuring lots of literacy and numeracy games and activities for Year 2; - Practise mental maths such as the number bonds to ten and twenty; counting in steps of 2, 3, 4, 5 and 10 from zero; recalling the multiplication tables facts for the 2, 5 and 10 multiplication tables, as well as the 3 and 4 multiplication tables; doubling and halving numbers to at least 20 and also telling the time ('o'clock', 'half past', 'quarter to' and 'quarter past' the hour times please!); - Use the internet and/or visit the local library to research information about minibeasts, as well as digging in the garden to see what can be found! Finally . . . As ever, if you have any questions as the term progresses, or would like to discuss anything with me, please come in and see me at the end of the school day, or telephone the office to make an appointment, if it is more convenient. Kind regards, Mrs Neville	2,015	1,134	{ "id": "<urn:uuid:a94d994d-095d-4c04-9e70-be8821f10582>", "dump": "CC-MAIN-2019-22", "url": "https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/1160761/user/8bBVQrjzJu?response-content-disposition=attachment%3Bfilename=Year_2_Curriculum_Letter_-_Summer_2018.pdf&AWSAccessKeyId=AKIAJIR6B76NNU2A4JGQ&Expires=1558739240&Signature=4tKPXmm2J9P%2FQ3QhM6b77840HHY%3D", "date": "2019-05-24T11:07:21", "file_path": "crawl-data/CC-MAIN-2019-22/segments/1558232257605.76/warc/CC-MAIN-20190524104501-20190524130501-00283.warc.gz", "offset": 620444703, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9993262887001038, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9993364810943604, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3164, 5289 ], "fw_edu_scores": [ 2.96875 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
Year 1 – St Mary's – Autumn Term Confidently me Belonging together Challenged to contribute English Learning Topic Learning Our topic this half term is 'Moon Zoom'. We will explore through talk 4 writing the story of Beegu. We will be immersing ourselves in the stories through drama, role play, story maps and character descriptions. Alongside this we will learn what an adjective is and how to use it. We will also learn what a verb is and how to include them in our sentences. Maths Learning This half term we will be learning how to count forwards and backwards from numbers to 20. We will start to count in 2s, 5s and 10s. We will start to look at money and explore the value of each coin and note. We will begin to look at shapes and explore the different shapes around us. Science – We will be looking at the season autumn and winter. We will be exploring the changes and going on autumn walks and winter walks. History – Our topic for History will be 'remembrance'. We will be exploring why we wear poppies and what Remembrance Day is. We will also look at Guy Fawkes and discuss why he is important to why we celebrate 'Fireworks night'. Music – Our topic for music is 'Little Angel gets her wings'. We will learn our nativity songs and begin to put actions with them. Art & DT – We will look at different colours to mix and us this whilst drawing our own spaceships. We will collaborate with each other to build rockets out of junk modelling materials. PE – We will be learning different moves we can use in dance. RE – In RE, we will explore the different nativity characters and develop our understanding of the story of Noah. PSHE&British Values – Our PSHE topic is 'Getting on and falling out'. Through this we will learn how to resolves problems with our friends. Learning Alongside the Termly Topic This half term we are encourage children to be more like 'Collaboration Kid' and collaborate with their learning. We have introduced the 'Learning Pit' and will encourage children to explore what to do when they are 'stuck' with their learning. We will send homework home on a Wednesday and expect it back in the following Monday. Homework will consist of learning how to form each letter correctly. Please encourage your children to practise this and to use cursive handwriting. By the end of Year 1, we expect all children to using cursive writing. Supporting Learning At Home Please continue to read daily for 15 minutes. Remember to ask questions about what your child has read and to sequence the story. Phonics play is a fun interactive resource https://www.phonicsplay.co.uk/InteractiveResources.htm Thank you for your continued support!	1,022	584	{ "id": "<urn:uuid:0608abf5-03c2-48f3-9618-14fad91aaffc>", "dump": "CC-MAIN-2019-22", "url": "https://stmarysprimary.org/wp-content/uploads/2019/05/Year-1-Autumn-2-2018-1.pdf", "date": "2019-05-24T11:23:17", "file_path": "crawl-data/CC-MAIN-2019-22/segments/1558232257605.76/warc/CC-MAIN-20190524104501-20190524130501-00285.warc.gz", "offset": 652233114, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9992707371711731, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9992707371711731, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2685 ], "fw_edu_scores": [ 3.640625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
School Carnivals Note: This is a general overview, every state and school operate differently. Take what is relevant for your child and or your schooling system. Swimming, Athletics, and Cross Country are the key carnivals conducted in most schools. School sport is an integral part of a child's development. So many great lessons can be learnt from them participating as an individual or as a team member. Students have to deal with success and disappointment and learn to work together as a team. Beyond the physical benefits of sports carnivals there is also the comradery that is formed by being part of a sporting HOUSE – the house colours, the war cries, the house mascots – this builds a feeling of team and community (and a little friendly school rivalry!!). Overall just because your child has dwarfism does not mean they miss out on these experiences. Here are Kobie's Top Tips for participating in a carnival. 1. Establish a good connection with the Sports Coordinator or your child's PE teacher. 2. Identify the Strengths and Weakness of the Short Statured Student. This can be done in PE or outside sport; i.e. can they swim 25m? Can they Run 100m? Is a 1.5 kg Shot Put too heavy? Etc. 3. Keep it competitive. Nothing worse than coming last in every race and or not contributing to the house/team points. Below are some ideas on how to include the student and maximise participation. 4. Results: a. Method 1: Tied Place. If applying one of the modifications below; i.e. shortened Cross Country Race, then Ribbons/Medals should be given if the SS Child finishes in a podium place, let's say they finish second. A second is given to the SS Student and a Second is given to the student who legitimately ran the whole course and came second. Hence a Tied Place. Still presented in front of peers or however the school normally award awards. b. Method 2: Personal Targets. The PE Teacher/Sports Coordinator may set Targets for the SS Student based on "in class / past performances". For example Shot Put. The SS will have a Third Place Target of 2m, Second Place Target of 2.50m and First Place Target of 3m. If any standard is achieved they received the medal/ribbon plus relevant house points. However, it is important to note that the student should be challenged and winning a ribbon in every event is not always possible. Athletics: Races: Option 1: Reduce distance to run; i.e. SS Student starts at 60m mark whilst rest of peers start at 100m Mark. This should enable a closer finish. Option 2 (If child wants to run full distance): SS Student goes on "On Your Marks" whilst rest of peers go on "Go" or something similar (traditional head start). Throws: Decrease weight and or size of implement. Jumps: Be careful of Short Statured Students Jumping. Neck stability and Spine Stability should be checked prior to allowing your child attempt Long Jump or High Jump. Long Jump: Take off Mat is placed at edge of pit. High Jump: Two options: 1. Traditional method, but a very low height (sometimes no bar, just jumping on thin mat) – always landing on feet! 2. Catch and throw. Student runs up to mat like traditional approach, teacher passes a 1kg or 2kg medicine ball. Student has to catch and throw ball underarm over high jump bar that students are currently jumping. Swimming: If student can swim full distances, they may opt to swim with peers or go on "On Your Marks" whilst rest of peers go on "Go" or something similar (traditional head start). If the Student cannot complete the full lap, get the student to start in the water a quarter/half way down the pool. Start with other students. Cross Country: Reduced distance – Usually by 50% or more. Unless Student (usually High School Aged) is happy to attempt full distance. When reducing course, make sure the SS Student Starts with Peers and Finishes with Peers. Course is usually shortened in the middle. Make sure they know it's ok to walk sometimes! Hope these tips help you and your child for the upcoming year of carnivals. If you have any questions and or ideas for the next sports report topic, please don't hesitate to contact myself. Kind Regards, Kobie Donovan National Sports Coordinator/Health & Physical Education Teacher email@example.com	1,781	942	{ "id": "<urn:uuid:ab1054fd-c70e-41fc-a453-c36c964f5f44>", "dump": "CC-MAIN-2019-22", "url": "https://sspa.org.au/wp-content/uploads/2018/06/School-Carnivals.pdf", "date": "2019-05-24T12:24:41", "file_path": "crawl-data/CC-MAIN-2019-22/segments/1558232257605.76/warc/CC-MAIN-20190524104501-20190524130501-00286.warc.gz", "offset": 623918185, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9983749985694885, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9987422823905945, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2359, 4253 ], "fw_edu_scores": [ 2.296875 ], "minhash_cluster_size": 1, "duplicate_count": 2 }
Name ____________________________________________________________________ Romeo and Juliet Quotations Write down a direct quotation from the play which corresponds to each of the following. Be sure to include Act, scene, and line numbers for the quotations. Act I 1. Insults are causing the brawls. 2. Death will be the punishment for fighting. 3. Juliet's father does not want her to marry yet. 4. The Capulets' other children have died. 5. Lady Capulet was a young mother. 6. Juliet wants her parents to help her choose a husband. 7. Romeo believes in dreams. 8. Mercutio does not. 9. Romeo fears that the partying will cause his death. 10. Romeo compares Juliet to light. 11. Romeo is dismayed that Juliet is a Capulet. 12. Juliet is upset that Romeo is a Montague. Act II 1. Juliet wishes Romeo were of some other family. 2. Romeo offers to take a new name for Juliet. 3. Friar Laurence hopes to end the feud by marrying Romeo and Juliet. 4. Tybalt has sent a challenge to Romeo's house. 5. If Juliet goes to Friar Laurence for confession, Romeo will be there to marry her. Act III 1. Mercutio makes puns even as he dies. 2. Mercutio blames both families for his death. 3. Romeo believes that he has been fooled by fortune. 4. The Prince exiles Romeo from Verona. 5. Juliet believes that her whole world is dead if Romeo is banished. 6. Capulet believes that Juliet will accept his wishes in all things. 7. Juliet has a foreshadowing of Romeo's death. 8. Juliet refuses to marry Paris. 9. If Juliet is really Capulet's child, he will give her to whom he wishes, or she will be thrown out. 10. The Nurse thinks Juliet should marry Paris. 11. Juliet goes to the Friar for his help. Act IV 1. Juliet will kill herself if the Friar can not help. 2. The potion will make Juliet appear dead. 3. Capulet says that his daughter is married to Death. Act V 1. Romeo has a dream of dying but also of Juliet awakening him. 2. Mantua will kill anyone who sells deadly poison. 3. Romeo tells Paris to run away at a madman's bidding. 4. Romeo finds Juliet still beautiful in the tomb. 5. Friar Laurence would send Juliet to a convent. 6. Lady Montague dies over grief at Romeo's banishment. 7. The Prince believes that Capulet and Montague are being punished by heaven for being so hateful.	999	553	{ "id": "<urn:uuid:1e83635f-30a5-49c5-be04-226aa56514dd>", "dump": "CC-MAIN-2019-22", "url": "https://mrbarham.com/ENG1AH/r&j/R&J_quot.pdf", "date": "2019-05-24T12:03:33", "file_path": "crawl-data/CC-MAIN-2019-22/segments/1558232257605.76/warc/CC-MAIN-20190524104501-20190524130501-00286.warc.gz", "offset": 557236400, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.998092919588089, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9977816939353943, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1691, 2291 ], "fw_edu_scores": [ 3.328125 ], "minhash_cluster_size": 1, "duplicate_count": 3 }
BOURNE ELSEA PARK CHURCH OF ENGLAND PRIMARY ACADEMY Executive Headteacher: Mrs S J Moore Head of School: Mr S Brunt Sandown Drive Bourne Tel: 426968 28th February 2019 Dear Parents and Carers, Lincolnshire Safeguarding Children Board YouTube Competition Our KS2 E-cadets took part in a YouTube E-Safety competition for Safer Internet Day. Launched by Lincolnshire Safeguarding Children Board, the campaign aimed to 'empower young people to take control of their digital lives and consider how consent works in an online context'. It explores 'how young people ask for, give and receive consent online. This could be in their friendships or relationships, how they take and share images and videos or how they manage their privacy and data.' We were set the challenge of producing a film no longer than 4 minutes that helps other young people and adults understand what consent means to them and how they ask for, give and receive consent online. Isabel, Valerija, Samyu, Oliver, Evie, Oliver, Batsi and Molly were ready for the challenge and decided to create a short drama. They worked in pairs to create a short script for each part of the video focussing on the following three scenarios: using apps and websites, in app and online purchases and sharing photos and videos online. Our E-cadets were delighted to discover they had won the Primary School category and have been invited to share their video at the Lincolnshire Safeguarding Children Board AGM in May later this year. Their video will also be uploaded to YouTube and shared with other schools. If you would like to view their video please visit the E-safety section of our school website and watch out for it to appear on YouTube soon. We are extremely proud of our E-cadets and everything they have achieved. The children have understood what consent means to them and shared it in a fun informative way to keep other children safe online.' Safer Internet Day 2019 We supported Safer Internet Day on Tuesday 5 th February with the theme 'Together for a better internet' to promote the safe and responsible use of technology. We held a KS1 and KS2 assembly to launch this year's focus of 'Our Internet, Our Choice – Understanding Consent in a Digital World'. Children in KS1 listened to a story all about two characters Zap and Zoom to help them understand the importance of asking for permission for things they do on the internet. In Reception they thought about questions such as 'is it okay to take a photo of someone without asking?' and 'is it okay to play games on a grownups phone without asking?' Children in Year 1 looked at different things they can do on the internet and learnt about the importance of keeping personal information private. In Year 2, they discussed the idea of giving permission and also used their guided reading skills to answer questions about being safe online. Children in KS2 completed a range of different activities to develop their understanding of consent and learn strategies to keep them safe online. This included discussing what the internet is and who owns it, they realised it is similar to our school and everyone who uses it has some responsibility for making it a positive and respectful place. Some classes focussed on finding different ways of asking for permission through a group activity and others discussed what they would do in different online scenarios. At the end of the day, either as a class or individually, children created a 'Permission Pledge' about what they had learnt from Safer Internet Day. Examples included 'I pledge to always ask permission before posting a photo of a friend online' and 'I pledge to ask my Mum and Dad before I download a new app on my tablet.' It would be fantastic for you to discuss with your child/children their 'Permission Pledge' or even create one together as a family. Thank you for continued support. Yours sincerely A. Worrall Miss Worrall (E-Cadet Co-ordinator)	1,585	824	{ "id": "<urn:uuid:06005569-e549-49fb-bc99-1f9150299217>", "dump": "CC-MAIN-2019-22", "url": "http://www.elseaparkacademy.lincs.sch.uk/attachments/download.asp?file=1183&type=pdf", "date": "2019-05-24T11:50:56", "file_path": "crawl-data/CC-MAIN-2019-22/segments/1558232257605.76/warc/CC-MAIN-20190524104501-20190524130501-00286.warc.gz", "offset": 260451294, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9982393980026245, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.998285174369812, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2237, 3951 ], "fw_edu_scores": [ 3.15625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
\| 1 \| Nouns: common/proper; gender; con crete/abstract; compound; collective \| \|---\|---\| \| 2 \| Verbs: action; form—singular/plural \| \| 3 \| Pronouns: personal; subject; possessive; gender; antecedents \| \| 4 \| Person of pronouns: 1st, 2nd, 3rd \| \| 5 \| Types of pronouns: interrogative; demon strative \| \| 6 \| More types of pronouns; intensive; reflexive and indefinite \| \| 7 \| commas \| \| 8 \| synonyms \| \| 9 \| adjectives—proper and common; compound; articles \| \| 10 \| Types of adjectives; demonstrative; indefinite \| \| 11 \| Types of adverbs; review definition; adverbs of time; of place; of manner, of degree; conjunctive adverbs \| \| 12 \| Adjective and adverb forms: positive, com parative, superlative \| \| 13 \| complete sentences; subject/predicate; simple, compound, complete; understood subjects; linking verbs; predicate adjective; predicate nouns \| \| 14 \| Types of subjects and predicates: simple; complete; compound; modifiers \| (continued on the following page) 1 Week Mechanics Practice Creative Expression \| 15 \| capitalization \| \|---\|---\| \| 16 \| plurals \| \| 17 \| verb tenses: simple; perfect; continuous \| \| 18 \| Verb forms: transitive; direct objects; object prounouns; indirect objects; intransitive \| \| 19 \| apostrophes \| \| 20 \| quotation marks \| \| 21 \| active and passive voice; avoid “be” verbs \| \| 22 \| how to write titles \| \| 23 \| phrases: noun, verb, adverb; prepositional phrases, appositive phrases \| \| 24 \| prepositional phrases: prepositions, object of the preposition \| \| 25 \| clauses: conjunctions; independent clause; coordinating conjunctions; correlative conjuntions; non-restrictive phrases and clauses \| \| 26 \| Dependent clauses and subordinating conjunctions; relative pronouns; complex sentences \| \| 27 \| sentence structure: simple, compound, complex \| \| 28 \| verbals: gerunds, participles and infinitives \| \| 29 \| agreement: subject-verb; noun-pronoun; improve sentences: fragments; rambling; sentence; run-on; avoid double negatives \| (continued on the following page) \| Week \| Mechanics Practice \| Creative Expression \| \|---\|---\|---\| \| 30 \| types of sentences: declaritive, interrogative, imperative, exclamatory \| Preparation (Writing Process) Write the Cause and Effect Essay (Writing Process) Revise the Cause and Effect Essay (Writing Process) \| \| 31 \| ellipses and parentheses \| The Introduction (Writing Process) The Conclusion (Writing Process) Revising Introductions and Conclusions (Revision) \| \| 32 \| hyphens and dashes \| The Biographical Summary (Research) Write the Bio/Leo-graphy (Biographical Writing) Revise the Bio/Leo-graphy (Revision) \| \| 33 \| improve your spelling \| Prepare for the Definition Essay (Writing Process) Write the Definition Essay (Writing Process) Revision of the Definition Essay (Writing Process) \| \| 34 \| colons and semicolons; nonrestrictive clauses \| Aphorisms (Inquiry) The Kigo (Symbolism) The Tanka (Creative) \| \| 35 \| commonly misused words (hononyms) \| Careers—I want to be … (Research) Business Letter (Communication) Reflective Essay (Reflection) \| \| 36 \| writing numbers \| Persuasion (Persuasive) Please, Please, Please, Let Me Get What I Want (Persuasive) Smooth Talker (Persuasive) \| 3 3	1,841	850	{ "id": "<urn:uuid:9d4f1dc0-f651-454a-a474-b95fe6b66989>", "dump": "CC-MAIN-2019-22", "url": "https://www.sonlight.com/uploads/scope-and-sequences/GLG.pdf", "date": "2019-05-24T11:01:52", "file_path": "crawl-data/CC-MAIN-2019-22/segments/1558232257605.76/warc/CC-MAIN-20190524104501-20190524130501-00284.warc.gz", "offset": 930437504, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9154722094535828, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.8824882507324219, "per_page_languages": [ "unknown", "eng_Latn", "unknown" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 972, 2007, 3179 ], "fw_edu_scores": [ 2.734375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
When I was a baby, my mom and my grand mom used to sing the Vietnamese lullabies for me. It was just not to lull me to sleep but also was the way they connected to my heart. At that time, I could not understand the meaning of the lullabies but I could feel the warmth and sweetness of my mom and my grand mom. And I grew up with these lullabies… Lullaby singing) is a sort of folk music often heard in Vietnam, especially in the countryside. Let me tell you about the lullabies that most Vietnamese did listen when they were little children. Hat ru (or Ru as a noun is certainly a song to lull babies, and as a verb is to lull, but Vietnamese women use them to consign their fates and also express feelings, such as homesickness or the mood of a wife missing her husband, etc. In order to make the child slowly fall asleep, the song's rhythm is mostly quiet, the tone is stretched as melodiously as a little dialogue between the mother and the child. The melodies of ru vary from regions to regions. Ru is originated from six-and-eight line popular poems. The rhythm follows the tradition but the lines are elongated with interjectional syllables à ơi, ù ơ, à á ơ, à ơi ơi. In North Vietnam, ru are sung in five notes, do-re-fa-sol-la. For example, "My child, sleep well, So mom can carry water to wash the elephant's back, If anyone wants to see, go up to the mountain To see Lady Trung, Trieu riding the elephant's golden backs" Still originated from six-and-eight line poems with inserted syllables, the song from Nghe Tinh (Central Vietnam) lies only in three notes, la-re-fa: "Baby, sleep well, 1 / 3 Lullaby singing Written by Nguyen Lan Thursday, 25 September 2008 02:47 - Last Updated Friday, 18 September 2009 03:46 So mother can go to the market to buy an earthen saucepan, If she goes to the southern market, She will buy you a long and bent sugar cane” In Southern Vietnam, most of the lullabies begin with the word ví dầu (imagine): “Imagine you’re walking on a board-bridge fastened with nails, It is hard as walking on an unstable bamboo bridge” Although the habit of lulling children in Vietnam nowadays is gradually less popular than in the old days, these lullabies never disappear but become a holy part in every Vietnamese soul who was brought up by maternal love and sweet songs. More traditional music and instruments: - Have you ever listened to “Nhac tien chien”? - About Sao Truc (Vietnamese Bamboo Flute) - Chau van singing - Trong Com, a traditional cylindrical drum in Vietnam - Dan Nhi, Vietnamese two-chord fiddle - Ca tru singing - Lithophone or Dan Da 2 / 3 Lullaby singing Written by Nguyen Lan Thursday, 25 September 2008 02:47 - Last Updated Friday, 18 September 2009 03:46 - Dan Bau, monochord of Vietnam - Tuong singing (Classical Opera) - Lullaby singing - The Quan ho singing tradition - Cheo, a popular traditional music performance - Xẩm - a Vietnamese classical form of music - Cai luong (Reformed Theatre) - The Klong put - T'rung - The traditional folk-musical instrument	1,350	753	{ "id": "<urn:uuid:46ed1eca-8e02-4c49-a84a-92b4225b2313>", "dump": "CC-MAIN-2019-22", "url": "http://vietnam-beauty.com/vietnamese-culture/vietnam-traditional-music-and-traditional-instruments/16-vietnam-traditional-music-and-traditional-instrume/122-lullaby-singing.pdf", "date": "2019-05-24T11:29:38", "file_path": "crawl-data/CC-MAIN-2019-22/segments/1558232257605.76/warc/CC-MAIN-20190524104501-20190524130501-00287.warc.gz", "offset": 213829361, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9699450333913168, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9958330392837524, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1614, 2613, 3045 ], "fw_edu_scores": [ 2.640625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Canonbury Home Learning Year 5 Writing Summer 2- Week 7- Lesson 2 LO: Grammar assessment Task 1: Complete these grammar questions by carefully reading through each question. Q1. Which sentence must not end with an exclamation mark? Tick one. You really must wear a coat What a dreadful day I had What is the temperature now The wind is very strong today 1 mark Q2. Insert one comma in the correct place in the sentence below. Every night Dad and my brother take the dog for a walk. 1 mark Q3. In which sentence is lock a verb? Tick one. Aisha closed the box and fastened the lock. Make sure you lock the gate before you leave. I think I need to buy a new bike lock. The lock can only be opened with this special key. Q4. Replace the underlined word with a word that has a similar meaning. Write the new word in the box. When they returned, all the others had disappeared. 1 mark Q5. There is an error in the sentence below. Write the correction in the box. The confused cyclist weren't sure where to go. 1 mark Q6. What word class is him in the sentence below? Josef’s friends rushed to meet him, desperate to see if he had won. Tick one. a preposition an adjective a pronoun a noun Q7. Circle the three adjectives in the sentence below. He made his way up the cobbled street, striding like the bold and determined man he was. 1 mark Q8. Which sentence is punctuated correctly? Tick one. Abdul called out, “will you come and help me?” Abdul called out “Will you come and help me” Abdul called out, “Will you come and help me”? Abdul called out, “Will you come and help me?” 1 mark Q9. Which sentence uses inverted commas correctly? Tick one. “Follow me! shouted the tour leader.” “Follow me! “shouted the tour leader.” “Follow me!” shouted the tour leader. “Follow me”! shouted the tour leader. Q10. Circle one verb in each underlined pair to complete the sentences using Standard English. We was / were planning to hold a cake sale at school. I was / were chosen to design the posters. 1 mark Q11. Replace the underlined words in the sentences below with their expanded forms. We’re going into town later, so I’ll buy some bread then. We won’t be back late. 1 mark Q12. Explain how the comma changes the meaning of the second sentence. 1. I asked if Jake Thomas and Lily were coming to the barbecue. 2. I asked if Jake, Thomas and Lily were coming to the barbecue. ___________________________________________________________________ ___________________________________________________________________ Q13. Tick one box in each row to show whether the sentence is a question or a command. \| Sentence \| Question \| Command \| \|---\|---\|---\| \| Do your stretches before you exercise \| \| \| \| Do you prefer tennis or cricket \| \| \| \| Do the boys always go running in the morning \| \| \| \| Do take some water with you to football practice \| \| \| 1 mark 1 mark 1 mark Q14. Which one prefix can be added to all three words below to make their antonyms? Write the prefix in the box. secure active complete Q15. Complete each sentence below with is or are. The good news ________________ that the trip can still go ahead. The fishermen ________________ repairing the boat. The number of books available ________________ increasing. Q16. Draw a line to match each word with its synonym. Word Synonym vast dull swift busy drab huge bustling fast 1 mark Task 2: For this task you will need access to a laptop or an Ipad. How many levels can you complete on this game? Crystal Explorers- https://www.bbc.co.uk/games/embed/crystalexplorers?exitGameUrl=https%3A%2F%2Fbbc.co.uk%2Fbitesize%2Farticles%2Fzbm8scw	1,753	914	{ "id": "<urn:uuid:209d035d-1001-4faf-b996-d95ac6d239cf>", "dump": "CC-MAIN-2024-38", "url": "https://canonburyprimaryschool.co.uk/wp-content/uploads/2016/01/Day-2-Writing-Year-5.pdf", "date": "2024-09-21T02:45:25", "file_path": "crawl-data/CC-MAIN-2024-38/segments/1725701427996.97/warc/CC-MAIN-20240921015054-20240921045054-00831.warc.gz", "offset": 137105152, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.998154878616333, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9997276663780212, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 748, 1231, 1862, 2584, 3321, 3707 ], "fw_edu_scores": [ 4.3125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
HOME LEARNING – WEEK 7 Yellow Group MESSAGE FROM YOUR TEACHER Hi Everyone, Following from last week, we have another two documents for optional learning at home this week. We have been glad to hear children enjoying some of the activities we have emailed and that are included in the take home packs. We hope you enjoy the story, song, podcasts, recipe and other activities we have provided in the two documents. For those families who are returning to kinder in the next week or so please remember to chat to your child about the changes at kinder, eg temperature checking, waiting in line to come in etc… If your yet to make the decisions when to return, please let us know. With children slowly returning to our program, our focus for now is supporting children to cope with the changes in program and to reconnect with children. To support this, staff have been ensuring there is lot of time for open ended, children direct play. Take care everyone. LERANING EXPERENCES LEARNING FOCUS: Indigenous perspectives FRAMEWORK FOCUS: Wellbeing, identity and learning. RESOURCES YOU NEED: A device to play the podcast such as a phone or tablet and paper and pencils. Little Yarn Podcasts explore Aboriginal and Torres Strait Islander nations focusing on learning about their different culture, stories and language. Listen to the introduction of Little Yarn Podcasts - https://www.abc.net.au/kidslisten/little-yarns/welcome-t o -l it tle -yarns /1 11 73 862 On Tuesday during quiet time this week, we listened to 'Kids in Yugambeh' podcast which focus's on the importance of connection to country, language and story telling. Hunter who is from Yugambeh country, teaches us how to say 'kid' in Yugambeh language. Find this podcast with the link below. https://www.abc.net.au/kidslisten/little-yarns/kids-yugambeh/12075438 Listen to the story 'Welcome to Country' - https://www.youtube.com/watch?v=xEKUyht_fs8 After listening to the book, draw a picture with the drawing cue 'In my country I…' Think about what you like doing on your country and any special stories about special moments you had on your country. FUN ACTIVITY OF THE WEEK Trace around your hand and think of 5 people that are important to you. They can be your family members or they can be close friends of your family. On the tip of each finger draw each person you have thought of and think of why those 5 people are so important to you. Maybe you could give it to one of them as a gift. You could also have help to put their names next to each finger. RECIPIE OF THE WEEK Make some damper with an Aboriginal staple food ingredient, wattleseed- https://www.sbs.com.au/food/recipes/wattleseed-and-thy medamper Wattle Seed Damper INGREDIENTS 3 cups self-raising flour (sifted) Pinch of salt 80 grams of margarine (Nuttelex) 1 quarter of a cup of ground, roasted wattle seeds just under one cup of milk or water METHOD Preheat oven to 180. Soak the wattleseeds in a little bit of water whilst you rub the nuttelex in to the flour. Then add in the salt. Make a well and pour in the milk and the wattle seeds. Mix in, and then knead thoroughly. Mould into a ball, and bake at 200C for about 35-40 minutes, or until it's brown and sounds hollow when you tap it. Leave to cool, and either cut or pull apart. Serve warm with butter and honey.	1,409	786	{ "id": "<urn:uuid:d3395d32-b214-40cf-9f36-6c9cad9e4d2d>", "dump": "CC-MAIN-2024-38", "url": "https://www.bentleighwestkinder.org.au/_files/ugd/f00b27_f42ebcc3144d440ca51849011dae945a.pdf", "date": "2024-09-21T04:22:17", "file_path": "crawl-data/CC-MAIN-2024-38/segments/1725701427996.97/warc/CC-MAIN-20240921015054-20240921045054-00833.warc.gz", "offset": 610818360, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9963778456052145, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9976082444190979, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1324, 2538, 3328 ], "fw_edu_scores": [ 3.390625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
第 Lifestyle › Health Monday, 17 June, 2013, 12:00am HITS AND MYTHS Sasha Gonzales email@example.com Q: Can a three-day juice fast really detox your body? The straight answer: No The facts: Fans of juice fasting claim that drinking fresh fruit and vegetable juices for three days is the trick to giving the body a good spring clean. As fresh juices contain high amounts of vitamins and minerals, they help detoxify the body from the inside, encouraging the organs to expel toxins and remove waste products from the bloodstream. During the "cleanse", nothing but fresh-pressed, organic juices and water can be consumed. Green vegetables are said to be especially purifying, because they are rich in chlorophyll. The juices have to be drunk very slowly to maximise the absorption of nutrients, and chewing is recommended to help stimulate the production of saliva, which contains digestive enzymes. As poisons are purged from the body, juicing devotees rave about the other supposed benefits of the detox: improved stamina, since the energy that would otherwise have been used to digest food is conserved, a clearer complexion, thanks to the increased vitamin and mineral intake, and weight loss. The human body produces, ingests or inhales toxins every day, in the form of environmental pollutants, like second-hand smoke and car exhaust, pesticides, food additives, toxic metals (that is, mercury from fish), and bisphenol A from plastic drink containers. The thing is a juice cleanse is not necessary because our systems are already equipped to remove these poisons naturally. Dr David Tjiu, specialist in general surgery at Matilda International Hospital, says our respiratory system ensures that excess carbon dioxide is expelled through the breathing process. Our liver and kidneys, which make up our renal and hepatobiliary systems, excrete toxins, such as alcohol, through the urine and faeces. Our gastrointestinal system prevents toxins from accumulating in the body. Diarrhoea is a natural process by which these negative presences are flushed from our system. Sally Poon Shi-Po, a registered dietitian at Personal Dietitian, says there is little scientific evidence to support the cleansing or detoxifying powers of juice. "Our digestive system is already very good at eliminating toxins, and a good way to boost the efficacy of the gastrointestinal tract is to increase your fibre and water intake and consume yogurt or probiotics." A three-day juice fast will likely not cause serious harm. In fact, says Poon, it may even motivate a person to make positive dietary changes, such as eating more fruits and vegetables. However, 頁，共 1 頁 2 29/8/2013 23:11 第 it is important to note that such cleanses should not last for prolonged periods, as it can lead to nutrient deficiencies. Some juices can actually have detrimental side effects. Raymond Chung Tsz-man, a nutritionist at Albert Place Practice/Mineralysis, says grapefruit and hawthorn berry juices can induce a state of low blood pressure and should not be taken by those who already suffer from the condition. Another concern is the interaction between certain juices and drugs. Cleansing concoctions containing grapefruit juice, for example, can be very dangerous if consumed with some Western medicines and Chinese herbs, because grapefruit can alter their action or absorption. As juices contain high amounts of potassium, they are also not recommended for people suffering from kidney failure or renal insufficiency. People with diabetes or low blood sugar, growing children, teens, pregnant women, and older adults should avoid the juice cleansing diet. "If you want to go on a cleanse or a diet for a specific therapeutic purpose, it is best to consult a health care professional first," Chung says. "And it's important to remember that detoxification takes time - usually longer than three days because most chemicals are accumulated in our fat cells or bind to protein in our organs." Topics: LIFE Fruit Juice Detox Health Source URL (retrieved on Aug 29th 2013, 11:11pm): http://www.scmp.com/lifestyle/health /article/1260886/hits-and-myths-juice-detox 頁，共 2 頁 2 29/8/2013 23:11	1,770	889	{ "id": "<urn:uuid:90f0a2db-0e1f-4e5a-ae97-a7acedb0fb2f>", "dump": "CC-MAIN-2024-38", "url": "https://www.appractice.com/image/catalog/PDF/Hits_and_myths_%20juice_detox_20130617.pdf", "date": "2024-09-21T04:26:47", "file_path": "crawl-data/CC-MAIN-2024-38/segments/1725701427996.97/warc/CC-MAIN-20240921015054-20240921045054-00840.warc.gz", "offset": 596090011, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9975007772445679, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9979979991912842, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2675, 4180 ], "fw_edu_scores": [ 2.28125 ], "minhash_cluster_size": 1, "duplicate_count": 4 }
2. MY HOMETOWN I am going to talk about my hometown, difference kinds of houses and the house where I live in. There are many kinds of houses: a detached house, semi-detached house, terraced house, bungalow, block of flats, tower block in the housing estate, bed site, cottage or skyscraper in big cities. The typical detached house is usually built of bricks with the plaster on from the outside. There is a small front garden with a driveway and a back garden with a lawn, some flower, vegetable beds and the patio with the potted flowers. Sometimes there is a small shed for garden tools and lawn mower. The house has a roof with chimney, loft, cellar or basement. I live in detached house in the central of the village. We have a big garden with a pool, a pergola with a fireplace, a table, chairs and a bench. In our garden we have many trees where apples and peaches grow. We also have flower beds, vegetable beds such as carrots, onions, peppers, kohlrabi and others and a green house, where tomatoes grow. The basic household chores are cleaning and tidying, dusting, hoovering, doing the washing, doing the washing up, changing the bed linen and the taking out the litter. My room is medium-sized, and we share it with my sister. We both have our own half of the room, where we have a bed, a chair, and a wardrobe with clothes. Above the wardrobe, we both have a small cabinet with shelves, where I keep my vitamins and perfumes and my sister keeps lots of flowers. I live in village called Hylvaty where we have lots of forest, meadows, ponds, streams. There are also flats, but most people live here in detached houses, where they have gardens with beds of flowers and vegetables, keep pets and do domestic and outdoor work in the garden such as cutting grass, drying hay, raking leaves a more. In our village we have two grocery stores and one Vietnamese. We also have two churches, one of which is right next to the house, post office, nursing home, two fire stations and others. I would not change anything about our village, I like it and I am used to it, because I have lived here since I was a child. Návštěva praktického lékaře v místě bydliště. 1. Visit of a GP in your hometown: * When? we visit a general practitioner when we feel unwell or during a preventive check-up. * How often? once per two years. * Describe how the GP examines patients. He asks what is bothering us, examines us by sight and touch and if necessary, gives us a prescription for medicine. * Typical questions of the GP: 2. Recommendation of the GP in case of the treatment of influenza. quiet regime, medicine for temperature, a lot of tea, 3. Do we have to pay for regular check-ups? Why? We do not pay, only in the case of an entrance inspection. 4. What other doctors are there in your hometown? We have one pediatrician and two dentists. 5. What types of medicaments can be prescribed by the GP? a painkiller, antihistamine, sedative, supplement, antibiotic. 6. When and why did you visit your GP last? Sometime in February because of my injury.	1,138	695	{ "id": "<urn:uuid:86ab4827-083d-4249-8dcc-c959aa834da4>", "dump": "CC-MAIN-2024-38", "url": "https://studijnimaterialy.cz/anglicky-jazyk/my-hometown.pdf", "date": "2024-09-21T02:01:12", "file_path": "crawl-data/CC-MAIN-2024-38/segments/1725701427996.97/warc/CC-MAIN-20240921015054-20240921045054-00841.warc.gz", "offset": 503523518, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9991691708564758, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9994304180145264, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2132, 3071 ], "fw_edu_scores": [ 2.609375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
3 rd Lesson (2 hours) Objectives * Understand the content and the stages of an oral presentation * Preparation for an oral presentation : Planning, structuring of oral presentation * Students identify key stages of the example presentation – greeting, introduction, main points in order of importance, conclusion * To have students thought share in a group * Preparation for an oral presentation : language and delivering of oral presentation 1. As soon as the Ss complete their research, the T shows them the ppt Preparing and delivering an oral presentation. At times, stop and have them do what the slide says. Hand them out the PRESENTATION OUTLINE doc and have them keep notes. For example, after you show them Slide 5 ask them to discuss in groups and finalise what the subject of their presentation is as well as their objectives. Then have them complete the outline with the main details. 2. After the ppt, leave them enough time to continue with researching, planning and structuring their presentation. Encourage them to share their thoughts within their group which will help them develop and shape their ideas. 3. Now, you also need to spend some time teaching them the presentation language they should use. As the Ss remain in their groups (of 3), photocopy one set of the Presentation language game doc for each group. Cut them up along the lines. Since your class is B2+, you can choose whether you should give them the headings or not. In the first case, you cut up all the phrases (headings included), mix them up, and you ask them to sort them out into the categories. In the second case, if you want to make it a little bit more challenging, you can remove the headings, tell them there are 10 categories related to giving presentations and ask them to sort them out accordingly and also decide on what these 10 categories are. If a group finishes first, show them the correct list and ask them to check out if they have listed everything correctly. Then, send these Ss to the rest of the groups to help the rest of the groups out. Steps 4 th Lesson (2 hours) Objectives * Students prepare their power point presentations * Students prepare visuals for their presentations * Students prepare their presentations deciding who is going to say what and how * Students learn how to handle their fear of public speaking * Students learn to rehearse their presentations * Students deliver the presentations in front of the class, with the audience having an observation task to complete 1. Now that all the main details have been completed, pass the storyboard on to them and ask them to complete this too. In this way, you ask them to decide exactly what will go in each slide before they actually start working on the power point app. 2. Ask them to prepare any visuals they will include in their presentation. 3. The Ss also decide who is going to say what and in what order. 4. A lot of Ss might suffer from fear of public speaking. Have them watch the video and complete the exercise (Public speaking exercise) https://www.youtube.com/watch?v=tShavGuo0_E 5. Explain to Ss that one basic way of dealing with fear of speaking is rehearsing their presentation several times before they actually deliver it in front of an audience. Suggest they can rehearse their presentation and film it! Students use smart phones or tablets to film each other. They can then watch the video and complete a formative evaluation grid which should be given to them in advance. This should help students make improvements to their content, organization, and presentation skills. They can discuss their presentation and see their peers in action. 6. When they are finally ready, they give the presentations in class in front of their peers. Each group has been given an evaluation form (the T too has one) and they evaluate each other. In the end, they decide on the best presentation and a prize is awarded to them! Steps	1,449	812	{ "id": "<urn:uuid:8ac41b64-d111-4ab5-8de9-d1ddd8085fe0>", "dump": "CC-MAIN-2019-13", "url": "https://visualmanifesto.files.wordpress.com/2019/02/3rd-4th-lesson.pdf", "date": "2019-03-19T08:46:17", "file_path": "crawl-data/CC-MAIN-2019-13/segments/1552912201922.85/warc/CC-MAIN-20190319073140-20190319095140-00165.warc.gz", "offset": 660444157, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9977830946445465, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9978718161582947, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2059, 3926 ], "fw_edu_scores": [ 3.9375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Get Ready to Share Positive Contagious Energy Here's how to make sure you are energy ready before you meet your team! Energy is a powerful thing and being in the right energy both mentally and physically is a key to your success as a teammate! Make sure you are energy ready, you should be in an up state (not overly excited and certainly not yawning). Here are some tips to make sure you are in your energy sweet spot. Signs you may be too charged up: Physical: 2. Rapid Breathing 1. Increased Heart Rate 3. Tight Muscles 4. Jittery / Butterflies Mental 2. Negative Thinking 1. Excessive Worry 3. Racing Thoughts 4. Inability to Concentrate Signs you are not charged up: Physical: 2. Yawning 1. Tired 3. Lethargic 4. Too Relaxed Mental 1. Mentally Flat 2. Drifting Thoughts 4. Unmotivated 3. "Don't Care" Attitude Be sure you are in control of your environment leading into the tournament. You control your energy! Make a plan for your energy between games as well. Avoid the following Energy Drains: * Eating Poorly * Poor Sleep * Negative People * Worry/Stress Surround yourself with the following Energy Charges: * Listen to Music * Stay active * Be Confident - have positive self talk - give yourself a word cue to get your mind set up for success * Review in your mind's eye a great lacrosse performance - visualize a great game When you are too charged up or are having worries or negative feelings try the following techniques: We all know how to breathe, we do it every day without knowing it, and it doesn't even take practice. However, if controlled properly, we can use breathing as a form of relaxation during stressful situations. Controlled Breathing: Breathing is one of the easiest physiological systems to control. If done correctly, breathing can have a calming effect on the body by delivering the appropriate amounts of oxygen to the body as well as working to remove waste products associated with physical activity. Breathing from the Diaphragm: Diaphragmatic (Belly) breathing is a key component to using the breath as a relaxation tool. To learn diaphragmatic breathing follow these steps. 1. Lay down on your back. Place one hand by your side and the other on your stomach, on top or just below the belly button. 2. As you breath concentrate on using your diaphragm to fill your lungs. You will know when you have done this by the way your stomach expands each time you take a breath. The hand you placed on your stomach should rise and fall each time you take a breath. Try not to raise your shoulders as you breathe in. Rhythmic Breathing: Rhythmic breathing involves breathing to a measured count. For instance, you might inhale for a count of four, hold your breath for a count of four and exhale for a count of four (i.e. count it as IN-2-3-4, HOLD-2-3-4, OUT-2-3-4). While doing rhythmic breathing become aware of each breath you take. Try to fill your lungs completely when inhaling, as well as, completely exhaling by squeezing your muscles to eliminate all the air. Also pay attention to the period of time when you are holding your breath. Become aware of the tension felt in the muscles as well as the release of this tension when you are exhaling. Ratio Breathing: Ratio Breathing consists of using a specific ratio for breathing. For instance a 2:1 pattern. When using this ratio you might breathe in for a count of four and exhale for a count of eight (i.e. IN-2-3-4, OUT-2-3-4-5-6-7-8). At first you may have to concentrate heavily on the breathing pattern, however, as you become better at controlling your breathing these breaths should become automatic. Learning to control your breathing over time will help to improve overall balance, power and coordination, which eventually should lead to a greater tolerance for the physical pain associated with training.	1,546	887	{ "id": "<urn:uuid:6428e7ab-21a8-4d9c-9f68-765c91176eed>", "dump": "CC-MAIN-2024-38", "url": "https://www.laxmaniax.com/_files/ugd/646dc4_586daf168f2149bdb7141e01c03c0987.pdf", "date": "2024-09-21T03:47:02", "file_path": "crawl-data/CC-MAIN-2024-38/segments/1725701427996.97/warc/CC-MAIN-20240921015054-20240921045054-00845.warc.gz", "offset": 800603737, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9973782102266947, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9978998303413391, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 767, 2378, 3838 ], "fw_edu_scores": [ 2.515625 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
One Wish (Yom) Yerushalayim: Video & Discussion Guide Prepared by Joseph Shamash, Graduate Student, Pardes Center for Jewish Educators - April 2013 The following guide was designed by the One Wish Jerusalem project to help educators facilitate an interactive and creative discussion regarding ( יום ירושליםYom Yerushalayim), which commemorates the reuniﬁcation of Jerusalem and the establishment of Israeli control over the Old City during the Six-Day War in June 1967. Show the One Wish Jerusalem video to your students: http://www.youtube.com/watch?v=rtSVwTtKQGc DISCUSSION POINTS 1. What was your reaction to the video overall? What emotions did it elicit? 2. What was your favorite/least favorite WISH? 3. If you could describe Jerusalem in a word or a sentence after seeing the video, what would that word or sentence be? 4. Were you surprised by any of the WISHES? If so, which ones and why? 5. If you could ask one of the characters a follow up question, what would you ask and to whom would you ask it? 6. What do you think the video's overall message is? 7. Does the video portray Jerusalem as "The City of Peace"? Why or why not? 8. What do you think is more important: Health, Money, Love or Peace? Or is there something even greater than all of these? 9. How does viewing the ONE WISH JERUSALEM video affect your understanding of Yom Yerushalayim? SUGGESTED TEXT: What is the Psalmist's WISH for Jerusalem? Psalms 122:6-9 . ְִאֹהֲבָי,יִׁשְלָיּו 6 Pray for the peace of Jerusalem; may they prosper that love thee. . ְִּבְאְַרמְנֹותָי,ׁשַלְוָה 7 Peace be within thy walls, and prosperity within thy palaces. . ְָּב ׁשָלֹום ּנָא-אֲַדּבְָרה--וְֵרעָי אַחַי תהילים קכב:ו–ט יְרּוׁשָלִָם; ׁשְלֹום,ׁשַאֲלּו ו ְֵּבְחֵיל ׁשָלֹום-יְהִי ,לְמַעַן 8 For my brethren and companions' sakes, I will now say: 'Peace be within thee.' . ְָל טֹוב אֲבְַקׁשָה--אֱֹלהֵינּו יְהוָה-ּבֵית 9 For the sake of the house of the LORD our God I will seek thy good. ACTIVITIES * Break into discussion groups and have students share their WISHES for Jerusalem . * To build better relationships in your respective learning environments , have your students pick someone in the classroom who might have contrary views and/or opinions and have each student share ONE WISH for that other person. CLOSING EXERCISE: What is your ONE WISH? Have your students write their own WISH and share it on our Facebook Kotel (Wall): https://www.facebook.com/OneWishJerusalem?ref=hl ז ח ט; ,לְמַעַן One Wish (Yom) Yerushalayim: Video & Discussion Guide Prepared by Joseph Shamash, Graduate Student, Pardes Center for Jewish Educators - April 2013 BACKGROUND INFO One Wish Jerusalem is a reminder of and a tribute to our shared humanity. Shot in one day, in Jerusalem, we invited everyone who passed us at the outdoor market and at the entrance of Damascus Gate to share a wish: an honest, human wish. In a country and a city often highlighted for the complexities and conﬂicts that arise from a divergence of dreams we invite you to connect to the beauty that is our shared ability to dream. To believe. To hope. To wish. But, who makes up the mosaic of Israeli and Palestinian society, and how does the average person on the street feel about some of life's most penetrating questions as they live in a land steeped in religion, history and conﬂict? One Wish Jerusalem's mission is to humanize both Israelis and Palestinians from all divergent paths to share their individual perspectives on some of life's major questions and themes. By listening to alternative (and often challenging) approaches, our hope is to come to a better understanding of the more nuanced and multi-dimensional way of life in the Holy Land. As we expand this project and build on its unifying character we invite you to use our Facebook page to SHARE YOUR WISH. About Israel. About co-existence. About life or love or whatever connects you… A very special thank you to the Iranian artist, Ali Molavi who inspired this video with a video of his own in which he asked the same beautiful question to ﬁfty people in Tehran, Iran. See his video below: http://www.youtube.com/watch?v=fVX8oW_qS5E RELATED LINKS Haaretz Article: - http://www.haaretz.com/blogs/jerusalem-vivendi/what-happens-when-an-american asks-israelis-and-palestinians-in-jerusalem-their-wishes-1.516922 Upworthy Website: http://www.upworthy.com/if-you-could-have-one-wish-would-it-be-more-awesomethan-what-these-guys-said-4?c=cp2	2,045	1,354	{ "id": "<urn:uuid:a28871c7-a0d9-4e9e-b534-6b458da92322>", "dump": "CC-MAIN-2023-14", "url": "https://afba7170-a-0f682e06-s-sites.googlegroups.com/a/pardes.org.il/pepalumnisupport/Home/newsletters/one-wish-yom-yerushalayim-may-2013/Shamash%2C%20One%20Wish%20%28Yom%29%20Yerushalayim%20Video%20%26%20Discussion%20Guide.pdf?attachauth=ANoY7cra4J3-m7Z_KU1JQvTr3iq29NfDWb4tKp80XUi-wCE4xRGBPuHlO_8XVWC5Gq5Dv_KPZRp0DHNodCQ0HOOm1k9jyuGk4lSrQWR_U1mk4VNR6MN_ZFObp3vXFSr7E4obp1Djo7lFJL4okVq66uVSGeasMwxHESvYF2yjKiiSOY3K2U0vKhrR1CmxC2_ATiHd_uV8-RwRNCkCuHwPL3zsMCUjvx1eU9tItL89OP8EJn-qX1rwKAaj8Eaqxvi6f6ZRXFBaULJQkqHFwhceAy_ULtVPrbixhW3ss-5kq3vAZk8W9KW_msWJUCzkq2UrnHY_vjOpSuss8v9GjHp7ERrOc3ySGuAqb6XyM8k4V6HG418sMzceqla-tJlvpz7nKqiC9Zxrqd0V&attredirects=0&d=1", "date": "2023-03-28T14:40:11", "file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296948867.32/warc/CC-MAIN-20230328135732-20230328165732-00095.warc.gz", "offset": 120848041, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9931631982326508, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9938768744468689, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2494, 4480 ], "fw_edu_scores": [ 3.921875 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
Happy Birthday! When is your birthday? You celebrate your birthday because it is the day of the year you were born. But, did you know you have a second birthday? Pentecost is the Church's birthday. At Pentecost, we celebrate the coming of the Holy Spirit. Suddenly a noise like a strong, blowing wind came from heaven and filled the whole house where the Apostles were sitting. They saw something like flames of fire that stood over each person there. They were filled with the Holy Spirit. " On that day, about three thousand people listened to the Apostles and were baptised! These people were among the first Christians. The Church was born! Because you are part of the body of the Church, Pentecost is your birthday as well. The symbols of the Holy Spirit are a flame, wind and a dove. Pentecost is on Sunday 31 st May. To celebrate, make either an origami dove (to represent the Spirit), a kite (to represent the wind that blew at Pentecost), or a flame hat (to represent the tongues of fire). Have fun! Origami Dove Instructions Step 3: Fold the top layer back towards the left: fold at about ⅓ of the distance from the folded edge. Step 4: Fold the model in half (top to bottom). Step 5: Fold the bottom section up. This will be the wing of the dove. Step 8: Pry open the two layers of paper and push the tip of the paper down in between the layers of paper. Step 9: Now we work on the tail (right side of model). Fold the top of the tail down so it meets the raw edge of the wing (connect red dots). Unfold. Step 10: Do the inside reverse fold on the tail: pry open the two layers of paper and push the tip of the paper down in between the layers of paper. Step 11: You can leave it here and call it done. Or, you can fold the tail down one more time so the back of the tail is at the same angle as the back of the wing. Both versions look great. Peace Dove Instructions You will need: - Two pieces of paper - Scissors - Sticky tape - A pencil First, we draw a dove silhouette on a piece of paper. Cut around what you have drawn. Fold the dove in half loosely. Carefully cut over the fold to create a slit. Next, fold your other piece of paper into a fan. Push the fan through the slit in the silhouette. Flame Hat Instructions Cut out all the pieces of the flame template (on the next page). Use the flame pieces as templates to trace them onto red, yellow and orange paper. Cut out the flame pieces and glue the pieces together. Cut strips of red card to make the headband. Ask your parent to put it around your head and use the tape to hold it in place. Stick the flame to the front of the headband. Kite Instructions Watch the instruction video by clicking here. You will need: - A4 piece of coloured paper - Wooden dowels or skewers - String - Paper streamers or ribbon - Sticky tape Fold the top right and top left of the paper in towards the middle. Stick the dowel or skewer onto the middle of the page. Stick the folds over the dowel. Stick another dowel just underneath the fold. Tie the string around where the two dowels meet. The paper is now a diamond shape. Turn the kite over and give it a spin!	1,224	739	{ "id": "<urn:uuid:97e150b5-d2d7-44b9-a36b-bd37ffb3669a>", "dump": "CC-MAIN-2023-14", "url": "https://www.cpg.church/uploads/3/0/7/1/30716689/pentecost_instructions_1.pdf", "date": "2023-03-28T15:25:41", "file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296948867.32/warc/CC-MAIN-20230328135732-20230328165732-00095.warc.gz", "offset": 787455492, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9977239727973938, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9981387257575989, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1016, 1871, 2238, 2643, 3163 ], "fw_edu_scores": [ 3.09375 ], "minhash_cluster_size": 1, "duplicate_count": 3 }
6 Facebook \| TUESDAY \| WEDNESDAY \| THURSDAY \| \|---\|---\|---\| \| \| 1 9:00 - 11:00 am Learn Through Play House Committee (members only) 1:30 - 2:30 pm Zumbini Class Registration required \| 2 9:00 - 11:00 am Learn Through Play 24 months and under Nurse services 12:30 - 2:30pm Munchkin Registration required \| \| 7 10:00 - 11:00 am Zumbini Class Registration required Backwards day 12:30 - 2:30pm Bouts de choux Registration required \| 8 9:00 - 11:00 am Learn Through Play for Women’s day Pyjama Day 1:30 - 2:30 pm Zumbini Class Registration required \| 9 9:00 - 11:00 am Learn Through Play Nursery rhyme time Twins day 12:30 - 2:30pm Munchkin Registration required 4:30-6:00 pm Learn Through Play Healthy snack \| 20 \| 21 10:00 - 11:00 am Zumbini Class Registration required 12:30 - 2:30pm Bouts de choux Registration required \| 22 9:00 - 11:00 am En route vers l’école Groupe Rivière Castor and St-Jean 1:30 - 2:30 pm Between moms \| 23 9:00 - 11:00 am En route vers l’école Groupe Communautaire 12:30 - 2:30pm Munchkin Celebration Registration required 4:30-6:00 pm Learn Through Play Sensory fun \| \|---\|---\|---\| \| 28 10:00 - 11:00 am Zumbini Class Registration required 12:30 - 2:30pm Bouts de choux Célébration Registration required \| 29 9:00 - 11:00 am Learn Through Play My backpack 9:00 - 10:00 am Introduction to solid foods (French) Catherine Gagnon / Zoom platform Registration required 1:30 - 2:30 pm Between moms \| 30 9:00 - 11:00 am Learn Through Play 24 months and under Baby parachute fun \| The Family Centre will be closed from March 13 to March 17 inclusively. We will be back on March 20, 2023. 27 March 2023 1,2,3 Let's count! This numeracy workshop reinforces their skills and allows children to explore concepts through games and activities. Baby parachute fun Come and explore something new, with some parachute fun for the baby and you while singing songs and rhymes. Between moms Parents come to talk about various subjects. Having fun with science A workshop that allows children to learn new scientific experiences while nourishing their natural curiosity. Healthy snack A workshop offered by an educator that includes an activity and a healthy snack. It will be followed by a discussion with parents on how to help children become better eaters. House committee Meeting to exchange ideas and suggestions to improve the services offered to families. Learn through play – 24 months and under Come and have fun with your children while promoting their physical, social, emotional, cognitive and language development. A great opportunity to exchange with other parents and socialize with people from your community Make and take This children's workshop will let them create a special craft to bring home. Messy day It's time to take the paint out and initiate children to different colours!! Munchkin This group workshop offers 3 and 4 year old children the opportunity to acquire the necessary abilities in all aspects of their development. My backpack Families will choose a backpack which includes activities that stimulate your child's literacy skills, imagination, and creativity. Nursery rhyme time Join this workshop of Songs and Rhymes to please your little ones. Sensory fun Sensory activities that help children learn new sensory experiences while nourishing their natural curiosity. Zumbini Zumbini® is a program that uses original music and movement to promote cognitive, social, fine/gross motor skills, and emotional development from children aged 0–4, In person. Workshops March 7, 21 and 28 10:00 am - 11:00 am / March 1st and 8th 1:30 to 2:30 pm: Zumbini Class : Zumbini® is a program that uses original music and movement to promote cognitive, social, fine/gross motor skills, and emotional development from children aged 0–4	1,951	1,007	{ "id": "<urn:uuid:d25f5b1a-ca2c-47c7-87f8-eedee80a90cb>", "dump": "CC-MAIN-2023-14", "url": "https://www.groupeaction.ca/uploads/1/1/9/9/119928846/embrun_march.pdf", "date": "2023-03-28T15:49:25", "file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296948867.32/warc/CC-MAIN-20230328135732-20230328165732-00095.warc.gz", "offset": 874053509, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9982602894306183, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9984150528907776, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1614, 3799 ], "fw_edu_scores": [ 2 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Living with Coyotes Living in Nevada, we are offered the unique opportunity to live closely with some amazing wildlife! This includes coyotes which can be found all over the state, including our backyards. Learning how to coexist with coyotes is an important job for Nevadans. Here are some tips to help you live with coyotes: Backyard Tips: Remove anything that might be attracting the coyotes or their food sources such as rodents. - Examples can include birdseed, pet food, trash or compost, water features, fallen fruit, excess shrubs, woodpiles, decks or other structures that can provide cover or a place to den. Install devices to scare away the coyotes. Fence in your yard with a fence that is over 6ft tall, you can also add "coyote rollers" to the top of the fence. - Coyotes can jump fences that are 7ft tall, so a fence alone will not suffice. NEVER allow a coyote to become comfortable around your home, every time you see a coyote scare it away! Reminder: It's always a good idea to change up your tactics often! Pet Tips: Dog owners – Supervise your dog when it is outside, especially around dawn and dusk. - If you must leave your dog outside, make sure you leave it in a fully enclosed dog run that has a roof. When walking your dog, always keep it on a 6ft leash. - Avoid using extendable leashes because this limits the control you have over your pet. Do not allow your dog to interact with coyotes! - Never allow your dog to chase or follow coyotes for any reason. Cat owners – The only way to ensure your cat's safety is to keep them indoors or in an outdoor cat enclosure that is secure. This not only keeps your cat in, but other animals out. What to do when you see a coyote: Stand your ground, NEVER run from the coyote. Get big and loud! - Wave your hands around and yell at the coyote. - If the animal stops and looks back, make sure to continue scaring the coyote away until they have completely left the area. NEVER corner a coyote, always make sure they have a way to escape. Am I in Danger? Human and coyote conflicts are extremely rare, taking the above precautions will help limit conflicts that may arise. Learning how to interact with coyotes is also an important step in making sure Nevada and our wildlife stays wild!	865	515	{ "id": "<urn:uuid:54cb0d47-93d9-4241-b4dc-4bfaae9883f1>", "dump": "CC-MAIN-2023-14", "url": "https://www.washoecounty.gov/animal/files/Coyote-One-sheet.pdf", "date": "2023-03-28T15:32:56", "file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296948867.32/warc/CC-MAIN-20230328135732-20230328165732-00100.warc.gz", "offset": 1179987317, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9993626475334167, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9993626475334167, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2274 ], "fw_edu_scores": [ 2.921875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
At least half of all glaciers will be gone by 2100 February 27th, 2023 Photo: The Aletsch Glacier in the Swiss Alps (source: Luigi Selmi, www.flickr.com) There are more than 215,000 glaciers on our planet. Most of them – about 80% – have an area of less than 1 km 2 . Roughly half of all glaciers are projected to be lost by 2100, even if temperature increase is limited to +1.5°C. Glacier mass losses increase rapidly as global temperature increases beyond +1.5°C – and global warming is headed toward +2.7°C. This was concluded from an evaluation of the sensitivity of glaciers to global warming by 2100 relative to preindustrial levels. Glacier mass loss The authors of this study predict that glaciers will lose about a quarter to more than 40% of their mass by 2100, globally, relative to 2015, under a low- and high-end scenario of climate change, respectively. Scandinavia and Central Europe are among the world regions that are projected to lose 60% to 100% of their glacier mass depending on the level of global warming. They will experience near-complete deglaciation at +3°C global warming. Elsewhere, the glaciers that remain will continue losing mass beyond 2100. Sea level rise Total glacier mass loss would contribute about 9 to 10 cm (± about 3 cm) to mean sea level rise by 2100 under +1.5 to +2°C global warming. Under +3°C to +4°C global warming, the contribution of glacier mass loss to sea level rise would be about 13 to 15 cm (± about 4 cm). The glaciers that are projected to disappear contribute only a small part to sea level rise – 2% to 8%, depending on the temperature change scenario – because they are generally very small. From 2000 to 2019, glacier melt has contributed about 0.7 cm to sea level rise, equivalent to over 20% of the total sea level rise over this period. Number of vanishing glaciers Even if we succeed in meeting the Paris Agreement target of limiting global warming to +1.5°C, 104,000 (± 20,000) glaciers – nearly half of all globally inventoried glaciers – will disappear by 2100. At least half of those will be lost before 2050. Most of them are smaller than 1 km 2 . Impacts The melting of the glaciers not only impacts sea level rise and tourism. Glaciers are also a critical water resource for about 1.9 billion people, globally, and the disappearance of glaciers will affect water availability to many. Besides, part of the meltwater of the glaciers accumulates in lakes behind walls of debris and when these walls break, glacier outburst floods may cause many casualties and a lot of damage. Source: Rounce et al. (2023). Science 379: 78–83.	1,173	631	{ "id": "<urn:uuid:9a859cf5-e344-48db-ad11-ab77bec99f01>", "dump": "CC-MAIN-2023-14", "url": "https://www.climatechangepost.com/news/2023/2/27/at-least-half-of-all-glaciers-will-be-gone-by-2100/pdf/", "date": "2023-03-28T15:42:36", "file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296948867.32/warc/CC-MAIN-20230328135732-20230328165732-00104.warc.gz", "offset": 771230364, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9982587397098541, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9982520341873169, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1181, 2612 ], "fw_edu_scores": [ 2.78125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
FLASH cards Disaster Safety Basics All areas of the U.S. are at risk from some type of disaster whether catastrophic like flooding or every day like a house fire. Families can make a difference by taking steps to be ready for disasters of any kind. Have a Disaster Plan ■ ■ Determine escape routes from your home and places to meet, i.e. your child's school, a neighbor's home or a public place of business or worship. ■ ■ Establish an out-of-state contact, so all family members have a single point of contact, and identify at least two means of contact (telephone, email, etc.). ■ ■ Family members with disabilities or the elderly may require additional assistance in a disaster. See the "People with Disabilities" FLASH Card for tips. ■ ■ Create an evacuation or shelter-in-place plan for your pets. Additonal tips available on the "Pet Safety" FLASH Card. ■ ■ Post emergency telephone numbers by your landline telephones, in your smart phone, on the refrigerator or family bulletin board, in your wallet or purse and in children's book bags or backpacks. ■ ■ Teach children how and when to call 911. Build a Disaster Kit ■ ■ Stock nonperishable emergency supplies and a disaster supply kit with these items: WATER – at least one gallon per person per day for three days; NONPERISHABLE FOOD – a three to seven day per person supply; CAN OPENER; BLANKETS, PILLOWS & OTHER BEDDING; CLOTHING; FIRST AID KIT; MEDICINES; SPECIAL ITEMS FOR BABIES OR THE ELDERLY; TOILETRIES; MOIST WIPES; GARBAGE BAGS and PLASTIC TIES – for personal sanitation; FLASHLIGHT; RADIO – Battery operated and NOAA All Hazards Weather Radio; CASH; EXTRA SET OF KEYS; TOYS, BOOKS & GAMES; SCANS OR COPIES OF IMPORTANT DOCUMENTS; TOOLS; VEHICLES WITH FULL GAS TANKS; PET CARE ITEMS; DUST MASK, DUCT TAPE AND PLASTIC SHEETING; LOCAL MAPS; FIRE EXTINGUISHER and HOUSEHOLD CHLORINE BLEACH and MEDICINE DROPPER – When diluted nine parts water to one part bleach, bleach can be used as disinfectant. Or in an emergency, you can use it to treat water by using 16 drops of bleach per gallon of water. Do not use scented, color safe or bleaches with added cleaners. Stay Aware ■ ■ Purchase and monitor NOAA All Hazards Weather Radio or visit www.flashweatheralerts.org to download a severe weather alerts App for your iOS or Android powered device. Protect your home in a FLASH with the Federal Alliance for Safe Homes! Revised 4/13	1,330	582	{ "id": "<urn:uuid:b58ea24e-26da-48e1-8cf9-d225877cd959>", "dump": "CC-MAIN-2023-14", "url": "https://www.flash.org/resources/files/disastersafety.pdf", "date": "2023-03-28T15:04:57", "file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296948867.32/warc/CC-MAIN-20230328135732-20230328165732-00105.warc.gz", "offset": 850503717, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9878250360488892, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.987421452999115, "per_page_languages": [ "unknown", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 12, 2408 ], "fw_edu_scores": [ 3.078125 ], "minhash_cluster_size": 3, "duplicate_count": 5 }
Glendale's recycling program has expanded the PLASTICS now allowed in your home recycling container. Glendale is now accepting Plastics: The pictures below show items that can and cannot be recycled. Review the pictures for helpful tips and remember to check the symbol on the bottom of your plastic items to find its recycling number. Of course some plastic items you may want to recycle have no recycling symbol at all. In that case, here's what you should do. If you cannot find a recycling symbol on an item, the best rule is: it doesn't belong in recycling, throw the item away. And, finally, for those items you do recycle, remember… All items should be CLEAN, DRY and EMPTY What's allowed: Glendale is already recycling PETE and we will continue to do so. Bottles, containers and jugs are generally where you will find this #1 plastic. What's allowed: Glendale has also been accepting and recycling HDPE plastic. Bottles, containers and jugs are the usual form you will find this type of plastic. What's allowed: Glendale will only accept #3 plastic in a container or bottle form. What's NOT allowed: Plastic bags and items without a number. For instance, in the picture, the binder cannot be recycled because it does not have a visible recycling symbol and includes metal rings. What's allowed: Containers and bottles are accepted. Jewel cases that are labeled with a plastics number are allowed. What's NOT allowed: Plastic bags like those used to hold your newspaper or jewel cases without a number. What's allowed: All containers, jars, lids, bottles and deli style containers. What's NOT allowed: Straws. Please make sure these items are CDE -- Clean, Dry and Empty What's allowed: Plastic cups and containers will be accepted for recycling. What'sNOT allowed: STYROFOAM of any kind is not accepted. This includes cups, packaging material and fast food carry-out containers. What's allowed: Bottles, containers and jars will be accepted for #7 plastic. Thank you for supporting your Glendale Recycling Program. By now including Plastics 1-7, we increase the amount recycled overall and will reduce the amount of waste going to the landfill. Your support helps keep the program going strong. And for our part, the City of Glendale will continue looking for ways to add even more items to the recycling program. Questions? Do you still have recycling questions? If so, call the Glendale Recycling Coordinator at 623-930-2709.	1,057	538	{ "id": "<urn:uuid:2755c322-7e7f-4cba-b09e-4892b2e59f5b>", "dump": "CC-MAIN-2019-09", "url": "https://www.glendaleaz.com/sanitation/recycling/documents/GlendalePlasticsexplained.pdf", "date": "2019-02-22T08:35:46", "file_path": "crawl-data/CC-MAIN-2019-09/segments/1550247514804.76/warc/CC-MAIN-20190222074154-20190222100154-00192.warc.gz", "offset": 849512181, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9993867158889771, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9996803998947144, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 853, 1303, 1700, 2354, 2471 ], "fw_edu_scores": [ 2.53125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Choosing an Insect Repellent for Your Child Mosquitoes, biting flies, and tick bites can make children miserable. While most children have only mild reactions to insect bites, some children can become very sick. One way to protect your child from biting insects is to use insect repellents. However, it's important that insect repellents are used safely and correctly. Read on for more information from the American Academy of Pediatrics (AAP) about types of repellents, DEET, using repellents safely, and other ways to protect your child from insect bites. Types of Repellents Insect repellents come in many forms, including aerosols, sprays, liquids, creams, and sticks. Some are made from chemicals and some have natural ingredients. Insect repellents prevent bites from biting insects but not stinging insects. Biting insects include mosquitoes, ticks, fleas, chiggers, and biting flies. Stinging insects include bees, hornets, and wasps. Available Repellents DEET: Chemical repellents with DEET (N,N-diethyl-3-methylbenzamide) are considered the best defense against biting insects. DEET lasts about 2 to 5 hours depending on the concentration of DEET in the product. Caution should be used when applying DEET to children. Picaridin: In April 2005 the Centers for Disease Control and Prevention (CDC) recommended other repellents that may work as well as DEET: repellents with picaridin and repellents with oil of lemon eucalyptus or 2% soybean oil. Currently these products have a duration of action that is comparable to that of about 10% DEET. They last about 3 to 8 hours depending on the concentration. Although these products are considered safe when used as recommended, longterm follow-up studies are not available. Also, more studies need to be done to see how well they repel ticks. Essential oils: Repellents made from essential oils found in plants such as citronella, cedar, eucalyptus, and soybean and last usually less than 2 hours. Chemical repellents with Permethrin: These repellents kill ticks on contact. When applied to clothing, it lasts even after several washings. Should only be applied to clothing, not directly to skin. May be applied to outdoor equipment such as sleeping bags or tents. NOTE: The following types of products are not effective repellents: Wristbands soaked in chemical repellents. Garlic or vitamin B1 taken by mouth. Ultrasonic devices that give off sound waves designed to keep insects away. Bird or bat houses. Backyard bug zappers (Insects may actually be attracted to your yard). About DEET DEET is a chemical used in insect repellents. The amount of DEET in insect repellents varies from product to product, so it's important to read the label of any product you use. Studies show that products with higher amounts of DEET protect people longer. For example, products with amounts around 10% may repel pests for about 2 hours, while products with amounts of about 24% last an average of 5 hours. But studies also show that products with amounts of DEET greater than 30% don't offer any extra protection. The AAP recommends that repellents should contain no more than 30% DEET when used on children. Insect repellents also are not recommended for children younger than 2 months. Tips for Using Repellents Safely Dos: Read the label and follow all directions and precautions. Only apply insect repellents on the outside of your child's clothing and on exposed skin. Note: Permethrin-containing products should not be applied to skin. Spray repellents in open areas to avoid breathing them in. Use just enough repellent to cover your child's clothing and exposed skin. Using more doesn't make the repellent more effective. Avoid reapplying unless needed. Help apply insect repellent on young children. Supervise older children when using these products. Wash your children's skin with soap and water to remove any repellent when they return indoors, and wash their clothing before they wear it again. Dont's: Never apply insect repellent to children younger than 2 months. Never spray insect repellent directly onto your child's face. Instead, spray a little on your hands first and then rub it on your child's face. Avoid the eyes and mouth.Do not spray insect repellent on cuts, wounds, or irritated skin. Do not use products that combine DEET with sunscreen. The DEET may make the sun protection factor (SPF) less effective. These products can overexpose your child to DEET because the sunscreen needs to be reapplied often. Reactions to Insect Repellents If you suspect that your child is having a reaction, such as a rash, to an insect repellent, stop using the product and wash your child's skin with soap and water. Then call Poison Help at 1800-222-1222 or your child's doctor for help. If you go to your child's doctor's office, take the repellent container with you.	2,022	1,067	{ "id": "<urn:uuid:924bd9a9-72a3-4fcf-9e71-7a2f7b99be4c>", "dump": "CC-MAIN-2019-09", "url": "http://nebula.wsimg.com/7c1fd1d3ed125653fc6db606236993dc?AccessKeyId=9A15B7B8CEB15CDF6DAF&disposition=0&alloworigin=1", "date": "2019-02-22T08:17:29", "file_path": "crawl-data/CC-MAIN-2019-09/segments/1550247514804.76/warc/CC-MAIN-20190222074154-20190222100154-00193.warc.gz", "offset": 220239049, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9981314539909363, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9982136487960815, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2231, 4848 ], "fw_edu_scores": [ 3.703125 ], "minhash_cluster_size": 1, "duplicate_count": 2 }
Autism: Suggestions for school staff Please note: These suggestions are especially relevant for children with Asperger's Syndrome and High Functioning Autism. Children with autism spectrum disorders have particular difﬁ culties with social communication that inﬂ uence their learning and relationships at school. Their speciﬁ c strengths and difﬁ culties need to be taken into account when designing individual learning plans. Finding ways to include these children and accommodate their speciﬁ c needs is also important for supporting their mental health and wellbeing. By recognising their special talents and interests, school staff can encourage these children's learning as well as encouraging others to accept and include them. How school staff can help Provide a predictable environment It is important to put in place a structure that deﬁ nes expectations clearly and prompts the required behaviour routines. A predictable environment will reduce student anxiety, confusion and behaviour problems and lead to better learning outcomes. Build on strengths Children with autism spectrum disorders often have speciﬁ c talents and interests. Finding ways to incorporate their particular talents and interests helps to engage children in learning. Particular skills may also be strengths, such as skills for learning by repetition and rote memorisation. Adjust language to support understanding Adjust the complexity of language used to the child's level. Keep in mind the child's difﬁ culty with symbolic language and metaphor and ensure that he/she understands your meaning. Clarify expectations Children with autism spectrum disorders may have unusual attentional strategies and unexpected ways of prioritising and planning. They often have limited organisational skills and may need additional assistance when required to conform to a set standard of presentation or performance in school work. Use written prompts Using written prompts can help some children with autism spectrum disorders understand and follow task requirements. For example, school staff may ﬁ nd it useful to give a written cue card to reinforce instructions and directions. Use visual cues Learning and understanding may be assisted in these children by visual 'scaffolding'. Use a variety of photos, real objects and diagrams during lessons and as reminders for important steps and procedures. Adapt social requirements Social requirements in the learning environment should be adapted to the individual child's capacities and strengths. Some children with autism spectrum disorders beneﬁ t from time with a peer helper; others may prefer some time working alone. Teach skills for emotional regulation and perspective-taking Children with autism spectrum disorders will beneﬁ t from a whole-school social and emotional learning curriculum. They are likely also to require additional support individually or in small groups to develop their speciﬁ c skills, particularly, for example, in social awareness competencies. Teach children to recognise nonverbal cues Children with autism spectrum disorders can beneﬁ t from speciﬁ c coaching that helps them learn to notice and respond appropriately to nonverbal cues such as facial expressions or voice tone and pitch. This resource is part of a range of KidsMatter Primary information sheets for families and school staff. View them all online at www.kidsmatter.edu.au Copyright: © Commonwealth of Australia 2012-13. This work is copyright. You may use this work in accordance with the terms of licence available at www.kidsmatter.edu.au	1,495	654	{ "id": "<urn:uuid:790ea760-e4d0-4f0e-968c-1c1c4e51a875>", "dump": "CC-MAIN-2019-09", "url": "https://www.kidsmatter.edu.au/sites/default/files/public/KMP_C4_CASD_AutismSuggestions_ForSchoolStaff.pdf", "date": "2019-02-22T08:02:32", "file_path": "crawl-data/CC-MAIN-2019-09/segments/1550247514804.76/warc/CC-MAIN-20190222074154-20190222100154-00192.warc.gz", "offset": 880420535, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9971235692501068, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9967561960220337, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 735, 3586 ], "fw_edu_scores": [ 3.09375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Written by educators for three-to five-year-olds, LiftOff Books integrate on-page activities, puzzles, and games into amusing stories brought to life by beautiful, full-color illustrations. Each book highlights a preschool skill, including recognizing and printing the alphabet, identifying beginning sounds, counting to ten, and more. Each book includes a bonus game, with a game board and playing pieces or cards, related to the featured skills. Table Book and Primary Arithmetic: Containing Complete Tables and Numerous Oral, Slate, and Dictation Exercises. Designed for Beginners and Primary Classes, Little Steps Around the World, American Men & Women of Science, 1995-96 Vol. 1: A Biographical Directory of Todays Leaders in Physical, Biological & Related Sciences, A-B, e-Study Guide for: Elementary and Intermediate Algebra Media Enhanced Edition by Ron Larson, ISBN 9780618753543, The Story of Jesus, shakethatbrain.com: Barnyard bandit science readiness age ( ):: Books. Barnyard Bandit: Science Readiness. Joan Hoffman · Giant Math Readiness. Jennifer Neumann, Joan Hoffman, Barbara Bando Irvin, Barbara Gregorich. Barnyard Bandit: Science Readiness . Reading Readiness, Book 2-Workbook . Dr. Crypton and His Problems: Mind Benders from Science Digest. See details and download book: Ebooks Download Torrents Barnyard Bandit Science Readiness Pdf Chm. My house is “lived in― by small farm animals. Science & Arts Academy and air conditioning in many schools. children intellectually, physically, emotionally, and socially, helping to prepare them to meet the expectations of elementary school readiness. BANDIT â€" BANDIT adopted adopted The Bald Bandit This was the first book in the series that we read and even though it's the 2nd book in the A-Z order I didn't feel like we were. [PDF] Table Book and Primary Arithmetic: Containing Complete Tables and Numerous Oral, Slate, and Dictation Exercises. Designed for Beginners and Primary Classes [PDF] Little Steps Around the World [PDF] e-Study Guide for: Elementary and Intermediate Algebra Media Enhanced Edition by Ron Larson, ISBN 9780618753543 [PDF] American Men & Women of Science, 1995-96 Vol. 1: A Biographical Directory of Todays Leaders in Physical, Biological & Related Sciences, A-B [PDF] The Story of Jesus Hmm upload this Barnyard Bandit: Science Readiness pdf. Very thank to Archie Smith who share us a downloadable file of Barnyard Bandit: Science Readiness with free. If you want the book, visitor should not post this ebook in hour web, all of file of pdf on shakethatbrain.com hosted at therd party site. If you grab the pdf today, you must be save this pdf, because, I dont know while the ebook can be ready on shakethatbrain.com. Click download or read now, and Barnyard Bandit: Science Readiness can you get on your computer. Page 1	1,322	639	{ "id": "<urn:uuid:e83292a5-b401-4635-b08b-32eaf775e8f0>", "dump": "CC-MAIN-2019-09", "url": "http://shakethatbrain.com/barnyard-bandit-science-114684.pdf", "date": "2019-02-22T09:23:59", "file_path": "crawl-data/CC-MAIN-2019-09/segments/1550247514804.76/warc/CC-MAIN-20190222074154-20190222100154-00194.warc.gz", "offset": 249147360, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9829018115997314, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9829018115997314, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2825 ], "fw_edu_scores": [ 2.390625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
St. Cyril of Alexandria Catholic Church Christian Initiation for Children-CIC (For 7years old never been baptized or baptized in another denomination) *With great joy, the Catholic Community of St. Cyril wishes to welcome the children and their families who seek a closer relationship with God through the celebration of the Sacraments of Initiation: Baptism, Confirmation and Eucharist (Communion) On this program your child receive religious formation, which is essential to his Christian Initiation. The religious education of children at an early age is based on personal conversion. They will be able to receive and nurture personal faith, recognizing the importance of awareness training. Parents are encouraged to participate in this preparation process according to the extent possible and provide their children with the support and good example (RCIA 254). Explanation of the Process: This process in for the families whose child(ren) over the age of seven years old who never been baptized and wish whom to celebrate the Sacraments of Initiation Baptism, Eucharist (Communion), Confirmation and also for those baptized in other Christian Denomination and wish to receive the First Communion and Confirmation in the Catholic Church. This process takes two years (school years) with the following requirements: 1) Register to Religious Education Program that can be Sunday or Wednesday class at his/her grade level. In this program, children will learn to pray, to witness to their faith and practice their love with others. 2) Register in the Sacramental Preparation Program offered twice a month from 1:00PM-3:00PM throughout the school year. On this class requires the child has to accompany by one of both parents. Calendar with dates and special events will be provided in the first class. Learning Process: First year; your child will experience the fullness of Christian celebration and understand the ways of carrying out their discipleship. Second year: your child approached the sacraments hoping to grow in faith, commitment and wisdom. He / she will begin participation in church life and develop an understanding of the gifts of the Holy Spirit Requirements: 1. Good attendance is required in all classes during the two years (school years) in both the programs. 2. Full parent's participation during class. Actively participation in parish life and Sunday Mass. 3. Provide original birth certificate. If the was baptized in another Christian Denomination include the baptism certificate. Important to know: Godparents are an important part of the process and should be chosen early. They will be someone other than parent, who will support and encourage the child in his/her Catholic life. They must be Baptized and Confirm for a single person or married by the catholic church if is a couple. You will receive more information during the second year process. Registration will take place during July and August. The school year start in September and ends on April. Dates and any questions, please call: Aida Silva or Adriana Pruneda at; 713-789-1250 ext. 263 or 319	1,311	619	{ "id": "<urn:uuid:cd8316f5-f2ce-44bf-90f6-71007d1699ea>", "dump": "CC-MAIN-2019-09", "url": "https://stcyrilhouston.org/documents/2016/6/2017_Requirements%20CIC%20English.pdf", "date": "2019-02-22T08:55:05", "file_path": "crawl-data/CC-MAIN-2019-09/segments/1550247514804.76/warc/CC-MAIN-20190222074154-20190222100154-00193.warc.gz", "offset": 723467707, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9966288805007935, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9966288805007935, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3110 ], "fw_edu_scores": [ 2.1875 ], "minhash_cluster_size": 1, "duplicate_count": 5 }
Sunsmart Policy Statement effective February 2009 Rationale – Queensland has the highest rate of skin cancer in the world. Two out of every three Queenslanders will develop some sort of skin cancer in their lifetime. Research suggests that at least two-thirds of all melanomas occurring in Australia could be prevented if children were protected from the sun during their first 15 years. – Skin damage, including skin cancer, is the result of cumulative exposure to the sun. Research shows that severe sunburn contributes to skin cancer and other forms of skin damage such as sunspots, blemishes and premature ageing. Most skin damage and skin cancer is therefore preventable. – Ultraviolet radiation (UVR) levels are highest during the hours that children are at school. – With this in mind, Star of the Sea Primary School realises the need to protect children's skin and educate them about SunSmart behaviour, thus reducing the risk of skin damage from exposure to the sun. – Parents not wishing to comply with the sun protection policy and procedures are required to document this in writing and forward this letter to the Principal where it will be kept on file. Aims The policy aims to: * provide ongoing education that promotes personal responsibility for skin cancer prevention and early detection. * provide environments that support SunSmart practices. * instil in children a life habit of applying sunscreen whilst outdoors in our Queensland sun Procedures Our school recognises that winter sun also contributes to skin damage. The implementation of this policy will therefore be conducted throughout the year. The purpose of the SunSmart policy is to ensure that all children attending our school are protected from the harmful effects of the sun throughout the year. Applying sunscreen before leaving for school is as important as children cleaning their teeth. The school will only provide sunscreen in emergency situations e.g. when a child has forgotten to bring sunscreen to a whole day outdoor activity, due to increasing allergies caused by ingredients in some sunscreens. Our Commitment: Star of the Sea School will: * inform parents of the SunSmart policy when they enrol their child * include the SunSmart policy statement in the school prospectus * request parents to pack sunscreen in their child's bag each day * incorporate education programs that focus on skin cancer prevention into the school curriculum e.g. Health and Physical Education and Personal Development * encourage all teachers and staff to act as positive role models for children in all aspects of SunSmart behaviour * seek ongoing support from parents and the school community for the SunSmart policy and its implementation, through newsletters, parent meetings etc. Our Commitment (continued): * ensure that all students and staff wear hats and have applied their own SPF 15 or higher, broadspectrum, water-resistant sunscreen, when involved in outdoor activities and remind them to top up during prolonged periods of exposure to the sun e.g. carnival days and swimming lessons * encourage students without adequate sun protection to use shaded or covered areas at recess and lunch times – NO HAT, NO PLAY…. NO SUNSHIRT, NO SWIMMING (given that some students deliberately leave sunshirts at home so that they can miss swimming – a stock of second hand sunshirts will be kept in the office) * review the school uniform to conform with the Queensland Cancer Fund SunSmart clothing guidelines * ensure that adequate shade is provided at sporting carnivals and other outdoor events * review the SunSmart policy as part of the Self Renewing Catholic Schools process Our Expectations Parents/carers will: * provide a hat for their child and ensure that they wear it to and from school. The Queensland Cancer Fund recommends the following hat which is part of the uniform code: 8-10cm broad-brimmed * ensure that their child applies SPF15 or higher, broad-spectrum sunscreen 20 minutes before leaving for school * teach their children how to apply sunscreen correctly * ensure that their child has sunblock in their bags before leaving home * provide sunglasses as an optional part of the school uniform * act as positive role models by practising SunSmart behaviour * support the school's SunSmart policy Our Expectations (continued) Students will: * be aware of the school's SunSmart policy * take responsibility for their own health and safety by being SunSmart * apply SPF 15 broad-spectrum, water-resistant sunscreen 20 minutes before going outdoors * act as positive role models for other students in all aspects of SunSmart behaviour * participate in SunSmart education programs	2,021	915	{ "id": "<urn:uuid:d42c8fdb-a4a0-43c3-8239-efc5a1404d17>", "dump": "CC-MAIN-2019-09", "url": "http://www.staroftheseacleveland.qld.edu.au/About%20Us/Policies/Sun%20Smart%20Policy.pdf", "date": "2019-02-22T07:59:06", "file_path": "crawl-data/CC-MAIN-2019-09/segments/1550247514804.76/warc/CC-MAIN-20190222074154-20190222100154-00194.warc.gz", "offset": 435592444, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9967453309467861, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9980837106704712, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1169, 1461, 2100, 2771, 3669, 4311, 4694 ], "fw_edu_scores": [ 3.25 ], "minhash_cluster_size": 1, "duplicate_count": 5 }
WORKING TOGETHER TO FIGHT POVERTY The Millennium Development Goals in our lives In the year 2000, world leaders agreed that we should all work together to ﬁ ght income poverty, hunger, disease, lack of adequate shelter, and exclusion - while promoting gender equality, education, & environmental sustainability. They agreed on eight global objectives, now known as the Millennium Development Goals (MDGs). THE GOALS Every day, ordinary people are involved in development and are working to help Timor-Leste create a better future. In this series, we meet farmers, ﬁ shermen, market vendors, tais-weavers, nurses, journalists, local NGO's, and politicians (to name only a few), who are working together to help Timor-Leste achieve its development goals. Eradicate extreme poverty and hunger Achieve universal primary education Promote gender equality and empower women Reduce child mortality Improve maternal health Combat HIV/AIDS, malaria, and other diseases Ensure environmental sustainability Develop a global partnership for development Paulo Da Costa, Director of local NGO 'Halarae' talks about protecting the environment Most people in this country rely on subsistence agriculture, so protecting the environment and earning to manage valuable natural resources is very important. A combination of 'slash and burn' agriculture, free animal grazing, seasonal bush burning, and occasional torrential rainfall is contributing to deforestation, erosion, diminishing ground water and a steady loss of soil cover over time. y people understand why protecting the environment is so important, communities must be involved at all levels; in understanding the problems, then in planning, implementing, and in monitoring and evaluating environmental projects." Paulo Da Costa, director of local environmentally-focused NGO 'Halarae' has been working for over 13 years with communities, government and other partners to develop local solutions to some of these problems. He believes that good management of the land is critical in helping build the economy and reducing poverty in Timor-Leste. "Every year the environment suffers degradation and erosion, both natural and man-made. It is a big problem and will continue to get worse in the future if we don't address it now. It is estimated that we lose 50 hectares of good farm land every year. Over 20 years, that is 1000 hectares!" He explained. "Timor-Leste is a small country. If we don't stop and reverse this trend, the effects of these losses will be devastating to our whole economy, especially to communities who rely only on farming to live." Halarae is engaged in many efforts to protect and restore damaged areas. In Manatuto district they are working with communities on reforestation projects to stop erosion and further land degradation. These projects plant native trees and work to restore damage and prevent landslides, which are common in the wet season. Mr Da Costa believes that to successfully implement projects, NGO's like Halarae need to work with farmers, communities and the government. "From my experience, the key is the people in the community, after all, it is their land", he explains passionately, "To ensure that In some sub-districts in Manatuto, Halarae is working with farmers and communities to improve land management. "Some times, this means teaching farmers to use new agriculture technology, such as upland farming techniques which allow farmers to maximize the amount of land that they can use to produce crops." Terraced farming, Soibada, Manatuto In Soibada, Halarae and their development partners are demonstrating viable soil conservation techniques to provide alternatives to traditional 'slash and burn' agriculture, which can leave plots of land unusable for three years after each crop yield. "Through better farming techniques, we can preserve the soil and produce better crops. Using these new techniques stops farmers having to move their crops each year." Mr. Da Costa believes that activities such as reforestation and environmentally friendly farming techniques, helps Timor-Leste in many ways. "Looking after the environment doesn't just help farmers grow more crops, it also helps improve peoples health by keeping the air clean and preserves the natural beauty of the land for future tourism possibilities. We need to be careful with our land, it provides us with so much, but we need to take care of it in return." Story and photos by Kym Smithies - 2005	2,000	1,017	{ "id": "<urn:uuid:390d208b-0095-4812-abc2-50b86a7e2a90>", "dump": "CC-MAIN-2019-09", "url": "http://undp.east-timor.org/undp/pdf_files/FACT_sheets_MDG/english/envrionment2.pdf", "date": "2019-02-22T08:29:21", "file_path": "crawl-data/CC-MAIN-2019-09/segments/1550247514804.76/warc/CC-MAIN-20190222074154-20190222100154-00196.warc.gz", "offset": 297884096, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.997078001499176, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.997078001499176, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 4647 ], "fw_edu_scores": [ 2.59375 ], "minhash_cluster_size": 2, "duplicate_count": 2 }
Toroa at Taiaroa A Social Science Programme for Primary Students at the Royal Albatross Centre Student Work Sheets 2018 Getting to know the Royal Albatross Northern Royal Albatross What is your favourite bird? Otago Shag Draw it here: Black Backed Gull How are the birds similar? 1. 2. How are the birds different? 1. 2. Can these people help make an albatross happy? How? Royal Albatross Centre Education Tel 03 478 0499 What are some things that could harm the albatross? Draw them here: 3 Pukekura (Maori Pa Site - 1750 to mid 1800's) Features of Site Why was this site used for a Pa? Food & Water What did the Maori like to eat and where did they get their food? Shelter What structures were built on the headland? Where were the houses? Transport Where did the Maori travel to and how did they get there? Impact on Site How did the site change during this period? Taiaroa Head Signal Station (1920 to present) Features of Site Why was a signal station important to this site? Food & Water What did the signal men eat and how did they get their food? Shelter Where did the signal men live and where were the pilot boats moored? Transport Describe what the role of the harbour pilot was. Impact on Site How did the site change during this period? Fort Taiaroa (Defensive Reserve – 1885 to 1945) Features of Site Why was this site chosen for a defense reserve? Food & Water What did the troops eat? Where did their food come from? Shelter What types of buildings were built on the headland? Transport How were the people, equipment and supplies transported to and from the site? Impact on Site How did the site change during this period? Royal Albatross Colony (Wildlife Reserve – 1920 to present) Features of Site Why have the albatrosses come here to breed? Food & Water What do albatrosses eat? Where is that food found? Shelter How do the albatross deal with the weather conditions? Transport Describe how the albatross fly and where they go. Impact on Site How as the site changed during this period? Enhancement Facts / Questions \| Pukekura – Maori Pa Site \| Taiaroa Head - Signal Station \| Fort Taiaroa - Defensive Reserve \| Royal Albatross Colony - Wildlife Reserve - Tourist Attraction \| \|---\|---\|---\|---\| \| 1750 \| mid 1800’s \| 1885 to 1945 \| 1920 \| \| A pa, similar to a fort, provided Maori with a safe place during times of tribal warfare. Why would Pukekura be a good place for a pa? \| The Harbour Pilot’s job is to guide visiting ships safely into the harbour. The first harbour pilot lived at Taiaroa Head. Why is the beach at the base of the headland called “Pilot’s Beach”? \| When it was feared that the Russians might attack NZ, guns were put on the headland to protect the harbour entrance. Was the disappearing gun ever used? \| The first record of an Albatross egg on the headland was in 1920. The first chick to survive didn’t occur until 1937. Why did the eggs / chicks not survive in the early days? \| \| Maori used the land and sea surrounding the headland, to gather food. What do you think the Maori liked to eat? \| The lighthouse was built to warn ships of the dangerous sand bar at harbour entrance. Why are lighthouses not so important for present day shipping activities? \| Soldiers and their families lived at Taiaroa Head during this period. What type of buildings were built at Taiaroa Head? \| Albatross only come to land to breed, spending most of their life at sea. Why do you think they choose to breed at Taiaroa Head? \|	1,641	883	{ "id": "<urn:uuid:5e091361-db51-4694-938d-dc4e02af4887>", "dump": "CC-MAIN-2019-39", "url": "https://albatross.org.nz/wp-content/uploads/2019/06/Toroa-at-Taiaroa-WS-2018.pdf", "date": "2019-09-15T16:39:30", "file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514571651.9/warc/CC-MAIN-20190915155225-20190915181225-00123.warc.gz", "offset": 377698551, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9783991575241089, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9967625141143799, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 121, 334, 513, 901, 1292, 1694, 2073, 3528 ], "fw_edu_scores": [ 4.03125 ], "minhash_cluster_size": 3, "duplicate_count": 0 }
May 26, 2015 HOLISTIC MAGAZINE LAUNCH Prairie Valley School Division is proud to announce the magazine launch of Kitoskâyiminawak Pîkiskwêwak: Our Young People Speak: The Holistic Edition. The magazine is the culmination of a year-long project to improve student literacy and writing skills while learning about holistic wellbeing from First Nations and Métis communities. The launch will be celebrated today at the Treaty 4 Governance Centre, Fort Qu'Appelle from 10:00 am to 2:00 pm with a magazine unveiling at 11:30 am. The Holistic Edition, the fourth magazine in the series, was created by Grade 10 students from seven schools: Balcarres, Bert Fox, Chief Kahkewistahaw, Grenfell, Kakisiwew, Nakoda Oyade Education Centre and Kelliher. "Holistic means having balance within yourself," says student Gordon Redcalf of Bert Fox Community High in Fort Qu'Appelle. For student Sydney Akapew of Balcarres Community School, holistic living means "keeping a balanced life and connecting with everything and everyone." Community engagement and celebrating First Nations worldviews are at the core of this writing project. The students began the project in February, gathering at Balcarres Community School to hear elders and resource people speak about holistic philosophies. This magazine is a collection of student writing, poetry and art on what they heard and learned in response to those teachings. "You need to be well balanced in all areas of your life," says Alex Louison, a student at Chief Kahkewistahaw Community School. "When a person finds balance, you become healthier." The magazine will be a teaching and learning resource for educators and students in Prairie Valley School Division and the participating schools. The Ministry of Education chose the second edition, The Healing Edition (2013), as a recommended resource for English Language Arts 30. The other two editions are The Leadership Edition (2012) and The Healing Edition (2014). Contact the division at 306-949-3366 to order copies. First Nations and Métis Education Coordinator Sandy Pinay Schindler says the benefits of the project extend beyond the classroom. "The importance of connecting youth to the respected knowledge keepers in their communities cannot be overstated. This is the traditional way of learning in many First Nations communities – now and for millennia." -30- For more information: Sheena August, Manager of Communications 306-949-6395 306-533-1085 cell email@example.com	1,130	539	{ "id": "<urn:uuid:88d39dfe-b3a2-4b88-902d-88edf4f65ad9>", "dump": "CC-MAIN-2019-09", "url": "http://www.pvsd.ca/News%20Releases/The%20Holistic%20Edition%20magazine%20launch.pdf", "date": "2019-02-22T08:19:23", "file_path": "crawl-data/CC-MAIN-2019-09/segments/1550247514804.76/warc/CC-MAIN-20190222074154-20190222100154-00196.warc.gz", "offset": 428169484, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.993116557598114, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.993116557598114, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2478 ], "fw_edu_scores": [ 2.234375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
with It's clear from your books that you love animals. Of all the different kinds of creatures you've written about, do you have a favorite? I like all kinds of animals, but birds have always been a favorite topic in my books. When I was a child I went on early-morning bird walks with my father, who was an amateur bird watcher, and now my husband, Art, studies birds in his research at UCLA. In my book Birds: Nature's Magnificent Flying Machines, I focused on all the different ways a bird's body is adapted for flight. In A Warmer World I looked at how climate change is affecting nesting and migration patterns, or, in the case of Antarctic penguins, how melting ice is diminishing their main food source, krill. You've traveled extensively for research. What is your most memorable trip to date? Over the years I have traveled to every continent except Antarctica and had many memorable trips, so it is hard to choose just one. Several years ago I went to Alaska for the first time. The most dramatic effects of global warming are seen in places like Alaska, which are in or close to the polar regions of the world. One day when we were traveling on the Kenai Peninsula, we took a boat trip to view Portage Glacier. When I got home, I compared my photos of the glacier with those taken by my parents, who had photographed the same glacier on a trip twenty years earlier. The glacier in our photos was visibly smaller. This was my first personal observation of the impact of global warming. It made me realize that even small changes in the world's temperature can result in easily observable alterations to the landscape in a relatively short period of time. How did you go about researching the different animals for A Warmer World? My research process follows the same pattern for all of my books. I start in the library and read books and articles. I also search the internet. In many cases I consult scientists and other experts in the field. And whenever possible, I try to make my own observations about the animals in my books. Ideally, I like to see animals where they live in the wild. Several years ago I visited a penguin nesting colony in southern Chile. More often, though, I observe animals in zoos and wildlife parks. To learn about polar bears and walruses, I went to Sea World and the San Diego Zoo. The wonderful thing about zoos is that you can see huge animals like these just inches away on the other side of the glass. Basically, I discovered, walruses are huge lumps. They are a bit like your living room sofa with tusks. And yet they are surprisingly agile in the water. Your parents helped run, and therefore lived in, a settlement house. What was it like to grow up in such a diverse community? Until I was ten, I lived with my family at the Northeast Neighborhood House (now East Side Neighborhood Services), a settlement house in Minneapolis. Settlement houses are community centers, something like the YMCA, offering a wide range of recreational and social services. I enjoyed after school puppet, drama, and cooking clubs, sports in the gymnasium, and holiday programs, and I didn't even have to leave home! The settlement house also had a camp in northern Wisconsin, which is where I spent most of my summers. The camp was in a pine forest around a small lake, which is where I developed my love for the outdoors. I think this is why so many of the books I write today are about animals, nature, and the environment. A Warmer World tackles some serious issues and explores the consequences of global warming. What inspired you to write a children's book about climate change? A Warmer World grew out of a suggestion from my editor, who knew of my interest in animals and the environment and my concern for the earth we live on. Many subjects in the book—polar bears, walruses, penguins, sea turtles, migrating birds, coral reefs—are topics that I have written about previously. In doing the research for those books I had learned how environmental changes are threatening their ability to survive. This book gave me the chance to focus on those issues. How did you get your start as an author? My writing career began with my love for reading, which was fostered by my parents, who read to me from the time I was very small. But even though I loved books, I never imagined that I would be writer when I grew up. I studied art in school and planned to be an artist and art teacher. After I had my own children, I read stories to them. I realized that perhaps I could use my training in art to be a children's book illustrator. I started to write stories so that I could illustrate them and soon discovered that I enjoyed writing very much. Now I am primarily an author, but I occasionally illustrate as well. By Caroline Arnold Acclaimed nonfiction author Caroline Arnold details the ways in which global warming has affected ecosystems around the world and how the animals within these ecosystems had adapted. Complemented by Jamie Hogan's rich collage of illustrations, A Warmer World offers young readers an informative and thought-provoking look at how animals have had to adapt—or face extinction.	1,895	1,094	{ "id": "<urn:uuid:05ff41e9-adb0-4f09-9a43-6259c26f42fb>", "dump": "CC-MAIN-2019-39", "url": "https://cdn.shopify.com/s/files/1/0750/0101/files/caroline-arnold-qa2.pdf?1386562788021775888", "date": "2019-09-15T17:26:53", "file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514571651.9/warc/CC-MAIN-20190915155225-20190915181225-00125.warc.gz", "offset": 431422653, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9994698166847229, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9994693398475647, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2621, 5181 ], "fw_edu_scores": [ 3.515625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Jyoti public School HOLIDAY HOMEWORK 2018-19 NURSERY The School will reopen on .................................................... We hope the children enjoyed their first spell in school as much as we enjoyed getting to know them. The school is a second home. Hope our children have started feeling at home in school by now. Summer Vacations are just round the corner. To keep our little ones indoors in the sweltering heat and to utilize their time with constructive and creative activities, we are sending a few assignments that would help the children get a grasp of the work done in the school. For The Parents Be a Fri en d : Play games with your child like – Ludo, Carom-board or scrabble. Explore Nature : Take your child for morning walk, count trees, cars, stones, flowers, etc. while going for a walk. Sharpen Memory: Put a few things on a tray show the tray to your child for a while and then cover the tray. Ask your child to name the objects which were on the tray. This activity will help enhancing the memory and vocabulary of your child. 'Books Can Be Our Best Friends' Reading t ime : Reading story books enhances Language and Vocabulary development. Make bed time reading a regular practice with your child (with pictures and large text). After reading stories ask questions like “Did you like the Story?” “Who was your favourite character in the Story?” etc. A) Sugge st ed Story Book Series : Pepper Bruno Lady Bird (Level 1) Bubbles Ramayana B) Sugge st ed Television Channels : Discovery Kids National Geographic Disney Junior PERSONALITY DEVELOPMENT Inculcate following 'Life skills' in your child to help Him / Her become independent. Buttoning his / her shirt Packing his / her shoe bag Keeping his / her belongings back in their place Laying the table for dinner Filling the water bottles Arranging shoes in the shoe rack Tying his / her shoes laces Imbibe ‘Soc ia l Skills’ in your child. Greeting with a smile when someone comes to the house Conversing feely with visitors, relatives coming over to the house Answering the phone calls with a polite "Hello", also asking "May I know who is calling?" Speaking politely and sharing with peers. Use of Magic Words EXCUSE ME PLEASE I'M SORRY THANK YOU MAY I........ Let's Converse in English How are You? I'm good. Thank You. I am thirsty. Please give me Water. Please, open / close my tiffin / bottle. I am hungry. Please give me food. I have finished my work / food Please, switch off / on the light / fan. To develop "Fine Motor Skills" let your child indulge in activities like: Mashing Potatoes Buttoning and Unbuttoning Rolling Chapatis Shelling out peas Zipping and unzipping Opening and closing the bottle cap / tiffin lid Watering the plants using spray bottles Squeezing bath sponges Encourage them to take care of "Personal Hygiene by inculcating the following habits: Brushing teeth twice daily Washing hands before and after meals. Combing hair regularly Trimming the nails and keeping them clean Bathing everyday Do book page numbers:- 1 ) Playful Activities page no. 6, 7, 8, 9, 10, 13, 16, 36, 37, 38, 39, 40, 41, 42, 43, to 47, 2) Picture Gallery → Read & learn 2, 3, 4, 5, 6, 7, 8, 9, 16, 17, 30, 31, 3) Musical लहर → Learn page no:-3, 4, 5, 6, 9, 18, 19, 21, 26, 32. 4) अक्षर आरम्भ → याद करो स्वर अ से अः तकI 5) Pre- primary alphabets → Do page no:- 4, 5, 7, 9, 11, 21, 44, 45, 46, 47, 59, 6) Art & Craft:- a) Paste five pictures of fruits, vegetables, animals, birds, means of transport, shapes, pet animals, wild animals in a coloured scrap book. b) Make a beautiful card for your father on the occasion of Father's Day (17 th June) and paste the picture of yourself, enjoying with your father. b) Make a Beautifully decorated square flash card of 30 by 30 cm of Fruit/Vegetable/Means of transport/Shapes/Pet animal/Wild animal ……………… For Example: Written w - Front back ork English → (Do this in a separate 3 in 1 notebook) → Sleeping , standing , standing line, Letter T, I, L (5 pages each) Maths Standing , sleeping , standing line Number 1 , 4 , 7 (5 pages each) We hope you would enjoy these activities and come back to school with zeal and enthusiasm for the next term. HAPPY HOLIDAYS......!!	2,030	1,225	{ "id": "<urn:uuid:789538b3-512b-4964-a0b9-1d123407af2e>", "dump": "CC-MAIN-2019-39", "url": "http://jyotipublicschool.com/wp-content/uploads/2018/06/nursery.pdf", "date": "2019-09-15T16:31:02", "file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514571651.9/warc/CC-MAIN-20190915155225-20190915181225-00125.warc.gz", "offset": 101657379, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9174292922019959, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9924938082695007, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 132, 1482, 2202, 3172, 4293 ], "fw_edu_scores": [ 2.96875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
What is food fortification and why it is important Dated: - 03 rd August 2019 (Saturday) E-Paper In 2011-2012, 21.9% of the total Indian population fell below the poverty line. Considering how populated India is, 21.9% encompasses a lot of people. One of the most severe and common byproducts of poverty is malnutrition, which is a lack of proper nutrition that is caused by a lack of availability of food. The government has done a lot in the past to alleviate and to eventually try and eradicate the problem of malnutrition. However, it is not only the people who fall under the poverty line who suffer from problems that stem from lack of nutrition. Members of all strata of society are prone to suffering from nutrient deficiencies. In fact some deficiencies like vitamin D are so prevalent that 70% of urban India suffers from it. Keeping in mind the issue of deficiencies, The Food Fortification Resource Centre was established under the Food Safety and Standards Authority of India (FSSAI), with its main objective being to promote large scale fortification of food. What is fortified food? Fortification is the process of adding micronutrients into foodstuff that do not already contain them. For example, milk is often fortified with additional vitamin D, to boost its nutritional value. The aim of fortification is to help people remedy their nutritional deficiencies. The Food Fortification Resource Centre has taken the onus of major widespread production of fortified foods, creating an '+F' logo for food the following staple foods: rice, wheat flour, salt, edible oil, and milk. The logo is a symbol of fortification, and will increase the nutritional value of the aforementioned food items. Rice and wheat flour will be fortified with iron, folic acid, and vitamin B12. Salt will be fortified with iron and iodine. Edible oil and milk will be fortified with vitamins A and D. Let's take a look at some of the benefits of fortified foods: - Eliminate malnutrition and nutritional deficiencies. - Provides extra nutrition at affordable costs. - The inherent characteristics of the food remain the same even after fortification. This means that the original taste, texture, and appearance are unchanged. - Wide scale production of fortified foods can help improve the overall nutritional problem of a country, by catering to both, the poor and the wealthy. - The process of fortification is cost effective. Now let's look at the downside of fortified foods: - Only a handful of nutrients are added in the process of fortification. Other nutritional deficiencies remain untreated by the process. - Many times, fortified food products fail to reach the poorest segments of society, who are among the worst section affected with nutritional deficiencies. Low purchasing power and a weak distribution channel are responsible for this problem. - Fortified foods could lead to a nutritional overdose. - Even though fortified foods aid in providing certain nutrients, in the long run you will need a substantial diet, which limits the potential of such foods in lower segments of society. Bottomline: In a country like India where a change in lifestyle is the need of the hour, food fortification is playing an important role in pushing boundaries, by providing more for less. The process is slowly but steadily changing food habits and is helping a nation widely devoid of nutritional food to tackle the issue. Hopefully the FSSAI initiative will reach the eyes and ears of our population and a day will come when most companies will be manufacturing fortified food products.	1,556	713	{ "id": "<urn:uuid:f0583c52-ed1b-4aee-bd89-ed3f0337e461>", "dump": "CC-MAIN-2019-39", "url": "https://fssai.gov.in/upload/media/FSSAI_News_Fortification_TOI_05_08_2019.pdf", "date": "2019-09-15T16:18:53", "file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514571651.9/warc/CC-MAIN-20190915155225-20190915181225-00128.warc.gz", "offset": 494347814, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9978889226913452, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9978889226913452, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3674 ], "fw_edu_scores": [ 3.078125 ], "minhash_cluster_size": 1, "duplicate_count": 2 }
Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, & Language The descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards set out in this document. As students advance through the grades and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and regularity these capacities of the literate individual. They demonstrate independence. Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker's key points, request clarification, and ask relevant questions. They build on others' ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials. They build strong content knowledge. Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise. They refine and share their knowledge through writing and speaking. They respond to the varying demands of audience, task, purpose, and discipline. Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence in science). They comprehend as well as critique. Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author's or speaker's assumptions and premises and assess the veracity of claims and the soundness of reasoning. They value evidence. Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others' use of evidence. They use technology and digital media strategically and capably. Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals. They come to understand other perspectives and cultures. Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own.	1,568	711	{ "id": "<urn:uuid:1fe3ca48-d6dc-499a-9d91-9f1d83009527>", "dump": "CC-MAIN-2019-39", "url": "http://coreupgrades.weebly.com/uploads/4/5/6/7/4567766/ccr_capacities.pdf", "date": "2019-09-15T16:28:47", "file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514571651.9/warc/CC-MAIN-20190915155225-20190915181225-00131.warc.gz", "offset": 45513402, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9953965544700623, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9953965544700623, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 4151 ], "fw_edu_scores": [ 2.671875 ], "minhash_cluster_size": 10, "duplicate_count": 0 }
Cognition and Learning WAVE THREE - Intensive support in one or more curriculum areas - LSA in class group work; one to one for literacy or numeracy; one to one support from LSA - Individual personalised programme to enhance self-help skills e.g. study skills, active listening delivered by HLTA - Small group and individual teaching for identified students to build basic literacy, handwriting and numeracy skills. - Activities to develop phonological skills through small group work to include rhyming, alliteration, analogy, syllabification, word games and puzzles through 1:1 literacy withdrawal - Consideration of access to and readability of text and modification where appropriate achieved by Access Arrangements for exams being used in lessons to provide 'usual way of working' - Individually prepared materials in one or more curriculum areas eg: photocopies on coloured paper, use of tinted reading rulers - Advice and/or support from outside agencies and support services to develop programmes, strategies and approaches in collaboration with the school e.g. external agencies such as - Educational Psychologist - CAMHS - Occupational Therapy - Learning and Language Support Team - Physical & Sensory Support - Behavioural Support - REMA - Chaplaincy - Information Technology to support presentation and reinforce learning keyboard skills, touch typing skills, online dictation and use of a word processor or tablet - Reduced or revised timetables and homework timetables - Early testing and applications for exam access arrangements Communication and Interaction WAVE ONE – All Students (Whole School Approach) - Teachers encouraged to use the student's name on occasions to aid re-focussing and include students who lack understanding of lesson instruction, get student to repeat back instructions. - Awareness by all staff of students with particular needs, LSA to observe students in a variety of lessons - Staff training to take place offering advice and strategies for including students with communication and interaction difficulties, e.g. impact of change, noise - Opportunities for role play , students with social & communication deficits identified via SEN Register, observed and if appropriate invited to social skills / lunch club - Planning in advance of the lesson to produce resources to include students with Autistic Spectrum Conditions (ASC) - Repetition of instructions targeting specific students to ensure understanding. - LSAs clarify teachers instructions to students and encourage them to communicate with teachers - Use of strategies to manage challenging and unsociable behaviour - Checking out understanding of text by encouraging student re-tell/re-phrase story/text. - Use of visual cues to check meaning and understood e.g. Traffic Lights (red, amber, green cards) thumbs up/down - Giving clear and concise instructions, one at a time. Individual person centred targets worded slightly differently to ensure that they are literal enough to be followed by the student without any 'ambiguity' - Information and Student Passports placed in SEN section of SIMS	1,420	601	{ "id": "<urn:uuid:d9151473-94aa-4aca-b6aa-b3a3b44c685a>", "dump": "CC-MAIN-2019-39", "url": "http://thepriorycofe.com/downloads/information/2019/The%20Priory%20School%20Waves%20of%20Provision.pdf", "date": "2019-09-15T16:26:02", "file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514571651.9/warc/CC-MAIN-20190915155225-20190915181225-00131.warc.gz", "offset": 198001613, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9944047331809998, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9947097301483154, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1548, 3105 ], "fw_edu_scores": [ 2.890625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Girl Scout Super Science Saturday Saturday, February 4, 2017 9:00 am – 2:30 pm Atlanta Evergreen Marriott Conference Center 4021 Lakeview Dr Stone Mountain, GA 30083 GSTA's Super Science Saturday will provide Girl Scouts the opportunity to learn about science and engineering while earning related badges. Register at bit.ly/gstascouts17 (Registration closes on Jan. 4) $25 per girl (This includes the cost of badges, which will be given on site.) Parking and admission to Stone Mountain Park is included in registration. BROWNIE BADGES * Hiker - Come and explore Stone Mountain by studying and hiking some of the trails (weather permitting). Learn trail etiquette and how to read basic trail signs. Talk with experienced hikers and discuss 'Leave No Trace' principles. * Bugs - Weather permitting, walk around Stone Mountain to discover what lurks around the parks. Create your own creepy-crawly! Come study some interesting creatures! * Inventor - Come and learn about some of the greatest women inventors and how they made a difference in all of our lives! Design a boat – see whose boat will sink first! Do you accept the challenge? * Home Scientist - Science happens every day and is all around us!! Come and compete in a static electricity relay, make ice-cream in a bag, and participate in a host of other 'science' events and activities. JUNIOR BADGES * Camper - Review the 'Leave No Trace' principles as you plan your next camping trip! Race to see who can tie a knot and learn the basics of building a campfire. Visit camp OH-NO – what is wrong here?! * Animal Habitats - Come spend the morning studying animal habitats and learn what you can do to help protect them! * Detective - Make 'secret' notes with invisible ink, study fingerprints, and observe DNA that you extract yourself. Learn how scientists use DNA to solve mysteries! * Product Designer - What makes a product a great product? Come and learn about some of the products we use today and find new solutions for old problems. Come and be an innovative detective * Flowers - Come and plant some of your very own flowers to take home with you! Dissect a flower and learn how they make the fruit we love to eat! CADETTE BADGES * Special Agent - Learn about famous women detectives and special agents! Decide whether forensic science might be a career choice for you! Extract your own DNA! Learn how science depends on DNA as evidence! * Animal Helpers - Come and learn about the human/animal connection and how animals might help us in the future! Schedule of the Day \| Brownie \| \| \| Junior \| \| \| Cadette \| \|---\|---\|---\|---\|---\|---\|---\| \| Hiker (9:00 - 11:00) \| Bugs (9:00 - 11:00) \| Inventor (9:00 - 11:00) \| Camper (9:00 - 11:00) \| Animal Habitats (9:00 - 11:00) \| Detective (9:00 - 12:00) \| Special Agent (9:00 - 12:00) \| \| Break \| \| \| \| \| \| \| \| Hiker (11:30 - 1:30) \| Bugs (11:30 - 1:30) \| Home Scientist (11:30 - 2:30) \| Product Designer (11:30 - 2:30) \| Flowers (11:30 - 2:30) \| \| \| \| \| \| \| \| \| Break \| \| \| \| \| \| \| \| Camper (12:30 - 2:30) \| Animal Helpers (12:30 - 2:30) \| * Each girl should bring a lunch. * Girls must be accompanied by an adult sponsor (parent, guardian, troop leader, etc.) throughout the event.	1,683	870	{ "id": "<urn:uuid:b2b6940b-f852-4361-811a-41fea92f4466>", "dump": "CC-MAIN-2019-39", "url": "https://www.georgiascienceteacher.org/resources/Documents/Conference%202017/Girl%20Scout%20Super%20Science%20Saturday%20Flyer.pdf", "date": "2019-09-15T16:40:07", "file_path": "crawl-data/CC-MAIN-2019-39/segments/1568514571651.9/warc/CC-MAIN-20190915155225-20190915181225-00132.warc.gz", "offset": 863898783, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9969850778579712, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9971085786819458, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2587, 3287 ], "fw_edu_scores": [ 2.5 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
What are essential oils? They may seem virtually harmless being that they are extracted from plants, but essential oils might not be so innocent. Although there is not a lot of information on these oils and their effects on humans or animals, there is a bit of research that suggests we should beware. When evaporated, these oils become small droplets in the air that can land in the environment, on your pet, or even be inhaled. These oils can then have harmful effects in your pet's airways, skin, or even their oral cavity if licked off their fur or from the environment. The effects induced by these oils may be similar to an allergic reaction, where the immune system overreacts to the exposure leading to unfortunate clinical signs, or more severe affecting internal organs. For more information: CVMA Position Statement - https://www.canadianveterinarians.net/documents/cats -and-essential-oils Pet Poison Helpline – http://48qbc13dv397vzass1iql2a1.wpengine.netdnacdn.com/wp-content/uploads/2018/01/2017-EssentialOils-and-Cats-Handout.pdf Why are we worried about cats? Oils identified to be of concern: As many know, the liver is a very important organ that works in detoxifying harmful substances that our bodies may come into contact with. There are several processes that take place within our livers that allow this detoxification to take place. One of these processes is known as glucuronidation, which is a fancy way of saying that the liver joins a certain substrate, known as glucuronide, to harmful substances to essentially deactivate or detoxify them. This is one of the main processes for detoxification in many species, but unfortunately cats' livers are not able to carry out glucuronidation which is why they are much more susceptible to certain compounds' effects, like aspirin and essential oils, which use this process to become less harmful to the body. [x] Bergamot [x] Bitter almond [x] Calamus [x] Cinnamon [x] Clary sage [x] Clove [x] Eucalyptus [x] European pennyroyal [x] Geranium oil [x] Horseradish [x] Japanese yew [x] Lavender [x] Lemon oil [x] Lemongrass [x] Lime oils [x] Mustard [x] Orange oils [x] Oregano [x] Pennyroal [x] Pine [x] Spruce [x] Juniper [x] Rose [x] Rosemary [x] Sandalwood [x] Sassafras [x] Tea tree [x] Thyme [x] Wintergreen [x] Peppermint [x] Spearmint [x] Mint [x] Wormseed [x] Ylang ylang	1,156	599	{ "id": "<urn:uuid:1e5142ee-461e-418a-b194-9d8e38e81a41>", "dump": "CC-MAIN-2024-42", "url": "http://www.dickinsonandbaird.com/uploads/9/8/6/3/98634384/essential_oils_in_cats.pdf", "date": "2024-10-13T12:47:38", "file_path": "crawl-data/CC-MAIN-2024-42/segments/1727944255197.92/warc/CC-MAIN-20241013122830-20241013152830-00028.warc.gz", "offset": 36730535, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9905365705490112, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9905365705490112, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2362 ], "fw_edu_scores": [ 2.25 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Background on "Harrison Bergeron" Kurt Vonnegut was born in Indianapolis, Indiana, on November 11, 1922. Vonnegut emerged as a novelist and essayist in the 1960s, and penned the classics Cat's Cradle, Slaughterhouse-Five and Breakfast of Champions before 1980. He is considered one of the most influential American novelists of the twentieth century because of his satirical literary style. He became known for his unusual writing style— long sentences and sparse punctuation, as well as his humanist point of view. He blended literature with science fiction and humor, the absurd with pointed social commentary. Vonnegut died in New York City on April 11, 2007. "Harrison Bergeron" is one of Vonnegut's most important short stories. It was first published in The Magazine of Fantasy and Science Fiction in 1961 and was later republished as part of the short-story collection Welcome to the Monkey House (1968). Set in a dystopian America in 2081, it is often interpreted as a blistering critique of authoritarian governments. In its blend of satire and science fiction, "Harrison Bergeron" typifies Vonnegut's work. Vocabulary 1. Satire- any writing that holds up someone or something to ridicule or serious criticism to effect change 2. Science fiction- genre of fiction in which the stories often tell about science and technology of the future. *It is important to note that science fiction has a relationship with the principles of science—these stories involve partially true partially fictitious laws or theories of science. It should not be completely unbelievable, because it then ventures into the genre fantasy. Science fiction texts also include a human element, explaining what effect new discoveries, happenings and scientific developments will have on us in the future. 3. Humanist (adjective), Humanism (noun)- a philosophical and ethical stance that emphasizes the value and agency of human beings, individually and collectively, and generally prefers critical thinking and evidence (rationalism, empiricism) over acceptance of dogma or superstition. 4. Dystopia (noun) / dystopian (adjective)- a futuristic, imagined universe in which oppressive societal control and the illusion of a perfect society are maintained through corporate, bureaucratic, technological, moral, or totalitarian control. Dystopias, through an exaggerated worst-case scenario, make a criticism about a current trend, societal norm, or political system.	1,083	512	{ "id": "<urn:uuid:3d686846-9eed-46a4-bc48-ca1d1c640bcc>", "dump": "CC-MAIN-2024-42", "url": "https://bentonenglish.com/wp-content/uploads/2017/08/hbBG.pdf", "date": "2024-10-13T13:11:02", "file_path": "crawl-data/CC-MAIN-2024-42/segments/1727944255197.92/warc/CC-MAIN-20241013122830-20241013152830-00030.warc.gz", "offset": 105933796, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9974987506866455, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9974987506866455, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2451 ], "fw_edu_scores": [ 2.28125 ], "minhash_cluster_size": 1, "duplicate_count": 2 }
Before the Weather Channel . . . . What's the weather going to be tomorrow? A question we take for granted today, and often have predicted for us, either accurately or on occasion not so accurately, by various means from the weather channel to computerized reports from around the globe. Recording the weather in the early days of Martin County was one Captain Frederick Wherland, an English sea captain who was born in Ireland and eventually settled in a rural home on Pierce Lake, Rolling Green Township, in 1878. He selected this area, near a Martin County lake, because of his love of water. The Wherland home was like a typical English Colony rural mansion of that time period. As the master of his ship, Captain Wherland had varied experiences not only as the ship's commander, but also as its surgeon and chaplain. In fact, several of his large family was born at sea. His experiences on the high seas carried him to such places as the Cape of Good Hope, and the ports of India, Australia, the Orient, and the American Pacific Coast. The retired sea captain became Martin County's first volunteer weather observer. He brought with him an expensive barometer of the time, which in fact he had used previously in sailing the seas, a rain gauge, and a thermometer. Captain Wherland took daily readings of temperature, morning, noon, and night; also recording barometric pressure and measuring precipitation. He then sent all original records to the weather bureau in Washington, D.C. Copies were also kept for local records. The colorful, retired sea captain diligently kept these weather records until his death in 1910. Following Captain Wherland's death, James Lamperd, also of English ancestry, took over his work as a volunteer weather observer. Lamperd and his wife set up a weather station on their farm in Rolling Green Township, very near the Wherland Estate. The Lamperd's telephone number, 1871, was well known to county residents and could be called anytime day or night to get the official temperature as well as precipitation amounts. The Lamperds continued their weather observances, without pay and with little public recognition, until the death of Mr. Lamperd. Eventually, age and failing health forced Mrs. Lamperd to give up her work to the Water & Light Department of Fairmont. Two of Captain Wherland's daughters married and lived in Fairmont until their death. They were Sally, who at the age of 16 eloped with Lenny Burton, and Susan, who married Otto Gimm. Another of his children, Frank, was at one time a postmaster in Welcome. On display in the Pioneer Museum is an ancient grandfather clock that was built about 1780 by Captain Wherland's grandfather for his estate in Cork, Ireland. The 12 foot tall clock was originally willed to Captain Wherland by a relative and shipped to America in 1900. It stood at Belvidere, the Wherland's home on Pierce Lake, until it was sold in 1912. The clock was then passed on to a number of heirs until it reached its final stop being placed on display at the Pioneer Museum in 1939. A fire in the 1890's destroyed much of the Wherland's furnishings and likely damaged the clock, which was later restored by J. A. Nightingale in 1957. Additional items displayed from the Wherland collection at the Pioneer Museum include the Tudor Ship's Log of Liverpool, England. Also on display is Captain Wherland's hat, his portable writing desk, his barometer used for weather recordings, a picture of the ship Galatea in dry dock in London, and pictures of himself, his wife, and his two daughters. Weather prediction, weather observation, recording of weather data, and other meteorological techniques have advanced greatly from Captain Wherland's time. However, the retired English sea captain will be remembered as a pioneer in the field and a significant part of Martin County history.	1,539	833	{ "id": "<urn:uuid:e131d903-6a9a-42de-9e6c-31ab9699a2b8>", "dump": "CC-MAIN-2024-42", "url": "https://fairmont.org/mchs/Before%20the%20Weather%20Channel%20.%20.%20.%20..pdf", "date": "2024-10-13T12:57:03", "file_path": "crawl-data/CC-MAIN-2024-42/segments/1727944255197.92/warc/CC-MAIN-20241013122830-20241013152830-00027.warc.gz", "offset": 210564400, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9990026354789734, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9990276098251343, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2320, 3876 ], "fw_edu_scores": [ 2.734375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
WILDFIRE PREVENTION CIRSA SAFETY QUIZ RESOURCE The risk of wildfires in Colorado is significant. Most wildfires are preventable and are caused by human activity; however, wildfires can be started in a number of ways. In many cases, injuries and property damage caused by fire may be limited by adhering to good loss control practices before, during, and after a wildfire occurs. The following information discusses how to prevent or reduce wildfire related claims in your entity and the surrounding communities. Wildfire Causes and Prevention Strategies: Campfires/Campsites: Follow any state and federal restrictions. Restrict open fires (including outdoor grills/barbecues) to permit-only or ban open flames altogether; install fire breaks (roads and paths) in and around campgrounds; clear debris, grass, or leaves; conduct routine patrols; establish ordinances and penalties. Smoking: Grade and/or mow grass and weeds on shoulders along roads to prepare for improper disposal of lit cigarettes, matches, etc.; remove the accumulation of natural fuels and debris from ditches; install fire breaks; install warning signs indicating fire danger along road sides; and install signs advising of penalties for causing a wildfire. Trash, Debris, Landscape Burning: Restrict to permit-only or ban the activity via ordinance. Have the local fire department monitor permitted burns. Arson: Increase security patrols; secure abandoned facilities; remove accumulation of natural fuels and debris; mow grass and weeds; establish a neighborhood watch program; post signs and communicate the penalties for violations. Vehicles and equipment: Inspect and maintain vehicles and equipment; do not stop or park running or hot vehicles in tall grass/weeds; install adequate size and class of fire extinguishers in all vehicles; remove the accumulation of natural fuels and debris near liquid fueling stations; install and maintain spark arrestors on equipment; communicate the need for equipment maintenance and use of spark arrestors to citizens. Railroads: Remove the accumulation of natural fuels and debris near tracks; install fire breaks (roads and paths) in and along high hazard areas. Fireworks: Follow any state and federal restrictions. Consider banning or restricting the use of fireworks; communicate penalties for non-compliance; conduct patrols; establish ordinances. Contract out firework displays and include hold harmless and indemnification language in the contract. continued... Airports: Structural Fires: Remove the accumulation of natural fuels and debris near runways, ramps, and buildings; keep grass/ weeds mowed near runways and fueling stations. Require proper grounding and bonding procedures when fueling. Communicate the need for property owners to remove the accumulation of natural fuels and debris around structures and keep weeds/grass mowed short; install fire breaks in wooded areas. In addition to these proactive measures, it's important to provide training and education to personnel working in and around these conditions so that they are able to fight fire in its infancy stages. Supply staff with the necessary equipment and personal protective equipment to extinguish small fires and prevent the spread of wildfire. Items to consider providing: * Dust mask * Hard hat * Flame resistant clothing * Gloves * Heavy footwear * Eye protection * Hearing protection for use of motorized equipment * Rakes * Shovels * Fire extinguishers	1,580	661	{ "id": "<urn:uuid:6d4b4e7b-875c-47b7-81df-007f1e9b166a>", "dump": "CC-MAIN-2024-42", "url": "https://www.cirsa.org/wp-content/uploads/2020/10/Wildfire-Prevention-Resource_final.pdf", "date": "2024-10-13T14:33:21", "file_path": "crawl-data/CC-MAIN-2024-42/segments/1727944255197.92/warc/CC-MAIN-20241013122830-20241013152830-00031.warc.gz", "offset": 601431733, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9972617626190186, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9974164366722107, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2500, 3480 ], "fw_edu_scores": [ 2.265625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Subject Year 7: Working Scientifically Curriculum vision: "Our aim is to deliver a curriculum that is inclusive, relevant and progressive for all learners." KS3 Working Scientifically Big Picture: This unit aims to develop students' understanding of scientific principles and methodologies. They will learn how to conduct experiments, analyse data, and draw conclusions based on evidence. The unit will emphasize scientific thinking, problem-solving, and the importance of scientific inquiry. reference \| Learning outcomes / Key knowledge (including NC KS3) SEND scaffold \| Skills development: Reading / writing / data / numeracy / graph work \| \|---\|---\| \| • Students will be able to identify hazard in a laboratory setting • Students will be able to identify hazard symbols o Use visual aids like diagrams and videos. o Provide knowledge organisers / key vocab with definitions \| • Identify hazard symbols \| \| • Students will be able to plan and design a scientific investigation. • Students will be able to Identify variables and the importance of control variables. o Offer step-by-step guides for planning investigations. o Provide templates for writing hypotheses and plans. \| • Formulating hypotheses and predictions. • Planning steps to conduct a fair test. \| \| • Students will be able to follow a scientific method to conduct experiments. • Students will be able to Use equipment and materials safely and accurately. o Ensure safety instructions are clear and understood. o Use buddy systems for practical work. \| • Performing experiments according to plan. • Observing and recording data systematically. \| \| • Students will be able to record data accurately using tables, charts, and graphs. • Students will be able to understand the importance of precise measurements. o Provide pre-made templates for data recording. o Use technology for creating graphs \| • Creating tables and charts. • Using graphs to represent data visually. \| \| • Students will be able to analyse data to identify patterns and relationships. • Students will be able to distinguish between correlation and causation • Draw evidence-based conclusions from data. o Use visual aids to illustrate data analysis. o Simplify statistical concepts with concrete examples. \| \| • Interpreting graphs and charts. • Using statistical methods to analyse data. • Writing conclusions that reflect data. \| \|---\|---\|---\| \| • Students will be able to write a hypothesis, method, variables, hazards, conclusion for the investigation ‘Exploring the effect of different temperatures on the rate at which sugar dissolves in water’ o Use images & dual coding o Provide scaffolded method materials \| \| • ASTN Writing • Writing hypothesis, method, variables, hazards and conclusions for the investigation \| \| • Students will be able to identify and summarize the main objectives and conclusions of a scientific article, demonstrating an understanding of the structure and content typical of scientific papers. • Identify any words not understood and write a glossary o Use images with dual coding o Read with reading rulers with class \| \| • Reciprocal reading • Identify unusual words • Summarise the article in two sentences \| \| \| Links to previous learning / interleaving \| \| Independent learning BBC Bitesize KS3 – Working Scientifically Working scientifically - KS3 Biology - BBC Bitesize KS2 links for practical's oPlants oRocks o Light o Living things and their habitats oMaterials * Regular low stakes quizzing of AO1 * In class assessment of AO1, AO2, AO3 using past paper questions where appropriate * Written word is assessed with personalised feedback provided. * End of unit assessment marked with collective feedback provided. Homework is set weekly and is outlined in the half-termly homework booklet. Homework includes * online quizzes on Carousel * Completion of written questions. * Learning of content for in-class quizzes Misconceptions / common errors o Experiments always provide clear and straightforward results. o All variables can be controlled perfectly. o A hypothesis is a wild guess. o Results will always match predictions. o Experiments that don't work are failures.	1,984	831	{ "id": "<urn:uuid:2f27d2ab-aece-4124-88e9-90027631f6ed>", "dump": "CC-MAIN-2024-42", "url": "https://theacademyofstnicholas.org.uk/wp-content/uploads/2024/07/KS3-SOL-Working-scientifically.pdf", "date": "2024-10-13T12:56:30", "file_path": "crawl-data/CC-MAIN-2024-42/segments/1727944255197.92/warc/CC-MAIN-20241013122830-20241013152830-00033.warc.gz", "offset": 480525814, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9839468797047933, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9858595132827759, "per_page_languages": [ "eng_Latn", "eng_Latn", "unknown", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 159, 1949, 3247, 4180 ], "fw_edu_scores": [ 4.15625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Buddhist Perspective on Climate Change and the Environment Presentation at Buddhist Vihara, RFF Multi-Faith Walk on 18 10 15 Welcome to the Buddhist centre. We are pleased to see you. It's good to start the walk here at the Buddhist centre because the practice of Buddhism encourages mindfulness, stillness, awareness of what we are doing. That is the first practice we need if we are going to listen to the cries of the earth. Some young people from our classes had a workshop and talked about how we can care for nature and stop climate change We first talked about what we love about the earth and how that might destroyed At our workshop we made some bunting. On one side we wrote what we love about the earth and on the back what will happen to what we love if we do nothing about Climate Change. One person said that they love - Rain, sunshine - Shade, trees - Moonlight, sky - Barefoot grass walk Another person loves - The milky way from a dark area - Beaches - Car free areas - Sunny days - Animals in their natural habitat They would be sad to lose these because of the ways we are damaging the earth How Buddhism inspires us to look after nature Here are some of the ways that Buddhist teaching inspires me to care for the earth - Buddhists don't kill animals, we try not to harm anything - Buddhists don't take intoxicants - Buddhists should live simply, and not have too much stuff - Buddhists take the Middle Path. That means not taking too much from the earth. - For example, Buddhists understand that greed leads to excessive tree cutting. - The Buddha gained enlightenment under a tree and respected a tree for sheltering him. - He was also born and died under a tree and asked his followers to respect trees. - Buddhists believe that everything is inter-connected, so damaging the environment damages people as well - We believe in Karma, that, is that all our actions have consequences Now we will hear why the Bodhi tree is important to us as Buddhists. For Buddhists the Bodhi tree is very important. We have one here. We have heard that the Buddha found enlightenment under a tree, it was the Bodhi tree. Every Buddhist Vihara has a Bodhi tree nearby if they can . What we can do practically to care for nature There are different ways we can care for creation and help to stop climate change - We can make changes ourselves and with our families - We can make changes at the Vihara - We can make changes in our schools - We can ask local and national government and international agencies to make changes Like a puzzle, which needs all the pieces to complete, we need to do things in all these areas if we want to make a change. At our workshop we wrote ideas for what we can do on each of the puzzle pieces. We chose our top two ideas from each of the pieces of the puzzle Me and my family - We can cycle or use eco- friendly transport - We can create home for wildlife, for example, we can make a bird table My school - We could use bio-degradable products - We could start a gardening club - We could do charity events which are about caring for nature The Vihara - We could try not to waste food when we hold events - We could grow plants in the Vihara garden Governments - The Government could provide solar panels for schools and houses - Governments could make laws to make factories clean To show our care for creation we are going to plant a fruit tree now in our garden. We invite you to join us there. Buddhist resources on climate change http://www.ecobuddhism.org/ https://thebuddhistcentre.com/BAM/bam-2014-suggestions-buddhist-centre-or-sangha-actions http://fore.yale.edu/climate-change/statements-from-wo rl d-rel i g ions/buddhi sm / http://www.buddhistgeeks.com/2012/04/bg-252-climate-change-is-happening-on-our-watch/ http://www.buddhistgeeks.com/2012/04/bg-252-climate-change-is-happening-on-our-watch/ http://www.newbuddhaway.org/newsideas/climatechangeaction.html youtube clips http://www.pri.org/stories/2011-09-01/fighting-climate-change-buddhism-not-science https://www.youtube.com/watch?v=KnaG0RkJp2E	1,703	964	{ "id": "<urn:uuid:b98885f9-f4ac-47d5-8092-1aa8a15798c0>", "dump": "CC-MAIN-2024-42", "url": "https://redbridgefaithforum.org/wordpress/wp-content/uploads/2014/10/Buddhist-Perspective-on-Climate-Change-and-the-Environment.pdf", "date": "2024-10-13T13:40:00", "file_path": "crawl-data/CC-MAIN-2024-42/segments/1727944255197.92/warc/CC-MAIN-20241013122830-20241013152830-00032.warc.gz", "offset": 419395614, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.995113730430603, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9960635900497437, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2248, 4085 ], "fw_edu_scores": [ 3.359375 ], "minhash_cluster_size": 1, "duplicate_count": 5 }
Occupational Therapy Department Memory Information for parents and carers What is memory? Memory is the ability to store, retain and recall information. It requires several areas of the brain to work together to recall past experiences. There are two types of memory; short term memory and long term memory. Memories can be distinguished as; Retrospective – remembering things in the past Prospective – remembering things that are going to happen in the future. Why children may have some difficulties After a brain injury the child's memory may not work as well as it used to. Memory problems can affect all areas of a child's life including, daily routines, school, and hobbies. Strategies to help External memory strategies: these are tools which can help compensate for memory impairment: * A daily planner to help the child remember what they need to do that day. This can include general information or specific routines. * A note pad to allow the child to write down anything they need to remember. * Children now use laptops, smart phones and tablets every day. These can be utilised to aid their memory, through the use of alarms and notes. There are even specific apps that may be beneficial to prompt medications and help them manage symptoms. * It may be useful to have a white board, as this can be used as a large daily planner, or to allow family members to write notes to remind them. * Children may find lists / checklists beneficial as a visual prompt and this will provide a sense of achievement as they mark off when they have done an activity. * If the child is becoming more independent with their medication, a dosset box or medication blister pack may be beneficial to help them manage this. Environmental memory strategies: these involve modifying the environment or the way the child interacts with the environment. Environmental memory strategies can be used in conjunction with external memory strategies to help remind the child to use them: * Having a routine – this will help with memory, as tasks become habit after some time. * Everything having a place – this will reduce the need to go and look for items or them becoming misplaced. * Keeping things in sight – by placing external memory strategies or items in certain places they become a visual cue to complete a task. For example, placing a book on the table will remind them to do their homework. * Having a central point for organisation – create a place that all important information goes. This could be a pin board, a white board or a file on the fridge door. The child then knows where to look if they need to know something. * Avoid clutter - an untidy or cluttered environment may cause things to be lost more easily. Internal memory strategies – these are strategies the child can do in their mind to help them remember things. * Repetition – repeating what they need to remember, either out loud or in their head will help it stick in their memory. * Chunking - this is breaking information in to chunks, so remembering a number as 0151-2525660. Splitting it in to chunks makes it easier to remember. * Categorising - putting information into categories, for example if they need to remember apples, socks and bananas – they would categorise this as Fruit - apples and bananas and Clothes - socks. * Association - this involves linking what they want to learn with something they already know. It's the process of forming a link between visual information and verbal information. For example remembering someone's name – if they know someone else with that name, they can picture that person and will make an association, helping them to remember the new person's name. Contact us If you need further information, speak to your occupational therapist or contact the team – 0151 252 5660 This leaflet only gives general information. You must always discuss the individual treatment of your child with the appropriate member of staff. Do not rely on this leaflet alone for information about your child's treatment. This information can be made available in other languages and formats if requested. Alder Hey Children's NHS Foundation Trust Alder Hey Eaton Road Liverpool L12 2AP Tel: 0151 228 4811 www.alderhey.nhs.uk © Alder Hey Review Date: May 2025 PIAG: 269	1,717	874	{ "id": "<urn:uuid:198723fb-ed0b-4905-b7c8-ea53ca226e1b>", "dump": "CC-MAIN-2024-42", "url": "https://www.alderhey.nhs.uk/wp-content/uploads/2024/05/Memory-Leaflet-PIAG-269.pdf", "date": "2024-10-13T14:34:22", "file_path": "crawl-data/CC-MAIN-2024-42/segments/1727944255197.92/warc/CC-MAIN-20241013122830-20241013152830-00036.warc.gz", "offset": 567523849, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9982937574386597, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9985783100128174, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2181, 4329 ], "fw_edu_scores": [ 3.0625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
A Fairmont Mayor Remembered Early settlers of this country, state, and county faced many hardships. They were forced to rely on their own ingenuity in order to forge ahead and make a home and a living for themselves and their families. Fairmont and Martin County have certainly had their share of hard working, industrious, and civic minded citizens over the years. Many are remembered for their accomplishments and the lasting impact on Fairmont and Martin County that they made during their lifetime. One such person in Fairmont's past was Julius Simon, an early settler who made his mark in a very positive manner on Fairmont. So, just who was Julius Simon, you may ask? Julius Simon was born in Germany on May 9, 1868. He spent his first birthday on board a ship with his parents coming to America. His parents settled in Cook County Illinois where his father became a truck farmer. In 1887, at the young age of nineteen, Julius came to Martin County and acquired land for his parents in Rolling Green Township. In 1889, his parents and other family members arrived. Incidentally, his father spent the remainder of his life on that very homestead. In 1892, Julius Simon married Clara Fortmann. They had a family of thirteen children, of which two died as infants. After his marriage, Mr. Simon operated farms in Rolling Green and Center Creek Townships, and then acquired 220 acres, part of which was in the city of Fairmont. His farm was considered to be a "model" farm, in part due to his crop rotation system. In addition to his home farm, he had more farmland in other parts of the county, and he was also involved in feeding livestock. Mr. Simon was one of the regulars shipping carloads of livestock to the stockyards in South St. Paul. Obviously a very industrious individual, Simon branched out with his hobby, commercial fishing, which eventually became a rather profitable venture to the extent that it actually surpassed his cattle business. Simon's commercial fishing business involved fattening thousands of carp every year and shipping them by rail to the New York market. He accomplished this by seining the carp from local lakes during the winter, placing them on tank cars, and shipping them directly to the eastern market. However, many carp were also taken to his home and kept in cribs built in the lake on his farm, fed, and then shipped alive on tank cars to New York City. The cribs were made of wire and measured about sixteen feet square and ten feet deep. The carp were kept within this area and fed during the summer and fall up until about the first of November. Simon shipped anywhere from fourteen to forty carloads annually for more than twenty years. Although a very successful farmer and commercial fisherman, perhaps most notable was Simon's civic pride. In 1933, he was elected mayor of Fairmont by a landslide. He carried the city by an overwhelming four to one margin. According to a quote from the April 5, 1933, edition of the Fairmont Daily Sentinel, "Never in the history of the city has there been such a landslide in a contested election as was accorded Mayor Julius Simon yesterday, according to old timers who were on the job as usual about the time returns were coming into The Sentinel office last evening." Simon won the election handily by a margin of 1,357 to 382 for the closest runner up. In addition to serving as Fairmont's mayor, Simon also served on the Rolling Green and Center Creek township boards, and he was an alderman in Fairmont for sixteen years. During his tenure as a Fairmont alderman, the first paving of Fairmont streets was done, the electric light plant was brought under municipal ownership, the municipal heating plant was constructed, major improvements were made in the sewer and drainage systems, and he was involved in the development of the park system. Julius Simon passed away unexpectedly in January of 1946. He was an individual that first came to Martin County at the age of nineteen. Through hard work, perseverance, and integrity, he became successful in the businesses of farming and commercial fishing. He didn't stop there. Being very civic minded, he added to the community by serving unselfishly at several levels of local government and thereby helped to develop and improve both Fairmont and Martin County for its citizens at that time as well as for the future. Julius Simon led a life well lived, with accomplishments to be proud of that in turn served the better good of all. This article is dedicated to Lydia Holland, the daughter of Julius Simon, who lives in Fairmont at Goldfinch Estates.	1,771	981	{ "id": "<urn:uuid:31927903-4610-4e7f-a1a3-2d0fa4252782>", "dump": "CC-MAIN-2024-42", "url": "https://fairmont.org/mchs/A%20Fairmont%20Mayor%20Remembered.pdf", "date": "2024-10-13T13:37:58", "file_path": "crawl-data/CC-MAIN-2024-42/segments/1727944255197.92/warc/CC-MAIN-20241013122830-20241013152830-00035.warc.gz", "offset": 208741644, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9993017613887787, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9993391036987305, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3371, 4627 ], "fw_edu_scores": [ 2.703125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
ArtReach Lesson - Building Action Figures Suggested Grade Level(s): Can be adapted for Primary to Twelve Suggested Length of Class Time: One class or more if you wish to develop the action theme or setting Possible Subject Areas: Art, Social Studies, Language Arts, Health, Biology Rationale: This lesson is intended to give students an opportunity to think about how our bodies move, how artists use various materials to create three-dimensional figures and, using plasticine, wire, and tinfoil, to fashion their own "action figures". Logistics: Classroom setup – individual or small group work, tables Materials – heavy duty tinfoil, bendable wire, (available at hardware stores such as Home Depot), plasticine, pencils and paper Suggested resources/images - Information on artist Alberto Giacometti (notes attached) - Any depictions of figures in action (toys, magazine pictures, on-line clip art images, calendars, comic books, etc.) - Videos showing people in action through dance or sport Suggested Outcomes: Students will - develop spatial sense and understanding of position in-space. - explore the science and art of the body in motion - explore and manipulate a range of art materials - observe and discuss a variety of images in different artistic styles Introduction: Discuss with students ways in which our bodies move and why it is possible for us to adopt many poses and move in many ways (the biology of movement). Encourage them to think about simple acts like sitting and standing, then walking and running and then into more advanced gymnastic poses, for example: how important joints and muscles are. Perhaps some students are involved in dance, yoga, or various sports and can talk about what you need to do to train your body to do these things well. Gauge your questions according to age level. Suggestions for Teaching and Learning: - Students, in pairs, can do a warm up exercise in which one person adopts a pose while the other does a simple line sketch of their partner in that pose, giving attention to approximate body proportion. Then have them switch. - After looking at the sculptures of Giacometti, distribute pipe cleaners, two chunks of plasticine and strips of tinfoil. Students can build figures in various positions, anchoring the two feet with the plasticine on a base (such as an old book cover or a piece of heavy cardstock). See photo below: - Another method for making slightly more developed figures is to create a skeletal frame of a figure with the bendable wire and in the fashion of Rodin, use small pellets of plasticine to cover the wire to create a figure (Using one colour of plasticine is preferable and more visually interesting). See below: Extension of ideas - As seen above, students can embellish their figure with one or two items such as eyes, a basketball, beads…no more than one or two, however, as the figure then loses its shape and interest. - Students could create an entire three-dimensional scene using their figures as props. - This activity lends itself beautifully to writing poetry, short stories, comic strips, speech balloons or brief skits. Suggestions for Assessment Students can be observed as they gather information, noting: ability to focus, to discuss, to cooperate with others, to make connections. Depending on the extensions chosen, work can be evaluated according to the skills at individual students' levels, science outcomes can be assessed through oral or written responses, asking, for example, what students have learned about the movement of bodies.	1,494	720	{ "id": "<urn:uuid:9f73da23-7ae1-4ee0-ada3-66b8260f99fa>", "dump": "CC-MAIN-2024-42", "url": "https://agns.arrdev.ca/wp-content/uploads/2023/05/Building-Action-Figures-Lesson-Plan.pdf", "date": "2024-10-13T14:25:10", "file_path": "crawl-data/CC-MAIN-2024-42/segments/1727944255197.92/warc/CC-MAIN-20241013122830-20241013152830-00035.warc.gz", "offset": 64025438, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9971749782562256, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9976549744606018, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2402, 2715, 3564 ], "fw_edu_scores": [ 4.53125 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
WQL 7 WATERQUALITY September 19900 Glassware – Crystal Clear or Dull and Cloudy? Glassware washed in a dishwasher can be clean, but may remain cloudy. It is important to identify the cause of cloudiness in order to determine how to deal with it. citric acid. Commercial products also are available. Exercise care when using these products to prevent damage to metals. Follow dishwasher manufacturer's instructions to get the best results. The two main types of cloudiness are: * A build-up or a film of matter on the glass * Etching or leaching out of metals ions from the glass To determine the type of cloudiness, try scratching the surface of the glassware with a pin or other sharp object. If the pin scratches off some of the cloudiness, it is due to filming build-up. Another way to identify the cause is to drop some vinegar on the surface in a cloudy area and rub with your finger. If the surface is clear when it has dried, the type of cloudiness is a film. If the surface of the glass seems pitted after scratching it with a pin or if the surface remains cloudy after rubbing it with vinegar, the cause of the cloudiness is probably etching. FILMING The most common cause of filming is water hardness. The calcium and magnesium in hard water drops left on glassware at the end of the washing cycle will dry in place. Detergent will not remove these spots. The next time they are washed, new spots will leave more hardness minerals which will increase the amount of filming. Food films can form on glassware and dishes when the calcium and magnesium in hard water combine with protein in the residue of milk, soft cooked eggs or rare meat. Hot water also will act to denature or "set" these proteins. A hardness film build-up can be removed by treating with an acidic material such as white vinegar or If water is hard, 6 grains per gallon or more, and if glassware begins to get cloudy or becomes spotted, try using more detergent. Adjust the water temperature to 140 o F and use a rinse additive. Rinse additives are chemical wetting agents that permit water to "sheet off" glassware instead of clinging and leaving spots. Food films can be removed by hand washing and drying. The reversal of protein denaturation cannot be reversed through the chemical, mechanical or thermal action of detergent solution in dishwater. Food films often are related to water hardness, but if a pattern is recognized in this problem, such as residue from eggs or meat, it may be wise to pre-rinse items with these soils. Also, such food films may be worse on plastics where the finish has been scratched or worn thin. Replacing older dishes may help. ETCHING Naturally soft water is corrosive and mechanically softened water is even more so. The combination of soft water, alkaline dishwasher detergents, the chemical composition of glassware, and excessive water temperature can cause erosion or pitting of the surface of glassware. This condition is referred to as "etching" or permanent filming, for the film cannot be removed. The first sign of etching is iridescence, a "rainbow" appearance on glassware or on the glaze of china. Poor quality glassware is not necessarily more likely 1 to etch than fine crystal. It is impossible to predict which glassware is most likely to have this problem. The true cause seems to be related to very soft water and/or the over use of detergent since the largest component of a dishwasher detergent is polyphosphate, a water softener. Metal ions are readily dissolved out of glassware in very soft water. Extremely hot water can speed this process. When etching is identified as a probable cause, try using only one tablespoon of dishwashing detergent in each detergent cup. Hand wash and dry antiques and other fine glassware that may be difficult to replace. DISHWASHER PROBLEMS-CLOUDINESS OF GLASSWARE Hand dry valuable glassware at the end of the wash cycle. 2	1,595	865	{ "id": "<urn:uuid:24c4e362-8a6b-47d6-9eca-ff9c18b491ed>", "dump": "CC-MAIN-2016-40", "url": "http://www.clemson.edu/psapublishing/PAGES/WATER/WQL7.pdf", "date": "2016-09-24T20:53:16", "file_path": "crawl-data/CC-MAIN-2016-40/segments/1474738659496.36/warc/CC-MAIN-20160924173739-00133-ip-10-143-35-109.ec2.internal.warc.gz", "offset": 387198176, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9989802241325378, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9988963007926941, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3218, 3941 ], "fw_edu_scores": [ 2.046875 ], "minhash_cluster_size": 1, "duplicate_count": 8 }
WHO Guidelines Revised To Reduce Water-Borne Disease from the World Health Organization Ensuring safe drinking water is a challenge in every part of the world, whether the water comes from rural wells, is piped into people's homes, or trucked to refugee camps in an emergency. Contamination of drinking water too often is detected only after a health crisis, when people have fallen ill or died as a result of drinking unsafe water. In September, to address the growing challenge of providing safe drinking water, the World Health Organization (WHO) released updated Guidelines for Drinking-water Quality (GDWQ) to help regulators and water service providers worldwide maintain and improve the quality of their drinking water and pre-empt contamination. Traditionally, drinking water regulations have emphasized the testing of water samples for levels of chemical and biological contaminants, which generally means that problems are detected long after water is consumed. The updated guidelines represent a paradigm shift in advice on how to manage the provision of drinking water, both in the developed and developing worlds, in large urban settings and in rural areas or villages. Henceforth, according to the revised GDWQ, the recommended approach for regulators and operators is to manage drinking water quality in a holistic, systematic fashion from source to tap. This includes ensuring water reservoirs or local wells are not at risk of contamination from human and animal waste, and checking basics like regularly changing water filters. The new edition has reviewed and revised the recommended values for chemical limits in drinking water in line with the latest scientific evidence. The GDWQ reconfirms guideline values for over 100 chemicals. Because routine monitoring for all of the chemicals is not possible, the guidelines set out practical approaches to rule out some chemicals and to prioritize others. "This third edition of the WHO Guidelines for Drinking-water Quality is the most y significant water-related public health 30• January/February 2005 • Southwest Hydrology Near Alem Kitmama, Ethiopia. Photo from World Health Organization development since the introduction of chlorine. The Guidelines' requirement for drinking water safety plans should be incorporated in regulations across the world," said Michael Rouse, president of the International Water Association. Outbreaks Can Happen Anywhere Outbreaks due to microbes in drinking water can affect hundreds of thousands of people, without regard to wealth or political boundaries. In recent years, communities large and small in some of the world's most developed countries have been affected by contaminated drinking water, such as E. coli and i i Campylobacter outbreaks in r r Canada and Cryptosporidium outbreaks in the United States. Conversely, the hepatitis E outbreak currently sweeping through displaced-persons camps in Darfur, Sudan, and refugee camps in neighboring Chad underscores how waterborne disease can disproportionately affect poor and disadvantaged populations. A variety of drinking water quality issues throughout the world may be better addressed by the more holistic and preventative approach of the new guidelines. Only 24 percent of the urban population of Latin America and the Caribbean has any water quality control surveillance system, and more than one- third of the deaths of children less than five years old are due to communicable diseases. Some 35 million people in Bangladesh consume water that contains elevated levels of naturally occurring arsenic; India, China, Myanmar, Vietnam, Laos, and Cambodia face similar problems. Pacific Island countries face severe logistical challenges in organizing safe drinking-water supplies: vulnerable fresh water lenses on islands demand holistic management and public participation if water resources are to be sustained. Disease outbreaks related to water continue to occur in the most economically developed western European countries, where the main cause of outbreaks often is contamination of the raw water supply combined with missing or faulty disinfection procedures. For many of these populations, a standard "sampling and analysis" approach to monitoring does not ensure quality; preventive monitoring is more likely to work. The WHO guidelines are available at www.who.int/water_sanitation_health/dwq/ gdwq3/en/.	1,843	793	{ "id": "<urn:uuid:0871e62b-021e-4f80-89bb-8d8f785e5bc6>", "dump": "CC-MAIN-2018-22", "url": "http://swhydro.arizona.edu/archive/V4_N1/dept-aroundtheglobe.pdf", "date": "2018-05-28T07:55:03", "file_path": "crawl-data/CC-MAIN-2018-22/segments/1526794872114.89/warc/CC-MAIN-20180528072218-20180528092218-00259.warc.gz", "offset": 280907242, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9963379502296448, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9963379502296448, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 4393 ], "fw_edu_scores": [ 2.328125 ], "minhash_cluster_size": 1, "duplicate_count": 2 }
Reading Curriculum Overview for Year 4 Spring Term Grammar Use knowledge to read Use nouns & pronouns appropriately ‘exception’ words Read range of fiction & non- fiction Use dictionaries to check meaning Prepare poems & plays to perform Check own understanding of reading Draw inferences & make predictions Retrieve & record information from non-fiction books Discuss reading with others Writing Write simple dictated sentences Use handwriting joins appropriately Plan and re-write known stories with increasing length and detail Create own stories from a given beginning Plan and write reports with conventional features Organise writing into paragraphs Use interesting verbs and adjectives Assess effectiveness of own and others’ writing Edit by changing grammar and vocabulary Read own writing to the class Use expanded noun phrases Use conjunctions for time, place and cause Use speech punctuation Use commas after fronted adverbials Use possessive apostrophe with plural nouns Speaking & Listening Give structured descriptions Participate activity in conversation Consider & evaluate different viewpoints · Landscape · Atmospheric skies · Creating an animation using green screen Design & Technology · Biscuits - Sweet and savoury Geography · Shelter and journeys Number/Calculation Know all tables to 12 x 12 Secure place value to 1000 Use negative whole numbers Round numbers to nearest 10, 100 or 1000 Use Roman numerals to 100 (C) Column addition & subtraction up to 4 digits Multiply & divide mentally Use standard short multiplication Mathematics Geometry & Measures Compare 2-d shapes, including quadrilaterals & triangles Find area by counting squares Calculate rectangle perimeters Estimate & calculate measures Identify acute, obtuse & right angles Identify symmetry Use first quadrant coordinates Introduce simple translations Data Use bar charts, pictograms & line graphs Fractions & decimals Recognise tenths & hundredths Identify equivalent fractions Add & subtract fractions with common denominators Recognise common equivalents Round decimals to whole numbers Solve money problems House Competition Brainbox Music and Drama · Exploring Shakespeare’s world · Romeo and Juliet · Song and dance in Tudor times Science · States of Matter and The Water Cycle · Sound History · The Anglo Saxons and Vikings Physical Education / Games · Rugby · Throwing, catching and coordination Religious Education § Islam § Easter People PSHEE · Social Thinking Art & Design English Computing	1,338	587	{ "id": "<urn:uuid:be231bf9-c54d-4639-a534-c0500a7e92ab>", "dump": "CC-MAIN-2018-22", "url": "http://fairleyhouse.org.uk/files/9915/1799/9937/yr_4_spring.pdf", "date": "2018-05-28T07:35:02", "file_path": "crawl-data/CC-MAIN-2018-22/segments/1526794872114.89/warc/CC-MAIN-20180528072218-20180528092218-00259.warc.gz", "offset": 99434582, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9725168943405151, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9725168943405151, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2521 ], "fw_edu_scores": [ 3.609375 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
Next week: \| February \| During School Day \| \|---\|---\| \| Monday 15th \| Early Bird Club 8am - 8.45am Y5 & 6 Bikeability - all day 10.15am Water Assembly by Severn Trent \| \| Tuesday 16th \| Early Bird Club 8am - 8.45am Y5 &6 Bikeability - am only \| \| Wednesday 17th \| Early Bird Club 8am - 8.45am School Photographs - Classes and Whole School \| \| Thursday 18th \| Early Bird Club 8am - 8.45am \| \| Friday 19th \| Early Bird Club 8am - 8.45am KS2 Swimming 1.30pm - 3pm \| School News Reading is crucial to so many aspects of learning as well as an essential life skill. Pupils begin reading in the form of phonics as soon as they start school. They are also introduced to a large range of books. Not only do children learn to read they also enjoy being read to every day. In order for your children to progress with their reading we need your help! Top tips for parents - Even 10 minutes a day reading with your child is a major help, from Reception right up to Year 6. - Record this in their reading diary each day. - Make sure your child has their book and reading diary in school each day. - Encourage your child to read: newspapers, magazines, poetry books, recipe books, brochures, instructions. - Choose a wide variety of books to introduce different types of language and style. - Take turns to read aloud to each other. They can learn from your expressive reading and you can check they are not struggling. - Make sure they understand any new or unusual words or phrases. - Ask questions about the book - maybe about what might happen next, a character's motivation, why the author used a particular word or type of language. - Read a story to your child each night, even in year 6! - Enjoy it - "try and lose yourselves in a good story!" If you would like any help or advice about reading with your child please speak to your child's class teacher. Thank you for your continued support. Kerrie Lewis DIARY DATES Monday 15th - Friday 19th May Y2 SATs Monday 15th & Tuesday 16th May Years 5 & 6 Bikeability Tuesday 16th May (pm only) Years 3 & 4 Level 1 Bikeability Wednesday 17th May School Photographer for Classes and Whole School Tuesday 23rd May Dorrington PTA Meeting The Horseshoes at 7.30pm Thursday 25th May Y5/6 Orienteering at Cardingmill Valley Monday 29th May to Friday 2nd June Half Term Holiday Wednesday 7th June Y4 Blown Away Day at Church Stretton School 10am - 12pm Y5 & 6 Rounders at Church Stretton School Monday 12th June Y5 & 6 Crucial Crew Thursday 22nd June KS2 Athletics at Church Stretton School Tuesday 4th July KS2 Ukefest at Theatre Severn Tuesday 11th July Church Stretton School Reception & Y1 Sports Festival at Friday 21st July Last Day of Term How to contact us: firstname.lastname@example.org www.dorringtonschool.co.uk (01743) 718462 Y5 & 6 Bikeability A reminder to Parents that Y5 and 6 children are taking part in Bikeability on Monday 15th May and Tuesday 16th May. Your child will need to bring their bike, bike helmet, waterproof coat and wear suitable footwear. Level 1 Bikeability Ted's Mixing Bowl Free Community Coffee Morning, open to ALL AGES 10am -12noon at Dorrington Village Hall each Wednesday. EVERYONE WELCOME! Unfortunately we have not had enough interest in the Level 1 Bikeability sessions for Y3 and 4. Therefore this session has been cancelled. We hope to be able to offer this again in the future. Space to chat over cuppa, space for little ones to play. Dorrington PTA Sunday 4 th June at Dorrington Village Hall Access to village hall at 8.45am, doors open to the public at 9.30am till noon. £5 per table Tables booked with Sarah Huxley – 07855 367289 Refreshments Available Open to all but limited space, so book early to avoid disappointment!	1,838	987	{ "id": "<urn:uuid:0856603c-3b65-450b-b9bf-a2234b94607d>", "dump": "CC-MAIN-2018-22", "url": "https://s3-eu-west-1.amazonaws.com/jotter2.files/7178542?response-content-type=application%2Fpdf&response-content-disposition=inline%3Bfilename%3D12th-may-2017.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20180528%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20180528T075859Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=558f11c1d76c8e465318c1c7e5730fe039113b43ea228dbd6830503fc697ed2c", "date": "2018-05-28T07:59:00", "file_path": "crawl-data/CC-MAIN-2018-22/segments/1526794872114.89/warc/CC-MAIN-20180528072218-20180528092218-00256.warc.gz", "offset": 628232578, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9982963502407074, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9984390139579773, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2800, 3755 ], "fw_edu_scores": [ 2.140625 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
Partner search: Proposal for project visit Autumn 2016 \| Contact: \| Partner :City district Sagene, City of Oslo; Norway firstname.lastname@example.org attention Susan Guerra. email@example.com Partner: Nordpolen Skole, City of Oslo firstname.lastname@example.org attention Tsega Kreab email@example.com \| \|---\|---\| \| Basic Idea: \| Partner search: To meet schools and local municiple authorities for an exchange of ideas, share experiences concerning collaboration between authorities, schools and parents for the prevention of drop outs in the junior level. Aim: To develop a longer term project based upon local experience to avoid drop outs from junior school. To see how the collaboration of efforts in neighborhood – based projects can be effective in the prevention of drop outs. Gain insight in how schools can compensate for a lack of skills, motivation, knowledge and support to young children within the home and neighborhood environment. There are several situations where this can be done: homework help, after school programs and cooperation with the municipal services, cultural activities in the school system, and not least, with the parents, \| \| Project Title: \| Collaboration school – community: a whole community to support education, career guidance and well-being for young children. \| \| Work programme Area(s): \| Erasmus + \| \| Project Description: \| All students bring with them everyday language when they come to school. According to research within education, this is defined as "primary discourse." This is formed by the pupil's home environment, \| Objectives: parental education, discussion topics around the dinner table etc. Pupils primary discourse will be individual; some students will have a home environment that includes experiences with language and text. These students will have primary discourse that resembles school secondary discourse and thus acquire the school's goals for learning. The school's mission is to equalize such social differences through community collaborations. What we are most curious about? Knowledge gives strength and position to both children and parents. We want the school to be an arena for the community, where we together can give form the basis for our kids. * How to cooperate to achieve this? * How can we help motivate parental involvement? * How can we create an environment / venue where parents and children in the community can shape both belonging and identity? * How can we think holistically? More questions for a long term project: * How can school offer to students and parents to drip back into the school's primary purpose? * What challenges are the students with weak resources experience as more important? * Which factors make children drop out of school? * What is needed to guide and educate? * Who should we counsel - kids or parents? * What are the reasons why children drop out? * Are there socioeconomic and demographic factors? * What measures and initiatives we can initiate to prevent and minimize negative outcomes? We wish to find partner schools and communities who are actively involved in participatory processes and collaborations, both formally and informally. The intention is to strengthen links between the community to school and school to community for the goal to stop drop outs at the junior	1,428	673	{ "id": "<urn:uuid:2af589f0-ec4a-4865-9618-26a45d6d3623>", "dump": "CC-MAIN-2018-22", "url": "https://www.rgre.de/fileadmin/redaktion/pdf/ppsuche/13_07_2016-pps_Erasmus_Norwegen.pdf", "date": "2018-05-28T07:30:08", "file_path": "crawl-data/CC-MAIN-2018-22/segments/1526794872114.89/warc/CC-MAIN-20180528072218-20180528092218-00266.warc.gz", "offset": 834396091, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9995622038841248, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9995436668395996, "per_page_languages": [ "unknown", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1610, 3348 ], "fw_edu_scores": [ 2.421875 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
12 Reasons Teachers Love AAR and AAS Both All About Reading and All About Spelling are used in a variety of educational settings, including regular and special education classrooms in public and private schools. 12 Reasons Teachers Love to Use AAR and AAS Educators appreciate that the curriculum provides regular and at-risk students with the tools they need to break down literacy and spelling barriers. To do this, All About Reading and All About Spelling use very specific teaching methods. 1. Our programs are based on the proven methods of the Orton-Gillingham approach. Download our free e-book to learn more. 2. AAR and AAS incorporate the research findings of the National Reading Panel. The programs cover the five essential components of reading: phonological awareness, phonics, fluency, vocabulary, and comprehension. 3. Our programs use explicit, direct instruction. Students are taught exactly what they need to learn and never have to guess or struggle. Download sample lessons. 4. Lessons are incremental. In this "no gaps" approach, each lesson builds on previously mastered material and gradually increases in difficulty. 5. Our programs are multisensory. Effective learning happens when sight, sound, and touch are used to learn new information. 6. We teach the 72 basic phonograms. When students learn the phonograms and which sounds they represent, reading or spelling becomes much easier. 7. We teach just one new concept at a time. This method respects the limitations of a student's short-term memory and allows concepts and skills to be more easily stored in the long-term memory. 8. We teach reading and spelling separately. This enables students to progress as quickly as possible through reading while taking as much time as needed on spelling. 9. We teach reliable spelling rules, which makes spelling much easier. Download our Spelling Rules Posters. 12 Reasons Teachers Love AAR and AAS © 2017 by All About® Learning Press, Inc. 1 10. We make review a priority. Consistent review is the key to getting spelling facts and spelling words to "stick." 11. Lessons are short. Short lessons five times a week, for both AAR and AAS, are much more effective than longer, less frequent lessons. 12. No special training is required. Everything you need is right in the teacher's manual! Tips for Using AAR and AAS in the Classroom * Determine correct placement for your students, placing students according to ability rather than grade level. * Teach students at their own pace, progressing to the next level only after mastery is achieved. * For struggling students, one-on-one instruction is recommended. * When one-on-one instruction is not possible, use AAR and AAS in small groups of 2-3 students. Helpful Resources * Placement Information for All About Reading and All About Spelling * Fidelity Checklists for All About Reading and All About Spelling * Tracking documents: ɤ ɤ Running Record ɤ ɤ Guided Reading Notes ɤ ɤ Sight Word (Leap Word) Assessment Lifetime Support Get in touch…we're here to help! Email: firstname.lastname@example.org Phone: 715-477-1976 Visit blog.allaboutlearningpress.com/teachers/ to download the resources mentioned in this Quick Guide. 12 Reasons Teachers Love AAR and AAS © 2017 by All About® Learning Press, Inc. 2	1,450	703	{ "id": "<urn:uuid:e58bc1f9-79bf-4847-8865-f05fc7fba250>", "dump": "CC-MAIN-2018-22", "url": "https://downloads.allaboutlearningpress.com/downloads/Quick_Guides/12-Reasons-Teachers-Love-AAR-AAS-Quick-Guide.pdf", "date": "2018-05-28T07:34:10", "file_path": "crawl-data/CC-MAIN-2018-22/segments/1526794872114.89/warc/CC-MAIN-20180528072218-20180528092218-00270.warc.gz", "offset": 542899023, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.996132493019104, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9969489574432373, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1969, 3298 ], "fw_edu_scores": [ 2.9375 ], "minhash_cluster_size": 2, "duplicate_count": 2 }
Homework Policy The Jubilee School's Vision for Teaching and Learning promotes contemporary pedagogical practices. In order to support the teaching and learning of the students here at Jubilee, homework will play an integral part. The Jubilee school community recognizes that it is important for students to have time for play, leisure and physical activities outside of school. At Jubilee Primary School, the Homework Policy is governed by our concern for quality education and effective teaching and learning and is shaped by the latest findings in educational research. We therefore support the curriculum with homework that is relevant to individual needs and consolidates the teaching and learning that occurs in the classroom. Jubilee Primary School will include an opt out option with regard to participation in Homework. This decision is one that will be made at a family level and then formally communicated to the classroom teacher by the parents/carers. Such a decision will be respected and supported by the school. GUIDING PRINCIPLES - Homework should be a review/consolidation of aspects of subject matter being taught during the day. - Homework is not seen as an assessment to be carried out by parents, but as a learning process for the student. - Assessment Tasks will NOT be given for homework. - Parent support and positive feedback to the child will support this process. - If there is a difficulty in completing homework, parents are to immediately cease homework and then inform the class teacher. - Homework is to be seen as a shared responsibility between home and school. - Homework should be a worthwhile experience. - Whilst we recognise the responsibility of parents to supervise the completion of homework to a satisfactory standard, children must be allowed the opportunity to make and learn from mistakes. - In any one night, no child should be required to complete homework longer than the times set out below. - As outlined above, parents do have an opt out option in relation to homework. STRATEGIES - Homework is set daily or weekly (Monday to Thursday nights). - As individual children complete tasks at varying rates, the following time recommendations should be seen as guidelines only: Recommended time limits The following types of activities will be used for homework. Prep – Year 2 * Reading * Phonics * Sight Words/Spelling * Counting and revision of number concepts Years 3 & 4 * Reading * Mathematics dimension * Sight Words/Spelling * Children at this year level will not be required to do home-based projects Years 5 & 6 * Reading * Mathematics * Sight Words/Spelling * Research related to units of work in class (but not completion of assessment tasks) Students on extended leave will not be given formal individualised homework. It is suggested that they read daily, keep a diary and learn about their holiday environment. They can share these learnings with their classmates upon their return.	1,248	580	{ "id": "<urn:uuid:498bbfbc-81cc-40ca-8e58-5cf6535bfcfb>", "dump": "CC-MAIN-2018-22", "url": "http://www.jubileeprimary.qld.edu.au/our-school/Documents/Jubilee%20Homework%20Policy.pdf", "date": "2018-05-28T07:44:28", "file_path": "crawl-data/CC-MAIN-2018-22/segments/1526794872114.89/warc/CC-MAIN-20180528072218-20180528092218-00271.warc.gz", "offset": 394937820, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9978236854076385, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9987161159515381, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2030, 2962 ], "fw_edu_scores": [ 2.53125 ], "minhash_cluster_size": 1, "duplicate_count": 2 }
Growth Mindset: What to Say & What Not to Say I am really excited about implementing the Growth Mindset Principles in my class this year! Click below to see the chart I will be posting in my class. What to say and what not to say My Favorite Mindset Quotes Everyone is going crazy about Growth Mindset! And I love it. It is how I have been teaching the last 17 years; it just wasn't labeled yet. Anyways… I will keep this intro short and direct to the link below to see the chart I am going to use. My Favorite Mindset Quotes.pdf How to Modify Curriculum in a Middle School Co-Teach Class Some students may have an IEP requirement called "modified instruction", "modified assessments", or "modified assignments". Expectations will be DIFFERENT in level, content or performance criteria and grading can be altered for each individual student. If you are a general education teacher, you probably cringe when you see this checked on the IEP. For one, you are worried about the student learning enough to pass the standardized test at the end of the year. Before I start going over the modifications for instruction, assignments, and assessments, I would also like to say something about accommodations. Teachers often confuse accommodations with modifications. A student with Accommodations has the same learning outcomes and grading procedures as the general education students. Any changes are to help the student access the same content as their peers. Modifications result in different outcomes from other students. Any changes are used to help the student experience the curriculum, but may not be expected to learn complex, detailed and supportive content or the same amount of information as his peers. *note- I am writing from the perspective of a social studies classroom The following is a chart of Accommodations and Modifications and my explanation of how to modify: How to Modify Curriculum Bounce Cards The Discussion Technique "BOUNCE CARD" Engagement is the cure! "Over and over, throughout various drop out studies and initiatives, engagement is commonly cited as a key ingredient in addressing the drop out problem." (Himmele & Himmele, p.5-6) One reason cited for students dropping out is boredom. What their teacher says is going inside one ear and out the other. Learning just isn't fun for them. They just don't care. One way to encourage students towards being successful in school is through fostering meaningful conversation in the classroom from everyone. When you talk about things you will be more likely to remember them later. Having the teacher lecture for an hour… not so much! Bounce cards are sentence starters to help students have a discussion that will lead to a deeper learning. Students learn to respect other's thoughts and ideas and contribute successfully to the academic conversation. Click on the infographic below for more information Discussion Strategy- Bounce Cards 7 Teaching Strategies Involving Movement TEACHING STRATEGIES INVOLVING MOVEMENT Students who have trouble staying on-task or remembering information can increase their recall and participate in higher order thinking discussions by simply adding movement to their discussion activities. By using movement, teachers can offer a chance for real success to students who may be caught in the web of academic failure. Giving a student a chance to rise and move, even for a moment will wake those daydreamers up. In a traditional classroom, when a teacher asks a question, the same hands go up. The teacher will call on one student, and maybe another few, but the teacher will have no way of knowing what the other 20 students are thinking. When students move around the room and have a chance to discuss with many different classmates, the teacher can check for understanding for more students. Click below for my infographic for more information 7 Teaching Strategies Involving Movement Hold-Up Techniques to Increase Participation During Lecture Click below for the PDF of this Infographic Hold-Up Techniques	1,709	910	{ "id": "<urn:uuid:4bd37a84-801e-4f7e-bc08-90f35686b38a>", "dump": "CC-MAIN-2018-22", "url": "http://coteacherblog.com/category/co-teaching/?print=pdf-search", "date": "2018-05-28T07:41:13", "file_path": "crawl-data/CC-MAIN-2018-22/segments/1526794872114.89/warc/CC-MAIN-20180528072218-20180528092218-00277.warc.gz", "offset": 65555619, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9986518502235413, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9989620447158813, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 542, 1855, 2711, 3552, 4157 ], "fw_edu_scores": [ 2.171875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
English Curriculum Overview for Year 3 Autumn Term Grammar Reading Use knowledge to read ‘exception’ words Read range of fiction & non-fiction Use dictionaries to check meaning Prepare poems & plays to perform Check own understanding of reading Draw inferences & make predictions Retrieve & record information from non-fiction books Discuss reading with others Writing Write simple dictated sentences Form letters correctly and begin to use handwriting joins Learn the structure of narratives through re-writing well known stories Use a simple story mountain to plan for writing Use structured planning to write non- chronological reports Rehearse sentences orally for writing Assess effectiveness of own and others’ writing Read own writing to the class Use range of conjunctions, adverbs and prepositions Use range of nouns & pronouns Know language of clauses Introduce punctuation for direct speech Speaking & Listening Give structured descriptions Participate activity in conversation Consider & evaluate different viewpoints · Portrait · Expressive colour · Taking photos · Robot programming Design & Technology · Pneumatic monsters · Photo frames Geography · Investigating our local area · UK maps skills Number/Calculation Learn 3, 4 & 8x tables Secure place value to 100 Mentally add & subtract units, tens or hundreds to numbers of up to 3 digits Written column addition & subtraction Solve number problems, including multiplication & simple division and missing number problems Use commutativity to help calculations Mathematics Geometry & Measures Measure & calculate with metric measures Measure simple perimeter Add/subtract using money in context Use Roman numerals up to XII; tell time Calculate using simple time problems Draw 2-d / Make 3-d shapes Identify and use right angles Identify horizontal, vertical, perpendicular and parallel lines Fractions & decimals Use & count in tenths Recognise, find & write fractions Recognise some equivalent fractions Add/subtract fractions up to <1 Order fractions with common denominator Data Interpret bar charts & pictograms House Competition Music and Drama · Exploring Sounds · Christmas Show Rehearsals Science · Forces and magnets · Rocks History · The Neolithic, Bronze and Iron Age Physical Education: Basic Ball skills General body coordination and balance skills Pre-sports games Games: Introduction to team sports General body coordination and balance skills Team games Swimming Religious Education · Christian Symbolism · Christmas Gifts PSHEE - Relationships · Kindness · Managing anger and conflict resolution · What do about bullying Art & Design Computing	1,394	595	{ "id": "<urn:uuid:c75a4ae3-c73d-4f0c-9689-b8c507b94ec0>", "dump": "CC-MAIN-2018-22", "url": "http://fairleyhouse.org.uk/files/1315/1800/7706/yr_3_autumn.pdf", "date": "2018-05-28T07:34:39", "file_path": "crawl-data/CC-MAIN-2018-22/segments/1526794872114.89/warc/CC-MAIN-20180528072218-20180528092218-00272.warc.gz", "offset": 97041391, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9798603057861328, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9798603057861328, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2648 ], "fw_edu_scores": [ 3.75 ], "minhash_cluster_size": 4, "duplicate_count": 2 }
POLT 562: Strategy and National Security ______________________________________________________________________________ TAKE-HOME HISTORY AND GEOGRAPHY QUIZ Due 6 September 2017 at the beginning of the class I. Historical events since World War II. (1 point each) a. When did the Berlin Blockade begin and end? b. When did the USSR get a nuclear capability? c. When was the People's Republic of China proclaimed? d. When was the North Atlantic treaty signed? e. When did the Korean War start and when was the armistice signed? f. When was France defeated in Indo-China and North Vietnam become communist? g. When was the Berlin Wall started? h. When did the Cuban Missile Crisis start and when did it end? i. When was the Tonkin Gulf Resolution approved? j. (1) When did the last African colony become independent? k. When were the Paris Peace Accords signed and by when did all U.S. forces leave Vietnam? l. When did South Vietnam fall to the North Vietnamese? m. (1) When were the two world oil crises (oil shocks)? n. When did the U.S. switch its recognition from the Republic of China on Taiwan to the People's Republic of China? o. When did Iran become an Islamic republic? p. When did Gorbachev become the leader of the USSR? q. When did the Berlin Wall start to come down? r. When did the USSR agree to a unified Germany inside of NATO? s. When did the USSR formally dissolve? t. When did Putin become the leader of Russia? u. When were the 9-11 attacks on the U.S.? v. When did the U.S. invade Afghanistan and then Iraq? w. When did the U.S..implement sanctions against Russia after its occupation of Crimea? II. Describe the following geographic locations and name the state(s) to which they belong and, if there is an ownership issue or an unusual circumstance, describe that issue. (2 points each): 1. Kaliningrad 2. Kashmir 3. The Golan Heights 4. the Islamic Maghreb 5. Tripoli 6. The Kuril Islands 7. The Strait of Hormuz 8. The Spratly Islands 9. Donetsk 10. Federally Administered Tribal Areas 11. The Baltic States 12. South Ossetia 13. Arunachal Pradesh, including Tawang III. Describe the following: (2 points each): 1. Hezbollah 2. Al Qaeda 3. The Taliban 4. ISIL 5. South China Sea Claim IV. Describe the conflict in the following: (2 points each): 1. Nigeria 2. Libya 3. Honduras 4. Ukraine 5. The Democratic Republic of the Congo 6. South Sudan 7. Yemen V. Name all the states that have land borders with the following: (2 points each) 1. The Russian Federation 2. Iraq 3. The Democratic Republic of the Congo 4. China 5. Sudan 6. Afghanistan VI. Name: 1. The state with the largest population in Africa, include the number. (1 point) Which African state has the second largest population in Africa? (1 point) 2. In order and with figures, the four states with the largest populations in the world (1 point) 3. The states that are currently members of NATO. (2 points) VII. Miscellaneous: (2 points each) 1. Describe the flight path, if you were to fly the shortest distance to Moscow from Los Angeles. 2. What is the approximate distance from China to Taiwan? 3. Where is the Aegean Sea and which country controls most of it? 4. The Kurdish population is spread primarily over which three countries? 5. Describe the area, not a single state, where the population is predominately Islamic.	1,624	814	{ "id": "<urn:uuid:d19025e8-ae4c-4f53-aaeb-1087bdbff3c1>", "dump": "CC-MAIN-2018-22", "url": "http://lionelingram.com/562_history%20and%20geoquiz_Fall2017.pdf", "date": "2018-05-28T07:38:06", "file_path": "crawl-data/CC-MAIN-2018-22/segments/1526794872114.89/warc/CC-MAIN-20180528072218-20180528092218-00273.warc.gz", "offset": 166457095, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9910784761110941, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9939401149749756, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1902, 3057, 3345 ], "fw_edu_scores": [ 2.453125 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
Inquiry into the status, health and sustainability of Australia's koala population Committee Secretary Senate Standing Committees on Environment and Communications PO Box 6100 Parliament House Canberra ACT 2600 Dear Sir/Madam Species loss from human degradation of the environment is preventable. Koalas are at the top of the species chain, equivalent to the orangutan of tropical rainforests in maintaining forest health. Here on the southeast coast of NSW, at the base of the sacred Mumbulla Mountain, 30-50 healthy, breeding koalas have been surveyed during the past 2 years; there may be as few as 200 left in the entire region. Logging is scheduled to log hundreds of hectares in the forests where koalas have been sighted. Once these woodlands and forests "rained" down with koala pee. This animal is a vital part of the nutrient cycle of our forests and soils. Clearing for agriculture, hunting for pelts and dog meat wiped out hundreds and hundreds of thousands last century. Now logging, mainly for taxpayer-subsidized woodchip logs (over 90%) will push koalas to regional extinction. With native forests included in Renewable Energy Targets, this gives an economic incentive as a secondary market for woodchipping to continue despite being economically, environmentally and socially unsustainable, Dark and coloured trees will now become targets for logging, and further degrade potential recovery habitat. There is no provision for habitat corridors for the expansion of this territorial animal and so importantly, for their survival in an ever changing climate. A whole of landscape approach - conservation corridors - is vital to the survival of koalas and the thousand other threatened and endangered species which cohabit the east coast of the mainland. Regional Forest Agreements (RFA) are excluded from the Environment Protection Biodiversity Conservation (EPBC) Act and this must be over turned. Koalas cannot survive without habitat; the world is NOW acutely aware of the environmental impact of humans in tropical rainforests. It is time to put biodiversity above human expansion and protect habitat as priority across all tenures – state, federal, and private. The Bega Valley Shire has recently been proclaimed as Australian Coastal Wilderness Landscape, in order to attract high value tourism to the world's most accessible temperate forests. Proper legislation could help protect and repopulate this beautiful region with that most desired of animal tourists wish to see, the koala. Surely this would be "the immoral outcome of our times", if the only place our grand children and tourists can see koalas and the other species found in their habitat zones, is a zoo. Yours sincerely Prue Acton O.B.E.	1,145	550	{ "id": "<urn:uuid:093cbc4b-e9cb-4b70-95b2-1ba2008d42e4>", "dump": "CC-MAIN-2014-15", "url": "https://senate.aph.gov.au/submissions/comittees/viewdocument.aspx?id=73af0959-12b8-48cb-bc79-bc31b308d83e", "date": "2014-04-23T12:43:40", "file_path": "crawl-data/CC-MAIN-2014-15/segments/1398223202548.14/warc/CC-MAIN-20140423032002-00638-ip-10-147-4-33.ec2.internal.warc.gz", "offset": 1006166276, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9959641098976135, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9972308874130249, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2521, 2741 ], "fw_edu_scores": [ 2.078125 ], "minhash_cluster_size": 1, "duplicate_count": 6 }
LONGHORN COUNCIL INTERNATIONAL ACTIVITY PATCH REQUEST BOY SCOUTS/ VARSITY SCOUTS * Each Scout may earn the Activity Patch only once as a Boy Scout/Varsity Scout. * Complete this form and submit to any Longhorn Council Scout Shop, where the patch may be purchased. * Each Scout must complete SEVEN of the SIXTEEN activities listed (on back) Including numbers one and two. The Scoutmaster, Varsity Leader, Advancement Chairman or Committee Chairman must initial the date and completion of the requirements. Boy Scouts/Varsity Scouts who have earned the International Activity Patch Name Rank Requirements completed Approval Date Troop # _________Chartered Organization __________________________ District ____________ Name of unit leader ________________________________________________________________ Leader’s address ____________________________________________________________________ City , State, Zip ____________________________________________________________________ Phone number _____________________E-mail ________________________________________ Information regarding World Friendship a n d / o r World Scouting Contributions : When were these submitted to the Council Service Center? Feedback on Activities: What did the members enjoy the best? _______________________________________Why? ________ Is there any activity that you would like to see changed? ___________________Why ______________ Additional comments? Requirements 1. Contribute to the World Friendship Fund (National) or the World Scouting Contributions (LC) through your unit and learn how this money is used to help Scouts in other parts of the world (There is no minimum contribution. 2. Earn the World Conservation Award for Boy Scouts (at anytime since becoming a registered Boy Scout) 3. Learn what each of the parts of the World Crest mean and share this knowledge with a group of Cub Scouts. 4. Find out about Scouting in another country: What age levels do they have? What does their badge look like? What is their Promise? What is their highest rank? Make a display to share what you learned with others. 5. Learn about the World Organization of Scouting Movement (WOSM). Make a display to share of what you learned with others. 6. Host an individual or group of foreign students at a dinner, a meeting or a campout weekend where activities are planned so that you may learn about their country. 7. With a group of Cub Scouts, Webelos or Boy Scouts, help plan and execute an international dinner or participate in an activity involving games from different countries. 8. Participate in an International Scout Jamboree/Camporee (either in the US or another country) or other international Scout event. Share your experiences with another Scout unit. 9. Host a Scout or a group of Scouts from another country who are living or are on a tour of the area or are guests of your unit for a camping experience. 10. As an individual or with other members of your troop take a trip to another country, including a visit to one of their activities and take part in a short term camp or visit. 11. Participate in Jamboree-on-the Air. Share your experience with Cub Scouts, Webelos Scouts or another Scout patrol or troop 12. Find out about the Baden Powell House, Gilwell Park, Brown Sea Island, and Kandersteg International Scout Centre. Make a display to share what you learned with others 13. Complete one year of foreign language or earn the Interpreter Strip. 14. Attend a Scout meeting or district or council event in a foreign country. (Different than for items 8 & 10) 15. Participate in a pen pal program with a Scout in another country. Share your experience with your patrol and troop. 16. Visit a Foreign Embassy or Consulate and find out about their Scouting program if possible or about heir country in general. Share your experience with your unit. t National Tour Permits are required for all unit visits outside the UNITED STATES!	1,956	797	{ "id": "<urn:uuid:33db5749-9e49-4084-9384-0fbba2254c98>", "dump": "CC-MAIN-2014-23", "url": "http://www.longhorncouncil.org/uploads/3e/3efbf66e-8844-4424-90cb-5f2734ac32fc.pdf", "date": "2014-07-23T03:32:42", "file_path": "crawl-data/CC-MAIN-2014-23/segments/1405997872261.34/warc/CC-MAIN-20140722025752-00111-ip-10-33-131-23.ec2.internal.warc.gz", "offset": 336869341, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9886484742164612, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.998008668422699, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1437, 3936 ], "fw_edu_scores": [ 2.078125 ], "minhash_cluster_size": 3, "duplicate_count": 6 }
A CUP OF HEALTH WITH CDC Make it Well Done Multistate Outbreak of Salmonella Chester Infections Associated with Frozen Meals — United States, 2010 Recorded: December 3, 2013; posted: December 5, 2013 [Announcer] This program is presented by the Centers for Disease Control and Prevention. [Dr. Gaynes] Welcome to A Cup of Health with CDC, a weekly feature of the MMWR, the Morbidity and Mortality Weekly Report. I'm your host, Dr. Robert Gaynes. In today's fast-paced society, microwave meals are a staple of American diets. An outbreak of Salmonella, caused by an undercooked frozen meal, is a harsh reminder to carefully follow all cooking instructions. Leslie Hausman is a researcher with CDC's National Center for Emerging and Zoonotic Infectious Diseases. She's joining us today to discuss the importance of thoroughly cooking all food before eating. Welcome to the show, Leslie. [Ms. Hausman] Thank you, Bob. I appreciate you inviting me. [Dr. Gaynes] Leslie, how common are foodborne outbreaks? [Ms. Hausman] Every year, one in six Americans gets sick from foodborne illnesses. About 128,000 people are hospitalized and 3,000 die. [Dr. Gaynes] Does cooking food kill all potential germs? [Ms. Hausman] Food is safe to eat once it has been heated to a high enough internal temperature to kill harmful germs. The only way to be sure food is safe to eat after cooking is by using a food thermometer. The internal temperature will vary, depending on the food. For example, all poultry should be 165 degrees Farenheit. [Dr. Gaynes] Let's talk about microwave cooking. How can you determine whether a meal is "heat and serve" or needs to be fully cooked? [Ms. Hausman] Some meals are "ready to eat" and only need to be heated. Others include raw ingredients which can contain germs that cause foodborne illnesses. To make sure these products are safe to eat, it's important you carefully read and follow the cooking directions printed on the packaging. This includes both microwaving and allowing the product to sit for the recommended time prior to eating. [Dr. Gaynes] Leslie, you mentioned foodborne illness. What are the symptoms of food poisoning? [Ms. Hausman] If someone has food poisoning, it will take 12 to 72 hours before they become ill. The symptoms are diarrhea, fever, abdominal cramps, and vomiting. Usually symptoms last four to seven days and most people get better without treatment. Food poisoning can cause more serious illness in older adults, infants, and people with chronic diseases. [Dr. Gaynes] If a person thinks they have a foodborne illness, when should they need to seek medical attention? [Ms. Hausman] You should seek medical attention if you have diarrhea accompanied by a high fever—a temperature over 101.5 degree Fahrenheit, measured orally; blood in your stool; prolonged vomiting that prevents keeping liquids down, which can lead to dehydration (signs of dehydration can be a decrease in urination, a dry mouth and throat, and feeling dizzy when standing up); and lastly, you should seek medical attention if you have diarrhea that lasts more than three days. [Dr. Gaynes] Leslie, where can listeners get more information about preventing food poisoning? [Ms. Hausman] Listeners can go to cdc.gov/foodsafety, all one word. You can find the recommended internal temperatures on this website. [Dr. Gaynes] Thanks, Leslie. I've been talking today with CDC's Leslie Hausman about the importance of thoroughly cooking all food before eating. Before preparing a frozen meal, carefully read and follow the instructions, including how long to cook the meal and how long to allow the food to sit before eating. Until next time, be well. This is Dr. Robert Gaynes for A Cup of Health with CDC. [Announcer] For the most accurate health information, visit www.cdc.gov or call 1-800-CDC-INFO.	1,637	858	{ "id": "<urn:uuid:1a2ebfad-284c-487c-949a-a674d1aa544c>", "dump": "CC-MAIN-2014-15", "url": "http://www2c.cdc.gov/podcasts/media/pdf/mmwr5_120513_transcript.pdf", "date": "2014-04-23T13:14:15", "file_path": "crawl-data/CC-MAIN-2014-15/segments/1398223202548.14/warc/CC-MAIN-20140423032002-00656-ip-10-147-4-33.ec2.internal.warc.gz", "offset": 966439386, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9981548488140106, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9984744787216187, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2168, 3844 ], "fw_edu_scores": [ 2.859375 ], "minhash_cluster_size": 1, "duplicate_count": 5 }
SOF International ENGLISH olympiad 2 CLASS Sample Paper SYLLABUS 2016-17 \| Section \| (1) Word and Structure Knowledge \| (2) Reading \| (3) Spoken and Written Expression \| \|---\|---\|---\|---\| \| No. of Questions \| 30 \| \| \| \| Marks per Ques. \| 1 \| 1 \| 1 \| Total Questions : 35 Time : 1 hr. Syllabus Section – 1 : Collocations, Spellings, Words related to animals and their sounds, Clothes, Body parts, Basic emotions, Food, etc. Nouns, Pronouns, Verbs, Adverbs, Adjectives, Articles, Prepositions, Conjunctions, Contractions, Word order, Punctuation, Simple tenses. Section – 2 : Search for and retrieve information from various text types like stories, short dialogues, etc. Acquire broad understanding of and look for specific information in short texts like messages, invitations, etc. Section – 3 : Ability to understand situation-based variations in functions like thanking, greeting, asking for permission, introducing (oneself), etc. Section – 4 : Higher Order Thinking Questions - Syllabus as per Sections 1, 2 and 3. Word and Structure Knowledge 1. Choose the odd word out. (A) Airport (B) Lake (C) Airplane 2. Choose the right spelling. (A) Elephant (B) Elaphent (C) Elefant 3. Choose the right word for the given picture. The children are _______. (A) dancing (B) singing (C) playing Direction (Q. No. 4 and 5) : Fill in the blanks with the right word. 4. The earth is _______ like a ball. (A) round (B) square (C) triangle 5. I am brown and furry. I am a _______. (A) duck (B) bear (C) penguin Direction (Q. No. 6 and 7) : Fill in the blanks. 6. He is ______ tall boy. (A) an (B) a (C) the 7. Rita is my friend. ____ is very jolly. (A) It (B) They (C) She Reading Direction (Q. No. 8 and 9) : Choose the right sentences. 8. (A) The children are playing with a ball. (B) The children are flying kites. (C) The children are playing with balloons. 9. (A) Ravi has two balloons. (B) Rakhi has one balloon. (C) Salim has one balloon. 1 Direction (Q. No. 10 and 11) : Read the poetry and answer the following questions. Something smells good in the kitchen, Sugary, spicy and sweet. A pudding? A pie? What can it be? Mom's making a special treat. So I peep into the kitchen And as you all can see, That sugary, spicy, sweet surprise Is a Birthday cake for me! 10. What is mom making in the kitchen? (A) A pudding (B) Sugar (C) A Birthday cake 11. What kind of a surprise is it? (A) Shocking (B) Sweet (C) Good Spoken and Written Expression Direction (Q. No. 12 and 13) : Choose the right answer. 12. Tom : Jerry! Please have some cheese. Jerry : _______________. (A) I am not a teacher, Tom (B) Thank you, Tom (C) The train is late, Tom 13. Sita was studying in study room. ______________________. (A) There were a lot of books on the table (B) The school will start tomorrow (C) The garden had many rose plants in it ACHIEVERS SECTION Choose the correct word. 14. Can you lend me ______ money? (A) some (B) few (C) little Choose the best reply. 15. Your new toy is wonderful _____ I’m sad it’s already broken. (A) also (B) and (C) butSPACEFORROUGHOR ANSWERS	1,663	889	{ "id": "<urn:uuid:683e7c2f-22b1-4347-be00-012945335961>", "dump": "CC-MAIN-2024-51", "url": "https://www.pdfquestion.in/uploads/10932-Class-2.pdf", "date": "2024-12-03T09:03:24", "file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066132713.30/warc/CC-MAIN-20241203071857-20241203101857-00747.warc.gz", "offset": 876738821, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9877061545848846, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9910624623298645, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1992, 3155 ], "fw_edu_scores": [ 3.9375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Parrots feather Myriophyllum aquaticum Family Myriophyllaceae (milfoil) Also known as Brazilian milfoil, water milfoil, Myriophyllum brasiliense Where is it originally from? South America What does it look like? Bottom-rooted, perennial floating and emergent plant with stolons, fibrous roots, and stems (5 mm diameter) that grow to 2 m long (3-4 m in flowing water) emerging 10 cm above water and rooting at lower nodes, with submerged parts become bare. Feather-like bluegreen leaves (25-45 x 7-15 mm) are in whorls of 5-6, and are each divided into 25-30 leaflets (7 mm long). From September to February, minute female flowers are produced, but no seed is set in New Zealand. Are there any similar species? Hornwort (Ceratophyllum demersum) is similar. Five native Myriophyllum species all have stems less than 1 m long (except the endangered M. robustum), but are not blueish and are not weedy. Why is it weedy? All nodes can take root and it forms mats in still or slow water or on damp ground. Prefers water that has high nutrient levels, high sediment levels (especially peat levels) and which is polluted, but tolerates damage, grazing, hot and cold temperatures and salt water at low levels. How does it spread? Spread via fragmentation in and between catchments by various means such as water flow, flooding, fishing equipment, diggers, boats, and waterfowl. What damage does it do? Forms dense mats, shading out existing native species and preventing new seedlings of native species from establishing, and replaces species that usually grow on the margins of waterbodies. Large clumps dislodge, causing flooding, and rotting vegetation stagnates water, killing fauna and flora. Which habitats is it likely to invade? Photo: Trevor James Disturbed, polluted, high nutrient, well-lit, still or slow-moving waterbodies, as well as wetlands, water margins, streams, rivers, slightly saline estuary edges and river mouths. What can I do to get rid of it? regrowth. Before you carry out any control work, make sure the plant you are targeting is not a valued native species. 1. Rake up (Nov-Jan): Leave on site to rot down. away from water, and then follow up (Feb-Apr) by spraying any 2. Weedmat: Lay carefully to ensure fragments are not released, start at top of infestation, leave 3-4 months. 4. Lower water level, mechanically remove, use weedmat to cover the area or dry out thoroughly for 2-3 weeks. 3. Spray terrestrial sites (spring-autumn): glyphosate (20ml/L + penetrant) spray 4 times over a 10 or more week programme. CAUTION: When using any herbicide or pesticide, PLEASE READ THE LABEL THOROUGHLY to ensure that all instructions and directions for the purchase, use and storage of the product, are followed and adhered to. What can I do to stop it coming back? Plant trees adjacent to narrow waterbodies to create shade, create riparian strips, and remove pollution sources to prevent nutrient runoff.	1,299	694	{ "id": "<urn:uuid:f087c4a6-6f87-4ec0-81a2-38ccec2a9a8d>", "dump": "CC-MAIN-2024-51", "url": "https://www.weedbusters.org.nz/site/assets/files/1215/parrots-feather.pdf?393lvs", "date": "2024-12-03T08:46:21", "file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066132713.30/warc/CC-MAIN-20241203071857-20241203101857-00753.warc.gz", "offset": 957257739, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.998013824224472, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9968804717063904, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2765, 2946 ], "fw_edu_scores": [ 2.9375 ], "minhash_cluster_size": 2, "duplicate_count": 3 }
SATs Practice Rabbit Girl Rabbits Save The World! That was the headline in the local newspaper when Jasmine dragged herself out of bed. She wasn't surprised, they tended to get all of the credit. She couldn't blame them either, they did most of the work. She'd like to be thanked once, though. Even if it was her alias who people thanked. Jasmine was known to the people of Tanglebury Town as Rabbit Girl. Obviously, nobody knew that she was Rabbit Girl, her costume made sure of that. But they all knew who Rabbit Girl was. Even her best friend, Sophie, didn't know her secret, and Jasmine told Sophie everything. If she was honest, Jasmine didn't love the name. But it had been the only one that fi t. She'd used the nickname ever since she'd discovered the family of wild rabbits living just a little bit too close to the nuclear power plant. She'd been surprised to fi nd out that they could talk, think and fi ght crime. She thought about that fateful day often. It had started out like any other: just a stroll through the wasteland at the back of the derelict factories. Normally, Jasmine would have stopped at the broken-down fence on the edge of the old car-park. Everybody knew that the area beyond that was fi lled with nuclear waste and, probably, horrible monsters. Something had happened at that time that caused her to go further. Just as she was turning away, she'd heard a small, sarcastic voice say, "Wimp!". Jasmine had spun around, but the only thing she could see was a small, brown rabbit. It didn't seem concerned that she'd spotted it; not like the other rabbits who bolted as soon as she approached. This one seemed to be smirking. "You heard me," it said. For a moment, Jasmine was convinced she was dreaming. Everybody knew rabbits couldn't talk. But this one was. "We need your help," it had said. "Follow me." It hadn't waited for Jasmine to reply. She watched as the rabbit hopped across the tarmac and disappeared over a hill somewhere in the distance. Not wanting to pass up an opportunity, she'd followed. For the next hour, the rabbit had introduced Jasmine to its family. It turned out, he was the dad of a very large family, but they were getting fed up with the nuclear waste being dumped by the factory. Together, they'd formed a plan to get the place shut down. That's when Rabbit Girl had been born. Along with her rabbit friends, Rabbit Girl had gathered evidence in secret and sent it to the papers. Of course, she mentioned that the talking rabbits had helped her. It only seemed fair. The newspapers had been far more interested in that than the closing of the factory. After that, any time the town of Tanglebury was in trouble, they knew they could rely on Rabbit Girl and her talking rabbits. all resources ©2020 Literacy Shed http://www.literacyshedplus.com SATs Practice a) Tick one box in each row to show whether each of the following statements is more true of the rabbits or of Jasmine. \| \| Rabbits \| \|---\|---\| \| Thanked a lot in the newspapers. \| \| \| Being able to talk is a surprise. \| \| \| Their identity is a secret. \| \| \| Sleeps in a bed. \| \| b) Explain why it is important for Jasmine to wear a costume. 2 3 4 What is the name of Jasmine's best friend? Find one word which tells you how the rabbit moved. Why did Jasmine think she was dreaming? all resources ©2020 Literacy Shed http://www.literacyshedplus.com 1 mark 1 mark 1 mark 1 mark 1 mark SATs Practice Read the whole text. Complete the table below with one piece of evidence from the text to support each statement. 2 marks Evidence Jasmine hadn’t forgotten about the day she met the rabbits. Jasmine followed the rabbit because she didn’t want to miss something exciting. 6 a) Why hadn't Jasmine spotted the talking rabbits before? 1 mark b) Why did she fi nd the rabbits this time? Use evidence from the text to support your answer. 2 marks all resources ©2020 Literacy Shed http://www.literacyshedplus.com SATs Practice - Answers 1. a) Give 1 mark for two correct answers. Give 2 marks for 3 or more correct answers. Rabbits Rabbits Jasmine b) Jasmine wears a costume to keep her identity a secret from the people in the town. Jasmine 2. Sophie 3. Hopped 4. Everyone knew rabbits couldn't talk 5. a) She thought about that fateful day often. b) Not wanting to pass up an opportunity, she'd followed. 6. a) She had always been too scared to go past the fence b) She heard something call her a wimp. When she stopped to look, the rabbit started to talk to her. She only saw the rabbits because they sent one of them to find her. all resources ©2020 Literacy Shed http://www.literacyshedplus.com	1,735	1,109	{ "id": "<urn:uuid:eb08b420-0fa4-4835-9aa5-a646f4bac88c>", "dump": "CC-MAIN-2024-51", "url": "https://www.thedustonschool.org/attachments/download.asp?file=7093&type=pdf", "date": "2024-12-03T07:21:47", "file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066132713.30/warc/CC-MAIN-20241203071857-20241203101857-00755.warc.gz", "offset": 950804705, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9984620809555054, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9994522929191589, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2818, 3438, 3972, 4668 ], "fw_edu_scores": [ 4.3125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Nutrition News Benefits of Eating Breakfast Improved blood sugar regulation. In several studies, breakfasteaters were more likely than breakfast-skippers to have stable blood sugar levels after other meals that followed. Eating within two hours of waking up seems to improve insulin sensitivity for the rest of the day. Insulin is the hormone your body produces to move blood sugar (glucose) into your cells; if the glucose stays in your bloodstream, you are at increased risk for type 2 diabetes. Less overeating. People who eat breakfast are more likely to feel satisfied and less likely to overeat in the late morning or at lunchtime. Those who skip breakfast are likely to experience a larger increase in ghrelin, a hunger hormone that promotes overeating. Protection against heart disease. Research shows that those who do not eat breakfast are more likely to gain weight and have high blood pressure and cholesterol. The reason may be partly due to overeating later, which leads to the next benefit of breakfast. Enhanced brain power. In both children and adults, eating breakfast enhances attention, memory and creativity while boosting reasoning, learning and verbal skills. It also improves grades and attendance for students, as well as decreasing behavior issues. Resource: Colorado State University Building a Better Breakfast Why should I eat breakfast? It will wake you up and provide energy for the day's activities. It will also kick start your metabolism to maintain a healthy weight. This way you can… Focus better and achieve your daily goals. Have energy for your favorite sport or other physical activity! Avoid falling asleep and taking additional naps when you do not intend to! Stay alert and focused. This contributes to being more aware and decreases fall prevention. Look and feel your best! What goes into a healthy breakfast? Choose foods from 3-4 food groups to create a balanced meal. Try mixing and matching some of these foods and see what you come up with! This balanced breakfast has three (3) food groups: Granola, cranberries, and low-fat milk Granola = grain food group Cranberries = fruit food group Low-fat milk = dairy food group Grocery shopping tip: If you choose to eat granola, be mindful of the amount of sugar. You can calculate sugar by diving the grams (g) by 4. There are 4 grams of sugar in one teaspoon. Purdue University is an equal opportunity/equal access/affirmative action institution. Building a Better Breakfast Create your own breakfast combinations using 3-4 food groups! Day 1 Food group 1:_____________________________ Food group 2:_____________________________ Food group 3:_____________________________ Food group 4:_____________________________ (optional) Day 2 Food group 1:_____________________________ Food group 2:_____________________________ Food group 3:_____________________________ Food group 4:_____________________________ (optional) What if you have a busy schedule? Breakfast can be quick and easy, here are a few simple ideas so you can just grab and go! Suggestions for a Healthier Breakfast Trail Mix Mix whole grain cereal with nuts and dried fruit Whole grain English Muffin English muffin with low-fat mozzarella cheese and sliced tomatoes Greek Parfait Greek yogurt with granola or other whole grain cereal and fruit Breakfast Snacks -Whole grain crackers with peanut butter and a glass of orange juice -Apple with 2 slices low-fat cheddar cheese and a handful of walnuts Fruit Smoothie Smoothie made with low-fat milk, your favorite yogurt and fruit Breakfast Burrito Scrambled eggs with low-fat cheddar and salsa on a whole grain tortilla Resource: Colorado State University Purdue University is an equal opportunity/equal access/affirmative action institution.	1,770	779	{ "id": "<urn:uuid:7db8f70f-9486-4902-a0bd-58f4b78ccc2c>", "dump": "CC-MAIN-2024-51", "url": "https://extension.purdue.edu/county/whitley/_docs/building-a-better-breakfast.pdf", "date": "2024-12-03T07:37:06", "file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066132713.30/warc/CC-MAIN-20241203071857-20241203101857-00755.warc.gz", "offset": 221592848, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9970343708992004, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.999198853969574, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2454, 3790 ], "fw_edu_scores": [ 3.109375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
The Lunar Geophysical Network Mission PI: Clive Neal, University of Notre Dame; Deputy PI: Renee Weber, NASA MSFC Objectives: * Constrain the interior and bulk composition of the Moon * Define the interior structure of the Moon * Delineate the vertical and lateral heterogeneities within the interior of the moon as they relate to surface features and terranes * Evaluate the current seismo-tectonic activity of the Moon Secondary science objectives: * Obtain fundamental information about Moon-plasma interactions * Characterize the present impact flux on the Moon. Exploration objectives: * Evaluate the seismic hazard to human outposts on the Moon o Document and locate shallow moonquakes & meteoroid impacts Mission architecture: The Lunar Geophysical Network (LGN) is a mission currently in formulation for NASA's New Frontiers 5 Announcement of Opportunity. The baseline mission consists of four solar-powered landers, broadly distributed across the Moon's surface, outfitted with identical instruments to make geophysical observations of the Moon's internal structure and thermal state within distinct lunar terranes. The LGN mission will deploy four landers to permit global distribution (including the far side) and allow for redundancy, as a threshold of two landers can still achieve the goal of global coverage. The landers should be long-lived (6 years with a goal of 10 years) to maximize science and allow other nodes to be added by international and commercial partners during the lifetime of the mission, thus increasing the fidelity and value of the data obtained. The four landers will be launched on one launch vehicle and sent into lunar orbit, where the landers will be deployed sequentially from a parent spacecraft. The lander-carrying spacecraft will remain in orbit to serve as the communications relay, thus allowing a lander to be placed on the far side of the Moon. Each lander will also be able to send data direct to Earth, so the communications orbiter acts as a back-up for near side landers. Expected measurements: LGN has four primary science instruments (Figure 1): a seismometer to measure ground motion, a heat flow probe to measure subsurface temperature gradient and thermal conductivity, a magnetotelluric sounder to measure low-frequency magnetic and electric fields, and a laser retroreflector to measure the round-trip travel time of pulses from ground-based lasers. All LGN instruments are currently in development and all except the seismometer will have CLPS flight heritage in time for the New Frontiers 5 solicitation. Environmental challenges: Unique lunar environmental conditions, including: * Illumination considerations * Temperature variations * Plasma / charging processes Technology challenges: * Minimization of lander-generated vibrations * Simultaneous continuous operation of instruments (6 year baseline, 10 year goal) * Landed orientation such that the retroreflectors are oriented within 10° azimuth of Earth-Moon vector * Avoid 0.5m rocks (orbital resolution is 1m) * Fixed cameras can't be sun-blinded * Station location accuracy of 200 m o the P-5 region within the Procellarum KREEP Terrane (PKT; lat: 15°; lon: −35°) * 4 Landers at 4 widely spaced landing sites including one on the far side: o Schickard Basin (lat: −44°.3; lon: −55°.1) o Korolev Basin (farside; lat: −2°.4; lon: −159°.3). o Crisium Basin (lat: 18°.5; lon: 61°.8)	1,611	753	{ "id": "<urn:uuid:9dc85046-e9b7-4144-83d5-42e8f57e4c55>", "dump": "CC-MAIN-2024-51", "url": "https://nasa-techshowcase.seti.org/wp-content/uploads/2022/10/The-Lunar-Geophysical-Network.pdf", "date": "2024-12-03T07:36:00", "file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066132713.30/warc/CC-MAIN-20241203071857-20241203101857-00755.warc.gz", "offset": 385606930, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9048651158809662, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9902445077896118, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2578, 3415 ], "fw_edu_scores": [ 2.40625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Government intervention in currency markets To some extent, a government / Central Bank can influence the rate of its currency. The government can: 1. Use foreign currency reserves. If the UK government wanted to try and increase the value of its currency, it could buy Pound Sterling, using its reserves of foreign currency (the UK tried this in 1992). 3. Change money supply. If a country wanted to depreciate its currency, it could print more money, creating inflation and devaluing the currency. 2. Change interest rates. A Central Bank could try and increase interest rates, to try and attract foreign currency reserves to increase the value of the currency. 4. Fiscal / monetary policy. If the government used tight fiscal policy (higher taxes), it could reduce inflation. Lower inflation would make the currency relatively more attractive. Evaluation * A government has only limited foreign exchange reserves. In 1992, the UK government failed to protect the value of the Pound, because foreign currency markets had more buying power than the government. * To manage the exchange rate in the long-term requires efforts to tackle long-term competitiveness. * The Central Bank could use interest rates to protect the currency but it would be at the cost of lower growth and higher unemployment. Effects of an appreciation in the exchange rate * Makes exports more expensive. Therefore, quantity of exports falls. * Makes imports cheaper. Therefore, quantity of imports rises. * Lower AD. Assuming demand is elastic, an appreciation will cause lower aggregate demand and lower economic growth. * Lower inflation. This is due to 3 reasons: o Lower import prices e.g. falling oil prices from the appreciation. o To remain competitive, firms have a bigger incentive to cut costs. o Lower exports and lower AD, reducing demand pull inflation. * Worsening of current account i.e. bigger deficit, because of decline in exports and rise in quantity of imports. * Foreign direct investment may fall. A rise in the exchange rate may discourage FDI (foreign direct investment), because it is now more expensive for foreign firms to invest. Evaluation of an appreciation * Depends on the elasticity of demand for imports and exports. The Marshall Lerner condition states an appreciation will only worsen current account, if PED (exports) + PED (imports) >1. * It depends on other components of AD. An appreciation won't cause a fall in AD, if consumer spending is growing strongly. Consumer spending is a bigger component of AD than net exports. * Time lags. Often, demand is inelastic in the short term and becomes more elastic over time. Therefore, an appreciation could have a bigger impact over time. * It depends on productivity growth. If the exchange rate appreciates because firms are becoming more productive, then they will remain competitive. If the exchange rate appreciates due to speculation, firms are more likely to become uncompetitive. For example, countries like Germany and Japan have prospered, even in periods of an appreciating currency. * It depends on the state of the economy. If the economy is growing strongly and is near full capacity, a rise in the exchange rate could help reduce inflationary pressure and keep growth sustainable. If there is already spare capacity, then an appreciation could lead to a recession. The effects of an appreciation depend on the state of the economy. A fall in AD to AD2 reduces inflation, with little effect on real GDP. But, at AD3 to AD4, there is a big fall in real GDP.	1,486	705	{ "id": "<urn:uuid:2d11bcc0-8580-4ae2-80cf-bf161534d3aa>", "dump": "CC-MAIN-2024-51", "url": "https://www.economicshelp.org/wp-content/uploads/2018/07/Sample-edexcel-unit-4.pdf", "date": "2024-12-03T07:50:30", "file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066132713.30/warc/CC-MAIN-20241203071857-20241203101857-00751.warc.gz", "offset": 708378127, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9984553158283234, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9985674023628235, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2139, 3540 ], "fw_edu_scores": [ 2.671875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Constitutional Conversations Study Guide Loyalists in the American Revolution (6:15) https://www.youtube.com/watch?v=JBoHZx9WmNY Summary This short video clarifies the role played by Loyalists throughout the American Revolution. Never more than 1/5 of the population, the political and military influence of the Loyalists varied both chronologically and geographically. Professor Jack Rakove highlights the efforts of British forces in the Southern colonies to enlist Loyalists in hopes of "pacifying" the countryside, but concludes that there were too few Loyalists for this strategy to succeed. Courses appropriate for this segment: Early American History Grade level: 8 th grade RECALL QUESTIONS 1. How did John Adams divide Americans during the American Revolution? 2. What other name were the Loyalists known by? What other name were the Patriots known by? 3. For what reasons did the British feel their Southern campaign would be successful? CRITICAL THINKING QUESTIONS 1. What would have made the British strategy in the South more successful? 2. Would the Southern campaign have been more successful if the French had not gotten involved in the conflict? ASSESSMENT OR ENRICHMENT ACTIVITIES 1. Students may write a letter as a Loyalist to a Patriot friend explaining his/her position during the American Revolution. ANSWERS FOR RECALL QUESTIONS ANSWERS 1. One third Patriot, one third Loyalist, one third didn't care 2. Tories. Whigs. 3. Long distances, slaves & ethnic communities who supported the British. SUGGESTED ANSWERS FOR CRITICAL THINKING QUESTIONS 1. There needed to be a greater number of Loyalists. The British needed to have started the Southern campaign earlier, before people were becoming war-weary. Promising slaves their freedom also turned whites who may have been supportive of Britain away. 2. Various answers as this is conjecture. May argue that more people would have joined the Loyalist side in order to be on the winning side of the war. CLASSROOM STRATEGIES 1. Give the student a variety of websites about the impact of the Loyalists upon Canadian history. Have students focus on locations of settlement, numbers, and contributions to Canadian society. 2. Split the class into small groups of 3 to 5 students. Give each group a primary source about the Loyalists. Students must read, identify from which perspective the source is written (Loyalist or Patriot), and summarize the content of the source Created by Craig A. Windt, '15 (MI) of Central High School, Bay City, MI	1,202	555	{ "id": "<urn:uuid:e1e1b4da-3086-4a4c-8528-d2788e13112d>", "dump": "CC-MAIN-2024-51", "url": "https://www.jamesmadison.gov/system/files/assets/teach-the-constitution/lessons/cc_Windt_C.pdf", "date": "2024-12-03T08:04:44", "file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066132713.30/warc/CC-MAIN-20241203071857-20241203101857-00758.warc.gz", "offset": 777933302, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9973648190498352, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9976193904876709, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1337, 2530 ], "fw_edu_scores": [ 3.859375 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
‭FISD Fourth Grade Spelling Learning Progression ‬ \| ‭Nine‬ ‭Weeks‬ ‭Target‬ \| ‭TEKS‬ \| \|---\|---\| \| ‭4NW‬ \| ‭4.2Bi‬ ‭4.2Bii‬ ‭4.2Bv‬ ‭4.2Bvi‬ ‭4.11Dxi‬ \| \| \| ‭4.2Bii‬ \| \| ‭3NW‬ \| ‭4.2Bi‬ ‭4.2Bv‬ ‭4.2Bvi‬ \| \| ‭2NW‬ \| ‭4.2Bi‬ ‭4.2Bv‬ ‭4.2Bvi‬ \| \| ‭1NW‬ \| ‭4.2Bi‬ ‭4.2Bvi‬ \| ‭FISD Fourth Grade Literary Learning Progression ‬ \| ‭Nine‬ ‭Weeks‬ ‭Target‬ \| ‭TEKS‬ \| \|---\|---\| \| ‭4NW‬ \| ‭4.6 A-I‬ ‭4.7B-D‬ \| \| ‭3NW‬ \| ‭4.6 A-I‬ ‭4.8A-C‬ ‭4.10A‬ \| \| ‭2NW‬ \| ‭4.6 A-I‬ ‭4.7C‬ ‭4.8B‬ ‭4.10D‬ \| \| ‭1NW‬ \| ‭4.6 A-I‬ ‭4.7C‬ ‭4.8A-C‬ \| ‭Progression is written with the implication that text level increases in complexity from grade level to grade level.‬ ‭FISD Fourth Grade Informational Learning Progression ‬ \| ‭Nine‬ ‭Weeks‬ ‭Target‬ \| ‭TEKS‬ \| \|---\|---\| \| ‭4NW‬ \| ‭4.6A-I‬ ‭4.7B-D‬ ‭4.10B-C‬ \| \| ‭3NW‬ \| ‭4.6A-I‬ ‭4.7D‬ ‭4.10B-C‬ \| \| ‭2NW‬ \| ‭4.6A-I‬ ‭4.9Di-Diii‬ ‭4.10B-C‬ \| \| ‭1NW‬ \| ‭4.6A-I‬ ‭4.7B-C‬ ‭4.9Di‬ ‭4.10A‬ \| ‭Progression is written with the implication that text level increases in complexity from grade level to grade level.‬ ‭FISD Fourth Grade Composition Learning Progression ‬ \| ‭Nine‬ ‭Weeks‬ ‭Target‬ \| ‭TEKS‬ \| \|---\|---\| \| ‭4NW‬ \| ‭4.12‬ ‭4.11A‬ ‭4.11Bi‬ ‭4.11C‬ \| \| \| ‭4.12‬ ‭4.11A‬ ‭4.11Bii‬ ‭4.11C‬ \| \| ‭3NW‬ \| ‭4.12‬ ‭4.11A‬ ‭4.11Bi‬ ‭4.11C‬ \| \| ‭2NW‬ \| ‭4.12‬ ‭4.11A‬ ‭4.11Bi‬ ‭4.11C‬ \| \| ‭1NW‬ \| ‭4.12‬ ‭4.11A‬ ‭4.11Bi‬ \| ‭FISD Fourth Grade Conventions Learning Progression‬ \| ‭Nine‬ ‭Weeks‬ ‭Target‬ \| ‭TEKS‬ \| \|---\|---\| \| ‭4NW‬ \| ‭4.11Di-Dx‬ ‭4.11Dii‬ ‭4.11Diii‬ ‭4.11Dvi‬ ‭4.11Dviii‬ ‭4.11Dx‬ \| \| \| ‭4.11Dii‬ ‭4.11Dvi‬ ‭4.11Dviii‬ \| \| ‭3NW‬ \| ‭4.11Di‬ ‭4.11Dvi‬ ‭4.11Dx‬ \| \| ‭2NW‬ \| ‭4.11Diii‬ ‭4.11Dix‬ \| \| ‭1NW‬ \| ‭4.11Dii‬ ‭4.11Diii‬ ‭4.11Dviii‬ \|	1,424	1,036	{ "id": "<urn:uuid:e803f58d-ace8-4a6e-88b9-89d1a7ec8438>", "dump": "CC-MAIN-2024-51", "url": "https://resources.finalsite.net/images/v1715977964/myfisdcom/nasu8judcwhrkqtrcmef/2024-2025FISDALLFourthGradeELA.pdf", "date": "2024-12-03T09:32:32", "file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066132713.30/warc/CC-MAIN-20241203071857-20241203101857-00762.warc.gz", "offset": 458093546, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.989184558391571, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9456825256347656, "per_page_languages": [ "unknown", "eng_Latn", "eng_Latn", "unknown", "unknown" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 274, 648, 1043, 1355, 1690 ], "fw_edu_scores": [ 2.578125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
YORKSHIRE GARDENS TRUST Bishop's Palace, Ripon Statement of Significance This statement of significance for Bishop's Palace Ripon, created by the Yorkshire Gardens Trust, is derived from research carried out as part of the Historic Designed Landscapes project. 1. Heritage Values Summary The designed landscape of the Bishop's Palace at Ripon was mainly created from the 1840s to enhance the mansion built to accommodate the newly appointed incumbents of the See of Ripon. The layout was carried out by the landscape designer, William Pontey, although the first Bishop of Ripon, Charles Longley, would appear to have had a large influence. Despite the sale of the property in the 1940s and the addition of some modern buildings, the designed landscape remains largely intact. 2. Historical Value ('Narrative') William Railton, the fashionable London architect and designer of Nelson's Column, was appointed for the project to create an estate for the new post of Bishop of Ripon. As well as designing the palace in the Tudor style, he also directed the additional construction works that included a lodge, cottage, stables, coach house and other components of the gentleman's country house. In 1846, Railton also designed the new chapel in the Perpendicular style. A stained-glass window in the chapel is dedicated to Charles Dodgson, chaplain to Bishop Longley and Archdeacon of Richmond. His son, Charles Lutwidge Dodgson was also a regular visitor when staying in Yorkshire. The designed landscape was created with the aid of William Pontey of Huddersfield. Substantial shelter belts were laid out to the north and west of the house, an area of open parkland was formed to the south and a lawn laid out to the west. The design included a walled kitchen garden and attached orchard. Bishop Longley, the first Bishop of Ripon, played an active part in laying out and planning the private gardens. The designed landscape remained essentially unmodified through the tenure of the successive bishops up to 1940, when the palace was taken over by Barnardo's and subsequently sold. Since then, the main residence and ancillary buildings have been converted to private use, resulting in some fragmentation of the pleasure gardens. The open parkland to the south and east has witnessed the construction of several new structures adapted to the function of the site as a residential school and three further private homes have been built adjacent to the palace. 3. Evidential Value ('Research') Little is known about the extent of the full contribution of William Pontey to the development of the designed landscape and further research is needed to establish this. Additionally, REGISTERED OFFICE: UHY Calvert Smith, Heritage House, Murton Way, Osbaldwick, York, YO19 5UW YORKSHIRE GARDENS TRUST geophysical survey might reveal below ground survival of features associated with formal plantings and beds in the areas surrounding the house, which are no longer extant. Further research might also shed light on any involvement of Bishop Longley's successors in developing the designed landscape or any features within it. 4. Aesthetic Value ('Emotion') The original designed landscape forms a secluded and distinct enclave on the outskirts of the city providing an enhanced setting for the buildings within it. When the palace was built, it took advantage of its slightly elevated central position with southern views towards the city and cathedral, the sheltering woodland planting and the tranquillity of its rural setting outside the boundaries of the city. Many of these features survive for the residents of the present buildings. The restored walled garden also provides an aesthetically attractive and stimulating environment for the community. 5. Communal Value ('Togetherness') The bishop's palace is an important link in the history of Ripon as a cathedral city. Many elements are now Grade II listed: the lodge, stables and coach house, the palace, the entrance gate piers and wall. The walled garden and orchard, newly restored and redesigned, and accessible to all is an important community educational and social space which is enhanced by its context. 21.09.23 REGISTERED OFFICE: UHY Calvert Smith, Heritage House, Murton Way, Osbaldwick, York, YO19 5UW	1,800	889	{ "id": "<urn:uuid:12de602b-1028-446f-938f-19686c096d28>", "dump": "CC-MAIN-2024-51", "url": "https://www.yorkshiregardenstrust.org.uk/sites/yorkshiregardenstrust.org.uk/files/database/Bishops%20Palace%20Ripon_Statement%20of%20Significance.docx.pdf", "date": "2024-12-03T08:02:35", "file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066132713.30/warc/CC-MAIN-20241203071857-20241203101857-00764.warc.gz", "offset": 958905509, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9984968304634094, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9985929727554321, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2777, 4281 ], "fw_edu_scores": [ 2 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
English Writing to entertain. Children to – -Use embedded clauses to add detail or context. - Use a wide range of sentence structures to add interest. ( simple, compound, complex sentences) - Create atmosphere and integrating dialogue to convey character and advance the action. - Use adverbs, preposition phrases effectively to add detail, qualification and precision. - Use figurative language to develop settings and atmosphere in detail. Assessed writing: -Adventure stories - character/ setting description Art/Design - Form and Texture Children to… Select from and use a wider range of tools and equipment to perform practical Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design. Use the work of an artist as a starting point to develop own original painting after completing supported preliminary studies. PE – Invasion games Children to… Develop a broader range of techniques and skills for attacking and defending and Know and apply the basic strategic and tactical principles of attack, and to adapt them to different RE – Children to… -Describe the Five Pillars of Islam and give examples of how these affect the everyday lives of Muslims -Identify three reasons why the Holy Qur'an is important to Muslims, and how it makes a difference to how they live. -Make connections between Muslim practice of the Five Pillars and their beliefs about God and the Prophet Muhammad. -Describe and reflect on the significance of the Holy Qur'an to Muslims -Describe the forms of guidance a Muslim uses and compare them to forms of guidance experienced by the pupils. - Make connections between the key functions of the mosque and the beliefs of Muslims Science – Animals Including Humans I can identify different stages in the growth and development of humans (e.g. baby, child, teenager…) I can discuss the changes that humans experience during puberty. I can compare the gestation period of humans to that of other animals. I can record the length and mass of a foetus as it grows. Ancient Aztecs French – READING, WRITING, SPEAKING & LISTENING Children to… -Prepare a short presentation on a familiar topic -Re-read frequently a variety of short texts -Make simple sentences and short texts Values: -I can explain the value of forgiveness. (April) -I can describe the value of courage. (May) Jigsaw - Relationships -I know how to keep building my own self-esteem -I know how to stand up for myself and how to negotiate and compromise. -I can understand how it feels to be attracted to someone and what having a boyfriend/ girlfriend might mean. -I can recognise the feeling of jealousy, where it comes from and how to manage it -I can understand how to stay safe when using technology to communicate with my friends Maths I can add decimals within 1 I can subtract decimals within 1 I can add decimals that equal 1 (Complements to 1) I can add decimals – crossing the whole I can add decimals with the same number of decimal places I can subtract decimals with the same number of decimal places I can add decimals with a different number of decimal places I can subtracting decimals with a different number of decimal places I can add and subtracting wholes and decimals I can recognise decimal sequences I can multiply decimals by 10, 100 and 1,000 I can divide decimals by 10, 100 and 1,000 History (TOPIC FOCUS - Aztecs) Who were the Aztecs? Where and when did they live and why did they move? Why did they choose the site for their city? (Eagle on cacti story) What did they eat and wear? How did they live? Where did they come from? How do we know what they are for? What can we tell from these objects? How can these objects help us understand the Aztecs? What written conventions did the Aztecs use? How did their number and written language work? What did they believe about their Gods and how they affected their lives? What rites did they use in connection with their religion? Were the warriors important? Why did the Spanish come? Computing – Information Technology using Purple Mash Children to… - search for information in a database -contribute to a class database. - create a database around a chosen topic.	1,861	900	{ "id": "<urn:uuid:38b59939-78e2-42a5-9c02-e1b3c333570f>", "dump": "CC-MAIN-2019-26", "url": "https://drove-pri.swindon.sch.uk/downloads/drovePrimary/Year-5-Term-5-topic-web-2019.pdf", "date": "2019-06-18T03:06:48", "file_path": "crawl-data/CC-MAIN-2019-26/segments/1560627998605.33/warc/CC-MAIN-20190618023245-20190618045245-00256.warc.gz", "offset": 422726011, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9971274137496948, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9971274137496948, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 4303 ], "fw_edu_scores": [ 4.25 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
Earth's Subsystems Science Grade-Level Expectations The exercises in this instructional task address content related to the following science grade-level expectations: (ESS-M-A7) Identify the components of the hydrosphere (GLE 34) (ESS-M-B3) Estimate the range of time over which natural events occur (e.g., lightning in seconds, mountain formation over millions of years) (GLE 38) (ESS-M-A11) Demonstrate the results of constructive and destructive forces using models or illustrations (GLE 32) \| \| Objectives \| \|---\|---\| \| Task \| - Interpret scientific data - Develop a conclusion supported by evidence - Describe interactions among Earth’s subsystems - Determine long term and short term effects of destructive and constructive events \| \| Sample Student Exemplar Response \| \| Implementation Tips: * Teachers may choose to use or modify the task as part of an instructional lesson or as a formative or summative assessment. * This task is intended to be integrated into a larger unit that contains hands-on science opportunities, student-led investigations, non-fiction reading, and a variety of other instructional strategies. * Strategic instructional decisions will need to be determined prior to implementation such as: o Will students work collaboratively or individually to complete the task? o Should the provided text be read aloud to students or read independently by students? o What content knowledge and skills will students need to have prior to attempting the task? o Does the task need to be modified based on the needs of the students at the time of implementation? * Analyze the data below to compare relative amounts of water from various sources of the hydrosphere. * Read the article Mount St. Helens: World of Change. * View the video clip, Will Mount St. Helens Erupt Again? Task Part 1: Using the data above, determine where most of the fresh water on Earth is found? Cite evidence from the data to support your conclusion. Task Part 2: Analyze how the eruption of Mount St. Helens was both a constructive and destructive force that affected the geosphere, hydrosphere, atmosphere, and biosphere of the Earth. In your description, identify both short-term and long-term effects. Include a model or illustration to support your analysis. Sample Student Exemplar Response: Part 1 Most of the freshwater on Earth is not surface water on land (lakes, rivers, streams). Data shows that 68.7% of the world's freshwater is located in glaciers, ice caps, and permanent snow. This leaves less than 32% located in ground water, ice, permafrost, lakes, swamps, and rivers. Part 2 Volcanoes are a part of the geosphere. When volcanoes erupt, they are initially destructive. They spew hot lava, expel rocks and ash, and emit hot gases into the atmosphere. The lava and ash that falls out of the air smothers vegetation, animals, and humans. These living organisms are part of the biosphere. The geosphere and biosphere are also impacted in the short term through hot lava burning everything that the lava touches. The atmosphere and hydrosphere are also impacted by the expelled heat and particles. Volcanic ash and steam form destructive clouds in the atmosphere. Birds may suffocate, fly off course, or fall from the sky because their feathers are affected by the ash and moisture. Many airports may cancel flights and ground planes due to the visibility of pilots decreasing. The steam then cools and creates rain. The rain formed (hydrosphere) combines with the ash and rocks and may cause destructive mudslides (geosphere) that can kill all life forms (biosphere) in their path. If the rain (hydrosphere) water combines with sulfuric fumes from the volcano, it can produce destructive acid rain over large areas. Acidic rain water can kill vegetation, amphibians, and fish (biosphere) and leach into the soil (geosphere). In the long term, volcanic eruptions can be constructive. The lava, rocks, and ash form new surface structures (geosphere) and soil that can stimulate new growth in plants (biosphere). After a few years, the site of inactive volcano can become a rich ecosystem. Examples of models include a sketch of an erupting volcano with the resulting changes labeled correctly on each part of the sketch. Another type of model that students may use is a table with events recorded in either long and short terms columns, constructive and destructive columns, or in columns labeled geosphere, hydrosphere, atmosphere, and biosphere.	1,930	953	{ "id": "<urn:uuid:71ee3e3a-6485-4926-98c8-98b85ee9c68e>", "dump": "CC-MAIN-2019-26", "url": "https://www.louisianabelieves.com/docs/default-source/academic-curriculum/task---science---grade-5---earth's-subsystems-pdf.pdf?sfvrsn=b3888d1f_3", "date": "2019-06-18T02:49:21", "file_path": "crawl-data/CC-MAIN-2019-26/segments/1560627998605.33/warc/CC-MAIN-20190618023245-20190618045245-00254.warc.gz", "offset": 809696908, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9939486682415009, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9965543150901794, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1597, 1701, 2279, 4485 ], "fw_edu_scores": [ 4.53125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Earth Science Curriculum Developed by University of Utah Mining Engineering students for the Utah Mining Association Piloted and refined by Alpine School District teachers Classify This!!! Description: o In this lesson students will learn how to create a simple classification system for nonliving things. Required Materials/Resources: - 10 – 12 different common items that students in smaller groups can classify according to the item's appearance or structure. - Examples: shoes, writing implement, paper types, books, office supplies, random rocks, sea shells, balls, etc. - 5 – 10 simple items to classify as a class Introduction: - A basic element of thinking is classification. We place objects and situations into conceptual categories in order to make sense of the world. By doing this we eliminate the need to respond to every object and situation as a completely new experience. - We classify objects by choosing certain attributes to concentrate on while ignoring others. We cannot take in all attributes at once so we select just a few as being relevant to the task at hand. Classification of data is an important part of all scientific study. Discussion: (Length: 10 minutes) - Define a classification system ■ Discuss how there are multiple ways that objects can be classified and that just because one is different from another it doesn't make either right or wrong. ■ Discuss how things can be classified. Explain how objects can be classified according to many different properties or characteristics. ■ Give example of multiple ways to classify same set of object. ■ Usually a dichotomous key would work best. For example a set of balls could be split into two groups first base on size, then by color, then by texture, exc. ■ e.g. balls could be classified by size, shape, color, sport type, bounceability, etc. ■ Discuss the things that we classify everyday without even realizing it. This list could include things such as folders within folder on electronic devices (documents-->school-->science) Groupings students (School-->Grade level→ gender) mailing addresses (country --> state --> city), Facebook Friends (All friends → Close Friends → In a relationship). Activity: Developing a classification system (Length: 10 – 15 minutes) - As a class, develop a simple classification system on the set of 8 – 12 items. As this classification system is developed be sure to explain the thought process involved in creating the different categories and groups. Assessment: Students develop a classification system (Length: 15 – 20 minutes) - Split the class up into groups with 4 – 6 students in each. - Have the students within their individual groups create a classification system in a similar manner as it was performed as a class. (10 minutes) - Give each group a different set of objects to classify. (whatever you can find in your classroom) - Have groups rotate (trade object sets) to give students an opportunity to practice proficiency of skill of classification. Rotate as many times as time allows. (5 minutes each) - Reinforce the fact that classification systems may differ, but that does not mean that one is right and the other is wrong. Real World Application: (Length: 5 minutes) - Discuss how classification systems are used in many different industries around the world. ■ Explain the difference between ore vs. waste as it relates to mining. (Ore is what can be mined to actually be used, waste is what you go through to get to the usable material.) Discuss how this is a classification system and talk about the aspects that may determine whether a rock is ore or waste. - Explain that a major industry that uses classification extensively is the mining and minerals industry. Image below shows "useful ore and material removed to access the ore" ■ These things that define the classification of ore vs. waste may include things such as color, density, grade, etc. ■ Sorting of Earth's materials by size, density, water speed exc. ■ Density in relationships with Plate Tectonics- layers of the earth are classified based on their density (the more toward the center of the Earth you go, the more dense the material is) ■ Classification of Stars and Planets.	1,837	851	{ "id": "<urn:uuid:e0ffff1b-9443-4788-a2c4-0a3fff4c23f2>", "dump": "CC-MAIN-2019-26", "url": "https://utahmining.org/wp-content/uploads/2019/05/Earth-Science-Curriculum-Lesson-5-Classify-This.pdf", "date": "2019-06-18T03:08:59", "file_path": "crawl-data/CC-MAIN-2019-26/segments/1560627998605.33/warc/CC-MAIN-20190618023245-20190618045245-00255.warc.gz", "offset": 663505962, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9911434799432755, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9954500198364258, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 433, 3189, 3737, 4220 ], "fw_edu_scores": [ 4.59375 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
To Inspire and Achieve MARKING POLICY Prince Andrew School Marking Policy Introduction to the Policy: - Teachers must provide constructive feedback to students, both written and orally, focusing upon success and identifying improvement needs against learning targets. - Constructive feedback enables students to become reflective learners and helps them to close the gap between what they can, currently, achieve and what we would like them to achieve. The agreed Prince Andrew Marking Symbols should be applied to all written marking. Marking Symbols \| P \| Punctuation is missing or incorrect. \| \|---\|---\| \| Sp. \| Spelling error! Underline or circle (Corrections may be written in margin). \| \| /\ \| A word has been left out! \| \| NP \| New paragraph is required. \| \| L or Gr \| Level or Grade achieved. \| \| T \| Target for improvement. \| Outcomes of the policy: Increasingly effective marking of students' oral and written work is measured, in all subjects, by: - Improved student understanding of how and why pieces of work are being marked and what the marks mean. - Consistency across departments in the regularity of marking and the use of marking symbols. - Using marking, including the setting of meaningful SMART targets, to develop students' skills in thinking and independent learning. Ethos of the policy: (All subjects) - The marking of students' work should be seen as a regular means of communication with individual students about their progress. - The marking and the communication must be in a form that the student can clearly understand. - The feedback on progress must help students to take the next steps in their learning. - Standard English and literacy features must be addressed by teachers in all subject areas. Marking and Feedback is about Improving Learning and Teaching Marking and Feedback will lead to progress in Learning by: - Motivating students to further effort by praising current achievements. - Assisting students by the setting of clear, meaningful and achievable targets that focus upon aspects of work where further development is needed. - Providing the teacher with feedback on how well students have understood the current work and enable her/him to plan the next stage of learning and teaching. - Enabling the teacher to make judgements about student' attainment, particularly with regard to assessment at National Curriculum, FSK, GCSE, VRQ, AS and A2 levels. Subject Areas: Subject areas may also operate specific marking features... - A clear explanation of the levels, grades and marks for attainment that will be used to mark students' work will be available in "student-speak". - Guidance on the application of the assessment criteria will be made clear to students before beginning a piece of work. Paired Marking: - When given a fully explained criterion for assessment, students will provide valuable feedback to their peers. At the same time, students will deepen their own understanding of how to make progress in their own learning. Guidelines for Marking: To ensure consistency across the subject areas, the following guidelines should be applied: - Oral contributions should be positively recognised. Teacher' responses should be focused and encourage the scaffolding of answers across the learning group. Where possible, teachers should try to match oral responses to National Curriculum /VRQ Levels or GCSE Grades. - Written work should be collected in regularly and returned as quickly as possible. - Written comments must be given to each piece of marked work. Responses should be constructive and reflect upon what has been achieved as well as highlighting areas for improvement. Attainment grades may be in the form of a NC level, GCSE grade, a percentage, a mark out of ten. - A specific comment on learning and progress must be made when marking each piece of work. - Students should have at least one piece of formally assessed work in each subject area every half term.	1,689	779	{ "id": "<urn:uuid:c34f51a9-b523-49b0-8b22-921d33b08771>", "dump": "CC-MAIN-2019-26", "url": "http://www.pas.edu.sh/uploads/3/0/4/3/30431280/marking_policy_july_2013.pdf", "date": "2019-06-18T03:21:48", "file_path": "crawl-data/CC-MAIN-2019-26/segments/1560627998605.33/warc/CC-MAIN-20190618023245-20190618045245-00261.warc.gz", "offset": 287886199, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9985429644584656, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9984632730484009, "per_page_languages": [ "unknown", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 38, 1807, 3956 ], "fw_edu_scores": [ 2.328125 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
Habits Habits control our lives. We are a summary of our good as well as bad habits. A habit is what we do almost, if not totally, subconsciously. We drive to work each day and sometimes are not even aware of the route itself. The car just goes where it has gone all the days before. Did you ever catch yourself on a weekend going out in the car and ending up heading towards work? That is your habit. The conscious mind handles 40 bits of information a second. The subconscious mind handles 40 million bits of information a second. Hence, the subconscious is 1,000 times more powerful than the conscious mind. Our habits are part of our subconscious mind and are automatically programmed. To change them is to make a conscious decision and repeat that conscious decision for at least 30 days. Once an activity has been repeated for 30 days or more it becomes a habit. Being a habit it is in the subconscious mind and automatic. The subconscious repeats what it knows automatically. It does not filter it nor does it judge it. It just does. The subconscious mind can be compared to a computer program. It does as the program indicates without any judgment or thought. The process is always the same. We are born with a fully functioning and programmed subconscious. A baby knows how to suckle from birth. The flow of blood, breathing, digestion and all bodily functions are preprogrammed in the sub conscious mind before birth. When we are struck with an emergency we find we have what appears to be super human strength and ability to just do something immediately without any apparent thought or decision process. Consider driving and avoiding an accident. Consider the woman that lifts a car off a baby. Yes, the subconscious acts and acts far faster than the conscious mind. Without the subconscious we would not be here. Once we program something into the subconscious it is automatic and we can then use our conscious mind for something else. Our conscious mind is our creativity. To form a new habit takes conscious effort. To maintain the conscious effort for the length of time needed for the subconscious to take over is the real problem. January 1 st we start off with resolutions. Sure, we can eat right for a few days. Then, we slip. We make an exception and then the exception become the norm as it is already our habit. How do we change that and create a new habit? We have to do something repeatedly to make a habit. To do something repeatedly we have to focus on the benefit of it and not the lack or the negative side of it. When we want to eat healthy we need to do it daily until it becomes a habit seeing ourselves looking thinner and better looking. We have to see the benefits and the value. By focusing on the benefits it makes it easier to repeat the behavior until it becomes a habit. Once we eliminate fatty foods from our diet for long enough when we taste them again we find they no longer taste good. The same thing, believe it or not, goes for sugar. Once exercise becomes a habit and we miss several days our body cries out for it. So, we can make good habits and they will become automatic. The automatic feature makes it work and work well for us. Consciously repeat the new habit with positive reinforcement for at least 30 days. Thereafter, it will be automatic and you can then start on another good habit you want to form. A bad habit can only be eliminated by replacing it with a good habit. Make your habits positive and healthy and your life will be positive and healthy.	1,285	724	{ "id": "<urn:uuid:da223fe7-7bba-41d2-8240-07f237d81f48>", "dump": "CC-MAIN-2018-05", "url": "http://www.chartingmycourse.net/articles/Habits.pdf", "date": "2018-01-19T05:06:40", "file_path": "crawl-data/CC-MAIN-2018-05/segments/1516084887746.35/warc/CC-MAIN-20180119045937-20180119065937-00584.warc.gz", "offset": 410140765, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9980228543281555, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9987906813621521, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1994, 3528 ], "fw_edu_scores": [ 2.0625 ], "minhash_cluster_size": 2, "duplicate_count": 1 }
Vaccination in dogs Why does my dog need vaccinations? If your dog is not vaccinated, it is at risk of developing a number of severe and possibly fatal diseases, one of which can even be transmitted to humans. Vaccination is the only safe way to provide immunity against all these diseases. Immunity in Puppies Immunity is the body's natural ability to fight infection. Puppies are usually protected against many of the infectious diseases for the first few weeks of life by immunity in the mother's first milk (colostrum). However, this immunity rapidly fades leaving the puppy vulnerable to disease within a few weeks. This occurs at different times in different puppies and it is essential that 2 vaccinations are given. The Leptospirosis part of the vaccine for dogs also requires the immune system to be primed by the first injection to give a full level of immunity. Does my dog really need yearly boosters? There has recently been discussion in the press as to whether yearly vaccinations are really necessary and although some parts of the vaccine lasts for 3 years; other parts only last for a year. Immunity does not last forever and will gradually fall leaving your pet vulnerable. Every pet responds differently, and our recommendations are based on the minimum period of protection for any animal for the specific vaccine. Major studies have been carried out to determine whether this minimum period can be increased, and occasionally we are able to increase the time interval for certain diseases on recommendation from the authorities. This is especially important for Leptospirosis, as no vaccine will protect your pet fully for more than a year for this disease. The yearly booster is also an opportunity for the veterinary surgeon to fully examine your pet and discuss any concerns or problems you may have. When do I vaccinate my puppy? * 1st vaccination at 8 weeks (some breeders may vaccinate earlier against Parvovirus) * 2 nd vaccination at 10-12 weeks * Regular boosters every year What can my dog be vaccinated against? * Parvovirus – Causes depression, bloody diarrhoea, vomiting, and dehydration and can often be fatal in young dogs. Easily spread and survives in the environment for long periods. Remains widespread in the UK. * Distemper – Runny nose and eyes, coughing, vomiting, tiredness, diarrhoea, thick pads, nervous signs, fitting and death in some cases. Treatment is usually not successful. Rare in the UK in recent years but major outbreaks have occurred in Europe. * Leptospirosis (inc. Weil's disease) – Caused by bacteria that are spread in the urine of rats and/or other dogs. Canals and rivers can be contaminated, and forms of the disease are seen across the UK. Can cause severe disease in humans (Weil's disease). Affects the liver or kidneys causing fever, lethargy, jaundice, vomiting and death in some cases. * Infectious Canine Hepatitis – Attacks the liver and can be rapidly fatal. Still exists in the UK, although now rare. Other Vaccines * Kennel cough – Kennel cough is a highly contagious disease of the respiratory tract that results in a nasty hacking cough (sounding a bit like the whooping cough in people), which can last for several weeks. It is caused by a number of bacteria and viruses including bordetella and canine parainfluenza virus. It is spread from dog to dog via airborne droplets and nose to nose contact. Dogs are at risk wherever they gather together – kennels, shows, training classes, and the park. Vaccination is by a squirt of vaccine up the nose (no needle!) and lasts for a full year. NB. Many boarding kennels require the kennel cough vaccination and this vaccination needs to be given at least 7 days prior to the start of their stay (14 days for some kennels). All vaccinations will need to be recorded as many boarding kennels and training classes require proof that your dog is vaccinated. You will be given a vaccination card after your 2 nd vaccination, please bring this with you every year to be updated. * Rabies – Rabies vaccinations are needed if you are planning on travelling outside the UK under the pet passport scheme.	1,732	877	{ "id": "<urn:uuid:3e5a709c-0cbb-4e84-88fa-4e195b11507d>", "dump": "CC-MAIN-2018-05", "url": "http://www.vetedit.com/clientFiles/resources/vaccinationindogs_20173_129963549021491123.pdf", "date": "2018-01-19T06:05:32", "file_path": "crawl-data/CC-MAIN-2018-05/segments/1516084887746.35/warc/CC-MAIN-20180119045937-20180119065937-00589.warc.gz", "offset": 589057533, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.99921715259552, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9992330074310303, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2269, 4144 ], "fw_edu_scores": [ 2.265625 ], "minhash_cluster_size": 1, "duplicate_count": 2 }
PRESCHOOL Term) Pre- Kindergarten \| Subject \| Monday \| Tuesday \| Wednesday \| Thursday \| Friday \| \|---\|---\|---\|---\|---\|---\| \| English Language Arts \| Reading Letter name and sound of Jj Beginning sound of a word \| \| Hallmark Presentation \| Writing • Writing letter Jj \| Penmanship Playtime E-learning Values Convocation \| \| Thematic Study \| Animals \| \| \| Animals \| \| \| Math \| Ordinal number (first,next,last) \| \| \| Ordinal number (first,next,last) \| \| South Mansfield College Roman Cruz Ave., Soldiers Hills Village, Putatan, Muntinlupa City ACADEMIC WEEKLY PLANNER A.Y. 2017-2018 nd Week 7 (2 January 8-12, 2018 Reminders: January 8 – Resumption of Classes January 10 – Hallmark Presentation Attire: Any cat costume [x] Please practice the hallmark, Three Little Kittens ___________________________ Parent’s Sign a tu r e Prepared by: Ms. Gwen Marie S. Faminialagao Pre-Kinder Adviser Reviewed and Checked by: Noted by: Approved by: ________________________ _______________________ _____________________ Ms. Ma. Katrina B. Tubiano Ms. Jennifer C. Pre Mr. Rolly S. Donato Academic Coordinator, Preschool Deputy Principal School Head/Principal “Challenges are what make life interesting. Overcoming them is what makes life meaningful.” – Joshua J. Marine South Mansfield College Roman Cruz Ave., Soldiers Hills Village, Putatan, Muntinlupa City ACADEMIC WEEKLY PLANNER A.Y. 2017-2018 nd Week 7 (2 PRESCHOOL Term) Pre- Kindergarten January 8-12, 2018 Reminders: January 8 – Resumption of Classes January 10 – Hallmark Presentation Attire: Any cat costume [x] Please practice the hallmark, Three Little Kittens ___________________________ Parent’s Sign a tu r e Prepared by: Ms. Gwen Marie S. Faminialagao Pre-Kinder Adviser Reviewed and Checked by: Noted by: Approved by: ________________________ _______________________ _____________________ Ms. Ma. Katrina B. Tubiano Ms. Jennifer C. Pre Mr. Rolly S. Donato Academic Coordinator, Preschool Deputy Principal School Head/Principal "Challenges are what make life interesting. Overcoming them is what makes life meaningful." –Joshua J. Marine \| Subject \| Monday \| Tuesday \| Wednesday \| Thursday \| Friday \| \|---\|---\|---\|---\|---\|---\| \| English Language Arts \| Reading Letter name and sound of Jj Beginning sound of a word \| \| Hallmark Presentation \| Writing • Writing letter Jj \| Penmanship Playtime E-learning Values Convocation \| \| Thematic Study \| Animals \| \| \| Animals \| \| \| Math \| Ordinal number (first,next,last) \| \| \| Ordinal number (first,next,last) \| \|	1,973	736	{ "id": "<urn:uuid:84c3f190-4da8-4d6f-b539-eda3f9318dd5>", "dump": "CC-MAIN-2018-05", "url": "http://smc.edu.ph/images/AWP/PK%20Jan8-12.pdf", "date": "2018-01-19T05:18:15", "file_path": "crawl-data/CC-MAIN-2018-05/segments/1516084887746.35/warc/CC-MAIN-20180119045937-20180119065937-00588.warc.gz", "offset": 319830788, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9160925149917603, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9160925149917603, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2924 ], "fw_edu_scores": [ 2.5625 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
KEY STAGE 3 CURRICULUM PLAN FOR: Design & Technology Subject Overview: Students in Years 7, 8 and 9 receive two double periods of Technology a fortnight. These include experiences in Food Technology, Resistant Materials, Systems & Control (Electronics) and Textiles. All projects have been designed with a particular focus on practical skills, sustainability and designing for the real world. A small charge is requested at the start of each project, as a voluntary contribution towards the cost of materials, in the non-food areas. Within Food Technology students are required to bring in ingredients/money as laid out in their booklets. Towards the end of Year 9, students choose to specialize in a particular area – choosing either Electronics/Engineering, Food Technology, Resistant Materials/Construction or Textiles. This period of time is used to focus on further developing skills, knowledge and understanding within specialist areas in preparation for GCSEs in Years 10 and 11. \| \| Food Technology \| Resistant Materials \| Textiles \| \|---\|---\|---\|---\| \| \| Knowledge/Skills/Assessment \| Knowledge/Skills/Assessment \| Knowledge/Skills/Assessment \| \| Y E A R 7 \| Project: Exploring Methods & Food Safety \| Topic: Ball Hurler \| Topic: Cushion Cover \| \| \| Understanding the importance of food hygiene and food safety. Students also explore basic methods in order to produce nutritionally balanced dishes, whilst continually learning fundamental knife skills. Assessed on Designing & Developing, Planning & Making and Testing & Evaluating during the 9 weeks of the project. \| Students research the historical context of hurling mechanisms and explore basic construction methods through making a ball hurler. Students are introduced to workshop practice, health and safety and basic hand & machine tools. Assessed on Designing & Developing, Planning & Making and Testing & Evaluating during the 9 weeks of the project. \| Students explore basic construction methods whilst designing and making a cushion cover. The student’s silk paint a design onto the surface of their fabric using the work of a famous artist as their influence. Assessed on Researching & Investigating, Planning & Making and Testing & Evaluating during the 9 weeks of the project. \| \| Y E A R 8 \| Topic: Healthy Issues \| Topic: Solitaire Game Box \| Topic: Eco Bag \| \|---\|---\|---\|---\| \| \| Balancing good health and sensible eating through a wide variety of cooked dishes. Assessed on Designing & Developing, Planning & Making and Testing & Evaluating. \| Researching and investigating natural and man-made wooden products, along with different wood joints. Using traditional carpentry/joinery methods, students manufacture a solitaire games box. Assessed on Researching & Investigating, Planning & Making and Testing & Evaluating during the 9 weeks of the project. \| Investigating the issue of sustainability within Textiles. Students are encouraged to consider the environment and the differences between man- made and natural fibres, in order to design and make a bag for life. Within the project the students build upon their Year 7 Textile skills. Assessed on Designing & Developing, Planning & Making and Testing & Evaluating during the 9 weeks of the project. \| \| \| Topic: Nutrition and the Function of Ingredients \| Topic: Candle Holder \| Topic: Wall Hanging \|	1,597	715	{ "id": "<urn:uuid:2a8ab506-d567-46bb-9755-8afdac1a1f5f>", "dump": "CC-MAIN-2018-05", "url": "http://liskeard.cornwall.sch.uk/images/Documents-Liskeard-School-and-Community-College/KS3/Technology-KS3-Overview-2016-17.pdf", "date": "2018-01-19T05:21:28", "file_path": "crawl-data/CC-MAIN-2018-05/segments/1516084887746.35/warc/CC-MAIN-20180119045937-20180119065937-00595.warc.gz", "offset": 205297988, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9892774224281311, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9892774224281311, "per_page_languages": [ "eng_Latn", "unknown" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2259, 3345 ], "fw_edu_scores": [ 3.96875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }

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