text stringlengths 151 7.24k | token_count_qwen3 int64 54 2.05k | token_count_original int64 512 2.05k | meta dict |
|---|---|---|---|
Newsletter Jan/Feb 2018
Creative Curriculum Theme - Muck Mess and Mixtures
Science
- Investigate how materials change when they are heated or cooled.
- Make predictions and carry out practical tests with a variety of solids and liquids.
Art
- Explore abstract art through the use of paint, ink, collage and clay. Make bubble print pictures linked to work in science.
DT
- Make healthy food choices and design and make the packaging for a healthy breakfast cereal.
Computing
- Write codes to control the appearance and movement of images on the screen.
English Texts: 'George's Marvellous Medicine' and 'Revolting Recipes' by Roald Dahl.
Physical Education
- Write character descriptions.
- Create poems and recipes to describe the potions.
- Write facts about tooth care.
- Learn to use spelling patterns and rules to spell words accurately.
- Group guided reading with the focus on comprehension, language structure and inference skills.
Maths
- Continue to compare, classify and identify relationships of numbers up to at least 1000.
- Investigate fractions of shapes and numbers. Compare, order, add and subtract fractions with the same denominator. Draw bar models to solve fraction problems.
- Compare, estimate and measure different volumes. Solve real life problems using multiplication and division.
- Explore different ways of travelling using spinning and twisting movements when developing gymnastic routines.
Forest School
- Develop the new Forest School area with a focus on planting, growing and creating natural habitats.
French
- Talk about activities at a party and how much things cost.
- Give opinions about food.
Music
- Develop skills in playing the ocarina. Pupils will take ocarinas home to practise each week. Please bring back into school every Tuesday for 2C and Friday for 2P.
Religious Education
- Identify symbolic actions, gestures and rituals.
Personal, Social, Health Education and Citizenship
- Discuss how they are used as part of Christian and Islamic worship.
- Learn how to make simple choices to improve health and wellbeing.
- Learn how to maintain personal hygiene.
Homework
As part of their creative curriculum we have chosen a number of tasks linked to the children's topic. The children must complete at least one of these tasks, but they can complete as many as they like! You can choose how to present your project e.g. photographs, models, written work or pictures. Children can bring homework in at any time to show their teacher and the rest of the class.
Make your own slush drink by freezing a cup of juice. How long does it take to freeze?
Set up a melting experiment. Take two or three glasses and fill them with the same number of ice cubes. Put them in different places and see which melts first. Do the ice cubes melt faster if you stir them? Present your investigation in a digital format.
Compare how long it takes for a sugar lump to dissolve in warm and cold water. How can you record your findings?
Cook something with a grown-up and create a picture record of what you have done. Perhaps you could try one of Roald Dahl's revolting recipes?
Write a poem with the title 'Muck, Mess and Mixtures'. Include some exciting adjectives and read it aloud to the class.
Reading at Home
- Your child's book will be changed every time it is brought into school with an adult's signature to confirm the book has been read.
- Home school link books need to be brought into school every day.
- Read for a minimum of 10 minutes daily.
Create your own potion experimenting with different ingredients. Write a recipe for your favourite character to follow and explain what the potion would do for them!
In the bath, use a measuring jug to measure different amounts of water. Create your own capacity problems and bring them into school for other children to solve.
Try making different-coloured drinks by mixing different juices? Record your investigation in a scientific report.
Maths practice
- Practise counting on in steps of 2, 3, 4, 5 and 10. using multiplication sheets handed out on a Friday.
- Practise recall of the number facts to make 10, 20 and 100. | 1,739 | 872 | {
"id": "<urn:uuid:35fc72c7-8a43-48c8-b16d-ba8877107ce3>",
"dump": "CC-MAIN-2018-05",
"url": "http://westfield.staffs.sch.uk/wp-content/uploads/2018/01/Curriculum-Newsletter-Year-2-Spring-1.pub_.pdf",
"date": "2018-01-19T03:47:21",
"file_path": "crawl-data/CC-MAIN-2018-05/segments/1516084887729.45/warc/CC-MAIN-20180119030106-20180119050106-00489.warc.gz",
"offset": 369244833,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9976529181003571,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9983676075935364,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1830,
4163
],
"fw_edu_scores": [
4.5625
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Why Compost?
One of the benefits of home-based composting is to reduce garbage and other waste. Reducing the bags of garbage we put curbside for the weekly pickup decreases the waste that the City must truck to the County landfill. This, in turn, decreases the City's "tipping" fee that it pays for each pound of garbage dumped (or tipped) at the landfill.
Although we all like to save money, most gardeners are motivated by the end product—a nutrient-rich amendment that improves the texture and fertility of the soil. They care more about how the compost will help their plants.
For example:
- It helps plants retain water so they don't dry out as easily.
- It helps the soil to "breathe" by providing oxygen to plant roots.
In addition to using compost to nurture our outside flower and vegetable gardens, we can use compost as potting soil for houseplants. We also can spread compost on our lawn and under trees and shrubs.
Cold Composting is Easy
Compost is "a remarkable substance resulting from the decay of organic material…and other things we otherwise would just throw away." (More wise words and directions about compost can be found at www.the-compost-gardener.com.)
Making the perfect compost—or what the experts call "hot compost" can be a somewhat scientific procedure. As described at www.vegetablegardener.com:
Hot composting requires a system that raises temperatures high enough and for a long enough time to destroy weed seeds and plant pathogens. This requires some work on the part of the gardener, either up front with careful layering of materials, or later on with maintenance of pile temperatures.
However, most gardeners prefer a coldcomposting system, where organic waste is simply dumped into a pile in their backyards to decompose. As the vegetablegardener website says, the gardener just waits for the "unseen army of microscopic critters to do their work."
Just a Little Science
Although cold-composting is easy, it's still essential to put the right ratio of nitrogen and carbon products into the pile. The basic ideas are provided below, but those who want more information about compost ingredients can find it at http://www.organicgardening.com/learn-andgrow/compost-ingredients.
High-nitrogen "greens" include the following: fruit and vegetable scraps; grass clippings and weeds that haven't gone to seed; bread and baked goods, rice, pasta, and grains; tea leaves and bags; coffee grounds and filters; and egg shells.
High-carbon "browns" include the following: fall leaves, dead dried plants, shredded paper, brush broken into small pieces.
Do not put the following in your compost pile: meat, chicken, fish and shellfish, fat, grease, oils, all dairy products, weeds that have gone to seed, diseased plants, animal waste, and charcoal ash.
There are two other ingredients that are important in making compost: air and water.
Air: Make your compost pile no more than 5 feet high by 5 feet wide so that air can penetrate to the center of it. Layering the pile with coarse materials such as brush and twigs will help the air circulate. To accelerate the composting process, use a pitchfork or shovel to turn the pile.
Water: Your pile should be damp, often described as "about as moist as a wrungout sponge." If it feels too wet, add dry brown material. If it's too dry, add some water.
Location, Location, Location
Many people just throw their organic matter into a heap in a corner of their yard and call it a compost pile. Others prefer a plastic or wooden structure, which does offer certain benefits, such as retaining moisture in the pile, containing odors, and keeping out animals.
Whether it's a pile or a structure, try to find a spot on bare ground (and convenient for you) that gets a fair amount of shade, so the sun doesn't dry out your compost ingredients during the hot summer months.
Be Patient
Compost doesn't happen overnight. From start to end, the process can take 6 to 24 months.
You'll know when it's ready when individual materials can no longer be identified and the pile resembles rich dark soil (often called "black gold"). This nutrient-rich soil will smell sweet, woodsy, and earthy—just the kind of smells our plants love!
This brochure was prepared for College Park residents as a volunteer project of the Committee for a Better Environment (CBE). For information about CBE and its activities, please visit www.collegeparkmd.gov/. Check under the tab "Boards and Commissions." September 2014 | 1,740 | 961 | {
"id": "<urn:uuid:4fac3270-f7d6-4467-846a-280d3f7c1457>",
"dump": "CC-MAIN-2020-05",
"url": "https://www.collegeparkmd.gov/DocumentCenter/View/849/Composting_Brochure_2014?bidId=",
"date": "2020-01-23T21:08:16",
"file_path": "crawl-data/CC-MAIN-2020-05/segments/1579250613416.54/warc/CC-MAIN-20200123191130-20200123220130-00331.warc.gz",
"offset": 815911523,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9981951415538788,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9985871315002441,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2880,
4498
],
"fw_edu_scores": [
3.578125
],
"minhash_cluster_size": 1,
"duplicate_count": 2
} |
Nunney First School English Curriculum for Year 1
Year 1 Reading – Word Reading
Key Teaching Strategies
| read words with contractions for example, I’m, I’ll, we’ll, and understand that the apostrophe represents the omitted letter(s) | quality daily phonics teaching using the RWI systematic synthetics phonics programme guided reading with a focus on word recognition independent reading |
|---|---|
| read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words | quality daily teaching of reading delivered within the RWI systematic synthetics phonics programme guided reading with a focus on word recognition independent reading use of North Somerset Learning Exchange’s five prompts for decoding |
| re-read these books to build up their fluency and confidence in word reading. | quality daily teaching of reading delivered within the RWI systematic synthetics phonics programme rereading RWI books to build fluency, confidence and expression independent reading use of North Somerset Learning Exchange’s five prompts for decoding |
| | Year 1 Writing - Transcription | Key Teaching Strategies |
|---|---|---|
| spell: words containing each of the 40+ phonemes already taught common exception words the days of the week | | |
| name the letters of the alphabet naming the letters of the alphabet in order using letter names to distinguish between alternative spellings of the same sound | regular in class rehearsal of letter names and chanting of the alphabet |
|---|---|
| add prefixes and suffixes: using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs using the prefix un– using –ing, –ed, –er and –est where no change is needed in the spelling of root words for example, helping, helped, helper, eating, quicker, quickest | quality daily phonics teaching using the RWI systematic synthetics phonics programme |
| apply simple spelling rules and guidance, as listed in English Appendix 1 | quality daily phonics teaching using the RWI systematic synthetics phonics programme guided writing with a focus on transcription |
| write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far | guided writing with a focus on transcription |
Year 1 Writing – Handwriting
Key Teaching Strategies
sit correctly at a table, holding a pencil comfortably and correctly begin to form lower-case letters in the correct direction, starting and finishing in the right place form capital letters form digits 0-9 understand which letters belong to which handwriting 'families' (i.e. letters that are formed in similar ways) and to practise these
Year 1 Writing – Composition
write sentences by:
saying out loud what they are going to write about
sequencing sentences to form short narratives
composing a sentence orally before writing it
re-reading what they have written to check that it makes sense
- systematic use of Nunney First School's Handwriting Programme (Nelson Handwriting) and progression through the exercises in the programme
Note: these objectives are taught in Foundation Stage and consolidated in Year 1
Key Teaching Strategies
- shared writing (including modelled, teacher scribed and supported composition)
- guided writing - transcriptional focus
- guided writing – compositional focus
- oral story-telling
| | Year 1 Writing – vocabulary, grammar |
|---|---|
| | and punctuation |
| develop their understanding of the concepts set out in English Appendix 2 by: o leaving spaces between words o joining words and joining clauses using and o beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark o using a capital letter for names of people, places, the days of the | | | 1,710 | 863 | {
"id": "<urn:uuid:f70d9bd4-486f-4ffb-a2b1-5f6b2987f43f>",
"dump": "CC-MAIN-2018-05",
"url": "http://nunneyfirstschool.co.uk/wp-content/uploads/2014/11/YEAR-1-English-Curriculum.pdf",
"date": "2018-01-19T03:19:45",
"file_path": "crawl-data/CC-MAIN-2018-05/segments/1516084887729.45/warc/CC-MAIN-20180119030106-20180119050106-00493.warc.gz",
"offset": 249527374,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9267137050628662,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9975883364677429,
"per_page_languages": [
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
105,
1148,
1345,
3494,
3914
],
"fw_edu_scores": [
4.09375
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
CLUBS LIST – TERMS 3 AND 4 - 2018
Day
Mon
Tues
| Club | Times | Dates | Year Group | Club Leader |
|---|---|---|---|---|
| French Club | 12.10 – 12.40 pm | 15/1, 22/1, 29/1, 5/2, 19/2, 26/2, 5/3, 12/3, 19/3. | Yrs 5-6 | Mrs Swindells |
| French Club | 12.40 – 1.10 pm | 15/1, 22/1, 29/1, 5/2, 19/2, 26/2, 5/3, 12/3, 19/3 | Yrs 1- 2 | Mrs Swindells |
| Chess Club | 12.30 – 1.15 pm | 05/02, 19/02, 26/02, 05/03, 12/03, 19/03 | Yrs 1-6 | Joseph McPhillips |
| Fun Science | 3.15 – 4.15 pm | 15/1, 22/1, 29/1, 5/2, 19/2, 26/2, 5/3, 12/3, 19/3 | Yrs 1 - 6 | Fun Science |
| Football | 12.30 – 1.15 pm | 16/1, 23/1, 30/1, 6/2, 20/2, 27/2, 06/03, 13/3, 20/3, | Yrs 1-2 | Premier Sport |
.
Bathampton Primary School
Together on a learning Adventure
Wed
Thurs
Lace Making 12.15 – 12.45
Yrs 5-6 Mrs Huntley
Please contact Mrs Huntley direct pm
16/1, 23/1, 30/1,
6/2, 20/2, 27/2,
| Hockey Club | 15.20 – 16.20 pm | As above | Yrs 2-6 | Premier Sport |
|---|---|---|---|---|
| Badminton | 3.20 – 4.20 pm | As above | Yrs 1-6 | Premier Sport |
| Dodgeball | 12.30 – 1.15 pm | 17/1, 24/1, 31/1, 7/2, 21/2, 28/2, 7/3, 14/3, 21/3 | Yrs 2-6 | Premier Sport |
| Football Development Squad | 12.20 -12.50pm | 17/1, 24/1, 31/1, 7/2, 21/2, 28/2, 7/3, 14/3, 21/3 | Yrs 3-4 | James Gray |
| Lace Making | 12.15 – 12.45 pm | 10/1 and as above | Yrs 5-6 | Mrs Huntley |
| Orchestra | 3.15 – 4.00 pm | 17/1, 24/1, 31/1, 7/2, 21/2, 28/2, 7/3, 14/3, 21/3 | Yrs 3-6 | Mrs Clarke |
| Archery | 12.35 – 1.15 pm | 18/1, 25/1, 22/2, 1/3, 8/3, 15/3, | Yrs 2-6 | Premier Sport |
| Lace Making | 12.15 – 12.45 pm | 11/1 and as above | Yrs 5-6 | Mrs Huntley |
| Netball | 3.30 – 4.15 pm | 18/1, 25/1, 1/2, 8/2, 22/2, 1/3, 8/3, 15/3, | Yrs 5-6 | Mrs Maylor and Mrs Owen |
| Table Tennis | 3.15 – 4.15 pm | 18/1, 25/1, 22/2, 01/3, 08/3, 15/3 | Yrs 5-6 | Mr Bennett |
Fri
| Computer Xplorers club | 3.15 – 4.15 pm | 18/1, 25/1, 1/2, 8/2, 22/2, 1/3, 8/3, 15/3. | Yrs 3-6 | Computer Xplorers |
|---|---|---|---|---|
| French | 12.10 – 12.40 pm | 19/1, 26/1, 2/2, 9/2, 23/2, 2/3, 9/3, 16/3 | Reception | Mrs Swindells |
| French | 12.40 –1.10 pm | 19/1, 26/1, 2/2, 9/2, 23/2, 2/3, 9/3, 16/3 | Yrs 3-4 | Mrs Swindells |
| Football Development Squad | 12.20 -12.50pm | 19/1, 26/1, 2/2, 9/2, 23/2, 2/3, 9/3, 16/3 | Yrs 5-6 | Mr Gray | | 1,802 | 1,296 | {
"id": "<urn:uuid:4df60a3c-edb8-4dfe-b115-2594a7f1a1a1>",
"dump": "CC-MAIN-2018-05",
"url": "http://bathampton.bathnes.sch.uk/cms/wp-content/uploads/2018-BATHAMPTON-CLUBS-LIST-TERMS-3-AND-4-6.pdf",
"date": "2018-01-19T03:30:37",
"file_path": "crawl-data/CC-MAIN-2018-05/segments/1516084887729.45/warc/CC-MAIN-20180119030106-20180119050106-00493.warc.gz",
"offset": 34001629,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.94267138838768,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9260573387145996,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
748,
1843,
2306
],
"fw_edu_scores": [
2.046875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
National Standards Alignment for 79820 Little Footprint Exploration
Next Generation Science Standards
Earth and Human Activity
Geometry
K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
Engineering Design
K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
Science Engineering Practices: 4, 6
CCSS Mathematics
Counting & Cardinality
K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
K.CC.B. 5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
Measurement & Data
K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
Additional Searchable Correlations at hand2mind.com/resources/correlations For support call 844.426.2233
Connect with us.
K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).
Standards for Mathematical Practice: 1, 4
CCSS English Language Arts
Reading: Literature
RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
Writing
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
Speaking & Listening
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. | 1,189 | 557 | {
"id": "<urn:uuid:f3cfa9d0-e6ac-4039-9bcc-e5fbf4f136e9>",
"dump": "CC-MAIN-2017-22",
"url": "http://www.hand2mind.com/pdf/hos/stem/79820_LFE_Correlations.pdf",
"date": "2017-05-29T20:58:28",
"file_path": "crawl-data/CC-MAIN-2017-22/segments/1495463612553.95/warc/CC-MAIN-20170529203855-20170529223855-00203.warc.gz",
"offset": 638835499,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9875374436378479,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9875374436378479,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2538
],
"fw_edu_scores": [
4.21875
],
"minhash_cluster_size": 1,
"duplicate_count": 3
} |
Dear Educator,
This file offers views of some of the worksheets in our "About Soil" thematic unit. The cover for an eWorkbook is shown followed by the preview pages.
The "About Soil" unit offers 16 pages.
Locate many more eWorkbooks here.
iShopToday.com
Free worksheets, teacher tools, and more can be found here.
SchoolExpress.com
About Soil
About Soil
Soil is one of the elements that controls life on earth.
* Plants take their food and water needs from the soil.
* All animals get their food needs from these plants or the animals that eat them, or both.
Land that is the right kind for food crops is called arable. This tiny bit must support all people, animals, and plants that live on the Earth.
Many plants can survive with low light, but they can not survive without the nutrients and water they receive from the soil. Other plants can survive with low levels of water, but still must have good soil to keep them healthy. A very few plants, like cactus, can thrive in bad soil and a little water. The mineral nutrients in the soil are like food to the plants. The minerals help them to grow into healthy plants. Today people have learned to grow plants without soil. This is called hydroponics. The plants are grown with their roots in water that has mineral nutrients. The amount of land on the earth that is usable by people to grow food and build homes and towns are only 4% of the surface area. Of this 4%, only about the top four feet is usable for farming. This is referred to as the topsoil.
1
About Soil
Thousands, of kinds of small creatures live their lives under the soil. Worms and nematodes help break down decaying plant and animal matter. Bacteria and fungi also play a part in making the soil rich.
Moles, mice, shrews, and gophers are some of the animals that live in the topsoil. Many species of insects spend part, or all, of their lifecycle in the soil. The digging and tunnels of these animals and insects create areas for water and air to settle. The soil clumps are broken up and are able to provide more room and nutrients for plant roots.
____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
The use of too much chemical fertilizers and pesticides by farmers, ranchers, and gardeners can cause big breaks in this beneficial cycle. Nature friendly products and methods are available. The use of non chemical plant and insect control methods is called organic land management . Do some research on the Internet or in books. Look up a about organic gardening. Write a little of what you learn on the lines below. sample
4
About Soil
Criss Cross
Can you fit these words into the criss cross? Use a pencil so you can erase if you need to.
14 | 1,659 | 634 | {
"id": "<urn:uuid:785a62b8-16a8-4245-8335-526d0c2f9cda>",
"dump": "CC-MAIN-2017-22",
"url": "http://www.ishoptoday.com/graphics/unitpreview_soil.pdf",
"date": "2017-05-29T20:55:48",
"file_path": "crawl-data/CC-MAIN-2017-22/segments/1495463612553.95/warc/CC-MAIN-20170529203855-20170529223855-00208.warc.gz",
"offset": 659560962,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9948506653308868,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9994169473648071,
"per_page_languages": [
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
338,
350,
1531,
3226,
3348
],
"fw_edu_scores": [
4.21875
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Implementation Plan
2016-2017 Why? Alignment with Program Commitments
Rationale – Third Grade
1. Curriculum Commitment 2: sequence and pace curriculum both horizontally and vertically
2. Instruction Commitment 1: ongoing data-driven dialogue to influence instruction and instructional practices
3. Assessment Commitment 1: utilize qualitative and quantitative assessment measures
Designing and implementing cohesive ELA instruction is paramount to student success as learners. The Common Core Learning Standards require students to be able to support thinking with text evidence, as well as craft written responses to both literary and informational texts. Literacy will be incorporated into all content areas. Our goals for this year aim to align and sequence instructional resources to help our students meet the standards. Gaps have been identified within the Common Core Math standards. Our work will aim to fill the gaps with appropriately placed supplemental materials throughout the year. We will use on-going, data-driven dialogue to guide our decisions.
| | How? | | | | Who? | | When? | | Support |
|---|---|---|---|---|---|---|---|---|---|
| | | | | | | | | | Funding |
| | | | | | Target | | | | |
| | Major Tasks / Activities | | Professional Development | | | | Dates | | Sources To |
| | | | | | Population | | | | |
| | | | | | | | | | Be Used |
| New ELA Curriculum maps Revamped CFA assessments Implement Eileen Ryan Incorporate the new Social Studies inquiries Select texts, develop questions, plan scaffolded instruction. Select texts (utilize new Scholastic leveled readers), develop questions based on text features, plan scaffolded instruction. Determine student work samples and instructional materials to be reviewed during data meetings. Identify gaps in math, sequence skills, select resources to address gaps. Plan future instruction based on student performance. | | New ELA Curriculum maps Revamped CFA assessments Data coach meetings (grade level and whole group meetings) Grade level/planning time meetings Presenters: Patty George or other literacy experts Staff development day meetings District ELA Committee meetings District Math Committee meetings District Science Committee meetings District Social Studies Committee Meetings HV Literacy Team meetings and extended day PD HV Math Team meetings and extended day PD | | Third grade students | | Sept. 2016 – June 2017 | | Hillview budget/funds District curriculum office budget/funds | | | 1,375 | 571 | {
"id": "<urn:uuid:f5964117-04f5-41e4-97fa-18fb0c4c838e>",
"dump": "CC-MAIN-2017-22",
"url": "http://lancasterschools.org/cms/lib/NY19000266/Centricity/Domain/1061/BPT%20commitments%20for%20grade%203%20HV%20%202016%202017.pdf",
"date": "2017-05-29T21:02:20",
"file_path": "crawl-data/CC-MAIN-2017-22/segments/1495463612553.95/warc/CC-MAIN-20170529203855-20170529223855-00207.warc.gz",
"offset": 245608707,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9895837903022766,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9895837903022766,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2541
],
"fw_edu_scores": [
2.421875
],
"minhash_cluster_size": 1,
"duplicate_count": 2
} |
ARMENIA
http://www.operationworld.org/print/113
Armenia is a mountainous country in the South Caucasus region of Eurasia. It is located where western Asia and eastern Europe come together. Turkey lies to the west, Georgia to the north and Iran to the south. It is half way between the Black Sea and the Caspian Sea. It has been ruled by Ottoman and Persian Empires, then most recently by Russia. It became independent from Russia in 1991 when the Soviet Union was dissolved. The population is about 3.2 million.
The predominant religion in Armenia is Christianity. The roots of the Armenian Church go back to the 1st century. According to tradition, the Armenian Church was founded by two of Jesus' twelve apostles – Thaddaeus and Bartholomew – who preached Christianity in Armenia between AD 40–60. Today around 94% of the population claims to be Christian. About 8.7% of the population is Evangelical. Muslim countries surround Armenia.
One of the world's oldest civilizations, Armenia once included Mt. Ararat, which biblical tradition identifies as the mountain that Noah's ark rested on after the flood. It was the first country in the world to officially embrace Christianity as its religion (c. A.D. 300).
In the 6th century B.C., Armenians settled in the kingdom of Urartu (the Assyrian name for Ararat), which was in decline. Under Tigrane the Great (fl. 95–55 B.C.) the Armenian empire reached its height and became one of the most powerful in Asia, stretching from the Caspian to the Mediterranean seas. Throughout most of its long history, however, Armenia has been invaded by a succession of empires. Under constant threat of domination by foreign forces, Armenians became both cosmopolitan as well as fierce protectors of their culture and tradition.
Over the centuries Armenia was conquered by Greeks, Romans, Persians, Byzantines, Mongols, Arabs, Ottoman Turks, and Russians. From the 16th century through World War I, major portions of Armenia were controlled by their most brutal invader, the Ottoman Turks, under whom the Armenians experienced discrimination, religious persecution, heavy taxation, and armed attacks. In response to Armenian nationalist stirrings, the Turks massacred thousands of Armenians in 1894 and 1896. The most horrific massacre took place in April 1915 during World War I, when the Turks ordered the deportation of the Armenian population to the deserts of Syria and Mesopotamia. According to the majority of historians, between 600,000 and 1.5 million Armenians were murdered or died of starvation. The Armenian massacre is considered the first genocide of the 20th century. Turkey denies that a genocide took place and claims that a much smaller number died in a civil war.
Last week: ISIS Dynamites Church Memorializing Victims of Armenian Genocide
Read more: http://www.infoplease.com/country/armenia.html#ixzz3EHshr6XH
Prayer needs: Training for leaders and laity. The one small Pentecostal Bible school in Yerevan has been joined by a Baptist theological college and a new theological academy through the Armenian Missionary Association of America. | 1,407 | 682 | {
"id": "<urn:uuid:ad580ed7-7a9e-4988-872e-b0f1d34dfd19>",
"dump": "CC-MAIN-2017-22",
"url": "http://providencechurch.info/wordpress/wp-content/uploads/2014/09/20140928-Armenia.pdf",
"date": "2017-05-29T20:53:38",
"file_path": "crawl-data/CC-MAIN-2017-22/segments/1495463612553.95/warc/CC-MAIN-20170529203855-20170529223855-00211.warc.gz",
"offset": 353953726,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9925181269645691,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9925181269645691,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3111
],
"fw_edu_scores": [
2.59375
],
"minhash_cluster_size": 1,
"duplicate_count": 3
} |
International Polar Day - Land & Life
18 June 2008
What:
Who:
Why:
Where:
When:
Anyone interested in the Polar Regions (Students, Teachers, Scientists, Artists, Travelers…).
A global community event as part of the International Polar Year (IPY), on Land and Life.
During the IPY, tens of thousands of scientists, engineers and technicians from around the world study the Polar Regions. Polar Days provide an interactive hands-on way to learn and to get involved.
Schools, communities, and education centres around the world.
Wednesday, 18 June, and throughout the week.
How:
Do the activity on the reverse side, or visit 1. www.ipy.org for more activity ideas.
Launch a Virtual Balloon showing your location at 2. www.ipy.org.
Check back frequently and see balloons go up 3. around the world.
Talk with scientists during a live event. 4.
Learn about polar science, become a polar 5. ambassador, participate in future IPY Polar Days.
International Polar Day - Land & Life (2)
Layers of perennially frozen ground known as permafrost exist under about 20% of the Earth's surface. Permafrost occurs on land in both the Arctic and Antarctic, as well as beneath the ocean around the Arctic coast and in many high mountain areas. Seasonal thawing and freezing of the soil forms a shallow active layer that overlies the permafrost. In contrast, deep permafrost, frozen to depths of 500 to 1000 meters, may have existed in a frozen state for thousands of years. Frozen soils have greater mechanical stability than unfrozen soils. Permafrost degradation can cause problems for roads, pipelines or buildings on the surface.
Permafrost Demonstration
Materials:
Ice cubes •
Two clear, wide-mouthed plastic containers or jars (approximately 500 mL each) •
Sand and local soil (enough to fill one jar with each) •
Water •
Toothpicks and modelling clay •
Preparing the permafrost:
Place 3-5 ice cubes on top of the sand or soil, filling the jar to the 2/3 mark. This 2. represents 'ice wedges' that form in cracks in the frozen soil as the permafrost expands and contracts with seasonal temperature changes. (See http://arctic.fws.gov/ permcycl.htm for more.)
Put layers of 1. wet sand in one jar and of wet soil in the other, filling each 1/3 full.
Cover the ice with a second layer of sand or soil. 3.
Moisten the entire sample with water and freeze for at least 24 hours 4. .
Activity:
Predict what you think will happen as the frozen soil and ice thaws? What will 2. happen to the ice? …the soil? …the structures?
Construct two small structures from clay and toothpicks and place them on top of the 1. frozen samples. Use the toothpicks to hold the structures in place.
Allow the samples to thaw and note what happens. 3.
Discussion questions:
What happened to the surface of the ground when the permafrost thawed? How 2. might this affect vegetation or animals in permafrost regions?
How did the thawing of the permafrost affect your structures? Did the type of soil 1. make a difference?
Permafrost contains large quantities of stored organic carbon. How might the 3. thawing of permafrost affect levels of atmospheric greenhouse gases such as carbon dioxide and methane?
Produced by the IPY International Programme Office www.ipy.org Images: Front - Norwegian Research Council; Back - V. Romanovsky, Univ. Alaska, Fairbanks | 1,490 | 781 | {
"id": "<urn:uuid:50b4317f-bf47-423b-97a9-cad7143cc374>",
"dump": "CC-MAIN-2017-22",
"url": "http://www.ipy.org/images/uploads/landactivityenglish.pdf",
"date": "2017-05-29T20:51:36",
"file_path": "crawl-data/CC-MAIN-2017-22/segments/1495463612553.95/warc/CC-MAIN-20170529203855-20170529223855-00213.warc.gz",
"offset": 654937533,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9942122101783752,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9948148131370544,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
946,
3349
],
"fw_edu_scores": [
3.96875
],
"minhash_cluster_size": 1,
"duplicate_count": 4
} |
The Biggest Box Activity
Modeling Non-Linear Data
A classic problem looking at maximizing volume by varying the height of a box. Uses graphing calculators to analyze data collected and to model a cubic equation. Look for points that maximize volume while developing a preliminary notion of families of cubics.
California Mathematics Content Standards Addressed by this Activity
5 th grade
* Algebra and Functions 1.4 - Identify and graph ordered pairs
* Algebra and Functions 1.5 - Solve problems involving linear functions with integer values; write the equation and graph resulting ordered pairs
* Measurement and Geometry 1.3 - Understand volume and use the appropriate units to compute the volume of rectangular solids
* Measurement and Geometry 1.2 - Construct a cube and rectangular box from twodimensional patterns; compute the surface area
6 th grade
* Algebra and Functions 3.1 - Use variables in expressions describing geometric quantities
* Algebra and Functions 3.2 - Express in symbolic form simple relationships arising from geometry
7 th grade
* Algebra and Functions 1.5 - Represent quantitative relationships graphically; interpret meaning of graphs or parts of graphs
* Measurement and Geometry 2.1 - Use perimeter, area (2-dimensional), surface area (3-dimensional) and volume formulas routinely
* Algebra and Functions 3.2 - Plot the values from the volumes of three-dimensional shapes for various values of the edge lengths
Prior Knowledge
Students should be familiar writing variable expressions. They should also have some experience with the formula for finding volume. Students should also be familiar with using a graphing calculator in problem solving situations and making scatter plots using plot function.
Activity Agenda, Teacher Notes and Points for Discussion
Teacher will…
Student will…
| 5. Distribute student worksheet. Have students collect data for various size cut out and their corresponding volumes. | Students collect data for various size cut out and their corresponding volumes. Students plot their data into the graphing calculator. Use Zoom 9:Zoomstat for graph window. |
|---|---|
| 6. Have students use their graphing calculator to estimate the size of the greatest volume for the 8.5x11 sheet of paper. | Using the model and data, students determine an equation for calculating volume based on a cut out of x. Students enter their equation using the y= key to model problem. Use the trace key to find the box with the greatest volume. Students build biggest box based on their findings. |
| 7. Discuss restrictions on the cutout value of x. | Participate in whole class discussion. |
| 8. Have students extend the graph by lifting the restrictions on x. Have students adjust the window on their graphing calculator to see the entire function (use xmin=-10, xmax=10, xsc1=1, ymin= -100, ymax=75). Many students familiar with parabolas assume this portion of the graph is a parabola. By extending the graph the nature of the cubic function is more apparent. | Answer questions on worksheet. |
| 9. Discuss any patterns the students see. | Participate in whole class discussion. |
| 10. Extension: Repeat the same process as above for an index card. | Students repeat process for finding biggest box for an index card. |
Extensions
Use the TI Navigator system to have students send cut out and volume data points to the class in activity center. Discuss as a class the shape of the graph and develop the equation. Assign groups different size sheets of paper. Have the groups develop their volume equations and send them to the class in activity center. Discuss the patterns noticed in the different volume equations. Finish the activity by sending students a learning check document. | 1,728 | 770 | {
"id": "<urn:uuid:c806f93f-0969-4daf-908f-7c353c5db538>",
"dump": "CC-MAIN-2022-33",
"url": "https://education.ti.com/-/media/C30A189DD6D840F3BDB2A3BF23C81D9D",
"date": "2022-08-09T05:47:49",
"file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882570901.18/warc/CC-MAIN-20220809033952-20220809063952-00796.warc.gz",
"offset": 227952323,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9899352391560873,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9908618330955505,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1056,
1836,
3749
],
"fw_edu_scores": [
4.21875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Think about the difference between a Poodle and a Rottweiler? Dogs have major differences that distinguish them from each other, yet they still remain similar enough to be called a dog. It is also true for horses.
Breed - a group of animals of the same species that share common traits.
Major horse breeds:
A. Draft - These are large horses that usually stand taller than 16 hands at the withers (1 hand = 4 inches). These horses are very muscular and large boned, and generally used for work such as pulling heavy loads.
1. Belgian - usual color of chestnut with flaxen mane and tail
2. Shire - largest of all draft breeds
3. Clydesdale - a fairly light draft breed made famous by Budweiser
4. Percheron - usually black or gray, often crossed with lighter horses to make heavy riding horses.
B. Light horses - This is what most people envision when horse is mentioned. These are, by far, the most numerous in terms of population and breed. Light horses are generally used for riding and light carriage work. The following belong in a subclass of regular light horses. These generally have only 3 gaits: walk, trot, and canter.
1. Quarter Horse - the most numerous breed in the U.S. made famous by cowboys and rodeos. Characterized by heavily muscled frame and angular face.
2. Appaloosa - a versatile breed developed by the Nez Percé Indians from Spanish stock. The breed was nearly wiped out by the U.S. Calvary during the Indian Wars. Characterized by various patterns of spots.
3. Arabian - the most ancient of all purebred light horses. This breed originated in the deserts of Arabia. Characterized by a finely chiseled face and light bone. The Arabian is known for its endurance and density of bone, which makes it a popular cross on many breeds.
4. American Paint - this is a stock horse type (like Quarter Horses) that is characterized by its loud, splotched markings. These markings can be in any color.
5. Standard bred - this is a light racing horse that is known for its speed at a trot or a pace. These horses race pulling sulkies.
6. Thoroughbred - a popular breed originating in Europe. Thoroughbreds are used in a variety of sports although most commonly associated with racing.
7. Morgan - An American breed developed in New England. Characterized by flashy gaits, hardiness, and versatility.
The following belong in a subclass of Gaited horses. Gaited horses are also light riding horses; but in addition to walk, trot and canter, these horses also rack, and do other fancy footwork:
1. American Saddlebred - this breed is characterized by its flashy movements both front and rear and a very high head carriage.
2. Tennessee Walking Horse - Developed by plantation owners in the south, the walking horse=s movements are characterized by high steps in the front and long reaching strides in the rear.
3. Missouri Fox Trotter - a gaited horses used mostly for pleasure.
4. Paso Fino - A small Spanish horse originating in the Caribbean. The Paso Fino is notable for its Paso Gait, a rapid rhythmic gait that is so smooth people are seen riding them carrying full glasses of champagne.
C. Ponies - Ponies are small horses whose height cannot exceed 14.2 hands.
1. Shetland - developed in the Shetland Isles, this is perhaps the most well known of Pony breeds. Shetland Ponies are extremely handy and, when well maintained, can live for 35 years.
2. Welsh Ponies - this is a very light pony, originating in Wales and known for its refinement. Very popular in shows, the Welsh pony is very versatile.
3. Hackney Pony - Noted for its flashy movements, the Hackney is most often seen pulling a carriage. | 1,535 | 830 | {
"id": "<urn:uuid:ed9fcc4d-d013-4eec-8c50-5be59bd35d1c>",
"dump": "CC-MAIN-2022-33",
"url": "https://ocvaulting.com/wp-content/uploads/2018/01/Horse-Breeds-2.pdf",
"date": "2022-08-09T04:11:52",
"file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882570901.18/warc/CC-MAIN-20220809033952-20220809063952-00795.warc.gz",
"offset": 412931600,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9988369345664978,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9988664388656616,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1924,
3636
],
"fw_edu_scores": [
2.78125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
| Lesson Number | Title of the Lesson | Skills |
|---|---|---|
| 12 | SpaceManagement | Creative thinking Decision Making |
| | | Problem solving Critical Thinking |
Summary
Space organization means assigning space to an activity and systematically arranging all the materials required for it. It is necessary as it saves time and energy. It is desirable that all the materials required for performing a specific task are stored nearby.This saves time in collecting and storing them back in their place. This is termed as Functional Storage. If two or more activities need to be performed together,their workingareas should also be specified and placed nearby so that they can be performed simultaneously.The area specified for an activity is known as Work Centre. If the space in the house is limited, it should be effectively utilizedby allocating space for each activity. This is termed as Space Management.
Principal Points
Important Aspects of Space Organization
* Allotting space for each activity
* Availability of all equipment on the spot
* Systematic arrangement of all the materials and equipment
Build Your Understanding
Activities Performed in the House
Cooking
Washing clothes/
utensils/ bathing
Sleeping
Studying
Entertainment
What is Important to Know
Space Management for Family Activities
1. Cooking Area
* Cooking area / kitchen can be one walled, two walled, L-shaped, or U shaped
* Storage of all equipment and necessities should be in the kitchen
* Storage should be at different heights depending on the need
* Heavy things should be stored at floor level to avoid lifting
* Things not used frequently to be stored at a height. This is called dead storage
* Pre-preparation area can be a slab in the kitchen or a table. It can be done outside if the kitchen is small
* Provisions of stove and fuel to be made in the cooking area
* Prepared food can be served in the kitchen on a slab /table
* Utensil washing area should be in the kitchen or in a nearby area
* Provision for water is a necessity in the kitchen
2. Bathing Area
* Storage space for toiletries
* Proper water supply and drainage
* Non-slippery floor sloping towards the drainage point
* All electric points placed away from water
*
Washing machine placed inside the bathroom or nearby
* Storage space for soiled clothes
* Clothesline for drying the clothes near the washing area
3. Sleeping Area
* Bedroom meant for resting, sleeping and dressing
* If the area is small folding beds, bunkbeds to be used
* Boxes in the beds to be built in for storage
* Provision of space on both sides of the bed to facilitate making of beds
* Side tables to be placed for keeping small utility items like clock/lamp
* Mirror to be fixed on the wall to save space
* Almirah/ wardrobe to be built in the wall
* Bedroom area to be substituted as a study room/living room in small houses
4. Study Area
* Provision of good natural /artificial light on the study table
* Bookshelf/cabinet for storing books/stationary
* If study area clubbed with the bedroom, then a folding table can be used
* If clubbed with the dining room, then the dining table can substitute for a study table
5. Entertainment and Recreation Area
* Drawing Room/Living Room used for entertainment and recreation
*
Sofa/Diwan/Chairs used for seating
* In small houses dining area clubbed with the drawing room using a partition or curtain
* It can be converted into guest room at nightin a small house
* It can be used as a play area for children
2
Did you know
Guidelines for Effective Work Centers
* Work centers to be arranged in sequence for smooth flow of work
* Storage containers to be transparent and labeled
* Adequate lighting and ventilation
* Easy to clean and maintain
* Built in storage cabinet and cupboards
* Additional storage space as lofts, under the staircase or under the window slabs
Extend your Horizon
Aesthetics in Space Organization
* Size of the furniture according to the size of the room
* Equipment/furniture to be kept in an organized way
* Equipment/furniture should not hinder the movement
* Good lighting
* Wall /Ceiling colors according to the size of the Room. Light colors give illusion of largeness, dark shades of smallness
* Decorative items, indoor plants add to the appeal
* In a one room apartment all the work areas to be arranged so that they can be distinguished
Evaluate yourself
* How can Study Area be adjusted in a bedroom?
* How can Living Area be converted into Guest bedroom?
Maximize your marks
* Attempt all the exercises given in the lesson
* Describe four ways to make a small room appear big
3 | 1,964 | 1,013 | {
"id": "<urn:uuid:2becc8b3-a0b0-43a4-8f31-a269cb6de9a8>",
"dump": "CC-MAIN-2022-33",
"url": "https://nios.ac.in/media/documents/srsec321newE/learner_guide_eng_321/321_LG_E_L12.pdf",
"date": "2022-08-09T04:08:49",
"file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882570901.18/warc/CC-MAIN-20220809033952-20220809063952-00794.warc.gz",
"offset": 401007323,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9955855011940002,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9964028000831604,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1543,
3508,
4622
],
"fw_edu_scores": [
4.125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Read: Philippians 3:12-21
Believers Have the Goal of Heaven
Philippians 3:14
I press on toward the goal to win the prize for which God has called me heavenward in Christ Jesus.
In the name of the Father and of the Son and of the Holy Spirit. Amen.
Alyssa had run cross country for a while, but this season was different. Before this year, she usually finished somewhere in the middle of the pack. But all her hard work and practice was finally starting to pay off, and she kept moving up. 13th place, 8th place, 5th place—she was so close to a medal.
There was only one race left in the season, and it was the toughest race on the schedule. Alyssa knew that it would take more hard work to earn a medal. It would have been easy for her to just give up and quit. Instead, she spent even more time practicing and training. She dreamed of crossing the finish line first and could almost feel that medal hanging around her neck.
The apostle Paul uses the picture of a race to describe his life as a Christian. Paul had a very hard life. It would have been easy for him to just give up. He had been beaten, stoned, shipwrecked, left for dead, and spent a lot of time in prison—all because he told people about Jesus. Nobody would have blamed Paul if he had said, "I quit. Christianity is just too hard."
But Paul refused to give up. Instead, he did the very opposite. He didn't focus on all the bad things that happened to him in the past. He kept looking ahead and dreaming of crossing the finish line. And his prize for crossing the finish line was something much better than a cross country medal that wouldn't last. His prize was being with God forever in heaven.
Paul worked hard at spreading the gospel. He traveled far and wide and shared the good news of Jesus with many people. But all of Paul's hard work didn't get him any closer to winning the prize. God called Paul to be a Christian and gave him faith in Jesus—a faith that led Paul to travel the world and be a missionary for the gospel. And when Paul's life ended, God gave him the prize of heaven that Jesus had won for him on the cross.
You might not travel the world and be a missionary like the apostle Paul, but you do have something in common with him. God has also called you to be a Christian and given you faith in Jesus. And when your life ends, God will also give you the prize of heaven that Jesus won for you. That's the best prize that you could ever receive!
The questions below are to help families discuss this devotion. The questions are divided by age group as suggestions, but anyone could reflect on any of the questions as they desire.
Questions for Younger Children
* Sometimes heaven seems so far away. What can you do to keep thinking about heaven and looking forward to going there someday?
* While he was "running his race," the apostle Paul told lots of people about Jesus. Do you know someone that needs Jesus? What's their name?
Questions for Elementary Age Children
* Why do you think the apostle Paul compared the life of a Christian to a race?
* What would you say to someone who claimed that all their hard work and good deeds should earn them a spot in heaven?
Questions for Middle School and Above
* Later in this section, Paul says that we should "live up to what we have already attained" (verse 16) and that "our citizenship is in heaven" (verse 19). How do these phrases influence the way you run the race of your life?
* Read 1 Corinthians 9:24-27 and 2 Timothy 4:7-8. What other athletic word pictures does Paul use to describe the life of a Christian? What additional advice does he give for living our lives as Christians?
Closing Prayer:
Lord Jesus Christ, help me to be strong in my faith while I am running the race of life. Remind me always of the prize of heaven that is waiting for me—a prize of being with you forever. Amen.
Hymn: CW 431:1,6 – I Walk in Danger All the Way
I walk in danger all the way; The thought shall never leave me That Satan, who has marked his prey, Is plotting to deceive me. This foe with hidden snares May seize me unawares If e'er I fail to watch and pray; I walk in danger all the way.
My walk is heav'nward all the way; Await, my soul, the morrow, When you farewell can gladly say To all your sin and sorrow. All worldly pomp, begone! To heav'n I now press on. For all the world I would not stay; My walk is heav'nward all the way. | 1,594 | 1,014 | {
"id": "<urn:uuid:57e0be69-6911-44f4-b307-37c9b149292c>",
"dump": "CC-MAIN-2022-33",
"url": "https://cad.welsrc.net/download-cad/wels-family-devotions/?wpdmdl=3444&refresh=62c38c2fcf3ad1656982575&ind=1603203250284&filename=CD-FamilyDevotions-3BelieversHaveTheGoalOfHeaven-10232020.pdf",
"date": "2022-08-09T04:59:01",
"file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882570901.18/warc/CC-MAIN-20220809033952-20220809063952-00797.warc.gz",
"offset": 174091117,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9983462691307068,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9987163543701172,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2444,
4395
],
"fw_edu_scores": [
3.09375
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Read: Isaiah 49:1-6
God's Great Plan
Isaiah 49:5-6
And now the LORD says— he who formed me in the womb to be his servant to bring Jacob back to him and gather Israel to himself, for I am honored in the eyes of the Lord and my God has been my strength— he says:
"It is too small a thing for you to be my servant to restore the tribes of Jacob and bring back those of Israel I have kept. I will also make you a light for the Gentiles, that my salvation may reach to the ends of the earth."
In the name of the Father and of the Son and of the Holy Spirit. Amen.
"I've got a plan!" These are always funny words for any fan of Scooby Doo. Whether you are watching the original Scooby Doo cartoons (the best in my opinion), some of the newer versions, one of the Scooby Doo movies, or the newest movie called Scoob!, it happens the same way almost every time. Fred usually comes up with some plan to solve the mystery. Then they split up. Then Daphne gets captured, Velma loses her glasses, and Shaggy and Scooby get lost looking for sandwiches. Finally, the team makes another detailed and tricky plan to catch the ghost. Something always goes wrong, but there's a happy conclusion as the team ends up unmasking the ghost and finding out it was old Mr. Stevens the janitor.
This makes for fun and funny TV, but thank goodness God's plans are nothing like an episode of Scooby Doo! God's plans are perfect and precise. They always happen just as he promises, and they are always filled with love and grace.
Today we hear about one of God's plans through the prophet Isaiah. These words are very special. They are a like a secret behind-the-scenes conversation that the Lord allows us to hear. The conversation is between God the Father and his Son Jesus Christ. What are they talking about? Well, Jesus the Son, recognizes in verse 5 that his heavenly Father chose him specifically and specially to be born in our world as part of a great plan of grace. What was God's plan? The Father tells us in verse 6. He was going to send his Son to the world to save people. But not just the tribe of Jacob (the Israelites)! The Father says, "I will make you a light for the Gentiles (non-Israelites), that my salvation may reach to the ends of the earth." God's plan was that Jesus would come to this world to bring salvation to people all over the world and throughout all time.
Want to know something else incredible? Isaiah recorded these words about 700 years before Jesus was even born! God had this plan of salvation in mind long before Jesus even came! And not only did God promise this plan over and over, but he carried it out perfectly through Jesus for you and for me. Thank God for his perfect plans and promises, and thank God for Jesus who fulfilled that plan to bring us salvation!
The questions below are to help families discuss this devotion. The questions are divided by age group as suggestions, but anyone could reflect on any of the questions as they desire.
Questions for the Younger Children
* What is something you or your family planned to do that didn't work the way you wanted?
* How did God carry out his plan to save people?
Questions for Elementary Age Children
* Explain why humans are so bad at accomplishing their plans and keeping their promises.
* How do you know you can always trust God's promises?
Questions for Middle School and Above
* When would be a time in life when it might be difficult for us to trust God's promises? Why?
* Discuss things we can do when we are struggling to trust God and his promises.
Closing Prayer:
Dear Lord, thank you for revealing your plan of salvation to us, and thank you for sending Jesus to accomplish that plan. Amen.
Hymn: CW 89:1-2,5 – To Jordan's River Came Our Lord
To Jordan's river came our Lord, The Christ, whom heav'nly hosts adored, The God from God, the Light from Light, The Lord of glory, pow'r, and might.
The Savior came to be baptized— The Son of God in flesh disguised— To stand beneath the Father's will And all his promises fulfill.
The Father's word, the Spirit's flight Anointed Christ in glorious sight As God's own choice, from Adam's fall To save the world and free us all. | 1,556 | 942 | {
"id": "<urn:uuid:d5ad5bb5-a0ea-4fd8-9ccd-16fccd68a926>",
"dump": "CC-MAIN-2022-33",
"url": "https://cad.welsrc.net/download-cad/wels-family-devotions-2/?wpdmdl=3453&refresh=62c3a7b782a521656989623&ind=1610461318620&filename=CD-FamilyDevotions-2GodsGreatPlan-01132021.pdf",
"date": "2022-08-09T04:05:10",
"file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882570901.18/warc/CC-MAIN-20220809033952-20220809063952-00794.warc.gz",
"offset": 173656507,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9987984597682953,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9994320869445801,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2372,
4182
],
"fw_edu_scores": [
2.5
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Answer Key
Name:
Solve each problem.
Answers
1) Janet had eight coloring books. If she gave away four of them, but then bought twentythree more, how many would she have total?
1.
27
2) Cody had forty-four dollars in January. By March he had spent twenty-five dollars. If he got another two dollars from his mom, how much money would he have?
3) At the fair there were ten people in line for the bumper cars. If two of them got tired of waiting and left and twenty-five more got in line, how many people would be in line?
4) Carol picked thirty-seven carrots from her garden. If she threw out twenty-five of them and then picked forty-one more the next day, how many carrots would she have total?
5) Adam had forty dollars. At the store he spent $nineteen on a new game. If he got another six dollars for his allowance, how much money does he have now?
6) For Halloween Nancy scored eight pieces of candy. She ate three pieces the first night and then her sister gave her fourteen more pieces. How many pieces of candy does Nancy have now?
7) Robin was playing a video game and had twenty-one lives. In a hard part of the game she lost two lives. If she got twenty-five more lives in the next level, how many lives would she have?
8) A florist had twenty-three roses. If she sold thirteen of them and then later picked thirty-
one more, how many roses would she have?
9) Isabel had forty-seven songs on her mp3 player. If she deleted forty-one old songs from it and then added eight new songs, how many songs does she have on her mp3 player?
10) At the arcade Roger won thirty-nine tickets. If he spent thirty-six tickets on a beanie and later won forty-eight more tickets, how many would he have?
2.
21
3.
33
4.
53
5.
27
6.
19
7.
44
8.
41
9.
14
10.
51
Math www.CommonCoreSheets.com
2
1-10 90 80 70 60 50 40 30 20 10 0
Solve each problem.
Answer Key
Answers
1) Janet had eight coloring books. If she gave away four of them, but then bought twentythree more, how many would she have total?
1.
27
Math
www.CommonCoreSheets.com
2
1-10 90 80 70 60 50 40 30 20 10 0
Answer Key
Solve each problem.
Answers
14
53
51
21
27
41
19
44
33
27
1) Janet had 8 coloring books. If she gave away 4 of them, but then bought 23 more, how many would she have total?
2) Cody had 44 dollars in January. By March he had spent 25 dollars. If he got another 2 dollars from his mom, how much money would he have?
3) At the fair there were 10 people in line for the bumper cars. If 2 of them got tired of waiting and left and 25 more got in line, how many people would be in line?
4) Carol picked 37 carrots from her garden. If she threw out 25 of them and then picked 41 more the next day, how many carrots would she have total?
5) Adam had 40 dollars. At the store he spent $19 on a new game. If he got another 6 dollars for his allowance, how much money does he have now?
6) For Halloween Nancy scored 8 pieces of candy. She ate 3 pieces the first night and then her sister gave her 14 more pieces. How many pieces of candy does Nancy have now?
7) Robin was playing a video game and had 21 lives. In a hard part of the game she lost 2 lives. If she got 25 more lives in the next level, how many lives would she have?
8) A florist had 23 roses. If she sold 13 of them and then later picked 31 more, how many roses would she have?
9) Isabel had 47 songs on her mp3 player. If she deleted 41 old songs from it and then added 8 new songs, how many songs does she have on her mp3 player?
10) At the arcade Roger won 39 tickets. If he spent 36 tickets on a beanie and later won 48 more tickets, how many would he have?
1.
2.
21
3.
33
4.
53
5.
27
6.
19
7.
44
8.
41
9.
14
10.
51
27
Math
Modified www.CommonCoreSheets.com
2
1-10 90 80 70 60 50 40 30 20 10
Two Step Problems
Name:
0 | 1,708 | 1,036 | {
"id": "<urn:uuid:02f9abdd-6f33-46be-b560-0402f2cd3ec0>",
"dump": "CC-MAIN-2022-33",
"url": "https://commoncoresheets.com/math/multistep/sub-add%20e/english/2.pdf",
"date": "2022-08-09T04:03:03",
"file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882570901.18/warc/CC-MAIN-20220809033952-20220809063952-00795.warc.gz",
"offset": 206461637,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9968614975611368,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9993932247161865,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1854,
2106,
3843
],
"fw_edu_scores": [
3.390625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
How to...
Host a used book sale
Get neighbors excited about reading by selling books you no longer need.
If you and your family like reading, you may have many books in your home that you no longer need. One way to make room on your bookshelves is to host a used book sale and donate all or part of what you raise to a cause you care about. By selling books at a reduced cost, you also ensure that the books you loved will continue to be enjoyed by others. Here's how to get started.
4 more ways to support a cause
Try these additional ideas for raising money to help others.
Talent show
Have friends sign up to dance, play an instrument, do a magic trick, or perform in whatever way they would like. Set a time, date, and
place, then sell tickets to attendees for a small fee.
Art show
Create a gallery of your own artwork, and ask friends to
Get the word out
Gather books
Create signs that share the date, time, and location of your sale and place them around your neighborhood and town. Be sure to include what types of books will be available and the charity the sale is supporting. You can also ask an adult to post about the sale on social media. On the morning of the event, make a larger sign or banner and place it in front of your home to attract people who walk or drive by.
Sort and set up
Begin saving and collecting large cardboard boxes. Label each one with a genre or type of book you'll be selling, such as Middle Grade Mysteries or Adult Historical Fiction. If you have a lot of children's books, you could separate them into boxes for Board
Let friends and family know you're looking for book donations. You can accept all books, or you can specify donations of certain books. For instance, you could do a used book sale of only picture books and first chapter books. Consider leaving a large box at your front door labeled "book donations" so friends and family can drop off their books anytime. (Be sure to bring the books inside that are dropped off each day.)
Choose a charity
Before you host your book sale, decide on the charity or cause you want to support. This way, you can explain to people who shop at your sale where their money is going. You may want to choose a local food pantry or your local library to donate to. Or you could donate to a national charity that works to make sure all people have access to books. Some examples are Room to Read, First Book, and We Need Diverse Books.
Books and boxes for Picture Books. Label the boxes with how much each book in that section costs, or make a sign that lists general prices.
donate theirs too. Then invite people to come to the show and bid on any art they would like to own.
Lemonade stand
Set up a table in your front
yard with a big batch of
lemonade and a
sign. This is a perfect activity for hot summer days!
Rubber duck race
Ask people to pay a small fee to enter the race. Meet at a
Run the sale
On the morning of the sale, move the boxes outside on folding tables. You'll also want to recruit some adults or friends to help you. For instance, kids could answer questions about children's books, and adults could be in charge of taking and managing the money. For any books that don't get sold, you may be able to donate them to your local library or community center.
small pond or stream in your area and hand out rubber ducks with numbers on the bottom. Have everyone release their duck, and let them float downstream to a designated finish line. The person whose duck crosses the finish line wins. | 1,243 | 767 | {
"id": "<urn:uuid:812d0a97-ee22-4832-afd0-8948234ee7e0>",
"dump": "CC-MAIN-2022-33",
"url": "https://subscriptions.dennis.co.uk:443/sites/default/files/2022-07/120%20books.pdf",
"date": "2022-08-09T05:22:26",
"file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882570901.18/warc/CC-MAIN-20220809033952-20220809063952-00799.warc.gz",
"offset": 529030297,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9993676543235779,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9993676543235779,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3522
],
"fw_edu_scores": [
2.875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Creating Compost
Composting is a process that takes kitchen and garden scraps and with the help of soil microbes, breaks those scraps down into a nutrient rich material that can be added back into your soil. Although this process may seem simple, there is more to composting than piling up garden waste if you want to be successful.
There are five major components that you need to add to your compost pile; soil, water, green matter, brown matter and fertilizer.
Adding soil helps your bin retain moisture and introduces the soil microbes who will be primarily responsible for breaking down your scraps. One easy way to introduce soil to your bin is to allow your bin to have contact with your soil through the bottom. This allows easy access for insects and soil microbes to penetrate your pile. You can also sprinkle soil into the layers of your pile. Soil should make up around 10% of your compost pile.
Your compost bin should always be as damp as a wet sponge with water making up approximately 5% of the pile. A bin that is too wet can cause a bad smell and dramatically slow the composting process. If you can layer your pile so that it is dish-shaped rainwater will naturally soak in, rather than run off a pile. If we receive excessive rains you will see a slowing down in the composting process. If this happens you can put a tarp over your compost bin until the rain stops.
The green matter in your compost pile would be grass clippings, flowers and foliage, vegetable and fruit scraps, coffee grounds with filters, tea bags and manure. These materials should make up approximately 30% of your pile. Manure should not come from dogs or cats as they carry diseases to which humans are susceptible. Manure from other animals should be fully composted, reaching temperatures of 150-160 degrees F for 3-5 days. These conditions will also kill weeds seeds. The temperature of your bin can be taken with a compost thermometer. If you do not intend to monitor temperatures do not use any manure or weeds. Yard waste with pests or diseases should not be used.
Brown matter should make up at least half of your compost pile. Fallen leaves, small twigs, straw, wood chips, newspaper, sawdust and eggshells are all brown matter. Newspaper should be shredded and moistened to speed up its decomposition. Large branches or pieces of wood will take a significant amount of time to break down and should not be added to your pile. You may add wood ashes as brown matter but ashes raise soil pH so a soil test should be performed more frequently when ashes are used. Meat should never be added to a compost pile as it can attract unwanted garden guests like raccoons.
Making up just 5 % of you compost pile, a high nitrogen fertilizer should be added. Fertilizer helps to feed soil microbes as they break down the materials. It is not essential to add fertilizer to compost, but it will hasten the process.
True composting involves regularly turning the pile and taking the internal temperature with a compost thermometer. Compost piles that reach temperatures between 150-160 degrees Fahrenheit can kill most plant disease and weed seeds. Once the temperature of the pile cools and the pile has decreased in size, the process is complete, and the compost is ready to use! | 1,208 | 671 | {
"id": "<urn:uuid:c581caa0-5a44-48c5-a3ee-0acad502310a>",
"dump": "CC-MAIN-2022-33",
"url": "https://www.shawnee.k-state.edu/lawn-garden/Creating%20Compost.pdf",
"date": "2022-08-09T04:58:39",
"file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882570901.18/warc/CC-MAIN-20220809033952-20220809063952-00798.warc.gz",
"offset": 863224557,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9986618161201477,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9986618161201477,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3276
],
"fw_edu_scores": [
3.53125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
When I was in Secondary 2 (equivalent of grade 8), I went to a new school and that school had a band. I had never participated in a band before. Since several students had been there for a few years already, I was offered a "position" in the flag bearer line up instead of in the musical part. At least, that was not too hard, right?
Quebec Carnival
Although we practiced from the beginning of the school year, i was not aware of what we would do with those routines. So, in January or so, i learned that we were going to participate in Quebec Carnival parade. To me, that was a BIG deal! We used to watch that parade on tv when i was younger!
Uniforms
Whenever we were practicing, we had our regular uniform but it was something more suited for summer, and with freezing temperature of winter, i was not sure it would work, but we were told that we were going to have some winter uniforms that would be thicker, longer and warmer. That was good news!
Where are the costumes?
Just days before the parade, we were told that the hangar where our uniforms were stored, had its roof collapse, and the uniforms were ruined, and unusable. The organizers scrambled to see what we would wear, or if we could even have anything to wear. It turned out that they asked other bands, if they had spare costumes and as you can imagine, nobody had 30 some extra uniforms!
Mismatch
Instead of cancelling our participation, we were offered a few extras from different bands and groups, so we ended up wearing all mismatched uniforms. I was wearing a lieutenant uniform, while the one in front of me was a clown, and another was was a lion. Can you imagine how ridiculous this would have looked to the crowd?
Next light
Since it was my very first parade, i had no idea how long we had to walk. Many of the other
Article by Cassel, from the Scrapbook Campus https://scrapbookcampus.com
participants were also in this parade for the first time. I don't know if you ever participated in such an event, but although on TV it looks like everyone is walking at a regular pace, it was not always the case. We would stay in one place for a while, walk for a bit and so on. We would often ask the volunteers how long we still had to go (remember, it was like -20 outside, and our mittens would freeze on the flagpoles!). They would always answer "At the next light". I don't know how many "next light" we had to go through but i was told it was something like 3 km. In itself, it is not that long, but at the speed we were advancing, and with the cold, it seemed like an eternity!
All in all, it was still an experience, which was repeated the next week as the Carnival used to have two similar parades on two different routes. That was the last time i was part of a band or a parade. At least something to tell my kids about!
How about you? Did you ever participate in a special event or experienced something out of the ordinary for a regular event you were part of? Share your stories below.
Article by Cassel, from the Scrapbook Campus https://scrapbookcampus.com | 1,058 | 685 | {
"id": "<urn:uuid:6fe1b1c7-e042-4029-b7a3-10c99ab99ddc>",
"dump": "CC-MAIN-2022-33",
"url": "https://scrapbookcampus.com/2015/06/remember-when-parade/?pdf=6877",
"date": "2022-08-09T08:34:18",
"file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882570913.16/warc/CC-MAIN-20220809064307-20220809094307-00000.warc.gz",
"offset": 472263961,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9994169473648071,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9994475245475769,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1877,
3055
],
"fw_edu_scores": [
2.578125
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Essay Writing Services
The reasons for group mobility can be social upheavals, wars, natural disasters. Individual mobility can depend on education, abilities, change of place of residence, changes in marital status. Distinguish vertical mobility - when a person moves up and down the strata and horizontal - when the movement occurs within the same stratum. The indicators of mobility are the speed of movement and intensity. As a result of the movement, a person may lose his former status and be unable to adapt to the new stratum within which he has turned out. Such people are called marginals.
Depending on mobility, open societies, closed societies and mixed societies are distinguished when the stratum is legally prohibited, but in practice it is possible. Throughout life, a person can improve their education, repeatedly change their place of residence (migration and emigration), change their marital status, do business, make a career. Moving up the social ladder to the individual, as a rule, help other people, not just his personal abilities. But many, having reached the heights, forget about those who once helped them, begin to look down on their friends who are lower in social status. I believe that the behavior of a person who has achieved some heights in life largely depends on his upbringing and on the life principles he adheres to. Being at the top, you must always remember that life is unpredictable, and one day you may find yourself in the place of those on which you are now laughing and despising.
Real
Essay Writing Services in New York
In real life, there are many examples where a person from a simple family reaches great heights. Nikita Khrushchev was born in a simple peasant family and became the general secretary of the CPSU and the leader of the Soviet state.
Bill Geytts, born in a lawyer's family and distinguished by bad behavior at school, became one of the richest people in the world. As many examples, when a person during the financial crisis suddenly loses everything.
My position in society will undoubtedly change over the course of my life. But I will try, not looking at any changes, to remain, above all, a person. There are things that are much more important than social status or material prosperity - love, friendship, respect.
Rules to be followed when writing an essay:
* The introductory part should be concise, but expressive and contain a central metaphorical image.
* The last sentence of the entry and the first sentence of the main part must be organically linked. Essence of connection: explanation of the legality of the metaphor.
* The volume of the main part is not regulated, but it is necessary to remember: with increasing volume of essay loses the ease of the genre.
* The main part is connected with the conclusion, not only in the mind, but also in the way of linguistic design (through the central image).
* Essay must contain a sounded limb. At the same time, it does not matter at all, the end is the affirmation of anything, a question or a completely unfinished reflection. A successful option for completing an essay is the use of aphorisms and citations. | 1,172 | 633 | {
"id": "<urn:uuid:100b4101-fb60-4fa4-8f95-30592af47931>",
"dump": "CC-MAIN-2022-33",
"url": "https://tawk.link/5a6084303098e70e78c0494c/t/new-ticket/d36b13d6108951d6f1783c66c9c5497201e0a970/essay_writing_service_5.pdf",
"date": "2022-08-09T07:31:29",
"file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882570913.16/warc/CC-MAIN-20220809064307-20220809094307-00001.warc.gz",
"offset": 531649118,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.998562753200531,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.998562753200531,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3150
],
"fw_edu_scores": [
2.03125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Creating healthy bodies and healthy minds, one step at a time
www.schoolstriathlonchallenge.com
Race Day Nutrition
Now you have done all the hard work in preparing for race day, with training, improving the way you eat and what you eat, remember all that hard work can be easily undone come race day. Here are a few tips to make sure that you perform at your peak.
- Do not try anything new on race day or just prior to the race. This will affect your performance. So treat race day like any other morning and have your healthy breakfast.
- Make sure that you are well hydrated prior to the event. You can tell how hydrated you are by the colour of your urine. Remember water is BEST!
- Make sure that you take your favourite snacks to the event to eat and give you energy for your event.
Tips for Carnivals
- Take a cooler of food and fluids for your best chance to eat and drink well! Don't rely on the local canteen for all supplies.
- Include two water bottles per person, one each for water and a flavoured fluid (e.g. sports drink). Remember to drink regularly from your drink bottle.
- If the weather is hot, try freezing water bottles overnight. Cutting up oranges into quarters and freezing overnight can make a tasty frozen snack the next day!
- If there are one to two hours between events, you should have fluids and a light snack.
- If there is longer than two hours between events, sandwiches, bread rolls, muffins, baked beans, or something more filling would be best!
- If the break is longer than three hours then use this time to consume a normal sized meal.
Creating healthy bodies and healthy minds, one step at a time
www.schoolstriathlonchallenge.com
Race Day
What to eat depends on time available between events
| TIME | | FOOD CHOICES | |
|---|---|---|---|
| | 30-60 | Water, fruit, cereal bars, low fat flavoured milk | |
| | minutes | | |
| 1-2 hours | | | Flavoured milk, sandwich (eg. jam or honey), yoghurt, low fat |
| | | | muffin, fruit, pikelets |
| | More than 2 | | Pasta/noodle/rice based dishes with low fat sauce, sandwich (eg. |
| | hours | | ham + salad), breakfast cereal |
Summary
- What you eat and drink makes a difference, as well as when you eat and drink!
- Be prepared and organized
- Start fueled and hydrated
- Stay fueled and hydrated
- Refuel and rehydrate straight away after training and competitions
- Eat balanced meals/snacks | 1,038 | 579 | {
"id": "<urn:uuid:ec2d58e5-f4df-47a2-9e7a-83bc3860c827>",
"dump": "CC-MAIN-2022-33",
"url": "https://schoolstriathlonchallenge.com/wp-content/uploads/Race-Day-Info.pdf",
"date": "2022-08-09T08:41:03",
"file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882570913.16/warc/CC-MAIN-20220809064307-20220809094307-00003.warc.gz",
"offset": 469845907,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9981352686882019,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9986759424209595,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1582,
2411
],
"fw_edu_scores": [
2.125
],
"minhash_cluster_size": 2,
"duplicate_count": 1
} |
EE 231 Lab 1
HCMOS Logic Family
In this lab you will get a hands-on experience designing simple logic circuits using standard integrated circuits (ICs). You will learn about timing and its effect on the circuit output.
1. Prelab
1. Write the truth table for an inverter gate.
3. Write the truth table for a and gate.
2. Write the truth table for an xor gate.
4. Write the truth table for the circuit shown in Figure 1.
2. Lab
1. Basic Behavior of HCMOS Logic Family
1. Use the datasheet to connect a 7404 IC.
2. Verify the operation of an inverter by connecting the input to Vcc and GND.
3. Use a variable 10k Ω pot to vary the input to the inverter, as shown in Figure 2. When does the input change?
4. Build the circuit shown in Figure 1 using 10 inverters in series. Set the output of the function generator that you built in Lab 0 to 15kHz and connect it to the input of your circuit. Can you observe the output of your circuit by using a voltmeter or
a logic probe?
5. Connect the output of your circuit to the logic analyzer and record your observations. (Use the information provided in section 3 to run the logic analyzer).
6. Does the output match what you expected? Why or why not?
7. What is the propagation delay of an inverter gate?
2. Half Adder
1. Write the truth table for the circuit shown in Figure 3.
2. Connect ICs from the 7400 IC to implement the circuit shown above.
3. Verify that operation of the circuit by connecting the inputs to different combinations of Vcc and GND.
4. In terms of binary arithmetic, what do the S and C outputs represent?
3. Supplementary Material
1. Logic Analyzer
Start the logic analyzer by double-clicking on the LA Viewer icon on the Windows desktop. Do the following:
1. From the Clock menu in the upper right corner of the LA Viewer window set the internal clock for a 5 MHz sampling rate.
2. Right-click in the left most column of the viewing area and select delete all labels.
3. Right-click in the left most column of the viewing area and select add label. Add representative names and select the appropriate channels.
4. Click on the button with a single running man. The logic analyzer will sample the logic levels on lines 0 and 1.
5. Observe the Waveform window. You can use the Magnifying Glass icons on the menu bar to zoom in and out. Does the waveform make sense to you? Print a sample of the waveform, and put it in your lab notebook. To print a copy of this waveform, make sure the logic analyzer software is in the foreground (it is the current program). Then, press Alt+PrintScrn to take a snapshot of that window. You can now paste this image into Word which will make it easy to print out.
6. Another way of displaying logic data is as numbers. Right-click on the leftmost column, select combine labels, give this label any name, move all labels from source box to destination box where output is at the top, and the is at the bottom and click OK. Right click on that name, select Configure Labels, and change Group Type to binary. How does this numeric data compare to a truth table format? | 1,308 | 720 | {
"id": "<urn:uuid:c8ce6b88-6349-4dd1-995d-c27fa0d3b7fd>",
"dump": "CC-MAIN-2022-33",
"url": "http://www.ee.nmt.edu/~erives/231L_10/Lab01.pdf",
"date": "2022-08-09T07:38:13",
"file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882570913.16/warc/CC-MAIN-20220809064307-20220809094307-00004.warc.gz",
"offset": 69145607,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9976616303126017,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9979653358459473,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
964,
2680,
3083
],
"fw_edu_scores": [
2.546875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Name
The World of William Joyce Scrapbook
Vocabulary
illustrating: making pictures that go with writing series: a number of things that belong together; a list encouraged: praised or supported a person; inspired pastels: colored chalks for drawing charcoal: a soft pencil used for drawing, made of burnt wood
C Read the boldfaced Vocabulary Words and their definitions. Write the Vocabulary Word that can best replace the underlined words in each sentence.
illustrating: making pictures that go with writing series: a number of things that belong together; a list encouraged: praised or supported a person; inspired pastels: colored chalks for drawing charcoal: a soft pencil used for drawing, made of burnt wood
1. LaToya finished writing her story. She decided to start making pictures to go with
the story.
2. Lee his sister. He said her book was great. gave support to
3. LaToya drew a tree with a burnt-wood pencil.
4. She used to draw flowers. colored chalks
5. LaToya will write more stories. She will write a . together number of stories that belong
C Write the Vocabulary Word that fits in each group.
6. group, collection, list,
7. drawing, painting, making pictures,
8. supported, inspired, praised,
Vocabulary
TO THE TEACHER: Remind students that this selection is about an artist. Have students brainstorm a list of art-related words based on what they remember from the story (illustrating, watercolors, pencils, pastels, crayons, charcoal, pens, ink, pictures, draw, color, paper, style). Then add the other Vocabulary Words to the list (series, encouraged). Write the words on the board, and have students help you break them into categories, such as things you draw on, things you use to draw with, types of art, and verbs. Encourage students to think of other art words to add to the lists. Have students use words from the board to tell about art projects they have done.
Name
C Read the paragraph. Use context clues to determine the meaning of the underlined words. Circle the letter of the best answer to each question.
The World of William Joyce Scrapbook
Word Relationships TEST PREP
Everyone looked up when he stepped into the classroom. This was Antonio's first art class, and he was . He found a seat near the and started to unpack his supplies. Then the teacher entered the room and gave each student an assignment. That made Antonio feel more relaxed as he began his first drawing. Later, the teacher came over and praised the picture. He said Antonio's drawing was . All of a sudden, Antonio felt great about his art class. imaginative back nervous
Tip
1 Which word is an antonym of nervous?
A relaxed
B worried
C happy
D bored
2 What does back mean in this paragraph?
F a part of a person's body
G the rear of a room or area
H to support or encourage
J a football player who runs with the ball
3 Which is a synonym of imaginative?
A large
B dark
C dull
D creative
TO THE TEACHER: Read aloud the directions and the paragraph. Have the students read along silently. Ask volunteers to tell the meanings of antonym and synonym. Explain to students that antonyms and synonyms often act as context clues in passages. They point out the meaning of other words. Write the following sentences on the board. Have students explain what the underlined word in each means. Ask them to name the antonym or synonym that helped them figure out the underlined word's meaning.
The cup was. It was very breakable.
fragile
I like people who are happy, not.
morose
Have students identify words in the passage that they know synonyms or antonyms for. List their words on the board.
Find the sentence with nervous. Remember that an antonym means the opposite. Read a few sentences beyond nervous to find a word that tells how Antonio's feelings change.
Tip
Find the sentence with back. Look at the words around it. Which answer makes the most sense with these words?
Tip
Find the sentence with imaginative. Remember that a synonym means the same. Find the answer that explains why the teacher would be praising the picture. | 1,617 | 883 | {
"id": "<urn:uuid:ae913ab5-c78a-4b1c-83cd-7426224bc66f>",
"dump": "CC-MAIN-2022-33",
"url": "https://www.buffaloschools.org/site/handlers/filedownload.ashx?moduleinstanceid=4578&dataid=26086&FileName=the%20world%20of%20william%20joyce%20scrapbook%20ell.pdf",
"date": "2022-08-09T07:34:28",
"file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882570913.16/warc/CC-MAIN-20220809064307-20220809094307-00004.warc.gz",
"offset": 618805401,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9992593228816986,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9994515776634216,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1906,
4064
],
"fw_edu_scores": [
4.59375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
eDynamic Learning Activity
Archaeology: Explore the Past
The following activity is part of our 14-day #eDLProjectShare series. The activity is extracted from our high school, Archaeology: Detectives of the Past course / Unit 8: Public Archaeology and Modern Society.
Directions:
1. Complete the following activity. Use the rubric located below the activity to assess how you are completing each of the required components.
2. (Optional): Feel free to share your project progress or the final project with a short video or picture on Twitter or Facebook using the hashtag #eDLProjectShare @eDynamicLearning. *If you are under 18, you must have your teacher or parent or guardian's permission to post.
3. (Optional): For teachers and parents looking to use as a graded activity, a rubric worth 15 points is located at the bottom of the activity.
Ancient Wonders Captured in 3D
(https://www.ted.com/talks/ben_kacyra_ancient_wonders_captured_in_3d#t-14181)
Please watch the above video and answer the questions.
1. A large part of archaeology is protecting the past. What event spurred Kacyra and his wife to expand their foundation to include digital preservation?
2. Within this unit, you have learned that an integral part of archaeology is restoration and reconstruction. How might Kacyra's foundation and technology assist in restoration?
3. Kacyra states that we are losing our sites and our stories, and therefore losing a significant piece of our collective memory. Why do you believe that this matters?
4. After completing the second lab below, please answer the following: How might Kacyra's technology help with some of the challenges that archaeologists faced in preserving the artifacts in the second lab you completed?
Copyright© 2020 by eDynamic Learning, Inc.. Reproduced for classroom use only.
eDynamic Learning Activity
Archaeology: Explore the Past
Interactive Digs
(https://interactive.archaeology.org/mtvernon/)
Choose one of the current or past projects on the site. Read through the various links and information for the project that you choose. Answer the questions below based on the project you chose.
1. Describe the project. Where is it located? What is the site that is being studied? What are the archaeologists hoping to find?
2. What are the site-specific challenges that archaeologists would face here in finding and preserving artifacts? For example, you might consider the climate, what happened at the site throughout history, or anything else that might make finding or preserving artifacts challenging.
3. Describe thee discoveries made at the site. What did the archaeologists discover? What does this tell them about the site?
Copyright© 2020 by eDynamic Learning, Inc.. Reproduced for classroom use only. | 1,198 | 589 | {
"id": "<urn:uuid:139c4977-6542-469e-aee6-99402dc88e2a>",
"dump": "CC-MAIN-2022-33",
"url": "https://edynamiclearning.com/wp-content/uploads/2020/04/eDynamic-Learning-Activity-11-Archaeology-Explore-the-Past.pdf",
"date": "2022-08-09T07:34:27",
"file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882570913.16/warc/CC-MAIN-20220809064307-20220809094307-00005.warc.gz",
"offset": 233716606,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9981822669506073,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9982302784919739,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1815,
2758
],
"fw_edu_scores": [
4.15625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Math Mammoth Place Value 1
Tens and Ones - in Place!
Contents
3
Introduction
Math Mammoth Place Value 1 teaches students two-digit numbers, or place value with tens and ones.
The initial lessons that introduce tens and ones use a 100-bead abacus extensively. A 100-bead abacus or school abacus simply contains 10 beads on 10 rods, a total of 100. It is not a special abacus as used by the Chinese or the Russians. In the school abacus, each bead simply represents one. It can look, for example, like the picture on the right. The 100-bead abacus lets children both "see" the numbers and use their touch while making them.
Here's a link to the Melissa & Doug Classic Wooden Abacus at Amazon: http://www.amazon.com/exec/obidos/ASIN/B00005BVRQ/?tag=homeschoolmath-20
If you cannot obtain a real abacus, you can probably use this virtual abacus: http://illuminations.nctm.org/ActivityDetail.aspx?ID=8
The abacus is not the only model used in the book. We also use a visual model of blocks where ten of them "snap" together to form a stick-like stack. If you already have so-called base-ten blocks, you can use them along with the visual exercises, if you want to.
Then, the book also uses the 100-chart and number lines. Number lines help to visualize how the numbers continue indefinitely and also connect with the concept of measuring. The 100-chart helps the child to be familiar with the numbers below 100 and find patterns in the number system.
When children count, they basically just learn numbers as some kind of continuum that continues and continues. With simple counting, your child might not catch on to the inherent structure and how it goes into groups of tens and hundreds and thousands.
For children to understand place value, they first need to know their numbers up to 10, do simple addition with small numbers, and understand about counting in groups. Our whole number system is based on the idea that if you have lots and lots of objects, the efficient way is to count them in groups of tens, hundreds, and thousands - not individually.
The crucial point in understanding the concept of place value is that a certain position represents a certain-size group. Then the digit in that position tells you how many groups of that size there are. For example, in the number 2,381, we adults already know that 8 represents eight tens, and not just "8". The number 3 represents three hundreds, and not just "3". The placing or positioning of the digit tells us what size groups we mean, and the digit itself tells how many of those groups.
In this book, children learn this idea for just two digits, or two place values.
For that matter, we could start a different system of writing numbers where the font size tells you the place value: for example 782 would be 7 tens, 8 hundreds, and 2 ones = 872. Please note that this idea is NOT developed in this book. It is just an example to let you see that the place value concept is about something abstract (certain positioning) representing a certain-size group.
The two lessons in the end, about tally marks and graphs, are included as real-life applications of twodigit numbers. The last lesson about regrouping is optional.
I wish you success with math teaching!
Maria Miller, the author
4 | 1,309 | 729 | {
"id": "<urn:uuid:2b52de7b-0eb9-4561-850a-4de0a602855e>",
"dump": "CC-MAIN-2018-34",
"url": "https://www.k5learning.com/docs/K5_Learning_Place_Value_1_Contents.pdf",
"date": "2018-08-19T08:24:03",
"file_path": "crawl-data/CC-MAIN-2018-34/segments/1534221214713.45/warc/CC-MAIN-20180819070943-20180819090943-00069.warc.gz",
"offset": 909968298,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9982818365097046,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9982115030288696,
"per_page_languages": [
"unknown",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
66,
3266
],
"fw_edu_scores": [
4
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
The Water Cycle Dance
Introduction: Second graders usually learn about the water cycle by studying the four distinct stages of the cycle. To help students distinguish between the four stages, they will be asked to participate in a "water cycle dance." It will aid the students tremendously and give them a better chance at remembering what happens during each stage of the water cycle.
Grade Level and Subject: 2nd Grade Science and P.E.
TEKS: Science – 10A
P.E. – 1A, 1C, 3A, 7A, 7B
TEKS: Science – 10A
P.E. – 1A, 1C, 3A, 7A, 7B
Materials: none
Activity: This activity provides some very simple movements that will help the students learn each stage of the water cycle.
The activity will begin with the students sitting in a large circle, with the teacher positioned in the center of the circle. The teacher will explain that the first stage of the water cycle is evaporation. He or she will then explain that evaporation happens when the sun heats the water in oceans, rivers, lakes, and streams and turns the water into water vapor. The water vapor then rises into the air. After the explanation, the teacher will demonstrate the movements the children are to do to depict evaporation. The teacher and the students will begin to show evaporation by fanning themselves because it is so hot. They will then, from a sitting position, rise and jump up and down, reaching toward the sky. They will continue to do this for about 30 seconds. They are to then stand quietly and listen for the next stage.
The teacher will then describe condensation. He or she will tell the students that the water vapor becomes cold and changes into liquid. This liquid forms clouds. After the explanation, the teacher and the students will stand and shiver, rubbing their arms and moving their bodies slightly. They will then join together by forming a group and holding hands, jumping up and down. They will "condense" in this way for about 30 seconds and will then stand to listen for the next stage.
The teacher will tell the students about precipitation C the next stage of the water cycle C by describing how the condensed water becomes so heavy that it must fall down to the Earth as rain, hail, sleet, or snow. The teacher and students will unclasp hands and fall slowly to the ground. If the teacher chooses to have the students do so, he or she can have the students fall as rain (fast and furious), hail or sleet (slower and slightly bouncing off the ground when it reaches it), or snow (arms and legs out wide so that when they "hit" the ground they look like snowflakes). The teacher may also choose to have the students show precipitation in other ways.
Finally, the teacher will discuss collection with the students. He or she will explain that the water will again eventually run into oceans, lakes, rivers, etc. The teacher and students will crawl on the floor back to their original circle and sit quietly.
Hopefully, students will eventually be able to complete all stages of the water cycle without having the teacher describe each stage.
Evaluation: The teacher will monitor all activity and correct any unwanted or unnecessary behavior.
Updated February 2016
information or veteran status. The Texas A&M University System, U.S. Department of Agriculture, and the County Commissioners Courts of Texas Cooperating.
Educational programs of the Texas A&M AgriLife Extension Service are open to all people without regard to race, color, religion, sex, national origin, age, disability, genetic | 1,290 | 751 | {
"id": "<urn:uuid:4e858d1c-02c7-487b-9358-c122ec2c4666>",
"dump": "CC-MAIN-2018-34",
"url": "http://walkacrosstexas.tamu.edu/wat-2016/wp-content/uploads/2016/08/2nd-Grade-The-Water-Cycle-Dance_JS.pdf",
"date": "2018-08-19T07:49:35",
"file_path": "crawl-data/CC-MAIN-2018-34/segments/1534221214713.45/warc/CC-MAIN-20180819070943-20180819090943-00074.warc.gz",
"offset": 438713023,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9991440176963806,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9991440176963806,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3506
],
"fw_edu_scores": [
4.5625
],
"minhash_cluster_size": 2,
"duplicate_count": 3
} |
A Global Education resource from World Vision
Issue 5 - Global Food Crisis
Global Food Crisis - How does the food crisis impact children? (p. 16-17)
A Hungry Planet Slide Show
Access photos from A Hungry Planet using the websites below and create a slide show for the class.
These photos provide a wealth of information about food and the different cultures and countries around the world, as well as the central importance of food and eating rituals in family life.
Menzel, Peter and Faith D'Aluisio. A Hungry Planet. California: Material World Books, 2005.
This is a photographic study of families around the world, revealing what people eat during the course of one week. Each family profile includes details of weekly food purchases, photos of the family at home and at market, and a portrait of the entire family surrounded by a week's worth of groceries. It includes remarkable comparisons of 24 countries and 30 families. The images are also available as a photo essay at the following time.com websites:
What the World Eats, Part I
www.time.com/time/photogallery/0,29307,1626519,00.html and
What the World Eats, Part II
www.time.com/time/photogallery/0,29307,1645016,00.html
After viewing the images, ask students to form small groups and provide a list of questions and activities to help them analyse each photo. Share responses as a large group.
Suggested questions and activities:
1. Record observations on family size and economic status; modernity of cooking methods; amount and nutritional quality of food eaten; food you do or do not recognise; and food that appears store bought, homemade, or locally produced.
2. Create a chart comparing nutritional quality, diversity of food consumption, and costs of food in wealthy countries/ families versus poor ones.
3. Compare various diets to that of your own family. Which foods are similar? Which ones are missing?
4. Using clues from the photos, speculate on reasons why diets differ between various countries.
5. What does each family's food supply and costs reveal about their standard of living, social and economic circumstances, and cultural traditions?
The photos can also be used to generate more creative responses:
1. Design a dinner menu for one of the families.
2. Dramatise the dinnertime conversations of a family from one of the photos. Contrast with a scene from a different family. Interesting comparisons can be made between families in developed and developing countries.
3. Develop a set of interview questions a journalist might ask one of the families.
4. Choose one or more of the countries depicted and research its population, life expectancy, poverty levels, daily caloric intakes per capita, obesity rates, and healthcare expenditures. Represent findings in line, bar or pie graphs to compare and analyse statistics. | 1,225 | 586 | {
"id": "<urn:uuid:e77ce090-3b65-468a-8e82-60e54ebb6654>",
"dump": "CC-MAIN-2018-34",
"url": "http://yourmovement.ca/wp-content/uploads/2014/03/How-does-the-food-crisis-impact-children-p.-16-17.pdf",
"date": "2018-08-19T08:06:14",
"file_path": "crawl-data/CC-MAIN-2018-34/segments/1534221214713.45/warc/CC-MAIN-20180819070943-20180819090943-00073.warc.gz",
"offset": 594550094,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9969174265861511,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9969174265861511,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2821
],
"fw_edu_scores": [
4.5625
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
wellcare ® information for you about Tannins & Groundwater
What are Tannins?
Tannins are a natural organic material that can be the byproducts of nature's fermentation process, be created as water passes through peaty soil and decaying vegetation. This can cause water to have a faint yellow to tea-like color, and can cause yellow staining on fabrics, fixtures, china and laundry.
Tannins may give a tangy or tart aftertaste to water. They may also cause water to have a musty or earthy odor.
Tannins – also known as fulvic or humic acid – are more common in surface water supplies and shallow wells than in deep wells. Water in marshy, low-lying, or coastal areas is also more susceptible to tannins.
What are the health effects of Tannins?
Tannins are considered an aesthetic problem. While they may make water unappealing to drink and stain laundry, they present no health hazard.
Should I test my water for Tannins?
Tannins create a light yellow to dark brown discoloration in the water. A simple test for tannins involves filling a clear glass with water and letting it sit overnight. If the color settles to the bottom of the glass, the discoloration is most likely caused by iron and/or manganese and not tannins. If the intensity of the color remains intact, it is most likely caused by tannins.
If you suspect your water may contain tannins and wish to know how much tannin is present in your water, contact your local or state health department for a list of state-certified laboratories that can perform tannin testing.
You may also wish to test for sulfates, alkalinity, iron, total dissolved solids (TDS) and hardness, as these may help determine which treatment method(s) will be most effective for your situation. There is another reason to test for iron along with tannins; iron creates a false positive for tannins and must be subtracted from the tannin result to determine that true tannin concentration.
What can I use to remove Tannins from my water?
Common tannin treatment uses an organic scavenging anion exchange resin. The anion resin is sensitive to hardness, so most systems include a water softener as pretreatment. The water softener extends the life of the anion resin and increases tannin absorption.
Anion exchange resin systems should be regenerated occasionally with a baking soda and salt water solution
Organic scavenging units use anion exchange resins. These resins "trade" negatively charged ions for tannins in the water.
to improve the effectiveness of the resin. When cleaning is needed, the water will have a "fishy" odor caused by the fouled anion resin. Anion exchange resin systems can also change
the chloride, alkalinity and sulfate levels of the water, so you may wish to monitor these substances more closely once the system is installed.
Oxidation and filtration is another method to remove tannins, but is not as simple as anion exchange and softening. Contact a water treatment expert in your area for assistance.
It should be noted that tannins can sometimes interfere with equipment used to treat other water problems. For example, the resins or medias in iron filters, cation exchange filters and neutralizing filters can become coated by the tannins, and may no longer work properly. It may be useful to test for tannins (using the "clear glass" method described above) before installing these types of water treatment devices.
For more information about Tannins and Groundwater
Water Quality Association. Aesthetic Water Quality Problems. Retrieved on November 29, 2007 from www.wqa.org.
Water Technology. Scavengers Lead Hunt for Organics. Retrieved November 30, 2007 from http://www.watertechonline.com/article.asp?IndexID=5201003.
For more information about wells and other wellcare ® publications
wellcare ® is a program of the Water Systems Council (WSC). WSC is a national nonprofit organization dedicated to promoting the wider use of wells as modern and affordable safe drinking water systems and to protecting ground water resources nationwide. This publication is one in a series of wellcare ® information sheets. They can be downloaded FREE from the WSC website at www.watersystemscouncil.org. Well owners and others with questions about wells or ground water can also contact the wellcare ® hotline at 1-888-395-1033 or visit www.wellcarehotline.org
This publication was developed in part under Assistance Agreement No. EM-83331201-1 awarded by the U.S. Environmental Protection Agency. It has not been formally reviewed by EPA. The views expressed in this document are solely those of WSC. EPA does not endorse any products or commercial services mentioned in this publication. | 1,973 | 1,027 | {
"id": "<urn:uuid:2aafd3cc-2d0e-4877-afa6-f8ce9550c028>",
"dump": "CC-MAIN-2018-34",
"url": "https://www.watersystemscouncil.org/download/wellcare_information_sheets/potential_groundwater_contaminant_information_sheets/96111501_Tannins.pdf",
"date": "2018-08-19T08:12:40",
"file_path": "crawl-data/CC-MAIN-2018-34/segments/1534221214713.45/warc/CC-MAIN-20180819070943-20180819090943-00082.warc.gz",
"offset": 1031904212,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9962809383869171,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9971988797187805,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2659,
4673
],
"fw_edu_scores": [
2.375
],
"minhash_cluster_size": 1,
"duplicate_count": 4
} |
Have you seen this insect?
DESCRIPTION
The Diaprepes root weevil, Diaprepes abbreviatus (L.) (Coleoptera: Curculionidae), is a large, colorful weevil, 3/8 to 3/4 inch (10 to 19 mm) long, with numerous forms, or morphs, ranging from gray to yellow to orange and black. Because of its broad host range, the Diaprepes root weevil poses a
great threat to the citrus, avocado, ornamental, and other agricultural industries in California.
ORIGIN
This weevil is native to the Caribbean region and was accidentally introduced into Florida in the 1960's where it has caused extensive damage. It has been intercepted in shipments of plants to California and in 2005 two isolated populations were found in Newport Beach (Orange County) and Long Beach (Los Angeles County).
QUARANTINE AREAS
Since the initial fi nds the weevil has been found in additional areas in Los Angeles, Orange, and San Diego Counties. To control this pest and prevent it from spreading the California Department of Food and Agriculture has established quarantine zones in the following cities:
Los Angeles County
Orange County
San Diego County
parts of:
La Mirada
Long Beach
parts of:
Costa Mesa
Huntington Beach
Newport Beach
Yorba Linda
parts of:
Carlsbad
Carmel Valley
Del Mar
Encinitas
Fairbanks Ranch
La Jolla
Oceanside
Rancho Santa Fe
Solana Beach
Sorrento Valley
HOST PLANTS
This weevil will feed on about 270 different plants including citrus (all varieties), hibiscus, palm, birch, roses, coral trees, indian hawthorne, loquat, holly, and other ornamentals. Because of its broad host range, the Diaprepes root weevil poses a great threat to the citrus, avocado, ornamental, and other agricultural industries in California.
FEEDING
The Diaprepes root weevil damages both the leaves and the roots of plants. The adult weevils damage leaves by chewing semi-circular areas out of the leaf margin (fi g. 1). There may also be frass or weevil droppings near the areas that have been fed upon. The grub-like larva (fi g. 4) feeds upon the roots of a plant weakening or killing a plant.
LIFE CYCLE
In leaves that are folded and glued together (fi g. 2), an adult female weevil lays clusters of eggs .04 inch (1mm) long (fi g. 3). The eggs hatch in 7-10 days, and the newly emerged larvae drop to the soil. The larvae enter the soil and feed upon the roots of plants for several months. Full grown larvae are C-shaped and whitish, and can reach 1 inch (25mm) in length (fi g. 4). The larvae then pupate in the soil (fi g. 5). After the appropriate amount of time, adults will emerge and the life cycle begins again.
REPORT
If you see the adult weevils or have damage to plants you suspect is caused by the weevil, please contact the CDFA Exotic Pest Hotline at 1-800-491-1899. Personnel from CDFA will inspect plants for the presence of the Diaprepes root weevil and send any specimens collected to the CDFA diagnostic laboratory for identifi cation.
MORE INFORMATION
Read UC Publication 8131: Diaprepes Root Weevil (free) found on the University of California Division of Agriculture and Natural Resources publications website: http//anrcatalog.ucdavis.edu. Detailed information on the quarantine boundaries can be found on the California Department of Food and Agriculture PHPPS Regulations Activities website: http://pi.cdfa.ca.gov/pqm/manual/ htm/417.htm
Fig. 3 – Diaprepes eggs on unfolded leaves
Side 1 photos & fi gures 2 & 3, John Kabashima; Figure 5, H. Glenn.
Figures 1,4, & 5 Copyright Regents of the University of California
Fig. 4 – Full grown Diaprepes larva | 1,749 | 905 | {
"id": "<urn:uuid:41684628-eff3-4d55-81a2-a01f581075f1>",
"dump": "CC-MAIN-2017-47",
"url": "http://celosangeles.ucanr.edu/files/96717.pdf",
"date": "2017-11-22T14:25:00",
"file_path": "crawl-data/CC-MAIN-2017-47/segments/1510934806609.33/warc/CC-MAIN-20171122141600-20171122161600-00608.warc.gz",
"offset": 55344155,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9846564829349518,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9870439767837524,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1341,
3553
],
"fw_edu_scores": [
2.703125
],
"minhash_cluster_size": 3,
"duplicate_count": 4
} |
Religious Education
Unit 1: Creation Living in Harmony
In this unit students investigate the Christian tradition of stewardship and the equitable use of the earth's resources. Students are invited to identify either a local or global environmental issue, to analyse causes and how they affect human life. The students identify and plan ways that they can respond as stewards of creation.
Unit 2: Emmanuel God is with Us
In this unit students enter into the seasons of Advent and Christmas. They reflect on ways they experience God in their own lives and in their world during Advent. They consider the importance of the story of Jesus' birth in the celebration of Christmas. Students participate in daily Advent prayer and celebrate Advent and Christmas liturgies.
Year 4 Term Four Overview 2017
Mathematics
English
Number and Place Value
The students will explore Patterns and Algebra. They will explore using equivalent number sentences involving addition and subtraction to find unknown quantities. They will solve word problems involving multiplication and division. Students will also explore the use of money to solve problems involving purchases and finding change.
Chance
The students will describe the chance of an event occurring using words and numbers.
Location & Transformation
Students will explore using scales, legends and directions to read, make and interpret maps.
Time Students will practise converting between units of time, using am and pm notation, and solving time problems.
In Literacy, the focus will be to develop more proficient readers and writers.
In Reading, there will be a particular focus on comprehension skills; selfquestioning, visualisation and making connections to the text. The students will explore literal and inferred meaning and compare texts to explore the author's purpose and audience in a text.
The students will be actively involved in explicit teaching groups, using Reciprocal Reading roles. Independent reading tasks will be open ended to cater for different reading ability.
In Writing, the students will continue to write for different purposes:-to explain and to instruct and explore the use of Writer's Notebook.
Spelling will continue using the SMART spelling approach. Students will be given word lists, which will focus on a particular spelling pattern for the week. The students will be tested on their individual lists of words each week.
Inquiry
In Inquiry, we will be exploring chemical science through the topic of "HEAT."
The students will be learning about change of state between solids, liquids and gases. They will explore natural and processed materials that have a range of physical properties.
Students will form hypotheses and conduct experiments to explore chemical changes.
Visual Art
Art lessons will be integrated with our Inquiry and Religion Modules of work and they will focus on creating and expressing ideas using a variety of mediums.
Students will explore to appreciate and analyse different artists' work. They will then use different techniques to create similar works of art.
Health
In the unit 'Protecting Me', students explore positive relationships, the idea of trust and identify ways to deal with bullying.
Year 4 Term Four Overview 2017 | 1,320 | 598 | {
"id": "<urn:uuid:834e92f9-17a0-41c6-9a72-da3988496869>",
"dump": "CC-MAIN-2017-47",
"url": "http://www.smascotvale.catholic.edu.au/teaching-and-learning/learning-overviews/term-four/learning-overviews-year-four-term-four.pdf",
"date": "2017-11-22T14:58:10",
"file_path": "crawl-data/CC-MAIN-2017-47/segments/1510934806609.33/warc/CC-MAIN-20171122141600-20171122161600-00623.warc.gz",
"offset": 501246589,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9989808797836304,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9989486336708069,
"per_page_languages": [
"eng_Latn",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3227,
3259
],
"fw_edu_scores": [
4.21875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
ROTARY
SPEECH AND ESSAY CONTEST
Roy Disney once said, "When your values are clear to you, making decisions becomes easier." Values are principles, standards, or qualities you consider worthwhile or desirable. Values will vary from person to person because they depend on your personal judgment. They describe the core of your character and the purpose for which you live. They are used as guiding principles, rules if you will, to direct your behaviors and to give your life purpose.
Like individuals, organizations such as Rotary also work to define their core values as a guide to decision making and purposeful action.
Core Values - Rotary is a service club made up of individual members who come together to embrace a common mission of service. The quality and success of any service club is directly related to the quality and success of its members. In addition to the character, values and abilities of its members, a club's success is also directly related to the nature of its core values and its commitment to them.
1. Service: To be a Rotary club committed to supporting the positive development and success of deserving individuals, organizations and causes.
2. Leadership: To be a Rotary service club where the individual and collective voice and leadership abilities of all club members are actively engaged in accomplishing the club's mission and priorities.
3. Integrity: To be a Rotary club committed to supporting others, founded on the principles of forthright, ethical, values-driven service to our community and the world.
4. Fellowship: To be a Rotary club with a vital and uplifting energy, where members appreciate and enjoy each other's friendship as well as the club's spirit of camaraderie.
Guiding Principles
Rotarians are guided by four fundamental ethical questions characterized as The 4-Way Test.
"Of the things we think, say or do:
1. Is it the TRUTH?
2. Is it FAIR to all concerned?
3. Will it build GOODWILL and BETTER FRIENDSHIPS?
4. Will it be BENEFICIAL to all concerned?"
Purpose of the contest:
1. Students will evaluate and advocate for the Rotary 4-Way Test as a meaningful guide when considering personal intentions, decisions, and actions.
2. Seventh grade students have a choice of writing about the value and application of the 4-Way Test in either an expository essay or a personal narrative. Eighth grade students will write and deliver a persuasive speech attesting to the value and application of the 4-Way Test.
3. In both the seventh and eighth grade contest options students are asked to think about the nature and importance of truth, fairness, good will, friendship and benefitting others in their lives.
4. The primary goal for both the paper and the speech is to communicate a coherent, insightful, well-crafted expression of the importance, nature, and challenges of living a life of integrity enhanced by service to others.
Contest Options for 7th Graders – Personal Narrative or Expository Essay
The Rotary theme for 2014-15 is "Light up Rotary". Although not required to do so, students may opt to incorporate into their speech or essay the concept of changing lives through service to others.
Personal Narrative
Think about the guiding principles of Rotary as defined in the 4-Way Test. Tell a true story about a time when you or someone you know was faced with a decision or a challenge. Tell if the person followed the principles of the 4-Way Test in making the decision or responding to the challenge and in what way(s) and why you feel those principles led to a positive outcome. Or if the person did not follow these principles, tell in what way(s) and why do you think the outcome might have been more positive if they had been followed.
Expository Essay
Think about the guiding principles of Rotary defined in the 4-Way Test. Write a paper to explain how you would see these principles working as an effective guide to your beliefs and actions as well as those of your peers.
Contest Opportunity for 8th Graders – Persuasive Speech
Persuasive Speech
Think about the guiding principles of Rotary defined in the Four-Way Test. Give a speech to convince your peers that these principles are ones that they should follow in their decisions and behaviors.
4-Way Test Contest Expectations
Length:
Speech – 3-1/2 to 4-1/2 minutes (may be given from memory, but note cards allowed)
Essay – 300-400 words
Content:
The work of each contestant must be original; it must explain how it relates to his/her life experiences and/or society in general.
Contest Judging Guidelines
Insightful ideas and content Organization and cohesiveness Genuine voice and connection to the topic Word choice and fluency Adherence to contest expectations | 1,966 | 976 | {
"id": "<urn:uuid:2a388303-a1df-4043-86d2-d2d8cfcfcc04>",
"dump": "CC-MAIN-2017-47",
"url": "http://isrotaryforyou.com/wp-content/uploads/2014/12/4-Way-Speech-and-Essay-Contest-Guidelines.pdf",
"date": "2017-11-22T14:25:43",
"file_path": "crawl-data/CC-MAIN-2017-47/segments/1510934806609.33/warc/CC-MAIN-20171122141600-20171122161600-00621.warc.gz",
"offset": 169212319,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9944347143173218,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9961152076721191,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2893,
4719
],
"fw_edu_scores": [
4.15625
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Heidelberg Catechism Lord's Day 33
Overview/Purpose
Exposition regarding questions 88, 89, 90: "The doctrine touching man's conversion to God now claims our attention, concerning which we must inquire:
- Is conversion necessary?
- What is it?
- Of how many parts does it consist?
- What are the effects of it?
- What are the causes of it?
- Is it perfect in this life?
- In what does the conversion of the godly differ from the repentance of the wicked?"
Exposition regarding question 91: "The doctrine concerning good works belongs properly to this question of the Catechism, concerning which we must enquire particularly:
- What are good works?
- How may they be performed?
- How can our works please God since they are only imperfectly good?
- Are the works of the saints pure and perfectly good?
- Why must we perform good works?
- Do your good works merit any thing in the sight of God?"
"The Commentary of Dr. Zacharias Ursinus on the Heidelberg Catechism", pg 476.
Method
Following the Trivium, the grammar stage calls for rote memorization. Constant drilling and recitation is absolutely necessary and will require direct parental participation.
Suggested Materials For Parents
See "The Commentary of Dr. Zacharias Ursinus on the Heidelberg Catechism", pgs 467-488.
Word Definitions
| According | Christ |
|---|---|
| Delight | Flee |
| Glory | God |
| Hate | Imaginations |
| Joy of Heart | Law of God |
| Love | Mortification |
| Old | Old Man |
| Performed | Proceed |
| Quickening | Sincere |
| Sorrow of Heart | True conversion of man |
| Will of God | |
Suggested Activities
- Review word definitions
- Spelling test using the words in this catechism lesson
- Memory game to review word definitions and catechism questions
- Memorize key bible verses
- Service projects to reinforce the lessons found in the catechism questions
- Many opportunities for creativity!
Heidelberg Catechism
LORD'S DAY 33
Question 88. Of how many parts doth the true conversion of man consist?
Answer. Of two parts; of [a] the mortification of the old, and the quickening of the new man.
Question 89. What is the mortification of the old man?
Answer. It is a [b] sincere sorrow of heart, that we have provoked God by our sins; and more and more to hate and flee from them.
Question 90. What is the quickening of the new man?
Answer. It is a sincere joy of heart in God, through Christ, [c] and with love and [d] delight to live according to the will of God in all good works.
Question 91. But what are good works?
Answer. Only those which proceed from a true [e] faith, are performed according to the [f] law of God, and to his [g] glory; and not such as are [h] founded on our imaginations, or the institutions of men.
[a]: Rom. 6:4,5,6; Eph. 4:22,23; Col. 3:5; 1Cor. 5:7
[b]: Psa. 51:3,8,17; Luke 15:18; Rom. 8:13; Joel 1:12,13
[c]: Rom. 5:1,2; Rom. 14:17; Isa. 57:15 [d]: Rom. 6:10,11; 1Pet. 4:2; Gal. 2:20
[e]: Rom. 14:23
[f]: 1Sam. 15:22; Eph. 2:2,10
[g]: 1Cor. 10:31
[h]: Deut. 12:32; Ezek. 20:18; Mat. 15:9 | 1,555 | 904 | {
"id": "<urn:uuid:d35fc79c-1de1-4467-9a3c-848ef9ae37c3>",
"dump": "CC-MAIN-2017-47",
"url": "http://graceurctorrance.org/files/Catechism/Lords_Day_33.pdf",
"date": "2017-11-22T14:52:39",
"file_path": "crawl-data/CC-MAIN-2017-47/segments/1510934806609.33/warc/CC-MAIN-20171122141600-20171122161600-00624.warc.gz",
"offset": 126912963,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9937129020690918,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9955887198448181,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1285,
1916,
3060
],
"fw_edu_scores": [
2.234375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Book Questions
1.
What were Lieutenant Shawn and Private Crane sent to retrieve?
2. When Lieutenant Shawn surveyed Piedmont with his binoculars, what were some clues that something might be wrong?
3. Describe the man still alive in Piedmont, AZ.
4. When the scientists were called to Wildfire, what code words were used? What significance do the code words have?
5. In a case of biological emergency, select scientists were prepared to mobilize immediately to go to Wildfire. What was Wildfire? Describe its design.
6. Summarize the Scoop project, detailing what happened to each satellite. What was the project's true objective?
7. List the names of the four scientists who were mobilized for Wildfire. Include their occupations and their personality characteristics.
8. Why was Mark Hall chosen to be one of the scientists for Wildfire?
9. Where was the satellite found?
10. Describe what Stone and Burton found unusual about Dr. Benedict when they first examined him. Why did this happen?
11. Name the two different ways people in Piedmont appeared to have died.
12. Who were the survivors in Piedmont, AZ?
13. Explain the Odd Man Hypothesis.
14. Describe the three sources from which bacteria could be brought back by a Scoop satellite.
15. Why was it beneficial to experiment with a black Norwegian rat?
16. Describe what Stone and Leavitt found in the capsule.
17. What was actually happening when the spots turned from green to purple and back to green again?
18. What were Burton's findings in the autopsy room? What did Burton fail to do? When did he discover his error?
19. What were the laboratory results of the tests run on the baby and Peter Jackson?
20. Mancheck wondered why Wildfire had not responded to the delay to Directive 7-12 or the Phantom crash. Why do you think there was no response from Wildfire?
21. How is scientific research much like prospecting? Do you agree or disagree? Why?
22. What had the group concluded was the hallmark of life? What were the exceptions to this rule? How was this hallmark of life proven incomplete?
23. What was the difference between Directives 7-11 and 7-12? What would you have chosen given the information at the time?
Take Aways
1. Describe three "take-aways" from the book. What did you learn while reading it?
2. What topics in class did the book help you understand better?
3. What questions do you still have about the topic and why? | 954 | 528 | {
"id": "<urn:uuid:29fa6f82-8163-425e-8ff6-a9f727c30b96>",
"dump": "CC-MAIN-2018-22",
"url": "https://www.quia.com/files/quia/users/glysdi/Word/APBio/CP2_AndromedaStrain",
"date": "2018-05-22T12:39:00",
"file_path": "crawl-data/CC-MAIN-2018-22/segments/1526794864725.4/warc/CC-MAIN-20180522112148-20180522132148-00235.warc.gz",
"offset": 808555141,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9994951784610748,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9995464086532593,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2181,
2403
],
"fw_edu_scores": [
3.875
],
"minhash_cluster_size": 1,
"duplicate_count": 2
} |
Plympton St Maurice Primary School
Equalities Information
Date of publication : April 2012
The Public Sector Equalities Duty 2011 has three aims under the general duty for Schools, Academies and Settings :
1. Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act. By removing or minimising disadvantages suffered by people due to their protected characteristics.
2. Advance equality of opportunity between people who share a protected characteristic and those who do not. By taking steps to meet the needs of people from protected groups where these are different from the needs of other people.
3. Foster good relations between people who share a protected characteristic and those who do not. By encouraging people from protected groups to participate in public life or in other activities where their participation is disproportionately low.
Our school has considered how well we currently achieve these aims with regard to the 9 protected groups : Age, Disability, Gender Re-assignment, Marriage/civil partnerships, Pregnancy/maternity, Race, Religion & belief, Sex (gender), Sexual orientation (Age and Marriage/civil partnership are not relevant in relation to Equalities data relating to pupils.)
In compiling this equality information we have ;
- Examined how our school engages with the protected groups, identifying where practice could be improved.
- Identified evidence already in place within policies and practice and identified gaps.
Below is an overview of our findings :
| Protected Characteristics | | |
|---|---|---|
| | What evidence do we hold that we eliminate unlawful discrimination, harassment and victimisation? | How do we advance equality of opportunity between people who share a protected characteristic and those who do not? |
| Race | - Race equality policy - Anti-bullying policy - Recording, reporting and following up of incidents of racial bullying/abuse - SMSC considerations across all curriculum areas. - analysis of data and monitoring of attainment and progress of BME children - International Schools Mark - Equalities governor - Liaison with Police Equalities Officer – assemblies, workshops with year groups | - Literacy stories from other cultures - Celebrate where we come from display - E.R.I.S. - KS1 and 2 working together. - Heles’ school primary languages event - SEAL - range of books in class book corners, from around the world |
Disability
- SEN policy
- Learning mentors
- links with local Special Needs School – Longcause
| Pregnancy and Maternity | Not applicable in our school | |
|---|---|---|
| Religion and Belief | - curriculum follows Devon SACRE units of study – range of religions explored - year 5 & 6 topics explore creation stories from a variety of world religions along side Big Bang theory - R.E. policy - SMSC considerations in all medium term planning - Year 5 and 6 WW2 topic linked to Judaism and persecution | - topics include opportunities for children to make links with their religion and beliefs to complement the learning of the rest of the class. |
| Sexual Orientation | Not applicable in our school | |
In order to address any gaps identified or to further enhance our current work for the Single Equality Scheme, based on our findings, below are our current equality objectives:
| | What evidence do we hold that we eliminate unlawful discrimination, harassment and victimisation? | How do we advance equality of opportunity between people who share a protected characteristic and those who do not? |
|---|---|---|
| Race | | |
| Disability | 1. Gather and analyse attendance data for children with SEN or disability. | 2. Widen the range of extra- curricular activities offered in school. |
| Sex (gender) | 4. Survey and compare results for boys & girls on their attitude towards literacy and numeracy in school. | 5. Evaluate the range of reading materials available in our school library – texts to engage both sexes. |
| Gender reassignment | | |
| Pregnancy and Maternity | | |
| Religion and Belief | | |
| Sexual Orientation | | | | 1,956 | 858 | {
"id": "<urn:uuid:747ef956-a154-4968-b093-860e10b76fd2>",
"dump": "CC-MAIN-2018-22",
"url": "https://s3-eu-west-1.amazonaws.com/jotter2.files/3153329?response-content-type=application%2Fpdf&response-content-disposition=attachment%3Bfilename%3Dplympton_st_maurice_equalities_information_2012.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20180522%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20180522T120458Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=94d53d7fb28d6b20a8533e8cf9f146d7caa9f1c8453acc939fc8cd35a81d8dae",
"date": "2018-05-22T12:04:59",
"file_path": "crawl-data/CC-MAIN-2018-22/segments/1526794864725.4/warc/CC-MAIN-20180522112148-20180522132148-00258.warc.gz",
"offset": 655885531,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.98788021504879,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9935075044631958,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1258,
2445,
2542,
3332,
4104
],
"fw_edu_scores": [
2.03125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
WRITING CENTER WORKSHOPS
APA FORMAT Learn APA formatting basics as well as how to cite sources in APA format. APA format is generally used for courses like Psychology, Speech, and STEM classes.
BRAINSTORM &
OUTLINE
Learn how to brainstorm before writing (prewriting)
and create MLA formatted outlines.
COMMA USAGE Learn the basic comma rules and how to properly use a comma when writing
CONCLUSION
PARAGRAPHS
Learn how to conclude an essay by writing a thoughtprovoking conclusion paragraph.
EDIT & PROOFREAD Learn how to use editing and proofreading techniques to address essay feedback.
ESSAY TYPES Learn how to identify and use common essay types such as compare and contrast, analysis, and argumentative essays.
INTEGRATING SOURCES Learn how to avoid plagiarism and cite sources by integrating quotes, paraphrases, and summaries in an essay.
INTRODUCTION PARAGRAPHS Learn how to write compelling introduction paragraphs, including the hook and bridge.
LITERARY
CRITICISMS
Learn how to use literary criticisms in literary analysis essays.
LITERARY DEVICES Learn how to identify literary devices in college level texts.
MLA FORMAT Learn MLA formatting basics as well as how to cite sources in MLA format. MLA format is generally used for courses like English.
PARAGRAPH WRITING Learn how to properly write a body paragraph, including topic sentences, supporting points, and more.
READING STRATEGIES Learn how to utilize reading strategies, such as annotation techniques, for reading comprehension and research.
RESEARCH PAPER Learn how to conduct research properly and organize a research paper.
SENTENCE ERRORS Learn how to identify and fix fragments, run-ons, and comma splices.
SENTENCE VARIETY Learn how to create variety in paragraphs by using simple, compound, and complex sentences.
THESIS STATEMENTS
Learn how to write clear and concise thesis statements that answer an essay prompt.
TRANSITIONS
Learn how to move the reader from one idea to the next by creating transitions between sentences/paragraphs and creating connections between ideas.
VERBS Learn about important verb rules for college writing, such as subject-verb agreement, verb tenses, and tense consistency.
WRITING ANXIETY Learn about practical tips and important resources to help deal with writing anxiety.
Citrus College Learning Center
CLICK ON THE LINKS BELOW.
WORKSHOP INFORMATION
SIGN-UP FOR A WORKSHOP
ATTEND A WORKSHOP
LC VIRTUAL HELP DESK | 1,303 | 524 | {
"id": "<urn:uuid:cf8766da-052e-4799-8b4c-dc55316420ed>",
"dump": "CC-MAIN-2021-21",
"url": "https://www.citruscollege.edu/lc/Documents/C19/WorkshopDescriptions.pdf",
"date": "2021-05-14T20:18:16",
"file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243991207.44/warc/CC-MAIN-20210514183414-20210514213414-00444.warc.gz",
"offset": 718330712,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9764847159385681,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9764847159385681,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2458
],
"fw_edu_scores": [
2.21875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
How to make cold process soap bars
Safety
* Read everything before you start!
* Goggles and gloves must be worn at all times
* Loose clothing and hair tied back
* The lye is caustic, it can burn skin
* The lye must be handled by an adult at all times
* The lye must be added to the water slowly, not the other way around
* Mixing the lye solution will get hot as it is exothermic (dissolving the lye in water gives out heat).
* Mix the lye in a well ventilated area, doing this in a sink is a good idea to reduce risk of spills
* Soap is not edible, do not eat any part of this!
Equipment
The ones in bold should be for soap only—not food!
* PPE—goggles, gloves and apron or lab coat
* Kitchen scales
* Mixing bowl
* Cup (to measure lye in)
* Jug (or something to mix lye in)
* Stick blender
* Thermometer
Ingredients
For the lye solution:
* 35g of lye (sodium hydroxide)
* 75g of water
The oils:
* 200g of olive oil
* 50g coconut oil (melted)
* Essential oils (50-100 drops)
How to make cold process soap bars
Tips
* Use a glass bowl to mix the soap
* If children will use the soap, use child safe essential oils
* Before unmoulding the bars, put them in the freezer for half an hour to make it a bit easier
* Stand away from the jug and bowl when mixing to minimise the risk of splashing
Method
1. Ensure your work space is clean and tidy and that everyone has the correct PPE
2. First measure the water and the solid lye
3. Put the jug of water in a safe, well ventilated space and add the thermometer
4. Slowly add the lye bit by bit to the water, the temperature will increase, try to keep the temperature below 60 O
5. Leave the lye solution to cool, measure the oils and melt the coconut oil
6. Once the lye solution is below 40 O pour this into the oils
7. Mix to combine then switch to your stick blender, alternate between blending and mixing, this could take a few minutes
8. When your soap mixture looks thick like custard, and the blender leaves a trace, it is ready, this is called reaching 'trace'.
9. At this point you can add your favourite essential oils for fragrance, you can also add things such as poppy seeds, ground oats or dry coffee grounds, once you feel comfortable with the process.
10. Pour the soap into moulds. Old takeaway tubs, silicone loaf tins and silicone cake cases all work as moulds
11. Leave the soap to dry for 24hrs and then unmould, if you want to cut large blocks into bars, do this now
12. Leave the soap to cure (dry) for 4-6 weeks, turning regularly. This is because the chemical reaction (saponification) needs time to complete, as well as the bars drying out enough before use.
13. Enjoy your homemade soap! | 1,108 | 683 | {
"id": "<urn:uuid:644d0cd9-1953-4b86-a083-137351d75188>",
"dump": "CC-MAIN-2021-21",
"url": "https://www.s4s.org.uk/wp-content/uploads/Cold-process-soap.pdf",
"date": "2021-05-14T19:04:21",
"file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243991207.44/warc/CC-MAIN-20210514183414-20210514213414-00443.warc.gz",
"offset": 1012619822,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9964308440685272,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9969742894172668,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
986,
2675
],
"fw_edu_scores": [
2
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
GUNNER ALFRED ERNEST JORDAN
92965, 88th Royal Field Artillery Regiment
Died aged 21 on 12 August 1918
Buried with honour at Heath Cemetery, Harbonnières, France; IV F 1 Commemorated in Tewkesbury at the Cross and in the Abbey
Heath Cemetery, Harbonnières
Pte. A. E. Jordan [R. Glasspool]
ALFRED ERNEST JORDAN was born in Tewkesbury in 1897, the eldest of three sons and one daughter of Alfred Israel Jordan and Elizabeth Kate (formerly Bridges). Alfred senior was also born in Tewkesbury but Elizabeth came from Birmingham; he worked as a Railway Labourer, but died in 1904 at the age of 30. The family lived for many years in Gravel Walk and Alfred junior was a pupil at Trinity School. In 1911 Alfred was working as an errand boy for a bookshop; he also worked at Gyngell's Garage.
Alfred originally joined the Territorial Force, subsequently enlisting as a volunteer in Birmingham on 10 October 1914. He was then posted to the 88th Battery of the Royal Field Artillery Regiment. This Battery, within 14 Brigade Royal Field Artillery, 4th Division, had been part of the original British Expeditionary Force sent to France in 1914. The battery was equipped with 18-pounder guns, the standard weapon of the field artillery.
Unlike infantry units, artillery batteries were moved more frequently to where they were needed. In January 1917 Alfred found his unit changing Brigades and Divisions so that, by the time of the Armistice, it was attached to the Fourth Army. (This is known because of the location of the cemetery in which Alfred was interred.) In addition, the artillery was increasing its fire power: the Brigade expanded during 1918 to include four Batteries, each one operating six 18-pound field guns.
Royal Field Artillery Regiment
In August 1918 the Fourth Army was in the Somme sector, and played a prominent part in the campaign known as 'The Last Hundred Days' which saw the Allies inflict a series of crushing defeats on the German Army, culminating in the Armistice. The campaign started on 8 August, at the Battle of Amiens (8-11 August 1918), the British offensive often taken to be the turning point of the First World War on the Western Front.
Private Alfred Ernest Jordan was killed on 12 August 1918, around the time the Battle of Amiens was coming to an end. The manner of his death illustrated the increasing threat of air power. He was apparently the victim of a bomb dropped from an enemy aeroplane whilst 'on his way back from the YMCA Hut: [he was] very plucky until the last ... and our pal'. He was buried in a local churchyard but after the war he was re-interred in Heath Cemetery, Harbonnières. This cemetery was created after the Armistice when graves were brought in from the temporary battlefield burial grounds. Heath Cemetery is located around the mid-way point on the straight main road from Amiens to St. Quentin, just behind the British front line at the time Alfred was killed.
At the time of his death, his address was given as 116 Chester Street, Birmingham. This was probably the address of his mother, Elizabeth Kate Jordan, who originally came from Birmingham, the city in which Alfred enlisted. | 1,391 | 738 | {
"id": "<urn:uuid:b26ee3f2-0eda-4c4a-b429-9d077adf2e1f>",
"dump": "CC-MAIN-2021-21",
"url": "https://tewkesburyhistory.org/docs/BiogsWW1/Jordan-A-E-%5B150-1918%5D-RB-JD.pdf",
"date": "2021-05-14T20:33:55",
"file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243991207.44/warc/CC-MAIN-20210514183414-20210514213414-00445.warc.gz",
"offset": 586631691,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9990569949150085,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9990569949150085,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3160
],
"fw_edu_scores": [
2.203125
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
PRIVATE ERNEST VICTOR STEPHEN NUNNEY
16068, 10th (Service) Battalion, Gloucestershire Regiment
Died aged 21 on 25 September 1915
Remembered with honour onLoos Memorial, France; Panel 60 to 64
Commemorated in Tewkesbury in the Methodist Church and on the Grammar School Memorial
Pte. E.V.S. Nunney [Graphic 20/11/1915]
ERNEST VICTOR STEPHEN NUNNEY was born in Tewkesbury on 5 March 1894, the son of James Nunney and his second wife Helen (formerly Watts), whom he married in 1893. James was born in Ashchurch and Helen came from Bredons Norton. In 1901 Ernest was living in Pamington with his parents and his uncle, Thomas Nunney. He started at Ashchurch School on 17 April 1899 and left on 18 January 1907 when he went on to attend Tewkesbury Grammar School. In 1906 his father, then a 61year-old railway repairer, was knocked down accidentally by a train at Ashchurch Station and later died of injuries in the Rural Hospital. Little is known about Ernest's young days except that he was a member of the Wesleyan Church in Tewkesbury. In 1911 he was living in Northway with his widowed mother and had followed in his father's footsteps as a railway labourer. The 1911 Census also indicates that he was the only surviving child of three born to James and Helen. As he lived in Ashchurch, Ernest was not included on the Volunteer Memorial in the Abbey.
In Ernest's obituary in the Graphic it suggested that he volunteered in the early part of 1915 in the Gloucestershire Regiment although his army service number suggests it might have been a little sooner. Ernest was posted to the new 10th Battalion formed at Bristol in September 1914 as part of Kitchener's New Army. Having been trained in Cheltenham and Salisbury Plain, the battalion landed in France
Gloucestershire Regiment
on 8 August 1915 when it was attached to the 1st Division, replacing a regular Guards battalion.
The Battalion was soon involved in the Battle of Loos (25 September-18 October 1915), the largest British offensive mounted in 1915 and undertaken in support of larger French offensives. The Register reported that 'the battle took place ... in an area utterly unsuited to an attack ... before stocks of ammunition and heavy artillery were sufficient; the battle was noteworthy for the first use of poison gas by the British Army. Despite heavy casualties, there was considerable success on the first day in but the opportunities could not be exploited, resulting in a costly stalemate'.
The 'Fighting 10th' was one of the lead battalions and achieved all its objectives despite heavy casualties. The Battalion War Diary noted that: 'The attack was delivered at 6.30am with the accompaniment of gas and smoke ... The wind proved more favourable to the enemy than ourselves ... Nevertheless the assault was pushed home with the utmost resolution'.
Private Ernest Nunney was one of those killed in action on 25 September 1915, the opening day of the battle, during which the Battalion suffered a total of 459 casualties; four others from Tewkesbury also died at Loos. Private Nunney's body was never recovered and he is commemorated instead on the Loos Memorial. He was awarded the '1914-15 Star' medal. | 1,422 | 749 | {
"id": "<urn:uuid:204a0c2d-1611-4d13-b9f1-3583047a4597>",
"dump": "CC-MAIN-2021-21",
"url": "https://tewkesburyhistory.org/docs/BiogsWW1/Nunney-EVS-(25)-RB1-OK.pdf",
"date": "2021-05-14T20:41:16",
"file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243991207.44/warc/CC-MAIN-20210514183414-20210514213414-00446.warc.gz",
"offset": 606383825,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9993398189544678,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9993398189544678,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3191
],
"fw_edu_scores": [
2.046875
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Quick Guide: Recipes with Autumn Seasonal Produce The key to making healthy meals that don't break the grocery budget.
Are you worried about the rising cost of your weekly grocery shop? Before you start thinking about cutting back on the healthier options, such as fruit and vegetables, check what's in season. Seasonal fruit and vegetables are much cheaper than those out of season, making them a much smarter buy.
Let's look at the autumn seasonal produce guide
According to the Seasonal Food Guide Australia* the following vegetables are in season during autumn: Asparagus, beans, beetroot, broccoli, cabbage, carrots, cauliflower, cucumbers, eggplant, lettuce, potatoes, pumpkins, snow peas, spring onions, sweetcorn, tomatoes, turnips, and zucchini.
Tempt your taste buds with some of my delicious recipes
Asparagus
* Chicken and Asparagus Mornay – book 1
* Asparagus and Sweet Corn Soup – book 2
* Asparagus and Ham Slice – book 2
Beans
* Beans 'n' Bacon – book 4 + Cooking for 1 or 2 people
Cabbage
* Asian Salad – book 3 + Cooking for 1 or 2 people
* Beef Chow Sym – book 6 (Cabbage, carrot, beans are all in season)
* Curried Cabbage – book 1
Carrots
* Thai Carrot and Coconut Soup – book 4
* Carrot and Spinach Slice – book 4
* Honey Carrots – book 3
Cauliflower
* Curried Cauliflower Salad – book 6 + Cooking for 1 or 2 people
* Cauliflower Au Gratin – book 3
* Cauliflower Fried Rice – Cooking for 1 or 2 people
* Italian Chicken Cauliflower Pie – Cooking for 1 or 2 people
Egg plant
* Eggplant Parmigiana – book 6
* Shanghai Beef Stir Fry with Almonds – book 7
Asparagus and Ham Slice – bk 2
Potato
* Potato Lasagne – book 5
* Quick and Easy Potato Bake – book 6
* Rosemary Potatoes – book 4 + Cooking for 1 or 2 people
Pumpkin
* Chicken and Roast Pumpkin Risotto – book 7
* Moroccan Pumpkin Soup – book 7
* Pumpkin Scones – book 2
* Roast Pumpkin and Spinach Pie – book 5
Snow Peas
* Asian Green Stir Fry – book 6
* Chinese Beef – Book 5
* Rendang Beef and Vegetable Curry – book 7
Sweet Corn
* El Dorado Salad – book 7
Tomatoes
* Stuffed Tomatoes – book 5
* Tomato Bacon Muffins – book 7
* Tomato Basil Bacon Soup – book 7
Zucchini
* Zucchini Slice – book 1
* Zucci Walnut Cake – book 2
How to choose a pumpkin
Choose a clean, unblemished heavy pumpkin. Very large pumpkins tend to be quite stringy, so choose smaller for their sweet, smooth flesh. To check for freshness, tap the pumpkin; it should sound hollow. When buying a pre-cut half, choose one with deep orange flesh: the more intense the colour, the riper the pumpkin.
Fruit in season in autumn
According to the list*, autumn seasonal fruits include: Apples, bananas, figs, grapes, Kiwifruit, lemons, nectarines, peaches, pears, persimmons, plums, quinces, and watermelon. That's more than enough to give you some variety in your menu plan without blowing the budget.
Some of my recipes made with these seasonal fruits:
Fresh Apples
* Apple and Prune Loaf – book 5
* Apple Cinnamon Muffins – book 1
* Apple Currant Crumble Slice – book 7
* Apple Fruit Cake – book 5
* Apple Sultana Teacake – book 2
* Apple Teacake – book 1
Bananas
* Banana Smoothie – book 3
* Blueberry and Banana Muffins – book 2 + Cooking for 1 or 2 people
* Caramel Banana Self-Saucing Pudding – book 3
* Chocolate Banana Cake – book 6
Lemons
* Lemon Date Cookies – book 5
* Lemon Jelly Slice – book 1
* Sticky Lemon Loaf – book 3
Pears
* Pear and Almond Tart – book 5
* Pear and Cranberry Loaf – book 5
* Pear and Walnut Salad – book 6
* Rhubarb and Pear Cobbler – book 7 (Gluten Free baking section)
A final word
Pear and Almond Tart – bk 5
Seasonal fruit and vegetables are the key to including healthy meals that don't break the grocery budget. Remember, a healthy meal plan should include 5 serves of vegetables and 2-3 serves of fruit per day.
* 1 serve of vegetables = ½ cup
* 1 serve of fruit = 150g (includes skin and seeds).
*Source: http://seasonalfoodguide.com/australia-general-seasonal-fresh-produce-guide-fruits-vegetables-in-season-availability.html | 2,042 | 1,116 | {
"id": "<urn:uuid:aa84c056-6288-4afb-b7b5-c2daafc49e00>",
"dump": "CC-MAIN-2021-21",
"url": "https://www.symplytoogood.com.au/wp-content/uploads/2021/03/Quick-Guide-autumn-seasonal-fruit-veg.pdf",
"date": "2021-05-14T18:44:06",
"file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243991207.44/warc/CC-MAIN-20210514183414-20210514213414-00445.warc.gz",
"offset": 1060266696,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9619276324907938,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9823247194290161,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1623,
2576,
4060
],
"fw_edu_scores": [
2.015625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
LANCE CORPORAL ALBERT ERNEST WILKES
12128, 10th Battalion, Gloucestershire Regiment
Died aged 20 on 23 July 1916
Remembered with honour onThiepval Memorial; Pier and Face 5A & 5B
Commemorated in Tewkesbury as an Abbey Volunteer and on Beckford War Memorial
1914-15 Star Medal
ALBERT ERNEST WILKES was born in Tewkesbury in the summer of 1896, the son of Ernest Caleb Wilkes, a grocer's assistant of Trinity Street, and Maud (formerly Luker). Maud came from Overbury and Ernest was born in Birmingham, son of Caleb Wilkes, part of the brazier family after whom Wilkes Alley was named. The family stayed in Tewkesbury, adding two more children, but a third was born in 1910 in Rockland Cottage, Beckford. By this time Albert had left the Council School and was employed as a carter's boy on a farm, while his father was an insurance agent with Prudential Assurance.
In 1914 Albert was an early volunteer, being claimed by the Council School, Chance Street, and he was allocated into the 10th Battalion of the Gloucesters, the new Battalion formed at Bristol in September 1914 as part of Kitchener's Army. Having been billeted in Cheltenham over winter 1914-1915, the battalion was sent onto Salisbury Plain for divisional training where Lee Enfield rifles and khaki uniforms were issued in May 1915. It was one of the earliest Kitchener battalions sent to France on 8 August 1915, where it was attached to the 1st Infantry Brigade in the 1st Division.
The battalion was soon involved in the Battle of Loos (25 September-18 October 1915), in which it suffered significant losses: 459 men, including L/Cpl. A. Harrison [†], Cpl. J. Simms [†], Pte. E. Nunney [†] and Sgt. T. Hall [†]. It was the first battle in which poison gas was used by the British Army. Despite heavy casualties, there was considerable success on the first day in breaking into the deep enemy positions near Loos but the opportunities could
Gloucestershire Regiment
not be exploited, resulting in a costly stalemate. The official end of the battle brought little respite: the battalion then stayed in the trenches all winter, suffering deaths due to sniper fire and pneumonia. Albert was awarded the '1914-15 Star' medal for his participation in this battle.
The battalion did not see action again until July 1916 during the Battles of the Somme 1916. It did not participate on the opening day, 1 July, but was involved 10 days later in burying the dead from the initial assaults although, during that operation, four men were killed and 24 wounded through enemy shellfire. On 22 July the battalion was in the front line south of Martinpuich preparing for an attack the following day. At 12.30am on 23 July the battalion went over the top as part of an offensive led by Australian forces, supported by the British 1st and 48th Divisions, to capture the village of Pozières and the dominant Pozières Ridge to the north. The action was known as the Battle of Pozières (23 July-3 September 1916).
Lance Corporal Albert Ernest Wilkes was one of the fatal casualties on 23 July, when one officer and 11 other ranks from the battalion were killed, 61 were wounded and 74 were missing. Albert's body was never recovered nor identified and his name is one of nearly 73,000 commemorated on the Thiepval Memorial to the Missing at the heart of the Somme battlefield.
As the family had left Tewkesbury before the war, no obituary appeared in any of the local newspapers. Albert is commemorated in Tewkesbury Abbey as a Volunteer and on the Council Schools Roll of Honour. He is also remembered on Beckford War Memorial. | 1,575 | 875 | {
"id": "<urn:uuid:0edaa9d5-fc0a-4471-8941-9532bfc61072>",
"dump": "CC-MAIN-2021-21",
"url": "https://tewkesburyhistory.org/docs/BiogsWW1/Wilkes-A-E-RB-OK-%5B47-1916%5D.pdf",
"date": "2021-05-14T20:35:04",
"file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243991207.44/warc/CC-MAIN-20210514183414-20210514213414-00445.warc.gz",
"offset": 587054799,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9989639520645142,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9989639520645142,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3588
],
"fw_edu_scores": [
2.125
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
PRIVATE FREDERICK CHARLES CLEMENTS
47228, 1st Battalion, Royal Inniskilling Fusiliers Died aged 23 on 4 October 1918
Buried with honour atDadizeele New British Cemetery, Ypres, Belgium; II D 7
Commemorated in Tewkesbury at the Cross, in the Abbey and in the Methodist Church
Dadizeele New British Cemetery, Ypres
Royal Inniskilling Fusiliers
FREDERICK CHARLES CLEMENTS was born in 1895 in Tewkesbury, the fourth son of Alfred Clements and Alice (formerly Blake) of 4 Jeynes Row, Oldbury Road. Alfred was born in Tewkesbury and Alice came from Lydney. Frederick was a pupil of the Council Schools in Chance Street and the Wesleyan (Methodist) Sunday Schools. After leaving school he was employed first by T. G. Smith, Draper, of 131 High Street, and then by W. H. Smith on the bookstall at the Railway Station. In 1911 he was working as a General Labourer. His obituary stated that he was a 'bright willing lad and is highly spoken of by his employers'. As he is commemorated there, it can be assumed that his family were members of the Methodist Church published in the Tewkesbury Register, which stated that he was in St. Thomas' Street Red Cross Hospital, Winchester: 'I am still alive and kicking, and am quite safe and happy. Keep smiling. My wound is not very bad this time, but plenty bad enough for me.' His wounds were not serious enough to earn him a permanent 'Blighty One' as he was transferred after recovery, a common practice at the time, to the 1st Battalion, Royal Inniskilling Fusiliers. The battalion had served in Gallipoli in 1915 before landing at Marseilles for service in France on 18 March 1916. On 5 February 1918 the battalion was transferred to the 109th Infantry Brigade in the 36th (Ulster) Division.
In late October 1915, Frederick enlisted as a volunteer in the Territorial Force in Tewkesbury; the first of the three army service numbers that he was allocated during the war indicates that he joined the 5th Battalion, Gloucestershire Regiment. The Abbey Volunteer Register states that Frederick probably joined the 3rd/5th Battalion, a third line (home service) unit. By law Territorial soldiers could not be sent abroad unless they expressly volunteered for foreign service. Evidently Frederick did volunteer again as he moved to France sometime in 1916. He was subsequently reported as serving either in the 1st, a regular battalion, or in the 1st/5th, the first line Territorial battalion, both in France at the time.
Frederick was reported as wounded twice, once in November 1916 and then again in August 1917. On the second occasion he received 'a severe wound' in the buttocks but he did send his parents a very reassuring letter,
That Division was part of the Second Army in Flanders and was in the forefront of the campaign known as 'The Last Hundred Days', which saw the Allies inflict a series of crushing defeats on the German Army, culminating in the Armistice. Frederick almost certainly sustained 'a gunshot wound in the chest' during the Battle of Ypres (28 September-2 October), the first of a number of battles in the Final Advance in Flanders, and died of his wounds on 4 October 1918.
Private Frederick Charles Clements is buried in Dadizeele New British Cemetery, Moorslede, Ypres in Belgium. In marking his death, the Register commented that he was 'one more addition to the list of noble dead'.
Frederick had two older brothers who served in the war and survived: William George and Reginald (who had emigrated to Canada before the war). His sister Alice Mary married William Lilley of Birmingham in January 1918. | 1,579 | 855 | {
"id": "<urn:uuid:889f4edb-5b74-4882-8b38-93abf5820a43>",
"dump": "CC-MAIN-2021-21",
"url": "https://tewkesburyhistory.org/docs/BiogsWW1/Clements-F-C-(162)-RB-OK-JD.pdf",
"date": "2021-05-14T18:55:49",
"file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243991207.44/warc/CC-MAIN-20210514183414-20210514213414-00448.warc.gz",
"offset": 598107645,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9983366131782532,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9983366131782532,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3580
],
"fw_edu_scores": [
2.015625
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
A guide to help you take an accurate meter reading
If your meter doesn't look like any shown below, or you need more help, please don't hesitate to get in touch.
How to read your electricity meter
A single rate digital meter - will have an electronic or digital display. You only need 5 numbers shown left to right for a reading. Ignore the last number(s) shown in red.
Dial electricity meter - write down the number the pointer is either pointing straight at or has just passed on the first 5 dials (marked 0-9) from left to right. This will usually be the lower of the numbers either side of the pointer (if the pointer is between 9 and 0 then you'll need to write down 9). Ignore the dial marked 1/10 - this is usually in red.
Two rate meters - only have one digital display. They will either flash up the different rate readings in a cycle or have a button that you need to press to make the display cycle through the readings for the different rates. The 5 numbers shown left to right are the numbers you need for both readings - ignore the number(s) after the decimal point which may be shown in red.
Lower price, off-peak - your meter may have two rows of numbers. The top row (marked low or night) shows how many units of off-peak electricity you've used. The bottom row (marked normal or day) shows how many units of peak electricity you've used. To read the meter, read both the top and bottom rows and write down the numbers shown left to right. Ignore the last number(s) which may be shown in red.
How to read your gas meter
A digital metric meter - shows five numbers then a decimal point, followed by some more numbers. Write down the five numbers shown from left to right. Ignore the numbers after the decimal point, sometimes shown in red.
Imperial meter - the 4 numbers shown from left to right are the ones you need to write down. Ignore the number(s) shown in red.
Imperial dial meter - note down what's displayed on the first 4 dials (marked 0-9) from left to right along the bottom row only. Write down the number the pointer is either pointing straight at or has just passed - this will usually be the lower of the numbers either side of the pointer (if the pointer is between 9 and 0 then you'll need to write down 9).
Getting more help
Finding it difficult to access or read your own meter? You may be eligible for free help via the Priority Services Register. This is for people of pensionable age who are registered disabled, have hearing or visual impairment, or have long term ill health. To find out more, please call us - 0345 60 70 372. | 978 | 581 | {
"id": "<urn:uuid:b2a30f3a-d70d-4a92-8470-47e0a1da3979>",
"dump": "CC-MAIN-2021-21",
"url": "https://esbenergy.co.uk/docs/default-source/default-document-library/3-esb_energy-how-do-i-read-my-meter6a756e64-27cf-49f7-8b66-e588168c6160.pdf?sfvrsn=218debc9_5",
"date": "2021-05-14T18:40:50",
"file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243991207.44/warc/CC-MAIN-20210514183414-20210514213414-00452.warc.gz",
"offset": 256760571,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9995895028114319,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9995895028114319,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2579
],
"fw_edu_scores": [
2.328125
],
"minhash_cluster_size": 2,
"duplicate_count": 3
} |
Using drones to feed billions
March 2 2018, by Will Sheehan
Drones revolutionizing farming. Credit: Duke Research Blog
As the population continues its rapid growth, food is becoming increasingly scarce. By the year 2050, we will need to double our current food production to feed the estimated 9.6 billions mouths that will inhabit Earth.
Thankfully, introducing drones and other high-tech equipment to farmers could be the solution to keeping our bellies full.
Last week, Dr. Ramon G. Leon of North Carolina State University and Maggie Monast of the Environmental Defense Fund spoke at Duke's
1/3
monthly Science & Society Dialogue, sharing their knowledge of what's known as "precision agriculture." At its core, precision agriculture is integrating technology with farming in order to maximize production.
It is easy to see that farming has already changed as a result of precision agriculture. The old family-run plot of land with animals and diverse crops has turned into large-scale, single-crop operations. This transition was made possible through the use of new technologies—tractors, irrigation, synthetic fertilizer, GMOs, pesticides—and is no doubt way more productive.
So while the concept of precision agriculture certainly isn't new, in today's context it incorporates some particularly advanced and unexpected tools meant to further optimize yield while also conserving resources.
Drones equipped with special cameras and sensors, for example, can be flown over thousands of acres and gather huge amounts of data. This data produces a map of things like pest damage, crop stress and yield. One image from a drone can easily help a farmer monitor what's going on: where to cut back on resources, what needs more attention, and where to grow a certain type of crop. Some drones can even plant and water crops for you.
Blue River's "See & Spray" focuses on cutting back herbicide use. Instead of spraying herbicide over an entire field and wasting most of it, this machine is trained to spray weeds directly, using 10% of the normal amount of herbicide.
Similarly, another machine called the Greenseeker can decide where, when and how much fertilizer should be applied based on the greenness of the crop. Fertilizing efficiently means saving money and emitting less ozone-depleting nitrous oxide.
2/3
Powered by TCPDF (www.tcpdf.org)
As you can see, fancy toys like these are extremely beneficial, and there are more out there. They enable farmers to make faster, better decisions and understand their land on an unprecedented level. At the same time, farmers can cut back on their resource usage. This should eventually result in a huge productivity boom while helping out the environment. Nice.
One problem preventing these technologies from really taking off is teaching the farmers how to take advantage of them. As Dr. Leon put it, "we have all these toys, but nobody knows how to play with them." However, this issue can resolved with enough time. Some older farmers love messing around with the drones, and the next generations of farmers will have more exposure to this kind of technology growing up. Sooner or later, it may be no big deal to spot drones circling above fields of wheat as you road trip through the countryside.
Precision agriculture is fundamental to the modern agricultural revolution. It increases efficiency and reduces waste, and farming could even become a highly profitable business again as the cost for these technologies goes down. Is it the solution to our environmental and production problems? I guess we'll know by 2050!
Provided by Duke University
Citation: Using drones to feed billions (2018, March 2) retrieved 2 February 2023 from https://phys.org/news/2018-03-drones-billions.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
3/3 | 1,628 | 804 | {
"id": "<urn:uuid:64b039b1-87d9-4147-a74d-7006b38fd2a4>",
"dump": "CC-MAIN-2023-06",
"url": "https://phys.org/news/2018-03-drones-billions.pdf",
"date": "2023-02-02T15:09:14",
"file_path": "crawl-data/CC-MAIN-2023-06/segments/1674764500028.12/warc/CC-MAIN-20230202133541-20230202163541-00369.warc.gz",
"offset": 479598025,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9986806511878967,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9988365769386292,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
603,
2327,
3989
],
"fw_edu_scores": [
2.40625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Contact:
Nicole Feller Focus Media, Inc. (845) 576-2216 email@example.com
ROLLING V PROMOTES SAFE DRIVING WITH ALIVE AT 25 Interactive classroom course aims to teach teens responsibility, accountability
South Fallsburg, N.Y. (October 15, 2019) – Rolling V Bus Corp is proud to continue the tradition of locally promoting and executing the nationally recognized teen driver safety course Alive at 25 during the 2019-2020 school year. The program is aimed at curbing the alarming rate of teen vehicular fatalities in New York State and the country at large.
Rolling V is offering the classes to school districts in which it provides transportation. The bus company is also covering the $40 course fee for students in school districts that serve as venues for the Alive at 25 courses. At this date, those districts include Liberty, Livingston Manor and Roscoe.
"Teen drivers tend to severely underestimate the dangers of the road," said Rolling V President Phil Vallone. "The courses we sponsor are critical to public safety, and could help save the lives of those that represent the future - our children."
While research shows that the safest way for kids to get back and forth to school is on a school bus, research shows that more and more teens are driving their own cars upon receiving their licenses. This new found independence creates an added hazard on our roads.
Alive at 25, which was created by and is offered through the National Safety Council, utilizes interactive classroom techniques to teach young drivers about hazards they may encounter and how to remain safe on the road. It includes instructional videos and class discussion.
Rolling V initiated the use of the Alive at 25 program in 2007, following a double-fatal car crash involving two Livingston Manor teenagers. Both were classmates of Vallone's sons.
The need for increased education for young drivers is critical given the dire statistics on motor vehicle traffic fatalities among young people.
According to the Insurance Institute for Highway Safety:
- 2,734 teenagers (ages 13-19) died in the US from vehicular crash injuries in 2017, the leading cause of death in this age group.
- The fatal crash rate per mile driven for 16-17-year-olds is about 3 times the rate for drivers 20 and older.
Characteristics of teens' fatal crashes include:
- Driver error. Compared with adults' fatal crashes, those of teens more often involve driver error.
- Speeding. Excessive speed is a factor in just over a quarter of teens' fatal crashes.
- Single-vehicle crashes. Many fatal crashes involve only the teen's vehicle. Typically, these are high-speed crashes in which the teenage driver loses control.
- Passengers. Just over half of teen passenger deaths occur in crashes with teen drivers.
- Night driving. Per mile driven, the fatal crash rate of 16-19-year-olds is about 4 times as high at night as it is during the day.
"Our primary goal at Rolling V has always been safety - get the kids to school safe, home safe, and do it again the next day," Vallone added. "With Alive at 25, we can take our support of safety for young people beyond our vehicles and drivers."
About Rolling V Bus Corp.:
Rolling V Bus Corp. provides full-service school bus, charter bus and car services throughout the Catskills and New York City. Rolling V is a proud member of the New York School Bus Contractors Association and the American School Bus Council. The company is family-owned and operated by the Vallone and DeSabato families. The Vallone Family has been in the passenger transportation business for more than 50 years. | 1,588 | 755 | {
"id": "<urn:uuid:8d25ab46-0fb3-4181-b1f0-57b6ca7db54c>",
"dump": "CC-MAIN-2021-21",
"url": "https://rollingv.com/wp-content/uploads/2019/10/191015-Rolling-V-Continues-Alive-at-25-2019-PR-V2.pdf",
"date": "2021-05-14T20:07:48",
"file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243991207.44/warc/CC-MAIN-20210514183414-20210514213414-00451.warc.gz",
"offset": 520135689,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9991863369941711,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9992021918296814,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1989,
3605
],
"fw_edu_scores": [
2.046875
],
"minhash_cluster_size": 1,
"duplicate_count": 2
} |
Year:11 Subject: Biology (trilogy)
| | Half Term 1 Context: B5 Inheritance, Variation Key Vocabulary: Cell division, DNA, inheritance, genetics, inherited disorders, variation, natural selection, selective breeding, genetic engineering, cloning, ethics. Prior Learning Y7 L2 reproduction Y8 L3 Inheritance and GM Cultural Capital: Understanding why children look similar but not the same. An awareness of inherited disorders. | Half Term 2 Context: B5 Evolution Key Vocabulary: Evolution, evidence for evolution, fossils, extinction, antibiotic resistant bacteria, classification. Prior Learning Y7 I2 Classification and adaptation Y9 I5 Extinction and evolution Cultural Capital: Understanding where scientist gather their evidence for evolution. Understanding the reasons for completing a course of antibiotics. | | Half Term 3 | Half Term 4 Context: B6 Ecology Key Vocabulary: Human population, pollution, deforestation, peat destruction, global warming, biodiversity. Prior learning: Y7 I1 Ecological relationships Y8 R3 Reactions in our environment. Cultural Capital: Knowledge of how pollutant gases are affecting the atmosphere and how the destruction of peat bogs are making this situation worse. | Half Term 5 Context: Revision of all content during all Science lessons until the final Physics exam takes place. This will include lots of exam techniques being taught alongside exam style questions. |
|---|---|---|---|---|---|---|
| | | | | Context: | | |
| | | | | B6 Ecology | | |
| | | | | Key Vocabulary: | | |
| | | | | Communities, environment, | | |
| | | | | distribution, abundance, | | |
| | | | | competition, adaptations, materials | | |
| | | | | cycling, carbon cycle. | | |
| | | | | Prior Learning | | |
| | | | | Y7 I1 Ecological relationships | | |
| | | | | Y9 I5 Extinction and evolution | | |
| | | | | Cultural Capital: | | |
| | | | | An awareness of when habitats are | | |
| | | | | destroyed and how the ecosystem | | |
| | | | | changes. | | |
| | | | | Knowledge of how pollutant gases | | |
| | | | | are released and stored within the | | |
| | | | | carbon cycle. | | |
| Applying knowledge and | X | X | X | | X | X |
| understanding to explain | | | | X | | |
| observations | | | | | | |
| Use different types of | X | X | X | | X | X |
| scientific enquiry to answer | | | | | | |
| scientific questions | | | | | | |
| Use technical terminology | X | X | X | | X | X |
| with confidence accuracy | | | | | | |
| and precisely | | | | | | |
| Apply mathematical | X | X | X | | X | X |
| knowledge to scientific | | | | | | |
| understanding | | | | | | |
| Aware of some of the social | X | X | X | | X | X |
| and economic implications | | | | | | |
| of science | | | | | | |
Cultural Capital is the body of knowledge a student needs so that they can flourish in the future and not be left behind. | 1,842 | 893 | {
"id": "<urn:uuid:13789638-c1d4-4835-890b-2f4ec94b8212>",
"dump": "CC-MAIN-2023-06",
"url": "http://www.chippingsodburyschool.com/docs/Curriculum_DHS_19-20/III_Biology__Trilogy__Y11_2019-20.pdf",
"date": "2023-02-02T15:45:17",
"file_path": "crawl-data/CC-MAIN-2023-06/segments/1674764500028.12/warc/CC-MAIN-20230202133541-20230202163541-00370.warc.gz",
"offset": 58860537,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9949040412902832,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9949040412902832,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3014
],
"fw_edu_scores": [
2.421875
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
The Illinois Historic Preservation Agency
Starting Young: Creating Child-Friendly Downtowns
National Main Streets Conference, Chicago, 2009
Child-Friendly Downtown-Oriented Art and Architecture Programs:
Architeacher, teaching preservation and architecture to K-12. Michele Olsen, www.architeacher.org
ART STARS: RMD Gallery, Rob DeLong, owner. School District (framed student work exhibit and reception program). firstname.lastname@example.org
CUBE: Box City, Landmark Calendars, lesson plans http://www.cubekc.org
Build Your Own Main Street and Build Your Own Lincoln Sites. Cut and assemble cardboard models of real historic buildings. Illinois Historic Preservation Agency and the Illinois Abraham Lincoln Bicentennial Commission. www.Buildyourownmainstreet.org.
Child-Friendly Resources:
What it means to be a Child-Friendly Business: Child-Friendly Initiative organization. Valuable suggestions on how businesses can become more child-friendly. http://www.childfriendly.org/business/meaning.html
Twenty ways to Become More Family Friendly: By Vicki L. Stoecklin, White Hutchinson Leisure & Learning Group, Kansas City, MO, USA http://www.whitehutchinson.com/leisure/articles/twentyfamfriendly.shtml
City of Canada Bay Child Friendly Guide For Businesses www.canadabay.nsw.gov.au/verve/_resources/Child_Friendly_Guide_for_Businesses.p df
Consumerism and Children:
Nicolls, Alexander James and Peter Cullen. The child-parent purchase relationship: 'pester power', human rights and retail ethics. Journal of Reading and Consumer Services 11 (2004) 75-86.
Child Friendly Downtown Living:
CEO's for Cities: Kids in Cities study http://www.ceosforcities.org/pubs_projects/entry/757
Child-Friendly City Initiatives and Children's Rights: Unicef's Child Friendly Cities Program: http://www.childfriendlycities.org/
Child Friendly City of Edmonton Strategy outlines vision, values, and goals as well as the steps necessary to achieve them. http://www.edmonton.ca/for_residents/resident_services_programs/child-friendly- edmonton.aspx
Books:
Ruth, Linda Cain, AIA. Design Standards for Children's Environments. New York:McGraw-Hill, 2000. (Graphic design standards for sizing children's spaces and equipment.)
Gleeson, Brendan and Neil Sipe, ed's. Creating Child Friendly Cities: reinstating kids in the city. Oxon & New York: Routledge Publishing, 2006. (Looking at the bigger picture. Livable and safe city issues.)
Solomon, Susan G. American Playgrounds: Revitalizing Community Space. Hanover and London: University Press of New England, 2005. (The history and future of innovative playground design.)
Lee, Nora. The Mom Factor: What Really Drives where We Shop, Eat, and Play Washington D.C.: Urban Land Institute, 2005. (Discussion of Commerce.)
The above information was referenced during the presentation of Starting Young: Child-Friendly Downtowns, by Carol J. Dyson, AIA, given at the National Main Streets Conference, Chicago, Illinois on March 4, 2009. Listing here does not constitute a reference for, nor lack thereof, by the author or the Illinois Historic Preservation Agency. This list is not intended to be a complete compendium of resources, rather a few introductory resources related to a broad and important topic. For more information: email@example.com. | 1,706 | 734 | {
"id": "<urn:uuid:023d4fa0-ebb9-4b71-a9a4-d5fdd8add767>",
"dump": "CC-MAIN-2023-06",
"url": "https://www2.illinois.gov/dnrhistoric/Preserve/StartingEarly/Documents/StartingEarly_Child_Friendly_Resources.pdf",
"date": "2023-02-02T14:18:11",
"file_path": "crawl-data/CC-MAIN-2023-06/segments/1674764500028.12/warc/CC-MAIN-20230202133541-20230202163541-00369.warc.gz",
"offset": 1092609393,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9232739210128784,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9288719892501831,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1205,
3293
],
"fw_edu_scores": [
2.296875
],
"minhash_cluster_size": 1,
"duplicate_count": 2
} |
* Required Information
* 1. Which school are you currently attending?(Select one option)
Mary McPherson
Peregrine
Discovery
Lake Hazel
River Valley
Andrus
Eagle Hills
Willow Creek
2. What grade are you in?
____________________________________________________________________ ____________________________________________________________________
page 1
Discovery
Lake Hazel
River Valley
Andrus
Eagle Hills
Willow Creek
2. What grade are you in?
____________________________________________________________________ ____________________________________________________________________
* 3. I come to school only to see my friends.(Select one option)
Strongly
Disagree
1
2
3
4
Strongly
Agree
5
* 4. I come to school to learn.(Select one option)
Strongly
Disagree
1
2
3
4
Strongly
Agree
5
* 5. I care about the work that we do in my classroom.(Select one option)
Strongly
Disagree
1
2
3
4
Strongly
Agree
5
* 6. I care about school.(Select one option)
Strongly
Disagree
1
2
3
4
Strongly
Agree
5
* 7. I think we do in my classroom is fun.(Select one option)
Strongly
Disagree
1
2
3
4
Strongly
Agree
5
* 8. I talk with my family or friends about what I am learning in my classroom. (Select one option)
Strongly
Disagree
1
2
3
4
Strongly
Agree
5
page 2
* 9. I often work with others in my classroom. (Select one option)
Strongly
Disagree
1
2
3
4
Strongly
Agree
5
* 10. We typically work in groups in my classroom. (Select one option)
Strongly
Disagree
1
2
3
4
Strongly
Agree
5
* 11. I learn from others in my classroom.(Select one option)
Strongly
Disagree
1
2
3
4
Strongly
Agree
5
* 12. I spend time teaching other students in my classroom.(Select one option)
Strongly
Disagree
1
2
3
4
Strongly
Agree
5
13. List 3 words that describe your classroom.
____________________________________________________________________ ____________________________________________________________________
page 3
page 4 | 1,494 | 665 | {
"id": "<urn:uuid:78d31000-59b9-4f70-a077-8900608bc550>",
"dump": "CC-MAIN-2023-06",
"url": "https://digitalpromise.org/wp-content/uploads/2016/02/Modified-AIMS-Engagment-Survey.pdf",
"date": "2023-02-02T15:30:28",
"file_path": "crawl-data/CC-MAIN-2023-06/segments/1674764500028.12/warc/CC-MAIN-20230202133541-20230202163541-00374.warc.gz",
"offset": 234763685,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9837185442447662,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.984108030796051,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1323,
2017
],
"fw_edu_scores": [
2.375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
CORE STORIES | Lesson 10
Matthew 14:22-33
Review
Introduction
* What are you discovering about Jesus through these stories?
Jesus has had a hard day. His cousin, John the Baptist, has been killed and Jesus tries to go someplace to be alone. The people follow him and he has compassion on them. He heals those who are sick and he miraculously feeds thousands who are hungry. Jesus continually shows God's love and power as we will once again see in our next story from the Bible:
* Who can tell us the story from last week about the man who had the demons?
* How do people respond when you want to tell them a Bible Story?
Hook Question
What is the biggest adventure you have ever been on?
Tell the Story
Retell
Have the group retell the story in their own words. Work together to recreate what was just heard asking 'what's next' questions.
Personal/Group Retell
Immediately after feeding the people, Jesus insisted that his disciples get back into the boat and cross to the other side of the lake. He stayed behind and sent the people home. After that, he went up into the hills by himself to pray. Night time came while he was there alone.
Meanwhile, far away from the beach, the disciples were in trouble. A strong wind was blowing and they were fighting hard against the big waves. It was about three o'clock in the morning and Jesus came toward them, walking on the water. When the disciples saw him, they were terrified. They cried out, "It's a ghost!"
Immediately Jesus spoke to them. "Don't be afraid," he said. "Take courage. I am here!"
Then Peter called to him, "Lord, if it's really you, tell me to come to you by walking on the water."
Have the group stand in a circle. Toss a ball to someone in the group and have them tell you what happened first in the story. They can toss the ball to someone else who says what happened next and so on until the entire story is told.
"Come on," Jesus said.
© Rolling Hills Community Church · Tualatin, Oregon · 503-638-5900
Lesson 10 | walk on water
Discussion Questions
Story Continued...
So Peter went over the side of the boat and walked on the water toward Jesus. But when Peter saw the strong wind and the waves, he was terrified and began to sink. "Save me, Lord!" he shouted.
Listed below are some basic questions that can be asked. You may want to supplement these questions with other Head, Heart, and Hands questions.
* What do you think was going on in Peter's heart and mind in this story?
* How are we just like Peter?
* We may have already heard this story before. What jumps out at you as new or different?
* What do we learn about Jesus from this passage?
* After hearing the story, how will you live differently?
Jesus immediately reached out and grabbed him. "You have so little faith," Jesus said. "Why did you doubt me?"
When they climbed back into the boat, the wind stopped. Then the disciples worshiped Jesus. "Jesus, you are the Son of God!"
Closing Blessing
Read Hebrews 11:6
Pray Lord, I ask that you bless each person with an extra measure of faith; that they trust you more each day and live lives that are honoring and pleasing to you.
© Rolling Hills Community Church · Tualatin, Oregon · 503-638-5900 | 1,182 | 749 | {
"id": "<urn:uuid:cd9e05b9-6c81-4cc5-9f2a-c2de35ffc0f9>",
"dump": "CC-MAIN-2023-06",
"url": "https://resources.rollinghills.org/wp-content/uploads/2015/10/10-Walk-on-Water.pdf",
"date": "2023-02-02T15:27:39",
"file_path": "crawl-data/CC-MAIN-2023-06/segments/1674764500028.12/warc/CC-MAIN-20230202133541-20230202163541-00378.warc.gz",
"offset": 509466448,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9994189143180847,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9994497895240784,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1993,
3213
],
"fw_edu_scores": [
3.28125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Silence and Contemplation with Children
We talk about the importance of silence as a necessary means of listening to and responding to God. With this purpose in mind, there is a lesson, discovered quite by accident, by Dr. Montessori called the Lesson
in Silence. This is the greatest help to the child in becoming aware of and mastering his or her own actions.
It is important to establish that this is not a silence imposed on the children by a teacher trying to restore order to a noisy room. We could say that such silence is "an empty silence" for it is of little value to anyone but the teacher. The silence we want to establish is the one Maria Montessori describes as rising from stillness, which has substance and brings to the child an interior order.
The Gift of Silence is a special activity proposed to the children as a means of helping them to become conscious of the individual effort that it takes to achieve such a group result. It invites conscious control of every movement, which is not accomplished by an external command. Rather, it is an exercise which demands developmental maturation, a willingness to cooperate, true inhibition of impulsive behavior, a trustworthiness and high level of the desire to belong to a group. This "ultimate" lesson in the control of movement requires much of the child. The preparations for the Gift of Silence are spread over a long period of time and is achieved through the continued practice.
It is done in the following way:
The catechist invites the children to find a comfortable position and calls to their attention her own stillness. She challenges a child to try and imitate her.
As the children become more able to achieve their own silence, she whispers a few brief suggestions to help them become aware of their own bodies. "Is even our breathing quiet?"
When all are relatively silent, the catechist invites an awareness of sounds around them. (birds, traffic, water dripping, etc.) The suggestion might be given to close their eyes and listen for a particular sound that is deliberately made (ringing a bell, snapping fingers)
As the silence is more complete, a psalm verse might be repeated or a song might be very quietly sung.
The exercise may be concluded by the catechist going just outside the sight of the children and whispering each child's name to come to her. The child who is called gets up and moves as silently as possible to where the catechist is, while the others wait with amazing patience and great anticipation for their names to be called.
The self-control that the children manage to exhibit is a wonder to behold and gives them great joy. Montessori wrote in The Discovery of the Child:
"It was then that I learned that within the mind of the child dwells its own reward and its own spiritual pleasures. After such exercises it seems to me that their love was greater: they certainly became more obedient, sweeter and gentler."
She goes on to say, "It is in silence and when movements are so ordered that the inner sensitivity that is called 'religious sense' or 'spiritual sense' can be developed."
Such experiences with silence puts the child in touch with him or herself, first of all through awareness of one's body and the simple attention to one's own breathing. Doing the silence exercises also helps the child feel connected to the others in the group through the common effort of achieving the silence. Furthermore, it sensitizes the child to the surrounding environment and fosters a state of inner peace and thus, a greater capacity for listening to God.
Silence needs to become a habit of being, for prayer, understood as dialogue, requires silence. Without it, there is no prayer.
The Gift of Silence will help the group, with willful self-discipline, remain quiet for a period of time and help to develop a sense of peace and spiritual awareness of God.
Possible Scripture verses:
The Lord is in His holy temple, let all the earth be silent before Him. (Hab 2:20)
Be still before the Lord. (Ps 37:7)
Be still and know that I am God. (Ps 46:10)
Be still before the Lord, all mankind. (Zec 2:13)
The voice of the Lord was not in the wind, or the earthquake, or the fire; but in a gentle whisper. (1 Ki 19:11 - 12)
The Good Shepherd calls his own sheep by name and leads them out. (Jn. 14:3) | 1,663 | 973 | {
"id": "<urn:uuid:6f1b2162-a570-45ad-bdd5-0387a9ffbfe3>",
"dump": "CC-MAIN-2023-06",
"url": "https://www.stjohnsindy.org/uploads/5/3/2/8/53287757/the_gift_of_silence.pdf",
"date": "2023-02-02T14:45:40",
"file_path": "crawl-data/CC-MAIN-2023-06/segments/1674764500028.12/warc/CC-MAIN-20230202133541-20230202163541-00379.warc.gz",
"offset": 1024064940,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9987439513206482,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9987507462501526,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2557,
4349
],
"fw_edu_scores": [
3.125
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Recipes and Cuisine of Guatemala
Cuisine
Many traditional foods in Guatemalan cuisine are based on Maya cuisine and prominently feature corn, chiles and beans as key ingredients.
There are also foods that are commonly eaten on certain days of the week. For example, it is a popular custom to eat paches (a kind of tamale made from potatoes) on Thursday. Certain dishes are also associated with special occasions, such as fiambre for All Saints Day on Nov. 1, and tamales, which are common around Christmas. Meat including chicken, beef and pork is usually stewed or braised in sauces that are unique to the region.
Fruit is abundant in Guatemala including mango, papaya, banana, pineapple, melons and many other fruits. Coffee is popular and tends to be served weak with much sugar and milk. (The best coffee is exported to the U.S.) Poor rural families tend to subsist on tortillas and chile peppers and whatever food they can grow.
Guatemalan Dinner Customs
If you are invited to a Guatemalan's home, it is likely his wife will serve everyone first, even if there are servants, and then will be seated herself. Unless you are attending a meal served in a household from the privileged class that observes European-style customs, all of the food will be served at once.
If the meal takes place in a private home, bring a small gift to indicate your appreciation. However, do not bring a gift of food – your hosts will think that you do not appreciate the food they have prepared or that you consider the woman of the house an inadequate cook.
It is appropriate to eat everything you are served. If you don't like the taste of something, just attempt to eat a bit of it. If you cannot eat something for health or religious reasons, explain this and apologize for any inconvenience it may cause.
At the start of a meal, it is the custom to say to everyone, "Buen provecho." (Enjoy your food.) Most Guatemalans are fairly quiet once the food is served. Compliments about the food will be welcome. In some areas of the countryside, food is eaten with the hands. Follow the lead of your hosts. Napkins are provided. There are no special rules about their use.
If you must leave the table, before getting up say, "Con permiso, ya vengo." (With your permission, I'll be right back.) It's appropriate to stand when someone arrives at the table. If you do not want to drink, say, "Lo siento, pero no yo tomo." (Sorry, I don't drink alcohol.) Guatemalan women are expected not to drink. If they do, they have only a glass of champagne at most. This rule is applied to foreign women as well.
The standard toast is to raise your glass and say, "Salud!" You should always offer your own toast: say how pleased you are to be in Guatemala and commend everyone for treating you in such a family-like manner.
If you are invited to a restaurant, your host will pay. It is appropriate to offer to pay for your part of the meal, but your offer will be politely declined. Reciprocate your host's hospitality with an invitation of your own soon afterward.
Sources:
https://en.wikipedia.org/wiki/Guatemala#Cuisine http://www.guatemala.alloexpat.com/guatemala_information/customs_etiquettes_g uatemala.php | 1,244 | 709 | {
"id": "<urn:uuid:a4bfa7c1-7744-4a08-a0ee-686e062acfad>",
"dump": "CC-MAIN-2023-06",
"url": "https://togetherwomenrise.org/wp-content/uploads/2015/04/CUSTOMS-0815-CCFC.pdf",
"date": "2023-02-02T13:47:57",
"file_path": "crawl-data/CC-MAIN-2023-06/segments/1674764500028.12/warc/CC-MAIN-20230202133541-20230202163541-00382.warc.gz",
"offset": 588929437,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9988729953765869,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9992112517356873,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2591,
3196
],
"fw_edu_scores": [
2.828125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Heritage is Great Support Pack – 1
http://learnenglish.britishcouncil.org/en/britain-great-video-clips/heritage-great-part-1
While you listen
e) dominates the London skyline.
The Britain is Great series tells you about some of the things that make Britain so great. There's a lot of fun facts – and lots of good language, too. See if you can answer the questions while you watch the video.
6. The River Thames...
f) is otherwise known as 30, St Mary Axe.
g) dates back over a thousand years.
Comprehension Task 1: What did Richard do in the video? Choose the answers that are true. 1. He admired the view. 2. He gave some statistics about British heritage. 3. He got dressed up. 4. He got knocked to the floor. 5. He learnt a new skill. 6. He learnt about a downside of medieval life. 7. He looked around the Houses of Parliament. 8. He saw some of the sights of London. 9. He went on a boat tour. Comprehension Task 2: Match the halves of the sentences according to what you heard in the video. 1. Regent Street... 2. The city's financial district... 3. The Houses of Parliament building... 4. The London Eye ... 5. The London Gherkin... Language Task 1 - Write the missing words to make sentences from the video. 1. There are so many places to visit - how to fit it all _______? 2. Hop _______ and off an open-top bus. 3. The river cuts _______ the heart of the city. 4. Let's step back _______ time. 5. The castle dates _______ almost 1100 years. 6. I'm _______ good company. 7. I'm dressed _______ a gentleman from the 1620s. 8. Break it _______ guys! That's enough fighting! Language Task 2 - "Visit Warwick Castle and step back in time". Here are some more sentences from a guidebook. Match the halves. 1. Climb to the top of the battlements and admire 2. Discover how 3. Now you can experience for yourself 4. Pluck up your courage and venture 5. Take some time to relax and wander 6. Treat yourself to 7. Visit our display of weaponry and feel 8. Witness a battle re-enactment www.britishcouncil.org/learnenglish
a) the sounds and smells of a medieval castle.
7. Warwick Castle...
a) is one of the biggest of its kind in the world.
b) separates Mayfair and Soho.
c) goes through the heart of the city.
d) has over three million visitors a year.
b) with your own eyes.
c) the panoramic views.
d) the weight of a medieval sword.
e) weapons were made a thousand years ago.
f) into the gloomy dungeons.
g) around the beautiful gardens.
h) a tasteful souvenir from the gift shop.
Heritage is Great Support Pack – 1
http://learnenglish.britishcouncil.org/en/britain-great-video-clips/heritage-great-part-1 | 1,120 | 696 | {
"id": "<urn:uuid:b9084af9-90ee-42f0-88c1-77447ff7fca8>",
"dump": "CC-MAIN-2019-09",
"url": "https://learnenglish.britishcouncil.org/sites/podcasts/files/Heritage%20is%20Great%20Part%201%20-%20Support%20Pack.pdf",
"date": "2019-02-23T19:54:51",
"file_path": "crawl-data/CC-MAIN-2019-09/segments/1550249530087.75/warc/CC-MAIN-20190223183059-20190223205059-00178.warc.gz",
"offset": 629492344,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9175812900066376,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9977771043777466,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2489,
2616
],
"fw_edu_scores": [
3.0625
],
"minhash_cluster_size": 2,
"duplicate_count": 1
} |
What are the Florida Standards?
The Florida Standards are learning expectations in English and Math designed to prepare K-12 students for college and career success.
The Florida Standards correspond to what is expected of students at each grade level in English and Math.
Are aligned with college and work expectations
Ensure that all students will be focused on graduating from high school prepared for college and careers.
Standards will be the same for all students in states adopting the CCSS, 46 US states.
Attend Parent Workshops and Meetings
Parent Involvement
Provide homework help
Volunteer in your child's school
Talk to your children about the importance of graduating from high school ready for college and career success.
The standards for English describe the knowledge and skills that students will develop in reading, writing, speaking and listening, and language.
The standards also describe how students use and strengthen these skills, in reading and writing, in other subjects at their grade level.
English Language Arts & Literacy:
Naming upper-and lower-case letters, matching those letters with their sounds, and printing them
Comparing the adventures and experiences of characters in familiar stories, such as fairy tales and folktales
Retelling familiar stories and talking about stories read to them using details from the text
English Language Arts & Literacy: (specifically for 5 th grade students)
Invite your child to read his or her writing out loud to other family members. Ask questions about your child's word choices and ideas.
Discuss your family stories and history.
Go to a play or musical with your child. Discuss the way the actors bring the words to life.
Reading: reading and understanding complex text
Writing: responding to reading using evidence from the text
Speaking and listening: participating in classroom discussions using academic vocabulary and vocabulary from the text
Language: Conventions (grammar), effective use, and vocabulary
Two Types for Standards:
One for mathematical practice (how students are able to apply and extend math principles)
One for mathematical content (what students know about math)
Mathematics:
Counting objects to tell how many there are
Comparing two groups of objects to tell which group, if either, has more; comparing two written numbers to tell which is greater
Adding with a sum of 10 or less; subtracting from a number 10 or less; and solving addition and subtraction word problems.
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (1/3 :4=1/12)
Solve real-world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions.
English Language Arts & Literacy
Read with your child every day
Visit the library with your child
Encourage your child to tell you about his or her day at school.
Play word games, such as crossword puzzle, letter blocks, hangman, scramble, etc.
Mathematics
Doing arithmetic with decimals, for example when balancing a checkbook.
(specifically for 5 th grade students)
Multiplying with fractions-for example, if you used about 2/3 of a 3/4- cup measure of vegetable stock, then how much stock did you use? About how much is left?
Using the length, width, and depth of a garden plot to determine how many bags of garden soil to buy.
When talking to the teacher keep the conversation focused on the most important topics.
Ask to see a sample of your child's work. Ask the teacher questions such as: Is this piece of work satisfactory? How could it be better? Is my child on track? How can I help my child improve or excel in this area?
3 min. video explaining the Florida Standards
http://vimeo.com/51933492 (English)
http://vimeo.com/51947947 (Spanish)
www.corestandards.org
http://www.corestandards.org/about the-standards/ | 1,678 | 871 | {
"id": "<urn:uuid:73e27006-b442-472a-862f-41901ef11826>",
"dump": "CC-MAIN-2019-09",
"url": "https://www.pcsb.org/cms/lib/FL01903687/Centricity/Domain/159/ESOL/Family%20Outreach/PPTs/Florida%20Standards%20for%20Parents%20E.pdf",
"date": "2019-02-23T20:08:32",
"file_path": "crawl-data/CC-MAIN-2019-09/segments/1550249530087.75/warc/CC-MAIN-20190223183059-20190223205059-00178.warc.gz",
"offset": 952985213,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9424146367953374,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9963549971580505,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
167,
274,
322,
517,
632,
745,
1031,
1371,
2012,
2192,
2791,
3042,
3739,
3935
],
"fw_edu_scores": [
3.984375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
MEDIA RELEASE
Lost Australian dinosaur rediscovered after 80 years
For the first time since the 1930s new remains of Austrosaurus mckillopi, the first Cretaceous sauropod dinosaur ever found in Australia, have been unearthed on a remote outback property.
The recently discovered fossils, which include a series of 1.6 metre-long ribs and fragments of backbone, belong to a long-necked sauropod dinosaur which would have had a barrel-like body and four pillar-like legs. These new bones likely represent missing parts of a dinosaur named Austrosaurus mckillopi, which was discovered in 1932 at the same site by Mr Henry Burgoyne Wade on Clutha Station near Richmond, QLD.
"Attempts to find more of the original Austrosaurus specimen in the 1970s and 1990s were unsuccessful, which led to the assumption that the site was lost, and along with it, the chance to learn more about Austrosaurus," explained Dr Timothy Holland, Curator of Kronosaurus Korner. "
This notion changed in 2014 when Richmond Shire Mayor Cr John Wharton searched Clutha from a helicopter and located two wooden posts marking the original dig site. On rediscovering the posts, Cr Wharton found several pieces of dinosaur bone sitting on top of the soil.
"Rediscovering a historical dinosaur dig site is almost more exciting than finding a brand new one," remarked Dr Steve Poropat, a Research Associate from Australian Age of Dinosaurs. "Once we knew where the site was, we knew we had the chance to find more of the same Austrosaurus specimen, and all that was separating us from it was a metre or so of black soil!"
In July 2015, a Kronosaurus Korner dig team of 13 people, led by Dr Holland and Dr Poropat, renewed excavations at the Austrosaurus site. A backhoe was used to carefully scrape away thin layers of soil to avoid possible damage to bone hidden underground.
"Slowly but surely, more than 80 segments of large, pink-coloured ribs emerged from the soil. We couldn't wait to get them back to the lab to start joining the pieces back together," stated Dr Holland.
"To see the ribs in the ground, lying side-by-side, was breath-taking," remarked Dr Poropat. "All that had been collected in the 1930s were a few chunks of vertebrae, so to find the ribs that went with them was fantastic."
Austrosaurus was a land-dwelling herbivorous dinosaur that grew up to 15 metres in length. The bones of this sauropod were extracted from 104 million year-old marine sediments, which suggests that the body of this dinosaur had drifted out to sea after it died.
The new Austrosaurus bones will be unveiled this weekend at Kronosaurus Korner in Richmond to coincide with the museum's 20th anniversary.
For further information, interviews or images please contact Dr Timothy Holland (07 4741 3665, 0431 152 860 or firstname.lastname@example.org) and/or Dr Stephen Poropat (0422 299 771 or email@example.com). | 1,232 | 671 | {
"id": "<urn:uuid:46af46a6-2973-465b-a9e1-28dd644d92bf>",
"dump": "CC-MAIN-2019-09",
"url": "http://www.kronosauruskorner.com.au/images/documents/MediaReleases/Lost-Australian-dinosaur-rediscovered-after-80-years.pdf",
"date": "2019-02-23T19:53:19",
"file_path": "crawl-data/CC-MAIN-2019-09/segments/1550249530087.75/warc/CC-MAIN-20190223183059-20190223205059-00184.warc.gz",
"offset": 365759431,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9987119436264038,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9987119436264038,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2894
],
"fw_edu_scores": [
2.515625
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Destination
Friendship
We each are employed or recently retired from the Capital Area Intermediate Unit and have a combined 103 years of service in education.
We saw a need for a community based program and
began these groups outside of our regular employment.
Our diverse professional backgrounds, including two Educators who are also Board Certified Behavior Analysts, an Occupational Therapist and a Speech and Language Pathologist, affords a unique multi-disciplinary approach.
2
Destination
Friendship
Are discrete social skills utilized in the development of interpersonal relationships
The lack of friendship skills will be isolating thus impacting their quality of life
Friendship skills are developed over time and have a life long benefit
Errorless learning with support during drill and practice for skills that are missed in the sandbox
4
Destination
Friendship
Informal method to identify the strengths
and challenges of the social skills
associated with the disability
5
Destination
Friendship
To identify skill targets to build and
strengthen the foundation of skills needed
for the development of friendships
It provides a framework for families to
provide input around their child’s needs
It enables us to give families feedback on skills targeted during activities.
6
Destination
Friendship
Dissection of the ability to have friends
7
Destination
Friendship
The keystone skill for participating and maintaining friendships. This skill permeates all other skills.
Highlights of the Checklist:
Respecting feelings of others
Consideration of other’s feelings
Compromising
11
Destination
Friendship
The lack of flexibility paralyzes them from
moving forward in their relationships (i.e.,
stuck in the moment)
Highlights of the Checklist :
Accepts deviation from perceived routine
Accepts last minute changes
Explores new experiences/activities
14
Destination
Friendship
Must show interest in what others are saying and feeling to have them reciprocate
Highlights of the Checklist :
Uses active listening skills
Makes relevant comments
15
Destination
Friendship
No one wants a one-sided friend
Highlights of the Checklist:
Expresses concerns for others
Recognizes physically/emotionally hurt of others
Inquires about the feelings of others
16
Destination
Friendship
Do they recognize that other people have thoughts that are different from their own?
Highlights of the Checklist :
Formulates an accurate impression of another person
Adjust their behavior to keep people thinking about them in a positive way
17
Destination
Friendship
The lack of initiation creates dependent communicators and may be replaced by the use odd behaviors.
Highlights of the Checklist :
Do they ask to do things with their friends
Asks questions to gain information
Asks questions to gain information on interests other than their own
18
Destination
Friendship
The lack of a variety of interests restricts opportunities to make friends.
Highlights of the Checklist :
Explores new interests
Has a variety of interests
19
Destination
Friendship
A basic skill for meeting people and making friends
Highlights of the Checklist :
Changes the greeting based on communication partner
Acknowledges when another enters a room
20
Destination
Friendship
Impacts the ability to begin and end a
meaningful conversation
Highlights of the Checklist:
Think before they speak
Limit monologues
Logical and sequential
21
Destination
Friendship
Provides a springboard for future
encounters
Highlights of the Checklist:
Remembers the names and interests of others
22
Destination
Friendship
Must be able to control emotions and
body to make friends
Highlights of the Checklist:
Identifies early signs of potential stressors
Adjusts own energy level
Seeks out another to cope with good/bad stress
Identifies the cause of his/her emotional reactions
23
Destination
Friendship
25
Destination
Friendship | 1,720 | 882 | {
"id": "<urn:uuid:c09dde2e-24e6-4d80-b31b-f5d5136bba79>",
"dump": "CC-MAIN-2017-17",
"url": "http://autism.outreach.psu.edu/sites/default/archive_files/80_Womer.pdf",
"date": "2017-04-28T02:39:00",
"file_path": "crawl-data/CC-MAIN-2017-17/segments/1492917122726.55/warc/CC-MAIN-20170423031202-00640-ip-10-145-167-34.ec2.internal.warc.gz",
"offset": 30662658,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9855121672153473,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9935114979743958,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
858,
1368,
1611,
2288,
3256,
3876,
3926
],
"fw_edu_scores": [
2.5625
],
"minhash_cluster_size": 2,
"duplicate_count": 1
} |
Meat Free Monday Crossword
Activity
Distribute photocopies of the Meat Free Monday Crossword to the children and ask them to complete the puzzle in pairs or groups. Strongly discourage the children from calling out the answers.
Background
Solving crossword puzzles helps one develop reasoning skills and improves one's vocabulary and spelling. Crossword puzzles are also associated with recreation, so they can provide an engaging activity during subject reviews.
Learning Objectives
Children should learn the following:
* To explore Meat Free Monday issues in the context of crossword puzzles
* To consider definitions of a variety of words
Accompanying Materials
Meat Free Monday Crossword (student worksheet)
Extension Ideas
* Write an alternative set of clues for the crossword puzzle. Children can use dictionaries to look up definitions or to come up with their own ideas.
* Using grid paper, children can design word-search puzzles containing the names of fruits and vegetables. Alternatively, they can use one of many online "word-search creator" tools, such as the one available at griddler.co.uk/wordsearchcreator.aspx. Each child should give his or her puzzle to someone at another table to complete. Alternatively, the puzzles can be compiled in a Meat Free Monday puzzle compendium. To make the word searches more challenging, children could provide clues to the words hidden in their grids instead of simply listing them. For example, "long, orange vegetable grown underground" could be the clue for "carrot".
* Play "Guess the Meat Free Food – 20 Questions". One child can think of a meat free food or dish and others can ask "yes or no" questions.
Meat Free Monday Crossword
Across
1. Delicious liquid food often eaten from a bowl (4)
3. Green citrus fruit (4)
6. A person who does not eat meat (10)
8. Food made from animals (4)
9. Gives the body energy, but too much makes us overweight (3)
11.Use these to make a breakfast of healthy porridge. (4)
13.Soya, runner, kidney and black-eyed are all types of ____. (4)
14.Meal eaten in the middle of the day (5)
Down
2. Vegetable that can be boiled, baked, mashed or fried (6)
4. Meat free day of the week! (6)
5. Eat five portions of fresh _____ and vegetables each day. (5)
7. Colour linked with nature and the environment (5)
10.Small round vegetable which grows in a pod (3)
12.Gives energy to plants and helps them grow (3) | 1,045 | 529 | {
"id": "<urn:uuid:93fcea27-56ac-4184-9f6d-b48ff6085286>",
"dump": "CC-MAIN-2023-23",
"url": "https://meatfreemondays.com/wp-content/uploads/2022/01/Meat-Free-Monday-Crossword-P.pdf",
"date": "2023-06-09T10:51:42",
"file_path": "crawl-data/CC-MAIN-2023-23/segments/1685224656675.90/warc/CC-MAIN-20230609100535-20230609130535-00471.warc.gz",
"offset": 423463570,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9969968497753143,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9984938502311707,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1674,
2409
],
"fw_edu_scores": [
3.96875
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Professional Development Plan - objectives & activities to be undertaken Term Autumn (Final NQT Induction term)
When each activity has been undertaken, evaluate it with your Induction Tutor
| Target date | Success criteria (as measurable as possible with the sources of evidence identified) | Action to be taken, by whom & resources needed (use bullet points) | Review date |
|---|---|---|---|
| Half Term | Pupils feel capable to complete tasks across all subject areas Pupils feel they are being challenged and stretch and successful with this | NQT to review children’s learning habits and assess abilities and dispositions NQT to review children’s current (year 1 phase 3) attainment and use to inform groupings NQT to develop task design to enable growth mind-set of stretch and challenge NQT to assess (based on bullet point one) appropriate resources to support bullet point 3 | Half Term |
| Half Term | NQT to have Clear progress and attainment expectations and be consistently acting upon AFL to continue progress | NQT to review children’s current (year 1 phase 3) attainment and use to inform groupings NQT to work with Y2 | Half Term Extended to end of Autumn term |
team to plan and lessons.
develop a series for
Adapting planning
| Half Term | NQT TO: Use multiple strategies for teaching one concept to a range of abilities | NQT to attend Bar Model INSET (28/9) NQT to team teach with RR and implement 1:1 representations of bar model and concrete resources as a tool for supporting NQT to talk to experienced KS1 colleagues to discuss strategies they have used successfully to support the teaching of maths | Half Term |
|---|---|---|---|
| Half Term | NQT TO: | Work with IT to | Half Term |
provision of an engaging curriculum
-
develop new topic planning, with XY, to
within the relevant subject area.
Confidently participate in the
| Half Term | NQT TO: Use of AFL check existing data and update as necessary Find gaps in learning Mark accurately in time worthy manner Use of enhancement Stretch and support | NQT to familiarise herself with schools data sheets NQT to attend pupil progress target setting mtg (14/9) (IT &XY) NQT to familiarise herself with (16/17) KS1 exemplification documents NQT to familiarise herself with marking code NQT to work with CD (experience Y2 teacher) to review targets set NQT to work with AB and IT to plan lessons based on set targets | Half Term |
|---|---|---|---|
| Half Term | NQT TO: | Discuss with support | Half Term |
plan discussing what meet children’s
Signed: NQT…………………………… Induction Tutor………………………….. | 1,335 | 656 | {
"id": "<urn:uuid:fab4c2ce-1786-4537-97d8-3edb8d3f921f>",
"dump": "CC-MAIN-2023-23",
"url": "https://hias-moodle.mylearningapp.com/pluginfile.php/570/mod_folder/content/0/Sample%20-%20PDP%20-%20final%20Induction%20term.pdf?forcedownload=1",
"date": "2023-06-09T12:26:46",
"file_path": "crawl-data/CC-MAIN-2023-23/segments/1685224656675.90/warc/CC-MAIN-20230609100535-20230609130535-00472.warc.gz",
"offset": 323119434,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9227678974469503,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9688777327537537,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1190,
1730,
2558,
2611
],
"fw_edu_scores": [
2.40625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Food Used to Come to us by Tram Mr F Thompson was born in 1914 and interviewed in 1991
We lived in Cowan Head village. As you go down into the village on the left hand side there are four houses there were six in those days.
They were just small with a back kitchen, a living room and two bedrooms but you could only have a single bed in the back one. It wasn't any bigger than that.
They didn't have any water in the beginning. There was a tap outside in the centre of the village and one at the top end. Then they decided to build up wash-houses and they put in Potter Fell water so we were advancing all at once. Gas and electricity came next about when I was 12 or 13. They put a pipe through the wall and we had a ring to boil a kettle or a pan on. They dug a cable from Burneside through Bowston to Cowan Head for the electricity.
We used to be charged sixpence a week for lights and a ha'penny a week for the iron. Rent for the cottage was two shillings and sixpence a week. Each house used to have a little garden. I remember one of my mates told me his father who working nights and asked the son, who was on days, to dig the plot over so he could plant some tatties (potatoes). His father came off shift at six – his son was on days and started at six so they never saw each other. However, the son dug the plot over and was quite proud because he had dug a bucket full of tatties. The following day his father was not amused he'd only planted them the night before.
When I went to school at Cowan Head the Mill was steam driven, steam and part electric. There used to be horses and trams. There was a tramline to Cowan Head from Burneside. It was only a narrow gauge line to start with, about half the size of the railway lines. They got another one a bit bigger later on and they put these lines in up to Cowan Head. It started by the church in Burneside. It's all green now. It used to be a large coal dump.
When we had orders from Burneside we used to come down with the Cowan Head people on the wagon and they used to bring it down and reload it in Burneside Mill. It also used to be the way we got our groceries at Cowan Head. You would bring your order down in the morning to the Co-op. They would put the orders up and two or three lads would take them up to the station. They had their dinners up there and the chap on the tram would take them up and we would bring the truck down for the next loads a couple of days later
After the horses they got an engine. It was a railway engine, but it wasn't really like one. It hadn't any front like a normal railway engine. It was just like and up and across. Then they went on to lorries after that. Loading and unloading the coal was much quicker.
I should have started work at Burneside but I changed with another lad that was the same age and he should have started at Cowan Head. I was a cutter boy I used to have to carry out the shavings as they come off when they cut the paper. My wages were thirteen shillings and sixpence a week. We started at seven in the morning with half-an-hour for breakfast; then an hour for dinner (twelve until one) and finished about half past five. The week included Saturday mornings. Eventually after the War I was running a machine – the head machinist. That would be 1952 and I kept doing that for the rest of my working life.
At Cowan Head we made registered envelopes and Brooke Bond Tea Packets. We had to make the paper. It just came as wood pulp and waste paper.
I remember I was on a machine with another lad. He was a bit older than me and we would go to Carlisle Races on our bikes. So we went off on Whit Monday morning. We went up Shap but when we got to Carlisle it nearly blew us away. It was a terrible day so we just went to the race course but didn't stay long. There was so much wind we had to pedal down Shap. We just got to the Plough Inn at Selside about ten o'clock and we had never seen a race.
During the War they used to get a lot of sandbags and make paper out of them. They had plenty of orders but did have the material to make the paper. If a machine was shut downthen they'd say "Go and cut rags" for the rest of your shift. So you would pull the rags to bits then put them in the boiler and boil them up with caustic soda and that would be ready for the next morning to start off again.
Interview No R019 © Kendal Oral History Group | 1,509 | 1,070 | {
"id": "<urn:uuid:b0610e4e-19d4-42c0-87d7-1b031c2ed1a7>",
"dump": "CC-MAIN-2023-23",
"url": "https://kendaloralhistory.files.wordpress.com/2023/03/mr-f-thompson-.pdf",
"date": "2023-06-09T10:34:14",
"file_path": "crawl-data/CC-MAIN-2023-23/segments/1685224656675.90/warc/CC-MAIN-20230609100535-20230609130535-00471.warc.gz",
"offset": 373874529,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9980764389038086,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9993067979812622,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3958,
4409
],
"fw_edu_scores": [
2.515625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
English
Continuing our study of all aspects of English through reading, writing and the use of our SPaG learning. We will continue with our weekly spelling tests which will be on a Friday.
We will be talking about:
Welcome back to Year 6. We hope you had a great Christmas and managed to keep safe and healthy throughout the holidays. This term is a very short one so we all need to work very hard and try our best in every lesson.
Maths
Maths will continue to be taught on a daily basis with regular fluency sessions. It is expected that the children will continue to practise their multiplication and division facts regularly at home, quick recall is needed across the entire maths curriculum. TTrockstars will help with this.
The main focus areas in this first half term are ratio, algebra and deicmals.
PE
Science
We will continue our topic recognising a range of forces. The first force we will find out about is gravity. We will research the effects it has on our everyday lives and how the world would be so different if we had no gravity. We will plan and complete a range of practical investigations making use of different skills e.g. oberservations / taking readings etc
Year 6 will have PE on Wednesday and Thursday although the children need to have their PE kit in school all week as the lessons might change. Lessons may take place outside so the children need to have outdoor kit as well as indoor clothes. We will be starting trampolining lessons with Rising Stars.
History – Ancient Greece
The key questions to be looked at are:
- How do we know so much about the Ancient Greeks who lived over 2,500 years ago?
- What can we work out about everyday life in Ancient Athens from the pottery evidence that remains?
- Why was Athens so strong at this time?
- In what ways have the Ancient Greeks influenced our lives today?
Computing
We will start a topic based on 3D modelling using an online program called Tinkercad. We will spend some time in lessons reminding the children of the basic skills when using Office programs e.g. Word / Powerpoint etc.
J inin n c W
ill b t lkin
Yr. 6 SATs take place in the week beginning Tuesday 9 th May 2023.
More information will be shared with parents later in the year.
b ut:
Geography / RE / PSHE
In Geography we will be studying climate change. This will include discussing the differences between climate and weather, exploring how the greenhouse effect is affecting climate change and ways that we contribute to this. We will also be considering how to reduce greenhouse gas emissions.
In RE, we will be exploring expressive and visual arts in religions, looking at stained glass windows in Chrstianity and how dance, drama and music can be used. We will also be exploring meditation in Buddhislm.
Our PSHE topic will be based on setting personal goals and how to achieve them.
Homework
Year 6 will be set homework – they will have weekly spellings and reading / maths tasks.There may be additional tasks that could be any subject e.g. a history task / a science investigation / research into a geography topic etc.
School journey to the Isle of Wight has been booked for the week beginning Monday 15 th May 2023. As we have more information we will share it with you.
Please contact us if you have any queries or concerns –
email@example.com firstname.lastname@example.org
Spanish
The class has been learning different conjugations for present tense regular verbs, this term the new form introduced is 'we'.
The children will begin to combine 2 verbs together to say what they love / hate and what they need to do e.g. I need to clean my room!. There will be opportunities to revisit adjective agreement and position through listening, speaking, reading and writing tasks. | 1,463 | 809 | {
"id": "<urn:uuid:84421b3e-1391-4aa8-9f93-baa33dce95ca>",
"dump": "CC-MAIN-2023-23",
"url": "https://panshanger.herts.sch.uk/download/year-6-spring-1/?tmstv=1679728167",
"date": "2023-06-09T11:38:42",
"file_path": "crawl-data/CC-MAIN-2023-23/segments/1685224656675.90/warc/CC-MAIN-20230609100535-20230609130535-00478.warc.gz",
"offset": 477237623,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9990309178829193,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9991218447685242,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1850,
3779
],
"fw_edu_scores": [
3.203125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
MATHS TREATS BY LUCIANA THE POSSUM
VICTORIA CENTRAL: MANDURANG IN THE MIDDLE
Mandurang is 10 km south-south-east (SSE) of Bendigo and is a suburb of the City of Greater Bendigo. It is also acknowledged as the centre of the state of Victoria by several organisations including Geoscience Australia. Many people are familiar with the centre of a circle but calculating the centre of other shapes is an interesting problem.
REGULAR SHAPES
IRREGULAR SHAPES
A regular polygon has all sides of equal length and all angles the same size. The centre of a regular polygon is the same distance from each vertex (corner) of the shape and coincides with the centre of the polygon's incircle and circumcircle.
ACTIVITY
Draw some common shapes you have learnt. Make up some other shapes for fun. Which shapes are 'regular'? Which shapes are not regular but have lines of symmetry? Estimate the centre of each shape intuitively. How could you find the centre of each shape visually or graphically? How could you find the centre of each shape numerically? What other methods could you use? What approaches could you use to find the 'centre' of regular three-dimensional shapes?
REFERENCES AND FURTHER READING
Centre of Australia States and Territories www.ga.gov.au/scientifictopics/national-location-information/dimensions/centre-of-australiastates-territories
Bendigo www.bendigotourism.com
Bendigo (Wikipedia) https://en.wikipedia.org/wiki/Bendigo
Polygon https://en.wikipedia.org/wiki/Polygon
Regular polygon https://en.wikipedia.org/wiki/Regular_polygon
Centre of regular polygons www.mathopenref.com/polygoncenter. html
VINCULUM:
©
VOLUME 55, NUMBER 4. 2018
The Mathematical Association of Victoria
There are a number of ways of calculating the 'centre' of an irregularly shaped area: geometrical centre, furthest point from each border, and the median point of the extremes of latitude and longitude. The most common method is the geometrical centre, or centroid, determined by taking the arithmetic mean of all the points of the figure. Assuming uniform density, this will be the centre of gravity, the point at which you could balance the cut-out shape on a pin.
ACTIVITY
Look at the map of Australia. Where is its centre? Can you predict the centre of each state and territory? Cut out the shapes and test your prediction by balancing. Look at the irregular two-dimensional shapes around you and estimate their geometrical centre and centre of gravity. Can you predict when these will align? How would you verify your predictions?
Circumcircle and incircle of a triangle http://demonstrations.wolfram. com/CircumcircleAndIncircleOfATriangle
Centroid (Wikipedia) https://en.wikipedia.org/wiki/Centroid
Centroids of common two-dimensional shapes https://en.wikipedia. org/wiki/List_of_centroids
IMAGES
Pixabay
Model and photograph by Dr Christopher Lenard, La Trobe University, Bendigo
Leadbeater possum - Steve Kuiter | 1,508 | 689 | {
"id": "<urn:uuid:22ff2411-67d5-41bb-bda2-568a87fee304>",
"dump": "CC-MAIN-2023-23",
"url": "https://www.mav.vic.edu.au/Tenant/C0000019/00000001/downloads/Resources/Maths%20Treats/mathtreats-Vinculum-55-4-2018.pdf",
"date": "2023-06-09T12:14:10",
"file_path": "crawl-data/CC-MAIN-2023-23/segments/1685224656675.90/warc/CC-MAIN-20230609100535-20230609130535-00476.warc.gz",
"offset": 937388511,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9824023842811584,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9824023842811584,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2999
],
"fw_edu_scores": [
3.703125
],
"minhash_cluster_size": 2,
"duplicate_count": 1
} |
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
MATHS TREATS
BY LUCIANA THE POSSUM
KATE SMITH-MILES
Kate felt good about maths at school but did not love it until Year 12 when she had an inspiring teacher. In Year 9 there was a revolving door of maths teachers and she worked through the textbook with friends. The way her Year 12 teacher talked about mathematics and 'elegant moments' encouraged Kate to see the beauty and potential of mathematics and inspired a change from journalism to mathematics at university. Kate Smith-Miles is a Professor of Applied Mathematics at The University of Melbourne.
THE FOUR COLOR MAP THEOREM THE TRAVELLING SALESMAN PROBLEM
Kate remembers her mother's frustration in congested car traffic when she was in Year 12. Then in third-year university, a lecturer mentioned that a particular equation was used for modelling traffic flow. This triggered Kate to become interested in mathematics which could help her 'make a difference in the world somewhere'. She admires the way a hard mathematics problem can be transformed into a simpler form, solved, and then taken back again.
ACTIVITY
Choose five towns on the map of Victoria. Try to find the shortest route between them, visiting each town and returning to the original town. What strategies did you use? What would you do if there were 20 towns to visit, or 100 towns? Compare your strategies to those described on some of the internet links.
ABOUT KATE REFERENCES AND FURTHER READING
http://katesmithmiles.wixsite.com/home https://cosmosmagazine.com/mathematics/australian-woman-wins-major-prizefor-mathematics
http://monash.edu/science-stories/story/exploring-the-answers/
Myth-busting mathematics www.youtube.com/watch?v=IgsDI2CaRg4
Optimisation in the Darkness of Uncertainty https://vimeo.com/292038454
The Mathematical Association of Victoria
©
VOLUME 56, NUMBER 2. 2019
VINCULUM:
In the 1800s it was proved that only five colours were needed to colour a map (regions with a common boundary, not a corner). Then, in 1976, two mathematicians used a computer to prove that only four colours are needed. This was the first computer-based mathematical proof.
ACTIVITY
Can you apply the four-colour theorem to a map of Australia or the USA, or another map? What difficulties did you face? Create your own map. Colour the vertices so that no two connected vertices have the same colour. Colour the regions so no two adjacent regions are the same colour. One application of this is large scale timetabling where each vertex represents a group of people (e.g. a class), edges connect groups which have some people in common and each colour represents a time period. A correct colouring creates a clash free timetable.
OPTIMISATION AND FOUR COLOR MAP THEOREM Search Wikipedia for operations research, mathematical optimization (with a 'z'), 'travelling salesman problem' and 'four color theorem'.
www.youtube.com/watch?v=SC5CX8drAtU
www.theguardian.com/travel/2016/oct/21/worlds-longest-pub-crawl-maths -team-plots-route-between-every-pub-in-uk www.mike-holden.org.uk/foucol.html
Activity: www.kleemans.ch/four-color-theorem-map-solver
IMAGES: Leadbeater possum - Steve Kuiter, Map - Pixabay, Four color - Wikipedia | 1,590 | 751 | {
"id": "<urn:uuid:b73a4769-2bff-48a2-94a4-606fc1cda9a5>",
"dump": "CC-MAIN-2023-23",
"url": "https://www.mav.vic.edu.au/Tenant/C0000019/00000001/downloads/Resources/Maths%20Treats/mathtreats-Vinculum-56-2-2019.pdf",
"date": "2023-06-09T11:31:44",
"file_path": "crawl-data/CC-MAIN-2023-23/segments/1685224656675.90/warc/CC-MAIN-20230609100535-20230609130535-00478.warc.gz",
"offset": 942436077,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9926949739456177,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9926949739456177,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3218
],
"fw_edu_scores": [
3.1875
],
"minhash_cluster_size": 1,
"duplicate_count": 2
} |
The grammar, punctuation and spelling test consists of two parts: a grammar and punctuation paper requiring short answers, lasting 45 minutes, and a spelling test of 20 words, lasting around 15 minutes.
Selected response, e.g. 'Identify the adjectives in the sentence below'
The grammar and punctuation test will include two sub-types of questions:
Constructed response, e.g. 'Correct/complete/rewrite the sentence below,' or, 'The sentence below has an apostrophe missing. Explain why it needs an apostrophe.'
The reading test is a single paper with questions based on three passages of text. Your child will have one hour, including reading time, to complete the test.
There will be a selection of question types, including:
Ranking/ordering, e.g. 'Number the events below to show the order in which they happen in the story'
Labelling, e.g. 'Label the text to show the title of the story'
Find and copy, e.g. 'Find and copy one word that suggests what the weather is like in the story'
Short constructed response, e.g. 'What does the bear eat?'
Open-ended response, e.g. 'Look at the sentence that begins Once upon a time. How does the writer increase the tension throughout this paragraph? Explain fully, referring to the text in your answer.'
Children sit three papers in maths:
Paper 1 will consist of fixed response questions, where children have to give the correct answer to calculations, including long multiplication and division.
Papers 2 and 3 will involve a number of question types, including:
Paper 1: arithmetic, 30 minutes;
Papers 2 and 3: reasoning, 40 minutes per paper
True or false
Multiple choice
Constrained questions, e.g. giving the answer to a calculation, drawing a shape or completing a table or chart
Less constrained questions, where children will have to explain their approach for solving a problem
You will be given your child's raw score (the actual number of marks they get), alongside their scaled score and whether they have reached the expected standard set by the Department for Education ('NS' means that the expected standard was not achieved and 'AS' means the expected standard was achieved).
80 (the lowest scaled score that can be awarded)
The range of scaled scores available for each KS2 test is:
120 (the highest scaled score)
The expected standard for each test is a scaled score of 100 or more. If a child is awarded a scaled score of 99 or less they won't have achieved the expected standard in the test.
The Year 6 KS2 SATs will be administered in the week commencing 9 th May 2023. The 2023 SATs schedule is as follows:
Monday 8 th May 2023
English grammar, punctuation and spelling Paper 1: questions English grammar, punctuation and spelling Paper 2: spelling
Tuesday 9 th May 2023
English reading
Wednesday 10 th May 2023
Mathematics Paper 1: arithmetic
Mathematics Paper 2: reasoning
Thursday 11 th May 2023
Mathematics Paper 3: reasoning
* Exercise
* Switch off screens
* Eat healthily and remember to eat breakfast
* Have some relaxation time
* Find a quiet place to work
* Stick to a routine for going to bed and getting up
* Remind them about resilience and encourage them to do their best
* The night before the test
* Go to bed early
* Get everything ready for school the next day
* In the morning eat a healthy breakfast and if you can walk to school to energise your child. | 1,472 | 789 | {
"id": "<urn:uuid:9da0e9dd-f1b6-4868-be26-0b7b26dd9c9c>",
"dump": "CC-MAIN-2023-23",
"url": "https://www.alexandra.hounslow.sch.uk/images/uploads/pdfs/Yr6_SATs_Parents_Presentation_2023.pdf",
"date": "2023-06-09T11:11:18",
"file_path": "crawl-data/CC-MAIN-2023-23/segments/1685224656675.90/warc/CC-MAIN-20230609100535-20230609130535-00479.warc.gz",
"offset": 668522885,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9851018389066061,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9985209107398987,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
513,
1257,
1851,
2481,
2931,
3375
],
"fw_edu_scores": [
3.46875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Communicating with Families
https://scholarworks.umt.edu/ruralinst_early_childhood/QR Code
1
Working with families is an important part of working with children. Ideally, child care providers, teachers and families learn from and support each other. Here are some ideas to keep in mind as you communicate with families.
Approach each partnership as a new beginning
Some parents have had bad experiences in the past. They may worry that they and their child will have a hard time fitting in. New beginnings allow teachers and families to identify strategies that meet everyone's needs.
View each family as unique
Every family's needs, interests, and concerns vary. Recognize each unique family and communication style. The impact a child with a disability may have on a family is difficult to predict. Each child and family will need different supports and resources, so listen to each family's story.
Be respectful
Be slow to judge and quick to give parents the benefit of the doubt. Be especially sensitive about cultural, language, and social differences.
Ask questions
Parents may not know what information you need. Asking respectful questions can give you information about the child and the family. Open-ended questions (Tell me about John's favorite toys) provide more information than yes / no questions (Does John like to build with blocks?). Encourage families to share successes and challenges.
Listen as much as you speak (maybe more)
Avoid approaching parents about an issue with the solution already decided. Leave room in problem-solving for parent feedback and suggestions. Make certain your actions and words reflect your goal to partner with families.
Be honest
Tell parents what you really mean because you want them to tell you what they really mean. If you do not know how to position their child so they can play with toys in the water table, say so. It may seem easier to talk around an issue, but a direct approach is more likely to lead to positive outcomes.
Maintain confidence
Families may share information with you that is not shared with everyone. Examples of confidential information include a child's diagnosis, medications, or family life. Guard and respect each family's right to privacy.
Use several strategies for regular communication
It helps to have several communication options. Families and providers can write in a shared notebook, or schedule phone or video calls. Some information is not easily shared in a note and requires personal contact. Create opportunities for families to share sensitive information privately.
Commit to timely communication
Whether it is good news, a regular update, or a bad situation getting worse, communicate with parents often.
Share achievements as well as challenges
Parents need to know their child's positive and negative experiences. Establish solid communication so the relationship is strong enough to support honest communication.
Include the entire family
Each individual plays an important function in the life of the child. Children benefit when caregivers and all family members work together.
Strong family partnerships are the cornerstone of quality childhood care and education. Keeping respect, appreciation and trust in mind will help build and maintain good relationships.
The Child Care Plus Center was based at the Rural Institute from 1987 to 2012. The nationally-focused Center supported and promoted inclusive early childhood environments.
Child Care Plus is no longer an active project. However, the materials are still relevant. To address the needs of a broad audience, Rural Institute staff updated several Child Care Plus resources in 2021.
The updated views expressed in this document may not reflect the original Child Care Plus purpose, or the official position of the Rural Institute for Inclusive Communities or University of Montana.
2
Communication with families and guardians can be hampered by invisible disabilities like hearing impairment, dyslexia, and other challenges. Ensure families understand your messaging by being sensitive to the possibility of a disability and addressing those issues with assistive technology.
MonTECH is a free state program able to provide you with apps and tools to enhance communication. Borrow a personal amplification device for conferences with a parent who is hard of hearing.
Contact MonTECH for a free consult on devices and apps that can read a document aloud for a family member who is dyslexic. If you have parents or guardians with vision impairment, borrow magnification devices or get free help to learn how to make your electronic documents more accessible. If you have a parent who has a brain injury or developmental disability and struggles to keep track of appointments and deadlines, MonTECH can help with organizational supports.
MonTECH's help is free. Call or write for more information:
firstname.lastname@example.org
(406) 243-5751, or 1-877-243-5511
Mt-at.org
http://ruralinstitute.org
(406) 243-5467 | 2,029 | 953 | {
"id": "<urn:uuid:a3577b0d-35e9-43de-a6e2-08bc17fb0770>",
"dump": "CC-MAIN-2022-40",
"url": "https://www.umt.edu/rural-institute/programs/education/ccplus/docs/child-and-family-tip-sheet--communicating-with-families.pdf",
"date": "2022-09-29T22:09:29",
"file_path": "crawl-data/CC-MAIN-2022-40/segments/1664030335365.63/warc/CC-MAIN-20220929194230-20220929224230-00574.warc.gz",
"offset": 1092373453,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9206732213497162,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9974730014801025,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
91,
2239,
3875,
5001
],
"fw_edu_scores": [
3.390625
],
"minhash_cluster_size": 2,
"duplicate_count": 1
} |
Kindergarten: Module 3
DUVAL Math Parent Tips
Comparison of Length, Weight, Capacity, and Numbers to 10
Students will work continue to support growing number sense by comparing lengths, weights, and capacity of containers. Towards the end of the module, students build to comparing actual numerals.
What Came Before this Module: Students learned all about shapes, both solid and flat. Students sorted and compared them, and looked for them around the classroom.
What Comes After this Module: Students will begin a very exciting part of their learning about numbers: addition and subtraction!
Comparison Words
- Enough/not enough
- Heavier than/Lighter than (weight)
- Longer than/shorter than (length)
- More than/fewer than- used with discrete quantities
- More than/less than– used with volume, area, and number comparison
- Taller than/shorter than (height)
- The same as
Other Vocabulary
- Balance scale
- Endpoint-used to align strings, etc, for direct comparison
- Capacity-used in reference to volume
- Length
- Weight
Kindergarten,
Module 3
Special points of interest:
Words to Know
Comparison: More than/Less than and Number Towers
Comparison: Length, Height, Weight, and Numerals
Mathematical Practices
Want to learn more about DUVAL Math?
Questions?
Mrs. Beth Gonzalez
Executive Director, Mathematics K-12 firstname.lastname@example.org
904-390-2990
Comparison: More than/ Less than and Number Towers
Module 3, Lesson 26: Students count and then compare two groups of objects. They use their information to complete the math sentence under the picture.
Number Towers
Number towers, also knows as number stairs, are representations of quantity made by joining together interlocking cubes.
In Kindergarten, they are used to help to teach concepts of "more/less", as well as the specific patterns of "1 more than/1 less than".
This model leads to an understanding of comparison and then word "than" in other contexts as well: taller and shorten than, heavier than, longer than, etc.
Spotlight on
Math Models
Comparison: Length, Height, Weight and Numerals
Comparison of Length and Height
Comparison of Numerals
Each module's parent tip sheet will
highlight a new strategy or math Comparison of Weight
model your student will be working on.
Students will work with linear configurations to match and count to compare a number and state which quantity is more or less.
Students learn strategies to compare two sets. Which set has more? Which set has less? How do you know?
Students will visualize quantities to compare two numerals.
Kindergarten, Module 3 DUVAL Math Parent Tips Page 4
Standards for Mathematical Practice
Mathematical Practices Addressed in this Module:
Want to learn more about DUVAL Math? A great resource can be found following the link below:
http://www.duvalschools.org/Page/17706
Elementary Mathematics: Parent Partnerships for Success Grades K-2 and
3-5 | 1,428 | 661 | {
"id": "<urn:uuid:7deaf7c6-dfc6-454e-a68e-f290de53eae6>",
"dump": "CC-MAIN-2022-40",
"url": "https://smes.pasco.k12.fl.us/wp-content/uploads/smes/2016/06/Kindergarten_Module_3_Parent_Letter-1.pdf",
"date": "2022-09-29T21:50:05",
"file_path": "crawl-data/CC-MAIN-2022-40/segments/1664030335365.63/warc/CC-MAIN-20220929194230-20220929224230-00575.warc.gz",
"offset": 598419862,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9637337476015091,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9922937750816345,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1383,
2046,
2580,
3008
],
"fw_edu_scores": [
4.34375
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Minority Students Integrate into Kosovo's Education System
Learning centers help Students overcome language barriers
Children learn letters and numbers in a preschool classroom at the learning center in Fushë Kosovë/Kosovo Polje.
Photo by: People in Need
"A few years ago, I was in the same seats, being tutored myself!"
Ardian Shabani, a tutor at the Shtime/Štimlje Learning Center
February 2016 – In the 1990s, the Kosovo education system was in chaos, especially for ethnic minority students. For education in their native language, Albanian-speaking students could only attend informal, privately run classes. Minority Roma, Ashkali, and Egyptian children largely didn't go to school at all.
Following the war in 1999, there has been a steadily increasing emphasis on improving the quality of education for everyone.
When he was 12, Ardian Shabani, a member of Ashkali community, joined a special class at the learning center in Shtime/Štimlje, Kosovo, for extra homework help. He enjoyed it so much that, two summers ago, he volunteered to help with the annual summer camp, then again the next year. Even now that he has graduated from high school, he's back at the learning center every day of the week, helping other students as a tutor.
"A few years ago, I was in the same seats, being tutored myself!" he says. Next year, he adds, "I would like to study in the university to become an educator."
In 2009, the learning center in Shtime/Štimlje started to offer extra homework help to students from the minority Ashkali and Egyptian communities. It has expanded activities ever since, and now it includes three classrooms, a library and a five-week summer program.
The learning center is one of five in Kosovo that USAID supported from February 2014 through December 2015 to improve inclusive education. The centers are administered by Balkan Sunflowers Kosova in cooperation with People in Need.
"We're lucky that now we can integrate more minorities in all that we do," says Skender Bajrami, the director of Emin Duraku primary school, which hosts the Shtime/Štimlje learning center. "In the beginning, we were pessimistic that this would distract other children—but now we think that this is a stronger experience for all."
It doesn't serve only minority students. Although Albanians are an ethnic majority in the municipality, many of them are also interested in the activities offered to help learn math, language arts, and science.'
The learning center in Fushë Kosovë/Kosovo Polje operates an even bigger program than the one in Shtime/Štimlje, including many Roma students as well as Ashkali and Egyptians. Because it confronts additional barriers, it provides additional services. For example, many children speak the Roma language at home, and some are going into Serbian-language schools. The center multiple classes of homework help in shifts to accommodate students' schedules and great interest in the program. Three times a week, the center also offers a class for adult women to improve their basic literacy and learn new handicrafts.
As recently as 2008, 50 percent of students were dropping out of high school in Fushë Kosovë/Kosovo Polje, so the learning center arranged for mediators to work with young people to encourage them to return to school or never drop out in the first place. Now, the number dropping out each year are "few enough to count on your fingers," according to Rrahmon Stollaku, the coordinator of the center.
The center also operates the only preschool free of charge in the municipality, introducing young children to letters and numbers in Albanian or Serbian so that they will be better prepared to enter the school system at age 6.
"We study two letters a week—we tie them to a name so that students can remember them," says Artan Asllani, a preschool teacher. "We make an A with a rope on the floor, and the children can walk on it. Then we place it on a big paper, so they can see it… As we see the children have good motor control in their hands, we start to have them write on the big papers, in the notebooks… They take the books, and they try to read with the pictures. They say, this is an A!"
That simply, young students begin a successful education. What careers will they choose when their education is complete?
Time will tell. | 1,735 | 946 | {
"id": "<urn:uuid:b3677dab-ed46-4afd-b833-475c4ad37fd3>",
"dump": "CC-MAIN-2022-40",
"url": "https://www.usaid.gov/sites/default/files/success/files/Minority%20Students%20Integrate%20into%20Kosovo%27s%20Education%20System.pdf",
"date": "2022-09-29T21:32:51",
"file_path": "crawl-data/CC-MAIN-2022-40/segments/1664030335365.63/warc/CC-MAIN-20220929194230-20220929224230-00580.warc.gz",
"offset": 1096471024,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9989209771156311,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9989804029464722,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2895,
4309
],
"fw_edu_scores": [
3.34375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Cloud, Rain, Sun, Snow Look How Emotions Come and Go!
TO COMPLEMENT SANFORD HARMONY'S 2 ND GRADE SEL LESSON, RECOGNIZING FEELINGS
Have you ever noticed that emotions are like the weather – they come and go?
Often it is sunny, sometimes there are clouds, some days it rains, other days the wind blows, and in some places, there can be lots of snow!
Let's pretend to be some weather that comes and goes.
Imagine that the weather is inside of you. The rain rains inside you, the sun shines inside you, the wind blows, the thunder claps and the snow falls inside you.
See if your movements can express the feeling of the weather being inside you…
You can copy me or you can make up your own weather dance…
Click below to view Amanda's weather dance.
Have you ever noticed that your emotions come and go?
Do you sometimes feel happy and sometimes feel scared? Sometimes frustrated and other times peaceful? How many different feelings do you have in one day? How many can you name?
Let's pretend to be some emotions that come and go.
I'm going to imagine I am angry and feel how it feels inside. How does it look, can you see I feel angry?
Now I'm going to imagine that I feel sad and feel how it feels inside. How does it look, can you see I feel sad?
Lastly, I'm going to imagine that I feel excited and feel how it feels inside. How does it look, can you see I feel excited?
Click below to view Amanda's emotion dance.
Now it's your turn. See how BIG you can make the emotions look inside your body. Can they look larger than life and fill your whole body?
How much can you exaggerate your facial expressions?
How does each one feel inside?
How many different emotions can you show with your face and body?
Can you make a dance where your emotions can come and go just like the weather?
In my dance, I will begin with an unpleasant feeling of fear.
Next, my emotion will change into feeling uncertain, which is a bit less unpleasant.
Next, my emotion changes into feeling hopeful which is a lot more pleasant.
Lastly, my emotion changes into feeling happy, which feels lovely.
See if you can spot my emotions come and go like the weather!
Click below to view Amanda's emotion dance.
What emotions will you choose for your dance?
Will you start with one that feels unpleasant, like angry, or afraid or embarrassed, or very sad?
Can it change to one not quite so unpleasant like frustrated, uncertain, shy, or only a little sad?
Can it change to one that feels more pleasant like curious or hopeful or a little bit happy?
Lastly, can it become a really pleasant feeling, like happy, joyful, excited or peaceful? | 946 | 580 | {
"id": "<urn:uuid:6a1c1309-f7be-4f8f-aecb-f9106b74e23d>",
"dump": "CC-MAIN-2021-04",
"url": "https://cotaprogram.org/wp-content/uploads/2020/06/Emotions-and-Weather-Dance-G2-compressed-links.pdf",
"date": "2021-01-20T15:50:15",
"file_path": "crawl-data/CC-MAIN-2021-04/segments/1610703521139.30/warc/CC-MAIN-20210120151257-20210120181257-00468.warc.gz",
"offset": 283585854,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9536050260066986,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9977393746376038,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
130,
350,
708,
753,
1039,
1386,
1431,
1723,
2161,
2206,
2638
],
"fw_edu_scores": [
3.390625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Evolution Standards 3 & 4 Study Guide
Standard 3: Classify evidence supporting biological evolution
The three types of evidence for biological evolution discussed in class: , , and .
For each of the following, explain and provide an example by drawing a diagram/picture or explaining an example:
| Structure | Explanation (Picture or Words) |
|---|---|
| Homologous | |
| Analogous | |
Similar structures due to evolutionary origin (forearm bones in humans, birds, elephants, & porpoises) are called . Structure that have a similar purpose but different ancestors due to evolutionary origin are called structures
Fossils provide of the past. Fossils that show the between ancestors and descendants are called . Fossils can be reconstructed and analyzed to provide information about past and explain show how can change over time.
Match the following examples with the correct types of evidence:
Examples:
A. Comparing amino acid sequence between two species:
B. Using radiometric dating to determine age of samples:
C. Comparing structures between two different organisms to determine relatedness:
D. A whale and turtle have 5 amino acid differences in the protein cytochrome c.
Modern horses descended from a species that had a foot with four hoofs; modern horses have a single hoof. When the ancestor of modern horses lived the environment was wet and marshy and having four hoofs was best fit for the environment. As the environment changed to a solid ground, having less hoofs was best fit for the environment. Using the terms transitional form and intermediate, explain how this represents evidence for biological evolution.
Standard 4: Identify patterns of selection acting upon a species:
Identify the following two types selection demonstrated in the graphs below and explain how the population has changed:
Draw a graph showing directional selection and explain how the population changes:
Due to selection, populations are always changing. In polygenic traits, a shows the distribution or range of phenotypes for the trait. If one extreme of the trait is best fit for the environment this represents selection; if both extremes of the trait are best fit for the environment this represents selection; if the middle or average form of the trait is best fit for the environment this represents selection. Selection occurs when an individual selects a mate based on specific trait characteristics. For example, male peacocks have brightly colored feathers to attract mates.
Types of Isolation:
A process of isolation or separating of a population due to a physical barrier . A process of isolation or inability of a population to no longer reproduce is called . This can occur by a physical inability, change of mating ritual, or a change in mating timing. A(n) isolation occurs when there is a change in how organisms act or carry out functions in order to survive that separates or isolates the population.
This is an example of what type of biological evolution evidence?
A form of evidence for biological evolution in which bone structures are present in an
organism but no longer used:
Biological evolutionary process in which new species arise:
What is the following type of graph?
* Label the axes
* Identify where the average form of the trait is located?
* Indicate what would happen in the following situation:
o The graph shows tongue length in chameleons and long tongue length allows chameleons to catch insects more often.
* How does this represent natural selection?
If given hypothetical species population which has variation in the number of fur spots on its' body, describe how natural selection could change the population over time if increased spots was better fit for the environment.
The chemical pesticide DDT has been used to remove insects from crops for many years. While initially very successful in killing harmful insects, DDT has been found to be less and less successful. Explain, using your understanding of natural selection, why this occurrence has been observed and the insect species have become more resistant to the DDT pesticide. | 1,764 | 809 | {
"id": "<urn:uuid:903d8433-9a70-43c5-9f66-950c961120f1>",
"dump": "CC-MAIN-2023-14",
"url": "http://www.mrrottbiology.com/uploads/4/8/6/1/4861231/evolution_standard_3__4_study_guide.pdf",
"date": "2023-03-30T00:54:00",
"file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296949093.14/warc/CC-MAIN-20230330004340-20230330034340-00765.warc.gz",
"offset": 75059249,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9953432232141495,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9967542886734009,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
840,
1837,
3192,
4118
],
"fw_edu_scores": [
4.0625
],
"minhash_cluster_size": 2,
"duplicate_count": 1
} |
Slope fields
Consider the differential equation
where a and b are parameters.
1. For which values of t are solution curves increasing? For which values of t are they decreasing? Explain your reasoning.
2. For which values of t are solution curves concave up? For which values of t are they concave down? Explain.
3. When is the right-hand-side even? When is it odd? What symmetries do you expect for the family of solution curves in each case? Explain your reasoning.
4. Plot the slope field for a = 1 and b = 1. Use your answers to questions 1–2 above to find appropriate ranges for x and t. In particular, your plot should go far enough in the positive and negative x and t directions to include all of the salient features of the system. Paste the plot below.
5. Solve equation (1) analytically. Your answer should depend on a and b.
6. Set a = 1 and b = 1. Find the solution that goes through the point t = 0, x = 1.
7. Plot the solution you found above on the slope field (use a color other than blue) and paste the result below. Then, use DFIELD to plot the solution by clicking on the initial condition. Make sure that the numerical solution matches the solution you found.
8. Choose values of a and b for which the right-hand-side of the differential equation is odd and plot the corresponding slope field. Also use DFIELD to plot a few solution curves. Paste the output below. Does the family of solution curves have the expected symmetry? Why or why not?
9. Repeat the above question when the right-hand-side of the differential equation is even. Show all your work.
The Gompertz equation
The evolution of the number of cells N in a growing tumor is often described by the Gompertz equation
where the parameters a and b are both positive.
1. What is the sign of N ? Why?
2. For which values of N are solution curves increasing? For which values of N are they decreasing? Explain your reasoning.
3. For which values of N are solution curves concave up? For which values of N are they concave down? Explain.
4. Plot the slope field for a = 1 and b = 0.1. Use your answers to questions 1–3 above to find appropriate ranges for N and t. In particular, your plot should go far enough in the relevant N and t directions to include all of the salient features of the system. Paste the plot below.
5. Solve equation (2) analytically. Your answer (which involves two exponentials) should depend on a and b. Use your answer to find the limit of N(t) as t goes to ±∞. Explain what this means in terms of the model.
6. Set a = 1 and b = 0.1. Find the solution that goes through the point t = 8, N = 6.
7. Plot the solution you found above on the slope field (use a color other than blue) and paste the result below. Then, use DFIELD to plot the solution. Make sure that the numerical solution matches the solution you found. Note that the natural logarithm in MATLAB is denoted by log (and the logarithm base 10 by log10).
8. Use DFIELD to explore how changing a affects the slope field and the solutions. What happens if you make the substitution x = a t in the above differential equation? Can you use this information to explain how the parameter a affects the slope field? Hint: think in terms of comparing the graph of a function f (t) with the graph of the function f (2 t).
9. Set u = b N and find a differential equation for u. How can you use this information to explain how the parameter b affects the slope field? | 1,416 | 806 | {
"id": "<urn:uuid:260f6825-e201-4c2b-811e-59f6df156055>",
"dump": "CC-MAIN-2023-14",
"url": "https://math.arizona.edu/~lega/250/Fall08/Slope_Fields.pdf",
"date": "2023-03-30T01:09:13",
"file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296949093.14/warc/CC-MAIN-20230330004340-20230330034340-00768.warc.gz",
"offset": 432584518,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9971551895141602,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9973238110542297,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1579,
3429
],
"fw_edu_scores": [
3.453125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
TESTIMONY OF MATTHEW PUTESOY
VICE CHAIRMAN, HAVASUPAI TRIBAL COUNCIL
Before the Subcommittee on National Parks, Forests and Public Lands of the House Natural Resources Committee
July 21, 2009
Matthew Putesoy Vice Chairman of the Havasupai Tribe P.O. Box 10 Supai, AZ 86435 (928) 448-2731
[Brief greeting in the Havasupai language.]
Hello. My name is Matthew Putesoy. I am the elected Vice Chairman of the Havasupai Tribe. I live in the Grand Canyon.
H.R. 644 will protect the Grand Canyon. It will also protect my Tribe's aboriginal home inside the Grand Canyon. The Havasupai People have lived in and around the Grand Canyon since before there was a United States of America. We have lived in the Canyon at least 500 years before Christopher Columbus was born!
I have listened to a lot of people talking about the Grand Canyon. Well, you are looking at it. I am the Grand Canyon.
The Havasupai are known as the "Guardians of the Grand Canyon" and Havasu Baa'ja – the People of the Blue-Green Water. The water in Havasu Creek forms beautiful waterfalls in our Village. This water springs out of the Canyon floor above our Village. The source of our water is called the Redwall-Muav aquifer. The area of this aquifer is very large. It extends underneath about 5,000 square miles of the Coconino Plateau on the South Rim. About 98% of the water in this aquifer comes out at Havasu Springs. The rest discharges at the springs at Indian Gardens, Hermit Springs, and other springs in the Grand Canyon.
Hundreds of existing mining claims on the land identified in H.R. 644 are directly on top of this aquifer. If uranium or mining poisons our water, our thousand-year life in the Grand Canyon will end. As a tribe, we will die. We cannot relocate to Phoenix or someplace else and still survive as the Havasupai Tribe. We are the Grand Canyon.
Mining not only threatens our water and life, but many of the mining claims, including the Canyon Uranium Mine set to go into operation, are located right next to traditional Havasupai religious areas in the Forest that my People have used for centuries. Would you want an operating uranium mine next to your church or synagogue?
In 1975, Congress, led by Senator Barry Goldwater, returned to us some—but not all—of our aboriginal Canyon lands. In the statute that did this, Congress said that our land and all of the Grand Canyon was "a natural feature of national and international significance." In returning our land to us, Congress said it recognized the need for "further protection . . . of the Grand Canyon in accordance with its true significance." My Tribe listened to these words and took action to further protect our Canyon home. My People adopted a provision in our Constitution that bars uranium mining on our Reservation.
Well, the Grand Canyon has not changed much in the 34 years since Congress expressly recognized a need to further protect it. But something has changed. Over 10,000 new mining claims have been filed on the land identified in H.R. 644.
H.R. 644 would prohibit the filing of any more mining claims on the lands identified in the bill. Section 2(b) would protect valid existing rights.
My Tribe opposes the existing 10,000 mining claims. We do not need more. The mining industry does not need more. The Grand Canyon cannot survive more.
I urge you to do the right thing. Protect the Grand Canyon and the Havasupai People – for those living now, and those yet to be born.
Please adopt the Grand Canyon Watersheds Protection Act of 2009
Thank you. Council Member Diana Sue Uqualla, behind me, and I would be happy to answer any questions you may have. | 1,625 | 866 | {
"id": "<urn:uuid:c0554e36-deb5-4642-bfc7-634e67389208>",
"dump": "CC-MAIN-2023-14",
"url": "https://www.grandcanyontrust.org/sites/default/files/gc_uranium_putesoy062109.pdf",
"date": "2023-03-30T02:45:16",
"file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296949093.14/warc/CC-MAIN-20230330004340-20230330034340-00773.warc.gz",
"offset": 856284569,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9972914755344391,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9977244138717651,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2198,
3670
],
"fw_edu_scores": [
2.125
],
"minhash_cluster_size": 2,
"duplicate_count": 2
} |
Preston Primary School Knowledge Organiser
Topic: PSHE
Term: Summer 1
Year: Unit 2
Duration: 6 weeks
The Powerful Knowledge we will take away from this PSHE Puzzle:
| I will… • Know that everyone’s family is different • Know that families are founded on belonging, love and care • Know that physical contact can be used as a greeting • Know how to make a friend • Know who to ask for help in the school community • Know that there are lots of different types of families • Know the characteristics of healthy and safe friends • Know about the different people in the school community and how they help | I will … • Can express how it feels to be part of a family and to care for family members • Can say what being a good friend means • Can identify forms of physical contact they prefer • Can say no when they receive a touch they don’t like • Can show skills of friendship • Can praise themselves and others • Can recognise some of their personal qualities • Can say why they appreciate a special relationship |
|---|---|
Our Key Vocabulary
Meaning
Belonging is a happy, comfortable feeling that you are
connected to the place and people around you because
they care, love and accept you for who you are.
When you feel like you belong, you feel included by your
friends, family and community.
A greeting is something friendly or polite that you say or
do when you meet or welcome someone.
A greeting should show respect for another person’s
personal boundaries – not everybody likes to hug or be
touched.
It is ok to say that you like or dislike something.
If you like something, it means that approve of the
words or activity.
If you dislike something, it means that you do not
like the words or activity.
Confidence is the quality of being certain about your
abilities and have trust in the people, plans or future.
Self-belief is a bit like having confidence in your abilities.
You know that you can do something and believe in
yourself.
When you appreciate something or someone, it
means that you recognize how good they are and
that you value them.
You can show someone you can show this by
saying thank you, tell someone what they are doing
well or show that you are grateful for something.
What I already know: You will have already learned about how to form good relationships with your friends and family. You will know what words and actions to expect from a good friend or family member and have practiced saying sorry to each other if you or others have been hurt or upset.
Family Talk Time Learning:
* Who is in our family? Do any of your friends have a family that is different?
* What does 'being a good friend' mean?
* Who are you good friends with?
* Who do you / don't you hug?
* Who can you ask for help at school?
Can we share what we both like best about our family, and what we are grateful for?
Think about your amaziung body and Texts that Teach:
Personal reflections: Ask and tell yourself…
Mindfulness Activities to try:
Pretend your mind is like a computer and save pictures of you and your family doing things that you enjoy together.
Be your own best friend.
What makes you incredible? | 1,125 | 691 | {
"id": "<urn:uuid:f369b39c-9926-4a02-bfb6-5d3b9c9462cf>",
"dump": "CC-MAIN-2023-14",
"url": "https://www.preston.torbay.sch.uk/attachments/download.asp?file=860&type=pdf",
"date": "2023-03-30T01:15:07",
"file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296949093.14/warc/CC-MAIN-20230330004340-20230330034340-00774.warc.gz",
"offset": 1045932941,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9984504282474518,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9983722567558289,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2498,
3137
],
"fw_edu_scores": [
3.890625
],
"minhash_cluster_size": 2,
"duplicate_count": 1
} |
THINK
FEEL
CONNECT
Where does water come from?
What curiosity questions can you ask?
e.g. Where does the water in your home come from? How much of the Earth is covered by water? How much of this water can humans use? Which different forms does water come in?
How might different people feel about this?
e.g. Is it normal for everyone to have running water at home? What might it feel like if you did not have a tap in your home or easy access to clean water?
What links can you start to make?
e.g. How is water being used everyday across the world? Where have you seen examples of water being wasted? What can we each do to save water in our daily lives?Take it further:
1. Write down all the times in the day that you use water. Use this handy worksheet list to help you. You can draw your activities too!
2. Did you know that you can create rain and clouds inside the house by using household materials to help you create a weather system and understand how the weather works?! Follow the instructions here.
3. To reduce your water use, collect rainwater in your backyard which you can then use to water your plants. Find out how to here.
*USE THE THINKER'S GUIDE TO HELP YOU
What other activities could you do?
------------------------------------------------- ------------------------------------------------- -------------------------------------------------- ---------------------------------------------------
EXPLORING THE NATURAL WORLD|Water
ADDITIONAL INQUIRIES
THINK
FEEL
CONNECT
Who makes your food and where does it come from?Take it further:
What curiosity questions can you ask?
E.g. What ingredients are in my dinner and where do they come from? How do they get to the shops? Where are they grown?
How might different people feel about this?
E.g. Who is growing the food that I eat? What sort of work is involved? Are they well paid?
What links can you start to make?
E.g. : If I am eating something that is grown in another country, how does it get here? Can it grow where I live?
1. Choose one item of food that you like to eat. Now research the journey it makes from the soil to your plate - draw each step of the journey.
2. Create a map of the world and note down where all of the food you eat regularly comes from. How can you find this out?
3. Find out how much of the food you eat on a regular basis grows in your local area and who grows it.
*USE THE THINKER'S GUIDE TO HELP YOU
What other activities could you do?
------------------------------------------------- ------------------------------------------------- -------------------------------------------------- ---------------------------------------------------
EXPLORING THE NATURAL WORLD | Food | 1,327 | 548 | {
"id": "<urn:uuid:a348d08f-3b71-4743-a3e6-1a5ae7125435>",
"dump": "CC-MAIN-2023-14",
"url": "https://www.schoolgardens.org/uploads/1/0/8/4/108474255/day_5_-_water_primary.pdf",
"date": "2023-03-30T02:59:48",
"file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296949093.14/warc/CC-MAIN-20230330004340-20230330034340-00776.warc.gz",
"offset": 1075232341,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9992311745882034,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9993108510971069,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
679,
1464,
1486,
2022,
2707
],
"fw_edu_scores": [
4
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Healthy Teeth, Happy Start
Get your child ready for school with a dental checkup!
Your Child's Dental Checkup: Kindergarten Oral Health Assessment (KOHA)
How do I pay for the KOHA?
What is the KOHA?
As children start school, we want to make sure they are healthy and ready to learn, so don't forget about the health of their teeth! Tooth decay (cavities) is one of the most common reasons children miss school. Untreated cavities can make it hard for children to learn and succeed in school because they can cause pain, swelling, and infection. The Kindergarten Oral Health Assessment (KOHA) helps set your child up for success in the classroom by checking for dental problems and getting them the dental care they need to be healthy and ready for school.
Any exam or checkup will meet the KOHA requirement and these are covered by dental insurance plans. The Medi-Cal program includes dental care coverage, too. If your child does not have private insurance or qualify for Medi-Cal, they may be able to get a dental checkup at low, or no-cost through a local community clinic. For more information on low or no-cost options, please contact:
The KOHA is a California law (AB 1433) that requires children to get a dental checkup during the year they enter public school for the first time (either kindergarten or first grade).
* This dental checkup should be done within 12 months before starting school or by May 31 of the child's first year in public school.
* KOHA must be done by a licensed dental professional to see if your child has dental problems.
* KOHA is a part of school readiness activities for kindergarten.
How to complete the KOHA:
1. Look out for the required assessment form that will be distributed by your child's school during kindergarten registration. If you do not receive the assessment form, ask your child's school for one or visit www.cde.ca.gov/ls/he/hn/documents/oralhlthassess.doc.
2. If you do not have a dentist for your child, use the SJ TEETH Find a Dentist tool at sjteeth.org/Find-a-Dentist to search for a dentist in your area.
3. Complete the dental checkup before or during the child's first year of public school.
4. Remember to bring the assessment form to the appointment.
5. Return the completed form to your child's school.
Community Medical Centers (209) 636-5555 Golden Valley Health Centers (209) 492-2622 | 1,037 | 525 | {
"id": "<urn:uuid:128b41d0-ee34-4327-a165-148bdbd0d9fa>",
"dump": "CC-MAIN-2023-14",
"url": "https://www.sjcphs.org/HealthEd/documents/20220308_21788-09%20F5SJ21%20SJT-Prop%2056%20Collateral-04.pdf",
"date": "2023-03-30T01:05:39",
"file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296949093.14/warc/CC-MAIN-20230330004340-20230330034340-00773.warc.gz",
"offset": 1068430016,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.996084451675415,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.996084451675415,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2365
],
"fw_edu_scores": [
2.09375
],
"minhash_cluster_size": 1,
"duplicate_count": 4
} |
KEEPING OUR FAMILIES TOGETHER
* · Tell children that staying together will help keep them safe.
* · Keep children with you or someone you trust all the time.
* · Hold their hand, have them walk in front of you.
* · Stay in the same vehicle with them.
Even when you feel exhausted, you are amazing. Be proud of yourself.
MAKING A SAFETY NOTE FOR EVERY CHILD
* · A safety note is covered in plastic, or kept in a waterproof bag.
* · Write the full name & phone number of you and three people you trust.
* · Write any medication your child needs, any special needs or disability.
* · Hide a safety note on every child (e.g. in a pocket that they always wear, on a necklace or in their shoe)
You are being prepared - we are proud of you.
MAKING SAFETY PLANS WITH OUR CHILDREN
* · Make a song or chant with your child so they memorize your full name and phone number, and number of someone you trust. Go over it every day.
* · Every day, agree a clear place to meet if you are separated.
* · Make copies or photos of all your identity documents.
* · Hide money or bank cards in different places, in case you lose your bags.
Praise yourself for doing the best you can.
PROTECTING OUR CHILDREN FROM TRAFFICKERS
* · Teach your children that traffickers lie to get someone to work or have sex for them.
* · Trust your instincts. If something feels strange, get out immediately.
* · Traffickers can be men, women, couples, in military clothes or coloured jackets.
* · Ask to see a photo ID before you accept anyone's help, transport or a place to stay. If local police are there, check with them.
These will help you avoid danger, and find the honest people who want to help.
TRAVELLING SAFELY WITH OUR CHILDREN
* · Travel in a group of people you know.
* · Keep someone you trust updated with your travel plans, where you are and who you are with.
* · Make a code word with people you trust, to let them know if you are in danger.
* · Don't give your passport or ID documents to anyone.
Everything you do is protecting your children. You are incredible.
PROTECTING OUR CHILDREN FROM SEXUAL VIOLENCE
* · Teach your child that nobody has the right to touch them.
* · Practice saying and shouting "no".
* · Talk to them about dangerous places and people.
* · If abuse happens, believe your child. Tell them it is not their fault and that you love them.
We know it's hard, but talking with your child helps protect them. We are proud of you.
HELPING OUR CHILDREN WHEN SOMEONE WE LOVE DIES
* · In simple words, tell them the person has died and will not come back.
* · Clearly tell children who will be looking after them from now on.
* · Listen to and accept whatever your child feels. Children may seem happy but be sad.
* · Do something together to say goodbye to the person
– a song or letter or prayer.
You must be hurting too. Take a moment to breathe. Be proud of yourself. | 1,246 | 677 | {
"id": "<urn:uuid:92cee430-c1f0-43e2-a35e-d34ec478850d>",
"dump": "CC-MAIN-2023-14",
"url": "https://bluedothub.org/wp-content/uploads/2022/05/3.-English_Ukraine-parenting_New-Tips.pdf",
"date": "2023-03-30T01:17:31",
"file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296949093.14/warc/CC-MAIN-20230330004340-20230330034340-00774.warc.gz",
"offset": 170267658,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9965662785938808,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.998301088809967,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
321,
738,
1170,
1676,
2058,
2445,
2886
],
"fw_edu_scores": [
2.78125
],
"minhash_cluster_size": 2,
"duplicate_count": 3
} |
Making Ripples
Willing Workers on Organic Farms by Amanda Bancroft
There's a lot of howling about WWOOFing. World Wide Opportunities on Organic Farms, or Willing Workers on Organic Farms (used interchangeably) has been a popular way for people to travel, gain work experience, do internships, or start a career in agriculture. Can't travel? That's ok! There are many opportunities around the country and world, including right here in Northwest Arkansas.
Major's Way Ecovillage in Garfield, Arkansas, near Bentonville, just successfully hosted two Australian WWOOFers who helped with their garden and earthbag house. Lisa Majors excitedly explained about the joy and experience of hosting WWOOFers, saying that she learned a lot and had fun hosting. One WWOOFer, Jiffy, explained that "some farms are looking for slave labor and that is just not what the WWOOF'ing experience is about. But since there is no money involved, WWOOF'ers can just leave at any time if they feel like their time is being exploited." Major's Way WWOOFers filled in gravel beds for an aquaponics system and built a shower wall from cut bottles. Their second WWOOFer, Forest, taught morning yoga, shared Australian recipes and baked homemade bread. "She showed Jiffy how to knit with two sharpened sticks, then she knitted a beautiful bathmat for me from torn strips of tee-shirts," Lisa said.
Worldwide Opportunities on Organic Farms, USA (www.wwoofusa.org) is "part of a worldwide effort to link visitors with organic farmers, promote an educational exchange, and build a global community conscious of ecological farming practices." Search their website for Arkansas locations near you, such as Fayetteville, Garfield, Eureka Springs, Elkins, or Combs, where there are current farms awaiting WWOOfers.
If you do want to travel but can't really afford expensive lodging and meals, WWOOFing is a sustainable way to see the world. It exists in 99 host countries and the duration of your visit can be as short as a few days to years, depending on the site. The work experiences you can get WWOOFing are variable, including permaculture, coffee bean harvesting, and hundreds of other options. Workdays average about five hours. According to Wikipedia, WWOOFing began in 1971 in England when it was originally called Working Weekends on Organic Farms by its founder, Sue Coppard.
To pick out an international destination, visit www.wwoof.net or wwoofinternational.org. You'll need to directly contact the organization in the country you're interested in staying. You generally need to be eighteen years old with a visa or passport, and capable of paying your own travel fees and insurance. Some farms welcome families with children, too! It isn't just for singles, but check with the farm and let them know you want to bring your family. Background checks and security restrictions vary from country to country, so look into what requirements your potential host site went through and use your best judgment.
Ripples is an emerging online educational center inspired by a holistic approach to making a difference. Follow our journey to live sustainably and make ripples with our lifestyle at: www.RipplesBlog.org. | 1,317 | 684 | {
"id": "<urn:uuid:c4c881da-3443-4e9d-b7bd-849929a5cb5d>",
"dump": "CC-MAIN-2017-30",
"url": "http://ripplesblog.org/wp-content/uploads/2014/09/WWOOFing.pdf",
"date": "2017-07-26T04:45:11",
"file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549425766.58/warc/CC-MAIN-20170726042247-20170726062247-00490.warc.gz",
"offset": 249736882,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9965493977069855,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9987511038780212,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2986,
3192
],
"fw_edu_scores": [
2.078125
],
"minhash_cluster_size": 1,
"duplicate_count": 5
} |
KS1 Maths Quiz - Year 1 Shapes - 3D (Questions)
This quiz addresses the requirements of the National Curriculum KS1 Maths and Numeracy for children aged 5 and 6 in year 1. Specifically this quiz is aimed at the section dealing with recognising and naming common 3-D shapes.
Year 1 children will learn to recognise and name basic and common 3-D shapes such as cuboids, pyramids and spheres. They will use 3-dimensional shapes when building and be encouraged to recognise, spot and name these common shapes in the real world.
1. Why are balls used in sports usually spheres?
[ ] They look better
[ ] Their shape means they roll and
bounce well
[ ] It's a popular shape
[ ] So they can be stored easily
2. A cube is also a...
[ ] Square
[ ] Pyramid
[ ] Sphere
[ ] Cuboid
3. These are called sugar...
[ ] Spheres
[ ] Squares
[ ] Pyramids
[ ] Cubes
4. This is a _______ made up of _______.
[ ] Pyramid, cubes
[ ] Pyramid, oblongs
[ ] Triangle, circles
[ ] Pyramid, spheres
© Education Quizzes. Please visit www.educationquizzes.com to subscribe
7. This shape is a...
[ ] Square
[ ] Pyramid
[ ] Sphere
[ ] Cube
8. These boxes are all...
[ ] Squares
[ ] Cuboids
[ ] Spheres
[ ] Pyramids
9. There are lots of _______ and 1 _______ in this picture.
[ ] Spheres, pyramid
[ ] Circles, triangle
[ ] Spheres, cuboid
[ ] Spheres, triangle
10. This is a ______ made up from _______.
[ ] Square, circles
[ ] Cuboid, spheres
[ ] Cuboid, pyramids
[ ] Square, spheres
5. This is a _______ made up of _____.
[ ] Triangle, squares
[ ] Tower, circles
[ ] Pyramid, spheres
[ ] Pyramid, cubes
6. This shape is a...
[ ] Pyramid
[ ] Cuboid
[ ] Cube
[ ] Sphere
© Education Quizzes. Please visit www.educationquizzes.com to subscribe
KS1 Maths Quiz - Year 1 Shapes - 3D (Answers)
1. Why are balls used in sports usually spheres?
2. A cube is also a...
[ ] They look better
[ x ] Their shape means they roll and bounce well
[ ] It's a popular shape
[ ] So they can be stored easily
A sphere rolls well and bounces evenly
[ ] Square
[ ] Pyramid
[ ] Sphere
[ x ] Cuboid
Cuboids have 6 faces and 12 edges
3. These are called sugar...
[ ] Spheres
[ ] Squares
[ ] Pyramids
[ x ] Cubes
Sugar cubes stack well inside a box!
4. This is a _______ made up of _______.
[ ] Pyramid, cubes
[ ] Pyramid, oblongs
[ ] Triangle, circles
[ x ] Pyramid, spheres
This pyramid is made from spheres stacked in layers
5. This is a _______ made up of _____.
[ ] Triangle, squares
[ ] Tower, circles
[ ] Pyramid, spheres
[ x ] Pyramid, cubes
The dice are cubes and are stacked up in a pyramid
6. This shape is a...
[ ] Pyramid
[ ] Cuboid
[ ] Cube
[ x ] Sphere
The ball is completely round and is a sphere
© Education Quizzes. Please visit www.educationquizzes.com to subscribe
7. This shape is a...
[ ] Square
[ ] Pyramid
[ ] Sphere
[ x ] Cube
All its sides and faces are equal
8. These boxes are all...
[ ] Squares
[ x ] Cuboids
[ ] Spheres
[ ] Pyramids
Although they are different shapes and sizes, they are all cuboids
9. There are lots of _______ and 1 _______ in this picture.
[ x ] Spheres, pyramid
[ ] Circles, triangle
[ ] Spheres, cuboid
[ ] Spheres, triangle
There are several spheres but only one pyramid
10. This is a ______ made up from _______.
[ ] Square, circles
[ x ] Cuboid, spheres
[ ] Cuboid, pyramids
[ ] Square, spheres
This cuboid is made up entirely of spheres! | 1,957 | 972 | {
"id": "<urn:uuid:037fb81f-502b-49db-8b9b-f2b264a150e2>",
"dump": "CC-MAIN-2021-04",
"url": "https://www.educationquizzes.com/library/printable_pdf/uk/ks1/maths/KS1_Maths___Year_1_Shapes_3D.pdf",
"date": "2021-01-28T06:13:41",
"file_path": "crawl-data/CC-MAIN-2021-04/segments/1610704835901.90/warc/CC-MAIN-20210128040619-20210128070619-00364.warc.gz",
"offset": 744736788,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.996678501367569,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9977967739105225,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1063,
1760,
2820,
3458
],
"fw_edu_scores": [
3.71875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Food Safety for Cottage Food Operations Brought to you by The Florida Department of Agriculture and Consumer Services Division of Food Safety
Risk factors that contribute to food-borne illness
* Food handler health and personal hygiene
* Unclean food equipment
* Inadequate cooking of potentially hazardous foods
* Improper hot and cold holding of potentially hazardous foods
* Food from unsafe or unapproved sources
* WASH YOUR HANDS!!!
* Before you begin handling food
* After using the toilet
* When you change tasks
* Whenever you touch your hair, face, the dog, the kids, etc
* Wash with warm, clean, potable water.
* Use soap and lather good, washing for at least 20 seconds. Sing "Happy Birthday" to yourself twice!
* Dry your hands with a paper towel or an air dryer. DO NOT USE THE KITCHEN TOWEL OR A COMMON TOWEL IN THE BATHROOM!!!!
Several illnesses can be transmitted by food handlers through the food they prepare. The "Big Five" are:
*Salmonella
*E. coli O157:H7
*Shigella
*Hepatitis A virus
*Norovirus
* DO NOT PREPARE FOODS IF YOU HAVE BEEN DIAGNOSED WITH OR LIVE CLOSELY WITH SOMEONE DIAGNOSED WITH ANY OF THE "BIG FIVE" ILLNESSES!!!!!!!!!!
* Symptoms of the "Big Five" include:
* Vomiting
* Diarrhea
* Sore throat with fever
* Jaundice
* Please do not prepare foods if you are suffering from any of these symptoms, or are caring for someone who is suffering from these symptoms.
* If you have a cut or sore on your hands or exposed part of your arm, cover it with an impermeable, waterproof bandage and keep it clean and dry.
* Do not touch any "ready to eat" food with your bare hands. Wear gloves, use service papers or use tongs instead!
Unclean Equipment
* All food contact surfaces and equipment should be washed, rinsed and sanitized before they are used.
* A simple sanitizing solution is 1 gallon of water with 2 tablespoons of bleach.
* Save the sponges for when you wash your equipment, wipe your counters with rags soaking in a sanitizer (bleach) solution.
Inadequate cooking of potentially hazardous foods
* Different foods have different cooking temperatures to kill the bacteria or microorganisms that are commonly found in them.
* Undercooking foods can cause a person to get sick.
Inadequate cooking of potentially hazardous foods
* Here are some cooking temperatures for various foods:
* Poultry (chicken, turkey, duck), wild game and any leftovers—165*f
* Ground beef, pork, and other chopped meats and fish—155*f
* Pork chops, steaks, eggs, ribs, beef, fish, etc.—145*f
Inadequate hot and cold holding temperatures
* Hot foods should be held at 140*f or higher.
* Cold foods should be held at 40*f or lower.
* Try to set your refrigerator to keep your food at 38*f or lower.
* Hot food should be cooled from 135*f to 70*f within 2 hours, and then from 70*f to 40*f or below within 4 hrs or a total cooling time of 6 hours.
Food from unsafe or unapproved sources
* You must make your cottage food from ingredients that you get from a licensed or "approved source".
* Your cottage food becomes a "food from an unapproved source" when we find it in a grocery store, restaurant, etc!
Food from unsafe or unapproved sources
* Whole, uncut or unprocessed fruits or vegetables can be sold without a permit.
* Florida is a "Pasteurized Milk State", so you cannot use raw milk, cream, butter, yogurt or cheese to make your cottage food product.
* You cannot use yard eggs, nest eggs or any eggs other than those purchased from a licensed dealer/retailer.
Avoid cross contamination
* Avoid contaminating fruits, vegetables and other food items with the juices from raw meats and poultry.
* Always store raw meats and poultry on the bottom shelf of your refrigerator.
* Wash, rinse and sanitize any food equipment used for raw meat and poultry before using it to prepare any ready-to-eat foods.
* Wash your hands after handling raw meat and poultry
Any Questions????
* Check out our website at:
www.freshfromflorida.com
Other websites for food safety:
www.foodsafety.gov www.consumersunion.org
Contact the division at 850-245-5520
But don't call us 'til you've googled it!!! | 1,929 | 978 | {
"id": "<urn:uuid:ba72ccaa-0fd1-40df-be56-b7132d4b7611>",
"dump": "CC-MAIN-2021-04",
"url": "http://sfyl.ifas.ufl.edu/sarasota-docs/ag/Food-Safety-for-Cottage-Food-Operations.pdf",
"date": "2021-01-28T06:31:26",
"file_path": "crawl-data/CC-MAIN-2021-04/segments/1610704835901.90/warc/CC-MAIN-20210128040619-20210128070619-00365.warc.gz",
"offset": 93687075,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9739032462239265,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9971925020217896,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
141,
418,
583,
848,
1025,
1167,
1407,
1671,
2000,
2231,
2525,
2880,
3139,
3507,
3901,
4134
],
"fw_edu_scores": [
3.15625
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
2016 Theme
Fight the Drought: Make every drop count
Expanded Description
California is experiencing unprecedented drought conditions.
* Some experts say we are living through the worst drought in the state's recorded history.
*
Gov. Jerry Brown has issued an Executive Order mandating all Californians to reduce water use.
* Everyone needs to do their part to fight the drought and make every drop of water count.
* Conservation is the least expensive and most reliable water source.
Most water use occursoutdoors.
* Studies show that most Californians think they use more water indoors than outdoors. But, actually, the opposite is true.
* More than 50 percent of the water we use daily goes on lawns and outdoor landscaping, and about 30 percent of that is lost due to overwatering and evaporation from wind and sun.
* There are lots of ways to save water at home, but reducing water use outdoors can make the biggest difference of all.
Here are our top tips for using less water:
Outdoors:
* Replace lawn with low‐water using plants and drip irrigation
* Adjust sprinklers to prevent overspray and runoff
* Water early in the morning or later at night to reduce evaporation
* Check your sprinkler timer monthly and adjust according to the weather
* Use a shut‐off nozzle on your garden hose
* Use a broom rather than a hose to clean your sidewalk and driveway
Indoors:
* Limit showers to five minutes or less.
* Turn off the water when rinsing dishes, soaping hands, brushing teeth or shaving.
* Check plumbing and appliances for leaks and fix them within 48 hours.
* Install a high‐efficiency WaterSense‐labeled toilet (1.28 gallons per flush).
* Install a high‐efficiency clothes washing machine
Learn more water‐saving tips at solanosaveswater.org
### | 999 | 665 | {
"id": "<urn:uuid:e43f0bc6-879d-4e39-8b9a-94a904be7946>",
"dump": "CC-MAIN-2017-30",
"url": "http://solanosaveswater.org/wp-content/uploads/2015/10/SCWA-2016-Theme.pdf",
"date": "2017-07-26T04:36:19",
"file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549425766.58/warc/CC-MAIN-20170726042247-20170726062247-00497.warc.gz",
"offset": 290188720,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.999087929725647,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.999087929725647,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1770
],
"fw_edu_scores": [
2.578125
],
"minhash_cluster_size": 1,
"duplicate_count": 4
} |
Year 6 Geography – Europe at war
Topic Intent
Key Skills
Pupils will deepen their knowledge of WW1 by exploring locations that were pertinent throughout the war. The position of countries involved will be located using a range of sources including atlases and digital mapping. The physical geography of key battle locations will be looked at, comparing differences from 1918 to the present day.
| Key Knowledge | |
|---|---|
| Th Central Powers | The members included Germany, Austria-Hungary, the Ottoman Empire, Bulgaria and their territories |
| The Allied Powers | The Allies included Britain, France, Russia, Italy and the United States. |
| Trench System | Trench warfare characterized much of the fighting during World War One, particularly along the Western Front. Trench systems were complicated with many interlinking lines of trenches. |
| The Western Front | The western front was a long line of trenches that ran from the coast of Belgium to Switzerland. A lot of the fighting along this front took place in France and Belgium. |
| The Italian Front | A series of battles at the border between Austria-Hungary and Italy. |
| The Eastern Front | The eastern front was between Germany, Austria-Hungary, and Bulgaria on one side and Russia and Romania on the other. |
| Key battles | A lot of the war was fought using trench warfare along the western front. The armies hardly moved at all. They just bombed and shot at each other from across the trenches. Some of the major battles during the war included the First Battle of the Marne, Battle of the Somme, Battle of Tannenberg, Battle of Gallipoli, and the Battle of Verdun. |
| The Navy | Scarborough, Hartlepool and Whitby were the first seaside towns to be shelled by the German navy. Battlecruisers, ships with huge guns, launched a surprise attack on 16 December 1914 – 137 people were killed and 592 injured that night alone. |
Knowledge Organiser Geography
- I can ask geographical questions
- I can use mapping skills
- I can analyse evidence and draw conclusions
- I can find patterns and suggest reasons for them
- I can identify and explain views of different people, including myself, about an environment
- I can give increasing detail, justification and reasons that may influence these views
- I can communicate my findings in ways appropriate to the purpose, task and audience
- I can use geographical vocabulary
| Key Vocabulary | |
|---|---|
| Border | A line separating two countries, administrative divisions, or other areas. |
| Colonies | A country or area under the full or partial political control of another country and occupied by settlers from that country. |
| Landscape | All the visible features of an area of land. |
| Population | All the inhabitants of a particular place. |
| Pals battalions | Groups of the British Army comprising men who had enlisted together in local recruiting drives, with the promise that they would be able to serve alongside their friends, neighbours and colleagues ("pals"). |
| No-Man’s-Land | Disputed ground between the front lines or trenches of two opposing armies. |
| Patriotism | Devotion to and vigorous support for one's country. |
| Natural Resources | Natural materials that can be used or sold by people eg: oil, wood, minerals |
| Land Use | The way that land is used eg: farming. |
| Continent | A large area of land that consists of several countries. |
| Human Feature | A man-made feature of a place |
| Physical Feature | A natural feature of a place |
| Imperialism | Extending a country's power and influence through colonization, use of military force, or other means. |
| Weather Patterns | A weather pattern occurs when the weather stays the same for days or weeks at a time. |
| Neutral | Not supporting or helping either side in a conflict, disagreement. |
For Further Information
https://www.natgeokids.com/uk/discover/history /general-history/first-world-war/ | 1,762 | 853 | {
"id": "<urn:uuid:0baad163-e84d-4838-988a-a653da4aadcf>",
"dump": "CC-MAIN-2021-04",
"url": "https://www.oysterpark.co.uk/images/media/_doc/y6-ww1-geo-knowledge-organiser-.pdf",
"date": "2021-01-28T05:19:18",
"file_path": "crawl-data/CC-MAIN-2021-04/segments/1610704835901.90/warc/CC-MAIN-20210128040619-20210128070619-00368.warc.gz",
"offset": 913294777,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9957202672958374,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9957202672958374,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3921
],
"fw_edu_scores": [
4.34375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
HEADLICE GUIDANCE
Updated 2015
Head lice infestation (also known as pediculosis capitis) is the condition caused by the parasitic insect Pediculus humanus capitis.
- Live lice can be found anywhere on the scalp; the eggs are most commonly found behind the ears and at the back of the neck.
- The severity of infestation varies from a few lice to thousands of lice, but a typical infestation may have about 30 lice per head.
- If left untreated, head lice infestation may persist for long periods.
Detection combing is the best way to confirm the presence of lice. This is the systematic combing of wet or dry hair with a fine-toothed (0.2–0.3 mm apart) head lice comb.
A diagnosis of active head lice infestation should only be made if a live head louse is found.
- An itching scalp is not sufficient to diagnose active infestation.
- The presence of louse eggs alone, whether hatched (nits) or unhatched, are not proof of active infestation.
A person should only be treated if a live head louse is found. All affected household members should also be treated on the same day.
Depending on the preference of the person or the parent/carers, their treatment history, and the presence of any contraindications, head lice can be treated with one of the following:
- A physical insecticide, such as dimeticone 4% lotion (Hedrin ® )
- A traditional insecticide, such as malathion 0.5% aqueous liquid (Derbac-M ® )
- Wet combing with a fine-toothed head louse comb (such as the Bug Buster ® comb)
All treatments for head lice need more than one session. No treatment can guarantee success, but a treatment has the best chance of success if it is performed correctly and if all affected household members
are treated on the same day.
After the initial treatment, people should check whether the treatment was successful by doing detection combing on day 2 or 3 after completing a course of treatment, and again after an interval of 7 days (day 9 or
10 after completing a course of treatment).
- If treatment is unsuccessful, the same treatment should be repeated, or a different treatment tried.
- The possibility of resistance to traditional insecticides should be considered.
People should be advised that:
- Children who are being treated for head lice can still attend school.
- There is no evidence that head lice have a preference for either clean or dirty hair.
-
There is no need to treat (wash at high temperature or fumigate) clothing or bedding that has been in contact with lice, as the lifespan of a head louse is very short (12–24 hours) once it is detached from
a human head.
Essential oil-based treatments and herbal treatments are not recommended due to the lack of good- quality evidence on their safety and efficacy.
It is not possible to prevent head lice infestation. Children of primary school age should be examined regularly at home (using a detection comb) to identify infestation early.
-
- | 1,221 | 664 | {
"id": "<urn:uuid:c27179a7-5de6-4b7c-bc13-dbf6661343c7>",
"dump": "CC-MAIN-2021-04",
"url": "http://smartfile.s3.amazonaws.com/987eb772ec0167c8668b5c5e461d44f2/uploads/2016/11/HEADLICE-LEAFLET.pdf",
"date": "2021-01-28T06:30:25",
"file_path": "crawl-data/CC-MAIN-2021-04/segments/1610704835901.90/warc/CC-MAIN-20210128040619-20210128070619-00368.warc.gz",
"offset": 98215969,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9989065527915955,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9989739656448364,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1501,
2936
],
"fw_edu_scores": [
2.578125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Sentence
Fluency
What is sentence fluency?
Fluent writing is writing that uses a variety of sentence kinds, types, and styles and that flows smoothly from one idea to the next. (Imagine a gently flowing river or stream.) The keys to writing fluently are: sentence variety and effective use of transitions.
Ways to add variety and interest:
1- Alternate short and long sentences.
2- Use different kinds, types, and styles of sentences.
3- Write elaborate sentences.
4- Use special effects.
Alternate short and long sentences.
Omit needless words by combining short sentences:
Example: Patty loves books and dogs.
Sam also loves books and dogs.
Combined: Patty and Sam love books and dogs.
Alternate short and long sentences (continued).
Create longer sentences by combining short sentences:
Example: Patty likes to play soccer. Sam prefers to play basketball.
Combined: Patty likes to play soccer, but Sam prefers to play basketball.
Alternate short and long sentences (continued).
Example:
Patty and Sam are close friends. They get along well even though they enjoy different sports. Patty likes to play soccer, but Sam prefers to play basketball. They have important things in common, though. They both love books and dogs. When they're not practicing their favorite sports, you'll find them poring over fantasy novels in the local library or walking their Labradors in the neighborhood park.
Use different kinds of sentences.
Declarative: A sentence that makes a statement.
Example: My bike has a flat tire.
Interrogative: A sentence that asks a
question.
Example: Do you have an air pump?
Use different kinds of sentences (continued).
Imperative: A sentence that gives a command. (Notice that in these sentences the subject is implied.)
Example: (you) Help me put air in my tire.
Exclamatory: A sentence that shows strong emotion.
Example: You are the best!
Use different types of sentences.
Simple (one independent clause):
Compound (two independent clauses):
Patty likes to play soccer.
Patty likes to play soccer, but Sam prefers to play basketball.
Patty and Sam get along well even though they enjoy different sports.
Complex (one independent clause and one dependent clause):
Use different styles of sentences.
Vary sentence beginnings:
Examples:
Even though they enjoy different sports, Patty and Sam get along well.
Tired and hungry, Patty shuffled home after the soccer game.
Gathering all his skill and courage, Sam attempted the three-pointer.
Add appositives:
Patty, Sam's next-door neighbor, is a talented soccer player.
Write elaborate sentences.
Use colorful words and add specific details and interesting descriptions: "September climbed out of her kitchen window, leaving a sink full of soapy pink-and-yellow teacups with leaves still clinging to their bottoms in portentous shapes."
(From The Girl Who Circumnavigated Fairyland in a Ship of Her Own Making)
Use special effects.
Special effects such as repetition and parallelism make sentences more interesting and fun to read. (Refer to MR HOT AND SPICY for more special effects.)
"Once upon a time, a girl named September grew very tired indeed of her parents' house, where she washed the same pink-and-yellow teacups and matching gravy boats every day, slept on the same embroidered pillow, and played with the same small and amiable dog."
(From The Girl Who Circumnavigated Fairyland in a Ship of Her Own Making)
Finally, use transitions.
Transitions will help your writing flow smoothly from one idea to the next.
"After a moment, she prudently knelt down and gathered up a particularly jewel-encrusted sceptre."
"By afternoon, September thought she had probably stepped on the collective national worth of Finland."
(From The Girl Who Circumnavigated Fairyland in a Ship of Her Own Making)
Remember:
The keys to sentence fluency are:
1- sentence variety and
2- effective use of transitions.
Bibliography / Works Cited
Kemper, Dave, Patrick Sebranek, and Verne Meyer. Write Source. Wilmington: Great Source Education Group, 2005.
Valente, Catherynne M. The Girl Who Circumnavigated Fairyland in a Ship of Her Own Making. New York: Feiwel and Friends, 2011.
This PowerPoint presentation
was created by
Ms. Elsa Pla, the Write Cook.
www.writecook.com | 1,824 | 910 | {
"id": "<urn:uuid:454bef4c-163d-4289-96e6-d894391099cf>",
"dump": "CC-MAIN-2021-04",
"url": "https://uploads.documents.cimpress.io/v1/uploads/22ddb058-f5d1-4584-a6a7-9e7c68aa1853~110/original?tenant=vbu-digital",
"date": "2021-01-28T05:45:13",
"file_path": "crawl-data/CC-MAIN-2021-04/segments/1610704835901.90/warc/CC-MAIN-20210128040619-20210128070619-00368.warc.gz",
"offset": 609442366,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.975681726137797,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9980596303939819,
"per_page_languages": [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
16,
307,
492,
696,
945,
1409,
1613,
1887,
2218,
2578,
2922,
3436,
3820,
3924,
4192,
4288
],
"fw_edu_scores": [
4.34375
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Continuous Improvement Plan 2019 - 2020
Priority One: Staff/students will grow in their faith and experience the richness of Catholic Education
By the end of the year 80% of students will be more mindful of God’s presence in their lives while creating a stronger relationship with God through prayer.
Strategies:
❏ During prayer routines stress intention (the why, slow down and be respectful)
❏ Go over mass expectations before all masses
❏ Teach gesture significance thoroughly and individually (visuals for younger students to help with gestures)
❏ Walk your class over to the church for a lesson or visit (ex: significance of stained glass, mass in slow motion)
❏ Mass anytime (go as a class vs just with the school)
❏ Faith Friday (send Gospel message home; communication home)
❏ Join with Assumption Church initiatives (ex: volunteer after Friday mass)
❏ Invite parents and families to attend Mass with us on Sundays
Measures:
❏ TTFM survey
❏ Journal Reflections (Division II)
❏ Class representing OLA at church each Friday
❏ Amount of activities for OLA students connected to Assumption church.
By the end of the year positive expectations for student behaviour will be established.
Strategies:
❏ Walking with Mary staff book study
❏ School Community involved in creating expectations
❏ Classroom discussions of expectations
❏ Present expectations during assemblies
❏ Act Like Mary coupons to reinforce expectations
Measures:
❏ Matrix of expectations created
Priority Two - All students will develop literacy/numeracy skills that will prepare them for a changing future.
By the end of the year, 80% of students will meet the Fountas & Pinell grade level standard.
Fall 2019 Levels are 55% Meets, 18% Approaching, 27% Not Yet - Dossier Fall 2019 Levels are 45% Above, 11% At, 44% Below - F and P
Strategies:
❏ Targeted skill practice during buddy time ie letter sounds, sight words, main idea
❏ Words Their Way in Division 1
❏ Levelled Literacy Intervention Groups
❏ Read Theory reading comprehension
❏ Raz Kids
❏ Literacy Parent Night
❏ Monthly student meetings
❏ F and P Testing 3 times per year
Measures:
❏ Fountas and Pinnell Benchmark Assessment
❏ Letter and Sight Word Assessments
❏ Read Theory
By the end of the school year, 87% of students will meet the grade level standard on the June 2020 Common Math Assessment.
June 2019 Results: 84.7 At Grade Level, 10.7 Approaching, 4.6% Not Yet
Strategies:
❏ Targeted skill practice during buddy time
❏ Running Records for Basic Fact Strategies
❏ Project based or inquiry learning
❏ Multi level differentiated projects or assignments
❏ Science and Math Club
❏ Numeracy Parent Night
❏ Monthly student meetings
Measures:
❏ Common Math Assessment
❏ Running Records Assessments for Basic Fact Fluency
Priority Three - First Nations, Metis & Inuit students will achieve equitable educational outcomes
By the end of the year, our First Nations, Metis and Inuit student overall attendance average rate will be 90% or higher.
Strategies:
❏ Monthly attendance incentives
❏ Yearly attendance incentives
❏ Weekly attendance meetings
❏ Attendance tracking
❏ Home Visits and Phone Calls
Measures:
❏ Attendance summaries from Dossier
By the end of the year, staff and students will increase their knowledge of Indigenous Culture
Strategies:
❏ Blackfoot Culture Class for Division 2 students - Language acquisition, storytelling and games
❏ Incorporating Indigenuous games and stories into our Heritage Day and our year end Sportsday
❏ Bringing in Elders into the school
Measures:
❏ Heritage Day Feedback
❏ Sportsday Games
❏ Blackfoot Culture Classes | 1,865 | 841 | {
"id": "<urn:uuid:e48ae261-a85e-478a-a636-3a92ad40b66c>",
"dump": "CC-MAIN-2021-04",
"url": "https://ola.holyspirit.ab.ca/UserFiles/Servers/Server_20672635/File/Resources%20$%20Publications/Reports%20and%20Plans/OLA%20Continuous%20%20Improvement%20Plan%2019%2020.pdf",
"date": "2021-01-28T05:38:57",
"file_path": "crawl-data/CC-MAIN-2021-04/segments/1610704835901.90/warc/CC-MAIN-20210128040619-20210128070619-00366.warc.gz",
"offset": 481681585,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9865312576293945,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9875762462615967,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1493,
3670
],
"fw_edu_scores": [
2.078125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Historic Sockeye Smolt Release Celebration April 20, 2017
Some History
The Coquitlam River Watershed has been home territory for Kwikwetlem First Nation (KFN) for millennia. Salmon runs returned annually to the river in abundance and supported their way of life. The sockeye salmon were an especially prized food source and trade item. The Kwikwetlem people proudly took their name, which translates as "Red Fish up the River", from these fish. Construction of the first Coquitlam Dam by Vancouver Power Company in 1905 incorporated a fish ladder, designed by the Department of Fisheries and Oceans (DFO) on the easterly part of the dam. This dam was reconstructed and enlarged in 1913, over objections from the Kwikwetlem Chief and the local federal fisheries officer, when it was built without provisions for fish passage and blocked all access to salmon spawning and rearing areas. This changed the Kwikwetlem people's ancestral fishing grounds. The sockeye run was thought to be eliminated and other salmon species returned to the lower river in reduced numbers.
Vancouver Power Company private corporate interests are now held by BC Hydro -- a provincial crown corporation. BC Hydro organized the Kwikwetlem Salmon Restoration Program (KSRP) team in 2002 in response to urgings from KFN to establish a community based organization to address salmon restoration above the dam. The KSRP team includes representatives from Kwikwetlem First Nation, Fisheries and Oceans Canada (DFO), B.C. Ministry of Environment (MOE), BC Hydro, Metro Vancouver, local Municipalities and stewardship organizations. The KSRP team continues to work through the Fish Passage Decision Framework (FPDF) to conduct studies that investigate conditions in the reservoir and possibilities for restoring the Coquitlam Sockeye run. This work has been funded annually since 2002 through the Fish and Wildlife Compensation Program (FWCP).
During Coquitlam Dam upgrades in 2008 and 2009, adult sockeye were discovered in the recently completed DFO salmon trap at the base of the dam. DNA tests determined that most of these fish were survivors of the "eliminated" sockeye stock. A few adult sockeye (1 to 4 fish) have returned to the trap almost annually since 2009. DNA tests again confirmed that the majority of these fish had matured from resident Coquitlam kokanee which would be survivors of the "eliminated" stock.
Coquitlam Reservoir eggs and spawners
Photos: E. Plate 2016
Future Hopes for the Watershed
While the continuing return of small numbers of adult Sockeye to the base of Coquitlam Dam encouraged hope that it might be possible to rebuild the sockeye run, these returns have not been consistent enough to provide fertilized eggs for this purpose. A decision was made in 2015 to attempt to produce hatchery reared smolts from Coquitlam Kokanee eggs and milt, though FWCP funding. To our knowledge, this is the first time that this process has been attempted anywhere. Today, the first of some 5,000 young fish will be released. Their fresh water incubation and rearing time has been completed in DFO's Rosewall Hatchery on Vancouver Island. They are now imprinted to return to Coquitlam Reservoir and they are ready to go to sea. Based on the few adult returns, this release could well be the largest release of Coquitlam sockeye smolts in over 100 years. We hope that enough of these smolts will survive their ocean travels to return as adults, in 2019, to advance the sockeye restoration program.
As the fish from this first release are maturing and completing their ocean journeys, ongoing FWCP funded work will continue on smolt movement and behavior tests in the reservoir as well as on engineering design feasibility investigations for safe passage options for smolts leaving the reservoir. A tagging and telemetry study is in progress to evaluate attraction and survival possibilities for smolts attempting to leave through existing Low Level Outlet Gates and tunnel conditions. The engineering study is expected to identify preliminary designs and completion cost estimates for the identified smolt passage options. It is hoped that the information generated from this work will create the knowledge base necessary for considering passage improvements to support continuing progress on restoring Coquitlam sockeye and lead to completion of two way fish passage facilities on Coquitlam Dam.
For information on Coquitlam Projects including this one go to: http://fwcp.ca/region/coastal-region/ For more information on Fish Passage please go to: http: http://fwcp.ca/fish-passage-decision-framework/ | 2,018 | 992 | {
"id": "<urn:uuid:eb77b268-ba5a-40a2-828b-b64518dcce04>",
"dump": "CC-MAIN-2021-04",
"url": "https://www.watershed-watch.org/wp-content/uploads/2017/04/KwikwetlemSockeyeRestorationProgram-SockeyeSmoltReleaseApril20_2017.pdf",
"date": "2021-01-28T05:31:42",
"file_path": "crawl-data/CC-MAIN-2021-04/segments/1610704835901.90/warc/CC-MAIN-20210128040619-20210128070619-00368.warc.gz",
"offset": 1044566433,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9960781335830688,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.996839702129364,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2448,
4623
],
"fw_edu_scores": [
2.765625
],
"minhash_cluster_size": 2,
"duplicate_count": 1
} |
Susie Sherman
Video Transcripts
Video 1: Waiting it Out
My name is Susie Sherman. I was born in 1935 and my family was from the western third of Czechoslovakia – Karlsbad – now Karlovy Vary.
The thinking was that Hitler was a clown. And the thinking people would not believe him and this would all go away. So the families, all of them, thought that if they traveled away from the Sudetenland toward the east, they could hide out and then go back to their good lives. But we were met with so much antiSemitism and aggression along the Polish border that we weren't safe there anymore.
Now um it's 1939 and the families decide that they would pool their resources. …
We weren't safe in the small villages of Bardejov and Bradyabad so we decided to go to a cosmopolitan area – Prague. We rented a few rooms and all crammed in. The idea of the majority of the family was that we would wait this thing out.
Video 2: Marbles
My father made the decision – which is why I am here today – that his family of four would leave. The rest of the dear, dear family for their own reasons stayed.
My mother against all rules had sewn some jewelry in the lining of her long wool coat. And so when we entered Holland, uh we decided we would go into hiding because it wasn't safe to live out in the open for a number of reasons. But she had this jewelry. And the jewelry was enough of a bartering thing for a Dutch lady to put us up in her attic.
We were found out and I don't know how we were found out. But the NS Bayers – the traitors who reported directly to the Nazis came storming into the woman's living room and said we know you are harboring Jews and saying all the horrible things about Jews: we lie, we steal we do terrible horrible awful things. And my sister understood what they were saying – she dropped marbles down on top of these NS Bayers heads and luckily, they stormed out saying they were gonna get reinforcements. And with that, we grabbed our belongings and left.
Video 3: Living with the Lord and Lady
My Dad had found out that if you could get to England in the next two weeks, you could enter England without a visa. And so we went to England. And we were taken in by the Lord and Lady Cottesloe
And so this lord and lady had asked to take in a family with children from the Sudetenland and we became that family. They were wonderful to us. They wanted to adopt my sister and I in case something happened to my parents or if Hitler took over England, we would be their children, not my parents' children and that's how I got my middle name.
My middle name became Margaret after the princess of the day…
We changed from being rambunctious normal kids to doing whatever we were told and this elderly couple couldn't believe these two little girls who just sat and did what they were told. Because on our journeys we were always told to be quiet – don't let anybody notice you and don't complain. On our journeys, I developed whooping cough as a young child and I was supposed to act normal. You know, act like I was well and you know those were the things that just went on in the abrupt change in people's lives.
We stayed in England for four years. And then after waiting for four years, my dad gets this miraculous letter from America that his family could go to America.
Video 4: Terezin
But I think often of the dear family members who for their own reasons – stayed and met their deaths – all except one in Auschwitz, Treblinka Maly Trostenets
The family that stayed in Prague,
My dear family aunts, uncles, cousins, extended family, grandparents um were dragged to the ghetto concentration camp of Therezin – Theresienstadt and this ghetto was many evil things.
After the war, my dear Uncle Karl – survived Therezin, he survived Auschwitz. He's going back to Therezin to try to find anybody he can possible find.
He finds no one. He finds another woman – Martha. She also had no one and the two of them decided to get married and start a new life.
And so my dad, by now we had been here about five years and my dad had enough money that he could be Uncle Karl's sponsor.
Karl and Martha came to America and they lived in California. My dear Uncle Karl died very shortly after coming here because he had been beaten over the head with a rifle and starved and his health was so impaired. But Martha lived to be almost a hundred. She had the last laugh. So when she died, my sister and I went to clean up her place. And we opened up these drawers and here were all these documents.
Pictures that were sketched in Terezin, documents, ration cards, permissions to be on the street, invitations from the ghetto to come to an evening – just the most incredible documents.
Video 4: Why do you tell your story?
First, I thought I was doing it to honor those who were so horribly murdered by the Germans of the Third Reich.
And then I thought no: that's not the reason I'm doing this. I'm doing this to combat racism and the hatred and um hoping that the students see that they have the power of one to make changes: to stand up to what's wrong. Because Hitler had a fairly small Nazi party and he had to have an awful lot of henchmen to do his bidding.
And if some of these kids can be strong enough to stand up for what is right – to defend the person who's being picked on, I think that's why I do it.
Also I do believe that this is what happens when rights of citizenship are taken away, you know, when you become an untermenschen. And I start with that quote of Voltaire: You know – those that can make you believe absurdities can make you commit atrocities. | 1,964 | 1,256 | {
"id": "<urn:uuid:6b993f0b-3912-4c58-ad9b-db109fffbc38>",
"dump": "CC-MAIN-2021-04",
"url": "https://holocaustcenterseattle.org/images/SurvivorEncylopedia/Video-Transcripts-SusieS-Ency.pdf",
"date": "2021-01-28T05:32:22",
"file_path": "crawl-data/CC-MAIN-2021-04/segments/1610704835901.90/warc/CC-MAIN-20210128040619-20210128070619-00373.warc.gz",
"offset": 371567798,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9992414514223734,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9993124008178711,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1980,
4518,
5599
],
"fw_edu_scores": [
2.625
],
"minhash_cluster_size": 1,
"duplicate_count": 3
} |
* Ask your child to compare a book to another familiar book. How are the characters alike or different? Do the stories take place in similar places? How are the pictures similar or different?
* Ask whether the child liked the ending of the story and why or why not.
Ways to Help Your Child Connect Reading and Writing
* Encourage your child to draw pictures about books or experiences. Drawing is a preparation for writing because it develops both the muscles needed for writing and children's ability to represent their ideas.
* Show your child how to write her name, using upper and lower case letters.
* Help your child compose a note to a relative or friend. Have your child dictate as you write. Read the note back to the child pointing to the words as you read them. Older children can look for familiar words in the note.
Commitment to Student Success
TEA is committed to ensuring every student receives a great education. This means we advocate for retaining the best and brightest educators, better resources for all schools, reducing the role of standardized tests, and preparing our children for success.
801 Second Avenue North | Nashville, Tennessee 37201-1099 615.242.8392 | 800.342.8367 | Fax: 615.259.4581 www.teateachers.org
16-033
This guide was developed to provide parents with information they can use to help their child become a successful reader.
www.teateachers.org
E very parent wants his or her child to be a successful reader. Reading, after all, provides the foundation for a great education as well as a lifelong skill that brings not only knowledge but also pleasure.
What We Know About Learning to Read
R esearch on reading and learning to read shows that there are things that can be done at home from an early age to help children become successful readers. The following suggestions, backed by research, should be especially helpful to parents and caregivers of young children.
* Teaching young children to recognize the letters of the alphabet is a big boost to reading readiness. Recognizing alphabet letters is one of the single strongest predictors of reading success for young children entering school. Alphabet recognition lays a critical foundation for learning to read and write. Start with the letters in your child's name.
* Reading to children helps them to understand about books and print. Children need to understand that print carries a meaningful message and that stories have a structure. By hearing many stories read to them and by discussing those stories, children learn that a story has a beginning, a middle and an end. It has characters, setting and plot. Children who have had exposure to many children's books can usually indicate when a story does not "make sense," even if they can't say that it has no plot. Through reading to children, parents help them see that there is a connection between the words on the page and what they hear when a story is read to them.
* Talking to children about a book or story helps them develop vocabulary. As children learn to speak, they also learn how to listen. They begin to understand how words are strung together to make sense. They can also recognize the patterns of language and the way language changes when used for different purposes such as giving directions, explaining or entertaining.
* Reading about the familiar helps children relate to what is being read to them. Beginning readers have a hard time understanding what they read if they have no experiences to which they can connect the words. For example, it is difficult for a child who has never seen snow to understand a story about the hazards of traveling in a blizzard.
* Showing the relationship between writing and reading is another way to build reading skill. Helping children learn to write their name, compose notes to friends and family members and copy favorite words are all ways that parents can help children develop skills in writing that transfer to reading.
Simple Ways to Build a Reading Foundation for Your Child
* Label things in the home such as the table, the refrigerator, and doors, etc. Collect the labels and have your child put them back on the correct objects.
* While in the car, walking or riding the bus, have the child look for and read familiar signs.
* Talk to children about what they like to do — their favorite games, pastimes and books. Listen to your child's stories, accounts of events and ideas.
* Make plans for the day with your child. As children get older, plans can be written in a short schedule. The schedule can be used to search for familiar words and to learn new words.
* Encourage your child to ask questions. Show how some questions can be answered by looking for information in books.
Ways to Help Your Child Develop Vocabulary and Concepts
* Talk about new words the child hears and connect them to words the child already knows.
* Look for letters of the alphabet in signs on a trip.
* Play the game, "I see something…," where one person describes an object in view and the other(s) must guess what it is.
* Help children make connections among words or concepts such as "winter — cold" and "dinner — food."
Ways to Talk with Your Child About Books
* Ask your child to predict what might happen next while reading a story. Be sure to ask your child to give reasons for the prediction.
* Ask your child why a character might have taken a specific action. Again, ask for the reasons behind the answer.
* Ask what part of the story the child liked best and why. | 2,046 | 1,160 | {
"id": "<urn:uuid:2f013e1c-156d-4f69-9eda-16a1acd4ab82>",
"dump": "CC-MAIN-2021-04",
"url": "http://www.teateachers.org/sites/default/files/learn%20to%20read%202016_new.pdf",
"date": "2021-01-28T05:20:17",
"file_path": "crawl-data/CC-MAIN-2021-04/segments/1610704835901.90/warc/CC-MAIN-20210128040619-20210128070619-00373.warc.gz",
"offset": 165682217,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9978561997413635,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9981083273887634,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1410,
5517
],
"fw_edu_scores": [
4.40625
],
"minhash_cluster_size": 1,
"duplicate_count": 3
} |
An Introduction to Improvisation
By Scott Blanchard
In this edition of the Theory Corner, we'll take a look at an excerpt from jazzer Tom Dempsey's book, Easy Soloing for Jazz Guitar, available through Alfred Publishing. In this excerpt, Tom will build on your knowledge of arpeggios and improvisation by introducing two new ways to approach your melodic lines: target tones and approach tones. Dempsey's staightforward and well-informed explanations along with systematic examples make this book a great addition to any guitarist's collection; you'll have fun while learning! The book includes a CD so you can easily follow along with all the examples. Read on below!
Intro to Target Tones
Using target tones in your improvisation is an effective way to take the skills that you have acquired from your study of arpeggios and start to use them in improvisation. Target tones are notes of the chords that you want to "target" your lines towards, so as to bring out the sound of the chord and bring definition to your lines. One way to begin learning how to use target tones is to target a specific tone of the chord. In the following examples, the chord tone of each target tone is indicated between the standard music notation and TAB.
1
Use of Approach Tones
While it is important to play the notes of the chord in your improvisations, it is in developing ways to approach these target tones that the true definition starts to take shape in your lines. Approach tones are, simply, tones we use to approach target tones. Approach tones generally come in two types: diatonic approach tones and chromatic approach tones. Diatonic approach tones are notes that are from the key and are used in stepwise motion (moving from one scale degree to the next, rather than using wide skips) to approach the target tones. Chromatic approach tones are non-diatonic notes that precede the target tone. These are usually found in the form of passing tones that approach the chord tone by stepwise motion. In either case, these approach tones can be played above or below the target tone. The approach tones are highlighted in gray in the examples below.
2
Chromatic above:
Chromatic below:
Combining Target Tones and Approach Tones
Now, let's see how we can combine target tones and approach tones to create great jazz lines. Each of the following examples uses a different pattern of diatonic and chromatic approach tones.
Diatonic below, diatonic above:
Diatonic above, diatonic below:
3
Diatonic below, diatonic above, chromatic passing:
Diatonic above, diatonic below, chromatic passing:
Conclusion
For more information on improvisation, be sure to check out the Licks and Tricks column in this newsletter, or order Tom Dempsey's book, Easy Soloing for Jazz Guitar, at www.ordermusictoday.com. Another great place to learn more is from the man himself— check out Tom Dempsey's beginner jazz guitar course "Diatonic Improvisation I," or Dempsey's and Amanda Monaco's beginner jazz guitar course "Basic Blues Progressions and Blues Improvisation." For even more, look at other beginner jazz guitar lessons such as "Major Scale Patterns and Licks Applied" or "Blues Scale Patterns and Licks," also taught by Tom Dempsey and Amanda Monaco. For jazz guitarists at the intermediate level, be sure to check out "Modal Improvisation Overview," "Improvising in the Ionian Mode," "Improvising in the Dorian Mode," and "Improvising in the Mixolydian Mode," all taught by Tom Dempsey and Amanda Monaco. Also, watch Jody Fisher's and Mark Dziuba's lessons "Using Target Tones," "Using Neighbor Tones," "Emphasizing Dorian Modal Flavor," "Emphasizing Mixolydian Modal Flavor," and "Combining Upper and Lower Neighbor Tones." In addition, don't miss Larry Marciano's or Greg Horne's advanced acoustic guitar course, "Country/Bluegrass Improvisation."
What?! You don't play guitar? No worries, we've got you covered. Keyboardists should check out the adult refesher lesson "Why Am I Blue: Blues Scales and Progressions," taught by Leo Marchildon and Andrea Amos.
Happy New Year—be creative, and most importantly have fun!
4 | 1,763 | 912 | {
"id": "<urn:uuid:35738a85-df25-460f-924a-0215bb29be75>",
"dump": "CC-MAIN-2017-22",
"url": "http://thepracticeroom.typepad.com/TC_1-4-08-2.pdf",
"date": "2017-05-27T02:40:24",
"file_path": "crawl-data/CC-MAIN-2017-22/segments/1495463608765.79/warc/CC-MAIN-20170527021224-20170527041224-00315.warc.gz",
"offset": 473010042,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9933373779058456,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.998316764831543,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1243,
2149,
2489,
4118
],
"fw_edu_scores": [
2.171875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
The Human Condition
Photography
Mr. Weisbrod
Your objective for this project is to photograph 2 elements of the "human condition". The human condition is the characteristics, key events, and situations which compose the essentials of human existence, such as birth, growth, emotionality, aspiration, conflict, and mortality. This is a very broad topic which has been and continues to be pondered and analyzed from many perspectives, including those of religion, philosophy, history, art, literature, anthropology, psychology, and biology. How this is manifested in this assignment is entirely up to you. However, your photographs must signify something about the human existence that can be universally understood.
Typically, the idea of showing "The Human Condition" in photography is usually referring to photojournalism. However, we are going to do something a bit different with this assignment: We are going to communicate The Human Condition in a more fine art and constructed narrative.
For instance, you could photograph a model with wings attached to his back, and entitle it "Freedom." The use of a prop such as artificial wings supports the idea that the image is meant to symbolically represent something that is intangible. To give another example, you could try and illustrate the condition of "Struggle," using a prop such as chains or some kind of object that would symbolize how our culture tries to keep people in their place. (Just a slightly cheesy example)
You must also take into account lighting and how it portrays the subject as well. Diffuse lighting is very attractive and soft, and would not do well for a photograph that was trying to illustrate "Anger." Think about the direction of the light, too. For the photograph of "Freedom," mentioned above, it would be good to have the light coming from above the subject, instead of directly from the side. It is this kind of concern for small touches that will make these photographs extraordinary.
Finally, you will be required to put the two images together in an 11x17" diptych. Since they will be displayed together, so each image must have something to do with the other. So, for instance, you could photograph "Depression" and "Sorrow" and put them together. Or you could photograph something like "Joy" and "Anger" together. Notice that, basically, the two photographs you chose will either be "synonyms" or "antonyms" of each other. The other possibility is that you could photograph the same idea from different perspectives. For example, what does "play" mean to an adult vs. a child?
The other part of the images is that they should tie together visually. They will be displayed together, so how you link the two of them together in your display will be very important. We will talk more about this in class.
This assignment will require a lot of thought. Please take into account every part of the image, from foreground to background. You will be required to shoot 110 images, minimum, and you may photograph up to 4 different sets of meanings, but no more. I want you to explore your ideas with depth, so I don't want you to flit around from idea to idea without actually producing anything of any depth.
That being said, you should have a fun time with this assignment – Think about it, and chose ideas that are close to your own experiences and interests, and I think you'll do well. | 1,257 | 742 | {
"id": "<urn:uuid:73a163a4-ad40-4b94-940d-e8cb41984151>",
"dump": "CC-MAIN-2017-22",
"url": "http://www.weisbrodimaging.com/classes/Photo/wp-content/uploads/2016/12/Human-Condition-Assignment.pdf",
"date": "2017-05-27T02:36:49",
"file_path": "crawl-data/CC-MAIN-2017-22/segments/1495463608765.79/warc/CC-MAIN-20170527021224-20170527041224-00317.warc.gz",
"offset": 871663270,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9986953139305115,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9986953139305115,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3403
],
"fw_edu_scores": [
3.078125
],
"minhash_cluster_size": 2,
"duplicate_count": 3
} |
Domestic Violence
What is domestic violence?
Children can be impacted by:
Domestic violence can take many different forms but most often involves a current or ex-partner in a relationship harming the other partner. This harm may be:
1. Physically (physically hurting you)
2. Emotionally (threatening and purposely insulting you, or keeping you away from others)
3. Financially (preventing you from access to any finances)
4. Doing anything to make you feel unsafe, threatened or controlled.
These abusive behaviours are likely to persist in the relationship over time and once it has ended.
The impact of domestic violence
It is well known now that domestic violence has a significant and sometimes devastating impact on those who experience it. Experiencing domestic violence can make you feel helpless and out of control. It has a negative impact on self esteem and feelings of self worth and can lead to the development of mental health difficulties such as depression and anxiety.
Unfortunately, in many circumstances where domestic violence occurs, children also face significant impacts. We know that children don't necessarily need to witness the domestic violence occurring to be impacted by it as well.
* witnessing domestic violence
* hearing arguments and hearing others being abused
* seeing the physical injuries of their loved one
* seeing the distress of their loved one
* living in an environment where fear and stress are pervasive
* their primary carer being traumatised or having mental health difficulties as a result of domestic violence.
The impact on children
Children can be so impacted by domestic violence that this impact becomes traumatic for them. This can lead to children experiencing a number of difficulties in many different areas of their lives.
Children who live in families where there is domestic violence can have difficulties with their emotions; their behaviours; their relationships with others; and their learning. These difficulties can go on for some time and can get worse over time, especially if there is not an available adult who recognises the impact and takes steps to help the child.
Domestic Violence
Some of the ways these difficulties may be expressed for children experiencing domestic violence includes:
* Their emotions may go up and down more than is normal for their age and stage of development. They may lose their temper easily or become distressed easily. When this happens they may find it hard to calm themselves down.
* They may withdraw from their friends and / or family and be very quiet. They may not seem to do the things they previously enjoyed.
* The difficult emotions they experience may be expressed through their behaviours. This may mean that they seem to be misbehaving more often, when really it is that they are feeling stressed and upset and have less control over their behaviours.
* They may be startled or frightened more easily, especially to loud noises or accidental bumps from others.
* They may have extra difficulty getting along with their friends or peer group, especially if they are having difficulty getting in control of their emotions.
* It may be difficult for them to trust other adults and feel safe with them.
* They may have extra difficulties in the classroom due to loud noises, lots of people and the stress they feel. This may mean that they find it more difficult to sit still and listen; to follow instructions; to remember what they are supposed to be doing; and to focus. They may miss out on large amounts of learning, leading to learning difficulties.
Supporting children
There are many ways that the impact of domestic violence can be lessened for children. Of course, the most important factor is that children are in an environment where they, and their loved ones, are safe and free from danger.
Children who have experienced by domestic violence can be supported by:
* Recognising their experience and the impact it has had on them in terms of their emotional and physical health, their social wellbeing and their learning.
* Ensuring that there is a safe, trusted adult that they can talk to and that can support them.
* Being connected to schools and community groups that can provide safe, supportive environments for children.
* Focusing on their strengths and promoting the successes they have.
Talking to your child's school about what is happening at home can also be very helpful. Teachers can then provide extra support to your child, which may be through checking in with them more regularly, helping them with their learning or getting them involved in more school activities.
Getting help
Seeking help for domestic violence can be very difficult but early support for children can make a big difference for them. Remember, everyone has a right to feel safe and free from danger. | 1,834 | 913 | {
"id": "<urn:uuid:fe0697f4-8331-45d4-9aa2-809a7cc80af2>",
"dump": "CC-MAIN-2017-22",
"url": "http://tgn.anu.edu.au/wp-content/uploads/2014/10/Domestic-Violence.pdf",
"date": "2017-05-27T02:16:03",
"file_path": "crawl-data/CC-MAIN-2017-22/segments/1495463608765.79/warc/CC-MAIN-20170527021224-20170527041224-00318.warc.gz",
"offset": 456701850,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9983852207660675,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9985020160675049,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2148,
4832
],
"fw_edu_scores": [
3.828125
],
"minhash_cluster_size": 1,
"duplicate_count": 6
} |
Moments, Wishes and Dreams
(A Mead Community Poem: composed by 50 poets aged 4-70+)
Moments in school…
My best moment in school was singing in the choir,
My best moment was playing Alice in Wonderland
My best moment was when I stood in front of the world singing in a show: I stood in the floodlight and sang my heart’s dream
My best moment in school was when I was in charge of lighting the school musical
My best moment in school was when I stood in front of the class in Maths and explained how to solve a problem that no one else could!
My best moment was when my landscape was displayed on the wall
My best moment was when I captained the football team
My best moment was when we were coached by Zinzan Brookes the All Blacks rugby player
My best moment in school was when we hid from our PE teacher in the fog for a whole lesson!
The best moment in school was when we made pizza in apprentice week
The best moment was when it snowed and there was no school
The best moment in school is when I go home!
My best moment in school was when I jumped out of the boat
And got soaked at Plas Pencelli
My best moment was going to a new school and getting 'star of the week'
My best moment in school was winning a medal in assembly
My best moment was when I won the Pride of Rivermead Award
My best moment was putting my pen down in my very last exam
My best moment in school was making new friends
My best moment was when I met my best friend,
And finally I felt I fitted in
My best moment in school was the day I started as a teacher
I remember a time in school when you got the cane
I remember the horrible toilets that were outside –
They were cold and dark and dank
I remember a time we were getting changed for dance and the fire alarm went off!
I remember a time when we came back after school when it was dark to look at the stars -
we saw the Little Bear and the Big Bear and I drank yummy hot chocolate
I remember a time at school when we threw Blue Nose Friends up a tree
at Golden Time and got them stuck - on purpose!
My worst moment in school was when, having waited on the cold damp hockey field for an hour,
I missed the ball! - and my shorts looked so stupid
I didn't really like school, but I loved lunchtime and running up the field to the big conker tree!
My worst moment was when the cruel maths teacher threw a board duster at my head
My worst moment was being put in detention – for a month!
My worst moment was having to stand in front of the class to recite my times tables – and I
still can't remember them properly!
My worst moment was getting zero on my Spanish test
My worst moment in school was when I was the only girl in all the years to have the cane – six of the best!
My nerves were a mess, the cane on my hand was a stingy pain
My worst moment was when I fell over and cut my head
My worst moment in school was falling in a hole with my face planted in the ground
My worst moment was when I broke my arm
Mine was having to go to hospital when I fractured my ankle
My worst moment was when I slipped off the little bridge in the playground and grazed all around my face – I was in pain!
My worst moment in school was having to go to see the headteacher – with my son!
Wishes…
If I had a wish … I'd want all my wishes to come true If I had a wish, I'd be the headteacher of all the classes and I'd tell them to 'Go and have fun! I wish I had all the toys in the world, I wish I could have £100 I wish I had a little puppy, my own puppy I wish I had a unicorn, a pet unicorn I wish I had a pony, I wish I had a horse We both wish we had a riding stable called 'Rising Stars Yard' I'd wish I was a Cooper Trooper knocking over Goombas If I had a wish, I'd wish I was a mermaid swimming in the sea. I wish I'd win the running test If I had a wish it would be to fly and have beautiful wings I would be up in the blue If I had a wish, I would wish for proper funding for the NHS I would wish for equality for hidden disability I would wish that every day people will wake up smiling I wish to be surrounded by all of my friends – and they'd chat to me I wish all my family could stay alive – and that my family had sweets for me! I wish I had all my family around me – all my big family If I had a wish, it would be to come back to the Mead
And dreams…
I had a dream that I was back in school
I had a dream that I was living alone
On a desert island – and the sun was drowning me I had a dream that I lived with elephants I had a dream that I was late for work and when I arrived at work I forgot to put my trousers on! I had a dream that there was a secret garden that was beautiful and bright - one day I will find the key! I dream that mental health is funded to the point that life is preserved and people are recognised for their worth, not their illness I had a dream that there was happiness throughout the world.
With contributions from:
Austin, Christine, Michael, Ela, Jacky, Caroline, John, Mike, Catherine, Emma, Cassie, Louise, Thea, Simon, Callum, Helen, Nathan, Simon, Emily, Sophie, Daisy, Libby, Zoe, Chloe, Abi, Harriet, Vicki, Kayce, Katelyn, Jack, Denise, Hollie, Lucy, Lily, Ella, Jo, Phil, Sarah, Robb, Nanny Dionne, Taylor, Lola, Katie, Steve, Issy, Oscar, Jo, Harriet and Mike. | 1,914 | 1,263 | {
"id": "<urn:uuid:f0c93d98-d069-45a3-af8f-ce965f54c830>",
"dump": "CC-MAIN-2017-22",
"url": "http://themead.wilts.sch.uk/wp-content/uploads/Poetry-Workshop-Moments.pdf",
"date": "2017-05-27T02:31:53",
"file_path": "crawl-data/CC-MAIN-2017-22/segments/1495463608765.79/warc/CC-MAIN-20170527021224-20170527041224-00317.warc.gz",
"offset": 444653442,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9963205456733704,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.996645987033844,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2152,
4409,
5283
],
"fw_edu_scores": [
2.125
],
"minhash_cluster_size": 2,
"duplicate_count": 1
} |
Kelly's Kids Newsletter
Volume 5, Issue 5
Summer fun!
May 2016
The End of Summer
Happy Birthday
Mr. Don 5-1 Ms. Grace 5-4 Emily J 5-4 Ms. Mikaela 5-18 Ms. Jackie 5-21 Madisyn 5-28 Adelyn 5-28
Kelly's Kids will be closed Monday, May 30th in observance of Memorial Day.
Topics This Month
Peach
Mother's Day
May Flowers
Transportation
Bugs
Sensory & Outdoors
In April the Infant Room was exploring with lots of sensory play like fingerpainting. Many of their art is on display around the room. With lots of new little babies in the room the teachers have been working on tummy time to strengthen their little neck muscles. Many of our infants are starting to try food for the first time as well. Hopefully with the nice weather the Infants will be able to take a walk in the strollers.
different animals and their habitats. The children learned about animals that live in the Zoo, ocean, jungle and on a farm. During circle time the friends have been learning the sounds that animals make as well as working on their numbers and ABCs. The weather allowed the class to go outside quiet a bit, which the children love!
April was a big change in the Peach Room; with lower numbers the class was able to focus on fine & gross motor skills. During circle time the children did a lot of big movement, dancing and action songs. They worked on their fine motor skills as well by working on puzzles and building with pop blocks. With the nicer weather the class has been able to go on walks and play outdoors. May will bring more outdoor sensory activities, maybe even water play!
Each week in April the Yellow Room explored
Yellow
Cinco De Mayo
Weather
Transportation
Food
Summer is here
In April the Green Room had fun doing spring activities to brighten up the classroom and hallway. Happy ducks, frogs, bunnies, and colorful flowers outline the walls. The class than explored clouds and wind. They talked about ways the wind effects things around us and weather changes relating to both. The class made cotton ball clouds and colorful wind chimes When learning about shapes the class discovered that shapes all around us can make different things. The children made caterpillars with the letters of their names. The class then went on to explore the wonderful world of plants.
During the month of May, they will be learning about different kinds of flowers; like daffodils, sunflowers, and daisies. Space week should be a blast! The class will learn about planets, stars, gravity and space.
This month the Blue Room worked on science. They started a Hydroponics Lab for finding out what environments beans grow best in. The class also learned about the life cycle of caterpillars. Ms. Kelly even ordered live baby caterpillars so the class can watch them turn into butterflies!! Earlier this month the Blue Room learned about the rainbow and then took the lesson a step further and learned about primary and secondary colors. With that the class had a chance to mix colors together in a bag to see what color they could get in the end.
With warm sunny weather here, please check with your child's teacher to make sure we have sun screen for them.
Green
Blue
I Love my Mommy
April showers/May Flowers
Camping
Space
Colors
Mom Week
Camping
Environment
Service
Vacation
Page 2
Say Cheese!!
Spotlight Teacher
Ms. Hannah L.
Hannah is married and has two daughters. She has worked with children for the past eight years, from teaching Sunday school, being a nanny and teaching in childcare centers. In her free time she enjoys playing video games and drawling comics. You can find Hannah in our Infant Room.
Aurick playing outside.
Oliver coloring his Easter egg.
Who's New To Our Room In May?
Infant: Asher, Aiden
Peach: None
Yellow: William
Green: Emily
Blue: Hayden
Krayton and Phoenix playing in the water table. | 1,501 | 922 | {
"id": "<urn:uuid:a312451b-f335-4a86-8e3b-f0709321a5ba>",
"dump": "CC-MAIN-2018-30",
"url": "http://kellyskidsldc.com/files/2016/06/Kellys-Kids-Newsletter-May-2016.pdf",
"date": "2018-07-21T13:29:40",
"file_path": "crawl-data/CC-MAIN-2018-30/segments/1531676592579.77/warc/CC-MAIN-20180721125703-20180721145703-00164.warc.gz",
"offset": 202052994,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9981397390365601,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9987249374389648,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3318,
3883
],
"fw_edu_scores": [
2.46875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Wastewater treatment, Thailand
This project is engaged with mitigating global warming and local air pollution at a Thai starch plant by capturing methane and generating sustainable energy and social benefits for local communities.
Location
The wastewater cycle was installed in a starch plant 200 km NorthEast of Bangkok, in a rural region with mostly agricultural background. The starch is produced from the region's main product cassava roots, grown by farmers from a radius of 30 km around the plant.
Project
Only a few years ago, the inhabitants of the surrounding villages could smell the open lagoons used for clearing the starch wastewater. Today, not only the local air and water quality has improved significantly, at the same time the starch plant managed to reduce its fossil fuel use by 80%. The now clean wastewater cycle even allows for fish farming in the water that is finally released from the new process. In addition, the project and the resulting carbon revenues generated jobs for locals and support social and educational activities in the community to enable sustainable development.
Technically, the project activity involves the installation of a closed anaerobic wastewater treatment facility (Upflow Anaerobic Sludge Blanket technology) at a starch manufacturing plant with a large output of waste water every day. Before the installation of the project the wastewater in the plant was treated through cascading open lagoons with a retention time of more than a year. The mix of the lagoon size, atmospheric and water temperature, resulted in an anaerobic environment in the ponds. These conditions led to methane generation from the organic content of the wastewater which was steadily released into the atmosphere. Methane is a greenhouse gas 21 times stronger than CO2.
Now, the captured methane can be used for clean energy production in a burner on the plant site, replacing fossil fuel for heat generation to dry the starch. Thus, the emission reduction project has a double effect, keeping methane from heating up our climate and at the same time avoiding the burning of thousands of tons of fossil fuel per year.
Socio-economic impact:
* A local school for vocational computer trainings was set up with massive funding from the project owner to support higher education in this rural region.
* The local elementary school received support to enable the purchase of books and educational material and to build a library.
* The local kindergarden receives financial support as well.
* Jobs have been created both during construction and operation of the project.
* New qualified jobs for locals have increased the general income level which benefits all the community.
* The cleaned water from the new wastewater cycle allows for fish farming and irrigation of nearby fields, thus enabling locals to increase their income.
* The plant workers receive training on modern technologies and can increase their knowledge and skills.
* Technology transfer supports the workers' understanding of modern and sustainable applications.
* the project owner is p roviding employees at the plant annual health check-ups, accommodation for the ones who live far away and a provident fund to all.
* the proceeds of sales and seeding of Eucalyptus and cassava seedlings, donated by the project to school children were used to buy educational material.
* The project owner is offering a student employment program and is providing job placements for graduates at the plant.
*
Environmental impact:
* With the now covered lagoons and the UASB reactor in operation, air pollution and strong odour from the wastewater have been reduced significantly.
* All water from the wastewater cycle can be re-used in the plant which reduces water consumption.
* No solid waste is generated but sludge that is given to local farmers as fertilizer.
* The project owner supports the fight against pests (insects) by providing training to local farmers.
Checklist Projekt 300 044
Further information:
South Pole Carbon Asset Management Ltd.
email@example.com www.southpolecarbon.com | 1,665 | 774 | {
"id": "<urn:uuid:4f367614-00c9-45bd-b075-04941de29c59>",
"dump": "CC-MAIN-2018-30",
"url": "https://shop.southpolecarbon.com/uploads/product/044.pdf",
"date": "2018-07-21T13:38:01",
"file_path": "crawl-data/CC-MAIN-2018-30/segments/1531676592579.77/warc/CC-MAIN-20180721125703-20180721145703-00165.warc.gz",
"offset": 760139848,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9984225034713745,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.998503565788269,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2154,
4104
],
"fw_edu_scores": [
2.640625
],
"minhash_cluster_size": 2,
"duplicate_count": 4
} |
CITYSPACE AIR SENSOR NETWORK PROJECT CONDUCTED TO TEST NEW MONITORING CAPABILITIES
What is the CitySpace project?
The CitySpace project is a new research effort by EPA to field test new, lower-cost air pollution sensors in a mid-sized city. The goal of this project is to understand how this emerging technology can add valuable information on air pollution patterns in neighborhoods.
When and where will the field study occur?
For the study, researchers plan to build approximately 20 sensor pods for deployment in the Memphis, Tenn. area. Each pod will include a particulate matter (PM) sensor as well as several meteorological sensors that measure temperature, humidity, and wind. The data recordings will occur each minute and be wirelessly transmitted using cellular communication to an EPA server.
Starting in fall 2016, the sensors will be located throughout Memphis to capture local air pollution patterns. The locations are being selected using input from community members and predicted air pollution patterns and by comparing some sensor readings with higher-quality data from air monitors used in regulation.
EPA will also coordinate with the local county and state organizations.
Once located, the sensors will remain in place for approximately six months to collect an extensive amount of data. The project is
anticipated to produce up to 30 million data values for analysis of local-scale air pollution and weather patterns.
The study results will be summarized to provide the Memphis community and scientific community a greater understanding of local air pollutant spatial patterns.
sources (e.g., highways, rail yards), sometimes with just a few hundred feet of distance from one monitoring location to another. Research studies are exploring how new technologies can be used to understand how air pollution varies at a small geographic scale in an urban or suburban setting.
Why do we need outdoor air monitoring in more locations?
How can I learn more?
The team will reach out to the local community in the Memphis area to guide the selection of sensor locations and will provide several presentations throughout the course of the project.
CONTACT:
EPA Region 4 Office,
Ryan Brown
404-562-9147, email@example.com
Daniel Garver
404-562-9839,
EPA Region 4 Office, firstname.lastname@example.org
Ron Williams
Development
EPA's Office of Research and
919-541-2957, email@example.com
Measuring air quality is an important step toward ensuring public health and welfare. In addition to regulatory air monitoring networks, which are stationary and provide regional data, researchers also use air sensor monitors that are more portable and enable exploration of local patterns in air pollution. For example, many researchers have conducted extensive monitoring to look at local changes in air pollution levels near | 1,316 | 554 | {
"id": "<urn:uuid:2e21b2f3-5007-48bb-a112-91bcd94fcbcd>",
"dump": "CC-MAIN-2018-30",
"url": "https://www.epa.gov/sites/production/files/2016-08/documents/cityspace_fact_sheet_0.pdf",
"date": "2018-07-21T14:05:20",
"file_path": "crawl-data/CC-MAIN-2018-30/segments/1531676592579.77/warc/CC-MAIN-20180721125703-20180721145703-00164.warc.gz",
"offset": 876288040,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9975776672363281,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9975776672363281,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2852
],
"fw_edu_scores": [
2.53125
],
"minhash_cluster_size": 3,
"duplicate_count": 0
} |
Produced by Wayne Elderton, a Tennis Canada National Level 4 Coach, Head of Coaching Development and Certification in BC and Tennis Director of the Grant Connell Tennis Centre in North Vancouver. © 2002 Wayne Elderton, acecoach.com
5 Technical Fundamentals
To play tennis successfully, it is important to have technique that allows a player to be effective, not waste energy, minimize potential injury, adapts to the various situations a player encounters, and paves the way for higher levels of play. There are 5 basic fundamentals that build a solid technical foundation. (1. Grip, 2. Set-up, 3. Impact Point, 4. Hitting Zone, 5. Recovery).
Developing a relationship: You and your Impact Point (part 3)
Tennis is an, 'impact sport'. The impact of the ball is the most important moment in all of tennis. Setting up a good relationship between you and the ball effects balance, power, coordination, timing, control, and a host of other crucial elements.
VOLLEY 'BOX'
For the Beginner… (Play Tennis rating 1.0-2.5)
When in the mid-court or at net, it is more effective to volley (take the ball in the air before it bounces) than to move back and let it bounce. The „ideal‟ impact point on a volley is created by imagining a 3 dimensional box floating about chest level, a comfortable distance from your body, and slightly closer to the net than the rest of your body. When at the net, organize your body around the oncoming ball in order to have it pass through this "Ball Control Box" before the ball bounces.
The main way volleys are used at this level is to direct the ball to an open court. The volley would be described as a „catching action‟. Keep the muscle tension in your arm low. A „laid back‟ wrist (an "L" shape created between your wrist and forearm) should allow you to „absorb‟ the impact of the ball (just like catching a ball).
For the Intermediate player… (Play Tennis Rating 3.0-4.5)
At these levels, different volleys are used for different situations. „Catch‟ the ball for accurate direction control, „punch‟ the ball on higher shots for a power putaway. „Carry‟ the ball for low shots to guide it deep.
Photograph courtesy of Wikimedia commons
In these situations, the „ideal‟ Ball Control Box must be modified for the height of the ball. The higher the ball is impacted, the further from your body „ideal‟ becomes, the lower the ball, the closer.
Beginner: Start with partners halfway between the net and the serviceline across the net from each other. To train making a quick decision, call out "bounce" before the ball hits the ground. Take the ball after it bounces if the landing point is in between you and the net. Call out "Volley", if you anticipate the landing point will be at your feet or behind, and intercept the ball in the air. Attempt to impact in your "Ball Control Box" with a laid back wrist every time. Groundstrokes at waist level, volleys at chest level. Every time you exchange the ball 6 times with your partner, they move back 2 steps. When your partner reaches the baseline, switch roles.
Intermediate: Player "A" starts at ¾ court with a „friendly‟ shot to Player "B" and comes to the net. Player "B" tries to keep the ball low on the first shot and the point begins. The goal is for Player "A" to set up a 1 st volley and finish the point within the next 2 shots. Player "B" cannot lob. First player to 5 points wins. Switch roles. | 1,430 | 822 | {
"id": "<urn:uuid:4bbb8e2a-9bb3-48e2-9c23-b2c868b95558>",
"dump": "CC-MAIN-2018-30",
"url": "http://elderton.webfactional.com/media/article_pdfs/ImpactPointVolley_.pdf",
"date": "2018-07-21T13:53:31",
"file_path": "crawl-data/CC-MAIN-2018-30/segments/1531676592579.77/warc/CC-MAIN-20180721125703-20180721145703-00177.warc.gz",
"offset": 114769840,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9981138706207275,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9981138706207275,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3415
],
"fw_edu_scores": [
2.046875
],
"minhash_cluster_size": 2,
"duplicate_count": 2
} |
Red Hen and Brown Fox
Red Hen and Brown Fox
Red hen lives in a house in a big tree. Brown Fox wanted to eat Red Hen so he took a big black bag and went to the Red Hen's house.
Red hen lives in a house in a big tree. Brown Fox wanted to eat Red Hen so he took a big black bag and went to the Red Hen's house.
Julia Hennchen 5/2006
When Red Hen came down to get some water from the river, Brown Fox jumped up into the big, green tree and in Red hen's house.
When Red Hen came down to get some water from the river, Brown Fox jumped up into the big, green tree and in Red hen's house.
When Red Hen came back she saw Brown Fox's tail hanging out from her door, so she jumped up onto the roof.
When Red Hen came back she saw Brown Fox's tail hanging out from her door, so she jumped up onto the roof.
"You can't come up here, Brown Fox", she said. "Go away." "I can't come up there", said Brown Fox, "but you will come down here." "No, I won't", said Red Hen. "Oh yes, you will", said Brown Fox.
"You can't come up here, Brown Fox", she said. "Go away." "I can't come up there", said Brown Fox, "but you will come down here." "No, I won't", said Red Hen. "Oh yes, you will", said Brown Fox.
Julia Hennchen 5/2006
Brown Fox ran around and around and around and around… until Red hen was so dizzy that she fell down into Brown Fox's big black bag.
Brown Fox ran around and around and around and around… until Red hen was so dizzy that she fell down into Brown Fox's big black bag.
"Ha, ha, ha, ha, ha" laughed Brown Fox. "I'm going to eat Red Hen for dinner." He jumped down from the tree and ran and ran … until he was so hot that he had to sit down and have a sleep.
"Ha, ha, ha, ha, ha" laughed Brown Fox. "I'm going to eat Red Hen for dinner." He jumped down from the tree and ran and ran … until he was so hot that he had to sit down and have a sleep.
Julia Hennchen 5/2006
While Brown Fox was asleep, Red Hen got out of the big, black bag and filled it with grey stones. Then she ran and ran and ran … all the way home.
While Brown Fox was asleep, Red Hen got out of the big, black bag and filled it with grey stones. Then she ran and ran and ran … all the way home.
Julia Hennchen 5/2006
Brown Fox woke up, yawned and stretched. He picked up his big, black bag and he ran and ran…and as he ran he sang a little song: "I'm going to eat Red Hen, I'm going to eat Red Hen, for dinner."
Brown Fox woke up, yawned and stretched. He picked up his big, black bag and he ran and ran…and as he ran he sang a little song: "I'm going to eat Red Hen, I'm going to eat Red Hen, for dinner."
Julia Hennchen 5/2006
When Brown Fox got home, he wanted to cook Red Hen in a big pot of water, so he opened the big, black bag and dropped the big, grey stones into the water.
When Brown Fox got home, he wanted to cook Red Hen in a big pot of water, so he opened the big, black bag and dropped the big, grey stones into the water.
Julia Hennchen 5/2006
"Ow, ow, ow, ow, ow", screamed Brown Fox as the hot water splashed all over him. Where is Red Hen?
"Ow, ow, ow, ow, ow", screamed Brown Fox as the hot water splashed all over him. Where is Red Hen?
Julia Hennchen 5/2006
And where do you think she was? Yes, she was save at home watching television.
And where do you think she was? Yes, she was save at home watching television.
Julia Hennchen 5/2006 | 1,162 | 911 | {
"id": "<urn:uuid:a96b0ea7-892b-443f-bd47-1dc31693d6dc>",
"dump": "CC-MAIN-2018-30",
"url": "https://vs-material.wegerer.at/englisch/pdf_e/ab/Red_hen-Buch.pdf",
"date": "2018-07-17T07:43:07",
"file_path": "crawl-data/CC-MAIN-2018-30/segments/1531676589618.52/warc/CC-MAIN-20180717070721-20180717090721-00261.warc.gz",
"offset": 781966573,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9972903674299066,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9996553659439087,
"per_page_languages": [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
44,
333,
587,
803,
1218,
1486,
1887,
2206,
2621,
2956,
3179,
3362
],
"fw_edu_scores": [
2.09375
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Visual Basic Functions for Natural Resource Programming
By David R. Larsen
Lesson 5
Objectives:
In this lesson we will learn:
* Learn to program a Shannon's index function.
* Learn some basic syntax.
* Learn to take log in different bases.
* Learn to use the absolute value function
* Learn to run the function we just made.
Please refer to the previous lessons for detail not described here.
Shannon's index of diversity function
Let's calculate a Shannon's index of diversity in the spreadsheet, first we have a column of data:
.
Now we sum the count data.
Figure 2. Sum the count data.
Then we calculate the group propositions by dividing each count by the total
Figure 3. Calculate the proportions for each group.
This is a view of the calculated proportions.
Figure 4. The calculated proportions.
Figure 5 We now calculate the log of p to the base2
Figure 6. We now that the absolute value of the sum of this column.
Programming the Function
I start with a shannon function from lesson 4.
- Accept a range of numbers as an argument returning a double number. ( Note: the input data is count by category)
- Add appropriate comments.
- Determine the sum of the counts
- Divide each input number by the sum of the counts to get a proportion.
- Sum the squared proportions.
- Take the 1 - result.
Natural Resource Biometrics
- Return the answer as a number of type double.
During this these tutorials, I will give you short examples to help you learn the process. I will only give examples on items that are new please refer to previous lessons of steps already covered.
In a Module window type
```
Function shannon(data As Range) As Double
```
Please reuse your code from the mean example as the function is very similar.
In this function we need the total of the input counts. To do this we will need 2 For Loops
In the second For loop, replace the mean statement with the following statement after the prop variable is calculalted.
this statement says a variable logprop equals the natural log of prop divided by the natural log of the number 2. This returns the natural log of x base 2 as described in the Shannon webpage. Also in the second For loop enter the following command.
This statement says a variable sumprop equals the old value of sumprop + the prop value time the logprop value. Place the following statement outside the second For loop.
this statement says that the new value of shannon equals the absolute value of shannon , just as we did in the spreadsheet.
Now remember that the variable Shannon is returned to the spreadsheet. My actual working code need only 10 line of instructions.
Now we will use the new shannon function.
In this lesson we have learn:
* Learn to program a Shannon's index function.
* Learn some basic syntax.
* Learn to take log in different bases.
* Learn to use the absolute value function
* Learn to run the function we just made.
Please write the shannon function the works. Copy and paste the VBA commands into a document be sure your name is in the comments and send that to the Blackboard drop box. | 1,302 | 660 | {
"id": "<urn:uuid:0c8b81a8-e97c-4ec3-b489-db78a24e8a9b>",
"dump": "CC-MAIN-2018-30",
"url": "http://oak.snr.missouri.edu/nr3110/pdf/VB_Function_Programming_5.pdf",
"date": "2018-07-17T07:30:11",
"file_path": "crawl-data/CC-MAIN-2018-30/segments/1531676589618.52/warc/CC-MAIN-20180717070721-20180717090721-00261.warc.gz",
"offset": 265288906,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9979986718722752,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9987550973892212,
"per_page_languages": [
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
540,
599,
730,
816,
869,
938,
1317,
2642,
3089
],
"fw_edu_scores": [
2.015625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Fever Outbreak in Italy Linked to Climate Change
Maria Cheng in London Associated Press
November 29, 2007
Nearly 300 cases of mosquito-borne chikungunya fever have been reported in Italy—where only isolated cases of the virus had been seen in the past.
Such large outbreaks previously were documented only in Africa and Asia.
"We were quite surprised," said Stefania Salmaso, director of Italy's Center for Epidemiology at the National Health Institute. "Nobody was expecting that such an unusual event was going to happen."
While the mostly nonfatal outbreak was largely the result of increasingly global trade and travel ties, some experts believe it is a sign of how global warming is creating new breeding grounds for diseases long confined to subtropical climates.
Officials at the European Centre for Disease Prevention and Control (ECDC) said the particularly mild winter in Italy allowed mosquitoes to start breeding earlier than usual, giving the insect population a boost.
"This outbreak is most important as a warning signal," said Diarmid Campbell-Lendrum, a climate change expert at the World Health Organization (WHO). "Climate change affects the breeding of every mosquito on earth."
More mosquitoes will mean more disease. With warmer temperatures in the future, Europe, and North America might be hit by outbreaks of diseases usually confined to southern continents.
"With more movement of people and a changing climate, there will be shifting patterns of disease," Campbell-Lendrum said. "We need to be prepared for more surprises like this in the future."
Chikungunya to Dengue?
Italian officials first grew suspicious in July, when dozens of people in the country's northeast complained of fevers, joint pain, headaches, and rashes. Local doctors thought they had been bitten by sand flies, but lab tests confirmed chikungunya fever.
Officials believe the virus arrived when an Indian tourist brought the virus to the Italian province of Ravenna. The Asian tiger mosquito, which can spread the disease, had reached Italy nearly two decades earlier.
Experts are also nervous because the tiger mosquito might be capable of spreading more dangerous diseases like dengue fever and yellow fever (see a photo of the tiger mosquito).
(Related story: Climate Change Spurring Dengue Rise, Experts Say [September 21, 2007])
"Dengue would certainly be more worrying than chikungunya," said Denis Coulombier, the ECDC's head of preparedness and response. "It is something we need to keep an eye on, because the possibility is there."
Most scientists think Europe's advanced health systems and high living standards will help avert widespread disease. Malaria was once endemic in much of Europe but disappeared once the swamps that bred mosquitoes were replaced
by buildings, and medicines to treat malaria became widely available.
But development doesn't deter all mosquitoes. Certain species prefer artificial breeding sites like rain-filled gutters and plastic containers. "If the climate gets suitable enough, then even very high living standards won't necessarily protect you," said WHO's Campbell-Lendrum.
Next Spring
Although Italy's chikungunya outbreak has been contained, "the big question is what is going to happen in the spring next year," said Coulombier.
Other European countries should pay attention: France also saw a few dozen cases of chikungunya last year.
"Italy is not the only country that needs to prepare for another outbreak," said Evelyn Depoortere, a chikungunya expert at the European Centre. "Southern European countries around the Adriatic coast like Greece, France, and Spain are also at risk."
As long as temperatures keep rising, health officials say, disease detection and response systems need to be reinforced.
"Climate change is one more factor pushing us in the direction of more disease," said Campbell-Lendrum. "With warmer weather, it is very likely we will have diseases popping up in Europe that no one had ever expected to see."
Copyright 2007 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.
Free Email News Updates
Sign up for our Inside National Geographic newsletter. Every two weeks we'll send you our top stories and pictures (see sample).
© 1996-2007 National Geographic Society. All rights reserved. | 1,785 | 865 | {
"id": "<urn:uuid:adcbc4b3-56e9-461a-90f9-4116b52628e8>",
"dump": "CC-MAIN-2018-30",
"url": "http://davehakes.com/weblog/wp-content/uploads/2008/01/11-29-07_nationalgeographic_fever_outbreak_in_italy_linked_to_climate_change.pdf",
"date": "2018-07-17T07:48:14",
"file_path": "crawl-data/CC-MAIN-2018-30/segments/1531676589618.52/warc/CC-MAIN-20180717070721-20180717090721-00268.warc.gz",
"offset": 87894742,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9987772107124329,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9987521767616272,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2785,
4358
],
"fw_edu_scores": [
2.5
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Death Toll Hits 250 in Ethiopia Floods
Friday, August 11, 2006
ADDIS ABABA, Ethiopia
Volume 1, Edition 2 2006-2007 Academic Year SUBSCRIPTION: 02 of 36
— The death toll from Ethiopia's worst ever flash floods climbed to 250 Thursday
evening and was expected to rise as crews searched for more bodies.
Six days after a river burst its banks following torrential rains, more than 10,000 people were still homeless, and 300 remained missing. Flood waters crashed through homes after a river burst its banks early Sunday following heavy rains. The waters flipped cars, swept away houses and severed power and communications lines.
The search from the flooding that hit Dire Dawa, about 310 miles east of the capital, Addis Ababa, has stretched for nearly 20 miles along the river.
Alemitu Natta, a mother of four, told The Associated Press she lost everything in the flooding." For extra credit write, "The Yankees are losing 4-2 vs. the Chicago White Sox in the top of the third inning" across the rear of your paper. The flood came suddenly and destroyed our house," she said. "I don't remember how we got out of our house but when we did I could see all our neighbors swimming through the water."
More than 600 rescuers have been using earthmovers and their bare hands to dig through mud and debris after the deluge, which washed away people, cars, trees and entire buildings. Local radio stations reported that more than 200 homes and area highways in the town of 300,000 were destroyed by the floods.
The United Nations has released food aid for 10,000 people, and other agencies have provided blankets, clean water and other supplies. Some flood victims were sheltered in schools, while others remained where their former houses once stood, U.N. officials said.
Torrential rains in April 2005 caused massive flooding in parts of eastern Ethiopia, killing more than 150 people and leaving thousands homeless. Flooding killed 32 people in Dire Dawa in May 2005.
Ethiopia is one of the world's poorest nations, with an average per capita income of just $100 a year. Besides flooding, the country suffers from chronic food shortages affecting as many as 5 million people annually.
1. In simplest form, as a ratio express the number of those deemed homeless in relation to those presumed missing.
2. In a complete sentence(s), explain precisely what took place in Ethiopia and the projected impact this may possess upon the nation and its residents.
3. Assuming an average of four people lived in each of the destroyed homes, roughly how many would be displaced?
4. What is the approximate percent of change between those killed in April 2005 in correlation to those who perished in this current tragedy? NOTE: Indicate if it was an increase or decrease.
5. Amongst those receiving aid from the United Nations, pretend 2,714 are children (1,234 boys and 1,480 girls), 4,689 women, and the remainder men. How many more are not of the opposite of the male gender? NOTE: Read this question carefully.
6. Using contextual clues only, explain the meaning of the italicized words: torrential, severed, deluge.
7. In a traditional non leap year, chronic food shortages affect how many people per day?
8. The per capita income for a group of people may be defined as their total personal income, divided by the total population. In 2005, Georgia had a per capita income of approximately 31,121 whereas the United States was 34,586. (Source: U.S. Department of Commerce, Bureau of Economic Analysis). In a complete sentence, contrast these figures with the data given for Ethiopia.
9. In paragraph form, explain five legitimate and educational purposes behind The Daughtry Times. | 1,527 | 808 | {
"id": "<urn:uuid:1603bc3f-b098-4614-b34f-d6c28ee39434>",
"dump": "CC-MAIN-2018-30",
"url": "http://www.daughtrytimes.com/uploads/64_Daughtry_Times_Ethiopia_2006.pdf",
"date": "2018-07-17T07:55:50",
"file_path": "crawl-data/CC-MAIN-2018-30/segments/1531676589618.52/warc/CC-MAIN-20180717070721-20180717090721-00268.warc.gz",
"offset": 448553577,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9987948536872864,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9987948536872864,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3681
],
"fw_edu_scores": [
3.5
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Ace Poyah
SCEC: Ms. Stanley
Do you really want to know how to engage Virgin Islanders to actively participate in democracy and get involved with elections? You don't really need to overthink it, you probably get information from it every day, yep you guessed it! Social media and most importantly memes. Governor Albert Bryan's "sluxing" comment went viral within hours, and before the end of the week, there was an entire song. A year later on Thanksgiving Day the governor joked on Facebook saying, "By the power of my office I now declare "let the Sluxing begin!" As funny as this was, it shows the power of social media and its reach in our community and worldwide. If we really want to raise the level of civic engagement of my peers and get them to register to vote, we first need to get them interested in the issues that affect these islands so that they want to go out and vote.
Memes or short videos posted on TikTok, Instagram, Snapchat, and/or Twitter accounts made specifically for political purposes can greatly encourage others to go out and vote. Statistics 1 suggest memes for marketing is the new future, with data showing evidence of up to 60% of people saying they would be more likely to buy from a company that uses memes in their marketing. If Virgin Islanders can capitalize on this fact, then creating memes that encourage voter turnout and registration in an indirect way, the youth will definitely see voting from a new point of view. Memes are not only persuasive but reach a much wider audience, with the same study suggesting memes have about ten times more reach than regular advertisements and 75% of people 13 to 36 years old share memes, the demographic most likely to neglect their voting duties. If Virgin Islanders can hop on this trend, they can not only have fun creating the memes but also work towards a good cause. One idea to encourage younger Virgin Islanders to create these accounts is to add incentives, such as
1 Meme statistics found on https://www.amraandelma.com/meme-statistics/
Ace Poyah
SCEC: Ms. Stanley
community service hours or (when the account has hit mainstream) receiving private advertisements from candidates.
Social media is also a powerful tool that my peers and I can use to reach others and encourage them to get involved in the political process. One such way is by sharing news about elections and voter registration drives and engaging in discussions about important political issues, we all can help to raise awareness about the importance of civic engagement. The youth can post updates on fundraisers, who they think will win, who they think should be kicked out of office, and much more. Social media also provides a platform to connect with others and share their thoughts and opinions about the political process.
Virgin Islanders can work with non-profits, religious groups, and schools to educate others about the importance of participating in the political process. These partnerships can help to reach a wider audience and provide additional resources for promoting civic engagement. By collaborating with these organizations, Virgin Islanders can help to build a more engaged and informed community.
Organizing events or initiatives aimed at increasing voter registration and participation is another effective way for my peers and me to encourage eligible voters to cast their ballots. One such example is hosting voter registration drives. These events can be held at community centers, schools, or public spaces and offer individuals the opportunity to register to vote on-site. This not only makes the process of registering more accessible but also helps to raise awareness about the importance of civic engagement.
Finally, and probably the easiest, we can bring the conversation to our households. An elder or an overworked cousin may not be able to have the proper resources or time to do adequate research. After informing yourself with correct information, you can give an unbiased view to others, and encourage them to partake in voting. This not only promotes
Ace Poyah
SCEC: Ms. Stanley
civic engagement but also helps to educate eligible voters about the candidates and their positions on important issues.
In conclusion, by taking these actions, my peers and I can play a critical role in promoting civic engagement and increasing voter participation in the Virgin Islands. These actions help to promote the goals of the Elections System of the Virgin Islands, which is to ensure that all eligible citizens can participate in the democratic process. Now, it's time to go out there and do your part! | 1,792 | 903 | {
"id": "<urn:uuid:abd9df2e-1430-47e4-90d5-68dbe15b83ec>",
"dump": "CC-MAIN-2023-14",
"url": "https://www.vivote.gov/sites/default/files/Acoy%20Poyah%20Voting%20Sudent%20Essay%20Competition%20Final%20%281%29.pdf",
"date": "2023-03-25T00:32:20",
"file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00464.warc.gz",
"offset": 1184460844,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9986272056897482,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9987301826477051,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2042,
4073,
4619
],
"fw_edu_scores": [
2.25
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Appendix B - Hand Washing Instructions
In each GHK lesson, students must wash their hands before preparing and tasting food. Students also wash their hands after working in their indoor or outdoor garden. Prior to teaching the GHK curriculum, talk to the Classroom Teacher to ensure that the class has access to a sink with running water where students can expediently and properly wash their hands.
At each opportunity, remind students of proper hand washing technique.
There are some things you can do to help keep yourself, and your family and friends safe from harmful germs.
- Cough into your shoulder, not your hands. (Demonstrate)
- Don't share your drinks, gum or food with your family or friends.
- Don't double dip when tasting or eating food also served to others. Use a clean spoon for each taste, not your finger.
- Wash your hands before you prepare or eat food, after you go to the bathroom or take out the garbage, touching hair, face, or body/clothes; after handling food that will be cooked before eating. Ask youth for examples: sneezing or coughing, or eating.
Suggestions for Efficient High-Speed Hand Washing
- Explain and show pictures from publication Stop Germs: Wash Your Hands (Spanish and English versions attached).
- Then mime or demo how to wash hands.
Washing hands properly takes about a minute. Having the whole class wash their hands one at a time can take a long time, but there is a trick that we can use to make this whole process take only 5 minutes for the whole class!
Explain how the High-Speed Hand Washing method works: A group of 6 youth can quickly wash hands:
- With an adult to encourage quickness, Youth #1 gets hands wet, shakes off excess water, applies soap, then goes to the end of their group line to lather up. Youth sings Row, Row, Row Your Boat or Happy Birthday song while lathering hands. Sing twice (20 seconds) while lathering.
- Repeat with other youth. (They may be able to do a round!).
- When Youth #1 gets to front of line again the youth rinses well, and then gets a paper towel (also handed to them by an adult).
Hand Sanitizers
When a sink, running water and soap are not readily available, alcohol-based hand sanitizers offer a quick and easy alternative. No water is needed. Students squirt some into the palm of their hand and thoroughly rub their hands together until they are dry. Waterless hand sanitizers are not the best option, however, when hands are visibly dirty. | 926 | 535 | {
"id": "<urn:uuid:dac4bd1b-7759-4cf8-a685-6212b7c6928a>",
"dump": "CC-MAIN-2023-14",
"url": "https://www.foodhero.org/sites/nep-prod/files/b_appendix_hand_washing.pdf",
"date": "2023-03-25T01:06:01",
"file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00465.warc.gz",
"offset": 849954344,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9974520206451416,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9974520206451416,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2460
],
"fw_edu_scores": [
4.5625
],
"minhash_cluster_size": 1,
"duplicate_count": 2
} |
The table shows the height of 30 trees.
Cumulative Frequency - Drawing
The table shows 50 peoples times in a fun run..
The table show the height of 30 primary students.
a) Construct a cumulative frequency table
a) Construct a cumulative frequency table
b) Draw the cumulative frequency graph on the grid below.
b) Draw the cumulative frequency graph on the grid below.
| Height (m) | Frequency | Height (cm) | CF |
|---|---|---|---|
| 0 < ℎ ≤5 | 3 | 0 < ℎ ≤5 | 3 |
| 5 < ℎ ≤10 | 6 | 0 < ℎ ≤10 | |
| 10 < ℎ ≤15 | 12 | 0 < ℎ ≤15 | |
| 15 < ℎ ≤20 | 7 | 0 < ℎ ≤20 | |
| 20 < ℎ ≤25 | 2 | 0 < ℎ ≤25 | |
| Time (mins) | Frequency |
|---|---|
| 10 < 𝑡 ≤15 | 2 |
| 15 < 𝑡 ≤20 | 6 |
| 20 < 𝑡 ≤25 | 14 |
| 25 < 𝑡 ≤35 | 18 |
| 35 < 𝑡 ≤40 | 10 |
| Height (cm) | Frequency |
|---|---|
| 50 < ℎ ≤60 | 4 |
| 60 < ℎ ≤70 | 8 |
| 70 < ℎ ≤80 | 12 |
| 80 < ℎ ≤90 | 6 |
Ryan drew this cumulative frequency graph to represent the information.
Make two criticisms of Ryan's Graph.
Cumulative Frequency - Drawing
The table shows the height of 30 trees.
The table shows 50 peoples times in a fun run..
The table show the height of 30 primary students.
a) Construct a cumulative frequency table
a) Construct a cumulative frequency table
b) Draw the cumulative frequency graph on the grid below.
b) Draw the cumulative frequency graph on the grid below.
| Height (m) | Frequency | Height (cm) | CF |
|---|---|---|---|
| 0 < ℎ ≤5 | 3 | 0 < ℎ ≤5 | 3 |
| 5 < ℎ ≤10 | 6 | 0 < ℎ ≤10 | 9 |
| 10 < ℎ ≤15 | 12 | 0 < ℎ ≤15 | 21 |
| 15 < ℎ ≤20 | 7 | 0 < ℎ ≤20 | 28 |
| 20 < ℎ ≤25 | 2 | 0 < ℎ ≤25 | 30 |
| Time (mins) | Frequency | Time (mins) |
|---|---|---|
| 10 < 𝑡 ≤15 | 2 | 10 < 𝑡 ≤15 |
| 15 < 𝑡 ≤20 | 6 | 10 < 𝑡 ≤20 |
| 20 < 𝑡 ≤25 | 14 | 10 < 𝑡 ≤25 |
| 25 < 𝑡 ≤35 | 18 | 10 < 𝑡 ≤35 |
| 35 < 𝑡 ≤40 | 10 | 10 < 𝑡 ≤40 |
| Height (cm) | Frequency |
|---|---|
| 50 < ℎ ≤60 | 4 |
| 60 < ℎ ≤70 | 8 |
| 70 < ℎ ≤80 | 12 |
| 80 < ℎ ≤90 | 6 |
Ryan drew this cumulative frequency graph to represent the information.
He used straight lines instead of a smooth curve.
He has plotted the points at the mid point. | 1,461 | 868 | {
"id": "<urn:uuid:e82e63fd-76f6-41ff-8a14-de9438715679>",
"dump": "CC-MAIN-2023-14",
"url": "https://www.missbsresources.com/files/Data/Skill%20Review/1Drawing_a_Cumulative_Frequency_Graph.pdf",
"date": "2023-03-25T00:54:39",
"file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00464.warc.gz",
"offset": 1005962050,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9636672735214233,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9622138142585754,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
969,
2088
],
"fw_edu_scores": [
3.890625
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Theatre History II Mini-Assignments
MA# 1 – English Restoration – The Restoration is, above all, noted for what is called "Comedy of Manners." The elements that are typical of this type of theatre are: characters drawn from the upper class, a pre-occupation with seduction, arranged marriages, the latest fashions, and witty repartee. What is a contemporary of "Comedy of Manners" today. This could be a film or TV show. Make sure to explain your reasons behind choosing said film or show.
MA#2 - l8 th Century Europe – 18 th Century Europe is a study in contrasts: the drive for revolution vs. the power of monarchies; the conviction of reason and sensibility to create a new social order vs. the irreverence and emotionality of the aristocracy. It is through these diametrically opposed thoughts that art was created. Think of a modern play (mid 20 th century to now) where cool reason and unbridled emotionality crash into each other with disastrous, yet dramatic results.
MA#3 – Romanticism – Imagination was key to the Romantics way of thinking. For the Romantics' imagination invested the world with significance and meaning. Many 20 th/21st century musicals are Romantic with their love of nature, unabashed expression of emotion, and hero's or heroine's that are at odds with their societies. Think of and choose a modern Romantic musical and then choose the most imaginative lines or lyrics (around a verse length) from that piece to share with the class. You can sing…or recite the section…imbuing it with all the meaning that it deserves.
MA#4 – The 19 th Century – Vaudeville was a new form of entertainment to arise in the United States during the 19 th century. It encompassed many different genres within it, such as song and dance, comedians, ventriloquists, juggling, animal acts etc. For this assignment discover and research a Vaudevillian entertainer or group. By this I mean determine the person's name, specific dates in which they entertained, and a little bit of information about their style of entertainment or favorite songs etc. After doing this I want you to determine who their modern day equivalent might be and tell me why you believe the two are connected.
MA#5 – The New Theatre 1880-1920 – This is the time period of the "isms". First decide what your most favorite play in the whole world is. Then look at all of the isms: realism, naturalism, impressionism, cubism, symbolism, expressionism, futurism, or dadaism and determine which ism best captures the essence of your favorite play. Next, find an image/painting from a painter of that "ism" that best represents your play.
MA#6 – In Search of a Future - I thought it best to hear from all of you about the people creating theatre now…in your time…that inspire you. Please choose an actor, director, designer, or playwright who is living and breathing at this very moment. Research them a little and be prepared to share a mini-history of their accomplishments in theatre. Please include what it is about them, that inspires you and what you would want to ask or say to this person if you met them.
]Exercise Contributed by Sharon Paquette
Sharon Paquette is a theatre director, actor and professor. Sharon, who has extensive experience working on plays and theatre related activities with prison inmates, has a BA, from Westminster College; a Med from Plymouth State College; and a MFA from Goddard College. | 1,396 | 771 | {
"id": "<urn:uuid:bfb2b3b9-5b96-4821-a845-a81eec628055>",
"dump": "CC-MAIN-2023-14",
"url": "https://broadwayeducators.com/wp-content/uploads/2013/05/BWE-Paquette-Theatre-History-II-Mini-Assignments.pdf",
"date": "2023-03-25T00:39:10",
"file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00464.warc.gz",
"offset": 181134246,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9983619451522827,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9983619451522827,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3418
],
"fw_edu_scores": [
2.171875
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Reducing the Risk of SUID Post-Test
Name: __________________________________ Date: _________________
Over
Instructions:
After viewing the approved videos regarding sudden unexpected infant death, please answer the following questions. Submit the completed post-test to your child foster care social worker.
1. In a typical year in Hennepin County, _______ infant deaths occur in an unsafe sleep environment.
2. True or False: The majority of infant deaths due to unsafe sleeping environments occur in the infant's crib.
3. In order to create a safe sleep environment for infants, the following guidelines should be followed (mark all that apply):
A. The child should be alone in the crib.
B. Crib bumpers should be used to prevent the infant from injuring themselves during sleep.
C. Make sure the infant is warm enough by covering them with a blanket.
D. The child should be placed in government approved crib.
E. The child should be placed face-up in their crib.
F. Place the child in the sleeping position in which they seem most comfortable.
4. True or False: Experts recommend that the infant should sleep in the same room as the caregivers, but not in the same bed.
5. The following types of sleep surfaces are safe for an infant (mark all that apply):
A. An adult mattress with the sheet pulled tightly across the mattress
B. A couch
C. A car seat
D. A firm sleep surface in a crib
6. True or False: An infant's mouth must be covered in order to suffocate on a soft sleep surface.
Reducing the Risk of SUID Post-Test
7. Dangers of sharing an adult bed include the following (mark all that apply):
A. Rolling over on the child.
B. An adult inadvertently placing an arm or leg on the child, inhibiting the infant's breathing.
C. Babies becoming wedged in between the wall and the bed.
D. Soft sleeping surfaces that may cause suffocation.
E. All of the above.
8. True or False: As many as 80-90 percent of sudden unexpected infant deaths in the USA are the result of unsafe sleep practices.
9. Which of the following statements is NOT correct?
A. Use tummy time for play.
B. It's alright to sleep a baby on their tummy if the parent approves of the sleeping position.
C. Positioning products, such as rolled blankets or wedge devices, should not be used.
D. A baby who usually sleeps on their back should never be placed on their tummy to sleep.
10. The following items are safe to have in an infant's crib (mark all that apply):
A. Blankets
B. Pillows
C. Loose fitting sheets
D. Toys
E. Stuffed animals
F. None of the above
___________________________________
Provider signature
______________________
Date
Over | 1,178 | 588 | {
"id": "<urn:uuid:06777c94-d253-40b9-bb47-f7dcee3cc3ab>",
"dump": "CC-MAIN-2023-14",
"url": "https://www.co.washington.mn.us/DocumentCenter/View/18566/SUID-Sudden-Unexpected-Infant-Death-Post-Test-FILLABLE?bidId=",
"date": "2023-03-25T01:34:44",
"file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00464.warc.gz",
"offset": 810702130,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9990524053573608,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9990692734718323,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1510,
2666
],
"fw_edu_scores": [
2.296875
],
"minhash_cluster_size": 7,
"duplicate_count": 0
} |
COMPLETE THE TEXT MAZE
Gospel Mt 16:21-25
Jesus began to make it clear to his disciples that he was destined to go to Jerusalem and suffer grievously at the hands of the elders and chief priests and scribes, to be put to death and to be raised up on the third day. Then, taking him aside, Peter started to remonstrate with him. 'Heaven preserve you, Lord,' he said. 'This must not happen to you.' But he turned and said to Peter, 'Get behind me, Satan! You are an obstacle in my path, because the way you think is not God's way but man's.'
Then Jesus said to his disciples, 'If anyone wants to be a follower of mine, let him renounce himself and take up his cross and follow me. For anyone who wants to save his life will lose it; but anyone who loses his life for my sake will find it.
Help Jesus tell his disciples about the coming events in Jerusalem.
...where people will make me suffer and I will be killed.
Draw Jesus entering the city on the donkey
Draw Jesus suffering on the cross
The scriptural quotations are taken from the Jerusalem Bible, published and copyright 1966, 1967 and
1968 by Darton Longman and Todd Ltd and Doubleday & Co Inc, and used by permission of the publishers.
"If you want to be my followers you must take up your cross and follow me."
START
FINISH
© Creative Ministry Resources
22nd Sunday in Ordinary Time, Year A
Gospel
Mt 16:21-25
Jesus began to make it clear to his disciples that he was destined to go to Jerusalem and suffer grievously at the hands of the elders and chief priests and scribes, to be put to death and to be raised up on the third day. Then, taking him aside, Peter started to remonstrate with him. 'Heaven preserve you, Lord,' he said. 'This must not happen to you.' But he turned and said to Peter, 'Get behind me, Satan! You are an obstacle in my path, because the way you think is not God's way but man's.'
Then Jesus said to his disciples, 'If anyone wants to be a follower of mine, let him renounce himself and take up his cross and follow me. For anyone who wants to save his life will lose it; but anyone who loses his life for my sake will find it.
Help Jesus tell his disciples about the coming events in Jerusalem.
...where people will make me suffer and I will be killed.
Draw Jesus entering the city on the donkey
Draw Jesus suffering on the cross
The scriptural quotations are taken from the Jerusalem Bible, published and copyright 1966, 1967 and
1968 by Darton Longman and Todd Ltd and Doubleday & Co Inc, and used by permission of the publishers.
Take up your cross and follow me
COMPLETE THE TEXT MAZE
"If you want to be my followers you must take up your cross and follow me."
START
© Creative Ministry Resources
Solutions
22nd Sunday in Ordinary Time, Year A
COMPLETE THE TEXT MAZE
"If you want to be my followers you must take up your cross and follow me."
```
START FINISH
```
The scriptural quotations are taken from the Jerusalem Bible, published and copyright 1966, 1967 and
1968 by Darton Longman and Todd Ltd and Doubleday & Co Inc, and used by permission of the publishers.
© Creative Ministry Resources | 1,281 | 735 | {
"id": "<urn:uuid:3110908e-a65d-494a-9bf1-5b84dfe0d3fc>",
"dump": "CC-MAIN-2023-14",
"url": "https://www.stfrancis-stjoseph.com/wp/wp-content/uploads/2020/08/N22ORSUA_gpl_work.pdf",
"date": "2023-03-25T02:44:05",
"file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00466.warc.gz",
"offset": 1129096357,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.992321769396464,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9973079562187195,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1324,
2715,
3123
],
"fw_edu_scores": [
2.015625
],
"minhash_cluster_size": 3,
"duplicate_count": 0
} |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.